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<![CDATA[PROBLEMS IN USING LANGUAGE LABORATORY IN ENGLISH LISTENING INSTRUCTION ]]>
<![CDATA[Feby Akhdiyati]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1376
<![CDATA[This study is aimed at describing problems faced by both teachers and students in learning listening using language laboratory in SMA Sandikta, Bekasi and providing solutions to overcome those problems. The participants of the study are the eleventh-grade students of SMA Sandikta. The results of the analysis showed that there are some problems faced by the teacher and the students. The problems faced by the teacher include (1) the problems related to the teacher’s proficiency like being unable to identify the error of machine, (2) insufficient collection of master tapes which makes problem for the teacher to accommodate the material, (3) too long material make the students bored, the teacher has difficulties to select of material, and (4) the attitude of the teacher and students toward language lab. On the other hand, the problems faced by the students are (1) students’ lack of vocabulary, (2) physical aspects of students like boredom, and (3) the teacher did not give the tapescript, the students just memorize the dialog. For that reason, it was suggested to all parties to improve the knowledge in optimalizing the language laboratory.Keyword: ability; language laboratory; listening; action research.]]>
<![CDATA[INSTAGRAM USE TO ENHANCE ABILITY IN WRITING DESCRIPTIVE TEXTS ]]>
<![CDATA[Soviyah Soviyah]]>;
<![CDATA[Diana Rahayu Etikaningsih]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1373
<![CDATA[Technology is changing the world we live in. It affects the way people see, think, and learn their environment and communicate with others. In the educational field, there have been previous studies revealing the positive attitudes toward the use of mobile devices and applications. However, the empirical studies of the practice of how to use a specific mobile device and application effectively are done in a limited scale. Taking the experimental research method, this study investigated the effectiveness of the use of Instagram application on the students’ performance in writing descriptive texts. The main research question was centred around whether there was significant difference in the ability of writing descriptive text between students who were taught using Instagram and those who aren’t. Involving random sampling technique, this study involved 50 students of a private high school in Yogyakarta as the research sample. The empirical data were collected through pre and post tests. The data were analyzed quantitatively applying t-test computation and descriptive analysis. Results of the study indicate that there is significant difference in students writing score between those taught using Instagram and those who aren’t. In conclusion, teaching students writing by using Instagram pictures are more effective than teaching without using Instagram pictures. In other words, the use of Instagram is effective in teaching writing descriptive texts.  Keywords: technology; Instagram; experimental research; writing descriptive text.]]>
<![CDATA[REFUSAL AND ACCEPTANCE STRATEGIES REALIZATION IN SUNDANESE CONTEXT ]]>
<![CDATA[Sartin T. Miolo]]>;
<![CDATA[Emzir Emzir]]>;
<![CDATA[Asep Supriadi]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1378
<![CDATA[This study investigates the refusal and acceptance strategies realization in sundanese context among students of a private university in Kuningan. The study is purposely designed to investigate the types of refusal and acceptance strategies used in Sundanese context. This study employed a qualitative method as a research design. A Discourse Completion Task (DCT) was used to collect the data which was spread into 30 respondents. The questionnaire was in Bahasa Sunda because the respondents were Sundanese people, so it can be easier to be analyzed. The findings showed that there were 240 utterances consisted of 150 utterances of refusal and 90 utterances of acceptance. The refusal strategies consisted of 12 strategies and the acceptance strategies consisted of 6 strategies. Most of the respondents which are Sundanese are polite as it can be seen from their responses when they were asked to accompany their lecturer or when they refused to the person with higher power. They always say punten, hapunten sateuacana or it can be called ‘sorry’. The term ‘sorry’ showed that they try to be polite when talking with the higher power and distance. Yet, they use different talking when they talk to their friends who have the same power. So, they can place where they should be polite and to whom they talk.    Keyword: acceptance strategy, refusal strategy, sundanese culture.]]>
<![CDATA[REFLECTIVE READING JOURNAL IN TEACHING WRITING ]]>
<![CDATA[Yanuarti Apsari]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1374
<![CDATA[A number of studies suggested that journal writing is a supportive tool that encourages learners’ reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and students’ texts. The results of the study revealed that reflective reading journal can be used  effectively to improve students’ writing skill through several ways. First, the students were required to produce clearly defined paragraphs which include two sections. The first section included referencing data, such as author and title, and a paraphrase of the reading. The second section contained a response to a specific aspect of the reading. Second, the participants of the research were involved in decision making of topics for reading. Third, they wrote reflective reading journal weekly. Fourth, teacher gave feedback to students’ journal entries. In addition,the study also showed that there were some benefits, namely development of ideas, improvement of textual coherence, and Improvement of textual cohesion.Keywords: reflective reading journal; writing; benefit; EFL; ELT.]]>
<![CDATA[BRIDGING CRITICAL DISCOURSE ANALYSIS IN MEDIA DISCOURSE STUDIES ]]>
<![CDATA[Ratna Sari]]>;
<![CDATA[Silvia Eka Putri]]>;
<![CDATA[Herdi Herdi]]>;
<![CDATA[Budianto Hamuddin]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1379
<![CDATA[The precarious and critical period of the initiation of Discourse Analysis was populer at the end of the 1990s and the beginning of 2000s. Various approaches and frameworks were proposed during the time especially in the field of Applied Linguistics. This is including Critical Discourse Analysis (CDA) as one of its leading areas. This present study aimed at exploring and catching out how the CDA’ presentation in overall related to Media studies and how it can be applicable to uncover an unseen ideologies while examining the existence of media discourse studies. The study is considering 25 journal studies to scrutinize the ways and methods used in discern social phenomena while illuminating the true characteristics of the social actors. As result, it was revealed that CDA is used openly to expose ideologies that somehow differentiate oppressed groups by offering a dummy image used by the highest authority or elite.Keywords: CDA; ideology; media discourse; social actors; power.]]>
<![CDATA[THE MERITS OF QUIZLET FOR VOCABULARY LEARNING AT TERTIARY LEVEL ]]>
<![CDATA[Agung Ginanjar Anjaniputra]]>;
<![CDATA[Vina Aini Salsabila]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1370
<![CDATA[Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners’ engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners’ learning experiences, eventually fulfilling the learners’ demand of the 21st century.Keywords: Vocabulary learning; Quizlet; learner engagement; CALL]]>
<![CDATA[CULTIVATING CRITICAL THINKING ABILITY IN BTI IN CHINA ]]>
<![CDATA[Yuehong Wei]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1380
<![CDATA[It is very vital for students in BTI to grasp the critical thinking ability, but how to cultivate this ability in the fundamental courses is a big problem to be solved. This study is to employ the teamwork, such as group discussion and group representation, and reflection log in the teaching process, investigating the dynamic situation through questionnaires. The results showed that group discussion, group presentation and reflection log are the effective ways to promote students’ critical thinking skills; however it cannot improve the critical thinking promptly in such a short time and it will be a successive process. Therefore, carrying out some class activities can enhance students’ critical thinking skills in English reading class.Keywords: BTI, English reading, critical thinking, teamwork, reflection log]]>
<![CDATA[THE VARIETIES OF HOMEWORK GIVEN BY ENGLISH TEACHERS OF VOCATIONAL SCHOOLS ]]>
<![CDATA[Dinar Martia Azizah]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1375
<![CDATA[Learning inside the classroom is never enough because there are various limitations, so it needs the non-school hour assignment called homework. This research aims to find out the varieties of homework given by English teachers of vocational schools. This research uses a qualitative descriptive method by involving eight English teachers of vocational schools in Yogyakarta. Open-ended questionnaires, interview, and document analysis are used to collect the data. In analyzing the obtained data, the researcher does three steps, namely data condensation, data display, and conclusion drawing. The research results showed that homework varieties given by English teachers serve three main objectives. Those objectives are to broaden knowledge, sharpen skills, and inculcate values. It is concluded that formal education in schools requires homework that improve students' English proficiency. Besides, the existence of State Examination is regarded as a special thing that effects on learning process.Keywords: homework; broaden knowledge; sharpen skills; inculcate values; English proficiency.]]>
<![CDATA[THE IMPLEMENTATION OF TASK-BASED INSTRUCTION IN EFL TEACHING SPEAKING SKILL ]]>
<![CDATA[Hanif Nurcholish Adiantika]]>;
<![CDATA[Halim Purnomo]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1371
<![CDATA[The present study aims to examine the implementation of task-based instruction in EFL teaching speaking skill. It covers the advantages and shortcomings faced by teachers and students in implementing task-based instruction particularly in teaching speaking skill. This study employs a qualitative approach by using a case study design. This study was initiated in one of senior high school in Kuningan covering one class of eleventh grade students. The data were obtained through interview and questionnaires. The findings showed that task-based instruction result in several advantages and shortcomings. It was found that task-based instruction enables students to be more active in teaching and learning process and it was also proven to enhance students’ speaking skill. Meanwhile, there were also some shortcomings identified in this study i.e. teacher’s ability, time availability, and different students’ proficiency level. Therefore, it is suggested to implement task-based instruction in a long time period and in a very proper way by considering different students’ ability inside a certain classroom.Keywords: task-based instruction; teaching speaking skill; advantages and shortcomings of task-based instruction.]]>
<![CDATA[IMAGE BUILDING THROUGH EFL TEXTBOOK ‘MY PALS ARE HERE’ TO STUDENTS IN KUPANG, EASTERN INDONESIA ]]>
<![CDATA[Peggy Jonathans]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1377
<![CDATA[English textbook is supposed to display society traditions and civility to encourage intellectual conversation among students. Even at earliest stage, young students can grow thoughtful principles of living in diversity and respectful among multicultural and religious community. The heart of moral values in students’ English book is expected to effectively address social and moral problems of society and to maintain the harmony of living. ‘My Pals are Here’ English textbooks for primary schools, presents EFL/ESL Asia themes. This motivates one private primary school in Kupang, eastern Indonesia to use this book believing that their students are part of international and wider community and engaging them in more Asia perspectives with attractive and colorful world teaching them many good values. By elaborating humanistic approach in the book content, this book achieves to deliver daily issues encountered by Asian children living more progressively with the introduction of many discourses in Asia and beyond without such pigeon holed the context of the book to very narrow scope. This discussion paper therefore aims to look at and discuss the input established within the book through the language and topic contents, as well as social and cultural values underlying the content, and the virtues addressed to the children. Images built within this book depicted through illustrations, figures, negotiation of meanings and interaction which extensively encouraged and performed from tasks given. The textbook succeeds to show self-identity of Asia throughout the content. Keywords: Language Content; Subject Content; Moral Values; Images.]]>
