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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.
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Articles 18 Documents
 1   2 
Search results for , issue "Vol 10, No 1 (2020): Issued in March 2020" : 18 Documents clear
LINE application: An alternative tool to develop writing abilities Jumariati Jumariati; Emma Rosana Febriyanti
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1566

Abstract

This study tried to reveal the potential use of LINE application in developing students’ writing abilities through blended learning. It employed a quasi-experimental design which involved thirty-nine students of the advanced writing course. The experimental group was taught by using process and product approach combined with LINE application with teacher’s and classmates’ feedbacks while the control group was taught by using a conventional method without LINE application. The data were the result of students’ writings collected by using a writing test and scoring rubric as the instruments. The analysis of the students’ scores was carried out by employing the independent sample t-test. The finding showed that there was a significant effect of the use of LINE application on the students’ writing abilities. Furthermore, the differences were found in the components of vocabulary, grammar, organization, content, and mechanics. The study concluded that LINE application was a potential tool to develop students’ abilities in writing provided that it was combined with teachers’ and classmates’ feedback which facilitated students’ writing improvement.
Interactive game “Kahoot!” as the media of students’ vocabulary assessment Hadijah Hadijah; Bambang Widi Pratolo; Rondiyah Rondiyah
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1670

Abstract

This research aims to investigate students’ perspectives on using the interactive game “Kahoot!” as the media of vocabulary test at one of the public senior high schools in Yogyakarta Indonesia. It was qualitative research with five voluntarily participating students as the participants. An in-depth semi-structured interview was applied as the data collection technique. The theme-based analysis was used in this study. The finding shows that first, Kahoot! is more practical for a vocabulary test. Second, the game can attract the students’ attention to the test. Third, it helps the students to be more active in the classroom and the last, the game makes the students more enthusiastic in doing the test. However, this research also found some negative sides of using Kahoot!; first, the students become less confident with their score, especially when they get lower scores than other students because the scores were displayed on the leader board in Kahoot! application; second, some students had a lack of knowledge in using the application; and the last, the time was limited. This study implies that the use of Kahoot! in the EFL classroom can be an alternative for teachers to teach vocabulary and provide fun learning activities for the students.
Teaching English using a genre pedagogy to Islamic junior high school students Aunurrahman Aunurrahman; Any Hikmayanti; Yuliana Yuliana
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1625

Abstract

This descriptive qualitative study aims to find out how a genre pedagogy is used to teaching the English language. A class consisted of thirty-six students of a public Islamic junior high school was selected purposefully as participants. The data collection involved participant observation, field notes, and documents, in this case, the students' works. The participant observations were conducted in four meetings. During the observations, this study collected the students’ works purposefully. The data analysis used two techniques, namely the thematic analysis to analyze the field notes and functional grammar framework to analyze the students’ independent construction texts. The findings of the study reveal that the students could practice daily life texts in pairs and write a daily life text independently, critically, and creatively as they managed to work on their own and to use specific information, expressions, and contexts in their texts as demanded by the government and the 21st century. This could be achieved as the researcher applied genre pedagogy teaching procedures, explicit teaching, and scaffolding to ensure the students could do the work effectively. This study suggests teachers apply genre-pedagogy teaching procedures and principles to ensure the students could learn English better.
The English teachers’ challenges in TOEFL preparation for senior high school students Saiful Akmal; Risdaneva Risdaneva; Habiburrahim Habiburrahim; Maulina Sari
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1627

Abstract

This descriptive qualitative study was aimed at discovering English language teachers’ challenges in teaching TOEFL preparation for senior high school students. The data were collected by using an in-depth interview with six experienced and qualified English language teachers teaching TOEFL in the three-state and private senior high schools in Aceh province, Indonesia. Open, axial, and selective coding techniques were used to analyze the data from in-depth interviews. The results show that teachers faced some challenges during teaching TOEFL preparation for senior high school students including students’ different language proficiency, their lack of vocabulary mastery, their fatigue, their passive attitude, class size, and time limitation. The findings recommend the further idea to organize a more organized preparation TOEFL program for high school students that can be integrated into the existing curriculum, and thus it will no longer be viewed merely as an extracurricular program.
Language input, learning environment, and motivation of a successful EFL learner Arif Nugroho; M. Rizal Akbar Zamzami; Nur Farah Ukhrowiyah
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1511

Abstract

The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.
EAP alignment in EFL writing courses towards developing student’s academic writing skills Melaku Bayu Workie; Zelealem Shitahun Haregu
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1736

Abstract

The objective of the present study was to assess the prevailing alignment of English for academic purposes (EAP) in EFL writing courses vis-à-vis the development of academic writing skills of students in public universities of Amhara National Regional State (ANRS) in Ethiopia. The study used a descriptive survey that involved quantitative and qualitative methods. A questionnaire, focus-group discussions, and syllabus and materials survey were used to gather primary and secondary data, respectively, for the study. The descriptive statistics were employed in analyzing the quantitative data. The qualitative data were analyzed and reported thematically. The results showed there were existed a comparable horizontal (cross-department) distribution pattern of common writing courses among the three universities; all learners in taking the common course 'Basic Writing Skills' in each university learnt with the same syllabus and material regardless of their fields of study. So, there was a poor alignment of writing courses with the target students' mainstream discipline (i.e., learning and discourse) both in terms of content and genre. 
Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation Muhammad Lukman Syafii; M. Zaini Miftah
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1556

Abstract

This classroom action research was intended to enhance students' skills and motivation in writing report texts by implementing the Venn-diagram strategy. Twenty-one students failing to achieve the passing grade level of scores on their writing skills at the ninth grade of an Islamic secondary school in East Java Indonesia became the subjects of the study. The observation checklist, field notes, questionnaires, and writing test were used to collect data through implementing the Venn-diagram strategy taking a two-set circle and applying the writing process – prewriting via generating ideas, selecting relevant ideas, and ordering ideas; drafting general classification and description paragraphs; revising the rough draft and editing it; and publishing a final version. The results showed that the strategy can enhance the learners’ skills and their motivation in writing report text. The learners’ writing scores significantly increased both in two cycles – thirteen learners of the twenty-one students passed from the passing grade level in Cycle 1, and all learners passed from those in Cycle 2. It also highly motivates learners in writing report text, both in two cycles. Therefore, English teachers are recommended to apply Venn-diagram strategy in EFL writing class to start writing.
Cultural representation and intercultural interaction in textbooks of English as an international language Tomy Kartika Putra; Dewi Rochsantiningsih; Slamet Supriyadi
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1766

Abstract

The present study attempts to scrutinize the manifestation of cultures and intercultural interactions in English textbooks. It investigates three English textbooks for twelfth-grade students produced by three relatively major publishers in Indonesia by employing cultural content and intercultural interaction analysis. The findings show that the examined textbooks do not appropriately demonstrate cultural diversity in the international context as cultures of Indonesia and English-speaking countries have their dominancy. Also, the textbooks mostly demonstrate intercultural interactions in fragmented, limited, and superficial ways. Some recommendations are addressed for future textbooks authors and publishers as well as English teachers. The results suggest textbook publishers and authors include more the material about international culture and to provide more the demonstration of deep intercultural interaction. Moreover, teachers need to be creative by adding supplementary cultural materials to patch up the shortcomings of the textbooks.
Pride’s “This Bed’s Not Big Enough”: Struggle for marital true love Idha Nurhamidah; Sugeng Purwanto
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1370

Abstract

The current study was aimed at investigating the struggle of Charley Pride through his song lyric entitled “This Bed’s Not Big Enough” employing a mixed approach of literary and systemic-functional perspectives to save his marriage in an alternative. The marital problem may go even worst when the memories linger in bed, calling his or her ex’s name on sexual encounters. This really hurts, and may or may not end in a divorce depending on the wife's decision. Upon completion of systemic functional linguistic analysis to construe the meaning of the song, it turns out that the song lyric managed to create a discursive practice that most people would experience when encountered in the same situational context. The solution varies from one individual to another pertinent to one's social and educational background. Therefore, to further confirm the research findings, a supplementary survey to twenty male colleagues (husbands) was conducted to reveal their attitude- moral values and judgments on both implicit and explicit intentions of the song, to extrinsically relate them to a social and religious domain (value). The findings show that alternative solutions differ from one individual to another depending on social, educational and religious backgrounds.
Language input, learning environment, and motivation of a successful EFL learner Arif Nugroho; M. Rizal Akbar Zamzami; Nur Farah Ukhrowiyah
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1511

Abstract

The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

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