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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 485 Documents
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The implementation of contextual teaching and learning in teaching English Arianto Arianto
Journal on English as a Foreign Language Vol 1, No 2 (2011): September
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (47.171 KB) | DOI: 10.23971/jefl.v1i2.190

Abstract

The main purposes of this study are (1) to describe the implementation of contextual teaching and learning (CTL) in teaching English, and (2) to investigate the teacher’s difficulties in implementing CTL in teaching English at the seventh grade students of SMPN-1 Palangka Raya. It was used qualitative method. The subject of this study was an English teacher of SMPN-1 Palangka Raya. It was used observation, interview and documentation to collect the data, and for data analysis it was used data reduction, data display, and conclusion. The findings show that (1) the implementation of CTL implemented by the teacher was through some components of CTL which were applied more frequently than others. The questioning, learning community, and modeling were frequently applied. (2) The problems faced by the teacher were the condition of the students who still made some noise, the large amount of students in the class, little attention from the students, and the shyness from the students to speak up.
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.
The effects of contextual meaning aspects on reading comprehension Akhmad Ali Mirza
Journal on English as a Foreign Language Vol 1, No 2 (2011): September
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (44.61 KB) | DOI: 10.23971/jefl.v1i2.192

Abstract

The study is aimed at investigating the effects of contextual meaning aspects on reading comprehension, and finding out whether or not there is effect of reading proficiency, consists of low and high, on reading comprehension and effect of contextual meaning aspects together with reading proficiency on reading comprehension. It was used experimental design in this study. The data were processed and analyzed according to these steps: giving the treatment, checking and scoring, tabulating, analyzing the data by using statistic technique of ANOVA, and making the conclusion based on the analysis. The number of the sample was 34 students of the students of English education study program of Palangka Raya University. The findings show that example clues considered as the easiest and appositive clues as the most difficult of three context clues in this study. Based on the result, it can be concluded that there is significant effect for contextual meaning aspects and reading proficiency on reading comprehension; however, there is no significant effect of contextual meaning aspects together with reading proficiency on reading comprehension.
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.
LINE application: An alternative tool to develop writing abilities Jumariati Jumariati; Emma Rosana Febriyanti
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1566

Abstract

This study tried to reveal the potential use of LINE application in developing students’ writing abilities through blended learning. It employed a quasi-experimental design which involved thirty-nine students of the advanced writing course. The experimental group was taught by using process and product approach combined with LINE application with teacher’s and classmates’ feedbacks while the control group was taught by using a conventional method without LINE application. The data were the result of students’ writings collected by using a writing test and scoring rubric as the instruments. The analysis of the students’ scores was carried out by employing the independent sample t-test. The finding showed that there was a significant effect of the use of LINE application on the students’ writing abilities. Furthermore, the differences were found in the components of vocabulary, grammar, organization, content, and mechanics. The study concluded that LINE application was a potential tool to develop students’ abilities in writing provided that it was combined with teachers’ and classmates’ feedback which facilitated students’ writing improvement.
Interactive game “Kahoot!” as the media of students’ vocabulary assessment Hadijah Hadijah; Bambang Widi Pratolo; Rondiyah Rondiyah
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1670

Abstract

This research aims to investigate students’ perspectives on using the interactive game “Kahoot!” as the media of vocabulary test at one of the public senior high schools in Yogyakarta Indonesia. It was qualitative research with five voluntarily participating students as the participants. An in-depth semi-structured interview was applied as the data collection technique. The theme-based analysis was used in this study. The finding shows that first, Kahoot! is more practical for a vocabulary test. Second, the game can attract the students’ attention to the test. Third, it helps the students to be more active in the classroom and the last, the game makes the students more enthusiastic in doing the test. However, this research also found some negative sides of using Kahoot!; first, the students become less confident with their score, especially when they get lower scores than other students because the scores were displayed on the leader board in Kahoot! application; second, some students had a lack of knowledge in using the application; and the last, the time was limited. This study implies that the use of Kahoot! in the EFL classroom can be an alternative for teachers to teach vocabulary and provide fun learning activities for the students.
Teaching English using a genre pedagogy to Islamic junior high school students Aunurrahman Aunurrahman; Any Hikmayanti; Yuliana Yuliana
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1625

Abstract

This descriptive qualitative study aims to find out how a genre pedagogy is used to teaching the English language. A class consisted of thirty-six students of a public Islamic junior high school was selected purposefully as participants. The data collection involved participant observation, field notes, and documents, in this case, the students' works. The participant observations were conducted in four meetings. During the observations, this study collected the students’ works purposefully. The data analysis used two techniques, namely the thematic analysis to analyze the field notes and functional grammar framework to analyze the students’ independent construction texts. The findings of the study reveal that the students could practice daily life texts in pairs and write a daily life text independently, critically, and creatively as they managed to work on their own and to use specific information, expressions, and contexts in their texts as demanded by the government and the 21st century. This could be achieved as the researcher applied genre pedagogy teaching procedures, explicit teaching, and scaffolding to ensure the students could do the work effectively. This study suggests teachers apply genre-pedagogy teaching procedures and principles to ensure the students could learn English better.
The English teachers’ challenges in TOEFL preparation for senior high school students Saiful Akmal; Risdaneva Risdaneva; Habiburrahim Habiburrahim; Maulina Sari
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1627

Abstract

This descriptive qualitative study was aimed at discovering English language teachers’ challenges in teaching TOEFL preparation for senior high school students. The data were collected by using an in-depth interview with six experienced and qualified English language teachers teaching TOEFL in the three-state and private senior high schools in Aceh province, Indonesia. Open, axial, and selective coding techniques were used to analyze the data from in-depth interviews. The results show that teachers faced some challenges during teaching TOEFL preparation for senior high school students including students’ different language proficiency, their lack of vocabulary mastery, their fatigue, their passive attitude, class size, and time limitation. The findings recommend the further idea to organize a more organized preparation TOEFL program for high school students that can be integrated into the existing curriculum, and thus it will no longer be viewed merely as an extracurricular program.
Language input, learning environment, and motivation of a successful EFL learner Arif Nugroho; M. Rizal Akbar Zamzami; Nur Farah Ukhrowiyah
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1511

Abstract

The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.
EAP alignment in EFL writing courses towards developing student’s academic writing skills Melaku Bayu Workie; Zelealem Shitahun Haregu
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1736

Abstract

The objective of the present study was to assess the prevailing alignment of English for academic purposes (EAP) in EFL writing courses vis-à-vis the development of academic writing skills of students in public universities of Amhara National Regional State (ANRS) in Ethiopia. The study used a descriptive survey that involved quantitative and qualitative methods. A questionnaire, focus-group discussions, and syllabus and materials survey were used to gather primary and secondary data, respectively, for the study. The descriptive statistics were employed in analyzing the quantitative data. The qualitative data were analyzed and reported thematically. The results showed there were existed a comparable horizontal (cross-department) distribution pattern of common writing courses among the three universities; all learners in taking the common course 'Basic Writing Skills' in each university learnt with the same syllabus and material regardless of their fields of study. So, there was a poor alignment of writing courses with the target students' mainstream discipline (i.e., learning and discourse) both in terms of content and genre. 

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