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Kab. kuningan,
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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol 3, No 2 (2017)" : 12 Documents clear
MENTAL PROCESS OF WRITING FOR ACADEMIC PURPOSES: A CASE STUDY OF INDONESIAN WRITERS Fahrus Zaman Fadhly; Nurul Hasanah; Vina Agustiana
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.667

Abstract

This study was aimed at reconstructing the mental processes involved in academic writing. This qualitative case study involved two lecturers in University of Kuningan since they were considered able to engage mental processes in their steps of writing for academic purposes or scientific manuscript. The data were obtained through in-depth interview. As result, there are some mental processes involved in the writing activity experienced by the writers. Those mental processes are differently involved in the steps of writing starting from brainstorming, planning, drafting, revising, editing, until proofreading stage. Besides, this study revealed the ways how the writers develop their writing in case of producing a long composition without losing the essence of the paper, how the writers overcome the sticking in their writing process, the writers’ special writing features and what they expect from the reader after reading their writing. It also revealed that the differences experienced by the participants in each stage of writing are strongly influenced by their areas of interest, writing behavior and their writing style.Keywords: mental process, academic writing, stages of writing
EVALUATING A SYNCHRONOUS ONLINE TEACHER DEVELOPMENT PROGRAM ON CREATING CALL TEACHING MATERIALS Corry Caromawati
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.663

Abstract

This study investigated the effectiveness of a four session online teacher’s development program on creating CALL teaching materials. The sessions were conducted through a synchronous computer-mediated video communication platform and set two learning outcomes; 1) fostering teachers’ technological skill to create a computer-based teaching material, 2) building teachers’ knowledge to evaluate the qualities of a Computer-Assisted Language Learning (CALL) material using the CALL appropriateness framework (Chapelle, 2001). The sessions were designed based on the project-based learning framework and TPACK-in-Action model. This case study collected the data through the screen captured videos, chat logs, teachers’ reflection journals, teachers’ final projects, and teachers’ material evaluation skills demonstrated by the end of the TDP. The data were then analyzed qualitatively. The results showed that despite some significant time ineffectiveness and technical issues, the sessions successfully achieved the learning outcomes. Additionally, the teachers considered the overall sessions useful in developing their technical knowledge to develop CALL materials and assuring their quality. These results advocate for some technical supports from the institution and strong commitment of the participating teachers.Keywords: synchronous learning, online teacher’s development program, CALL
EFFECTIVENESS OF DEPLOYING WHATSAPP AND FLASH FICTION IN COMPREHENSION AND LANGUAGE PEDAGOGY Adekunle Mamudu
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.664

Abstract

Many universities in Nigeria are yet to embrace technology for pedagogy through the use of modern learning gadgets to enhance learning activities in their campuses. Such modern gadgets include the Global system of Mobile Communication (GSM). In every campus in the country, virtually every student owns a phone and can, thus, participate in at least a two-way communication between the teacher and the learner. Interviews conducted on the poor utilisation of this gadget in schools show that lecturers believe it is highly informal and would, therefore, reduce the seriousness and effectiveness of learning if deployed in and outside the classroom. This study sets out to allay all such fears and convince school administrators that these fears are unfounded. In this research, it was found that rather than weaken the seriousness of learning, it would help the students give their best as they use their regular familiar and endearing phones to respond to their lecturers, while finding the opportunity to quickly consult other language learning-aided packages in their phones. To be specific, this paper examines students’ responses to the use of WhatsApp and flash fiction in the teaching of literary comprehension and appreciation in English Language to learners of English as a second language.Keywords: Flash fiction, WhatsApp, Technology, ICT, English Language Learners
THE RELATIONSHIP BETWEEN GRAMMAR LEARNING STRATEGY USE AND LANGUAGE ACHIEVEMENT OF IRANIAN HIGH SCHOOL EFL LEARNERS Sorour Zekrati
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.660

Abstract

This paper sought to explore the relationship between grammar learning strategy use and language achievement of Iranian high school EFL learners. The participants of the study were 300 students from three different proficiency levels (Elementary, pre-intermediate, and intermediate), 230 of whom completed and returned an Oxford Solution Test, and a Likert-scale Grammar learning strategies questionnaire (GLSQ) containing 35 statements. The participants were divided to the above mentioned proficiency groups based on Oxford placement test categorization and their total GPAs. The results of descriptive statistics, interview session, and rank-ordering indicated that cognitive and social affective strategies were the most frequently grammar strategies used by Iranian EFL learners. The analysis of the quantitative and qualitative data revealed that Iranian high school EFL learners used a variety of learning strategies while learning and using grammar structures; however, the results of one-way ANOVA indicated that there was a significant difference in the frequency of use of grammar learning strategies among different proficiency levels. Additionally, the results of ANCOVA analysis showed that gender did not play a significant role in strategy use. Furthermore, the results of Pearson correlation coefficient indicated that there was a positive relationship between language achievement and grammar strategy use. The findings of the study might provide Iranian EFL teachers and learners with some helpful implications for teaching and testing, and learning grammar strategies respectively at high schools, as well as useful directions for future studies in this domain.Keywords: grammar learning strategies, language proficiency, language achievement, gender
THE FLOUTING OF COOPERATIVE PRINCIPLE MAXIMS: IMPLICATIONS FOR TEACHING OF PRAGMATICS IN EFL CLASSROOM Nugraha, Sidik Indra
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.670

Abstract

This research reports on the flouting of cooperative principle maxims in a comedy movie. The data were taken from conversational exchanges of a comedy movie entitled Meet the Parents, and were collected by transcribing the exchanges exposing humor occurred in the movie. The exchanges potentially flouting the maxims were analyzed in the light of Grice’s CP maxims, elaborated further in Thomas (1995), to look into the types of maxims flouted and the ways the maxims were flouted. The exchanges were then further analyzed as to find whether the types of verbal humor are particular to each maxim flout. The analysis revealed that the four types of maxims, i.e. Quantity, Quality, Relevance, and Manner, occurred to have been flouted so as to create humor. The Quality maxim was the most commonly flouted (55.6%), whereas the least commonly flouted was the Relevance maxim (6.3%). The speakers flouted the maxims in a number of different ways particular to each maxim. Moreover, the analysis found that maxim flouts were relevant to the types of verbal humor. Therefore, given the importance of pragmatic competence that the foreign language (FL) learners should acquire, it is suggested that pragmatics should be explicitly taught and integrated into the teaching of English.Keywords: pragmatic competence, the cooperative principle, conversational exchanges, maxim flout, verbal humor
LINGUISTIC PERFORMANCE OF FORMER US PRESIDENT OVER DEVELOPING TERRORISM IN THE MIDDLE EAST Mostafa Shahiditabar; Mohammad Amin Mozaheb; Mohsen Mohseni; Abolfazl Babaei; Amir Hossein Rashidi; Ali Dehchali; Mojtaba Hosseini; Hossein Pourghasemian
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.671

Abstract

This study aims to reveal how a single reality, i.e., terrorism, is presented and viewed by US officials. The corpus of the current study is US President Barack Obama’s speeches from 2011 to 2015. The approach used in this study to detect discursive structures within the transcripts of the American officials’ speeches and discover the ideologies underlying them is Van Dijk’s (2004) as well as a content-based analysis method. As far as the analysis the data is concerned, the macro strategies of ‘positive self-representation’ and ‘negative other- representation’ are useful to evaluate attitudes and opinions on the one hand, that is, Obama has applied polarization, victimization, actor description, national self-glorification, presupposition, lexicalization, and actor description among other strategies in his speeches. On the other hand, the findings prove that Obama’s impressions of terrorism versus terrorists and states versus people are changing from 2011 to 2015. The findings of the present study is hoped to be useful for both critical discourse analysts and political activists.Keywords: Critical Discourse Analysis (CDA), political discourse, Obama, terrorism
SOCIOLINGUISTIC REFLECTIONS IN THE USE OF DETERMINERS IN ESL AND EFL: THE EDUCATED NIGERIAN ENGLISH (ENE) EXAMPLES Omowumi Bode Steve Ekundayo
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.661

Abstract

This paper examines the use of English articles and some determiners in English as second language (ESL) with a view to establish the differences between ESL and native English use of determiners and the sociolinguistic factors that inform their use. Examples were drawn from Educated Nigerian English (ENE) and Standard British English (SBE). The paper is based on the concepts of linguistic interference and intraference. Observation and recording of spontaneous speeches, secondary sources, the Internet and questionnaire were used to gather data from 2005 to 2014 across Nigeria to establish how determiners are deployed and the currency and ubiquity of the patterns observed in ENE. The responses to the questionnaire and interviews were analyzed and presented in simple percentile, frequency tables and charts, and discussed thereafter. The study discovered that there are clear differences in the patterns of the use of articles in ESL, as the ENE examples show. As a result of interference and intraference, educated Nigerians tend to overgeneralize the use of articles and determiners with noun phrases, applying them superfluously or omitting them where necessary and even sometimes using ‘the’ as a possessive determiner for ‘his,’ ‘her’ and ‘their.’ They also often yoke similar and exclusive determiners together in nominal structures. The paper concludes that these patterns should be treated as some of the features that characterize Nigerian English syntax.Keywords: Sociolinguistics, articles, ENE, SBE, interference, intraference
THE EFFECT OF TEACHING ORAL COMMUNICATION STRATEGIES ON INDONESIAN EFL LEARNERS’ SPEAKING SKILL Yuniarti Yuniarti
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.666

Abstract

This study reports on applying the teaching of oral communication strategies (OCSs) in the speaking class to improve students’ speaking skill. It was designed in a quasi-experimental research. 53 undergraduate EFL students in the English Department of a private university in Kuningan were purposively chosen as the participant of the course. They were grouped into control and experimental class. The course material of OCSs was adapted from a study conducted by Nakatani (2005). The effects of teaching OCSs were assessed by two types of data collection: the participants’ pre-test and posttest speaking scores, and the transcription from the tests. The first result showed that the most frequently used OCSs in the speaking class were filled pauses, interlanguage-based, false starts, providing active response, first-language-based, and approximation strategy. Then, second, the t result indicated that tobs was greater than tcrit. Therefore, it can be concluded that the teaching of OCSs in the EFL speaking class had a significant effect in developing students’ speaking skill. It indicates that such training activities are relatively applicable to use in the language classroom.Keywords:  EFL teaching, oral communication strategies, speaking skill
STUDY OF DEMOTIVATED VS. MOTIVATED EFL LEARNERS’ PREFERENCES TOWARDS TEACHERS’ ORAL ERROR CORRECTION Rezvan Jafari; Habibollah Mashhadi; Farideh Okati; Roya Movahed
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.662

Abstract

The purpose of this study is to compare the possible differences between demotivated vs. motivated EFL learners’ preferences toward teachers’ oral error correction, including the necessity, frequency, timing, type, method, and delivering agent of error correction. To this end, 141 Iranian EFL learners at the departments of foreign language in Zabol and Sistan and Baluchestan universities participated in this study. The learners’ preferences for error correction questionnaire, the demotivation questionnaire, semi-structured interviews, and classroom observations were used to collect the data. The results of independent sample t-tests indicated that there were no significant differences between the two groups regardless of their demotivation level toward oral error correction. The findings revealed five suggestions: firstly, errors should be corrected and sometimes to be corrected.  Secondly, correcting errors “after the student finishes speaking” was the most appropriate time among the two groups. Thirdly, “serious spoken errors that may cause problems in listeners’ understanding” and “frequent errors” should be corrected more than other errors. Fourthly, “elicitation” and “explicit feedback” were the most popular methods of corrective feedback among the two groups. Finally, teachers were the most preferred person to deliver corrective feedback. Furthermore, the results of the observation data showed that what students received as error correction in oral classes were not in line with what students preferred to be corrected. Pedagogical implications for providing oral error correction have also been discussed.Keywords: oral corrective feedback, demotivated learners, motivated learners, preferences, EFL learners
STUDENTS’ INTEREST IN GENERAL ENGLISH CLASS AND THEIR REACTION TOWARDS TEACHING METHODS Maya Lisa Aryanti
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.668

Abstract

This article discusses about a few points which make the students interested in learning General English, students’ reaction on teaching method used by the lecturers, and additional description used to explain certain materials. This study is important because teaching non English Department students is challenging. This study is included into a qualitative research. The used theories are teaching-learning theories. Hence, the theories of research methodology and a few linguistic theories are taken. General English remains Basic English course given either in the first semester or in the second one. Through this research, it appears that discussion method and lecture method are still needed. However, the students will be more delight if learning process is supported by visual media or if they often get challenges. Further, General English materials still continue being developed as new curriculum is released.Keywords: general english, teaching method, students’ reaction

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