cover
Contact Name
Prof. Dr. Sunardi, S.S., M.Hum
Contact Email
sunardi@fkip.unmul.ac.id
Phone
+6281347606788
Journal Mail Official
jefltr@fkip.unmul.ac.id
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 samarinda,
Kalimantan timur
INDONESIA
Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Published by Universitas Mulawarman
ISSN : 27764184     EISSN : 27764524     DOI : https://doi.org/10.12345/jefltr.v6i1
Journal of English as a Foreign Language Teaching and Research JEFLTR is an international peer reviewed journal that covers the aspects related with the process of learning teaching and research English language It provides an academic platform for professionals and researchers interested on areas as 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 Journal of English as a Foreign Language Teaching and Research JEFLTR is published biannually online in English on March and September JEFLTR accept all research article case studies intervention studies cross sectional studies observational studies and other scholars work related to research both empirical and theoretical Aim and Scope The main objective of Journal of English as a Foreign Language Teaching and Research JEFLTR is to create a scientific forum for exchange between academics teachers and scholars who study teach learn or are related to the disciplines associated with english language education The journal prominently accentuates the utilization of the English language as a secondary or non indigenous linguistic medium within its publishing framework Our objective is to create and sustain a mutually beneficial and long term bidirectional knowledge dialogue between the authors and their stakeholder of the research released Its main aim is to disseminate the latest research findings and scientific developments in the field of education to investigate traditional and contemporary patterns to analyze social and cultural effects and to study interdisciplinary methodologies We invite our partners to actively engage in the creation of this knowledge platform as a novel instrument for the advancement of educational science with their current scientific studies theoretical and practical experience In compliance with the Open Access policies and methods our publication provides authors with an active tool for publishing and sharing their accomplishments worldwide as well as a valuable tool for researchers to acquire theoretical and practical information for future research projects This journal is a peer reviewed open access journal published twice a year The scope mainly focuses on but not limited to English Linguistics English language Theoretical linguistics Descriptive linguistics Applied English linguistics Structure and development of English across the globe Comparative linguistics Sociolinguistics Psycholinguistics Anthropological linguistics Computational linguistics Discourse analysis English language for specific purposes Translation Linguistics and literature Theoretical and practice oriented papers in linguistics and literature Language Learning and Teaching Language learning Language teaching English Language Teaching ELT Advances in English Teaching Peer Review Process The suitability of manuscripts for publication in the Journal of English as a Foreign Language Teaching and Research JEFLTR is judged by peer reviewers and the editorial board All the review processes are conducted in a double blind review where both authors and reviewers identities remain anonymous Editor in Chief and Editorial board arrange editorial meetings together to decide whether the paper is recommended for acceptance or rejection for each edition Editor in Chief and Editorial Board will evaluate the submitted papers on the prequalification step for the suitability of further review process The manuscripts will be evaluated by qualified peer reviewers selected by the Editor in Chief and editorial board The peer reviewers should examine the manuscript and return it with their recommendation to the journal as soon as possible following the review speed acceptance scheme Papers needing revision will be returned to the authors and the author must return the revised manuscript via OJS of Journal of English as a Foreign Language Teaching and Research JEFLTR The editor in Chief sends the revised manuscript to the Editorial Board to check whether the manuscript is revised as suggested by peer reviewers Editorial Board could give a recommendation to the Editor in Chief that the manuscript should return to authors accept or reject They can also arrange editorial meetings to discuss accepted rejected or potential manuscripts in each edition Editor in Chief would send an acceptance letter LoA announcing the publication issue attached with manuscript reprint to authors before publication After the LoA release by the decision of the editorial meeting the manuscript will go to the language editor to check the readability and grammar After the language editing process the journal manager will prepare for layout and publish as well the publication schedule in Open Journal System OJS Review Speed Acceptance Welcome to our scientific journals dedicated page on the review process timeline where transparency and efficiency are at the forefront of our commitment to advancing scholarly research From the initial submission to the publication of accepted manuscripts we strive to provide a clear and concise overview of the various stages involved in bringing valuable contributions to the scientific community At every step of this timeline we are committed to maintaining the highest standards of scholarly publishing fostering collaboration and contributing to the collective advancement of knowledge We invite you to navigate through our journals review process confident that your research is in capable hands Publication Frequency Journal of English as a Foreign Language Teaching and Research JEFLTR is a journal published online twice a year in March and September Open Access Policy Journal of English as a Foreign Language Teaching and Research JEFLTR is a peer reviewed journal with open access The article processing or delivery of the manuscript submitted to the manager or editor through an online system or by using the OJS Open Access publishing model and this journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge This journal is open access journal which means that all content is freely available without charge to users or institution Users are allowed to read download copy distribute print search or link to full text articles in this journal without asking prior permission from the publisher or author This is in accordance with
Arjuna Subject : Umum - Umum
Articles 63 Documents
The Influence of English Ability and Educational Methods on the Military Vehicles Operationalization for Cadets in the Army and Military Academy at Cavalry Educational Center, Padalarang, Indonesia Fauziyah Aulia Rishanti
Journal of English as A Foreign Language Teaching and Research Vol. 1 No. 2 (2021): September Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v1i2.689

Abstract

English skills are needed in the military field which always faces dynamic conditions. This research was intended to determine the relationship between English ability and educational methods used by military cadets at the Pusat Pendidikan Kavaleri on their ability to operate military vehicles. The method used is a quantitative method with population were all Army Secapa cadets and the Indonesian Army Military Academy who were currently studying at the Cavalry Education Center (Pusdik Kav) in Padalarang, West Java Province, Indonesia. Data collection technique used was observational technique, which was to examine directly by using a questionnaire and interview. The result of this research is that there is a significant relationship between the English Ability and the Educational method on military vehicles operationalization. In other words, if the English Ability and the Educational method is increased, the military vehicles operationalization for the Indonesian Army will be greater. In addition, the findings of this research are useful for military cadets and institution itself.
Intercultural Communication in the Perspective of Gender Aridah Aridah
Journal of English as A Foreign Language Teaching and Research Vol. 1 No. 2 (2021): September Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v1i2.690

Abstract

Intercultural communication is usually viewed as the communication which takes place between two or more people from different cultural backgrounds. These different cultural backgrounds are commonly understood as different languages and nationalities. However, intercultural communication is not limited to these backgrounds. It can also be viewed as communication across gender. This article aims to provide a conceptual study which reviews some ideas regarding intercultural communication in the view of gender. It discusses the ideas proposed by some scholars in communications concerning how men and women communicate differently because they are considered members of different cultures, that is, the culture of men and the culture of women. The discussion focuses on the differences between men and women in terms of communication styles, communication attitudes, and linguistic strategies. Some potential misunderstandings which occur between men and women are also presented as a result of those differences.
Teachers, Parents and Educationalists' Perceptions towards Introducing English at Early Stage in Libyan Schools: An Explanatory Study Mohammed Ramadan
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i1.723

Abstract

This study has sought to explore the teachers, parents, and educationalists' understudy perceptions towards the introduction of English language at an early stage in Libyan schools and their possible reasons for supporting/opposing this idea. For this purpose the study employed a quantitative research design with a close- ended questionnaire in order to obtain the essential data for the study. Data was then analyzed manually and the main findings indicated that the study's participants generally agree with the idea of introducing English at an early stage because they believe that teaching English at such stage can a) make pupils very proficient in English, b) develop pupils' cognitive abilities, c) lead pupils to a better academic performance in their education; d) increase pupils motivation for learning in the future. On the other hand, those who opposed introducing English did so because they thought it may a) negatively influence the pupils’ acquisition of their mother language, Arabic; b) increase the burden on pupils; c) invade pupils’ native culture. Keywords: perception, early stage, introducing English, Libyan schools
Language Learning Strategies, Gender, and Motivation in Foreign Language Context Yuniah Budiarti
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i1.780

Abstract

How the students deal with their learning strategies has been investigated in the last few decades. The main points in this article focused on the profile of learning strategies used by the students of SMA N 16 Samarinda in the academic year 2020/ 2021 from the tenth to twelfth grade in learning English as a foreign language, gender, and motivation types. This study is quantitative research. The data was taken from two main questionnaires: SILL and motivation questionnaire. In analyzing the data, SPSS version 26 was used in this study. The number of participants was 99 students that consisting of 41 males and 58 females. The finding in this study found that the participants mostly used metacognitive strategies in their language learning and cognitive strategies were the least used. There was no significant difference between LLS usage with gender. Students’ intrinsic and intrinsic motivation play a significant role in their interest in learning English as a foreign language.
Implementing Self-created Media in Online Teaching by English Pre-service Teacher of English Language Education at Mulawarman University Widia Anggraeny Suharno
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i1.820

Abstract

English pre-service teachers at Mulawarman University had to implement instructional media in online teaching practice. As a result, the researcher was keen on researching the pre-service teacher's experience, difficulties, and the way the-preservice teacher overcame the difficulties in implementing self-created media in online teaching practice. The purposes of this study were (1) To explore the way English pre-service teacher implemented self-created media in online teaching practice; (2) To know difficulties faced by English pre-service teacher in online teaching practice; (3) To examine the way English pre-service teacher overcame the difficulties in online teaching practice. The design of the study was a qualitative research approach. The research participant was the seventh semester of English pre-service teacher at Mulawarman University. In collecting data, the researcher used interview, document, and observation. In analyzing the data, the researcher used Miles, Huberman, & Saldaña’s flow model of analysis that consists of data collection, data condensation, data display, and conclusion drawing and verification. This study showed that the pre-service teacher had to design the lesson plan, design the instructional video, use Google Meet as the platform for synchronous meeting, and implement the lesson plan in online teaching, which included pre-teaching, whilst-teaching, and post-teaching. The difficulties were related to a technical problem and a pedagogical problem. To overcome the difficulties, the pre-service teacher summarized the material during the online meeting and gave it to the students who could not join the class.
Collaborative Learning for Enhancing Student Academic Achievement in Online Grammar Class: an Experimental Study Setya Ariani; Nita Maya Valiantien
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i1.841

Abstract

Collaborative learning is an activity to work in small groups or teams that allows students to develop mutual cooperation in learning. This study aims to highlight the effectiveness of collaborative learning in improving student academic achievement. It was carried out with a quantitative method and the pretest-posttest experimental design was applied. There were sixty students participated in this study. To assess students’ achievement, online grammar pretest and posttest were distributed. In addition, collaborative learning questionnaire was administered to elicit students’ responses towards collaborative learning. Based on paired-samples t test result, it was found that the pretest and posttest mean scores were significantly different (t(59) = -5.977, p < .05).  This indicated that there was a higher mean score of posttest after the implementation of collaborative activities. Most students responded that collaborative learning activities improved academic performance and team work helped them to receive input from their peers as well as provide better result in completing the tasks than working individually.  It is recommended that various collaborative activities should be designed to motivate university students in learning grammar.
Modernism and Postmodernism Concepts in Education: Its Impact on EFL Students’ Autonomy and Implication for EFL Teachers Vahid Norouzi Larsari; Radka Wildová
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i1.850

Abstract

Promoting learner autonomy is considered as a vital concern to EFL learners, so far much attempt, and related to develop learner autonomy in various concepts. The present study aimed at examining the effect of Postmodernism and Modernism concepts on EFL learners. This study carried out in the course of study at high school in Iran. Accordingly, 60 learners, between 16 and 17 years old, randomly chosen from a larger participants of 80 EFL learners with respect to their achievement on Oxford Placement Test (OPT), attending high school in Iran. The selected participants has been assigned into two groups (i.e., postmodernism and modernism concepts, respectively). Each group involved 30 participants. Control group (n=30) usual teaching through modernism concepts, whereas experimental group (n=30) is exposed to postmodernism concepts. Over the course of this present study, the data was gathered through a pre-test, and post-test of learner autonomy questionnaire. The t-test statistical procedure utilized to the research question. The findings of the result showed that postmodernism concepts significantly performed better than the modernism concepts group in the learner autonomy. The results of this study showed that all those who are engaged in language teaching and learning can process to possess a better perspective into developing efficient instructions.
Teaching Activities in An EFL Class for Refugees at Immigration Detention Center In Balikpapan-Indonesia Rorenta Tobing
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i2.869

Abstract

This research was designed to study teaching activities for speaking in an EFL refugee class at Immigration Detention Center in Balikpapan. The purpose of this study was to investigate the speaking activities that the teacher conducted, as well as how the teacher worked those activities and the challenges that appeared when the teacher performed teaching activities for teaching speaking. The research was done in Immigration Detention Centre, Lamaru, Balikpapan, in December 2019. The research sample in this study was one teacher of an EFL class of refugees in IDC Balikpapan. The study was based on qualitative case study research. Data were collected by using two instruments, classroom observation, and interview. The result indicated that various activities were conducted by the English teacher for teaching speaking in this class. It showed that the teacher taught ten exercises: discussion, roleplay, brainstorming, storytelling, interview, picture describing, game, presentation, field trip, and cooking activity. The teacher used the real-life situation as the topics for speaking activities in EFL class, applied pair or group learning, motivated the learners, used students centered method to encourage learners to be free to talk, and made only principal corrections when the learners were doing speaking activities. The challenges that the teacher faced while applying speaking activities in this EFL class learning process include language barriers, different educational backgrounds and life experiences, the psychological condition of the learners, and uncomfortable classroom situations. A professional teacher's certificate and training must be needed for teaching EFL refugee classes. So, it is necessary to create a particular course or class for learning to teach EFL classes for refugees in the English Education programs. EFL teacher of refugees is not only teaching language. The teacher is a facilitator, a guide, and a motivator to the EFL learners.
Evaluating of EFL Online Learning on Islamic Higher Education During Pandemic Era Muhammad Nafi Annury; Adrovvy Jonathan; Musthofa Musthofa
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i1.872

Abstract

The outbreak of Covid-19 brings a new paradigm of conducting the teaching-learning process literally. There is a shifting learning activity from traditional into the recent one. Online learning becomes common sense while doing all the activities supporting the learning process. This recent case study aimed to explore the EFL adult learners’ perceptions and experiences while in online learning classes during the pandemic era. This recent qualitative case study examined the perceptions and experiences of EFL adult learners during their two-year participation in online classes. This qualitative case study was based on Maslow’s theoretical framework. There were a hundred students of EFL at UIN Walisongo Semarang as the participants of this study. They were asked to respond to their perceptions and experiences while conducting online learning via Google form. Questionnaires and semi-structured interviews were used to collect data, and template analysis was used to document the students' experiences taking part in the research. The researchers employed SPSS 21 to analyze the data taken from the questionnaire. It shows that 6% of participants disagreed with implementing online learning. On the other hand, 10.5% of participants strongly agreed with online learning conducted during the pandemic era. At last, there were 34.3% who responded that they neither agreed nor disagreed in online learning classes.
Perception in Krashen's Monitor Utilization and the Learners' English-Speaking Performance Lovely Jean C. Caratiquit; Kevin D. Caratiquit; Mark John M. Tamanu
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i2.937

Abstract

Speaking of oral communication has frequently been labeled unfavorable to people because it requires confidence and courage. Thus, it appears to be one of the most challenging learning skills, requiring practice and exposure. This study aimed to investigate the relationship between Senior High School learners' level of performance in spoken discourse and their dominant monitor performance. The study employed a descriptive-correlational research design with 156 respondents selected through stratified random sampling. Recognizing and understanding Senior High School students' monitor performance was expected to motivate teachers to address the root cause of the problem, resulting in more proficient and communicative second language use. The findings disclosed that monitoring performance is crucial in determining the level of performance of learners in spoken discourse. A firm grasp of the English language, including its grammar and vocabulary components, effective discourse management, pronunciation, and interactive communication, are critical components in developing learners' speaking abilities. Additionally, this study revealed that those enrolled in the academic track are proficient at communicating, which explains why most are labeled optimal monitor users. In this regard, they use their information appropriately to strike a balance between self-correction and fluency, ensuring that error repair does not become a barrier to communication. Future recommendations were also discussed in this paper.