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
106 Documents
<![CDATA[Improving The Eighth Grade students' Reading Comprehension Achievement Through Jigsaw IV ]]>
<![CDATA[Firmansyah, Martha Eka]]>;
<![CDATA[Wijaputra, Bambang Arya]]>;
<![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.v9i3.35248
<![CDATA[Abstract: this research was intended to improve the eighth grade students’ reading comprehension achievement and participation by using Jigsaw IV Technique in one of junior high schools at Bondowoso. The reaserch design was Class Action Research with the research participant were the VIII B grade. The average results of students’ participation in cycle 1 achieved the minimum target percentage that is 75% based on table 4.3. Besides, the result of reading comprehension test showed that there were 19 students (79%) achieved the criteria of success and 5 students (21%) got ≤ 65. Hence, Implementing Jigsaw IV could improve students’ reading comprehension achievement and students’ participation. Moreover, Jigsaw IV technique made the students actively participated in the teaching learning process and the Jigsaw IV activities were more interesting for the students. Jigsaw IV technique be able to accustomed the students to create cooperative situation in the class activities.]]>
<![CDATA[Enhancing Junior High School Students’ Vocabulary Achievement Through Online Dictionary ]]>
<![CDATA[Priendiansah, Yoga]]>;
<![CDATA[Tasnim, Zakiyah]]>;
<![CDATA[Sundari, Siti]]>
<![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.v9i3.36648
<![CDATA[Vocabulary has a very important role in learning English. Without having good ability in vocabulary, learning English cannot be achieved well. Therefore, students’ vocabulary achievement must be enhanced. One of the ways to enhance the students’ vocabulary achievement is by using online dictionary. This classroom action research with cycle model from Kemmis & Mc Taggart aimed to enhance the eighth grade students’ vocabulary achievement by using online dictionary and to know how it could enhance the students’ participation during the teaching and learning process of vocabulary. The research participants were the VIII J students of MTsN 5 Ngawi, East Java, Indonesia. The data were collected by using a vocabulary test and observation during the teaching and learning process of vocabulary. Quantitative and qualitative descriptive analyses were used to analyze the collected data. The research results showed that there was improvement of the students’ vocabulary achievement and their active participation by using online dictionary. The improvement of the students’ vocabulary achievement was from 67.64% of the students got target score in pre-cycle to 82.35% of the students got the target score in the first cycle. The improvement of the percentage of the students’ participation was 75% in pre-cycle to 83.7% in the first cycle. Hence, it is suggested for English teachers to use online dictionary in the process of teaching and learning vocabulary to improve the students’ active participation and their vocabulary achievement.]]>
<![CDATA[Teacher’s Roles and Challenges in Fostering Students’ Learning Autonomy ]]>
<![CDATA[Asih Santihastuti]]>;
<![CDATA[Fiska Nurrahma Oktavia]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.40459
<![CDATA[This paper identifies the challenges of fostering students’ learning autonomy and teachers’ roles in supporting them. Thirty-one English major students participated in the study conducted in an Extensive Listening class. They were expected to plan their own learning (learning objectives, strategies, activities) and be responsible with their own learning plan. Every student wrote their self-reflection at the end of the activity to describe their experience, feelings, strengths, and weaknesses of the activities to explore areas of improvement. The analysis of the student’s reflections and the teacher’s observation suggested that most students struggled with the pre-listening activity as they could not identify their own learning objectives and strategies and follow the plan they had previously made before the listening activity. Further, this paper will discuss the result of the student’s reflections on the learning activity and how the teacher should deal with that to find the roles of the teacher in supporting learners’ autonomy.]]>
<![CDATA[The Use of Sitcom as Media to Improve Students’ Ability in Translating Grammatical Equivalence ]]>
<![CDATA[Aisyah, Siti]]>;
<![CDATA[Ariani, Musli]]>;
<![CDATA[Puspa, Areta]]>
<![CDATA[ EFL Education Journal Vol. 10 No. 3 (2023): Vol. 10. No. 3 NOVEMBER 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.39298
<![CDATA[This study is aimed at investigating the difficulties and ineffectiveness of teaching translation and gaining significant development from the students. It highlights the use of popular media in the form of audio-visual to reinforce English grammatical structures as well as its cultural aspects for the students' better comprehension in English to Indonesian translation skill. The implementation of classroom action research that includes using audiovisual media to enhance their translation skill and it’s effectively was further determined through observation and close analysis. The data was analyzed using an analytical scoring rubric to present the results of pre/post tests and classroom observation. The average of the post-test score was 79.15, indicating an improvement after the implementation of using teenage American sitcom as learning media for translation skill in the aspect of grammatical equivalence. This suggests that alternative media learning with audiovisual elements as the American teenage sitcom "Sam and Cat" was effective in teaching translation with grammametric equation. This is evidence of how the implementation process and teacher's guidance can help students improve the material and understand the concept of using audio visual media as learning medium better. The results of this study are expected reliable and solid research source for the other researchers in the same field of education in the future, especially in the topic of determining the method in enhancing students' ability in language translation.]]>
<![CDATA[The Analysis of Local Culture in the Indonesian ELT Textbook for Junior High School ]]>
<![CDATA[Rista Vanila]]>;
<![CDATA[Sugeng Ariyanto]]>;
<![CDATA[Bambang Suharjito]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.40443
<![CDATA[This study aimed to analyze the representation of local culture in the government published ELT textbook for Junior High School student. Cultural diversity has become the issue related to the use of English that plays a great role to categorize English speakers and English varieties (Shin, Eslami and Chen, 2011). The integration of cultural values in ELT materials have been studied for years. Culture has become an important role in language teaching and learning, because it is believed that language cannot be taught to learners without its cultural elements. Textbook as one of the material that is highly used among English learners might represent the racial diversity and cultural background, therefore it is important to analyze how and what kind of cultural elements are being represented to the learners on the textbook.]]>
<![CDATA[Senior High School Students’ Perceptions of the Practicality of the Materials in the English Workbooks Used in Their EFL Class ]]>
<![CDATA[Rizqi Budi Nurani]]>;
<![CDATA[Siti Masrifatul Fitriyah]]>;
<![CDATA[Annur Rofiq]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.37269
<![CDATA[This research titled “Senior High School Students’ Perceptions of the Practicality of the Materials in the English Workbooks Used in Their EFL Class” aims to raise the awareness regarding to the importance of the aspect of practicality in senior high school students’ workbooks. This study was based on finding out whether or not the material contained in the senior high school students’ workbooks are practical to be used or applied in their daily life situations based on their perspectives, hence this is qualitative research. The participants of this study were two senior high school students that are currently studying in their twelfth grade in one of the senior high schools in Jember. The data was collected by an individual recorded-interview, which then transcribed into a written form and analyzed using Braun and Clarke’s Thematic Analysis Method (2008). The materials that were talked about contained in the participants’ workbook. The findings of this study revealed that most of the materials contained in the participants’ workbook are practical, which implied that those materials are proven to be helpful for students to be applied in their daily-life situations.]]>
<![CDATA[AN ANALYSIS OF FLOUTING COOPERATIVE PRINCIPLE OF THE CLASSROOM INTERACTION RECORDED IN VIDEO BETWEEN TEACHER AND STUDENTS ]]>
<![CDATA[Ega Diestyah]]>;
<![CDATA[Aan Erlyana Fardhani]]>;
<![CDATA[I Putu Sukmaantara]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.40578
<![CDATA[This study investigates the classroom interaction between a teacher and students, focusing on the application of Paul Grice's Cooperative Principle theory. The objective is to identify instances of flouting maxim, including the maxim of quantity, quality, manner, and relation. Through a descriptive qualitative design, the research examines the data to gain insights into the occurrence and implications of flouting maxim in the classroom. The findings reveal eleven instances of flouting maxim across all four types. The study emphasizes the importance of English teachers' awareness of the Cooperative Principle as a guiding framework for English language instruction. By using authentic materials such as movies or advertisements, teachers can elucidate the hidden meanings behind utterances and enhance students' comprehension. This research contributes to improving classroom communication and fostering a deeper understanding of language use.]]>
<![CDATA[Investigating Junior High School Students Perceptions on the Use Of Textbook "When English Rings A Bell" for Learning English Reading Materials in the Classroom ]]>
<![CDATA[Alfathi Finna Hari]]>;
<![CDATA[Bambang Arya Wijaputra]]>;
<![CDATA[Rizki Febri Andika Hudori]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.37603
<![CDATA[This research aimed to enhance the eighth grade junior high school students’ on the use of textbook for learning reading materials in the classroom. In this research, the researcher was not intended to establish and prove hypotheses but it was aimed to describe the students’ perceptions on the use of textbook for learning reading English materials in the classroom. The participants of this research were six students of the 8th-grade students at SMPN 2 Mojowarno. The design of this research was descriptive qualitative method. The research instrument of this research included the interview with two students were with the highest scores, two students were with the middle scores, and two students were with the lowest scores in English which were then analyzed thematically. The findings showed that the students’ perceptions were divided into five themes: students’ interest, textbook layout, students’ difficulties, students’ experiences, and students’ benefits]]>
<![CDATA[Freedom Freedom to Learn: A Progressivism View and its Relevance to Teachers as Agent of Change ]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.38427
<![CDATA[The purpose of writing is to analyze Independent Learning from the perspective of progressivism in educational reform, and its relevance for teachers as agents of change. Method of writing with literature review (library review). The literature review is carried out by collecting data from various library sources as a source of ideas to explore new ideas. Writing results: (1). Freedom to learn as an effort towards quality education, creating innovative and fun education, building superior, intelligent, creative human resources to face future challenges; (2). The concept of independent learning has parallels with the concept of progressivism emphasizing independence and flexibility for teachers, students, schools towards the implementation of education towards a better direction; (3). Freedom to learn in the perspective of progressivism has relevance to the teacher as an agent of change. Conclusion: Agent of change for teachers, implies that teachers are very influential in educational reform. Changing himself to act professionally, encouraging students to always progress as a generation that will respond to the challenges of changing times, in line with the goal of independent learning in the perspective of progressivism.]]>
<![CDATA[Classroom Technique Used in Teaching English Based on the Merdeka Curriculum ]]>
<![CDATA[Yuta Febriansyah]]>;
<![CDATA[Zakiyah Tasnim]]>;
<![CDATA[Eka Wahjuningsih]]>
<![CDATA[ EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 ]]>
Publisher : <![CDATA[English Education Study Program ]]>
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DOI: 10.19184/eej.v10i1.40342
<![CDATA[The newest Merdeka Curriculum issued in 2021 began to be adopted by many high schools in Indonesia. However, not many studies were conducted on the technique used to teach English based on the curriculum. This descriptive case study aimed to investigate the technique used by an English teacher to teach English based on the Merdeka Curriculum as well as the teacher’s reasons for using the technique. The research data were collected through observations and interviews then the collected data were analyzed by using thematic analysis. The research found that the English teacher used the Presentation technique to teach English based on the Merdeka Curriculum. Furthermore, the teacher chose the technique because could help the students develop their speaking skills, and let them improving their communication skills.]]>
