cover
Article Per Year (5 Year)
All
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
Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
  • Website
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
 30   31   32   33   34 
The effects of authentic materials on students’ writing of procedural text Zulida Arifa
Journal on English as a Foreign Language Vol 1, No 2 (2011): Issued in September 2011
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v1i2.194

Abstract

The objective of the study was to find whether there was a significant difference between the students taught using authentic materials and the students taught using non-authentic materials on the students’ writing score. The quasi-experimental design was applied in this study. The population was all the tenth year students at MAN Model Palangka Raya. The samples were determined using purposive sampling. The samples were XA as the experiment group and XB as the control group. The collected data were obtained from test and documentation. The main data were analyzed using ttest formula and SPSS 17.0. The results showed that the mean of pre-test score in experiment group was 59.76 and the mean of post-test score was 72.9. The value difference of both means was 13.14. The mean of pre-test score in control group was 53.8 and the mean of post-test score was 58. The value difference of both means was 4.2. It means that teaching writing procedural text using authentic materials was more effective than teaching writing procedural text using non-authentic materials because the authentic materials taught was appropriate with the level of students’ ability in this study.
The realization of e-books for teaching as reflected by by EFL teachers of Islamic Junior High School (MTs) Nana Priajana; Luqman Baehaqi
Journal on English as a Foreign Language Vol 2, No 1 (2012): Issued in March 2012
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v2i1.50

Abstract

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 teachers’ 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. 
Reading theories and reading comprehension Maria Novary Ngabut
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.v5i1.89

Abstract

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. 
Examining EFL students' ISEB and OSEL amidst internet-based online learning environment during COVID-19 pandemic Margareta Lisa Merrynda; Ive Emaliana; Hamamah Hamamah
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.v12i1.3150

Abstract

Students are becoming adapted to online self-regulated learning (hereafter, OSEL), which is closely related to students' internet-specific epistemic beliefs (hereafter, ISEB), as the internet became an important platform for the teaching process during the Coronavirus disease (COVID-19) pandemic. This study is aimed at researching the relationship between OSEL and ISEB among EFL students and after establishing the prediction. Data were collected through the questionnaires using the ISEB questionnaire (Kammerer et al., 2015) and the OSEL questionnaire (Zheng et al., 2016). Approximately 140 undergraduate students enrolled in the seventh semester of the English language education study program at a reputable university in Malang, Indonesia involved in this study. Interviews were then conducted to confirm the findings obtained from the questionnaires. The findings showed a substantial correlation between EFL students' ISEB and OSEL, with a correlation coefficient .555 and p-value .000. It also predicted that the higher EFL students' ISEB, the higher their OSEL too. The interview results elucidated support for this prediction. Students' ISEB and OSEL can help them solve their academic problems. Therefore, some pedagogical implications are described to promote better English learning, which uses the internet as one of the media of instruction.
Research problems in S-2 theses Nirwanto, Rahmadi
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.v1i1.33

Abstract

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.
The role of awareness in second language development Fahriany Fahriany
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.v4i1.73

Abstract

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 will  briefly describe current theoretical approaches to the role of awareness in language learning,  review recent studies that have employed verbal reports to investigate the effects of awareness on L2 development, and  provide, based on the review, some awareness-raising pedagogical tasks for the L2 classroom setting.
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.
Maxims violations in literary work Widya Hanum Sari Pertiwi
Journal on English as a Foreign Language Vol 3, No 2 (2013): Issued in September 2013
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v3i2.64

Abstract

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 readers’ 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 characters’ utterance, (4) implicating message, (5) indirectly characterizing characters, and (6) creating ambiguous setting. 
Developing materials of writing course using graphic organizers for the English department students Tazkiyatunnafs Elhawwa
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.v5i2.371

Abstract

The study is intended to develop Writing III Course materials using graphic organizers for the fourth-semester students of English Education Study Program of IAIN Palangka Raya. The Research and Development (R & D) design was employed in this study. It included the stages:  need analysis, description of the purpose, selection and development of material type, production of proto-material, production of pedagogical material, expert validation, field testing (trying-out), evaluation and revision (evaluation from try-out and the expert, and final product. The final product of this study was the instructional materials (six units for nine meetings) covering introduction to the essay (unit 1 for meetings 1-4), the illustration essay (unit 2 for meeting 5), the classification essay (unit 3 for meeting 6), the process essay (unit 4 for meeting 7), the comparison contrast essay (unit 5 for meeting 8), and the cause and effect (unit 6 for meeting 9). Each unit consisted of learning objective, topic, sub-topic, description, relevancy, and keywords. The materials serve for appropriate topics, clear models, stimulating learning, relevant activities, clear example, graphic organizers, and providing strategies.
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.

Page 32 of 49 | Total Record : 485

 30   31   32   33   34 

Filter by Year

2011 2025


Reset
Filter By Issues
All Issue Vol 15 No 2 (2025): Issued in September 2025 Vol 15 No 1 (2025): Issued in March 2025 Vol 14 No 2 (2024): Issued in September 2024 Vol 14 No 1 (2024): Issued in March 2024 Vol 13, No 2 (2023): Issued in September 2023 Vol 13 No 2 (2023): Issued in September 2023 Vol 13 No 1 (2023): Issued in March 2023 Vol 13, No 1 (2023): Issued in March 2023 Vol 12, No 2 (2022): Issued in September 2022 Vol 12, No 1 (2022): Issued in March 2022 Vol 11, No 2 (2021): Issued in September 2021 Vol 11, No 1 (2021): Issued in March 2021 Vol 10, No 2 (2020): Issued in September 2020 Vol 10, No 1 (2020): Issued in March 2020 Vol 9, No 2 (2019): Issued in September 2019 Vol 9, No 1 (2019): Issued in March 2019 Vol 8, No 2 (2018): September 2018 Vol 8, No 2 (2018): Issued in September 2018 Vol 8, No 1 (2018): Issued in March 2018 Vol 8, No 1 (2018): March 2018 Vol 7, No 2 (2017): September 2017 Vol 7, No 2 (2017): Issued in September 2017 Vol 7, No 1 (2017): March 2017 Vol 7, No 1 (2017): Issued in March 2017 Vol 6, No 2 (2016): September 2016 Vol 6, No 2 (2016): Issued in September 2016 Vol 6, No 1 (2016): Issued in March 2016 Vol 6, No 1 (2016): March 2016 Vol 5, No 2 (2015): Issued in September 2015 Vol 5, No 1 (2015): Issued in March 2015 Vol 4, No 2 (2014): Issued in September 2014 Vol 4, No 1 (2014): Issued in March 2014 Vol 3, No 2 (2013): Issued in September 2013 Vol 3, No 1 (2013): Issued in March 2013 Vol 2, No 2 (2012): Issued in September 2012 Vol 2, No 1 (2012): Issued in March 2012 Vol 5, No 2 (2015): September Vol 5, No 2 (2015): JEFL Vol 5, No 1 (2015): JEFL Vol 5, No 1 (2015): March Vol 4, No 2 (2014): September Vol 4, No 2 (2014): JEFL Vol 4, No 1 (2014): March Vol 4, No 1 (2014): JEFL Vol 3, No 2 (2013): JEFL Vol 3, No 2 (2013): September Vol 3, No 1 (2013): March Vol 3, No 1 (2013): JEFL Vol 2, No 2 (2012): September Vol 2, No 2 (2012): JEFL Vol 2, No 1 (2012): March Vol 2, No 1 (2012): JEFL Vol 1, No 2 (2011): Issued in September 2011 Vol 1, No 2 (2011): September 2011 Vol 1, No 2 (2011): September Vol 1, No 1 (2011): JEFL Vol 1 No 1 (2011): JEFL Vol 1, No 1 (2011): March More Issue