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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 278 Documents
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LANGUAGE LEARNING STRATEGY AND STUDENTS’ WRITING SKILL ACHIEVEMENT: A CORRELATIONAL RESEARCH Nurdianingsih, Fitri
Indonesian EFL Journal Vol 4, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i2.1372

Abstract

Since writing is fundamental in learning to think and express one’s thoughts in ways that reach others, the ability to use language coherently and powerfully and to wrtite in ways that connect with others across cultural boundaries and within communities is essential to active citizenship and to success in almost any profession. The problem of the study was to know whether or not there was a significant correlation between students’ learning strategy and their writing skill achievement of the second semester students at IKIP PGRI Bojonegoro. This research was a correlational research. The instruments used in this research were writing test and learning strategy questionnnaire. Then, the correlation of the data was calculated by using Pearson Product Moment Formula. The result showed that there is a correlation between students’ learning strategy and their writing skill achievement of the second semester students at English Education Department of IKIP PGRI Bojonegoro in academic year 2016/2017.   Keywords: Learning strategy; writing skill; achievement; correlational research.
THE ANALYSIS OF STUDENTS’ ERROR IN USING RELATIVE CLAUSE Kusdianty, Stevyara Rismawathi
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.638

Abstract

This study is aimed at investigating error types of Relative Clause and focuses on error of selection items of relative pronoun. Limitation of the study was on the students’ error in using relative pronoun (who, whom, which, and whose) in Report Text and the causes of the students’ error. This study used descriptive qualitative method. There were two techniques of collecting the data; observation which aimed at giving relative pronoun test in Report Text and interview which aimed at gathering information about the causes of the students made error. 20 students from class XI IPA 1 and XI IPA 2 of SMAN 1 Garawangi were chosen by the researcher as the sample of this study. The theory by Corder (1982), Azar (1999) and Brown (2000) were used as a basic theory to analyze the collected data. Finally, the results of the analysis showed that the students made errors in relative pronoun “who” with number 45 errors or 33.6%. The error in using relative pronoun “whom” were 32 errors or 23.9%. The error in using relative pronoun “which” were 29 errors or 21.6%. The error in using relative pronoun “whose” with number 28 errors or 20.9%. The errors caused by the influences of intralingual transfer or most of the students didn’t understand about the material, and interlingual transfer or the influences from their mother tongue in pronouncing and writing relative pronoun.Keywords: error analysis, relative pronoun, students, report text
THE QUEST FOR HAPPINESS IN WOLE SOYINKA’S THE TRIALS OF BROTHER JERO Christine Osae
Indonesian EFL Journal Vol 2, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i1.633

Abstract

In pursuit of happiness, humans have indulged in atrocious acts and lost the moral membrane, perhaps with a conviction that they can find fulfillment. Literature, being a mirror of the society, is the best medium to help in correction of these wrongs. This article is aimed at the analysis of the major fictional characters in Soyinka’s The Trials of Brother Jero to reveal their daily struggles in search of happiness. A textual analysis in relation to Aristotle’s doctrine of happiness leads to a conclusion that Soyinka has successfully created lifelike characters whose struggles in life are relatable yet unproductive as far as the quest for happiness is concerned.Keywords: virtue, golden mean, happiness, fulfillment
RELATING TEACHER’S ORAL CORRECTIVE FEEDBACK TO YOUNG LEARNERS’ UPTAKE: A CASE STUDY IN A YOUNG LEARNER EFL CLASSROOM Elis Homsini Maolida
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.v3i2.665

Abstract

This study explores various types of oral corrective feedback in relation to learners’ uptake in a young learner EFL classroom in Indonesia. It employed a qualitative research design embracing the characteristics of a case study. The data were mainly collected from 540 minutes video recording and observation to capture types of teacher’s oral corrective feedback and learners’ uptake in the classroom interaction. Teacher’s lesson plans were also analyzed to look at possible contribution on teacher’s choice of corrective feedback and learners’ uptake. The first finding reveals that the teacher employed seven types of oral corrective feedback; recast, elicitation, clarification request, explicit correction, repetition, metalinguistic feedback, and paralinguistic signal. As result, the students responded by various types of uptake such as repair and need repair. The distribution of learners’ uptake following different types of oral corrective feedback shows that output prompting feedback strategies tend to be more successful in encouraging learners’ uptake than input provided by feedback strategies. It is also noteworthy that elicitation and repetition led to be the highest number of repair. The fact that input providing feedback strategies result in fewer uptakes, however, tends to be resulted from the teacher’s choice to continue the topic in a certain context which shows the influence of learning contexts and teacher’s objectives on the choice of teacher’s corrective feedback and the occurrence of uptake.Keywords: oral corrective feedback, learners’ uptake, young learner
TEACHER TALK IN YOUNG LEARNERS’ CLASSROOM INTERACTION Silpia Rahayu; Trisnendri Syahrizal
Indonesian EFL Journal Vol 6, No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i1.2651

Abstract

In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners’ classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Asking questions (142 occuraces); 5) lecturing (49 occuraces); 6) Giving directions (53 occuraces); 7) Criticizing learners behaviour (9 occuraces); 8) Learners-response (151 occuraces); 9) Learners-initiation (7 occuraces); and 10) Period of silence or confusion (8 occuraces). Finally, the use of similar activity for too long will make young learners feel bored, therefore, teacher needs to provide variety and more meaningful activities. In this case, teacher can use various techniques to stimulate learners’ response. Besides, creating group discussion will give more opportunity to the learners to talk and learn from their peers.Keywords: teaching speaking; teacher talk; students talk; young learners.
THEMATIC PROGRESSION ANALYSIS IN INDONESIAN EFL STUDENTS’ THESIS ABSTRACTS Rika Vennia Rahmawati; Eri Kurniawan
Indonesian EFL Journal Vol 1, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i1.617

Abstract

This study examines thematic progression in thesis abstracts written by English students in Indonesia University of Education. This study employs a descriptive qualitative method since it attempts to describe and analyze textual data accurately. The data for this study come from repository.upi.edu. Five undergraduate students’ thesis abstracts were downloaded from the website published in 2014. After gathering the data, a thematic progression theory proposed by Fries (2002) is employed to analyze the data. Findings show that constant theme is the type of thematic progression that is mostly used the thesis abstracts by 52.64%. The linear theme and split rheme thematic progression pattern are also found in the abstracts. However, split rheme is found only once. Among the problems the students have probably encountered are how to write a coherent abstract and to create an appropriate logical relation among sentences in their writing. This study concludes that the students’ thesis abstracts mostly use constant theme pattern, which suggests their writing is not quite well-arranged. Since an abstract should be written in more or less 200 words and it should represent the important information of the research, students may be confused as to how to summarize their research into 200 words.Keywords: thesis abstracts, thematic progression, English students
THE EFL STUDENTS’ REACTION IN ENGLISH TEACHING MATERIALS: AN ANALYSIS OF GENDER REPRESENTATION IN ENGLISH TEXTBOOK Hendriwanto Hendriwanto
Indonesian EFL Journal Vol 4, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i1.887

Abstract

The role of teaching materials plays major contribution to the language development. The published materials bridge the content and the practice in the classroom. From the analysis it was found 25 images which represented the gender role in which man dominated in all chapters. The representative of image in the textbook employed the role of social background of what student perceived in the course book. The students perceived that the three images could represent their want. However, most images did not show students’ daily activities. In addition, the findings showed that students’ responses to the images in the textbooks had controversy related to the role of man and woman in the reality. Keywords: gender analysis, teaching materials, textbook analysis
SPEAKING PERFORMANCE AND PROBLEMS FACED BY ENGLISH MAJOR STUDENTS AT A UNIVERSITY IN SOUTH SUMATERA Hariswan Putera Jaya; Ismail Petrus; Nova Lingga Pitaloka
Indonesian EFL Journal Vol 8, No 1 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i1.5603

Abstract

The objectives of this study were to discover the students’ speaking performance, speaking problems, and factors associated with the problems. The participants were the university students of an English education program in South Sumatera. To collect the data, speaking performance test, questionnaire, and open-ended questions were used. The findings showed that 42% of the participants did well and 58% did not perform well in the speaking test. The speaking problems were categorized as affected-related problems (self-confidence and anxiety), socially related problems (difficulties to find opportunities to learn English and comprehension in speaking class), and linguistically related problems (fluency, grammar, vocabulary, and pronunciation). The factors causing the speaking problems are lack of general knowledge, lack of speaking practice, fear of mistake, lack of words usage and grammar practice, low motivation, low participation, reading laziness, shyness, less dictionary usage, nervousness, fear of criticism, and unfamiliar words pronunciation. The data were calculated using Chi-Square Association with p-value (603.508) which is greater than the critical value (70.003). Therefore, there is a significant association between the speaking problems and the factors causing the problems.Keywords: causes of problems; speaking performance; speaking problems
A CRITICAL REVIEW OF ENGLISH ESSAY WRITING IN STUDIES OF CRITICAL THINKING, READING HABITS, AND SENTENCE STRUCTURE MASTERY Ikhfi Imaniah
Indonesian EFL Journal Vol 8, No 1 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i1.5588

Abstract

In academic life, writing skill is the most important part for students because writing skill requires students to be able to think critically and develop the contents of their academic writing. Academic writing skill at University level usually develop Essay writing skill which is focus on analyzing, developing ideas, and opinion in a way that is by providing examples and evidence which can support the essay writing. However, in reality there are still many students unable to develop their main ideas and support their essay writing with evidence and facts. In this study, the samples tested were 64 semester V students using quantitative causality survey methods with path analysis to test each variable. Tests and questionnaires are included in this research. Findings show that essay writing skill simultaneously can be influenced by critical thinking, reading habits and sentence structure mastery. These correlations have implications for the research designs and measures used, and how data were collected. Many studies describe the correlation in global way but none describe the reflection of essay writing rubric on student’s critical thinking. Recommendation for future research is provided.Keywords: Essay writing skills; critical thinking; reading habits; and mastery of sentence structure.
STUDENTS’ PERSPECTIVE ON MOTIVATING EFL ONLINE LEARNING PRACTICES Erna Iftanti; Joko Tri Prastiyo; Rany Raissa Palupi
Indonesian EFL Journal Vol 8, No 1 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i1.5582

Abstract

Research has so far focused on challenges and problems encountered by either students or teachers about online learning. Meanwhile, research on finding out their positive and inspiring EFL online teaching and learning is not much given attention yet. Thus, to contribute to the previous related studies, this study is aimed at finding out the motivating EFL online learning practices from the students’ view. The data of this research were collected from conducting online survey through a google link to 174 students of English Department, UIN Sayyid Ali Rahmatullah, Tulungagung, Indonesia who have experienced the shift platform of learning from offline to online. They were then interviewed at random. The results of this study reveal that the motivating EFL learning practices can be interchangiably carried out synchronously through their most favorable online application and asynchronously. Teacher-related factors and learning materials are also perceived to be the important elements to create motivating online teaching practices. These research results are pedagogically implemented to build an effective EFL online teaching and learning.Keywords: students’ perspective; motivating online learning; motivating online teaching.

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