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M. Zaini Miftah
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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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Gamification in spoken language pedagogy: Indonesian EFL teachers Nurlaila Nurlaila; Anik Nunuk Wulyani; Hermiyanti Tri Halisiana
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.v14i2.7506

Abstract

Gamification enhances student engagement and learning through problem-solving, storytelling, competition, and rewards, but its success depends on having well-trained teachers. Thus, investigating educators' perspectives on using gamification, particularly in teaching speaking, is essential. The study aims to explore Indonesian EFL teachers
Exploring English language instruction through synchronous virtual meetings in Indonesian EFL context: Pedagogical approaches, opportunities and challenges, and multimedia integration Rizky Eka Prasetya
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.v14i1.7532

Abstract

Despite the increasing adoption of synchronous virtual meetings (SVMs), a notable gap exists in understanding the specific pedagogical approaches favored by educators in Indonesia and the efficacy of student engagement strategies within this context. The study analyzed the strategies used in virtual English language learning meetings in Indonesia, including pedagogical approaches, multimedia integration, and challenges faced. Surveys and interviews were conducted with educators from various institutions in Indonesia using a mixed-method approach with an explanatory sequential design. Findings revealed a diverse range of strategies employed, with direct instruction being the most common approach, followed by flipped classrooms and communicative language teaching. The integration of multimedia resources positively influenced the effectiveness of SVMs, enhancing student engagement and learning outcomes. However, educators faced significant technical issues, student engagement, and assessment complexities. Despite these challenges, SVMs offered opportunities for flexibility, professional development, and global collaboration, enriching the English language learning experience in the Indonesian context. This study highlights the importance of tailored professional development for educators and policymakers to improve their technological integration and pedagogical adaptability.
Increasing global literacy (GL) competence of university students to support the Indonesian International Student Mobility Awards (IISMA) program: Development of GL instructional framework Emy Sudarwati; Esti Junining; Tantri Refa Indhiarti
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.v14i1.7568

Abstract

A preliminary study has found that Indonesian International Student Mobility Awards (IISMA) grantees faced a variety of challenges during their IISMA program at the destination universities. Therefore, this study aims to develop and implement a global literacy (GL) framework to help IISMA students improve their GL competence to survive during their stay in host universities. Ten IISMA awardees studying at one of the state universities in Malang, Indonesia, participated in this study. A qualitative mixed-method design was applied. The data were collected through FGDs, questionnaires, and in-depth interviews. Using a descriptive qualitative analysis, this study proposes a practical framework to aid IISMA students in improving their global literacy competence. The findings were in the form of an instructional framework that can be maximally applied by those who need to prepare students for the IISMA program. It is envisaged that this study can aid in developing GL competencies, enabling subsequent students to fulfill their responsibilities as change agents from a global viewpoint. The framework created in this study provides pedagogical implications for re-creating a subject-specific curriculum that incorporates student practice in GL. The study
Investigating Indonesian EFL preservice teachers Diana Purwati; Fathirma'ruf Fathirma'ruf; Amalia Lakehu; Taufik Taufik
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.v14i1.7625

Abstract

The role of technology in learning English as a foreign language (EFL) remains significant. While numerous studies explored the effectiveness of technology in learning EFL, there is a paucity of research that examines EFL preservice teachers' digital technological awareness and their challenges in using technology in EFL learning. This study aims to investigate EFL preservice teachers' digital technological awareness and their challenges. This case study involved six EFL preservice teachers from the English Education Program at one of the higher colleges in West Nusa Tenggara Province, Indonesia. The data were garnered through in-depth interviews and observations. Thematic analysis was used to analyze the data. The result shows that teachers
Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning Hilyati Fitria Harahap; Rahmah Fithriani
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.v14i1.7796

Abstract

Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.
Indonesian university students Santi Agustin; Ribut Wahyudi
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.v14i1.7817

Abstract

Despite the growing research on translanguaging, additional research is still needed, especially in the students
Exploring the students Vina Kurnia Dewi; Putu Dian Danayanti Degeng; Khairil Azwar Razali
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.v14i1.7818

Abstract

Numerous scholarly investigations have been conducted on students' perceptions of integrating information and communication technology (ICT) in English language teaching (ELT). However, existing research lacks specific exploration of students' perceptions regarding web-based and non-web-based ICT in vocational high schools across perspectives of understanding, ease of learning, and learning challenges. Therefore, this study aims to investigate students' perceptions of ICT integration in ELT, specifically examining web-based and non-web-based ICT across perspectives of understanding, ease of learning, and learning challenges. The research method used was a case study. The research involved six students of the two departments (Engineering and Management) at a vocational high school in Malang, Indonesia, as the participants. Data were collected through interviews and analyzed thematically. Results indicate that, based on perspectives of understanding and ease of learning, students exhibit positive attitudes towards integrating ICT, particularly web-based tools like Canva, Quizizz, and Wordwall, alongside non-web-based tools such as LCD and tablet, citing enhanced learning processes. Conversely, in the perspective of learning challenges, challenges like poor internet connectivity for web-based ICT and operational issues for non-web-based tools persist. This study emphasizes the importance of a balanced approach to ICT integration to meet diverse learning needs.
Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning? Annur Rofiq; Utami Widiati; Teguh Sulistyo; Yunita Puspitasari
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.v14i1.7821

Abstract

Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers
Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students Rahmadi Nirwanto; Nur Mukminatien; Nunung Suryati; Anik Nunuk Wulyani
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.v14i1.7824

Abstract

Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.
Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia Aunurrahman Aunurrahman; Jo-Ann Netto-Shek; Dedi Irwan; Muhammad Iqbal Ripo Putra
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.v14i2.7857

Abstract

Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants

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