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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 485 Documents

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Indonesian-English code mixing in Raditya Dika’s Manusia Setengah Salmon Santika Wulandari
Journal on English as a Foreign Language Vol 6, No 1 (2016): Issued in March 2016
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This study was aimed at investigating Indonesian-English code mixing in Raditya Dika’s Manusia Setengah Salmon, particularly to find out the word classes of the code mixing, the meaning of the code mixing, the dominant use of the code mixing, and the reasons for using the code mixing. Content analysis in qualitative approach was applied in this study. To collect the data, it was through data collection, data reduction, data display, and conclusion drawing. The results showed that there are 65 sentences or utterances consisted English nouns as code mixing. They were categorized into countable nouns (87.69%), uncountable nouns (3.08%), abstract nouns (6.15%), concrete nouns (1.54%), and plural nouns (1.54%). Among them, countable nouns are more dominant than others. Also, three kinds of translating process found are: borrowing consisted of 25 sentences, literal consisted of 14 sentences, and adaptation consisted of 28 sentences.

Developing speaking skill in EFL English course Citra Priski Abadi
Journal on English as a Foreign Language Vol 5, No 2 (2015): September
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

The main objectives of this study are to describe factors contributing the development of speaking skill, and to describe techniques and strategies used by the teachers to develop speaking skill in EFL English Course (PEACE English Academy and PEACE Camp 4 Boy in Pare, Kediri, East Java). The research design used was an ethnography principle. The subjects of the study were 80 students of PEACE English Academy from 4 class levels, PEACE Camp 4 boy, 4 teachers and 1 home principle. The data were gained from observations, interview, and artifact and field notes. The findings depicted that (1) teachers as the main factor of presage variable were observed using many kinds of strategies, and techniques for developing speaking skills, and (2) appropriate speaking techniques and strategies were used to develop speaking skill in the mentioned different speaking class levels. The strategies and techniques are realized because teachers as the main factor applied some unique ways–how to make the English language classroom to be a lot of fun and dynamic place, to enhance students’ motivation, and to build English atmosphere in class and outside class as well.

Effect of story maps on EFL students’ achievement in writing narrative texts Fardhila Sheli Rahmawati; Bambang Yudi Cahyono; Mirjam Anugerahwati
Journal on English as a Foreign Language Vol 8, No 2 (2018): Issued in September 2018
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students’ scores in the experimental group and those in the control group in favor of the experimental group. The result also revealed that there is no significant difference in the achievement in writing narrative texts between the visual and auditory learners.

Student-centered learning approach in teaching basic grammar Muhammad Buditama
Journal on English as a Foreign Language Vol 7, No 2 (2017): Issued in September 2017
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

The study determined the effect of student-centered learning approach in teaching basic grammar of the tenth-grade students. Specifically, this study sought answers to following questions: 1). How does the result of the pre-test compare to that of post-test of the control and experimental groups? 2). Is there any significant difference in the results of the test between the control and experimental groups? 3). What is student-centered teaching guide in basic grammar that can be developed based on the findings of the study? It was applied an experimental research design in this study. The result in the post-test of the control and experimental groups showed that the computed the T value of 3.03 was higher than the tabular value of 2.03, at the degree of freedom of 34, at 5% level of significance. This condition rejects the null hypothesis that there is no significant difference in the mean scores in the post-test of the control and experimental groups. The student-centered teaching guide enhanced the students’ writing skill in the basic grammar of the tenth-grade students in the experimental group.

Metaphorical expressions in the book Ngawur Karena Benar by Sujiwo Tejo: A pragmatic approach M. Arif Rahman Hakim; Sabila Medina
Journal on English as a Foreign Language Vol 7, No 1 (2017): Issued in March 2017
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This study concerns on metaphorical expressions in the book Ngawur Karena Benar written by Sujiwo Tejo and their nonliteral meaning. In finding the metaphorical expressions, researchers used the theory of metaphor. Otherwise, in analyzing the nonliteral meaning, it was used relevance approach. According to relevance theory, the process of interpreting a metaphorical expression comprises the following steps: decoding the linguistic input by arraying possible meanings of an utterance and drawing inferences by taking into account both the results of linguistic decoding. The problems are to answer: 1) what metaphorical expressions can be found in the book Ngawur Karena Benar by Sujiwo Tejo, 2) what are the meanings of the metaphorical expressions used in the book. This study applied qualitative research method by employing document analysis approach to get detailed data description from the object analysis. Results of this study revealed that the metaphorical expressions are used to deliver a complicated circumstance in revealing the real condition. In line with the finding, the nonliteral meaning of the metaphorical expression needs an intralinguistic that is the information we can receive by decoding the linguistic input while the extralinguistic factor is the assumptions taken from context by drawing inferences.

The effect of indirect written corrective feedback on students’ writing accuracy Fastha Bagus Shirotha
Journal on English as a Foreign Language Vol 6, No 2 (2016): Issued in September 2016
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Written corrective feedback has proven to be a key tool to improve students writing. Many previous researchers have proven so. Teacher gets to decide their very own written corrective feedback. There are many types of written corrective feedback that can be used in the classroom. They are direct written corrective feedback, indirect, and metalinguistic. The paper presents the effect of using indirect written corrective feedback to improve students’ writing accuracy. The paper is intended to find the best written corrective feedback strategy in the classroom. The study is conducted to 35 low-proficiency ESL students. The writing pretest and posttest are used to measure students’ writing accuracy. The researcher uses a t-test to analyze the data. The result is satisfying. 35 students have shown statistically significant progress in their writing accuracy. The posttest result has outscored the pretest score. Furthermore, it is also shown that indirect written corrective feedback also elicits students’ autonomous learning.

The methods of defining terms found in theses of the EFL students Rahmadi Nirwanto
Journal on English as a Foreign Language Vol 5, No 2 (2015): September
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

The study is intended to describe the methods of defining terms found in the theses of the English Foreign Language (EFL) students of IAIN Palangka Raya. The method to be used is a mixed method, qualitative and quantitative. Quantitative approach was used to identify, describe the frequencies, and classify the methods of defining terms. In interpreting and explaining the types of method to be used, the writer used qualitative approach. In qualitative approach, data were described in the form of words and explanation. The findings show that there were two methods of defining terms, dictionary approach and athoritative reference.

Learning strategies applied by the students in writing English text Dwiana Binti Yulianti
Journal on English as a Foreign Language Vol 8, No 1 (2018): Issued in March 2018
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This study is aimed at verifying the finding of a study on what learning strategies applied by the students in writing text and the impact of learning strategies toward the students’ writing score. This is a qualitative descriptive study, and it is conducted at Communication Science Department of the Muhammadiyah University of Ponorogo. The instruments used to collect the data were observation, documentations, and questionnaire. After analyzing the data, it is found that the learning strategies used by the students in writing English text are metacognitive strategies, compensation strategies, cognitive strategies, affective strategies, memory strategies, and social strategies. The students use learning strategies in moderate level which means they sometimes use these learning strategies. Moreover, learning strategies influence the students’ writing score; the students who get good score use metacognitive strategies and the students who get fair score use affective strategies.

BACK and DRAW activities for improving writing skills Muhammad Lukman Syafii
Journal on English as a Foreign Language Vol 7, No 2 (2017): Issued in September 2017
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This present paper addresses the issue of writing as an important aspect of EFL instruction. Writing as one of the four basic language skills plays a pivotal role in the context of English teaching as a foreign language in Indonesia. Considering these problems, it is important to modify the writing process in such a way to cope the writing. The process of writing the writer means is BACK and DRAW activities. What the writer termed as BACK and DRAW is a set of writing activities involving students’ active participation in the process, their intense learning experience in producing a required text, as well as their interactive work with peers and the teacher. BACK and DRAW stands for Brainstorming, Attaching, Correcting, Keeping, Developing, Revising, Arranging, and Wow! Or Wonderful! Or Well done!. These activities are good ways to improve the writing Ability.

Students’ perception of English as a medium of instruction (EMI) in English classroom Denni Rahmadani
Journal on English as a Foreign Language Vol 6, No 2 (2016): Issued in September 2016
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This study aims to uncover what extent of the students’ expectation of English as a medium of instruction (EMI) used by the English teacher in teaching English at senior high schools in Palangka Raya, Indonesia. A survey research method was applied. The survey was conducted at the four schools: MAN Model, MA Muslimat NU, SMAN 4, and SMKN 2 in Palangka Raya. To collect the data, the study employs the questionnaire with 10 items given to 134 students of the second grade taken from one class of each of the schools. It was used the cluster random sampling technique to take the samples. The items were designed for evaluating the factual, behavioral, and attitudinal condition of EMI in the English classroom. As a result of the study, it is shown that most of the students agree of EMI dominantly applied by the English teacher in the teaching of English subject. By implementing EMI in this classroom, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak English, help them to comprehend English textbook or article, and assist them to understand the international culture.

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M. Zaini Miftah

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jefl@iain-palangkaraya.ac.id

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Kalimantan tengah

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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

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