cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. kuningan,
Jawa barat
INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 14 Documents
 1   2 
Search results for , issue "Vol 1, No 1 (2015)" : 14 Documents clear
EXPLORING INDONESIAN EFL LEARNERS’ METAFUNCTION COMPETENCE AND THEIR CRITICAL READING Nani Ronsani Thamrin; Jaruki Andriansyah Maulana
Indonesian EFL Journal Vol 1, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i1.616

Abstract

This study explores the relationship between students’ metafunction competence and their critical reading. This study uses mixed method approach to discover deep and whole comprehension of the research problem. The five undergraduate students who have attended functional grammar class are purposively involved. This study shows that students’ metafunction competence and their critical reading positively correlate. In the other words, the students’ metafunction competence develops their critical reading ability. It is corresponding with the conclusion which is drawn by Bumela (2011) that the initial formation of meaning is also largely influences by reader’s expectations and background knowledge. Hereby, students’ metafunction competence plays as students’ background knowledge to recognise the features of the texts and identify the metafunctions of the texts which is beneficial as the departure for critical reading.Keywords: students’ metafunction competence, critical reading.
PROS AND CONS OF TED-BASED LISTENING INSTRUCTION FOR ENGLISH MAJORS IN CHINA: STUDENTS’ INSIGHTS Huang Jian
Indonesian EFL Journal Vol 1, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i1.611

Abstract

Listening is essential not only for successful communication of various kinds but also for effective language acquisition (Rivers, 1981; Wang, 2012). Unfortunately, in spite of its significance, listening instruction and relevant research has been downplayed because of difficulty of teaching listening and a wrong belief that listening competence can be acquired simply through exposure (Ren, 2011; Field, 2008). The limited research into the instruction has revealed that listening instruction follows the comprehension approach (CA) which reduces listening teaching to listening testing Brown, 1990, Vandergrift Goh, 2012. As a result, listening leaners often fail to receive instruction on how to listen and gradually lose their motivation for listening learning. The study aims to change this situation by using Ted-based materials for listening instruction. Via both quantitative and qualitative analysis of the data collected, the study shows that Ted-based listening instruction helps students’ all-around development in terms of language proficiency, critical thinking (CT), world knowledge and affects though improvement are desired in choice of text in terms of right difficulty, length and speaker features.Keywords: Listening instruction, material development, ted, student perspective.
THEMATIC PROGRESSION ANALYSIS IN INDONESIAN EFL STUDENTS’ THESIS ABSTRACTS Rika Vennia Rahmawati; Eri Kurniawan
Indonesian EFL Journal Vol 1, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i1.617

Abstract

This study examines thematic progression in thesis abstracts written by English students in Indonesia University of Education. This study employs a descriptive qualitative method since it attempts to describe and analyze textual data accurately. The data for this study come from repository.upi.edu. Five undergraduate students’ thesis abstracts were downloaded from the website published in 2014. After gathering the data, a thematic progression theory proposed by Fries (2002) is employed to analyze the data. Findings show that constant theme is the type of thematic progression that is mostly used the thesis abstracts by 52.64%. The linear theme and split rheme thematic progression pattern are also found in the abstracts. However, split rheme is found only once. Among the problems the students have probably encountered are how to write a coherent abstract and to create an appropriate logical relation among sentences in their writing. This study concludes that the students’ thesis abstracts mostly use constant theme pattern, which suggests their writing is not quite well-arranged. Since an abstract should be written in more or less 200 words and it should represent the important information of the research, students may be confused as to how to summarize their research into 200 words.Keywords: thesis abstracts, thematic progression, English students
AN INVESTIGATION OF CHINESE MIDDLE SCHOOL IN-SERVICE ENGLISH TEACHERS’ ASSESSMENT LITERACY Lin Dunlai; Su You
Indonesian EFL Journal Vol 1, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i1.607

Abstract

This paper reports an investigation into the status quo of assessment literacy of Chinese middle school in-service English teachers. Using tasks designed by Coombe et al. (2007), the study finds out that Chinese secondary English teachers have low levels of assessment literacy. They are not aware of such principles as authenticity, sensitivity issues about test content and self-assessment. Especially, they are extremely incompetent in understanding statistics about item analysis and distractor efficiency analysis. No significant difference was detected about teachers’ assessment literacy in terms of teaching experience and whether they have taken assessment training courses in any forms. The authors call for a study into language assessment courses offered for secondary English teachers and enough attention paid to the relevance of language assessment training courses to classroom assessment.Keywords: assessment literacy, middle school in-service English teachers. China

Page 2 of 2 | Total Record : 14

 1   2 

Filter by Year

2015 2015


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2025) Vol. 11 No. 1 (2025) Vol. 10 No. 2 (2024) Vol. 10 No. 1 (2024) Vol. 9 No. 2 (2023) Vol 9 No 1 (2023) Vol. 8 No. 2 (2022) Vol 8, No 2 (2022) Vol. 8 No. 1 (2022) Vol 8, No 1 (2022) Vol 7, No 2 (2021) Vol 7, No 1 (2021) Vol 6, No 2 (2020) Vol 6, No 1 (2020) Vol 5, No 2 (2019) Vol 5, No 1 (2019) Vol 4, No 2 (2018) Vol 4, No 1 (2018) Vol 3, No 2 (2017) Vol 3, No 1 (2017) Vol 2, No 2 (2016) Vol 2, No 1 (2016) Vol 1, No 2 (2015) Vol 1, No 1 (2015) More Issue