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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 5 Documents
 1 
Search results for , issue "Vol 4, No 1 (2014): Issued in March 2014" : 5 Documents clear
EFL: Revisiting ELT practices in Indonesia Fernandita Gusweni Jayanti; Maida Norahmi
Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i1.70

Abstract

In the last decades, we have witnessed a revolutionary spread of English worldwide. This global spread of English can be attributed to the combination of various historical, political, economic, cultural, and technological factors. This led to the emergence of new varieties of English, multiple linguistic and cultural identities. However, for decades, the Western paradigm of English language teaching has occupied a prestigious position in Asia, including Indonesia. This paradigm neglects the emerging varieties of English. Furthermore, it is important to recognize that language teaching and learning is affected by a host of factors ranging from the macro political and cultural environments of a country or region to the micro perceptions and practices of individual teachers or learners, which calls for different methodologies for different learners or learning situations. This article attempts to discuss briefly the current issues in English language teaching (ELT) in Indonesia from English as lingua franca (ELF) perspectives, particularly by taking a close look at all the local features and limitations in the established theories and practices in ELT in Indonesia. 
English Borrowings in Indonesian newspapers Iwan Fauzi
Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i1.71

Abstract

This study represents a corpus-based study of English loan words in Bahasa Indonesia used by three foremost newspapers in Indonesia (Kompas, Koran Tempo, and Media Indonesia). There are 19,494 loan tokens of 3,538 loan types extracted from 3,671 texts published online on those media during around three months ranging from 1 April to 24 June 2012. This study compares two basic typologies of borrowing—established and non-established loans. Attestations are looked into in this study proving the evidence that the borrow ability of nouns is higher than otherword categories, linguistic typology of borrowing motivates linguistic adaptation, and word categories give a significant contribution to motivate linguistic adaptation as well.
Mbok: Its distribution, meaning, and function Ajar Pradika A. Tur
Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i1.72

Abstract

Mbok, in Javanese language, has not only a ’mother’ in meaning. As a lexicon in the language, mbok in one side truly means a ‘mother’ and still has the same meaning although it experiences the morphological process to be, at least, embok, simbok, or mboke. The variations exist and are spoken by Javanese native speakers throughout the Javanese dialects such as Suroboyoan, Solo, Yogyakarta, Bagelen, and Banyumasan dialects spread from the East Java, Yogyakarta, and Central Java. However, mbok, as a particle has different meaning, even different various meanings relying on its distribution in a sentence. Then the meanings bear its different various functions as well in the sentence based on the context of the sentence (grammatical-semantics meaning). Through Teknik Balik (Converse Technique) the data gained was analyzed to distinguish the position of the particle in the sentence in order to reach its significant different meanings and functions. At least, from the analysis, we have three positions of mbok in the sentences, that are in the initial, middle, and the end of the sentences. These positions affect the meanings and functions that can be seen as follows; ‘, is not it?’ (Tag Question) and ‘is/are” (Verbal Question) for emphasizing, ‘please’ for requesting a help, ‘may be’ and ‘in case’ for expressing possibility, and ‘causing’ for expressing cause-effect. 
The role of awareness in second language development Fahriany Fahriany
Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i1.73

Abstract

Cognitive psychology and cognitive science appear to agree that attention to stimuli is needed for long-term memory storage and that little, if any, learning can take place without attention. One strand of psycholinguistic research that has drawn quite a lot of interest, both from a theoretical and empirical perspective, is the role awareness plays in second language acquisition (SLA). To promote a further understanding of the role of awareness may potentially contribute to L2 development. This article will  briefly describe current theoretical approaches to the role of awareness in language learning,  review recent studies that have employed verbal reports to investigate the effects of awareness on L2 development, and  provide, based on the review, some awareness-raising pedagogical tasks for the L2 classroom setting.
Active learning using learning management system to improve students' competence in argumentative writing Wardani Dwi Wihastyanang; Daning Hentasmaka; Rosi Anjarwati
Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i1.69

Abstract

Nowadays the educational paradigm has changed from passive learning into active learning where learners are actively involved in teaching and learning process. Internet, as one of the information and communication products, is believed to be able to facilitate an active and interactive teaching and learning process. One of the examples is the use of Learning Management System (LMS). LMS is viewed appropriate to be applied in teaching English especially the writing skill in which learners need more time and more exercises to improve their skills. The limited time of classroom meeting makes the need impossible to be fulfilled. By using LMS, the teaching and learning process can not only depend on the classroom meeting but also can be done outside the classroom anytime and anywhere. In this quasi-experimental research the researchers were eager to know the effectiveness of active learning by using LMS to improve students’ writing skill, especially in argumentative writing. The data was analyzed with ANCOVA using SPSS version 20. The result shows that the value of F-value is 5.505 and the significant value is .021 which is less than .05, and the F-value is higher than F-table (3.94). It means that the alternative hypothesis (Ha) is accepted. Thus, it can be concluded that teaching writing by using LMS is more effective than conventional classroom meeting. 

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