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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 12 Documents
 1   2 
Search results for , issue "Vol 9, No 2 (2019): Issued in September 2019" : 12 Documents clear
Effect of Project-Based Learning through blogging on EFL students’ writing ability Ikrima Halimatus Sa'diyah; Bambang Yudi Cahyono
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.653 KB) | DOI: 10.23971/jefl.v9i2.1341

Abstract

This study scrutinized how Project-Based Learning (PjBL) through blogging affects the writing ability of EFL students across self-efficacy levels. A quasi-experimental design was applied and it was conducted in nine sessions. It involved forty-one students of the English Department of a state university in East Java, Indonesia who attended the argumentative writing class. PjBL through blogging was conducted on the experimental group, while the conventional method was conducted on the control group. The data were collected from writing tests and self-efficacy questionnaires. Independent sample t-test was used in analyzing the students’ scores. The finding disclosed that the students utilizing PjBL through blogging got better scores in writing than the ones using the conventional method. It was also revealed that students having high self-efficacy and those having low self-efficacy taught using PjBL through blogging had no significant difference in writing ability. 
EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications Naima Al-husban
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (116.099 KB) | DOI: 10.23971/jefl.v9i2.1288

Abstract

This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.
Use of questioning strategy to facilitate students’ reading comprehension in Taiwan Ike Irawati
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (138.413 KB) | DOI: 10.23971/jefl.v9i2.1375

Abstract

This study investigates individual differences arising from strategy instruction, questioning strategy, based on the problems found through miscue analysis. This qualitative study also investigates students’ motivation toward the strategy taught. The participants were a college student in Taiwan, consisted of one high-achieving student and one low-achieving student. Both were on the same language proficiency level (level C). They were asked to complete miscue pre and post-test and took eight meetings of tutorials (four meetings for teacher-generated questions and four meetings for student-generated questions). An interview was also conducted to find out their motivation toward the strategy. The instructional materials were taken from an English magazine specially designed for Taiwanese, called Studio Classroom. Results indicated that the strategy did not work well in both students as their motivation interfered their reading performance. This study concludes that the strategy works better in higher motivation student. Since motivation affects students' reading performance, therefore, this study suggests that raising students' motivation in the teaching process is crucial to reach better reading performance.
Exploring PechaKucha in EFL learners’ speaking fluency Hesti Rokhaniyah
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (108.633 KB) | DOI: 10.23971/jefl.v9i2.1326

Abstract

The research aims at investigating to what extent PechaKucha optimizes English as a foreign language (EFL) learners’ speaking fluency and identifying the class climate when learners implement PechaKucha. The data of the study were derived through classroom observation, pre and post-tests, field note, and interview. Constant Comparative Method was used to analyze the qualitative data while the mean score of two raters was found out to obtain the quantitative data. The result from this research indicated that the exploration of PechaKucha optimized EFL learners' speaking fluency including improving the speed of learners' speech and words per minute; increasing articulation rate; strengthening phonation time ratio; reducing the frequency of silent pause; avoiding filler words; and decreasing disfluency in spontaneous speech. The enhancement of learners’ score showed from the mean score of pre-test was 65.8; post-test 1 was 73.4, and post-test 2 was 82.3.  The use of PechaKucha also improved the class climate: EFL learners were involved actively to present course material and their responsibilities to work in pair increased. Considering the research findings, it is suggested that teachers and lecturers implement PechaKucha for assisting the learners to enhance their speaking fluency and creating the effective class climate. 
Shifts and equivalencies of idiomatic expressions in novel “The Name of Rose” Aliurridha Aliurridha; Teguh Setiawan
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (165.539 KB) | DOI: 10.23971/jefl.v9i2.1329

Abstract

This research aims to find the translation shifts and the equivalencies of idiomatic expressions. Data in this research were idiomatic expressions found in the novel “The Name of the Rose” and its translation. The method of data collection used reading and recording technique with researchers as the instrument along with some parameters of idiomatic expressions that were proposed by experts.  In analyzing the data, this research used the referential and translational method with structural and componential analysis. The result found that there was another category shift that cannot be explained by the contemporary theory of translation shift. It happens because the contemporary theory of translation shift only focuses on the micro-linguistic level. This type of shift occurred in idiomatic expression due to the lack of equivalencies of the source text (ST) and target text (TT) whether in the grammatical system or the cultural difference. This research suggests that the theory translation shifts should be provided by semantic, pragmatic, discourse, and intercultural knowledge to bridge a gap between the two languages.
Character education in English package books for Islamic Junior High School students Wahyuningsih Usadiati; Maida Norahmi
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (111.047 KB) | DOI: 10.23971/jefl.v9i2.1298

Abstract

The research is an inventory aimed at identifying and categorizing the character values in the English package books for students of Islamic Junior High School or Madrasah Tsanawiyah by considering their relevance to Islamic character values in the Quran and Hadits. The method used was content analysis following Bogdan and Biklen model by analyzing, grouping, sorting, and synthesizing the values taken from the package books to draw the patterns.  The patterns were discussed to conclude the final findings to be disseminated as the list of inventory.  The main data source was the English package books published by the government and the supporting data were the Core Competencies taken from Curriculum 2013 for Junior High School (SMP) and Madrasah Tsanawiyah (MTs) or Islamic Junior High School students. There are 10 values inserted in the package books that are relevant to the Islamic religious characters. The result showed various English expressions relevant to Islamic character values which have a long-term and sustainable effect as a reference for character building by English teachers in developing English supplementary materials for Islamic Junior High School students.
Effect of Project-Based Learning through blogging on EFL students’ writing ability Ikrima Halimatus Sa'diyah; Bambang Yudi Cahyono
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i2.1341

Abstract

This study scrutinized how Project-Based Learning (PjBL) through blogging affects the writing ability of EFL students across self-efficacy levels. A quasi-experimental design was applied and it was conducted in nine sessions. It involved forty-one students of the English Department of a state university in East Java, Indonesia who attended the argumentative writing class. PjBL through blogging was conducted on the experimental group, while the conventional method was conducted on the control group. The data were collected from writing tests and self-efficacy questionnaires. Independent sample t-test was used in analyzing the students’ scores. The finding disclosed that the students utilizing PjBL through blogging got better scores in writing than the ones using the conventional method. It was also revealed that students having high self-efficacy and those having low self-efficacy taught using PjBL through blogging had no significant difference in writing ability. 
EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications Naima Al-husban
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i2.1288

Abstract

This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.
Use of questioning strategy to facilitate students’ reading comprehension in Taiwan Ike Irawati
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i2.1375

Abstract

This study investigates individual differences arising from strategy instruction, questioning strategy, based on the problems found through miscue analysis. This qualitative study also investigates students’ motivation toward the strategy taught. The participants were a college student in Taiwan, consisted of one high-achieving student and one low-achieving student. Both were on the same language proficiency level (level C). They were asked to complete miscue pre and post-test and took eight meetings of tutorials (four meetings for teacher-generated questions and four meetings for student-generated questions). An interview was also conducted to find out their motivation toward the strategy. The instructional materials were taken from an English magazine specially designed for Taiwanese, called Studio Classroom. Results indicated that the strategy did not work well in both students as their motivation interfered their reading performance. This study concludes that the strategy works better in higher motivation student. Since motivation affects students' reading performance, therefore, this study suggests that raising students' motivation in the teaching process is crucial to reach better reading performance.
Exploring PechaKucha in EFL learners’ speaking fluency Hesti Rokhaniyah
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i2.1326

Abstract

The research aims at investigating to what extent PechaKucha optimizes English as a foreign language (EFL) learners’ speaking fluency and identifying the class climate when learners implement PechaKucha. The data of the study were derived through classroom observation, pre and post-tests, field note, and interview. Constant Comparative Method was used to analyze the qualitative data while the mean score of two raters was found out to obtain the quantitative data. The result from this research indicated that the exploration of PechaKucha optimized EFL learners' speaking fluency including improving the speed of learners' speech and words per minute; increasing articulation rate; strengthening phonation time ratio; reducing the frequency of silent pause; avoiding filler words; and decreasing disfluency in spontaneous speech. The enhancement of learners’ score showed from the mean score of pre-test was 65.8; post-test 1 was 73.4, and post-test 2 was 82.3.  The use of PechaKucha also improved the class climate: EFL learners were involved actively to present course material and their responsibilities to work in pair increased. Considering the research findings, it is suggested that teachers and lecturers implement PechaKucha for assisting the learners to enhance their speaking fluency and creating the effective class climate. 

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