Articles
<![CDATA[Enhancing writing skill through writing process approach ]]>
<![CDATA[M. Zaini Miftah]]>
<![CDATA[ Journal on English as a Foreign Language Vol 5, No 1 (2015): March ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (131.932 KB)
|
DOI: 10.23971/jefl.v5i1.88
<![CDATA[The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00% (9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67% (13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed.]]>
<![CDATA[Implementation of intensive-extensive reading strategy to improve reading comprehension ]]>
<![CDATA[M. Zaini Miftah]]>
<![CDATA[ Journal on English as a Foreign Language Vol 3, No 1 (2013): March ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (289.166 KB)
|
DOI: 10.23971/jefl.v3i1.59
<![CDATA[The study is aimed at developing the Intensive-Extensive Reading Strategy (IERS) to improve the students’ reading comprehension. The study employed Collaborative Classroom Action Research. The subjects of the study were 32 students of the second semester of English Education Study Program of STAIN Palangka Raya in the 2010/2011 academic year. The data were gained from reading comprehension test, observation, field notes and questionnaire. The findings show that the implementation of IERS with the appropriate procedures developed can improve the students’ reading comprehension. It is indicated by the improvements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the reading activities during the implementation of IERS in Cycles I and II. Consequently, the improvement of the students’ reading comprehension can be reached but it should follow the appropriate procedures of the implementation of IERS having been developed. ]]>
<![CDATA[AN INVESTIGATION OF STUDENTS’ PERCEPTIONS OF ORAL CORRECTIVE FEEDBACK IN EFL PUBLIC SPEAKING COURSE ]]>
<![CDATA[M. Alpian Sari]]>;
<![CDATA[M. Zaini Miftah]]>;
<![CDATA[Hesty Widiastuty]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, MAY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/project.v5i3.p553-562
<![CDATA[This study was aimed at the investigation to know-how are the students' perceptions about oral corrective feedback given by the teacher in the EFL Public Speaking course. This study was mixed method. The research sample of this study was the 5th-semester students of the public speaking course in the academic year 2020/2021 of IAIN Palangka Raya. Questionnaire and interview were used as the instruments. The data were analyzed using SPSS and Microsoft Excel software. The result showed that: (1) Students feel oral corrective feedback is necessary and helpful in the public speaking course and they are learned a lot from oral corrective feedback because there were 25 students who chose to answer Agree (72%) and Strongly Agree (20%). (2) Students accept all kinds of oral corrective feedback by the teacher because 52-76% of students agree to all kinds of oral corrective feedback. (3) Students prefer all ways to deliver oral corrective feedback because 52-72% of students agree to all methods to delivering oral corrective feedback. (4) Students feel motivated, comfortable, and being happy by oral corrective feedback because 88% of students agree that they feel motivated and 80% of students feel happy and comfortable by oral corrective feedback. Keywords: Students Perception, Oral Corrective Feedback, EFL Students, Public Speaking Course]]>
<![CDATA[Increasing EFL Students’ Writing Abilities Using Peer Response Activities via Facebook ]]>
<![CDATA[M. Zaini Miftah]]>
<![CDATA[ Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 2 (2016) ]]>
Publisher : <![CDATA[Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (750.546 KB)
<![CDATA[This study was aimed to increase EFL students’ abilities in writing argumentative essay via Facebook by developing peer response activities. The classroom action research was employed in cyclic activities. The subjects were 25 Indonesian fourth-year undergraduate EFL students who enrolled in Writing III course. The data were gained from writing task, observation, and field notes. The result shows that this strategy with the appropriate instructional procedures can increase the EFL students’ abilities in writing argumentative essay. It is indicated by the increases of the students’ writing achievement and involvement in writing class during peer response activities via Facebook. Hence, it gives insights to employ this way as an alternative teaching technique in writing classroom because of its effectiveness.]]>
<![CDATA[Enhancing writing skill through writing process approach ]]>
<![CDATA[M. Zaini Miftah]]>
<![CDATA[ Journal on English as a Foreign Language Vol 5, No 1 (2015): Issued in March 2015 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23971/jefl.v5i1.88
<![CDATA[The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00% (9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67% (13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed.]]>
<![CDATA[Implementation of intensive-extensive reading strategy to improve reading comprehension ]]>
<![CDATA[M. Zaini Miftah]]>
<![CDATA[ Journal on English as a Foreign Language Vol 3, No 1 (2013): Issued in March 2013 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23971/jefl.v3i1.59
<![CDATA[The study is aimed at developing the Intensive-Extensive Reading Strategy (IERS) to improve the students’ reading comprehension. The study employed Collaborative Classroom Action Research. The subjects of the study were 32 students of the second semester of English Education Study Program of STAIN Palangka Raya in the 2010/2011 academic year. The data were gained from reading comprehension test, observation, field notes and questionnaire. The findings show that the implementation of IERS with the appropriate procedures developed can improve the students’ reading comprehension. It is indicated by the improvements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the reading activities during the implementation of IERS in Cycles I and II. Consequently, the improvement of the students’ reading comprehension can be reached but it should follow the appropriate procedures of the implementation of IERS having been developed. ]]>
<![CDATA[THE EFFECT OF TWO DIMENSION MOTION PICTURE ON STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Milah Milah]]>;
<![CDATA[M. Zaini Miftah]]>;
<![CDATA[Zaitun Qamariah]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, JULY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/project.v5i4.p820-827
<![CDATA[This study was aimed to measure that students who are taught using two-dimensional motion picture provide a higher vocabulary mastery or not in seventh grade at SMPN 4 Satu Atap Murung. Quasi-experimental design was used in this research. Quasi-experimental aims to assess cause and effect between research objects. The instrument used is a test. The question is in the form of multiple choice, there are 50 items of vocabulary variety. Researchers designed lesson plans, administered treatment and calculated student scores through pre-test and post-test. The population in this study were 168 students of SMPN 4 Satu Atap Murung. While the sample in this study were 50 seventh grade students of SMPN 4 Satu Atap Murung. Data analysis used SPSS 24 software. Based on the results of the analysis, the two-tailed t-test significance was lower than alpha 0.05 or 0.001 < 0.05. Based on manual calculations, the results obtained that the value obtained is higher than the ttable value at a significance level of 5% or 3.5 > 2.01. Can say that teaching by using two dimension motion picture gives students higher English vocabulary. Keywords: Effect, Two Dimension Motion Picture, Vocabulary Mastery]]>
<![CDATA[Grammar-translation method affects students’ reading comprehension and motivation ]]>
<![CDATA[Rizky Kurniawan]]>;
<![CDATA[M. Zaini Miftah]]>;
<![CDATA[Zaitun Qamariah]]>
<![CDATA[ International Journal of Research on English Teaching and Applied Linguistics Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Bone ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (746.097 KB)
|
DOI: 10.30863/ijretal.v1i1.1194
<![CDATA[In English teaching, teaching methods should be applied in the classroom for the successfulteaching activity. It is believed that the Grammar Translation Method (GTM) is effective forteaching reading comprehension and motivating students. This study investigated the effect ofGTM on students’ reading comprehension and their reading motivation at SMAN 4 PalangkaRaya, Kalimantan Tengah. The study applied a quasi-experimental research design. To beresearch participants, 30 students of the natural science class were as an experiment group,and 30 students of the social science class were as a control group taken with a cluster randomsampling. Data were collected using the reading test and questionnaire. The collected datawere then analyzed using one-way ANOVA with SPSS 20. The results showed that GTM hasa significant effect on students reading comprehension and reading motivation. It was foundthat the degree of freedom between group (DFb) = 2, the degree of freedom within group(DFw) = 87 (Ttable = 1.99), and Fvalue was 37.019. It showed that Fvalue was higher than Ttable (37.019 1.99). It means that Ha was accepted and Ho was rejected.]]>
<![CDATA[Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation ]]>
<![CDATA[Muhammad Lukman Syafii]]>;
<![CDATA[M. Zaini Miftah]]>
<![CDATA[ Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23971/jefl.v10i1.1556
<![CDATA[This classroom action research was intended to enhance students' skills and motivation in writing report texts by implementing the Venn-diagram strategy. Twenty-one students failing to achieve the passing grade level of scores on their writing skills at the ninth grade of an Islamic secondary school in East Java Indonesia became the subjects of the study. The observation checklist, field notes, questionnaires, and writing test were used to collect data through implementing the Venn-diagram strategy taking a two-set circle and applying the writing process – prewriting via generating ideas, selecting relevant ideas, and ordering ideas; drafting general classification and description paragraphs; revising the rough draft and editing it; and publishing a final version. The results showed that the strategy can enhance the learners’ skills and their motivation in writing report text. The learners’ writing scores significantly increased both in two cycles – thirteen learners of the twenty-one students passed from the passing grade level in Cycle 1, and all learners passed from those in Cycle 2. It also highly motivates learners in writing report text, both in two cycles. Therefore, English teachers are recommended to apply Venn-diagram strategy in EFL writing class to start writing.]]>
<![CDATA[Preservice teachers' pedagogical competence and transformation learning in a dual online-offline teaching practicum ]]>
<![CDATA[Miftah, M. Zaini]]>;
<![CDATA[Widiati, Utami]]>;
<![CDATA[Wulyani, Anik Nunuk]]>;
<![CDATA[Suzila, Tengku Intan]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol. 43 No. 2 (2024): Cakrawala Pendidikan (June 2024) ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21831/cp.v43i2.54371
<![CDATA[The amount of research discussing preservice teachers' (PSTs) critical reflection on teaching practicum in transformative learning (TL) within teacher education programs is evident. However, research investigating PSTs' pedagogical competence (PC) and TL through the lens of critical reflection on Indonesian EFL teaching practicum settings is limited. The study aimed to investigate what PSTs learned from critical reflection on a dual online-offline teaching practicum for developing PC and how they performed TL. Ten PSTs engaged in a two-month teaching practicum experience within the English teacher education preparation program of a state university in Central Kalimantan Indonesia were purposely sampled in this case study. Multiple data were garnered through reflective journals and focus group interviews. Data were analyzed deductively and thematically to explore prominent themes. The results shed some light on lessons learned encompassing the instructional practices for PSTs' PC development and their improved PC. PSTs performed TL by boosting students' ability in changing mindsets and thinking habits in learning and making them aware of learning and becoming better learners. The research implication provides empirical evidence pertaining to how critical reflection on the dual online-offline teaching practicum contributes to PSTs' PC development and TL performance for professional development.]]>
