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M. Zaini Miftah
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jefl@uin-palangkaraya.ac.id
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jefl@uin-palangkaraya.ac.id
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Jalan G. Obos Komplek Islamic Centre, Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111
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INDONESIA
Journal on English as a Foreign Language (JEFL)
Published by Universitas Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : https://doi.org/10.23971/jefl
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Journal on English as a Foreign Language (JEFL) is a peer reviewed and open access journal on teaching and learning English as a foreign and second language. The journal follows a double blind review policy. The primary objective of this journal is to publish research based articles that delve into a comprehensive examination of the theories and practices involved in teaching and learning English as a foreign and second language. The specific focus lies on developing and non English speaking countries. The journal scope is international, extending a warm invitation to English language practitioners, academics, and researchers with diverse interdisciplinary perspectives. The journal publishes original research articles and review articles. The journal scope addresses English language teaching (ELT) and learning areas, including ELT pedagogy, ELT and learning resources, ELT and teacher professional development, English language teachers training and education, Academic writing in ELT research, Innovation in ELT, Language assessment, Literacy education in ELT, and Technology-based ELT.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 285 Documents
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Flipping the classroom to enhance EFL students Khoiriyah Khoiriyah
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2010

Abstract

Studies regarding the use of flipped instruction in language learning have been identified plentifully, little work has examined its use in teaching listening, particularly for specific language testing. In order to address this gap, the impact of the flipped classroom to enhance EFL students
Students Dwi Riyanti
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2041

Abstract

The importance of reflection in enhancing teachers
Online backchannel as a formative assessment in improving writing skills Entika Fani Prastikawati; Wiyaka Wiyaka; AB Prabowo Kusumo Adi
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2044

Abstract

Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.
Implementing a flipped model of instruction in the EFL listening classroom: Impact on comprehension Ehsan Namaziandost; Zohreh Rezaei; Parisa Etemadfar; Samir Alekasir
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2065

Abstract

Inventive technologies have provided students greater ways to invest more productive time within the classrooms, such as listening class. However, the flipped model of instruction should be practiced as a way to engage students in the process of listening comprehension. This experimental study aimed to investigate the effects of the flipped classroom (FC) on advanced EFL learners
Online discussion forums for rural teacher professional development Ikhsanudin Ikhsanudin
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2087

Abstract

Rural teachers often have difficulties to participate conventionally in professional development programs in towns. This article explains the possibility and challenge of developing an online e-learning program and forum to support rural English teacher capacity building. The research was conducted through a qualitative survey in four districts in two of fourteen counties in Kalimantan Barat province, Indonesia. The data were collected through interview and observation and were analyzed using a three-level classification system that consisted of unidimensional description, multidimensional description, and explanation. The research found that the government regulations, the transportation infrastructure, the internet connection, and the teacher readiness could support the online discussion forum. The possible design to support the forum was an asynchronous discussion forum in social media groups. The challenge was finding motivated and committed teachers to initiate and lead the forums. Based on the discussion and conclusion, the research recommends that external experts mentor the leaders in the first year. When the leaders are ready to manage the groups, the mentor can motivate the leaders to manage the groups autonomously and may collaborate with the external experts to conduct some relevant professional development programs.
EFL secondary teachers Roghibatul Luthfiyyah; Iin Wariin Basyari; Dwiniasih Dwiniasih
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2101

Abstract

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.
Vietnamese upper-high school teachers Nguyen Thi Thuy Hang
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2228

Abstract

Teaching EFL writing at the secondary level of education is one of the challenging tasks for every teacher. However, few studies on how EFL writing is taught at up-secondary schools (U-SS) have been reported. This study attempts to explore how Vietnamese teachers at this educational level perceived the importance of EFL writing, how they taught this skill, and what difficulties and expectations/suggestions they had in making the teaching of this skill at their own schools more effectively. Employing the 5-point Likert-scale survey with 20 teachers from five U-SS, classroom observations, and semi-structured interviews, the study found these teachers' understanding of the importance of teaching this skill, their confidence, and appropriate pedagogical use and content knowledge (PCK) in teaching it. However, their lack of time, the heavy contents in the textbooks, the multiple-choice test formats, large classes, students' dislike of this skill, and their insufficient knowledge of grammar and vocabulary challenged their teaching of this skill. With the suggestions/recommendations made by these teachers, this study is expected to provide some insights for relevant and timely support to teachers for the effectiveness of teaching this skill in the educational settings in Vietnam and in similar EFL contexts.
Students Nanin Verina Widya Putri; Ahmad Munir; Syafi’ul Anam
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2237

Abstract

Teacher feedback is useful information for EFL students
Using drama in the Palestinian EFL classroom: teachers Mohammed Farrah; Balsam Halahla; Shahd Sider
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2270

Abstract

The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.
Investigating conference feedback in Cambodian EFL class: students Chan Hum
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2314

Abstract

Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.

Page 14 of 29 | Total Record : 285

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