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<![CDATA[TRANSLATION ANALYSIS OF BODY-RELATED METAPHORS IN THE HOLY KORAN BY YUSUF ALI, MARMADUKE PICKTHAL, AND THOMAS IRVING ]]>
<![CDATA[Seyyed Ali Keshvari]]>;
<![CDATA[Razieh Eslamieh]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.653
<![CDATA[The present study is a Corpus-based research which analyzes the translation of Body-Related Metaphors in the Holy Koran by Yusuf Ali, Marmaduke Pickthal and Thomas Irving, within the framework of Newmark’s procedures of metaphor translation. The data analyzed consists of a sample of 107 words and phrases which are categorized as metaphors of ear, eye, face, and hand. Out of the seven procedures proposed by Newmark for translating metaphors, the translators applied five procedures. None of the translators applied Newmark’s fourth or sixth procedure and no new procedure was observed. The results revealed that among 107 metaphors examined, there is a general tendency (57.94%) towards reproducing the same image in the TL, and the three translators translated 68 metaphors (63.55%) using similar procedures. This study concludes that the likely and the most frequent metaphor translation procedures in the Holy Koran are: (1) to reproduce the same image in the TL, Newmark’s first procedure; and (2) to convert metaphor to sense (literal meaning), Newmark’s fifth procedure.Keywords: metaphor, the Holy Koran, Peter Newmark, procedure]]>
<![CDATA[THE IMPLEMENTATION OF CRITICAL DISCOURSE ANALYSIS IN AN ENGLISH CLASSROOM ]]>
<![CDATA[Moh. Fuadul Matin]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.649
<![CDATA[: This research reports on the implementation of a teaching program on an English classroom which incorporated the principles of Critical Discourse Analysis (CDA). This study can be regarded as part of Critical Language Awareness (CLA), a pedagogical wing of CDA, since it implemented CDA into a classroom practice. In this respect, this study examines the implementation of the principles of CDA in an English classroom, the effects it brings towards students’ critical reading, and students’ responses towards the teaching program. The study employed a qualitative case study which involved eighth grade of Junior High School students at SMP Al-Maliki Bojonegoro in odd semester 2016-2017. It used several data collection techniques including a phase of teaching in which the researcher acted as the participant observer, as well as students’ reflective journals, and questionnaire. Data from all sources revealed that the implementation of CDA’s principles develops students’ critical reading in general. It also demonstrated students’ positive responses towards the teaching program that it gave plenty of new insights for them and improved their critical reading as well. All these results indicate that the infusion of CDA into the teaching of reading is considerably effective in enhancing students’ critical reading.Keywords: critical discourse analysis, critical language awareness, students’ critical reading]]>
<![CDATA[THE WONDERS OF MOBILE PHONE TECHNOLOGY IN TEACHING AND LEARNING ENGLISH ]]>
<![CDATA[Murugan, Agelyia]]>;
<![CDATA[Sai, George Teoh Boon]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.654
<![CDATA[Using digital tools such as Mobile phones in learning environment is beneficial as the device which is capable to present learning content and provide a wireless two-ways communication between the educator and learners. A review of researches done in Malaysia shows that studies are still focusing on the readiness of the educators and learners in using mobile learning technology in teaching and learning. This paper advocates the use of mobile phones in teaching and learning English. Theories relating to mobile learning highlight the importance of control, context, and communication elements in mobile learning. These three elements are important in knowledge building and support the positive behavioural change of the learners. Apart from that, mobile phones enable the learners to strengthen their language skills as it promotes an environment that motivates the learners to be explorative. In order to meet the students’ needs, there are many types of mobile phone applications that assist learning such as discussion forum, text-based activities, audio-based learning, and interactive game-based language learning. The paper significantly highlights the importance of mobile phones and mobile phone applications which allow language learners to learn and enrich their language anytime and anywhere because the learning process can happen while on the move. Keywords: mobile learning technology, mobile phone, English language skills]]>
<![CDATA[THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA ]]>
<![CDATA[Jacques Lwaboshi Kayigema]]>;
<![CDATA[Davie E. Mutasa]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.659
<![CDATA[English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.]]>
<![CDATA[THE NEED OF ENGLISH AT HIGHER EDUCATION ]]>
<![CDATA[Yulia Hapsari]]>;
<![CDATA[Esti Junining]]>;
<![CDATA[Devinta Puspita Ratri]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.651
<![CDATA[Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education]]>
<![CDATA[THE ANALYSIS OF INTERLANGUAGE PRODUCED BY 3RD GRADE HIGH SCHOOL STUDENTS IN NARRATIVE WRITING TEXT ]]>
<![CDATA[Nida Amalia Asikin]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.652
<![CDATA[This research is a descriptive case study concerning interlanguage in EFL students’ narrative writing. The study explores the occurrence of interlanguage in students’ writing, and the reason(s) why interlanguage exist in their writing. The data of the study are ten narrative texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There was one data collection procedures applied in this study, namely document analysis. The data from students’ texts were analyzed on the basis of the concept of interlanguage by Selinker (1972). The results of the study revealed that from the ten texts, the interlnguage appear in forming passive sentence, choosing incorrect verb agreement, choosing wrong auxiliary, making the unparalleled sentence, and translating sentence word by word. For that reason, it is concluded that interlanguage exist due to the strong influence of native language. Therefore, it is suggested that students should be exposed to the use of appropriate English grammar in their writing.Keywords: interlanguage, narrative writing, passive sentence]]>
<![CDATA[WHATSAPP MOBILE TOOL IN SECOND LANGUAGE LEARNING ]]>
<![CDATA[Nanan Abdul Manan]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.657
<![CDATA[This research focuses on the improvements of communicative learning skill. It uses a common technology tool of commonucation, whats application. English, as in nonnative education athmosphere, is dangerous lecture. The students of university, eventhough, have learnt English from primary school up to Senior High School, they still find difficulty in practicing and understanding English as their custom and community. The difficult one can occur as the threarthening problem in every opportunity in English practicing. Some problems are from teachers, methods, instrumets or motivation in providing English at class. WhatsApp is an application in currently technology used by many people, not exception for students at STKIP Muhammadiyah Kuningan. It gives some interesting communication among students. The tool provides many advantages in communication. In this case, WhatsApp mobile tool can support communicative learning in second language learning among students of university whether in writing and reading skills or in improving motivation to learn. English interractively is needed as the result of this lecture. The students use the application as fun and relax activities without barrier and ashamed communication. In this point, they can increase and improve their vocabularies by means of WhatsApp tool communication. This study purposes to be fully utilized WhatsApp mobile tool to improve communicative skill in English language learning.Key words: WhatsApp, second language, improving communication skill, motivation.]]>
<![CDATA[COMMUNICATIVE LANGUAGE TEACHING AS CONCEPTUALIZED BY BHUTANESE ENGLISH AS SECOND LANGUAGE TEACHERS ]]>
<![CDATA[Jigme Dorji]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.648
<![CDATA[The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon’s (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn’s (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers’ conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies.     Keywords: communicative competence, communicative language teaching, conceptualization]]>
<![CDATA[MEANING ON TRANSLATION OF INDONESIAN-ENGLISH ADS TEXT ]]>
<![CDATA[Purwani Indri Astuti]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.658
<![CDATA[This research was actually about the meaning of translation in Indonesian-English ads text, the booklet of PUD in Sukoharjo regency. Translating ads text is not simple because ads text has certain structure to be fulfilled. Then, to translate some cultural terms in ads text, it needs some considerations to keep the quality of the translation itself. One of the considerations is about the concept of readibility that consists of length of sentence average, new words, and grammatical complexity. The research belonged to qualitative research and the data were all the phrases and the sentences in the booklet of PUD Sukoharjo regency. The methods of data collecting were questionaire, in-depth interview, and content analysis with the instrumens of questions, interview guides, and data card. The data were then analyzed by using Miles and Huberman interactive model while the data validity was data triangulation. The result of the research showed that the readibility of Indonesian-English ads text was rather low for the score of the readibilty rating instrument was 2.2 from the total score of 3.Keywords: translation, ads text, readibility]]>
<![CDATA[IMPROVING STUDENTS’ FACTUAL REPORT WRITING SKILL BY USING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHOD ]]>
<![CDATA[Yadi Kusmayadi]]>;
<![CDATA[Yayan Suryana]]>
<![CDATA[ Indonesian EFL Journal Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v3i1.650
<![CDATA[Content and Language Integrated Learning (CLIL) seems worthy to investigate since it applies a language other than the student’s mother tongue used as a medium of instruction. In this research, the researcher aims to portray two objectives, namely identifying whether CLIL method is effective to improve students’ factual report writing skill, and examining students’ attitude towards the implementation of this method. This research employs a quasi-experimental design through applying two instruments, namely tests which consists pre-test and post-test, and questionnaires. 60 students of eleventh-grade social class of a state senior high school in Kuningan are involved in the research. They are divided into a control and an experimental group. Tests are analysed quantitatively to identify the first research objective, questionnaires are analysed with descriptive statistic to examine the second research objective. The result taken from independent t-test shows that there is a significant difference on the students’ writing skill since the level of significant is lower than the alpha (0.0000.005) which indicates that CLIL is effective in improving students’ writing skill. Furthermore, the result taken from questionnaires portrays that students show positive attitude towards the implementation of CLIL in teaching and learning process.Keywords: Content and Language Integrated Learning (CLIL), factual report, writing skill]]>
