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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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REFLECTIVE READING JOURNAL IN TEACHING WRITING Yanuarti Apsari
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.v4i2.1374

Abstract

A number of studies suggested that journal writing is a supportive tool that encourages learners’ reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and students’ texts. The results of the study revealed that reflective reading journal can be used  effectively to improve students’ writing skill through several ways. First, the students were required to produce clearly defined paragraphs which include two sections. The first section included referencing data, such as author and title, and a paraphrase of the reading. The second section contained a response to a specific aspect of the reading. Second, the participants of the research were involved in decision making of topics for reading. Third, they wrote reflective reading journal weekly. Fourth, teacher gave feedback to students’ journal entries. In addition,the study also showed that there were some benefits, namely development of ideas, improvement of textual coherence, and Improvement of textual cohesion.Keywords: reflective reading journal; writing; benefit; EFL; ELT.
STORY AND SONG IN TEACHING ENGLISH TO YOUNG INDONESIAN EFL LEARNERS: HOW POWERFUL? Diah Gusrayani
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.v1i1.615

Abstract

To children especially, song and story bring a lot of joys and happiness. How far children can understand the meaning of vocabularies contained in a song and a story will depend mainly on the pattern of cohesiveness of both text genres and this is the main concern of this study. One story and one song were chosen—they were judgmentally selected regarding that: 1) they were favored by 3 English teachers in elementary schools to be taught in their class; 2) they were listed in the textbooks used by those three teachers. 30 children aged 10 were chosen as the participants of this study. The discourse patterns of cohesion (reference, lexical relations, conjunctive relations, and conversational structure) served as a tool of analysis and were applied to both song and story in order to figure out the semantic unity of both texts. This research revealed that: 1) presuming references were found more in story meanwhile presenting references were recognized more in song; 2) classification and composition were found more in story and contrast feature was found in song; 3) conjunctive reticulum for the story shows more for internal relations while song shows the opposite; 4) the choice of speech function and type of exchange structure are displayed more clearly in story than in song. These results lead to a conclusion that in understanding vocabularies contained in both texts; children show conceptual and metalinguistic knowledge more in understanding the story and expose their interest, joyful and happiness while learning song.Keywords: reference, lexical relations, conjunctive relations, conversational structure, semantic unity, conceptual, metalinguistic.
VERBAL COMMUNICATION ANALYSIS IN THE OPRAH WINFREY SHOW Hani Nurfazrina
Indonesian EFL Journal Vol 2, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i2.647

Abstract

This paper aims at finding verbal communication used by an interviewer and interviewee in Oprah Winfrey Show. The theory used in this research was Levine’s and Adelman theory. The data were taken from two different videos of Oprah Winfrey Show. This study used descriptive qualitative method. Based on the result of the research, in the first video, it was found 81 of high involvement and 129 of high considerateness used by Oprah and 54 of high involvement and 125 of high considerateness used by Thich, 21 directness and 20 indirectness used by Oprah and 18 directness and 21 indirectness used by Thich, 3 bowling conversational style applied by Oprah and Thich. In the second video, there were109 high involvement and 66 of high considerateness used by Oprah, 131 high involvement and 69 of high consideratness used by Alanis, 26 directness and 7 indirectness used by Oprah and 26 of directness and 7 of indirectness used by Alanis, and 1 ping-pong conversation used by Oprah and Alanis. In addition, there were the changes of communication style occured in the conversation between an interviewee and an interviewer in Oprah Winfrey Show that indicate that there are the influences of cultural background towards communication style.Keywords: Analysis, Verbal Communication, Oprah Winfrey Show
THE FLOUTING OF COOPERATIVE PRINCIPLE MAXIMS: IMPLICATIONS FOR TEACHING OF PRAGMATICS IN EFL CLASSROOM Nugraha, Sidik Indra
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.v3i2.670

Abstract

This research reports on the flouting of cooperative principle maxims in a comedy movie. The data were taken from conversational exchanges of a comedy movie entitled Meet the Parents, and were collected by transcribing the exchanges exposing humor occurred in the movie. The exchanges potentially flouting the maxims were analyzed in the light of Grice’s CP maxims, elaborated further in Thomas (1995), to look into the types of maxims flouted and the ways the maxims were flouted. The exchanges were then further analyzed as to find whether the types of verbal humor are particular to each maxim flout. The analysis revealed that the four types of maxims, i.e. Quantity, Quality, Relevance, and Manner, occurred to have been flouted so as to create humor. The Quality maxim was the most commonly flouted (55.6%), whereas the least commonly flouted was the Relevance maxim (6.3%). The speakers flouted the maxims in a number of different ways particular to each maxim. Moreover, the analysis found that maxim flouts were relevant to the types of verbal humor. Therefore, given the importance of pragmatic competence that the foreign language (FL) learners should acquire, it is suggested that pragmatics should be explicitly taught and integrated into the teaching of English.Keywords: pragmatic competence, the cooperative principle, conversational exchanges, maxim flout, verbal humor
THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Venny Eka Meidasari
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.v1i2.629

Abstract

This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners’ progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner’s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners’ needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum
BRIDGING CRITICAL DISCOURSE ANALYSIS IN MEDIA DISCOURSE STUDIES Ratna Sari; Silvia Eka Putri; Herdi Herdi; Budianto Hamuddin
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.v4i2.1379

Abstract

The precarious and critical period of the initiation of Discourse Analysis was populer at the end of the 1990s and the beginning of 2000s. Various approaches and frameworks were proposed during the time especially in the field of Applied Linguistics. This is including Critical Discourse Analysis (CDA) as one of its leading areas.  This present study aimed at exploring and catching out how the CDA’ presentation in overall related to Media studies and how it can be applicable to uncover an unseen ideologies while examining the existence of media discourse studies. The study is considering 25 journal studies to scrutinize the ways and methods used in discern social phenomena while illuminating the true characteristics of the social actors. As result, it was revealed that  CDA is used openly to expose ideologies that somehow differentiate oppressed groups by offering a dummy image used by the highest authority or elite.Keywords: CDA; ideology; media discourse; social actors; power.
THE ANALYSIS OF INTERLANGUAGE PRODUCED BY 3RD GRADE HIGH SCHOOL STUDENTS IN NARRATIVE WRITING TEXT Nida Amalia Asikin
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.v3i1.652

Abstract

This research is a descriptive case study concerning interlanguage in EFL students’ narrative writing. The study explores the occurrence of interlanguage in students’ writing, and the reason(s) why interlanguage exist in their writing. The data of the study are ten narrative texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There was one data collection procedures applied in this study, namely document analysis. The data from students’ texts were analyzed on the basis of the concept of interlanguage by Selinker (1972). The results of the study revealed that from the ten texts, the interlnguage appear in forming passive sentence, choosing incorrect verb agreement, choosing wrong auxiliary, making the unparalleled sentence, and translating sentence word by word. For that reason, it is concluded that interlanguage exist due to the strong influence of native language. Therefore, it is suggested that students should be exposed to the use of appropriate English grammar in their writing.Keywords: interlanguage, narrative writing, passive sentence
THE MERITS OF QUIZLET FOR VOCABULARY LEARNING AT TERTIARY LEVEL Agung Ginanjar Anjaniputra; Vina Aini Salsabila
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.v4i2.1370

Abstract

Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners’ engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners’ learning experiences, eventually fulfilling the learners’ demand of the 21st century.Keywords: Vocabulary learning; Quizlet; learner engagement; CALL
LEARNER-CENTERED TEACHING: WHAT MAKES IT EFFECTIVE Endang Darsih
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.v4i1.796

Abstract

Learner-centered teaching is a teaching approach that is increasingly being encouraged in education. In Indonesia, learner-centered teaching has been an obligation for teachers to be implemented since the government decided to try out the new designed curriculum, the 2013 curriculum. However, it is not always effective since teachers are lack of creativity, lack of responsibility and knowledge. Therefore, this study was sought to find out teacher’s efforts and their roles in implementing learner-centered teaching effectively. The study involving two English teachers revealed that several efforts done by teachers in learner-centered teaching are; 1) let the students do the hard messy work of learning because they are not passive recipients of knowledge, 2) give autonomy and responsibility to students for material they learn and their own learning in general, 3) use highly engaging core content that meets the needs of the students, 4) give feedback to help students to improve, and 4) utilize multiple teaching techniques appropriate for student learning goals. Several roles of teachers in learner-centered teaching are as guides, facilitator and coaches. Teachers also play important roles in creating an environment that fosters students’ learning, accommodates different learning styles, and motivates students to accept responsibility for learning.Keywords: Learner-centered teaching, teaching approach, teachers’ efforts roles
WHATSAPP MOBILE TOOL IN SECOND LANGUAGE LEARNING Nanan Abdul Manan
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.v3i1.657

Abstract

This research focuses on the improvements of communicative learning skill. It uses a common technology tool of commonucation, whats application. English, as in nonnative education athmosphere, is dangerous lecture. The students of university, eventhough, have learnt English from primary school up to Senior High School, they still find difficulty in practicing and understanding English as their custom and community. The difficult one can occur as the threarthening problem in every opportunity in English practicing. Some problems are from teachers, methods, instrumets or motivation in providing English at class. WhatsApp is an application in currently technology used by many people, not exception for students at STKIP Muhammadiyah Kuningan. It gives some interesting communication among students. The tool provides many advantages in communication. In this case, WhatsApp mobile tool can support communicative learning in second language learning among students of university whether in writing and reading skills or in improving motivation to learn. English interractively is needed as the result of this lecture. The students use the application as fun and relax activities without barrier and ashamed communication. In this point, they can increase and improve their vocabularies by means of WhatsApp tool communication. This study purposes to be fully utilized WhatsApp mobile tool to improve communicative skill in English language learning.Key words: WhatsApp, second language, improving communication skill, motivation.

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