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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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TEACHERS LANGUAGE ASSESSMENT LITERACY: A SYSTEMATIC REVIEW Indah Puspawati
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.v8i1.5613

Abstract

As an integral part of teaching, assessment is critical since the information from the assessment is essential for many decisions in teaching and learning. Therefore, teachers must hold sufficient knowledge of assessment literacy. The interest in developing Language Assessment Literacy (LAL) has grown rapidly in the last few years. This growing interest for teachers LAL has sparked discussions related to the topics. This article aims to review research conducted related to the topic of teachers’ LAL. This research used a systematic review as the research methodology where 21 articles from various peer-reviewed and reputable journals related to language assessment literacy in the past five years were reviewed to understand LAL comprehensively. Five steps of the systematic review were done in this research, namely framing the questions, identifying relevant works, assessing the quality of the studies, summarizing the evidence, and interpreting the findings. The findings of the reviews reported that the research of LAL in the past five years were teachers’ LAL beliefs, the LAL beliefs and their assessment practices, teachers’ LAL training needs, and developing teachers’ LAL. The findings also suggested that teachers were still in needs of continuous support to develop teachers’ LAL because they lack of LAL training both for pre-service and in-service training. This research recommended that LAL training should be carefully planned to cater the needs of teachers assessment practices.Keywords: Language Assessment Literacy; teachers’ language assessment literacy; LAL beliefs, assessment practices, systematic review
FIGURATIVE LANGUAGE IN BRUNO MARS LYRICS Muziatun Muziatun; Fahria Malabar; Elvian Hanny Mitali
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.v8i1.5589

Abstract

 Figurative language is a language style that is used in the story and has an effect to influence the readers or listeners (Buta et al., 2018; Harun, Yusuf, Karnafi, 2020). Figurative language is also used by people to communicate (Colston, 2015; Colston Gibbs, 2021; Colston O'Brien, 2000). In communication, people communicate with each other using various ways, such as by using songs (Van Thao, 2021; Ward, Price, Davis, Crowther, 2018). It is because in the song’s lyrics there are many figurative languages (Bram Avillanova, 2019; Yaito Termjai, 2021). Then from the songs, people could convey their feeling and their conditions. The purpose of this research is to analyze the type of figurative language using the theory from Leech cited in H.D Trisna (2016). There are seven types of figurative language are irony, hyperbola, metaphor, metonymy, litotes, smile, and personification. The method used in this study is qualitative, because this study focused in analyzing the written material in context, included song’s lyrics. The object of this research was Bruno Mars’ song lyrics. However, the research only chooses three songs to analyze, they were Grenade, Long distance, and Talking to the moon. The research conducted some the analysis through some steps: Identifying, classifying, and analyzing. The result of the study indicate there are three figurative language used by Bruno Mars song lyrics. They are hyperbola, simile, and personification.Keywords: figurative language, irony, hyperbola, metaphor, litotes, simile, and personification.
FOSTERING STUDENTS’ ENGAGEMENT IN SYNCHRONOUS LEARNING USING INTERACTIVE WEB-BASED MEDIA Nia Kurniawati; Fuzi Fauziyah
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.v8i1.5583

Abstract

This research was conducted to investigate the implementation of BookWidgets to facilitate the students’ engagement in synchronous learning through web-conferencing. The subject were students of Al-Madina Vocational High School from 11 OTKP, which involved 29 students. The objective of this implementation was to foster the students’ engagement during synchronous class, to find out the way BookWidgets facilitated the students’ engagement, and to reveal the most dominant students’ engagement types when BookWidgets was integrated. This study was a nested mix-method, employing observation, interview, and survey to gather the qualitative and quantitative data. It was applied for four meetings. The result of this research showed that this implementation could engaged students behaviorally, emotionally, and cognitively. They presented positive behaviors, involvement, effort, positive emotion, achievement, and good self-regulation during their learning. The interesting features had created meaningful learning for students in terms of verbal participation, students’ feeling and students’ academic investment. The easy use features of BookWidgets made students enthusiastic and reduced the boredom which made them motivate and engage in following the synchronous learning. Based on the statistical data, BookWidgets facilitated behavioral engagement with 78%, emotional engagement with 76%, and cognitive engagement with 75%. From this result, it could be seen that BookWigets mostly facilitated the behavioral engagement. Two or more engagement types were possible to occur simultaneously, but the level of each engagement could be different.Keywords: students’ engagement; synchronous learning; BookWidgets.
UTILIZING QUIPPER SCHOOL FOR IMPROVING READING COMPREHENSION OF RECOUNT TEXT Siti Mariam; Catur Kepirianto; Ma’rifatul Fadlilah; Nafisah Mardhiana
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.v8i1.5660

Abstract

 This study aims at explaining the implementation of using Quipper School for improving reading comprehension of recount text and also describing the students’ engagement in the use of this digital media. This research design employed qualitative descriptive. The data collection technique used interview and documentation. To analyze the data, the researchers used data reduction, data mapping, inference, or validation. The participants of this study were the eleventh grade students and the English teacher at a public high school in Semarang, Indonesia. The research shows that students and the teacher have been helped in the teaching and learning process using Quipper School application. Students can learn reading materials with this digital medium during online learning due to the Covid19 pandemic. Students also enjoy discussion and interest in educational materials that are easy to implement and have easy access to the digital media. There were also interactive conversations about student learning issues to help students understand the reading content materials more easily. Keywords: digital media; learning; Quipper school; reading; recount text  
AN ANALYSIS PHRASE STRUCTURE RULES IN ANNETH SONG LYRICS Rahmawati Rahmawati; Sinta Parulian Lumban Gaol; Novia Damayanti Br Hutabarat; Tina Pandiangan
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.v8i1.5590

Abstract

 The purpose of this study was to determine the types of phrases and the rules of phrase structure in Anneth's song lyrics. Researchers also want to know the extent to which students' ability to know about phrases. Class IX students selected as participants consisted of 59 students at SMP Adventist 2 Medan. The data was obtained by providing questionnaires about what phrases are, types of phrases, and what are sentences. The researcher introduced the types of phrases in the form of tables and tree diagrams. The table form is in the form of the first to the last lyrics, while the tree diagram is made by dividing the large categories into smaller levels, each word in the song lyrics is adjusted to the contents of the table so that it can form phrases and sentences. The types of phrases contained in the song are noun phrase (NP), verb phrase (VP), adverb phrase (AdvP), adjective phrase (AP), and preposition phrase (PP). The basic phrase structure rules in the song are: S : NP (Aux) VP, NP : {Det (Adj) N, Pro, N (PP)}, VP : V (NP) (PP) (Adv), AP : A(PP), AdvP : Aux (AdvP), PP : P (NP).Keywords: phrase; phrase structure rules; song lyrics.
IDENTIFYING TEACHER PROFESSIONAL IDENTITY IN THE CONTENT OF PRE-SERVICE TEACHERS’ REFLECTION ON TEACHER’S TEACHING PRACTICUM Martina Mulyani; Muhammad Handi Gunawan; I Putu Indra Kusuma
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.v8i1.5584

Abstract

 Teaching practicum is believed to be a program crucial for pre-service teachers to gain their teacher professional identity (TPI). The pre-service teachers (PST) who are able to fit the context and be reflective to cope with challenges in the program are believed to have the sense of TPI. Hence, a PST o pre-service teachers is expected to have deeper focus of reflection after experiencing teaching practicum. One of the tools to identify the TPI among PSTs is Onion Model, the model containing the five phases of structured reflection. Even though there are a large number of researches that examine the reflection of teaching practicum through the eyes of PSTs using a number of different tools, few are concerned with the focus of PST’s reflection to determine their TPI. This research employed case study and Onion Model as the tool of analysis, the study scrutinized the TPI among six PSTs who possess different intentions in joining the teacher college. The finding showed that, as a training session, teaching practicum is able to sharpen the TPI among PSTs. However, it cannot change those with multiple identities and fixed personalities who may think that conflicts in identities can lead to diminished well-being.Keywords: pre-service teacher; teacher professional identity; teaching practicum.
STUDENTS’ PERSPECTIVE ON FOREIGN TEACHER’S ONLINE TEACHING SKILLS IN INTERCULTURAL COMMUNICATION CLASS Yoga Prihatin
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.v8i1.5591

Abstract

Internationalization in Post Covid-19 era changes the form of visiting scholar in Universitas Pancasakti Tegal. English Education of Universitas Pancasakti Tegal invites a Morrocan scholar to teach intercultural communication. The reason of inviting Moroccon scholar is first it is the implementation of MoU (Memorandum of Understanding) between Universitas Pancasakti Tegal and Hasan First University Morocco. The second reason is Intercultural communication crucial to bridge the communication among different countries with different cultural background. It is involving the diversity of at least two different cultures. It has created adjustment toward new learning environment for the students. The study investigates students’ perceptions on their first Moroccon teacher. The study used 45 second semester students of English Education who experienced the first foreign teacher in their study. The findings showed positive perceptions of students on their Moroccan teacher’s competencies in online teaching and the learning environment. The teacher has a good capability in technological skills, social and communication skills, design skills, content knowledge skills, pedagogical skills, and management and institutional skills. However, the problem of slow Internet connectivity and lack of Internet access for some of the students outside the university campus hindered the effectiveness of the online learning environment for a few students. Improvement in ICT infrastructure and capacity building for lecturers to adopt online learning approach were recommended.Keywords: online teaching competences; intercultural communication; students’ perceptions
LANGUAGE LABS: THE LOOP OF THE FEATURES, MATERIALS, AND FUNCTIONS Levita Dwinaya; Corry Caromawati
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.v8i1.5585

Abstract

The implementation of Computer-Assisted Language Learning (CALL) in educational institutions has been projected to be inseparable from the language laboratory, short as lab, for decades. This study investigated the current implementation of CALL in ten universities in Bandung, Indonesia, by mapping the features, CALL materials, and functions of the language labs. The data was collected through observation and interviews. There were four findings of this study. First, there were common CALL materials and distinguished ones among the participating universities. Second, there were three types of language labs found according to their common features. One category is the integrated CALL lab, and the other two categories were considered as the transition from one type kind of lab to another. Third, there were four purposes of language labs: test preparation, skill development, pedagogical knowledge practice, and varied. Fourth, the three aforementioned aspects were found to influence one another. These findings provide information that language laboratories in Bandung to some degree vary. It also suggests that one aspect will determine the others and results in the setup or management of a language laboratory.Keywords: Computer-Assisted Language Learning (CALL); language laboratory; CALL materials; EFL; higher education.  
INVESTIGATING EFL TEACHERS’ APPROACHES TO MEANINGFUL LEARNING IN BLENDED-LEARNING LISTENING AND SPEAKING COURSES Fitria Rahmawati
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.v8i1.5602

Abstract

This study explored the approaches applied by EFL teachers to create meaningful learning activities to teach listening and speaking skills in a blended learning context and investigated some contributing factors in implementing the activities. Six EFL teachers with a diverse length of teaching experiences were purposively selected as the participants of this study. A case study was adopted as the research design involving several data-gathering techniques, including in-depth interview, document analysis, and observation. The study revealed some approaches implemented by the EFL teacher-participants to facilitate meaningful learning activities to teach listening and speaking skills in a blended learning context, both in the offline and online delivery modes. In addition, drawing inferences from the data, some factors became considerations by the teachers in selecting instructional approaches to be implemented to teach both English skills in a blended learning context. The study’s findings suggest the need for EFL teachers to carefully select and implement meaningful learning activities in a blended learning context specifically for teaching listening and speaking skills to assist student learning and provide better learning outcomes.Keywords: blended learning; in-class learning; out-class learning; listening and speaking skills; instructional activities; contributing factors
DIGITAL PLATFORMS IN ELT LEARNING AS THE TOOL FOR YOUNG LEARNERS Sari, Ima Frafika
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.v8i1.5586

Abstract

The goal of this study is to uncover: the use of digital platforms in English language instruction for young learners. It's a type of qualitative study aiming at showing the use of digital platforms as a tool for young learners in ELT Learners. Because there is still a scarcity of research on digital platforms in the English language as a foundation for young learners, this study is essential. The following is a summary of the study findings: First, the teacher constantly listens to and observes the pupils, allowing them to check their spoken language, provide immediate or delayed feedback, and encourage active involvement and engagement in the speaking activities. Speaking looks to be the easiest of the four basic language abilities to teach online. The teacher monitors the pupils' spoken language, provides immediate or delayed feedback, and encourages active involvement and engagement with the speaking exercises. Second, Edmodo, SeeSaw, Sway, Class Dojo, and Show My Homework are examples of online learning programs that allow young learners to apply English language learning effectively. Keywords: digital platforms; ELT; ELT learning; young learners.

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