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EFL Education Journal
Published by Universitas Jember
ISSN : 23384190     EISSN : 28278402     DOI : https://doi.org/10.19184/eej.v10i2.42790
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The EFL Education Journal is one of the professional publications of both the lecturers and teachers’ research findings or conceptual issues of EFL education in and outside the FKIP Jember University. It appears 3 times a year in the months of March, July, and November. The Journal presents information and ideas on English as a foreign language (EFL) learning and teaching. Articles based on the teachers’ research findings are of primary interest and relevance to the EFL teacher training and education. Contributions, which should be original and not published elsewhere, are welcomed from educationists: both the lecturers and students in EFL education. Main articles should be between 1000 and 5000 words in length. Manuscripts for review should be sent to the Editor, EFL Education Journal, Prodi Bahasa Inggris, FKIP Jember.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 107 Documents
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Students' Perception on The Implementation of The Whole Brain Teaching Technique in Speaking Class Nur Kholifah; Aan Erlyana Fardhani; Made Adi Andayani T.
EFL Education Journal Vol 8 No 3 (2021): Vol. 8. No. 3. NOVEMBER 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (502.15 KB) | DOI: 10.19184/eej.v8i3.26375

Abstract

Abstract This research aimed to determine the students’ perception on the implementation of the Whole Brain Teaching Technique in speaking class and its benefits for the students at SMPN 2 Banyuanyar Probolinggo. The subject was the seventh grade students who were taken from two classes. This research applied the descriptive quantitative method by using close-ended questionnaire consisting of 34 statements. It was analyzed statistically to know the category of students’ perception. The result of the questionnaire showed that the students had positive perception on the implementation of the Whole Brain Teaching Technique in speaking class. It showed that the total score of the students’ questionnaire was 2594. If the score of the questionnaire was between >2125 up to <2762,5 then it was considered as positive perception. Besides, the implementation of the Whole Brain Teaching Technique gave some benefits for the students. It can be seen from the result of the highest percentage and mean score which were analyzed by using Data Analysis Toolpak in Microsoft Excel. The result showed that the highest percentage and mean score were 3,6 (92%) for the statement “Class-yes help the students to get their attention back”, 3.4(98%) for the statement “Teach-Okay help them remember the material easily”, 3.4 (96%) for the statement “Mirror Technique help them remember and understand the material easily”, and 3.3 (100%) for the statement “Swicth Technique give the same chance for the students to be the speaker and the listener. It means that the implementation of this technique give some benefits for the students. In summary, the students’ perception of the implementation of the Whole Brain Teaching Technique in speaking class was positive and it also provided some benefits for the students during its implementation.
The Pedagogical Implication of the Daily Spoken English in the Cinderella (2015) Movie: a Speech Act Discourse Analysis in English Language Education Ariyanto, Sugeng
EFL Education Journal Vol 3 No 3 (2016)
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (164.662 KB) | DOI: 10.19184/eej.v3i3.4767

Abstract

This research was intended to discuss the pedagogical implication of the daily spoken English in a movie. The research design was qualitative and descriptive discourse analysis. The research data were collected through the documentary study of the movie entitled Cinderella (2015). The data were analyzed by using Austin’s speech act theory; the locutionary act, illocutionary act, and perlocutionary act. The research results showed that the characters in Cinderella movie mostly used indirect speech act namely expositives illocutionary acts. Such research findings implied that in English education EFL students should learn the illocutionary forces of English as the target language used in the classroom. They should also know that every utterance has three layers of meanings namely the locutionary act, illocutionary act, and perlocutionary act. Keywords: Discourse Analysis, Speech Act, Spoken Discourse, Movie
The Portrayal of Gender in the ELT textbook issued by Non-Governmental Publisher in Indonesia Hasanah, Uswatun; Ariyanto, Sugeng; Setyono, Budi
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30863

Abstract

The study was conducted to investigate the portrayal of gender in English Language Teaching (ELT) for senior high school in Indonesia. Critical Discourse Analysis (CDA) and Semiotic by Roland Barthes's (1977) framework was chosen as the tool to elaborate on how is gender represented through visual and textual material depicted. The finding reveal that the materials contain various gender issues such as stereotypes, imbalance, and inequality. However, several illustrations emerge from the positive image of a female. The textual study suggests that as English textbooks play an important role in transferring ideologies and values, therefore the textbook writer should pay more attention to the gender issues in the educational sector.
The senior high school students' perception on the use of Google Classroom in online English learning Kurniawan, Heri; Suharjito, Bambang; Ariyanto, Sugeng
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.29136

Abstract

This research was intended to describe the eleventh-grade students’ perception on the use of Google Classroom in online English learning at SMAN 1 Ngoro Mojokerto. Hence, this research used a descriptive research design because the objective of the study was to describe the students’ perception on the use of Google Classroom for online English learning during the pandemic. The data of this research were collected from the questionnaire. Further, the data of the research was calculated in the form of percentages and analyzed using quantitative analysis. The finding and discussion described the appropriateness of comfort, the content, efficient in use, language in Google Classroom application, clarity of the material, and fun to use. The result of the research showed that overall, the majority of the students had positive responses to every indicator and agreed that Google Classroom could facilitate them in an English classroom during pandemic situations. Keyword: Students’ Perception; Google Classroom; Online English learning
The Effect of Using Short Movies on The Eleventh Grade Students’ Listening Comprehension Achievement Darmawan Aldi Prakoso; Zakiyah Tasnim; Aan Erlyana Fardhani
EFL Education Journal Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i2.30868

Abstract

This research was intended to find the effect of using short movies on the eleventh grade students’ listening comprehension. The research design used was quasi-experimental research design with non-equivalent class post-test design. The research context was purposive methods. The research participant was eleventh grade students of SMAN Kalisat. The data collection method was an English listening test with multiple choice and true-false question format. The result of the analysis showed that the test had high content validity with the percentage of 100% valid items. The test also very reliable with the reliability index 0.927 based on Guttman Split-Half Coefficient. The result of difficulty index of the try out test showed that in the multiple choice questions there were 3 items categorized as easy, 17 items were categorized as fair, and 5 items were categorized as difficult. In the true/false questions there are 3 items categorized as easy, 10 items were categorized as fair items, and 2 items were categorized as difficult. The T-test with equal variances assumed, t=-3,686 and p=0,002(<0,05) showed significant difference in the means between two classes. The result of the analysis showed that the null hypothesis (H0) was rejected, meanwhile the alternative hypothesis (H1) was accepted. It means there was a significant effect between the experimental and control class after they received different treatment.
The Use of Tic-Tac-Toe Game To Enhance The Eighth-Grade Students’ Vocabulary Achievement Hijjah, Apriliatul; Tasnim, Zakiyah; Rofiq, Annur
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30859

Abstract

Vocabulary is the main foundation in communicating or interacting with other people in oral or written form. This classroom action research aimed to improve the eighth-grade students’ vocabulary achievement and their active participation at SMPN 1 Asembagus by using Tic-Tac-Toe game. The data were collected by using observation, a vocabulary achievement test, interview, and documentation. The collected data were analyzed quantitatively by using percentage formula. The result of observation showed that there was an improvement on the students’ active participation from 42% in the pre-cycle to 70% in Cycle 1. The vocabulary achievement test showed that there was an improvement on the students’ vocabulary achievement that was 35% in the pre-cyle to 67% of 31 students in Cycle 1 who got score ≥70 in vocabulary test. In conclusion, the use of Tic-Tac- Toe game in vocabulary learning can improve the students’ vocabulary achievement and their active participation.
How to Develop Oral Communication Skill of Junior High School Students: The Experience of a Good EFL Teacher Marcellina, Nadya; Setyono, Budi; Tasnim, Zakiyah
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.30659

Abstract

As Covid-19 pandemic has caused the closure of schools for a long period of time, English teaching and learning process must be conducted online. To know how English teachers conducted online teaching, the present study investigated the experiences of a good EFL teacher in using different kinds of strategies to develop Junior High School students’ oral communication skill. Using a narrative research design, data were collected from semi-structured interview with a Junior High School English teacher using purposeful sampling to provide rich information to answer research question. The results of the thematic analysis showed a big theme that emerged, i.e., strategies to develop the students’ oral communication skill. This big theme is divided into four sub-themes: strategies to develop the students’ dialogue skill, strategies to develop the students’ monologue skill, strategies to develop the students’ fluency, strategies to develop the students’ accuracy. In addition, the results of this research are expected to give meaningful contribution, not only for the other English teachers but also for the other researchers.
A Case Study of Students’ Anxiety in Speaking English And How They Cope The Feeling Triana, Desinta; Suharjito, Bambang; Rofiq, Annur
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30864

Abstract

This study analyzes the factors of the students’ anxiety in speaking English and also explores the strategies used by the students to cope with their anxiety. The three participants of this study were selected from 36 students of X TKJ 1 in SMKN 2 Jember that experienced speaking anxiety as illustrated by Oxford. This study applied qualitative and quantitative case study design. Classroom observation was done four times to select the participants. The results of questionnaire and interview were analysed by using Miles and Hubberman’s model. The findings showed that the students in the English speaking class experienced excessive fear and anxiety. There were 2 participants who exhibited test anxiety and the other one exhibited communication apprehension. Their strategies to overcame the anxiety were; avoiding eye contact, relaxation, and asking for teachers’ help.
Investigating Teachers' Strategies in Applying Online Teaching Platforms to Teach English during Covid-19 Pandemic Fitria Saqinah Damayanti; Sudarsono Sudarsono; Sugeng Ariyanto
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.29152

Abstract

Abstract In early 2020, face-to-face learning has been shifted to online learning caused by the Covid-19 pandemic. Therefore, this study was conducted to examine the online teaching platform used by English teachers and their strategies to attract students' active participation. The researcher chose a case study as the research design. Meanwhile, the data were collected by interviewing four English teachers and validated by conducting interviews with four students from each teacher and observing the online class activities. Then, the data collected was analyzed using the theory of Miles and Huberman (1994). The result showed applications that teachers used to teach online classes. In addition, they had some teaching strategies that focused more on how the teacher attracted the students to participate in the class actively. However, teachers still needed to develop teaching strategies that focus on the active participation of students and their learning goals. Keywords: Online teaching platforms, teaching strategies, online learning.
Factors Affecting Senior High School Students' Willingness to Communicate in English in the EFL Classroom Ervin Candra Hari Andika; Aan Erlyana Fardhani; Eka Wahjuningsih
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.30717

Abstract

This study aims at revealing factors affecting senior high school students’ willingness to communicate (WTC) in English in the classroom. This study employed a descriptive research design, and was situated in an Indonesian state senior high school in Sumenep, Madura. The data were collected from 57 students by using an adapted questionnaire taken from Riasati & Rahimi (2018), and the result was analyzed using descriptive statistics. The findings revealed that the students’ WTC in English in class were affected by both individual and situational factors. The individual factors here include L2 self-confidence, L2 self-perceived communication competence, L2 anxiety, and fear of making mistakes. Meanwhile, the situational factors consist of task types, interlocutors’ effects, topics of discussion, and seating locations. Thus, it was suggested that the English teachers should not only encourage the students’ self-confidence in speaking English, or convince them that making mistakes is part of learning, but also should be careful in deciding the type of task given, topic to be discussed, and even the seating arrangements for their students, since all of these affect the students’ WTC in English in class.

Page 3 of 11 | Total Record : 107

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