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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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EFFECTIVENESS OF DEPLOYING WHATSAPP AND FLASH FICTION IN COMPREHENSION AND LANGUAGE PEDAGOGY Adekunle Mamudu
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.v3i2.664

Abstract

Many universities in Nigeria are yet to embrace technology for pedagogy through the use of modern learning gadgets to enhance learning activities in their campuses. Such modern gadgets include the Global system of Mobile Communication (GSM). In every campus in the country, virtually every student owns a phone and can, thus, participate in at least a two-way communication between the teacher and the learner. Interviews conducted on the poor utilisation of this gadget in schools show that lecturers believe it is highly informal and would, therefore, reduce the seriousness and effectiveness of learning if deployed in and outside the classroom. This study sets out to allay all such fears and convince school administrators that these fears are unfounded. In this research, it was found that rather than weaken the seriousness of learning, it would help the students give their best as they use their regular familiar and endearing phones to respond to their lecturers, while finding the opportunity to quickly consult other language learning-aided packages in their phones. To be specific, this paper examines students’ responses to the use of WhatsApp and flash fiction in the teaching of literary comprehension and appreciation in English Language to learners of English as a second language.Keywords: Flash fiction, WhatsApp, Technology, ICT, English Language Learners
THE ARABIC COGNATES OR ORIGINS OF PLURAL MARKERS IN WORLD LANGUAGES: A RADICAL LINGUISTIC THEORY APPROACH Zaidan Ali Jassem
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.623

Abstract

This paper traces the Arabic origins of "plural markers" in world languages from a radical linguistic (or lexical root) theory perspective. The data comprises the main plural markers like cats/oxen in 60 world languages from 14 major and minor families- viz., Indo-European, Sino-Tibetan, Afro-Asiatic, Austronesian, Dravidian, Turkic, Mayan, Altaic (Japonic), Niger-Congo, Bantu, Uto-Aztec, Tai-Kadai, Uralic, and Basque, which constitute 60% of world languages and whose speakers make up 96% of world population. The results clearly show that plural markers, which are limited to a few markers in all languages comprised of –s/-as/-at, -en, -im, -a/-e/-i/-o/-u, and Ø, have true Arabic cognates with the same or similar forms and meanings, whose differences are due to natural and plausible causes and different routes of linguistic change. Therefore, the results reject the traditional classification of the Comparative Method and/or Family Tree Model of such languages into separate, unrelated families, supporting instead the adequacy of the radical linguistic theory according to which all world languages are related to one another, which eventually stemmed from a radical or root language which has been preserved almost intact in Arabic as the most conservative and productive language. In fact, Arabic can be safely said to be the radical language itself for, besides other linguistic features, sharing the plural cognates in this case with all the other languages alone.Keywords: Plurality, language families and relationships, radical world language, radical linguistic theory
INSTAGRAM USE TO ENHANCE ABILITY IN WRITING DESCRIPTIVE TEXTS Soviyah Soviyah; Diana Rahayu Etikaningsih
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.v4i2.1373

Abstract

Technology is changing the world we live in. It affects the way people see, think, and learn their environment and communicate with others. In the educational field, there have been previous studies revealing the positive attitudes toward the use of mobile devices and applications. However, the empirical studies of the practice of how to use a specific mobile device and application effectively are done in a limited scale. Taking the experimental research method, this study investigated the effectiveness of the use of Instagram application on the students’ performance in writing descriptive texts. The main research question was centred around whether there was significant difference in the ability of writing descriptive text between students who were taught using Instagram and those who aren’t. Involving random sampling technique, this study involved 50 students of a private high school in Yogyakarta as the research sample.  The empirical data were collected through pre and post tests. The data were analyzed quantitatively applying t-test computation and descriptive analysis. Results of the study indicate that there is significant difference in students writing score between those taught using Instagram and those who aren’t. In conclusion, teaching students writing by using Instagram pictures are more effective than teaching without using Instagram pictures. In other words, the use of Instagram is effective in teaching writing descriptive texts.  Keywords: technology; Instagram; experimental research; writing descriptive text.
REQUESTIVE STRATEGIES OF INDONESIAN EFL LEARNERS . Meliyawati; Fahrus Zaman Fadhly
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.628

Abstract

This study aims to investigate the realizations of requestive strategies used by Indonesian EFL learners. The respondents are 25 of junior students of the Department of English Education in the University of Kuningan. The data were collected through Discourse Completion Test (DCT) and interview. The collected data were analyzed by using the requestive strategies theory by Blum-Kulka, House, and Kasper (1989). The query preparatory is the most term of requestive strategy type used by Indonesian EFL learners in Department of English Education in some different situations on DCT (64.8%). Second is mild hints with 13.6%, third is mood derivable with 10.4%, forth is obligation statement with 7.5%, fifth is want statement with 2.4%, sixth is suggestory formulae with 1.1%, seventh is hedge performative with 0.3% and the last are performative and strong hints with nothings. The respondents incline used requestive strategies which is avoid conflict or threatening to the hearer. The study reveals that the social variables such as power, social distance and ranking of imposition really affect toward the realization of requestive strategies used by Indonesian EFL learners.Keywords: Requestive strategy, Indonesian EFL learners, Discourse Completion Test.
THE RELATIONSHIP BETWEEN GRAMMAR LEARNING STRATEGY USE AND LANGUAGE ACHIEVEMENT OF IRANIAN HIGH SCHOOL EFL LEARNERS Sorour Zekrati
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.v3i2.660

Abstract

This paper sought to explore the relationship between grammar learning strategy use and language achievement of Iranian high school EFL learners. The participants of the study were 300 students from three different proficiency levels (Elementary, pre-intermediate, and intermediate), 230 of whom completed and returned an Oxford Solution Test, and a Likert-scale Grammar learning strategies questionnaire (GLSQ) containing 35 statements. The participants were divided to the above mentioned proficiency groups based on Oxford placement test categorization and their total GPAs. The results of descriptive statistics, interview session, and rank-ordering indicated that cognitive and social affective strategies were the most frequently grammar strategies used by Iranian EFL learners. The analysis of the quantitative and qualitative data revealed that Iranian high school EFL learners used a variety of learning strategies while learning and using grammar structures; however, the results of one-way ANOVA indicated that there was a significant difference in the frequency of use of grammar learning strategies among different proficiency levels. Additionally, the results of ANCOVA analysis showed that gender did not play a significant role in strategy use. Furthermore, the results of Pearson correlation coefficient indicated that there was a positive relationship between language achievement and grammar strategy use. The findings of the study might provide Iranian EFL teachers and learners with some helpful implications for teaching and testing, and learning grammar strategies respectively at high schools, as well as useful directions for future studies in this domain.Keywords: grammar learning strategies, language proficiency, language achievement, gender
REFUSAL AND ACCEPTANCE STRATEGIES REALIZATION IN SUNDANESE CONTEXT Sartin T. Miolo; Emzir Emzir; Asep Supriadi
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.v4i2.1378

Abstract

This study investigates the refusal and acceptance strategies realization in sundanese context among students of a private university in Kuningan. The study is purposely designed to investigate the types of refusal and acceptance strategies used in Sundanese context. This study employed a qualitative method as a research design. A Discourse Completion Task (DCT) was used to collect the data which was spread into 30 respondents. The questionnaire was in Bahasa Sunda because the respondents were Sundanese people, so it can be easier to be analyzed. The findings showed that there were 240 utterances consisted of 150 utterances of refusal and 90 utterances of acceptance. The refusal strategies consisted of 12 strategies and the acceptance strategies consisted of 6 strategies. Most of the respondents which are Sundanese are polite as it can be seen from their responses when they were asked to accompany their lecturer or when they refused to the person with higher power. They always say punten, hapunten sateuacana or it can be called ‘sorry’. The term ‘sorry’ showed that they try to be polite when talking with the higher power and distance. Yet, they use different talking when they talk to their friends who have the same power. So, they can place where they should be polite and to whom they talk.    Keyword: acceptance strategy, refusal strategy, sundanese culture.
THE NEED OF ENGLISH AT HIGHER EDUCATION Yulia Hapsari; Esti Junining; Devinta Puspita Ratri
Indonesian EFL Journal Vol 3, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i1.651

Abstract

Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education
CONVERSATIONAL IMPLICATURE OF INDONESIAN STUDENTS IN DAILY CONVERSATION Annisa Martini
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.v4i1.889

Abstract

The research examined conversational implicature of Indonesian students of English Education Department in University of Kuningan in the daily conversation. The reason of choosing this topic was based on the problem in which people frequently produce utterances which are not informative or provide less or too much information as required in their daily conversation. This qualitative research used observation and recording to collect the data needed. As result, this research found 80 utterances indicating conversational implicature which consist of 32 utterances (40%) belonging to generalized conversational implicature and 48 utterances (60%) belonging to particularized conversational implicature. In conclusion, the utterances contain two types of conversational implicature and its function in conversation causing different assumption based on Tsuda’s theory such as violation of Grice’s cooperative principle, power and solidarity and joking indirect conversation. However, the functions itself are influenced by interpretation of the researcher as the listener or a reader.Keywords: conversational implicature, daily conversation, functions of conversational implicature, Indonesian students
ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY Taj Mohammad; Soada Idris
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.v4i1.795

Abstract

The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers’ opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment
EXPLORING SUDANESE EFL UNIVERSITY LEARNERS' DISCOURSE COMPETENCE Ali Ahmed Osman Zakaria; Abdel Rahim Hamid Mugaddam
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.v1i1.610

Abstract

This paper investigates the discourse competence of the Sudanese EFL university learners. The main objective is to evaluate and assess the students’ ability to produce unified and meaningful texts. 98 Sudanese EFL students from Faculty of different Sudanese Universities served as subjects for the study. Two instruments were employed for data collection: a questionnaire and audio-recorded conversations. Results revealed that the students had some difficulties in producing coherent and meaningful texts. The linguistic forms they used were very limited, which did not show any sophisticated use of language. Results also revealed that the students were not well-acquainted with turn-taking rules during conversation. In their responses to the questionnaires, they reported a very good command of cohesive devices in the process of producing coherent discourse events, which appeared to be incorrect. However, they were able to use simple language to expand certain points into meaningful stretches of language. In addition, some students were able to demonstrate an ability to engage into the production and interpretation of unified and meaningful discourse. Nevertheless, the analysis suggests that the students under study are still far from being competent as far as discourse competence is concerned.Keywords: discourse competence, turn taking, conversational norm, communicative intentions, transition-relevance principle

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