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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 10 Documents
 1 
Search results for , issue "Vol 12, No 2 (2022): Issued in September 2022" : 10 Documents clear
The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching Nina Inayati; Alimin Adi Waloyo
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3546

Abstract

Game-based English learning was considered as one of the effective techniques to develop student learning motivation and engagement. It is popular due to today's more advanced gadget technology and the COVID-19 pandemic requiring students to study from home. Much research on the gamification of English learning in various countries involving different age levels was conducted. However, very few research focused on Quizziz-online gamification for English learning purposes in the context of junior high students. This research investigated the level of students' engagement and learning outcomes of Quizziz-online gamification on English learning development in junior high school. This case study involved a secondary school English teacher and 62 students in the 9th grade at a private junior high school in Batu City, East Java Province, Indonesia. The data collection methods were observation, interview, and students' test results. Based on the descriptive and thematic analysis, it was found that gamification affected students' engagement, better active participation, and discipline. However, their English learning outcomes were dynamic. Thus, integrating an internet-based game, Quizziz, in English instruction with more cognitively driven approaches is worth implementing for better English outcomes.
Learning expectations, challenges, and strategies of university students on English-medium instruction Syariful Muttaqin; Hsueh-Hua Chuang
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.4041

Abstract

Despite its wide application at tertiary education, English-medium instruction (EMI) poses complexities in practices. This study investigated EMI students’ expectations, challenges, and coping strategies based on prior learning and language backgrounds and explored EMI policy implementation at a university in Indonesia. The qualitative data were obtained from open-ended questionnaires, a focus group interview, with participants selected using purposive sampling for maximum variation, and EMI policy documents from a faculty of economics and business at an Indonesian university. The data were analyzed inductively by looking at the recurring themes and were used for triangulation. The students’ different backgrounds: mainstream, mainstream with English courses, and bilingual or international classes brought some differences in their EMI learning. Students had high language, career, academic, relational, and intercultural expectations. Those from mainstream classes faced considerably more challenges compared to those from the other groups with stronger English backgrounds, regarding inadequate English proficiency, unfamiliarity with academic and disciplinary terms, and struggling in following lectures. The students’ learning strategies relied on cognitive and rote learning with the assistance of digital technology. Finally, a gap was observed between meso and micro policy and practice. More institutional supports thus were recommended for better achieving the EMI program vision.
"Fear, greed, and dedication": the representation of self-entrepreneurship in international English textbooks Yuto Wahyuto; Joko Nurkamto
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3898

Abstract

A number of studies have reported neoliberal representation in English textbooks in a variety of contexts around the world. However, the study focusing on self-entrepreneurship as one of the critical neoliberal tenets is scantily addressed. To fill this void, the present study seeks to investigate the representation of self-entrepreneurship deliberately inculcated in English textbooks. Anchored in critical discourse analysis and Halliday’s Systemic Functional Linguistics (SFL), this study investigated three Business English textbooks used in higher education in Indonesian. The findings of the study revealed that the English textbooks employed role-playing, presenting celebrity and fame, exhibiting famous entrepreneur figures, presenting the distinct image of entrepreneurial figures, and portraying entrepreneur figures through article or literature to disseminate self-entrepreneurship notions displayed in a variety of discourses. The findings of the current study call to equip educational practitioners (e.g., teachers, policymakers, book designers) with critical thinking skills as well as provide them practical tools to interrogate ideology, norms, and values encapsulated within curriculum artefacts such as language textbooks.
Code-switching in EFL classrooms: factors influencing teachers to use code-switching and its types used in the classrooms Sri Rejeki Murtiningsih; Munawaroh Munawaroh; Sibakhul Milad Malik Hidayatulloh
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3941

Abstract

Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.
EFL secondary school students' experiences in performing ideas using Prezi presentation Nur Jamilah; Mutmainnah Mustofa; Sugeng Hariyanto; Fatimatus Zahroh
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3547

Abstract

Using sophisticated technology in EFL has been a source of considerable debate. As a part of the Web 2.0 movement, Prezi lets users generate, produce, and preserve virtual demonstrations. While a substantial study has been conducted on the benefits and downsides of utilizing Prezi presentations, there is scarce research on students' experiences with using Prezi. The study aims to look at pupils' perspectives on using Prezi in learning English to fill the gap. Twenty students from a private secondary school in Mojokerto, Indonesia, were examined. This exploratory qualitative case study used a purposive sampling strategy. They answered ten interview questions, which the researchers examined using content analysis. The findings revealed that students' experiences using Prezi and making Prezi demonstrations could be divided into four primary topics: serviceability, effectiveness, design, and hindrances. Using Prezi, students experienced producing more interactive visuals for their production than standard PowerPoint slides. In line with this study, Prezi's revolutionary features transform the report from a monotonous and direct way into a fascinating, stunning, practical, and nonlinear style. The findings of this study, in practice, demand the implementation of academic tutorials for classroom teachers to construct their core principles of teaching utilizing the Prezi presentation.
An investigation into L1 interference in Lao EFL students’ writing and translation for curriculum and teaching improvement Khamphone Duangpaserth; Yommala Meunviseth; Sonexay Chanboualapha
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.4105

Abstract

L1 interference in Lao students’ English writing and translation is widely believed to be a source of errors, but it has not been taken into account. As a result, students’ English becomes interlanguage which is considered as an error. This research aimed at investigating the students’ errors in English writing and translation. To collect data, writing and translation tests were administered to 213 (= 30%) EFL university students in the Department of English Language (DEL) in a university in Vientiane Capital, Lao People’s Democratic Republic (Lao PDR). The data were annually analyzed, categorized and counted up participants making errors in percentage. It took approximately six months to finish analyzing errors in 213 English paragraphs and 213 translation-test papers. Both grammatical and lexical errors in sentence level were found due to direct translation word for word from Lao into English. It was also found the percentage of participants making errors in writing and translation was not much different. The results could be used in the curriculum and teaching improvement.
Experiencing problems in data collection by undergraduate EFL students as novice researchers Faisal Mustafa; Merina Devira; Heri Apriadi; Bonjovi Hassan Hajan
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.4111

Abstract

Data collection is a research process determining the validity and reliability of a study, and novice researchers have been found to experience many problems in this process. However, little study addressed the problem in data collection among these researchers. Therefore, this study was conducted to uncover problems experienced by English as a Foreign Language (EFL) undergraduate students without any previous experience in data collection. Seventeen undergraduate EFL students were assigned to collect data using a two-item questionnaire, which involved communicating with research participants before sending the questionnaire to the participants. After the data collection, they were requested to write a brief report explaining their communication with the participants and the problems they experienced. The reports written by the students were treated as the data for this research and were subjected to qualitative analysis to understand the problems they faced in the data collection. The results show that students experienced some problems in collecting the data, i.e., lack of responses, late responses, a negative response, and uncompleted questionnaires. The results of the study suggest that potential problems in data collection should be introduced to undergraduate EFL students before they conduct their undergraduate research.
Self-determined learning in EFL classroom: a trajectory for the future research Deni Sapta Nugraha; Ninuk Lustyantie; Uwes Anis Chaeruman
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.4068

Abstract

The development of technology has rapidly affected the growth complexity of the 21st century's work environment which also influences educational environment. Thus, approaches in teaching and learning such as self-determined learning has been considered relevant to enhance the quality of learning. Researchers and educators have been pursuing to accomodate the praxis of self-determined learning. The purpose of the study was to uncover research trends and try to bridge the gap of future research of self-determined learning (SDL) in the English as a foreign language (EFL) context. Using meta-synthesis, 13 selected articles were examined drawn from a single database from the last five years between 2017 and 2021. The articles were systematically selected through several criteria using the query "Self-determined Learning+AND+EFL" in the Sopus database. They contributed to the growing interest related to research and practice of heutagogy or SDL. Results showed that research areas of SDL had been widely investigated in different levels of students; primary (23%), secondary (23%), and university (54%). In addition, a few research studies were conducted to examine students' language skills and language components (listening and vocabulary) (15%). It implicated that many EFL research area could be investigated from different levels and focus in the future.  
Short stories as an innovative EFL teaching technique to improve Pakistani elementary students’ English vocabulary Muhammad Safdar Bhatti; Asif Iqbal; Zahida Rafique; Shaista Noreen; Faiqa Tabassum
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.4060

Abstract

Short stories are becoming very popular around the globe. Learning vocabulary, a crucial component of learning a foreign language, is at the heart of teaching a language and is important for language learners. The researchers believe that vocabulary plays a crucial part in learning any language. Therefore, it is crucial to look at the best strategies for enhancing vocabulary learning. With the aim of effectively utilizing short stories to improve vocabulary at the primary level, the current study was created to raise awareness among elementary-level teachers about how they might develop the English vocabulary of their students. The study was experimental with a pretest-posttest design. Sixty students were randomly selected from an elementary school in Bahawalpur, Pakistan. Twenty-five close-ended questions (MCQs) type questions for pre-test and post-test and the English reading assessment survey (ERAS) questionnaire were used to collect data, and the data were analyzed by using SPSS. The results show that most students spoke about three things: the value of short stories in vocabulary learning, their interest in reading short stories, and their approval of using short stories. The study implies that primary school English teachers should use short stories to increase their students' vocabulary.
Google Books Corpus and designing English for specific purposes materials Munassir Alhamami
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.4254

Abstract

Designing language-learning materials that target the needs of specific groups of students can be a challenge because students' needs vary. There is a research gap in identifying learning materials that meet the needs of a specific group of students. The study objective is to utilize open educational resources to design English for specific purposes (ESP) materials. The study implements a corpus linguistics method by using the Google Books Corpus (GBC) to develop language-learning materials for engineering students. The application analyzed the corpora by frequency that was the default analysis procedure in GBC. The findings show the procedures to create English grammar materials for engineering students and engineers who need to improve their knowledge about the commonly used grammar structures in engineering texts. The results of analyzing GBC present five chapters: nouns, verbs, adjectives, adverbs, and prepositions that are commonly used in engineering texts using authentic examples. The findings demonstrate the importance of corpus technologies such as GBC in language learning classrooms. The implication is that language educators should utilize open educational resources such as GBC to provide students with learning materials that have authentic examples, commonly used words, and widely used grammar structures in the students' academic majors.

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