EFL Education Journal
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.
Articles
107 Documents
<![CDATA[Writing Anxiety of Indonesian EFL Learners: Possible Causes and Coping Strategies ]]>
<![CDATA[Inggarwati, Devanda Diah]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Setyono, Budi]]>
<![CDATA[ EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i2.32768
<![CDATA[Abstract The objectives of this research were to find the causes of Indonesian EFL learners’ writing anxiety and how they cope with writing anxiety at one of the state junior high schools located in the rural area of Banyuwangi. In this study, the researcher employed a qualitative approach by conducting semi-structured interviews with the five participants who potential experienced in writing anxiety. The findings of this study revealed that the causes of writing anxiety were internal cause, external causes, and linguistic causes. The internal causes include psychological sources. External causes include: (1) classroom practices and (2) interpersonal threats. While, lingusictic cause include writing aspects. In addition, the strategies that the Indonesian EFL learners use to cope with writing anxiety was categorized into a theme named strategies to cope writing anxiety.]]>
<![CDATA[The Effect of Learn English Vocabulary Application on Senior High School Students' Vocabulary Mastery ]]>
<![CDATA[Salsabila, Meida Adenia]]>;
<![CDATA[Wijaputra, Bambang Arya]]>;
<![CDATA[Fitriyah, Siti Masrifatul]]>
<![CDATA[ EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i2.31782
<![CDATA[This study was conducted to investigate the effect of Learn English Vocabulary application on Senior High School students’ vocabulary mastery. Based on the preliminary study, it was known that the tenth grade students had difficulty in learning English language because of the unfamiliar words in the material. This study applied quantitave method and using quasi-experimental design. The two classes were chosen as participants for this research, one class as the experimental group and the other class as the control group. The experimental group was taught vocabulary by using the Learn English Vocabulary application, meanwhile the control class was taught conventionally by pictures and worksheets. The finding of this study showed that the experimental group got higher mean score (93.06) than the control group (77.65). Therefore, it could be concluded that Learn English Vocabulary application had a significant effect on senior high school students’ vocabulary mastery. Key Words: English vocabulary; mobile assisted vocabulary learning; mobile application]]>
<![CDATA[Improving the Seventh Grade Students’ Reading Comprehension Achievement by using Numbered Heads Together Technique at Patsan Witaya Muliniti School ]]>
<![CDATA[Malee, Husna]]>;
<![CDATA[Rofiq, Annur]]>;
<![CDATA[Sukmaantara, I Putu]]>
<![CDATA[ EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i2.32857
<![CDATA[The objective of this research was to improve the junior high school students' reading comprehension by using Number Head Together technique at Patsan Witaya Mulinti School. The design of this research was Classroom Action Research. Patan Wittaya foundation school was chosen purposively as the research area because the students on this school still had difficulties in learning reading comprehension. Based on the observation, the findings showed that the students who could fulfil the indicators on the observation checklist of the active therefore participation increased from 25 (78.12 %) students in Meeting 1 to 26 (84.37%) students in Meeting 2 because some students were having difficulties in understanding the reading text. Meanwhile, the reading comprehension test results in Cycle 1 fulfilled the research’s target score. Based on the findings, it can be seen that students’ average score in the reading comprehension was 83.96. After conducting the actions, the results of this current study indicated that Numbered Heads Together technique is an effective technique to improve the students’ active participation and reading comprehension achievement. It could be concluded that the use of the number heads technique could improve the junior high school students' reading comprehension.]]>
<![CDATA[The Effect of Indirect Method on the Tenth Grade Students' Grammar Achievement at SMAN Ambulu ]]>
<![CDATA[Crismonita, Wika Fujianti]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Fitriyah, Siti Masrifatul]]>
<![CDATA[ EFL Education Journal Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i2.32492
<![CDATA[This research was an experimental research. The purpose of this study was to know whether or not there was a significant effect of the use of Indiret Method on the grammar achievement of the tenth grade students of SMAN Ambulu. The design of this study was quasi experimental with Post-test only design. The treatment was given to the Experimental group that was taught grammar by using Indirect Method while the Control group was taught grammar by using Direct Method, the method used by the teacher in the actual classes. The primary data of this research were obtained from the students’ score of grammar test. The data were analyzed by using t-test formula. The calculation result with significant level of 5% showed 0.03 value, which was lower than 0.05. It means that the null hypothesis (HO) was rejected while the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of using Indirect Method on the Grammar Achievement of the Tenth Grade Students at SMAN Ambulu. Therefore, the English teachers are recommended to apply Indirect Method when teaching grammar.]]>
<![CDATA[The Representation of Gender Stereotype in the Narrative Texts Provided in the ELT Textbook for Junior High School Students ]]>
<![CDATA[Amalia, Ainun Na'imah Putri]]>;
<![CDATA[Ariyanto, Sugeng]]>;
<![CDATA[Andayani, Made Adi]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.35231
<![CDATA[The purpose of this study is to know whether or not there is a gender stereotype representation in the narrative texts provided in the ELT textbook for junior high school students. The researcher used Haliday’s transitivity analysis and Fairclough framework as an indepth identification method of Critical Discourse Analysis (CDA). Based on the research result, there are 100 processes embedded to the male characters and 40 processes embedded to the female characters. This shows a significant gap which means that the male characters of the narrative texts are portrayed as more dominant than the female.]]>
<![CDATA[Using Story Mapping Technique To Enhance Senior High Schools' Students Reading Comprehension ]]>
<![CDATA[Rofiq, Ainur]]>;
<![CDATA[Wahjuningsih, Eka]]>;
<![CDATA[Andika Hudori, Rizki Febri]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.35201
<![CDATA[This research was intended to enhance the senior high school students’ reading comprehension achievement by using Story Mapping Technique at SMA Muhammadiyah 3 Jember. The design of the research was Classroom Action Research with the research participants were the Grade XI IPS 3. The result of the reading comprehension test in cycle 1 showed that the average percentage of the student who achieved the rarget was higher than before. The results of reading test, there were 25 students (78.11%) achieved the success criteria and 7 students (21.89%) got ≤ 75. Thus, the use of story mapping technique could enhance the eleventh grade students’ reading comprehension achievement. It was suggested for the teachers to use Story Mapping Technique to enhance the sudents’ reading comprehension achievement in reading class. Keywords: Story Mapping Technique, Reading Comprehension, Classroom Action Research]]>
<![CDATA[Identifying Students’ Intrinsic and Extrinsic Motivation in Online Learning Amidst Pandemic COVID-19 ]]>
<![CDATA[Prakoso, Kholufah Catur]]>;
<![CDATA[Wijaputra, Bambang Arya]]>;
<![CDATA[Fitriyah, Siti Masrifatul]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.35232
<![CDATA[this research was intended to find out the students’ intrinsic and extrinsic motivation in online learning amidst pandemic Covid-19. The research design was surveys with the research participant were the eleventh-grade students. The result of the questionnaires showed that the eleventh-grade students have very strong extrinsic motivation rather than intrinsic motivation in online learning. The students need a comfortable atmosphere in teaching and learning process. Besides, the students motivate to learn English because they want to get good score, they want to continuing their study and also to get compliment from their parents.]]>
<![CDATA[Writing Assessment Methods Utilized by Senior High School English Teacher in Jember ]]>
<![CDATA[Megawati, Enny]]>;
<![CDATA[Ariyanto, Sugeng]]>;
<![CDATA[Suharjito, Bambang]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.35192
<![CDATA[This research was aimed at writing assessment methods utilized by senior high school English teacher in Jember. This research applied qualitative method with grade eleven of English teacher as the research participants. The data were analyzed using thematic analysis to know the assessment methods employed by the senior high school English teacher. The result of this research shows that the teacher used process assessment and product assessment to assess students’ writing.]]>
<![CDATA[Identifying the Needs of Accounting and Financial Students on ESP Material at Vocational High School ]]>
<![CDATA[Khotimah, Umi Kusnul]]>;
<![CDATA[Sukmaantara, I Putu]]>;
<![CDATA[Suharjito, Bambang]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.35226
<![CDATA[English for Specific Purposes (ESP) ensures designing course to meet learners’ needs. Two points determining the needs are target needs and learning needs as proposed by Hutchinson and Waters (1987). The purpose of this study was to find out the students’ needs of Accounting and Financial Department on ESP Material at Vocational High School. Many studies have been done related to needs analysis at university level. Thefore, this study focused on conducting needs analysis for the students at Vocational High School. This design of this study is survey research. The data were collected through needs analysis questionnaires that given to the tenth grade of Accounting and Financial department which consisted of 20 questions and the semi-structured interview presented for the English teacher and the subject teacher. This research used both qualitative and quantitative information to analyze the data. The results of the students’ responses questionnaire showed that the skill that the students needs for their future career was speaking skill and they also stated that the English materials they learnt did not accordance with their needs. The students were aware of what their needs and wants, therefore, the requirement of ESP materials was improtant for both the English teacher and the students]]>
<![CDATA[The The Portrayal of Male and Female Roles in English Language Textbooks Used in Vocational High School ]]>
<![CDATA[Azizah, Nur]]>;
<![CDATA[Setyono, Budi]]>;
<![CDATA[Andayani, Made Adi]]>
<![CDATA[ EFL Education Journal Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v9i3.35238
<![CDATA[Gender is a crucial topic to explore especially in education context because it will affect the students’ understanding in a real life or around their society. It can not be denied if in textbook includes material which contains gender bias. Gender issues in the previous studies still depict gender stereotypes and biases, but some studies depict the positive images of gender. The present study examines through visual and verbal artifacts on ELT textbooks used in vocational high school and looks from gender roles. Using Fairclough’s (1995) model of Critical Discourse Analysis (CDA) as a method. The reveal showed that gender roles on the materials still depict gender biases however some gender discourse represent positive images. From this research suggests that the textbooks author must pay attention for developing materials in the textbooks.]]>
