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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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Factors Contributing to Learners’ Lack of Self-Confidence in Speaking English Muhammad Muqorrobin; Wiwiek Eko Bindarti; Siti Sundari
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.v9i1.30718

Abstract

In English language learning, some learners face an issue promoting their speaking skills which is caused by the lack of self-confidence. As a response to this issue, this study is conducted to examine the factors contributing to learners’ lack of self-confidence in speaking English. This study employed a descriptive quantitative design. The data were collected from 147 students of SMAN 2 Lumajang using a questionnaire adapted from CSEFL (Confidence in Speaking English as a Foreign Language). The data were analyzed using descriptive statistical analysis. The findings showed that most of the learners possessed a moderate level of self-confidence, and ability was the most contributing factor to the lack of self-confidence for the majority of the learners. It was suggested that the teachers should create learning environments that promote learners’ self-confidence, for instance, by giving motivation and equal chance to speak in front of the class.
The Use of Question Answer Relationship (QAR) Strategy to Improve the Eighth Grade Students’ Reading Comprehension Achievement at Junior High School Febriana Silvia Sukma Hunaidar; Sudarsono Sudarsono; Zakiyah Tasnim
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.v8i1.30862

Abstract

This research was aimed at improving the eighth-grade students’ reading achievement and their participation during teaching-learning proses using the QAR Strategy. This research applied CAR design with grade eight students of secondary school as the research participants. The data were analyzed using descriptive statistic to know how students’ reading comprehension achievement and the students’ participation could get improvedafter being taught using QAR strategy. This research was conducted in 1 cycle. The result of this research shows that the use of the QAR Strategy could improve the students’ reading comprehension achievement and the students’ participation during the teaching and learning process.
Lexical Richness of Short Stories Written by EFL Students Rosyida Ekawati; Nata Permata
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.v9i1.29052

Abstract

The study concerns with lexical richness of short stories. The data consist of 48 short stories written by English Study Program of University of Trunojoyo Madura. This study aims at measuring the lexical richness of short stories by different gender based on three measurements, i.e. lexical density, lexical sophistication, and lexical variation. This study employs the theory and the lexical richness formula proposed by Laufer and Nation (1995). It applies descriptive quantitative design. The results showed that the results of each measurements are 11 short stories in high lexical density (LD), 37 short stories in quite high LD, 27 short stories in high Lexical Sophistication (LS), 21 short stories in low LS, 25 short stories in high Lexical Variation (LV), and 23 short stories in low LV, the results of lexical richness that obtained from the combination of LD, LS, and LV are high lexical richness category (5 stories), quite high category (14 stories), quite low category (20 stories), and low category (9 stories), and the results of lexical richness based gender differences show that the short stories of male authors have higher lexical richness than female authors. The overall results show that short stories written by English Study Program students of University of Trunojoyo Madura have quite low lexical richness.
The Use of “English Tenses Practice” Application in Mobile Phone to Improve the Tenth Grade Students’ Mastery of Past Tense and Present Perfect Tense at Senior High School Dian Pratiwi; Siti Sundari; Made Adi Andayani T.
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.v8i2.30867

Abstract

This classroom action research aimed to improve the tenth grade students’ mastery of past tense and present perfect tense by using “English Tenses Practice” application and to know how the application improve the students participation during the teaching and learning process. The research participants were the X MIPA 3 students which were chosen purposively based on the students’ previous English main score. The data were collected by using grammar post-test and observation in the teaching and learning process of grammar. Then, the collected data were analyzed using descriptive statistic to know how the students’ grammar mastery and their active participation after given an action. The results of the analysis showed that the use of “English Tenses Practice” application could improve the students’ grammar mastery of past tense and present perfect tense and their participation after given an action in the first cycle. It is suggested for English teacher that “English Tenses Practice” application on mobile phone can be used as the medium in the teaching and learning process of grammar.
The Teachers’ Perceptions Towards The Use of The Textbook Developed by Erlangga for Eleventh Grade Students Dewi, Zevikurniasari; Sukmaantara, I Putu; Wijaputra, Bambang Arya
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.v8i1.30858

Abstract

Textbooks have a vital role in the teaching and learning process, especially in a foreign language classroom. Unfortunately, not all the published textbook are appropriate to be used in the classroom. Therefore, this study focuses on teachers‟ perception towards the use of eleventh-grade textbook developed by Erlangga. The research design was descriptive qualitative. The research participants were teachers. Measured using Tentative Evaluation Checklist ByNimechisalem and Mukundan.The Participants were eleventh-grade teachers from MAN 1 and MAN 2 Jember. Based on the result from eleventh-grade teachers‟ perceptions showed that The English Textbook published by Erlangga have the most weakest aspect that need more development.
Students' Perspectives on Their Parents' Involvement in Their L2 English Learning Nisa Sabila Husein; Bambang Suharjito; Made Adi Andayani T
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.v9i1.30713

Abstract

In the past few years, parental involvement as an important factor in students’ English learning had been investigated. Though parents might feel like they were contributing to their children's English learning, how their children really felt toward their involvement was another aspect that needs to be investigated. In response to this, this research investigated the students’ perspectives on their parents’ involvement in their L2 English learning using a descriptive case study design. The findings revealed that students perceived parental involvement as important. The students’ attitudes were also found to be mostly positive. Furthermore, most of the students stated that there were some kinds of parental involvement that they wished their parents had done to help them achieve their goals in their English learning, namely sending to an English camp and studying English at home. Accordingly, this study suggested that parents should have paid more attention to what their children wanted when it came to their English learning, especially when their children were mature enough to understand the importance of English and when they knew what they wanted in their English learning.
Improving the Seventh Grade Students’ Reading Comprehension Achievement by Using Mind Mapping Technique at Itisam Wittaya Foundation School Lahab, Rachnok; Fitriyah, Siti Masrifatul; Sukmaantara, I Putu
EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i2.32640

Abstract

This research focused on Improving the Seventh Grade Students’ Reading Comprehension Achievement by Using Mind Mapping Technique at Itisam Wittaya Foundation School this research aims to fill in the gap and focus on investigating the use of mind mapping technique to improve students’ reading comprehension achievement on the seventh grade students of Itisam Wittaya Foundation School.
The Development of My Set Induction Skill through Video Self-Reflection: A Self-Reflective Research Fatinah, Dwi Oryza; Setyono, Budi; Sukmaantara, I Putu
EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i2.30740

Abstract

Researching my set induction skill during teaching practicum program is essential because it is the crucial step that could determine the success of teaching and learning process. Interesting set-induction could help students focus on the topic to be learned, connect their prior knowledge with the new topic, and motivate them learn the materials. In this research, I did self-reflective study on how I developed my set-induction skill. I accomplished this research by videotaping my teaching performance, and continued by writing self-reflective journal based on the video. I analyzed the data using thematic analysis. The analysis revealed 5 themes, i.e., gaining students’ attention, building students’ motivation, assessing students’ prior knowledge. providing content overview, and determining students’ expectation. It is suggested that teachers videotape their teaching performance and do critical reflection based on the recorded video to plan better teaching performance.
Enhancing Students' Reading Comprehension Achievement by Using Patterned Partner Reading Strategy Safitri, Disma Ayu; Tasnim, Zakiyah; Wahjuningsih, Eka
EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i2.32725

Abstract

AbstractThe purpose of this study is to increase students’ reading comprehension achievement and active participation in teaching and learning reading process at SMPN 1 Kalisat by using Patterned Partner Reading strategy. The researcher used A Classroom Action Research (CAR) that had conducted one cycle where in one cycle consisted three meetings. As subject in this research was the second class with students’ number as about 38 students consist of 17 man and 21 women. Based on the research result that the students’ active participation significantly increased from 71.05 % in the first meeting to 81.57% in second meeting. The standard score from school is 75 and from the implementation the strategy, it was proved that there were 28 students or 73% of the students who achieved the target score (≥75). It means that there was the increasing of students’ reading comprehension achievement on teaching and learning process.Keywords: Partner Reading Strategy; Reading Comprehension Achievement; Students’ Active Participation; recount text
Enhancing Enhancing The Eighth Grade Students Reading Compehension Achievement By Using Question-Answer Relationship (QAR) Strategy Sari, Shinta Permata; Rofiq, Annur; Suharjito, Bambang
EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i2.31041

Abstract

This research was aimed at improving the eighth-grade students’ reading achievement and their participation during teaching-learning process using the Question-Answer Relationship (QAR) Strategy. This research applied Classroom Action Research (CAR) design with grade eight students of secondary school at junior high school as the research participants. The data were analyzed using descriptive statistics to know the improvement of the students’ reading comprehension achievement and the students’ participation after being taught reading using QAR strategy. This research was conducted in 1 cycle consisted of five meetings. The result of this research showed that the use of QAR Strategy could improve the students’ reading comprehension achievement and the students’ participation during the teaching and learning of reading.

Page 5 of 11 | Total Record : 107

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