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M. Zaini Miftah
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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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Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession Aplonia Nelci Ke Lomi; Concilianus Laos Mbato
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.v11i1.2396

Abstract

Teaching is one of the fundamental professions in society. Pre-service English teachers
Faculty members Nurmalinda Maharani Farizka; Bambang Yudi Cahyono
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.v11i1.2478

Abstract

Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.
EFL students Nurmala Elmin Simbolon
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.v11i1.2518

Abstract

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students
Attitudes toward English phonetics learning: a survey on Indonesian EFL learners Sri Ayu Istiqomah; Alies Poetri Lintangsari; Widya Caterine Perdhani
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.v11i1.2602

Abstract

Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners
Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing David D. Perrodin
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2684

Abstract

Adhering to a structured process of the flow of given to new topic information within academic written discourse is a significant challenge for most tertiary-level non-native EFL students. The progression of given to new topic information in written academic text is equally difficult for many non-native academic English writing teachers to distinguish, much less assess. This research seeks to determine if given to new information progression can be significantly identified, and explore the possibility of such topic progression being utilized as a practical form of academic writing assessment by experienced Thai tertiary teachers of academic English. Multiple Linear Regression was employed to determine the relationship between the Thai writing teachers' identification of the flow of given to new topic information and a preliminary analysis of topic information flow by a qualified native English writing teacher. The insights gained from this study show that the Thai academic English writing teachers could not significantly detect the presence of given to new topic information progression within the academic texts. The implication of this research suggests that at this time, the practical utilization of a given to new progression analysis may not be a feasible evaluative measure in written assessments for Thai academic English writing teachers.
Infographics and independent learning for English learning in the secondary level context Fiorentina Dewantari; I Gusti Ayu Lokita Purnamika Utami; Made Hery Santosa
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2784

Abstract

Visual media are still ineffective in covering all learning focus and learning activities to support independent learning. Independent learning guides students to learn the material by themselves, but it is still not supported by the existing visual media. Infographics are a medium that underlies transformative skills in teaching because they can provide a complete learning focus in each material. This study was aimed at developing English teaching media for the 9th grade. A Design and Development research (DnD) proposed by Richey and Klein (2005) was used in this study, including design, development, and evaluation. Initial observations have been carried out at one of the junior high schools in Buleleng, Bali, Indonesia. Data collection was carried out by library research relating to the development of infographics and the nature of independent learning, document analysis by doing syllabus analysis, and expert judgment. The results obtained from the research are infographics are considered to be very good as a medium for teaching English for independent learning. This research implies that teachers' technology-based teaching skills can be assisted by developing this infographic teaching media.
Teaching reflection of using technology in two Indonesian EFL classrooms: an autoethnography Yustinus Calvin Gai Mali
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.2860

Abstract

Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive changes to their teaching with technology. Using various data sources of my students
Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia Siti Drivoka Sulistyaningrum; Purnawati Purnawati
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2863

Abstract

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.
Promoting pre-service English teachers Lita Liviani Taopan; Renol Aprico Siregar
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2866

Abstract

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer
The inevitable surge of online learning through the lens of English education lecturers during the unprecedented times Debora Chaterin Simanjuntak; Nelson Balisar Panjaitan
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2961

Abstract

The onset of the COVID-19 pandemic has obliged universities worldwide to shift to other modalities such as e-learning. Lecturers feel obliged to motivate and aspire their students virtually. This study explores the perceptions and experience of English education lecturers on the inevitable surge of virtual teaching during the Pandemic. This study was a qualitative interview study utilized an interpretive description approach. The data were generated by interviewing 19 English education lecturers based on defined evaluation criteria and an online learning environment. Participants were given ten open-ended interview questions to find out how lecturers undertook online teaching during unprecedented times and perceived some changes in the teaching and learning process. The findings showed three themes emerged from lecturers

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