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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 16 Documents
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Search results for , issue "Vol 8, No 2 (2022)" : 16 Documents clear
PROTOTYPE DESIGN FLIPBOOK MEDIA IN TEACHING GRAMMAR “SIMPLE PAST TENSE” Lilik Purwaningsih; Arie Hadianti; Marsini Marsini
Indonesian EFL Journal Vol 8, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i2.6490

Abstract

Advances in science and technology with the help of existing applications in people's lives today have a great impact on the quality of human resources, especially in the field of education. Therefore, educators must be able to propose innovations to improve the quality of education. Flipbook-style teaching materials allow teachers to convey the teaching material clearly and well without being boring. By using research and development method (Borg and Gall), the researchers investigate the validity and practicality flipbook media in teaching grammar “simple past tense”. In collecting the data, researchers conducted both two qualitative data and quantitative data. Analyzing the data, the researchers came to the concise that the developed product had a high level of validity achieved 84% and the practicality reached 86.5%. In nutshell, the flipbook learning media is effective and feasible to use in learning English simple past tense. Keywords: prototype design; flipbook media; simple past tense. 
THE PRE-SERVICE TEACHERS’ COMMUNICATION ABILITY ANALYSIS AT TEACHER TRAINING AND EDUCATION FACULTY Lamhot Naibaho
Indonesian EFL Journal Vol 8, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i2.6474

Abstract

This study is aimed assessing the English pre-service teachers’ communication ability at teacher training and education faculty. It was done at Universitas Kristen Indonesia within 3 months. This study is a quantitative study and the results of the study are reported descriptively to describe the findings obtained. The study involved respondents of 116 students who were taken using the purposive cluster sampling technique. The instrument of the study is a set of questionnaire which was divided in to two parts (demographics and generic skills data). The data was analyzed by inferential statistical analysis. The finding of this study is that there is no significant difference between the level of Communication ability of male and female students, and there is a significant relationship between the level of communication ability and student achievement. Then, it is concluded that the level of confidence in communication ability of education students is at a high level. However, the ability to communicate in English is still at a moderate level that is less satisfactory.Keywords: Pre-service teachers; communication; ability; gender. 
INSTAGRAM-MEDIATED PROJECT-BASED LEARNING IN TEACHING SPEAKING SKILL Agung Ahmad Syahida; Andang Saehu; Hanna Sundari
Indonesian EFL Journal Vol 8, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i2.6442

Abstract

This study was grounded in a mixed-method design that aimed to analyze the differences between learning speaking taught using Instagram-mediated project-based learning and those taught using conventional techniques. In addition, this study was also conducted to investigate the challenges faced and explore the strategies given by students in solving problems in the application of Instagram-mediated project-based learning techniques. This study involved 12th-grade students who were randomly selected to be the control and experimental groups. The research instruments used were pre-speaking tests and post-speaking tests to measure the level of students' speaking skills and a questionnaire to investigate the challenges faced and explore the strategies provided by students in Instagram-mediated project-based learning conducted by the experimental group. The significance score was 0.000 smaller than 0.05. This confirmed that the Instagram-mediated project-based learning technique proved to have a significant difference. In qualitative stage of analysis, it was revealed that the challenges the students faced were categorized into language barriers, video making, and external factors. From the results of this study, it can be concluded that the Instagram-mediated project-based learning technique was proven to be effective in improving students' speaking skills. Therefore, school policymakers can provide a wider internet network to support this learning technique. However, the results of this study recommended similar research on speaking skills in other materials in more depth with a wider scope.Keywords: Instagram; project-based learning; MALL; speaking; mixed-method. 
FOSTERING STUDENTS’ CRITICAL THINKING SKILLS THROUGH HIGH-LEVEL QUESTIONING IN ANALYTICAL EXPOSITION TEXT Muhammad Handi Gunawan; Erma Rahmawati; Didi Suherdi; Anni Kristanti Yunandami
Indonesian EFL Journal Vol 8, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i2.6437

Abstract

This study employed classroom action research and was conducted in two cycles. The main data were students’ written texts taken from the first cycle and the second cycle, and the teacher’s field notes. The texts were analyzed by examining the schematic structure and the linguistic features of an analytical exposition text. To measure students’ critical thinking, the texts were examined using the Critical Thinking Value Rubric developed by the Association of American Colleges and Universities (AACU). The findings showed that there are positive implications for the application of high-level questioning in students’ critical thinking skills. Furthermore, in comparison between the data gained in the first cycle and the second cycle, it shows that after the implementation of high-level questioning there are some improvements in all aspects of the critical thinking criteria such as issue, evidence, the influence of context, and conclusion based on the value rubric. Although there are some improvements, in terms of delivering the issue, and showing evidence, the students still have difficulties in explaining and elaborating their ideas clearly.Keywords: analytical exposition text; critical thinking; high-level questioning. 
EFL STUDENT TEACHERS’ PERCEIVED KNOWLEDGE ON INTEGRATING ICT Sarlita D. Matra; Salsabila Fitriana
Indonesian EFL Journal Vol 8, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i2.6492

Abstract

 The integration of ICT in education forces teachers to be competent in using ICT instantly. Teachers are required to have qualified in ICT competencies. Especially in this pandemic era, teachers must have competencies in utilizing technology resource and skill to provide learning effectively both in real and virtual classroom. The purposes of this research are: 1) To find out whether EFL student teachers have perceived knowledge on integrating ICT after they study ICT in ELT course or not. 2) To explore how EFL student teachers’ perceived knowledge on integrating ICT after they study ICT in ELT course. The participants of this research were thirty-seven (37) student teachers of 5th semester English Education Department 2021/2022 UNIKAL. The data was collected by giving online questionnaire to the participants. The questionnaire measured the six variables of interests: student teachers’ knowledge on basic ICT tools and application, student teachers’ knowledge on theories, skills, strategies of ICT tools and application, student teachers’ knowledge on ICT online application, student teachers’ knowledge on ethics of using digital information, student teachers’ knowledge on class management skills and student teachers’ knowledge on solving the problem in implementation of ICT in ELT. In short, the result showed that most of student teachers were able to integrate ICT in the classroom, so it can be concluded that student teachers who have a good perceived knowledge can apply the use of ICT in a classroom. Regardless, the students’ teachers still need to empower themselves to be adaptable in using ICT tools in the future.Keywords: ICT; perceived knowledge; student teacher. 
METHODS USED BY ENGLISH DEPARTMENT STUDENTS IN TRANSLATING REPORT TEXT: A CONTENT ANALYSIS Lina Anisah
Indonesian EFL Journal Vol 8, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i2.6475

Abstract

This research was conducted at 4th Semester Students of English Language Education Study Program of Sembilanbelas November University Kolaka. The objectives of this research were to find out the translation methods that used to translate a report text by 4th semester students and the most dominant translation method used to translate a report text by 4th semester students. Kinds of translation method in this research were word for word translation, literal translation, and free translation. The most dominant method used to translate a report text in this research was Literal Translation. The design of this research was a qualitative content analysis. The subject was 4th Semester Students of English Language Education Study Program of Sembilanbelas November University Kolaka. The data collection was conducted through documentation. The data of this research were taken from the students’ translation work. The instrument of this research was translation test. The data of students’ translation work were analyzed using content analysis. The findings showed that there were 435 sentences of students’ translation work which divided into three kinds of translation methods according to Newmark’s theory, namely word for word translation had 60 data with the percentage 14%. Literal translation had 304 data with the percentage 70%. The last free translation had 71 data with the percentage 16%. It showed that the most dominant translation method which was used by the students was literal translation that there were 304 or 70% data from 435 data of students’ translation work.Keywords: translation; translation method; and report text. 

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