cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Zaini Miftah
Contact Email
jefl@uin-palangkaraya.ac.id
Phone
+6281230089794
Journal Mail Official
jefl@uin-palangkaraya.ac.id
Editorial Address
Jalan G. Obos Komplek Islamic Centre, Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111
Location
Kota palangkaraya,
Kalimantan tengah
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
 19   20   21   22   23 
Exploring influential factors and strategies for addressing speech delay of a child with autism spectrum disorder (ASD) in English (L2) language acquisition Nida Mufidah
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.6580

Abstract

Children with autism spectrum disorder (ASD) tend to exhibit a unique trajectory in the acquisition of language with some documented research. However, research investigating children with ASD in English (L2) language acquisition is limited, particularly in Indonesian ASD children. This research explores the factors that allowed this unanticipated foreign language acquisition, thereby causing delays in native speech, and investigates strategies that could help overcome the child's linguistic challenges. This case study research involved a six-year-old Indonesian ASD child experiencing early self-learning of English and speech delay in her native language. The data were garnered through observations, interviews, and field notes before being thematically analyzed. The results show that the internal factor of speech delay is prematurity, and the external influential factors are the high intensity of English language exposure through media, English daily interactions with family members, and the use of different first languages in the social environment. Successful strategies employed to acquire the child
Exploring perspectives on the approach for teaching ablaut principles to English L2 learners: a case study in South African secondary schools Farisani Thomas Nephawe; Matodzi Nancy Lambani
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6623

Abstract

Although regular and irregular verb morphological processes in the simple past are invaluable approaches for enhancing communication, the formation of irregular verbs, including the ablaut principles, suppletion principles, and backformation, for example, pose challenges to the majority of English second language (L2) learners. Also, most teachers experience difficulties in teaching ablaut principles to their learners. The irregular verb morphological processes in the simple past tense are a challenge to many. The present study aimed to explore teachers
Teachers M. Ibnu Mustofa; Riswanto Riswanto; Pebri Prandika Putra
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6912

Abstract

Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.
English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions Muhammad Nur Akbar Rasyid; Alfian Alfian; Jumharia Djamereng; Nurwahida Nurwahida
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.6963

Abstract

Numerous scholarly investigations have been conducted on English language assessment practices. Nevertheless, there is a lack of knowledge regarding the challenges and potential solutions related to implementing effective language assessment practices, particularly within Indonesian senior high schools. This study aims to investigate the perceived constraints and aspired prospective solutions associated with language assessment practices in Indonesian EFL classrooms. The data for this qualitative case study were collected by conducting in-depth interviews with fifteen EFL teachers from different senior high schools across South Sulawesi, Indonesia. Based on the thematic analysis of the data, this study revealed the perceived challenges to implementing English language assessment practices in three general categories: national policy-related issues, institution-related issues, and student-teacher-related issues. This study also revealed the need for leadership support to foster school culture support for innovative language assessment practices as the main aspired solution to implementing language assessment practices. These findings help improve understanding of the numerous factors that must be considered when putting English language assessment into practice, theoretically and practically.
Hybrid learning in EFL classes: attitudes, reasons, and implementation of the Indonesian millennial professors and Zen students Dedi Turmudi; Muhamad Nova; Bambang Eko Siagiyanto
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6979

Abstract

The EFL professors and Zen students experienced dynamic learning during the pandemic. Thus, new scenarios in the new normal are required. This study investigates (1) what EFL millennial English professors (MEPs) and EFL Zen students (EZSs)' attitude to hybrid learning (HL), (2) why MEPs and EZSs need HL, and (3) how the MEPs and EZSs will implement the HL in New Normal. It is a survey study using a questionnaire that resulted in ordinal and content data. 174 MEPs and EZSs from diverse universities in Indonesia participated. The data were taken through online Google Forms and were analyzed descriptively based on critical success factors and criteria content analysis. The result shows that MEPs and EZSs responded positively (51.15%), neutrally (31.61%), and negatively (17.24%) to HL in EFL classrooms. The respondents think that HL is inevitable and challenging. The ratio online and offline is on-off (75:25), on-off (50:50), and on-off (25:75). The sequence of HL covers first-half all online, first-half all offline, in turn, online and offline, and in turn: offline and online. Most MEPs and EZSs (56.8 %) believe that HL is promising. The study carried out the proportional scenarios for HL; thus, MEPs and EZSs should be well prepared.
Facilitating Indonesian EFL pre-service teachers Nukmatus Syahria; Samsul Khabib; Balkeese Binti V Kunhimohamed
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.7010

Abstract

Research on the Kampus Mengajar program has revealed challenges for teachers, particularly in advancing their professional development. However, other studies suggest that the program holds the potential for a significant positive impact on teacher professional growth. This study explores how the Kampus Mengajar program contributes to the professional development of pre-service teachers, focusing on their perspectives and experiences. This narrative case study involved four pre-service teachers from a private university in Surabaya, Indonesia. Data were collected through reflective notes and semi-structured interviews. Data were analyzed using thematic analysis deductively to explore prominent themes. The findings indicate that the Kampus Mengajar program supports pre-service teachers' professionalism by enhancing their pedagogical knowledge, teaching skills, and problem-solving abilities. Participants appreciated the program for boosting their self-efficacy and helping them master the 4C skills: critical thinking, creativity, communication, and collaboration. This study underscores the value of teaching practicums in fostering future teachers' professionalism. Despite some challenges in the program's implementation, the empirical evidence suggests that the Kampus Mengajar program should be continued.
"Once I enter the class, I just feel like in the middle of nowhere": a narration of ESP teacher's emotional geographies Uzlifatul Masruroh Isnawati; Nanik Sri Rahayu
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.7050

Abstract

While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke
A decade of Indonesian EFL students Firda Rohmatul Aimah; Eko Suhartoyo
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7247

Abstract

The discussion regarding the utilization of peer feedback necessitates careful consideration, particularly within the university context. However, the impact of using peer feedback remains indeterminate. This study investigated Indonesian EFL students' perceptions of implementing peer feedback during synchronous and asynchronous periods. A systematic literature review (SLR) method was applied in this study. The data were gathered using the Lens database, evaluated using PRISMA, and coded based on the research questions. The data were separated into two parts over ten years: synchronous (2012-2018) and asynchronous (2019-2022). The findings indicated positive and negative comments. In terms of positive comments, students claimed they got a better understanding; however, in terms of negative comments, students mentioned that the feedback was questionable. The students implemented peer feedback via online and offline media. For online media, students use social media, such as Instagram, Facebook, and websites. In terms of offline media, students used papers. The students also implemented some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. The current research limitations and suggestions underscore the need for broader investigations across diverse educational levels and geographical contexts, emphasizing the imperative to enhance the study's generalizability and validity.
Indonesian EFL teachers Afif Ikhwanul Muslimin; Aslam Khan
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7286

Abstract

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.
Uncovering EFL students Sania Alinda Mouli Asnas; Ika Hidayanti
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7472

Abstract

Presently, writing research articles causes anxiety for EFL students because they have to modify their writing to fit the English academic writing style, so academic writing is the most difficult skill to master because it requires an intricate process. Therefore, this study aims to uncover the frequent difficulties of academic writing and the coping strategies faced by EFL students. This study used a mixed method. Fifty-five participants from the English Department at a private university in Malang, Indonesia, filled out the questionnaire, and five participants were interviewed. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed thematically. The results showed that students experienced frequent difficulties, namely structure, developing ideas, vocabulary, and grammar, and the most frequent difficulty was grammar. To overcome challenges in grammar aspects, there were four manual coping strategies that they applied such as reading more articles, looking carefully at the function of conjunction, learning more about spelling, capitalization, and punctuation, and editing their work, and three automatic coping strategies that they used, namely using Grammarly, using an online English monolingual dictionary, and using Microsoft Word. The implications are to assist students in identifying and overcoming their frequent difficulties when writing academically.

Page 21 of 29 | Total Record : 285

 19   20   21   22   23 

Filter by Year

2011 2026


Reset
Filter By Issues
All Issue Vol 16 No 2 (2026): Issued in September 2026 Vol 16 No 1 (2026): Issued in March 2026 Vol 15 No 2 (2025): Issued in September 2025 Vol 15 No 1 (2025): Issued in March 2025 Vol 14 No 2 (2024): Issued in September 2024 Vol 14 No 1 (2024): Issued in March 2024 Vol 13 No 2 (2023): Issued in September 2023 Vol 13 No 1 (2023): Issued in March 2023 Vol 12 No 2 (2022): Issued in September 2022 Vol 12 No 1 (2022): Issued in March 2022 Vol 11 No 2 (2021): Issued in September 2021 Vol 11 No 1 (2021): Issued in March 2021 Vol 10 No 2 (2020): Issued in September 2020 Vol 10 No 1 (2020): Issued in March 2020 Vol 9 No 2 (2019): Issued in September 2019 Vol 9 No 1 (2019): Issued in March 2019 Vol 8 No 2 (2018): Issued in September 2018 Vol 8 No 1 (2018): Issued in March 2018 Vol 7 No 2 (2017): Issued in September 2017 Vol 7 No 1 (2017): Issued in March 2017 Vol 6 No 2 (2016): Issued in September 2016 Vol 6 No 1 (2016): Issued in March 2016 Vol 5 No 2 (2015): JEFL Vol 5 No 1 (2015): JEFL Vol 4 No 2 (2014): JEFL Vol 4 No 1 (2014): JEFL Vol 3 No 2 (2013): JEFL Vol 3 No 1 (2013): JEFL Vol 2 No 2 (2012): JEFL Vol 2 No 1 (2012): JEFL Vol 1 No 2 (2011): Issued in September 2011 Vol 1 No 1 (2011): JEFL More Issue