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 11 Documents
 1   2 
Search results for , issue "Vol 1, No 2 (2015)" : 11 Documents clear
EXPLORING THE USE OF JIGSAW WRITING AMONG ESL WRITERS: A CLASSROOM RESEARCH Noor Hanim Rahmat
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.621

Abstract

The use of jigsaw classroom has been used by Aronson (2015) since the 1970’s. It is a research based cooperative learning technique and has been successfully used in classrooms all over the world. Out of the jigsaw classroom, comes jigsaw writing and its serves the same function as cooperative learning in the classroom. The benefits of cooperative learning goes beyond learning the contents of the lessons, students gain a new way of learning in groups. Teachers teaching writing in the ESL classrooms will agree that teaching the writing process is not an easy task. ESL learners struggling with the learning of the language are faced with added difficulty of having to write essays in the ESL classroom. According to Elola (2010), collaborative writing can bring many benefits to learners in the ESL classroom. This study is based on the theories of Scaffolding and Cooperative learning. It introduces yet another interesting teaching method to make ESL writing a fun and interactive classroom activity. Qualitative and quantitative data analyzed revealed interesting implications for future teaching ESL writing.
A SURVEY ON SEVERAL POTENTIALLY PROBLEMATIC AREAS OF PRONUNCIATION FOR IRANIAN EFL LEARNERS Amir Toghyani Khorasgani; Ali Toghyani Khorasgani; Narges Keshti Aray
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.626

Abstract

Almost all English language teachers get students to study grammar, vocabulary, etc., but some of these same teachers make little attempt to teach pronunciation in any overt way and only give attention to it in passing. Pronunciation teaching not only makes students aware of different sounds and sound features, but can also improve their speaking. Concentrating on sounds, making aware of where words should be stressed, where words made in mouth, give students information about spoken English and help them achieve the goal of improved comprehension and intelligibility. Pronunciation forms a natural link to other aspects of language use, such as listening, vocabulary, and grammar; ways of highlighting this interdependence in teaching need to be explored. The present paper looks at the problems which Iranian learners are deal with through learning English according to the differences between their segmental and suprasegmental patterns in phonology. Comparing the Persian vowel system with that of English reveals some significant differences in the following three areas: 1) the number of vowels, 2) tense/lax distinctions, and 3) the pure/glide. There are also noticeable differences in consonantal distributions between Persian and English such as their numbers, clusters, manner and place of articulation. The syllabus types of English and Persian are also cause a lot of problem in spoken language. The differences between word stress patterns in Persian and English also make problematic areas for Iranian students. In this paper, through detailed examination of Persian and English sound systems, some of the specific problems areas have been identified, especially in reference to some of the characteristic phonological differences between the two languages.Keywords: vowel, consonant, syllable type, stress pattern
EFFECTIVE TEACHING AND LANGUAGE LEARNING MOTIVATION: A STUDY ON THE INTERCONNECTION Kafi, Zeinab; Motallebzadeh, Khalil
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.622

Abstract

The present study aimed at examining the relationship between EFL teachers’ effective teaching and the language learning motivation of Iranian EFL learners whose English proficiency was upper-intermediate and above. To this end, 150 upper-intermediate and advance EFL students, from some language schools in Mashhad, Iran participated in the study. The participants were firstly asked to fill out a researcher made questionnaire which aimed at checking their opinions on how effective they considered their teachers in teaching (Effective Teaching Questionnaire). Afterwards, the same students were asked to fill out a questionnaire that investigated how much motivated they were for learning English (Language Learning Motivation Questionnaire). These questionnaires were validated by two experts in the field, also their reliability, using Cronbach's Alpha, was estimated to be .87 and .80 respectively. Afterwards the relation between teachers’ effectiveness in teaching and the extent to which students were motivated as a result was investigated. For measuring the probable relation, correlation as well as multiple regressions was run for analysis of the obtained data. The results exhibited the existence of a positive relation between the two.Keywords: Effective teaching, motivation, EFL learners, EFL teachers
PEDAGOGICAL COMPETENCE OF ENGLISH TEACHERS WITH NON-ENGLISH EDUCATIONAL BACKGROUND IN KUNINGAN REGENCY: PROBLEMS AND SOLUTIONS Rila Nurfadillah
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.627

Abstract

This paper analyzed pedagogical competence of Junior High School English Teachers with Non-English Educational background in Kuningan. The method was qualitative research and the data were structured observation, questionnaire, and interview. In this research, the respondents were nine English Teachers with Non-English Educational Background in different school, and were chosen by convenience sampling. Based on the findings of the research, English Teachers with Non-English Educational Background only have done the indicator number: (1) Mastering learners’ characteristics from the physical aspect, moral, spiritual, social, cultural, emotional, and intellectual; (2) Mastering the theory of learning and the principles of educated learning; (3) Developing the curriculum associated with the lessons; (6) Facilitating learners’ potential to actualize their potential; (7) Communicating effectively, empathic, and polite with learners; (8) Conducting the assessment, the process evaluation, and the learning outcomes; and (9) Utilizing the results of assessment and evaluation. Then, the teachers were indicated as teachers who are not maximum in the indicator number; (4) Conducting educated learning; (5) Utilizing information and communication technology for learning, and (10) Doing a reflective action to improve the quality of learning. The main problem of English Teachers with Non-English Educational Background is pronunciation because they were confused in saying something in English. There are also the solutions of all the problems like joining MGMP or teacher’s forum.Keywords: pedagogical competence, English Teachers with Non-English Educational Background, EFL Classroom, problems, solution.
THE ARABIC COGNATES OR ORIGINS OF PLURAL MARKERS IN WORLD LANGUAGES: A RADICAL LINGUISTIC THEORY APPROACH Zaidan Ali Jassem
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.623

Abstract

This paper traces the Arabic origins of "plural markers" in world languages from a radical linguistic (or lexical root) theory perspective. The data comprises the main plural markers like cats/oxen in 60 world languages from 14 major and minor families- viz., Indo-European, Sino-Tibetan, Afro-Asiatic, Austronesian, Dravidian, Turkic, Mayan, Altaic (Japonic), Niger-Congo, Bantu, Uto-Aztec, Tai-Kadai, Uralic, and Basque, which constitute 60% of world languages and whose speakers make up 96% of world population. The results clearly show that plural markers, which are limited to a few markers in all languages comprised of –s/-as/-at, -en, -im, -a/-e/-i/-o/-u, and Ø, have true Arabic cognates with the same or similar forms and meanings, whose differences are due to natural and plausible causes and different routes of linguistic change. Therefore, the results reject the traditional classification of the Comparative Method and/or Family Tree Model of such languages into separate, unrelated families, supporting instead the adequacy of the radical linguistic theory according to which all world languages are related to one another, which eventually stemmed from a radical or root language which has been preserved almost intact in Arabic as the most conservative and productive language. In fact, Arabic can be safely said to be the radical language itself for, besides other linguistic features, sharing the plural cognates in this case with all the other languages alone.Keywords: Plurality, language families and relationships, radical world language, radical linguistic theory
REQUESTIVE STRATEGIES OF INDONESIAN EFL LEARNERS . Meliyawati; Fahrus Zaman Fadhly
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.628

Abstract

This study aims to investigate the realizations of requestive strategies used by Indonesian EFL learners. The respondents are 25 of junior students of the Department of English Education in the University of Kuningan. The data were collected through Discourse Completion Test (DCT) and interview. The collected data were analyzed by using the requestive strategies theory by Blum-Kulka, House, and Kasper (1989). The query preparatory is the most term of requestive strategy type used by Indonesian EFL learners in Department of English Education in some different situations on DCT (64.8%). Second is mild hints with 13.6%, third is mood derivable with 10.4%, forth is obligation statement with 7.5%, fifth is want statement with 2.4%, sixth is suggestory formulae with 1.1%, seventh is hedge performative with 0.3% and the last are performative and strong hints with nothings. The respondents incline used requestive strategies which is avoid conflict or threatening to the hearer. The study reveals that the social variables such as power, social distance and ranking of imposition really affect toward the realization of requestive strategies used by Indonesian EFL learners.Keywords: Requestive strategy, Indonesian EFL learners, Discourse Completion Test.
THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Venny Eka Meidasari
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.629

Abstract

This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners’ progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner’s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners’ needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum
A COMPARISON OF THE SPEECH STYLES OF NIGERIAN AND CHINESE EFL LEARNERS IN MALAYSIA Pauline Mackenzie; Kuang Ching Hei
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.625

Abstract

This paper focused on the speech styles of two groups of learners, Nigerian learners with English as their official language and Chinese learners with English as a foreign language studying in Malaysia. A questionnaire was developed to extract personal details while a classroom task was given to gather data. Consent was given voluntarily. Spoken data were recorded, transcribed verbatim and then analyzed and findings were further substantiated by an interview. Analysis showed that Nigerian learners are less prone to using fillers as compared to Chinese EFL learners. This implied that Chinese EFL learners were less comfortable in using English. Both Nigerian and Chinese learners used the same amount of intensifiers suggesting that they do not feel passionate when talking about themselves, as the task demanded. The findings of this study will enable foreign language learners to understand themselves better and assist local teachers and classmates to be more tolerant when communicating with them as it can help to minimize misunderstandings. Nonetheless, further research may be required to verify the findings.Keywords: Speech styles, fillers, intensifiers, Nigerian, Chinese, EFL learners
THE USE OF PROCESS-PRODUCT HYBRID APPROACH TO IMPROVE STUDENTS’ WRITING SKILLS Yayan Suryana; Deden Iskandar
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.624

Abstract

This paper comes out of concerns about teaching English writing to vocational high school students in EFL learners’ context. This study points out how the process-product hybrid approach affects students’ writing skills in solving some complex problems in order to generate deep comprehension of writing. In this study, quasi-experimental research was applied to measure the students’ writing improvement by collecting the data from instruments which covered pre-test, post-test, and questionnaire. The findings showed that students’ writing skill improved significantly. It also revealed that almost all of the students responded the statements positively and they believed that this approach can help them in improving their writing skill since it gives full comprehension of writing and serves more interesting teaching learning activities. Therefore, this integrated approach has become the most recommended approach for teachers to improve students’ writing competences.Keywords: process-product hybrid approach, teaching English writing, students’ writing skills.
THE EFFECT OF LEARNING STYLES AND MOTIVATION ON INDONESIAN STUDENTS’ ENGLISH ACHIEVEMENT Hery Yufrizal; . Sudirman; Basturi Hasan
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.630

Abstract

This research aims to find out whether there is any significant interaction between motivation and learning style on students’ English achievement in Bandar Lampung. This research is a non-experimental study with variant analysis study. The research involves 430 students of Science Department, Faculty of Teaching and Education, University of Lampung, Indonesia. Data were taken by giving a set of test in which validity and reliability are tested. Data for motivation and learning styles were taken from students’ reponses to multiple choice questionnaire each consisting of 40 questions. The results of the analysis show that there is no significant interaction between motivation and learning styles on students’ English Achievement. This means that the combination of motivation and learning styles cannot distinguish between high achiever students and the lower ones. Learning styles have significant influence on students’ English achievement. Students with different learning styles have different English achievement. Motivation does not have significant effect on students’ English achievement. Students with different motivation did not have different result of English achievement.Keywords: motivation, learning styles, English achievement.

Page 1 of 2 | Total Record : 11

 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