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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 â€œSinta 3â€ 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 475 Documents

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IMPLEMENTATION OF INTENSIVE-EXTENSIVE READING STRATEGY TO IMPROVE READING COMPREHENSION Miftah, M. Zaini
Journal on English as a Foreign Language (JEFL) Vol 3, No 1 (2013): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

The study is aimed at developing the Intensive-Extensive Reading Strategy (IERS) to improve the studentsâ reading comprehension. The study employed Collaborative Classroom Action Research. The subjects of the study were 32 students of the second semester of English Education Study Program of STAIN Palangka Raya in the 2010/2011 academic year. The data were gained from reading comprehension test, observation, field notes and questionnaire. The findings show that the implementation of IERS with the appropriate procedures developed can improve the studentsâ reading comprehension. It is indicated by the improvements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the reading activities during the implementation of IERS in Cycles I and II. Consequently, the improvement of the studentsâ reading comprehension can be reached but it should follow the appropriate procedures of the implementation of IERS having been developed.Keywords: intensive-extensive reading strategy, reading comprehension, improvement

READING THEORIES AND READING COMPREHENSION Ngabut, Maria Novary
Journal on English as a Foreign Language (JEFL) Vol 5, No 1 (2015): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

In this article several reading theories in their relations to reading comprehension teachers and lecturers of English need to know are reviewed. At the theory level, three other Models of Reading, namely Bottom-Up, Top-Down, and Interactive are previously discussed to the Schema Theory. In reviewing the reading comprehension, the history of reading instruction, types and purposes of reading, and cognitive reading skills are discussed. Finally, it reviews six variables involved in the comprehension of English texts.Keywords: models of reading, schema theory, comprehension, background knowledge

THE REALIZATION OF E-BOOKS FOR TEACHING AS REFLECTED BY EFL TEACHERS OF ISLAMIC JUNIOR HIGH SCHOOL (MTs) Priajana, Nana; Baehaqi, Luqman
Journal on English as a Foreign Language (JEFL) Vol 2, No 1 (2012): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This study was aimed at processing empirical data to know the realization e-book program in EFL teaching and learning process as reflected by English teachers of Islamic Junior High School (MTs) in Indonesia. It is a descriptive research of which the approach is a cross sectional survey. The result of this study was expected to be the basis for the government to re-evaluate the implementation of the national project of School Electronic Books (BSE). Based on the result of data analysis, the program of e-books should be revised as considering several factors affecting its insufficient use by the EFL teachers of MTs. The use of E-book in teaching and learning in Indonesia EFL classroom had been beyond the teachersâ outlook. It revealed that e-book and its advantages were not well recognized by many teachers of MTs in Indonesia because of lack awareness of rapid growth of technology and information in this case the use of internet.Keywords: e-book, teaching and learning, program, implementation

THE ROLE OF AWARENESS IN SECOND LANGUAGE DEVELOPMENT Fahriany, Fahriany
Journal on English as a Foreign Language (JEFL) Vol 4, No 1 (2014): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

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 willÂ briefly describe current theoretical approaches to the role of awareness in language learning,Â review recent studies that have employed verbal reports to investigate the effects of awareness on L2 development, andÂ provide, based on the review, some awareness-raising pedagogical tasks for the L2 classroom setting.Keywords: attention, awareness, detection, feedback, L2 development

Research problems in S-2 theses Nirwanto, Rahmadi
Journal on English as a Foreign Language (JEFL) Vol 1, No 1 (2011): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

The study is intended to identify, classify, evaluate, describe, and explain the quality and the patterns of research problems in the S-2 theses of the English Education Program at Islamic University of Malang. Qualitative approach and evaluation designs were used. The data of the study were 135 of S-2 theses of the English Education Program at Islamic University of Malang from 2003-2008. The study reveals that the majority of the research problems, as written in the theses, indicate clarity, researchability, variables being involved, areas, designs, non-factual data or information, and significance.

MAXIMS VIOLATIONS IN LITERARY WORK Pertiwi, Widya Hanum Sari
Journal on English as a Foreign Language (JEFL) Vol 3, No 2 (2013): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This study was qualitative research action that focuses to find out the flouting of Gricean maxims and the functions of the flouting in the tales which are included in collection of children literature entitled My Giant Treasury of Stories and Rhymes. The objective of the study is generally to identify the violation of maxims of quantity, quality, relevance, and manner in the data sources and also to analyze the use of the flouting in the tales which are included in the book. Qualitative design using categorizing strategies, specifically coding strategy, was applied. Thus, the researcher as the instrument in this investigation was selecting the tales, reading them, and gathering every item which reflects the violation of Gricean maxims based on some conditions of flouting maxims. On the basis of the data analysis, it was found that the some utterances in the tales, both narration and conversation, flouting the four maxims of conversation, namely maxim of quality, maxim of quantity, maxim of relevance, and maxim of manner. The researcher has also found that the flouting of maxims has one basic function that is to encourage the readersâ imagination toward the tales. This one basic function is developed by six others functions: (1) generating specific situation, (2) developing the plot, (3) enlivening the charactersâ utterance, (4) implicating message, (5) indirectly characterizing characters, and (6) creating ambiguous setting.Keywords: children literature, tales, flouting maxims

IMPROVING THE STUDENTSâ READING COMPREHENSION THROUGH NUMBERED HEADS TOGETHER TECHNIQUE Purnomo, Suud
Journal on English as a Foreign Language (JEFL) Vol 2, No 2 (2012): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

The method applied in this research was a classroom action research. After three cycles consisting of two meetings each were conducted, the appropriate model of NHT technique in teaching reading encompassed the following steps: (1) leading students to the topic by giving some questions and/or showing a picture(s), (2) connecting the topic with the studentsâ real experience, (3) introducing the topic and explaining the instructional objectives, (4) assigning students to predict the words used in the text, (5) informing students about the things they should do in their groups, (6) reading the text clearly, loudly, and slowly and asking some students to re-read the text, (7) clarifying the difficult words and discussing the words the students have predicted, (8) asking students to predict the content, (9) giving individual task to the students, (10) assigning students to put their heads together and discuss the answer they have done individually, (11) checking the groupsâ answers, and (12) asking students to conclude the lesson. The finding showed that NHT technique was successful in improving studentsâ reading comprehension. The improvement could be seen from the increase of studentsâ average reading scores. Besides, the finding also showed that NHT technique was effective in enhancing the studentsâ participation, especially in raising their hands competitively to answer the questions during the answer-checking session.Keywords: NHT technique, improve, reading comprehension

THE ENGLISH TEACHERSâ MASTERY IN TOEFL PREDICTION Mufidah, Nida
Journal on English as a Foreign Language (JEFL) Vol 4, No 2 (2014): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Assessment is often considered as the most important part in instruction. The way of learners taught and the activity carried out in the classroom are greatly influenced by assessment, and the success of a learning program is commonly determined by the result of assessment. This research focuses on the TOEFL test giving the teachers opportunity to prove that they can communicate ideas effectively by simulating classroom and teacher life comunication. This research is then conducted to find out the English teachersâ mastery in TOEFL Prediction in listening comprehension, structure and written expression, and reading comprehension at Junior and Senior High Schools in Kotabaru Regency, South Kalimantan. The research form is a field research by using written test, observation, interview, and documentary technique in collecting data. The subjects of this research were 16 English teachers of Junior and Senior High Schools in Kotabaru Regency, South Kalimantan. The result shows that the teachersâ mastery of TOEFL Prediction in listening comprehension, structure and written expression, and reading comprehension is classified into good category with the mean score 423.06. It recommends English teachers in Kotabaru to apply some different strategies in teaching listening comprehension, structure and written expression, and reading comprehension of each meeting to get high motivation and interest for both teachers and students. Teachers should develop their professions joining some trainings related to English instruction, encourage their students to practiceÂ skimming and scanning skill and identify the major poins of the passage, and use the context for vocabulary mastery by listening comprehension and for structure and written expression as well in the teaching and learning through games and fun activities.Keywords: assessment, English teacher, mastery, TOEFL Prediction

IMPROVING THE READING COMPREHENSION ABILITY THROUGH WEBBING STRATEGY Purnomo, Suud
Journal on English as a Foreign Language (JEFL) Vol 2, No 1 (2012): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This study was designed to improve the studentsâ reading comprehension ability through webbing strategy which is designed to find a strategy of teaching reading skills in expository texts. The study employed a collaborative classroom action research design in which the researcher and the collaborator worked together designing the lesson plan, implementing the action, observing the action, and reflecting the action. The subjects of this research were 40 students the eleventh grade students of SMA PGRI Mojosari in the 2010/2011 academic year. The webbing strategy was successful in improving both the studentsâ ability in comprehending expository texts and the studentsâ involvement in reading activities. The strategy increased studentsâ mean scores and the studentsâ individual score percentage from preliminary study to Cycle 2 ranging from 64.83 to 78.17 or the studentsâ individual score percentage extended from 42.50% to 85% equal or greater than 70% of 40 students. The results of the second cycle indicated higher scores in which predetermined criteria of success met in the second cycle. The majority students showed active involvement (92.50%) in the third meeting of Cycle 2.Keywords: reading comprehension, expository texts, webbing strategy

ACTIVE LEARNING USING LEARNING MANAGEMENT SYSTEM TO IMPROVE STUDENTSâ COMPETENCE IN ARGUMENTATIVE WRITING Wihastyanang, Wardani Dwi; Hentasmaka, Daning; Anjarwati, Rosi
Journal on English as a Foreign Language (JEFL) Vol 4, No 1 (2014): JEFL
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

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 studentsâ 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.Keywords: active learning, Learning Management System (LMS), argumentative writing

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Contact Name
M. Zaini Miftah

Contact Email
m.zaini.miftah@iain-palangkaraya.ac.id

Phone
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Journal Mail Official
jefl@iain-palangkaraya.ac.id

Editorial Address
-

Location
Kota palangkaraya,

Kalimantan tengah

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name M. Zaini Miftah

Contact Email m.zaini.miftah@iain-palangkaraya.ac.id

Phone -

Journal Mail Official jefl@iain-palangkaraya.ac.id

Editorial Address -

Location Kota palangkaraya, Kalimantan tengah INDONESIA

Abstract

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Contact Name
M. Zaini Miftah

Contact Email
m.zaini.miftah@iain-palangkaraya.ac.id

Phone
-

Journal Mail Official
jefl@iain-palangkaraya.ac.id

Editorial Address
-

Location
Kota palangkaraya,

Kalimantan tengah

INDONESIA