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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 2, No 1 (2016)" : 8 Documents clear
THE CHARACTERIZATION ANALYSIS OF ROB HALL IN EVEREST: NEVER LET GO FILM 2015 Risna Budiarti; Nani Ronsani Thamrin
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.639

Abstract

This research focuses on Rob Hall’s characterizations and moral values found in “Everest: Never Let Go” Film. The aims of this research are to find out Rob Hall’s characterizations portrayed in the Film Everest: Never Let Go and the moral values of the Film. The researcher used the theory about psychological analysis (based on Sigmund Freud in Schultz, 2005) to find out Rob characters through his words or sentences in script of Everest; Never Let Go Film and semiotics theory (based on Roland Barthes, 1968, 1990, 1991) to find out the characteristics of Rob Hall through pictures or signs which show his character in Film “Everest: Never Let Go” with print screen of each pictures or signs, and theory of moral value based on George and Uyanga (2014). Qualitative descriptive method was used by the researcher to find out the characteristic of Rob Hall in Everest: Never Let Go Film and the moral values of Rob Hall characterized in the Film. As result, the researcher found 6 characterizations of Rob Hall in Everest: Never Let Go Film, those are Honest, Sociable, Responsible, Assertive, Attentive, and Pessimistic. While, the moral values from this Film was that a leader should be able to support, keep, help, open, responsible, honest, assertive, wise attitude, sacrifice, and direct their team towards better.Keywords: Characterization Analysis, Rob Hall, Everest: Never Let Go Film, Pyschological Analysis, Semiotics, Moral Value
THE IMPLEMENTATION OF TASK-BASED INSTRUCTION IN TEACHING SPEAKING Mutiara Stepani
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.636

Abstract

This study aims at investigating the benefits and challenges encountered by the teacher and the students in implementing task-based instruction. This study mainly utilizes a qualitative research design covering the trait of a case study. This study was carried out in one vocational high school in Bandung involving one class from the eleventh grade students. The data were collected through interview and questionnaires. The data from classroom interview and questionnaires were analyzed qualitatively. The result of interview and questionnaires revealed that task-based instruction resulted in some benefits and challenges. It was revealed that task-based instruction contributes to students’ speaking skill and enhances students’ participation. Apart from those benefits, some challenges were also found in terms of teacher’s competence, availability of time, and mixed ability students. Accordingly, it is recommended that this method is implemented in a long period of time.Keywords: task-based instruction, teaching speaking, benefits of task-based instruction, challenges of task-based instruction
A STUDY OF EFL STUDENTS’ ORAL COMMUNICATION STRATEGIES IN DISCUSSIONS Rosi Hardianti
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.634

Abstract

: In the process of communication, EFL students frequently experience problem in saying what they want to say in English. Oral Communication Strategies (OCS) surface as the students needs to solve problems of expressing their intended meaning. This descriptive qualitative study intended to analyze (1) types of OCS used by students while conducting discussion, and (2) the students’ reasons for using certain types of OCS. The participants of this study were a group discussion consisting of five EFL students of English Education Department in the University of Kuningan. The data in this study were gained from observation and interview which were then transcribed. The data were analyzed qualitatively by using Dornyei’s (1995) taxonomy of OCS. The results revealed that students participated in this study tended to use achievement strategies (73.07%) more frequently than avoidance strategies (26.92%). Specifically, students used nine out of twelve communication strategy types, and the most frequent strategy used by students while conducting discussion was the use of fillers strategy (51.28%). Then, the students’ reasons for using fillers strategy in their communication were basically because of their lack of English vocabulary knowledge and content knowledge of topics which were being discussed. Thus, students encounter communication problems as the results of target linguistic inadequacy. Hence, further study might yield different result if the topics chosen for discussion were desired topics among students.Keywords: EFL (English as a Foreign Language), Oral Communication Strategies, Discussion
IMPROVING STUDENTS’ MASTERY OF PASSIVE TROUGH EGRA METHOD Dini Siti Sundari
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.635

Abstract

This research aims at finding out whether or not EGRA method can improve students’ mastery of passive voice in one of Public Senior High Schools in Kuningan. A quasi-experimental design was employed in this research to test the objective theories by examining the relationship between two variables. Pre-test, post-test, and questionnaire were used to collect the data. The data were then analyzed by using SPSS 20.0. Before conducting pre- and post-test, the tests were tried out to check its validity and reliability. From 60 items, it was found that 40 items were valid and reliable because the items’ correlation coefficient (rxy) were higher than rtable and their Cronbach Alpha were higher than 0.07, so the researcher used them as pretest and posttest instruments. The t-test result was 0.000 which means that it was lower than 0.05 (0.0000.05) so that the null hypothesis is rejected and alternative hypothesis is accepted. Then, the mean score of pre-test and post-test in experimental group were significantly different (55.77 up to 81.79). To confirm the result of this research, questionnaires were used. From the questionnaire, it was found that in affective aspects, 58.9%, 64.1% and 53.8% of the students agreed with the use of EGRA method. In behavioral aspects, 33.3%, 56.4% and 43.5% of the students agreed with the use of EGRA method. While in cognitive aspects, 56.4%, 56.4%, 51.2% and 58.9% of the students agreed with the use of EGRA method. So, it can be concluded that EGRA method can improve students’ mastery of passive voice.Keywords: EGRA method, passive voice, students
EFL LEARNERS – FACED PROBLEMS IN LISTENING COMPERHENSION Seli Siti Syadiah
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.637

Abstract

This research focuses on the EFL learners’ problems in listening comprehension. The present research attempts to investigate listening problems encountered by a group of low level at seniors of a private university in Kuningan. This qualitative case study involved 10 participants who took TOEFL course in 7th semester. The data was gathered by means of questionnaires and interviews. The result of the research showed that accent, pronunciation, speed of speech, insufficient vocabulary, different accent of speakers, lack of concentration, anxiety, and bad quality of recording were the major listening comprehension problems encountered by EFL students. This research also found that most students (60%) used compensation strategy to overcome the problems by guessing the answer, while the others (30%) used memory strategy by using their knowledge or experiences, and the rest 10% of the students used affective strategy by motivating themselves to try answering the questions. Knowing students’ learning difficulties may enable EFL teachers to develop the effective learning strategies and ultimately improve their English listening abilities. Suggestion is made for addressing problems regarding how students can help themselves and the teachers can help their students to overcome the listening comprehension problems encountered by the students.Keywords: EFL Learner, listening comprehension, listening problem
EFL TEACHERS’ UNDERSTANDING IN DEVELOPING LESSON PLAN Annisa Putri
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.632

Abstract

This research attempts to find out EFL teachers’ understanding of lesson plan and the development along with problems the teachers faced in developing lesson plan. The researcher used two data collection techniques; interview and analyzing the lesson plan developed by four EFL teachers. The interview results revealed that all participants understand about the lesson plan as well as its development and understand about the elements that should be included as parts of lesson plan, but, unfortunately, the teachers could not understand the system of learning assessment. They thought that it is too complicated because they should provide one system of learning assessment along with the rubric of assessment. On the other hand, the result of lesson plan analysis showed that all participants understand how to develop lesson plan by stating all elements of lesson plan in accordance with the requirements stated in the Regulation of Ministry of Education and Culture No. 103 in 2014. The problems found are when the teachers did not state learning purposes, even two of the teachers stated that learning indicator is similar with learning purposes. Another problem is found when they did not include the assessment rubric. Then, the other problem is found when they were asked about the implementation of scientific approach. Scientific approach is a new thing for them to be applied as the approach consists of observing, questioning, associating, collecting, and communicating.Keywords: lesson plan, lesson plan development, 2013 curriculum
THE ANALYSIS OF STUDENTS’ ERROR IN USING RELATIVE CLAUSE Kusdianty, Stevyara Rismawathi
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.638

Abstract

This study is aimed at investigating error types of Relative Clause and focuses on error of selection items of relative pronoun. Limitation of the study was on the students’ error in using relative pronoun (who, whom, which, and whose) in Report Text and the causes of the students’ error. This study used descriptive qualitative method. There were two techniques of collecting the data; observation which aimed at giving relative pronoun test in Report Text and interview which aimed at gathering information about the causes of the students made error. 20 students from class XI IPA 1 and XI IPA 2 of SMAN 1 Garawangi were chosen by the researcher as the sample of this study. The theory by Corder (1982), Azar (1999) and Brown (2000) were used as a basic theory to analyze the collected data. Finally, the results of the analysis showed that the students made errors in relative pronoun “who” with number 45 errors or 33.6%. The error in using relative pronoun “whom” were 32 errors or 23.9%. The error in using relative pronoun “which” were 29 errors or 21.6%. The error in using relative pronoun “whose” with number 28 errors or 20.9%. The errors caused by the influences of intralingual transfer or most of the students didn’t understand about the material, and interlingual transfer or the influences from their mother tongue in pronouncing and writing relative pronoun.Keywords: error analysis, relative pronoun, students, report text
THE QUEST FOR HAPPINESS IN WOLE SOYINKA’S THE TRIALS OF BROTHER JERO Christine Osae
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.633

Abstract

In pursuit of happiness, humans have indulged in atrocious acts and lost the moral membrane, perhaps with a conviction that they can find fulfillment. Literature, being a mirror of the society, is the best medium to help in correction of these wrongs. This article is aimed at the analysis of the major fictional characters in Soyinka’s The Trials of Brother Jero to reveal their daily struggles in search of happiness. A textual analysis in relation to Aristotle’s doctrine of happiness leads to a conclusion that Soyinka has successfully created lifelike characters whose struggles in life are relatable yet unproductive as far as the quest for happiness is concerned.Keywords: virtue, golden mean, happiness, fulfillment

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