cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ani Wahyu Rachmawati
Contact Email
jefltr@researchsynergypress.com
Phone
+628112341734
Journal Mail Official
jefltr@researchsynergypress.com
Editorial Address
Magister Program of English Education, Fakultas Keguruan dan Ilmu pendidikan, Universitas Mulawarman ,Gedung E1/B Lt. 2,Muara Pahu Kampus Gunung Kelua, Samarinda, Indonesia
Location
Kota surakarta,
Jawa tengah
INDONESIA
Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Published by Research Synergy Foundation
ISSN : 27764184     EISSN : 27764524     DOI : https://doi.org/10.31098/jefltr.v2i2
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
The scope mainly focuses on but not limited to: English language, theoretical, descriptive and applied English linguistics, language learning and teaching, structure and development of English across the globe, comparative linguistics, sociolinguistics, psycholinguistics, anthropological linguistics, computational linguistics, discourse analysis, English language for specific purposes, translation, English Language Teaching, Linguistics and Literature. It provides teachers, linguists, and other relevant researchers throughout the world with the opportunity for the exchange and dissemination of theoretical and practice-oriented papers dealing with advances in English Teaching, Linguistics and Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 64 Documents
 3   4   5   6   7 
Corpus Study of the Adverb of Degree ‘Feichang’ in Chinese and English Parallel Corpus Karjo, Clara Herlina; Chandra, Mei Rianto
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 1 (2024): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i1.2075

Abstract

The use of a parallel corpus for Chinese and English adverbs is still rarely explored, especially when comparing the Chinese adverb feichang with its English equivalents. ‘Feichang’ literally means "very", but English has various other words to convey the same words. The aim of this study is to compare the grammatical structure and semantic meaning of the Chinese adverb ‘feichang’ with its English equivalents using Chinese-English parallel corpus. To obtain the data, we used 50 sentences that contain the word ‘feichang’ in Chinese and English from the PKU parallel corpus. All sentences are related to the computer field. These sentences were then analyzed using AntConc, a concordance tool, to examine the grammatical structure and semantic aspects of the phrases. The findings showed that in Chinese, the adverb ‘feichang’ occurs in adjective and verb phrases. Meanwhile, in the English corpus, these phrases are rendered differently in five types of phrases: adjective, noun, verb, prepositional, and adverbial. Moreover, the word ‘feichang’ itself is rendered in a different lexicon, even though the meaning is the same. The results implied that one language can offer more varieties in expressing similar ideas, and parallel corpus can be a good source for analyzing these differences.
Online Games and English as a Foreign Language Vocabulary Learning Among Eighth-Grade Students Cuenca-Calva, Talia Soledad; Ramón-Rodríguez, Bertha Lucia; Troya-Sánchez, Miriam Eucevia
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 1 (2024): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i1.2098

Abstract

The limited vocabulary knowledge of eighth-grade students from a public institution in Loja inhibits the proper development of English skills. The present research aimed to increase vocabulary knowledge through the implementation of online games among eighth-grade students between 12 and 13 years old at a public institution in Loja, Ecuador. The investigation employed a mixed method following a practical action research model through five stages; initial reflection, planning, action, observation, and reflection, with the participation of 25 Ecuadorian eighth graders chosen by purposeful sampling. Pre- and post-tests, questionnaires, reflective journals, and peer observations collected both quantitative and qualitative data. The pretest and posttest measured students’ knowledge about their vocabulary, whereas the other instruments attempted to describe students’ perceptions regarding the use of online games to learn vocabulary. Quantitative information was analyzed through descriptive statistics and qualitative information through a thematic analysis. The results showed a difference of 3.07 points between the pretest and posttest, which denoted a significant increase in the knowledge of various aspects of vocabulary such as form, meaning, and use. Moreover, eighth graders perceived the online games; Educandy, Genially, Vocabulary Spelling City, Wordwall, and especially Blooket, as innovative and fun educational resources that increased their motivation and active participation while acquiring new vocabulary. Hence, it was concluded that online games were effective in improving vocabulary because they created a dynamic educational environment. This study contributes to the educational field by highlighting new digital tools to improve English language proficiency.
English Communication Skills (ECS) of Grade 9 Learners: The Basis for Designing an ECS Intervention Program Garcitos, Angelyn; Gargar, Ma. Corazon; Lomocso, Zaillah; Amacna, Ronjell; Bonganciso, Ruel T.
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2382

Abstract

English Communication Skills (ECS) are crucial in the globalized context, yet the Philippines' ranking of 77th out of 81 countries highlights a significant proficiency gap. Consequently, there is an urgent need for targeted intervention programs to address these challenges among Filipino students.  This research aimed to evaluate the English Communication Skills (ECS) of Grade 9 students at High School in Philippines, focusing on speaking and writing proficiency levels and the relationship between them, to develop an intervention program. Utilizing a descriptive research design with a quantitative approach, the study involved 40 Grade 9 students selected through random sampling. Data were collected using a researcher-made survey questionnaire, complemented by tests employing the WIDA Speaking and Writing Interpretive Rubrics for a detailed analysis of speaking and writing capabilities. The analysis was conducted using statistical methods to yield descriptive statistics and the Pearson R correlation for assessing the relationship between speaking and writing skills. The results indicated that while students perceived their ECS as satisfactory, the actual assessments did not meet the expected standards, and a very low correlation was found between speaking and writing proficiency. This gap emphasizes the necessity for targeted intervention programs tailored to the specific needs of students to enhance their ECS. The study concludes with the recommendation for developing pedagogical strategies that focus on the identified areas of improvement in ECS among Grade 9 learners.
Linguistic Chameleon: Syntactic Functions of “Kuan” (Cebuano language filler) in Social Media Conversations Tabotabo, Rose Carmel; Delina, April Joy; Rotante, Kim; Rabago, Shendy; Diel, Sophia Marie; Bonganciso, Ruel T.
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2391

Abstract

The study explored the syntactic functions of “kuan” in social media conversations and in the logs, reels, and shorts of various Cebuano content creators. Taking into account related studies on fillers, the researchers discovered that there is still no known study of its syntactic functions. Hence, the researchers will analyze the syntactic functions of filler words, specifically the Cebuano filler “kuan” used by content creators. Understanding the syntactic functions of these words contributes to the body of language research by offering some insights into people’s communication patterns on social media. This contributes to our understanding of the versatility of “kuan” within the context of social media use. The researchers will be using content analysis to examine how Cebuano content creators used ”kuan” in their logs, shorts or reels and analyze their syntactic functions. The researchers have concluded that "kuan" has various syntactic functions: subject, verb, object, subject complement and object complement.
Brewing Terminologies Used by Baristas: Contextualized Instructional Material for Technical, Vocational, and Livelihood Students Serviano, Pearlene L.; Esporas, John Brian P.; Gelantaga-an, Joy M.; Granada, Garneth T.; Ricablanca, John Gil Lorenzo D.; Bonganciso, Ruel T.
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2414

Abstract

As coffee industries grow, the demand for good coffee is not simply enough nowadays. As a result, lexicons related to coffee, coffee beans, flavors, tools and equipment, and its processes are ever growing; hence, it can be considered “alive”. This study aims to gather coffee-related lexicons to create contextualized learning materials for Technical Vocational Learning (TVL) students, addressing the shortage of resources needed to enhance their coffee brewing skills. This study utilized two methods of acquiring data: 17 baristas from selected traditional coffee shops in the Philippines as participants of the study and books, articles and websites as the corpus of the study. Qualitative content analysis was used to identify common terminologies and their contextualized conceptual and operational definitions, as well as unique lexicons used by local baristas, which were then categorized into flavors, tools and equipment, and processes. After collecting 76 terminologies, it underwent thematic analysis and was categorized according to themes, such as coffee beans, flavors, serving sizes, tools and equipment, and processes. By incorporating these lexicons in the context of education, it will enhance students’ knowledge about coffee culture, industry practices and professional terminology, all of which are necessary for effective communication. This study contributes to the continuous evolution of language in the coffee industry by documenting and analyzing the diverse terminologies used.
Effects of Game-Based Learning on Improving Grammar Skills of Grade 9 Students Aratea, Marko L.; Pasubillo, Mark Anthony C.
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2445

Abstract

As the educational system transcends to 21st-century learning, various methods in the teaching-learning process are used to motivate students, one of which is game-based learning. This study explores the effects of game-based learning in improving the grammar skills of grade 9 students at Regional Science High School-III, Philippines. The results from the 1st quarter item analysis elicited the least learned competency, which allowed researchers to examine and determine the effects of game-based learning in improving the English grammar proficiency of the 143 grade 9 students, particularly in the use of modals. The study used a quasi-experimental research design, where the researchers adopted an assessment tool to determine the students’ English grammar proficiency level. The teachers assigned the experimental group with 8 game-based lessons and the control group who experienced the traditional lessons. The researchers used a paired sample t-test using the Jamovi software. The study found that there is a highly significant difference between the pre-test and post-test scores of the respondents before and after the integration of game-based learning lessons, resulting in the rejection of the null hypothesis. Furthermore, for English teachers, the intervention is perceived as beneficial in improving the English grammar skills of the learners. The study presented the description of various game-based lessons and determined the respondents’ proficiency levels. It was found that students progressed from being developing proficient to proficient when game-based lessons were applied. Thus, game-based learning is effective as it also makes the learning environment fun, conducive, exciting, and learner-centered.
Gender Representation in English Language Textbooks of Primary Education Nandi, Ankur; Hader, Tarini; Das, Tapash
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2592

Abstract

Textbooks are carriers of social change. It is through textbooks and classroom experiences that from the stage of childhood in the school itself, students start learning to accept gender socialization, social norms, beliefs, gender roles, inequality, and bias. Hence, the need to make the textbooks gender neutral arises becausetheir analysis is necessary for this; it is in this light that the present study has analyzed English textbooks at the primary level of education in India toexaminethe incubation of gender stereotypes and bias. These were coupled with content analysis and qualitative and documentary research. The major findings reflect that gender patriarchy and bias are reflected in English textbooks.Overall, the results indicated that males were more prominently featured in textbooks, both in images and in text. Females were still underrepresented, had fewer diverse occupations, and were often depicted doing household chores in three textbooks. However, there were some positive portrayals and efforts to challenge stereotypes, with examples of gender-neutral language and activities shared by both genders.The findings of this study can also be used to shape policies at the state or national level in creating and applying guidelines for gender-neutral content in educational materials. These guidelines would guide the efforts of a textbook development agency,writers, and teachers in creating gender-sensitive curricula and textbooks.
Evaluation of Reading Empowerment Asserting Connection at Home (REACH): Performance of Grade 7 Learners Cosico, Aira Nina Bautista
Journal of English as A Foreign Language Teaching and Research Vol. 4 No. 2 (2024): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v4i2.2682

Abstract

In the Philippines, reading is a persistent challenge that requires continuous remediation with the results of the Program for International Student Assessment (PISA) from both 2018 and 2022, and the country has been at the bottom of the rankings. Thus, the goal of this study is to strengthen reading remediation. This study focused on the evaluation of a reading program implemented; the Reading Empowerment: Asserting Connection at Home (REACH), and its relationship to the performance of Grade 7 learners in relation to reading. The participants of this study were 96 secondary school English teachers because they are field implementers of the reading program and were selected through a proportional stratified random sampling to ensure that each cluster was represented.  The study collected MPS results from three successive school years and evaluated the implementation of the reading program. The questionnaire was validated and researcher-made. Based on the findings, the hypotheses were partially supported. It was revealed that there was a significant relationship between the REACH evaluation and the school’s reading performance, particularly between the Product evaluation and the school’s reading performance during SY 2022-2023, and between the overall REACH evaluation and the school’s reading performance during SY 2023-2024. Furthermore, there was a positive relationship between the REACH Evaluation in terms of Context and Psychological Component. It was recommended that curriculum implementers continue the implementation of Reading Empowerment: Asserting Connection at Home (REACH), but this time, we focused on strengthening the other components of the CIPP Evaluation to improve the results of the reading program.
Lived Experiences of English Pre-Service Teachers on Public Speaking Anxiety: A Speech Improvement Program Navarro, Arman
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.2684

Abstract

This study explored the lived experiences of 10 English pre-service teachers with public speaking anxiety.  Hermeneutic phenomenology guided the qualitative research design, employing interviews and focus group discussions to gather data. Findings revealed seven key themes: language skill gaps, attitudes toward second language learning, low self-confidence hindering speaking, improved teaching strategies, the importance of a supportive, nonjudgmental environment, and the influence of varied internal and external factors on anxiety. The study highlights the need for educators to foster supportive learning environments that mitigate anxiety and encourage confident public speaking. To address this, the researcher proposes "SPEECH: Strategies for Public Speaking Empowerment and Confidence Heightening," a project designed to equip learners with effective public speaking skills and reduce anxiety through targeted activities. This research provides valuable insights into the complexities of public speaking anxiety among preservice teachers, offering practical implications for pedagogical approaches and interventions.
Can English Camp Predict The Interest of Mountain Tribe Children in Binaiya in Learning English? Sopamena, Nurlaila; Pelupessy, Muhammad Kashai Ramdhani; Mahu, Abdul Azis; Sopaheluwakan, Nurmalita
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3010

Abstract

The toughest challenge for education policy makers is to provide programmes that can help mountain tribe children to be immersed into the English learning process, so that they can overcome their learning difficulties. This research highlights this by providing an English camp for mountain tribe children at the foot of Binaiya mountain, Central Maluku, Indonesia. Through a quasi-experiment on a group of 13 people, it was found that English camp strongly predicted the interest of mountain tribe children in Binaiya in learning English (p = 0.009). This is because English camp can help children immerse themselves into the learning process and facilitate their self-determination and comfort. However, the limitations of this study are that it did not fully control for threat factors and present a comparison group. Therefore, the recommendation for future researchers is to pay attention to this, and make self-determination and comfort as moderator and/or mediator variables in predicting English camp on interest in learning English.

Page 5 of 7 | Total Record : 64

 3   4   5   6   7 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR) Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR) Vol. 4 No. 2 (2024): September Volume Vol. 4 No. 1 (2024): March Volume Vol. 3 No. 2 (2023): September Volume Vol. 3 No. 1 (2023): March Volume Vol. 2 No. 2 (2022): September Volume Vol. 2 No. 1 (2022): March Volume Vol. 1 No. 2 (2021): September Volume Vol. 1 No. 1 (2021): March Volume