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Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
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Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal on English as a Foreign Language (JEFL) is an open access academic, scholarly peer-reviewed journal and follows a double blind review policy. The Journal is scheduled for publication biannually, in March and September, with the first issue to appear in March 2011. This Journal has been indexed on DOAJ since 2016 and accredited “Sinta 3” as a scientific journal under the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education since 2017.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue " Vol 6, No 2 (2016): September 2016" : 6 Documents clear
Parents’ involvement in supporting their children learn English Indriati, Isna
Journal on English as a Foreign Language (JEFL) Vol 6, No 2 (2016): September 2016
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.344 KB) | DOI: 10.23971/jefl.v6i2.433

Abstract

This study focuses on the way of parents involving themselves in supporting their children learn English. In order to encourage children to learn better as English language learners, some parents send their children to have a continual program in non-formal institutions after schooling time. A common reason is that parents have the low capability in training their children to speak English or at least utter some meaningful words or phrases. Small scale survey by using open and closed-ended questionnaire was conducted among respondents from two elementary schools in Palangka Raya, Indonesia. They were, first, parents whose children learn English formally in SDIT Al-Furqan Palangka Raya and MIN Langkai Palangka Raya and take English course privately at home or courses center, and, second, the children as students. The questionnaires are focused on the students’ attitude and motivation towards learning English and parents’ opinions and involvement in learning the process, mainly practicing English at home. The result offers teachers some important points to consider in the teaching of English, especially the way to work with children and to build a positive relationship with parents in the regard of better learning.
Foreignization and domestication strategies in cultural term translation of tourism brochures Fuadi, Choirul
Journal on English as a Foreign Language (JEFL) Vol 6, No 2 (2016): September 2016
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.968 KB) | DOI: 10.23971/jefl.v6i2.434

Abstract

In translating brochure, a translator has to make a decision on the basis of the message and purpose. The translator is faced by two strategies of translation – foreignization and domestication. The purpose of the study is to examine how the interrelationship between cultural term translation and foreignization or domestication strategy in the cultural term translation of tourism brochure from Indonesian into English. This study used qualitative descriptive with discourse analysis strategy. The note-taking technique is used to identify and classify the data. The objects of the study are tourism brochures from Province of Special Region of Yogyakarta and Central Java in 2015. The findings show that the translation strategies used depend on the translation process. When the cultural terms are familiar, translator tends to use domestication strategy and consider the target text. Translator chooses domestication strategy because try to make tourist understand the text and produce communicative and natural translation. On the other hand, when cultural terms are foreign, translator using foreignization strategy and consider source text. Using foreignization strategy, translator tends to introduce traditional cultural term.
The existence of Indonesian language: Pidgin or creole Pratika, Dellis
Journal on English as a Foreign Language (JEFL) Vol 6, No 2 (2016): September 2016
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (159.008 KB) | DOI: 10.23971/jefl.v6i2.397

Abstract

Indonesian language or sometimes called Bahasa is the national language of Indonesia. It was derived from Malay language and established as a national language in 1928. Until now, the Indonesian language keeps borrowing words from other languages. It was questioned whether the language was actually a pidgin that authorized into a creole since it was not only contained of Malay language but also languages that it was made contact with since colonialism eras, such as Dutch, English, Arabic, and other languages. This research used library study to find the data since it was not possible to trace the data in the field. This study was aimed to determine whether the Indonesian language was categorized into pidgin or creole. The result of the study revealed that Indonesian was not either pidgin or creole since the characteristics features did not meet any of them. It is believed that the Indonesian language was one of the means to achieve independence, but it is opened to receive lexicons from other foreign languages as the words keep increasing each year that can be seen in Kamus Besar Bahasa Indonesia (KBBI).
Critical discourse analysis in teaching reading Nimasari, Elok Putri
Journal on English as a Foreign Language (JEFL) Vol 6, No 2 (2016): September 2016
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.256 KB) | DOI: 10.23971/jefl.v6i2.400

Abstract

In Indonesian context, it is mostly found that reading material and its exercises examine of what have been explicitly discussed. Critical thinking is less introduced within reading texts and somehow it makes the students less understandable to know what is exactly meant by the author. However, when the students are able to think critically, they will also be able to connect between ideas and to solve the problems with logical reasons. From this reason, it is clearly seen that critical thinking should be introduced, for instance, through reading texts and its exercises. This article aims to present one idea that can be used to raise critical thinking by implementing a critical discourse analysis. Therefore, the relevant literature of teaching reading, CDA, the description of how the material is integrated with CDA and the teaching sequence will be described. It is expected that this article will have deeper insight and significant implication for some educational parties such as teachers and lecturers.
Students’ perception of English as a medium of instruction (EMI) in English classroom Rahmadani, Denni
Journal on English as a Foreign Language (JEFL) Vol 6, No 2 (2016): September 2016
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.352 KB) | DOI: 10.23971/jefl.v6i2.432

Abstract

This study aims to uncover what extent of the students’ expectation of English as a medium of instruction (EMI) used by the English teacher in teaching English at senior high schools in Palangka Raya, Indonesia. A survey research method was applied. The survey was conducted at the four schools: MAN Model, MA Muslimat NU, SMAN 4, and SMKN 2 in Palangka Raya. To collect the data, the study employs the questionnaire with 10 items given to 134 students of the second grade taken from one class of each of the schools. It was used the cluster random sampling technique to take the samples. The items were designed for evaluating the factual, behavioral, and attitudinal condition of EMI in the English classroom. As a result of the study, it is shown that most of the students agree of EMI dominantly applied by the English teacher in the teaching of English subject. By implementing EMI in this classroom, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak English, help them to comprehend English textbook or article, and assist them to understand the international culture.
The effect of indirect written corrective feedback on students’ writing accuracy Shirotha, Fastha Bagus
Journal on English as a Foreign Language (JEFL) Vol 6, No 2 (2016): September 2016
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (511.819 KB) | DOI: 10.23971/jefl.v6i2.401

Abstract

Written corrective feedback has proven to be a key tool to improve students writing. Many previous researchers have proven so. Teacher gets to decide their very own written corrective feedback. There are many types of written corrective feedback that can be used in the classroom. They are direct written corrective feedback, indirect, and metalinguistic. The paper presents the effect of using indirect written corrective feedback to improve students’ writing accuracy. The paper is intended to find the best written corrective feedback strategy in the classroom. The study is conducted to 35 low-proficiency ESL students. The writing pretest and posttest are used to measure students’ writing accuracy. The researcher uses a t-test to analyze the data. The result is satisfying. 35 students have shown statistically significant progress in their writing accuracy. The posttest result has outscored the pretest score. Furthermore, it is also shown that indirect written corrective feedback also elicits students’ autonomous learning.

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