cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. kuningan,
Jawa barat
INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 278 Documents
 8   9   10   11   12 
EXPLORING EFL TEACHERS’ UNDERSTANDING AND BELIEFS IN INTERCULTURAL COMMUNICATIVE COMPETENCE IN INDONESIAN CONTEXT Nisa Hasanah; Wawan Gunawan
Indonesian EFL Journal Vol 6, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i2.3380

Abstract

As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers’ understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture as dynamic, yet, the content being taught mainly covered static domain of culture.  Keywords: Byram’s five savoirs; culture education; intercultural communicative competence.
THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON LEARNERS’ WRITING SKILLS Luz Elena Madera Gonzalez; Margarita Maria Lopez Pinzon
Indonesian EFL Journal Vol 5, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i2.1820

Abstract

This article gives an account of an action research project aimed at determining the effect of Task-Based Language Teaching and various writing strategies on public school learners’ writing skills. The study implicated a diagnostic stage, an action stage and an evaluation stage within an Action Research methodology. Initially, at the diagnostic stage, it was detected that the participants had to improve their writing production and reach the levels of competence established by the Common European Framework (CEFR) and The Ministry of National Education (MEN) guidelines. In the following developed phase, six workshops were designed within the framework for Task-Based Learning (Willis Willis, 2007), including pre-task, task, planning, report, and language focus. Along with this, various writing strategies were used, including brainstorming, listing, questioning, reading pictures, and classifying words. Finally, the evaluation stage revealed that students achieved better results in written production; they increased their vocabulary, reduced the amount of grammar errors, improved the syntax of the language, and became more autonomous and responsible. Basides, students’ confidence in the writing processes also improved. Findings reported that the use of TBLT improved the students’ writing skills. Conclusions and pedagogical implications are presented for teachers, schools and policy makers to incorporate TBLT and writing strategies in the future curriculum development as a means to contribute to the English language methodology.
COHESION AND COHERENCE IN WRITTEN TEXTS OF HEALTH MEDICAL LABORATORY STUDENTS Fiki Setiawan; Taiman Taiman
Indonesian EFL Journal Vol 7, No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v7i1.3991

Abstract

Good writing, which is cohesive and coherent, must pay attention to the relationship between sentences. Cohesive and coherence are essential textual components to create the organized and comprehensiveness of the texts. This research aims to identify the use of cohesion devices and coherence made by the students in their writing texts. This study applied a descriptive qualitative method. The study's object was eight explanation texts written by linguistic learning style students of Health Medical Laboratory An Nasher Cirebon in the academic year of 2019/2020, who were taking English subjects. The data collected through documentation. The qualitative analysis was performed to explore the results. The result revealed that reiteration among all forms of grammatical and lexical cohesion, which occurs 207 times or 47.15 percent, is the most common form. The reference that appears 124 times or 28.25 percent follows. Collocation is the third position, which happens 60 times or 13.67%. Conjunction, meanwhile, occurs 44 times or 10.02 percent, replacement appears 3 times or 0, 68 percent and ellipsis appears 1 times. In terms of macro level coherenece, the results showed that additives were mostly used in student texts. followed by causal, temporal and last was adversative It concluded that the students to be competing well in producing cohesion and coherence in their writing texts. They use all kinds of coherence in their written text with only one ellipsis, and they apply all kinds of coherence in their written text.Keywords: Cohesion; coherence; discourse
UNDERSTANDING AND EVALUATING PERSONAL LETTER WRITING: A SYSTEMIC FUNCTIONAL LINGUISTICS ANALYSIS OF STUDENT TEXTS IN ONE OF SENIOR HIGH SCHOOL IN INDONESIA Alfira Veronica Mangana; Eri Kurniawan
Indonesian EFL Journal Vol 6, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i2.3385

Abstract

Based on 2013 Curriculum, Personal Letter can be considered as one of the challenging text types that should be mastered by the students. This might be the reason why the text is taught in Senior High School Level. Therefore, it is crucial for the teachers to expand their knowledge regarding this type of genre to overcome students’ problems faced during writing personal letter. This study is aimed to analyse student’s Personal Letter text based on three metafunctions in SFL perspective. It is expected that by identifying students’ problems, teachers can decide and design appropriate pedagogical plan. The data of this descriptive qualitative study were analysed by using three metafunctions in Systemic Functional Linguistics (SFL). The result of the study reveals that the student’s major problems in producing Personal Letter text are the use of subject and verb tense (interpersonal metafunctions), the generic structure of the text, the use of conjunctions, the grammatical errors, and L1 interference.Keywords: personal letter; systemic functional linguistics; metafunction; discovery learning strategy.
TEACHERS’ BELIEFS ON TEACHER-STUDENTS INTERACTION IN YOUNG LEARNERS’ ENGLISH CLASS Nernere, Maria Setyaningsih
Indonesian EFL Journal Vol 5, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i2.1903

Abstract

Researchers find that teacher plays dominant role in managing the teacher- students interaction, the important aspect affecting the language acquisition process in young learners’ class. Hence, to make sure that the teacher-students interaction goes well for achieving the classroom goals, how the teacher manages the interaction should be investigated further. As beliefs can affect how people act, this research aims to investigate the teachers’ belief on teacher-students interaction in young learners’ English class. This is a qualitative research using direct observation in two English classes at two different Elementary schools and in-depth interview with two English teachers as the data collecting techniques. The data revealed that the teachers’ beliefs affecting how the teacher-students interaction goes consist of beliefs about goals, process, and source of teacher- students interaction. Overall, the interactions were done toachieve two goals namely promoting language acquisition and controlling learning atmosphere. The source of interaction namely teacher talk was adjusted to young learners’ characteristics to make the process of learning meaningful. This finding gives conceptual insight about how the system of teacher-students interaction in English learning process in Elementary schools works. Then, it may be beneficial for the teachers as a means supporting self- reflection, schools’ evaluation and also for the educational practitioners who want to investigate the TSs interaction in more details.
ELT LEARNING MEDIA FOR YOUNG LEARNERS: FAMILY-THEMED PICTURE STORIES Anselmus Inharjanto; Lisnani Lisnani
Indonesian EFL Journal Vol 7, No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v7i1.3987

Abstract

The study aims at investigating whether the family-themed picture stories for young learners were valid as learning media for English Language Teaching (ELT). The researchers developed three picture stories related to family as prototypes. The research procedure was proposed by Akker, which comprised analysis, design, evaluation, and revision. The validity was reviewed by the experts of content, instructional design and media or product design. The mean of content validity of three prototypes is 4.26 which is at very highly valid level. In term of construct validity, the average score of construct validity of three stories is 4.23 which is at very highly valid level. The average score of media or product design validity of the prototypes is 4.36 which is at very highly valid level. Thus, the study result shows that, overall validities of content, construct, and media or product design of the three picture stories are 4.28, which is at very highly valid level. In conclusion, the set of family-themed picture stories as learning media are valid and categorized as very highly valid level; consequently, they are likely to facilitate Teaching English to Young Learners (TEYL).Keywords: learning media; TEYL; picture stories
DESIGNATION OF GENDER ON ELECTRONIC EFL TEXTBOOK FOR SENIOR HIGH SCHOOL Imam Santosa
Indonesian EFL Journal Vol 6, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i2.3381

Abstract

This study aims to examine gender representation in the electronic EFL textbook for senior high school. Content analysis will be utilized to examine gender representation in the electronic EFL textbook for senior high school entitles “Bahasa Inggris X” published by Puskurbuk. The study probes gender representation focusing on the designation of the character proposed by UNESCO. The designation of the gender representation in the textbook comprises 5 designations; first name, family relationship, other relationship, occupational status (agriculture, education, trade, small business, health, art and culture, and office) other status. The study later will reveal how the designation of the gender representation in the textbook. The comparison is 40% and 31%. Unsurprisingly, the number considered as ungendered character is slightly lower in 29. The designation of the character in textbook is dominated by first name with 98 appearance for male and 82 for female character. Then, the category followed by occupation status, (68:60 character), other relationship (52:34), and family relationship category (34:20). The result concluded that male character dominated in all designation category strengthen the position of the male as dominant character. Additionally, the result of the study will give the insight on how gender representation exists as the basis to evaluate the construction of the textbook.Keywords: gender; gender bias; gender representation; textbook.
THE EFFECT OF E-LEARNING ON STUDENTS SPEAKING SKILL PROGRESS: A CASE OF THE SEVENTH GRADE AT SMP PENCAWAN MEDAN Rahmawati Rahmawati; Chanji Sihombing; Elya Karnela Br Ginting; Elfrida Arimonnaria
Indonesian EFL Journal Vol 7, No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v7i1.3995

Abstract

This study aims to see whether e-learning has an effect on the progress of students' speaking skill and know the process of students' speaking skill in e-learning. This research uses quantitative methods with a descriptive approach. The study population was SMP Pencawan Medan with a sample of seventh grade of junior high school students. The data was collected by first explaining the recorded material orally through the WhatsApp group which contained 20 students and after that the students collected the audio of their voice by recording. The results of this study indicate that in seventh grade student s at SMP PENCAWAN MEDAN who can understand 20 students who have experienced a decreasing in speaking during face to face leaning before pandemic than e-learning from the score table during the pandemic, from the table of score during the pandemic, there were 2 students with excellent categories, no students with nice category, 8 students with the sufficient categories and 10 students with the not satisfactory categories. The researchers find some problems, namely in pronunciation, fluently, vocabulary and accuracy. When in e-learning process, students become embarrassed to speak and become lazy to speak English, then there is a decreasing in vocabulary, a decreasing in pronunciation and a decreasing in students' speaking fluency and accuracy.Keywords: E-learning; speaking skills; progress.
THE USE OF TEACHERS’ QUESTIONING STRATEGIES TO STIMULATE STUDENTS’ CRITICAL LITERACY: A CASE OF TWO ENGLISH LECTURERS IN INDONESIA Siti Aimah; Bambang Purwanto
Indonesian EFL Journal Vol 5, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i1.1608

Abstract

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.
NONVERBAL COMMUNICATION PERFORMED BY FOREIGN ENGLISH TEACHER Jihan Ananda; Dadang Solihat; Yayan Suryana
Indonesian EFL Journal Vol 6, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i2.3424

Abstract

This paper specifically aims at knowing the types of nonverbal communications performed by the foreign English teacher based on Schmitz’s (2012) theory and finding out the students’ responses toward the foreign English teacher’s nonverbal communication. Qualitative research design was applied in this research. The participants of this research were the foreign English teacher and the students of class VII A MTsN 2 Kuningan. The data were collected through observation, interview, and questionnaire. The data were analyzed both qualitative and quantitative. The results of the research revealed that the foreign English teacher performed 3 types of nonverbal communication: 1) kinesics (includes gesture: emblems and illustrators, head movements and posture, eye contact, and facial expression); 2) vocalics; and 3) proxemics. However, the foreign English teacher did not perform adaptors and haptics in the classroom. He confessed that he did not really do certain gestures while feeling nervous, and for the American teacher, haptics (communication by touch) is a sensitive thing, and a difficult area. Regarding the students’ responses, they felt motivated learning English with the foreign English teacher because it made them happy, excited, proud, enthusiastic, and have willingness to learn more. It was showed that 89,6% of the students responded positively toward nonverbal communication performed by the foreign English teacher in teaching learning process, and being responded negatively by 10,4%. Furthermore, it emphasizes that teachers should be aware in applying nonverbal communication to create educative interesting atmosphere for the students and make the teaching learning process effective as well as motivating them.Keywords: nonverbal communication; foreign teacher; student’s response.

Page 10 of 28 | Total Record : 278

 8   9   10   11   12 

Filter by Year

2015 2025


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2025) Vol. 11 No. 1 (2025) Vol. 10 No. 2 (2024) Vol 10 No 1 (2024) Vol 9 No 2 (2023) Vol 9 No 1 (2023) Vol 8 No 2 (2022) Vol 8, No 2 (2022) Vol 8 No 1 (2022) Vol 8, No 1 (2022) Vol 7, No 2 (2021) Vol 7, No 1 (2021) Vol 6, No 2 (2020) Vol 6, No 1 (2020) Vol 5, No 2 (2019) Vol 5, No 1 (2019) Vol 4, No 2 (2018) Vol 4, No 1 (2018) Vol 3, No 2 (2017) Vol 3, No 1 (2017) Vol 2, No 2 (2016) Vol 2, No 1 (2016) Vol 1, No 2 (2015) Vol 1, No 1 (2015) More Issue