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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
 27   28   29   30   31 
Promoting literature to build college students Nurrachman, Dian
Journal on English as a Foreign Language Vol 1 No 1 (2011): JEFL
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v1i1.23

Abstract

The relationship of classroom to the outside world is a reciprocal one, meaning that classrooms are part of the world in which socio-politics is included. The students become successful literary readers as well as critical thinkers who have socio-political awareness if the classroom conducts an ‘extensive reading
English Borrowings in Indonesian newspapers Iwan Fauzi
Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i1.71

Abstract

This study represents a corpus-based study of English loan words in Bahasa Indonesia used by three foremost newspapers in Indonesia (Kompas, Koran Tempo, and Media Indonesia). There are 19,494 loan tokens of 3,538 loan types extracted from 3,671 texts published online on those media during around three months ranging from 1 April to 24 June 2012. This study compares two basic typologies of borrowing—established and non-established loans. Attestations are looked into in this study proving the evidence that the borrow ability of nouns is higher than otherword categories, linguistic typology of borrowing motivates linguistic adaptation, and word categories give a significant contribution to motivate linguistic adaptation as well.
Online backchannel as a formative assessment in improving writing skills Entika Fani Prastikawati; Wiyaka Wiyaka; AB Prabowo Kusumo Adi
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.v10i2.2044

Abstract

Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.
Authentic assessment in literal and inferential reading comprehension for university students Dwi Fita Heriyawati
Journal on English as a Foreign Language Vol 3, No 1 (2013): Issued in March 2013
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v3i1.62

Abstract

The teaching of English as a foreign language in Indonesia is widely developed time to time. In the teaching of English, reading comprehension has an important role, because through reading the text the students will acquire the knowledge of science and technology. Furthermore, the teachers have also have to measure the students’ performance in comprehending the reading text. The use of authentic assessment in the literal and inferential reading comprehension can help the students and also the teachers in comprehending what they learn in the text. The authentic assessment will reduce the tension of the students while they do reading test. Teachers also can implement the teaching learning process and the assessment efficiently. This paper aim to give some contribution to the readers how to select a good reading assessment that should be given for the university students. Hopefully, this paper can give a contribution to the teachers in Indonesia to be wise in selecting a good reading text and reading assessment in order to get the purpose of reading itself. 
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): Issued in September 2015
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v5i2.369

Abstract

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.
Positive effect of learning foreign language in a healthy elderly Ahmad Muhammad Diponegoro
Journal on English as a Foreign Language Vol 2, No 2 (2012): Issued in September 2012
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v2i2.53

Abstract

The study of elderly found that almost all cognitive functions decline with age. Results of previous studies have shown that cognitive training related to everyday life (reading aloud and learning vocabularies and wisdom), namely learning intervention or therapy, can improve two cognitive function (executive functions and processing speed) in elderly people. This study investigates the positive effects of learning foreign language on cognitive functions of an elderly person. This study provides sufficient evidence of learning foreign language effectiveness in a healthy elderly.  Method used is  one single case subject design. A healthy elderly was asked to read aloud and memorize several Quran chapters and verses and write Arabic verbs proposition and several nouns found it the memorized verses and put it into correct sentences. The written words are concerning daily life activity. Since the Qur’an has best structure of Arab sentence, memorizing it help to understand the Arabic sentences properly. The finding support the previous research that the elderly able to improve their cognitive processes and ability through studying foreign language. 
Improving speaking ability through story telling technique by using picture series Purwatiningsih Purwatiningsih
Journal on English as a Foreign Language Vol 5, No 1 (2015): Issued in March 2015
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v5i1.93

Abstract

This research was conducted to solve the students’ problems in speaking. It is to improve the students’ ability in speaking through story-telling technique by using picture series in terms of content and delivery of the story. The design of  this study was classroom action research which was conducted in two cycles consisting of six meetings. The subjects of this study were students of grade X-9 of MAN 2 Madiun in 2014/2015 academic year. The instruments to collect the data were observation checklists, field notes, speaking task measured using scoring rubrics, and questionnaire. The finding of the study indicated that the implementation of the technique was successful in improving the students’ speaking ability, since the criteria of success were achieved. Implementing the story-telling technique using picture series in teaching speaking encompasses several procedures: 1) understanding the narrative text carefully, 2) understanding grammar and difficult words, 3) employing dictions based on its context, 4) discussing the text in groups, 5) using own sentences to deliver story, 6) avoiding mistakes by having picture series, 7) understanding the message or social value of the text, and 8) giving reward to enhance motivation. 
Improving reading comprehension through directed reading-thinking activity (DRTA) strategy Erliana, Santi
Journal on English as a Foreign Language Vol 1 No 1 (2011): JEFL
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v1i1.36

Abstract

This paper highlights the findings of a study which was undertaken at Islamic State College of Palangka Raya. The aim of the study was to describe how the Directed Reading Thinking Activity (henceforth DR-TA) strategy can improve reading comprehension. The data were taken from observation, field notes, questionnaire, and achievement test. The result reveals that the DR-TA not only improves students
Flouting maxims and the implications to major characters in Paulo Coelho's the Winner Stands Alone Afif Ikhwanul Muslimin
Journal on English as a Foreign Language Vol 4, No 2 (2014): Issued in September 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i2.76

Abstract

Communication needs the effectiveness of delivering information from the speaker to the hearer. Due to this reason, Griece offers to use the theory of cooperative principle to avoid misunderstanding between the speaker and hearer which consist of maxims. Aside from cooperative principle, Svoboda promotes politeness theory (maxims) that also has an enormous influence in a successful conversation. However, the speakers and the hearers as the participants of communication sometimes violate the maxims. The violation of maxims can cause flouting maxims. This paper is focused on analyzing flouting maxims on Igor as the main character in Paulo Coelho’s The Winner Stands Alone novel context and their implications of those communication breakdowns to the other major characters in the novel. Referring to the descriptive analysis of the novel, it was revealed that Igor had violated maxims in the cooperative principle was denoted by various indicators, namely redundancy, less informative, out of topic, obscurity, ambiguity, and disorderliness. Moreover, sometimes Igor did not take account at others’ feeling by violating six maxims in the politeness principle. Hence, Igor as the main character in the novel found himself in troubles in his relationship with girlfriends, wife, and colleagues. Finally, the findings can be used to raise the novel readers’ awareness on the importance of cooperative principle and politeness principle to be applied in real life communication in order to provide knowledge for the readers on how to apply language by making them aware of possible violation. 
Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies Elizabeth Emmanuela Sulistyawati; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3114

Abstract

Students’ self-efficacy and reading strategies have been globally investigated. However, there is a limited number of studies in Indonesia that examined the correlation between self-efficacy and metacognitive reading strategies. This study aimed to find out the correlation between students’ self-efficacy and metacognitive reading strategies, their perceptions of self-efficacy, and their metacognitive strategies. This mixed-method study used a Likert scale questionnaire and interview to collect the data. From the quantitative data analysis, the results show that there is a positive correlation between students’ self-efficacy and metacognitive reading strategies of the Indonesian graduate students, which was significant at the 0.01 level (r = .970, n = 33). The students used the most metacognitive strategies in every stage of reading to a high degree. They also shared different strategies used when students encountered difficulties (St. 5, M=4.12). From the qualitative data analysis, the students applied four different strategies for each reading stage. They also shared the different reasons concerning the use of metacognitive reading strategies. This current study offers one major implication. Since the students’ levels of self-efficacy are affected by extrinsic aspects, teachers need to develop a professional identity that enables them to support students in developing self-beliefs and metacognitive reading strategies.

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