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<![CDATA[USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS ]]>
<![CDATA[Thomas, Kaemanje]]>;
<![CDATA[Choi, Minkyung]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1626
<![CDATA[Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills. Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords: community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.]]>
<![CDATA[PROJECT-BASED LEARNING TO DEVELOP STUDENTS' ABILITY AND CREATIVITY IN WRITING NARRATIVE STORY ]]>
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Raynesa Noor Emiliasari]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1627
<![CDATA[In English language teaching, project-based learning is not only able to optimize language skills but also other skills such as critical and creative thinking. This study tries to investigate the use of project-based learning to develop students’ abilities and creativity in writing narrative text and the students’ perception towards the implementation of project-based learning in writing course. This study employed a qualitative approach by involving second semester students who take writing course. The results of this study indicated that project-based learning can help the students to develop their ability and creativity in writing narrative text in several point including their understanding of the topic, their knowledge about narrative genre namely social function, structure of text, and language feature. In addition, the students also showed their creativity through creating their story line and designing the illustration of the story. Furthermore, the students gave positive views toward the implementation of project-based learning. They mentioned that they learned networking, collaborative learning, and team work through PBL. Thus, project-based learning can be one of alternative ways to teach writing in higher education.Keywords: narrative text; project based learning; student creativity; teaching writing; writing skills.]]>
<![CDATA[MAGIC ROUND: TEACHING MEDIA FOR COMPILING NEGATIVE SENTENCES ]]>
<![CDATA[Tri Agustini Solihati]]>;
<![CDATA[Gea Aristi]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1628
<![CDATA[Learning English is much harder for Indonesian students because of various aspects. Yet, the obstacles are able to overcome with any methods, strategies or media to achieve the goals of the teaching and learning process (Manan, 2017). This research focuses on developing teaching media, named Magic Round for teaching negative sentences. It was made to facilitate students in compiling grammatically correct sentences. This research was carried out by applying Research and Development (RD) which consists of several steps, including; preliminary studies, research planning, product design, product validation, product trial, and producing final product. The trial result in limited scale gained 81.67% from technology expert and 86.67% from material expert. Besides, the assessment of its usefulness, feasibility, and students’ responses toward the media reached 86.38%, 88.64%, and 87.18%, respectively. It means that Magic Round is valid and can be used without revision. In conclusion, Magic Round is appropriate to use in teaching English negative sentences.Keywords: magic round; negative sentences; research and development; teaching media; tenses.]]>
<![CDATA[LISTENING ANXIETY AMONG INDONESIAN EFL STUDENTS ]]>
<![CDATA[Vina Agustiana]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1607
<![CDATA[Listening skill is essential in EFL learning. Experiencing more than three years in teaching Listening, the researcher covers that EFL students face problems in comprehending what people say in target language. Through this study, the researcher aims at exploring EFL students’ experience in learning to listen to spoken English text which covers (a) students’ attitude towards learning to listen to spoken English texts, b) listening anxiety in listening to spoken English texts, and (c) students’ effort in improving their listening skill in listening to spoken English text. To meet the research objectives, the researcher used a quantitative research through applying a survey design. A closed ended questionnaire containing 50 questions were distributed to 58 EFL students of a Private University in West Java, Indonesia. The questionnaire was tested its validity and reliability. Moreover, the data were analyzed descriptive statistically. Data revealed that students show (a) a positive attitude towards learning to listen to English spoken text (3.56); (b) students’ listening anxiety is in high level (3.52); and (c) students have a high effort in improving their listening skill (3.74). To conclude with, in spite of the high level of students’ listening anxiety, they show the high level of attitude in learning to listen to English spoken text and the high effort in improving their listening skill as well.Keywords: attitude; listening anxiety; listening skill.]]>
<![CDATA[REFUSAL STRATEGY PERFORMED BY INDONESIAN EFL LEARNER ]]>
<![CDATA[Nenden Sri Rahayu]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1612
<![CDATA[The research investigates the speech act recognition of refusing as made by Indonesian learners of English as a foreign language, native Indonesian, and native English. It involves three groups: 13 Indonesian EFL Learners (IELs), 13 Indonesian Native Speakers (INSs), and 13 American Native Speakers (NSs) of English. They were asked to respond to ten different situations, in which they carry out the speech act of refusal. Their strategies in refusing were compared one another in order to find out whether the refusal performed by Indonesian EFL Learner (IELs) correspond more closely with those of the Indonesian Native Speakers (INSs) or with speakers of the target language, the American Native Speakers (NSs). The data, collected from a Discourse Completion Test (DCT) which was developed by Blum-Kulka, were analyzed and categorized based on Azis’s categories (2000). Results indicated that although a similar range of refusal strategies were available to the two language groups, cross-cultural variation still exists. The data involved some contextual variables, which include the status of interlocutors (higher, equal, or lower status) and eliciting acts, i.e., requests, invitations, offers, and suggestions.Keywords: Indonesian EFL Learners; interlanguage pragmatics; refusal strategy; speech act.]]>
<![CDATA[NATIVE LANGUAGE INTERFERENCE ON TARGET LANGUAGE WRITINGS OF INDONESIAN EFL STUDENTS: AN EXPLORATORY CASE STUDY ]]>
<![CDATA[R. Agus Budiharto]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1630
<![CDATA[Possessing language students who are skilled in creating a structured, orderly and no error-found piece of composition constitutes a hope and a wish for many EFL teachers, as they are the individuals who undergo a big problem when their students commit numerous errors in EFL writing as a result of their native language interference. This study is aimed at exploring native language influence on students’ English writings as well as investigating the salient and common grammatical errors in their writing with the purpose of checking whether or not Indonesian as the students’ L1 influence them when writing in English. To this end, a corpus of 22 English essays written by students is examined and the errors are then categorized according to the following aspects: grammatical, lexico-semantic, mechanics, and word order sorts of errors. In this study, mixed methods research designs are used: quantitative and qualitative. The results revealed that UNIRA students commit different sorts of errors which are chiefly on account of their native language (Indonesian) interference. The students highly rely on their L1 in stating their thoughts, even though the ranking processes revealed that their essays hold different sorts of errors, those in the grammar and the lexico-semantic statistically constitute the most serious and recurrent ones.Keywords: grammatical sentence; L1 interference; lexico-semantic; writing.]]>
<![CDATA[THE STUDENTS’ ACHIEVEMENT IN PRONOUNCING ENGLISH SONG USING SMULE APPLICATION ]]>
<![CDATA[Himatul Khoiriyah]]>;
<![CDATA[Ahmad Mustamir Waris]]>;
<![CDATA[Juhansar Juhansar]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1610
<![CDATA[The development of science and technology forces academics to be more creative in the teaching- learning process to achieve a better quality of education. Smule application as a part of science and technology development should be used effectively and creatively as a tool in that process especially in English education field. Therefore, this research aims at describing the students’ achievement in pronouncing English song using Smule application and finding out the factors influencing students’ achievement in pronouncing English song using Smule application. This research used quantitative data with descriptive statistical approach. The data were collected through English pronunciation test and questionnaire. The English pronunciation test was used to collect the data related to students’ English pronunciation achievement and the questionnaire was used to find out the factors influencing students’ English pronunciation achievement. The results showed that the mean score of students’ achievement in pronouncing English song using Smule application was 3.81 or almost good. It was influenced by the low frequency in practicing pronunciation, the difficulty to balance singing karaoke and music instruments on fast song tempo, and the lack of using Smule application to sing karaoke.Keywords: achievement; English song; pronunciation; smule application; university students.]]>
<![CDATA[THE IMPACT OF PEER RESPONSE ON EFL LEARNERS’ WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Nur Rohmat]]>;
<![CDATA[Irma Savitri Sadikin]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1611
<![CDATA[The aim of this study is to find out whether or not there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text. This study used quantitative research method with quasi-experimental design. The population of this research was the 175 students of tenth grade at SMK Bandung Barat, while the sample was 26 students of X 2 Farmasi and X TLM. Writing test was used as the instrument of the study. The data were collected from the result of pretest and posttest. Then, the gain of both classes was analyzed by using t-test in SPSS. The result of the study showed that the mean of gain score in experimental class was 0.38 and the mean of gain score of students in control class was 0.22. It meant that there was difference in improvement between both classes. The hypotheses testing showed that sig. 2 tailed values (p) was 0.000 while alpha was 0.05. In other words, p . It indicated that H0 was rejected. Therefore, it can be concluded that there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text.Keywords: descriptive text; peer response technique; teaching; writing.]]>
<![CDATA[THE USE OF TEACHERS’ QUESTIONING STRATEGIES TO STIMULATE STUDENTS’ CRITICAL LITERACY: A CASE OF TWO ENGLISH LECTURERS IN INDONESIA ]]>
<![CDATA[Siti Aimah]]>;
<![CDATA[Bambang Purwanto]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1608
<![CDATA[To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit students’ attention, but also stimulate their critical literacy. This study aims to know the use of questioning strategies used by the English lecturers in the classrooms. An in-depth research was done to provide the information dealing with the reasons of using the questioning strategies and the questioning strategies used to stimulate students’ critical literacy. A case study was carried out by involving two English lecturers of Universitas Muhammadiyah Semarang, Indonesia. Both of them taught the second semester students in Reading class and Language Testing class in the Academic Year of 2017/2018. Data were collected through video-recordings and interview with both lecturers. The findings showed that both lecturers used question-planning strategies and question-controlling strategies as proposed by Xuerong (2012) and Walsh (2011). To stimulate the students’ critical literacy, open-referential questions and follow-up questions were posed to encourage them to be more critical. Wait-time given by the lecturers also helped the students answered the questions, and their questions were more accurate, elaborate, and reasonable.Keywords: critical literacy; effective teaching; question-controlling strategies; question-planning strategies; teachers questioning strategies.]]>
<![CDATA[THE EFFECT OF MS PHOTO STORY 3 ON STUDENTS’ SPEAKING ACHIEVEMENT ]]>
<![CDATA[Dila Charisma]]>;
<![CDATA[Khomarudin Khomarudin]]>
<![CDATA[ Indonesian EFL Journal Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v5i1.1613
<![CDATA[Technology information and communication now takes the best attention from educators. It plays to be good or even better media in teaching and leraning process. Therefore, prospective English teachers should have good skill in creating new class atmosphere toward technology. They need to use technology to be the suitable media in learning English, especially speaking, since speaking is considered to be one of difficult skill. Ms Photo Story 3 is one of many computer applications that can be used as a media in teaching speaking. This present study focuses on the effect of Ms Photo Story 3 in improving prospective English teachers’ speaking and the response of using Ms Photo Story 3 in learning English, especially speaking. Experiment with one group, pre-test, treatment and post-test were employed in this study. The results showed that there are increasing prospective English teachers’ scores. It can be seen from the comparison score of pretest and posttest. Furthemore, the result from the questionaire revealed that the participants’ response after using Ms Photo Story 3 in speaking class is categorized good. Thus, it can be concluded that Ms Photo Story 3 is effective in giving prospective English teachers experiences to create digital speaking.Keywords: Ms Photo Story 3; prospective English teachers; speaking; teaching media; technology.]]>
