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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 20 Documents
 1   2 
Search results for , issue "Vol 12, No 1 (2022): Issued in March 2022" : 20 Documents clear
Strategies of vocabulary learning employed by low-frequency-word level students in international class Vinindita Citrayasa; Elisabeth Marsella; Maria Setyaningsih Nernere
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3535

Abstract

The application and development of vocabulary learning strategies (VLS) lead to acquiring a more extensive vocabulary size and better performance in language acquisition. Students with different proficiencies might employ various VLS in their language learning process. This study aims to describe and analyze the vocabulary learning strategy used by low-frequency-word level students identified by vocabulary size test they took previously. This study adopted mix-method research by using questionnaires and interviews. The participants were university students of international programs majoring in industrial engineering, civil engineering, and business and economics. The students were identified in low-frequency-word level who were considered able to understand wide reading and specialized study. The findings showed that low-frequency-word level students primarily used dictionary, guessing, and activation strategies. The social strategy was identified as another alternative strategy to learn vocabulary. Google Translate was the most popular translating tool due to its practicality. Guessing meaning strategy was done when failing to find the desired words using an online translation machine. Moreover, the students used social media as the platform to implement the activation strategy. Meanwhile, note-taking, rehearsal, metacognitive strategies belong to the least used VLS as the students are not into intentional vocabulary learning.
Teaching reflection of using technology in two Indonesian EFL classrooms: an autoethnography Yustinus Calvin Gai Mali
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.2860

Abstract

Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive changes to their teaching with technology. Using various data sources of my students’ blog, written assignments, and online interactions, this qualitative autoethnography study reflects upon my experiences as a lecturer in integrating technology in two EFL writing classes at the English Language Education Program of a private university in Central Java, Indonesia. Based on my written reflections narrated in the findings’ section, I discussed five main themes (i.e., struggle, unsuitable choice of technology, not a magic stick, traditional ingredients, and learning from one another) as the answer to the research question of this study. Overall, these five themes detailed my teaching practices in the classrooms, personal feelings of using technology, teaching and learning challenges of using technology in the writing classes, and possible solutions to deal with those challenges. This study might illustrate how reflecting on teaching experiences allows teachers to be aware of what they did in a class, find areas that need improvement, and plan for teaching-related changes in their future classrooms. Meanings of integrating technology in the classrooms and recommendations for further research are presented. 
Undergraduate students’ perceptions toward Google Classroom integration into EFL classroom: a sequential explanatory study at an Indonesian university Lutfin Nurbuat; Moh. Arif Mahbub; Ifan Andri Firdaus
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3610

Abstract

Many academic works of literature have acknowledged Google Classroom (henceforth, GC) in assisting pedagogical practices, particularly for virtual classroom instructions. Yet, there has been limited research about GC investigating participants' views about GC-mediated instructions in an EFL setting. This study investigated Indonesian undergraduate students' perceptions of GC integration in the EFL context. This sequential explanatory mixed-methods aimed to investigate the undergraduate students' views about GC utilization in the EFL domain. Six participants from a private university in Jember, Indonesia, were voluntarily involved in this study. Data were collected through a web-based questionnaire and a series of semi-structured interviews to get in-depth information with respect to their opinions related to GC integration in such a context. The findings report that GC has been recognized for its ease of use, being easily accessible, promoting teacher-student interactions, and creating a more interactive online learning atmosphere. The study concluded with the proposition that the majority of participants were affirmative in accepting GC in their virtual classroom. The analysis also revealed implications for both EFL teachers and students. Limitations and recommendations were then provided.
Feeling nature in writing: environmental education in the EFL writing course Lestari Setyowati; Sari Karmina; Ahmad Heki Sujiatmoko; Nova Ariani
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3092

Abstract

Environmental degradation increases the threat to ecological disaster. Thus, environmental education is crucial for disaster mitigation. This study is intended to investigate the students’ level of environmental attitude, the students’ writing performance when writing with environmental issues, and their opinion when writing about an environmental topic. The study uses a cross-sectional design. The subjects were 23 students of the Department of English at a state university in Malang, Jawa Timur, Indonesia who joined the Essay writing course. The result shows that the students’ environmental attitude fall in the moderate category, the students’ performance in writing essays with environmental topics belongs to the ‘good’ category, and the students said that using an environmental issue raised their ecological awareness and their critical thinking skills. The result also shows that most of the students can write the introduction well, make relevant topic sentences well, give a relevant explanation well, and write a proper conclusion by using a recommendation to save and protect the environment. The study implies that environmental topics can be incorporated into language classes to sharpen language skills and to nurture the care and love of nature.
Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies Elizabeth Emmanuela Sulistyawati; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3114

Abstract

Students’ self-efficacy and reading strategies have been globally investigated. However, there is a limited number of studies in Indonesia that examined the correlation between self-efficacy and metacognitive reading strategies. This study aimed to find out the correlation between students’ self-efficacy and metacognitive reading strategies, their perceptions of self-efficacy, and their metacognitive strategies. This mixed-method study used a Likert scale questionnaire and interview to collect the data. From the quantitative data analysis, the results show that there is a positive correlation between students’ self-efficacy and metacognitive reading strategies of the Indonesian graduate students, which was significant at the 0.01 level (r = .970, n = 33). The students used the most metacognitive strategies in every stage of reading to a high degree. They also shared different strategies used when students encountered difficulties (St. 5, M=4.12). From the qualitative data analysis, the students applied four different strategies for each reading stage. They also shared the different reasons concerning the use of metacognitive reading strategies. This current study offers one major implication. Since the students’ levels of self-efficacy are affected by extrinsic aspects, teachers need to develop a professional identity that enables them to support students in developing self-beliefs and metacognitive reading strategies.
A scoping study of “Snapshot” teaching framework Gina Selvira Yanti; Rafika Nurhidayah
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3438

Abstract

Despite the emergence of Dogme ELT in the 2000s, only small numbers of academic research employing this approach were documented, especially in the context of teaching English Speaking skills in Indonesian higher education. Also, as a response to Indonesian students’ unsatisfied performance in English skills, this study was aimed to introduce and propose an instructional framework using "Snapshot" for college students. As one of the Dogme ELT activities, it hopefully can boost students' motivation, participation, and ability to use the target language orally. Following the scoping study method by Arksey and O’Malley (2005), we gathered data by deriving and concluding theories and practices of research published in 2016 until 2020. As a result, there are thirteen studies on Dogme ELT. From those studies found, we derived and cultivated the implementation of the approach, the perspectives of teachers and students toward the activities, and then presented the proposed framework in teaching English speaking using Snapshot in three stages. Furthermore, the findings indicate that only five out of thirteen studies that empirically utilized and described Dogme ELT in the classroom with mostly favored by both teachers and students. In sum, the proposed framework hopefully can benefit educators in general, ELT teachers, and lecturers in particular.
EFL teachers’ strategies to accommodate students’ learning styles in distance learning and their challenges Geby Devtiana Maryono; Nenden Sri Lengkanawati
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3130

Abstract

COVID-19 outbreak has shifted the learning and teaching process into distance learning. This situation has challenged the teachers, as the experts suggest, to include learning styles in teaching planning to help students.  This study aims to examine how EFL teachers accommodate students' learning styles in distance learning to help students comprehend and acquire language and the teachers' challenges in accommodating students' learning styles. It employed a phenomenological qualitative method using interviews and observation to gain the data. The study found that EFL teachers used various online platforms, created/adjusted materials, and gave many assessment forms to accommodate students' learning styles in distance learning. However, it was impossible to accommodate every learning style in the classroom because of several challenges such as connection/technical problems, teachers' workload, many students in the class, and students' lack of motivation. It can be concluded that accommodating students' learning styles is more challenging in distance learning than in face-to-face classrooms. The study results are useful as a reference in the issue of learning styles to evaluate the practices of accommodating students' learning styles in distance learning.
Examining EFL students' ISEB and OSEL amidst internet-based online learning environment during COVID-19 pandemic Margareta Lisa Merrynda; Ive Emaliana; Hamamah Hamamah
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3150

Abstract

Students are becoming adapted to online self-regulated learning (hereafter, OSEL), which is closely related to students' internet-specific epistemic beliefs (hereafter, ISEB), as the internet became an important platform for the teaching process during the Coronavirus disease (COVID-19) pandemic. This study is aimed at researching the relationship between OSEL and ISEB among EFL students and after establishing the prediction. Data were collected through the questionnaires using the ISEB questionnaire (Kammerer et al., 2015) and the OSEL questionnaire (Zheng et al., 2016). Approximately 140 undergraduate students enrolled in the seventh semester of the English language education study program at a reputable university in Malang, Indonesia involved in this study. Interviews were then conducted to confirm the findings obtained from the questionnaires. The findings showed a substantial correlation between EFL students' ISEB and OSEL, with a correlation coefficient .555 and p-value .000. It also predicted that the higher EFL students' ISEB, the higher their OSEL too. The interview results elucidated support for this prediction. Students' ISEB and OSEL can help them solve their academic problems. Therefore, some pedagogical implications are described to promote better English learning, which uses the internet as one of the media of instruction.
Mandating teaching approaches stifles innovation: a case against Luqman Baehaqi
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3837

Abstract

The article discusses the primacy of Systemic Functional Linguistics (SFL) in research and pedagogy on second language (L2) writing in Indonesia. Indonesian academics use SFL theory as a shell to value arguments and observations in the methodological literature of L2 writing, demonstrating how the theory transforms into an "instrument reliable for scaffolding thinking, for propelling knowledge and ideas forward" (Thomas, 2007, p. 44) in their research and practice. The hijacking of an educational researcher's thought process and methodology by a linguistic paradigm serves only to reinforce the researchers' lack of confidence in challenging the established and recognized paradigm. Numerous articles from reputable local publications were gathered and analyzed. The paper concludes that researchers working in Indonesiashould commit to conducting more thought experiments to learn and support critical refection over and above imitating “what has been". Reflection and consideration of interdisciplinary evidence help make a unique contribution to educational theory and practice.
Augmenting English public speaking skill through peer evaluation: a case study in Toastmaster International Club Lailatul Rifah; Fardini Sabilah
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3113

Abstract

Having peers to give public speaking feedback is always feasible to measure the learners’ performance. However, learners are unwilling to share their feedback in the evaluation due to hesitance. This research investigates the kind of peer evaluation elements that the Toastmaster evaluator used to evaluate the speakers and how the they interpret the evaluation given by their peers. An in-depth interview was used to analyze about the elements of peer evaluation and the speakers’ feedback towards peer evaluation. Snowballing technique was chosen to select the research subjects. Three research subjects, as the members of Toastmaster International (TMI) in Malang and Surabaya, Indonesia claimed that the elements of evaluation used in TMI increased the ability of public speaking. The assessment aspects were divided into three factors: the script, seen, and spoken. Meanwhile, other crucial evaluation elements in public speaking include the grammatical aspect and proper words instead of filler words. This research found that the TMI speakers felt very satisfied with the implementation of peer evaluation due to its effect on increasing confidence during performing public speaking. It can be implied that peer evaluation element can effectively be used to measure oral communication skills from peer’s point of view in TMI.

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