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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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EFL secondary teachers’ assessment literacy: Assessment conceptions and practices Roghibatul Luthfiyyah; Iin Wariin Basyari; Dwiniasih Dwiniasih
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2101

Abstract

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.
High-stakes testing policy and English language teaching: Voices of the leftovers Laser Romios; Ashadi Ashadi; Widyastuti Purbani
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2005

Abstract

High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers’ voices should be heard for well-rounded education policy. This study aims to investigate the voices of English teachers on the impacts of the national exam (NE) towards English language teaching at junior high schools (JHS) in Yogyakarta, Indonesia. It is a qualitative study involving three private JHSs and three state JHSs, chosen according to their NE-based ranks: low, mediocre, and high performing – for inclusive representation. The subjects are six English teachers from six JHSs. The data were collected through interviews and analyzed using the analysis model of Miles, Huberman, and Saldana, following the steps of data condensation, data categorization, data display, data interpretation, and conclusion drawing and verification. The findings show that NE leads to low order thinking skills, digresses from the goals of curriculum 2013, prioritizes only knowledge, focuses on English passive skills, induces favoritism between teachers, and disables teachers to vary their teaching strategies. Teachers’ involvement in education policy is necessary, and they are generally in favor of the NE abolishment plan. The implication of this study calls for implementing teachers' coping mechanism in transitioning from NE to the newly proposed assessment.
Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques Mohammed Farrah; Balsam Halahla; Shahd Sider
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2270

Abstract

The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.
Social construction of knowledge in synchronous text-based discussion during English language learning Ira Mutiaraningrum; Arif Nugroho
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.1934

Abstract

The uptake of remote learning during the COVID-19 pandemic was indispensable. Classroom activity, including English language learning, was shifted into remote learning. However, remote learning has not escaped the question regarding its role in students' knowledge construction in language learning. Thus, this study explores whether the social construction of knowledge occurs in the same-time synchronous text-based discussion during students' English language learning. It also investigates the phasesin which the social construction of knowledge present. Content analysis of the Interaction Analysis Model was used as the method to classify twenty-three Indonesian English as foreign language students' discourses in the synchronous text-based discussion. The transcripts from two threads in Google Classroom were sorted into the Interaction Analysis Model Phases to find out the percentage of each Phase's occurrence. Results indicate that the discourses showed the social construction of knowledge was developed by students and thereby pointed out the process of their cognitive thinking during their synchronous English language learning. This study suggests that the social construction of knowledge exists in synchronous text-based discussion with the most frequent postings categorized in Phase I.
Attitudes toward English phonetics learning: a survey on Indonesian EFL learners Sri Ayu Istiqomah; Alies Poetri Lintangsari; Widya Caterine Perdhani
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2602

Abstract

Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.
Vietnamese upper-high school teachers’ views, practices, difficulties, and expectations on teaching EFL writing Nguyen Thi Thuy Hang
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2228

Abstract

Teaching EFL writing at the secondary level of education is one of the challenging tasks for every teacher. However, few studies on how EFL writing is taught at up-secondary schools (U-SS) have been reported. This study attempts to explore how Vietnamese teachers at this educational level perceived the importance of EFL writing, how they taught this skill, and what difficulties and expectations/suggestions they had in making the teaching of this skill at their own schools more effectively. Employing the 5-point Likert-scale survey with 20 teachers from five U-SS, classroom observations, and semi-structured interviews, the study found these teachers' understanding of the importance of teaching this skill, their confidence, and appropriate pedagogical use and content knowledge (PCK) in teaching it. However, their lack of time, the heavy contents in the textbooks, the multiple-choice test formats, large classes, students' dislike of this skill, and their insufficient knowledge of grammar and vocabulary challenged their teaching of this skill. With the suggestions/recommendations made by these teachers, this study is expected to provide some insights for relevant and timely support to teachers for the effectiveness of teaching this skill in the educational settings in Vietnam and in similar EFL contexts.
Revisiting euphemisation strategies for English to Indonesian subtitle context SF. Luthfie Arguby Purnomo; Ikke Dewi Pratama; Lilik Untari; SF. Lukfianka Sanjaya Purnama; Novianni Anggraini
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.1480

Abstract

Character equivalence and offensive word rank in subtitling context are understudied on the previous studies on euphemisation strategies. The exclusion of these two concerns leaves the prior constructed euphemisation strategies unable to explain how shifts on narrative identity might occur and how taboo words are functionally negotiated. In addressing this issue, the study investigates the relationship between offensive word levels with character equivalence and narrative identity, types of euphemisation strategies, and the strategies' implementation. The data were collected from the English and Indonesian versions of four films containing taboo words, which were analyzed by applying the theories of offensiveness rank by Ofcom, constructed in English as a foreign language context, and character equivalence by Petrucci. The findings indicate that offensive word translation suffers a rank shift on offensive word ranks Departing from these findings. We propose euphemisation strategies with offensive word rank and character equivalence as the primary narrative basis with mediality and subtitling standard as the primary mechanical basis. Those strategies are downgrading, degrading, sidegrading, outgrading, ingrading, and retrograding. The reasons of euphemisation strategy implementation are bipolarly divided into aesthetics and mechanics in relation to distances and perspectives of the applied offensive words. 
Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback Chan Hum
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2314

Abstract

Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.
Cohesive devices in argumentative essays by Indonesian EFL learners Meyga Agustia Nindya; Utami Widiati
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.1949

Abstract

Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.
Flipping the classroom to enhance EFL students’ listening skill Khoiriyah Khoiriyah
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2010

Abstract

Studies regarding the use of flipped instruction in language learning have been identified plentifully, little work has examined its use in teaching listening, particularly for specific language testing. In order to address this gap, the impact of the flipped classroom to enhance EFL students’ listening skills, especially language testing, was examined. Furthermore, this study also explored the students’ perspective toward their experience in having a flipped classroom. Accordingly, a mixed-method was employed by using pre-test and post-test after treatment, along with the online open-ended questionnaire. This study revealed that the average score of the post-test (M=72.27) was significantly higher than the average score of the pre-test (64.06), indicating flipped instruction enhances the students' listening comprehension skills. Further, most of the students provoked positive feedbacks on their experience of having flipped classroom. This study might contribute as a guideline for EFL teachers to implement flipped instruction to increase the students' listening comprehension.

Page 23 of 49 | Total Record : 485

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