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INDONESIA
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Published by Institut Agama Islam Uluwiyah Mojokerto
ISSN : 24600938     EISSN : 24602604     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature is an International Journal that is published twice a year in the months of July and December. This journal has been indexed on DOAJ. The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis as First and Second Language Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Development, Multilingualism and Multilingual Education, Discourse Analysis, Systemic and Functional Grammar, Translation, Prose Analysis, Drama Analysis, Poetry Analysis.
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Articles 6 Documents
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Search results for , issue "Vol. 5 No. 2 (2019): December" : 6 Documents clear
Experiential Learning: How It can Have Effect on Iranian EFL Learners’ Language Growth and Personal Development Maryam Azarian
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 5 No. 2 (2019): December
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

The present study was carried out to determine the effect of experiential learning on a group of Iranian EFL learners' language growth and personal development. A group of male and female sophomore learners of English (N=30) participated in the study. After receiving the treatment in the form of experiential learning in the first session, the participants were given questionnaires, the content of which was about this type of learning. The purpose was to collect their comments about experiential learning and to see which types of experiential activities were more popular among the participants. In the second session, they were randomly divided into two groups who were exposed to different methods of teaching, content-based traditional method and experience-based method. Then they were given a reading test, the result of which indicated which method of teaching was more successful. The quantitative analysis of the data with regard to the questionnaires showed that most of the students showed a positive feeling towards experiential learning. The quantitative analysis of the data also indicated that those who received experience-based method of teaching significantly outperformed the other group.
A Model for Scaffolding Academic IELTS Writing Task 2: MMPIPE Ince Dian Aprilyani Azir
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 5 No. 2 (2019): December
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

The study uses the theory of scaffolding and ZPD (Vygotsky, 1978) as the guidelines to explain in what ways scaffolding can help the teacher to improve the EFL students’academic writing. To make it easier, the author formulates the scaffolding-based activity namely MMPIPE. It stands for Motivating, Modelling, Peer Brainstorming, Independent Writing, Peer Feedback, and Evaluation which are elaborated within theories of sociocultural framework. The model of MMPIPE scaffolding was used at the one-week Intensive Classes for IELTS Writing in Jakarta, Indonesia.The classes were for the EFL learners aged varied between 18 up to 28 years old coming from various backgrounds who want to continue studying at English speaking countries. The past results of applying the MMPIPE scaffolding writing have shown that the learners achieve the optimal Zone Proximal Development by successfully gaining the increased score band between 0.5 and 1.5 band scale. However, the MMPIPE model also has some limitations in ways that it may lead to the different results if the activity uses the different material sources. Furthermore, due to some considerations, it is only applicable to intermediate up to advanced level.
Error Analysis and Its Implications for the English Classroom: A Case Study of an Advanced English Learner Millatul Islamiyah; Muchamad Sholakhuddin Al Fajri
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 5 No. 2 (2019): December
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

This study aims to examine English spoken language uttered by Indonesian EFL learners by employing error and interlanguage analysis. It principally focuses on highlighting the value of error and interlanguage analysis on the development of Indonesian English language teaching classroom. The data were in the form of language transcription taken from a structured sociolinguistics interview with an advanced English learner. The results indicate that errors, either on phonological, grammatical, lexical, or pragmatic competence, are principally caused by L1 or interlingual transfer, despite few occurrences of developmental errors. Regarding the implication of this study for language classroom, it offers several suggestions for improving English language classroom including an introduction of varieties of chunk languages and adjacency pairs used across cultures to students.
A Comparison between the Mood Analyses of the Two Talk Shows with Different Social Statues Ae Mon Kyaw
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 5 No. 2 (2019): December
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

Language cannot be separated from the social context and culture. In everyday communication, people act and react differently according to the interactants, the topics and the ways of communication. This study, therefore, analyzed the Talk Shows with different power statuses- Ellen with Vice President Joe Biden and Ellen with a volunteering Teacher. The analysis is carried out with the use of Halliday’s Mood analysis revised by M. Matthiessen (2014) and Eggin (2004). The present study will compare Ellen’s use of Mood structures and the functions in interacting with different social beings. It is found out that in the talk with Vice President, Ellen uses questions most (28.37%), followed by the second most frequently used statements (20%) while in the talk with Teacher, Ellen prioritized statements (43%) more than questions (14%). On the other hand, she does not enjoy any Commands (0%) in the talk with the Vice President but to the Teacher (18%). The result shows that more powerful participant has the tendency to answer the questions rather than asking questions, unlike Fairclough’s (2001) finding.
The Application of Textual Metafunction in Developing EFL Learners’ Writing Materials Desy Rizki Lukitasari
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 5 No. 2 (2019): December
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

In the 21st century, millennial generation tends to swipe and skip thingson their gadgets easily resulting in shortspan of focus in learning English as a foreign language. They are not able to relate issues happening around them appropriately. This phenomenon is crucial as their dependence toward technology provoke them to only digest single-separated or chunky materials. Regarding it, then, it isvery challenging for EFL learners to demonstrate good writing skill as one productive skill in English. The role of English teachers in providing appropriate materials to improve the students’ writing materials as well as skills in producing a good writing, particularly on the level of semantics and discourse (context), becomes major.This library research, by using theoretical analysis, aims at exploring previous theories and findings on SFG, textual metafunction, theme, rheme, cohesion, and coherence in relation to improving EFL writing materials andskills. Furthermore, this research argued that the application of textual metafunction is coherent with enhancing concepts in students’ writing, providing a systematic learning in a piece of writing, encouraging students’ critical thinking skill, and finally promoting a meaningful learning in a writing class. Hence, this literature-based study provides insights for English teachers in teaching writing to facilitate textual metafunction theory and its componentsto develop EFL learners’ writing materials and further skills.
Swearing and Its Motives in the Antologi Rasa Novel: (Retracted due to Double Publication) Adityo Prawinanto; Hardi Prasetyo; Barli Bram
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 5 No. 2 (2019): December
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

This paper is retracted by editor due to double publication at https://jurnal.uin-antasari.ac.id/index.php/let/article/view/3593

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