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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 8, No 1 (2018): March 2018" : 6 Documents clear
Learning strategies applied by the students in writing English text Yulianti, Dwiana Binti
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (149.777 KB) | DOI: 10.23971/jefl.v8i1.583

Abstract

This study is aimed at verifying the finding of a study on what learning strategies applied by the students in writing text and the impact of learning strategies toward the students’ writing score. This is a qualitative descriptive study, and it is conducted at Communication Science Department of the Muhammadiyah University of Ponorogo. The instruments used to collect the data were observation, documentations, and questionnaire. After analyzing the data, it is found that the learning strategies used by the students in writing English text are metacognitive strategies, compensation strategies, cognitive strategies, affective strategies, memory strategies, and social strategies. The students use learning strategies in moderate level which means they sometimes use these learning strategies. Moreover, learning strategies influence the students’ writing score; the students who get good score use metacognitive strategies and the students who get fair score use affective strategies.
The non-English major lecturers speak English: The barriers encountered by adult learners Madkur, Ahmad
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (136.646 KB) | DOI: 10.23971/jefl.v8i1.584

Abstract

This study was aimed at investigating the difficulties and problems faced by non-English major lecturers when they were taking a part in English discussion. This study was a qualitative descriptive research involving 10 non-English major lecturers who took a part in a twice-a-week discussion so-called English Corner. To collect the data, in-depth interview and observation were used. The collected data were analyzed by using Miles and Huberman’s interactive data analysis data model consisting of data reduction, data display and data verifying. The result of the study showed that those barriers could be classified into three problems namely socio-cultural, linguistic and interpersonal problems. The found barriers were expected to be a consideration to find out the solution to make the betterment of English learning among lecturers with the non-English background of study.
Syntactic complexity in Iranian learners English writing and speaking Yazdani, Sarah
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (131.161 KB) | DOI: 10.23971/jefl.v8i1.718

Abstract

This study is aimed at demonstrating the use of syntactic complexity in Iranian learners’ English written and spoken discourse using quantitative-qualitative approach. To fulfill this purpose, forty-five female Iranian students from 3 branches of a private language institute in Mashhad were recruited. The subjects were divided into three groups based on Cambridge Placement Test results: elementary, intermediate, and advanced. All groups (each 15 participants) were asked to write a 200-word essay on a topic. Thereafter, the essays were examined manually for the T-units according to the classification used by the experts. In the follow-up phase of the study, participants were asked to attend an interview on the same topic of their writings to evaluate the usage of C-units in their speaking. The findings illustrate the fact that the most frequent element in macro level was clause in both writing and speaking, while in micro level, there were significant differences between elementary group & intermediate group and between the elementary group and advanced group in writing skill and there was a significant difference between elementary group & advanced group in using subordinate clauses in speaking. A future study investigating syntactic complexity in other skills such as reading would be very interesting.
The students’ coordinating conjunction acquisition order Irawan, Deby
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.289 KB) | DOI: 10.23971/jefl.v8i1.541

Abstract

This study is aimed at uncovering the students’ acquisition order of coordinating conjunction for then to seek the possible causes of such phenomenon. Quantitative approach with implicational scaling and qualitative approach with case study were employed with test, focused-group interview, and document analysis of some related textbooks as the instruments. A test consist of 70 questions about the usage of seven coordinating conjunctions in which each word is represented by 10 questions was given to the 13 students of eleventh grade of senior high school for the data collection related to the students’ acquisition order. The documents were then analyzed through several steps as suggested by the expert. The results show that the students acquire “and”, “so”, “for”, “but”, “or”, “yet”, and “nor” as in order. The external factors which influence the order are the formal complexity of each conjunction and the lack of exposure of coordinating conjunction both in the teaching activity and textbooks. Thus, teachers are suggested to provide more explicit teaching on coordinating conjunction and necessary knowledge about the usage of each word. Also, book writers should provide ample exposure to give students more knowledge about the usage of those conjunctions in a meaningful context.
Parents’ talk and early literacy in preschool children Dabiri, Asma
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (476.658 KB) | DOI: 10.23971/jefl.v8i1.725

Abstract

In this research, children’s early understanding of the functions of print and parents’ mediation, talk about the purpose of writing, and their elaborative reminiscing talk was investigated in Persian preschoolers. The study was a mixed-method type of research. Preschool children (seventeen girls and thirteen boys) and their mothers participated in the study. In order to obtain data, they were involved in a task game (a grocery-list task) obtained from the experts and they discussed a past event together. Analyses of the obtained data revealed that children with better notating skills had parents who provided more assistance when notating and used more elaborative talk, but did not talk more about the purpose of writing. The results suggested that in pre-school years, what parents did and said may play a role in children’s symbolic, numeracy, and literacy development, although it did not relate to children’s mastery of the conventions of print. Finding this continuity is important because it helps researchers revise and bridge theories about parenting and children’s early literacy and numeracy and symbolic development.
An evaluation of English e-book ‘Think Globally Act Locally’ for the ninth graders Basra, Sri Meiweni; Purnawarman, Pupung
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.831 KB) | DOI: 10.23971/jefl.v8i1.647

Abstract

This research investigated whether the 2013 curriculum English electronic book (e-book) ‘Think Globally Act Locally’ was categorized as a good quality e-book and how the e-book represented the criteria of a good quality e-book. By using the principle of qualitative research, a criteria checklist was used as the research instrument. The result showed that the e-book met 59% out of 66 criteria of a good quality e-book. The strengths of the e-book were in terms of the relation between the content provided and students’ real-life situation, amount of exposure of speaking skills and grammar, and its appealing physical appearance. However, drawbacks such as failures to promote target culture learning, to expose language skills and sub-skills equally and to accommodate supplementary materials and digital features were found. The findings of the research showed that improvements toward the e-book should be made. Hopefully, this research provides insights for e-book writers to create more improved e-books by meeting the criteria of a good e-book and for English teachers to be effective in using learning materials.

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