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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 school students' experiences in performing ideas using Prezi presentation Nur Jamilah; Mutmainnah Mustofa; Sugeng Hariyanto; Fatimatus Zahroh
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3547

Abstract

Using sophisticated technology in EFL has been a source of considerable debate. As a part of the Web 2.0 movement, Prezi lets users generate, produce, and preserve virtual demonstrations. While a substantial study has been conducted on the benefits and downsides of utilizing Prezi presentations, there is scarce research on students' experiences with using Prezi. The study aims to look at pupils' perspectives on using Prezi in learning English to fill the gap. Twenty students from a private secondary school in Mojokerto, Indonesia, were examined. This exploratory qualitative case study used a purposive sampling strategy. They answered ten interview questions, which the researchers examined using content analysis. The findings revealed that students' experiences using Prezi and making Prezi demonstrations could be divided into four primary topics: serviceability, effectiveness, design, and hindrances. Using Prezi, students experienced producing more interactive visuals for their production than standard PowerPoint slides. In line with this study, Prezi's revolutionary features transform the report from a monotonous and direct way into a fascinating, stunning, practical, and nonlinear style. The findings of this study, in practice, demand the implementation of academic tutorials for classroom teachers to construct their core principles of teaching utilizing the Prezi presentation.
Writing strategies by beginning authors of academic genre Abdul Syahid
Journal on English as a Foreign Language Vol 9, No 1 (2019): Issued in March 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i1.952

Abstract

Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collected. The data gathered were repeatedly examined in order to discover some reoccurring patterns. The inductive process delineated the strategies used by the participants when dealing with academic writing. The results show that, in order of priority, the writing strategies employed in their initial writing careers were social, affective, compensation, and cognitive ones. This study contributes to the knowledge of social or contextual factors in writing English academic papers by illustrating which strategies were used and how in order to cope with the writing process. It also suggests writing strategies be adopted by future authors and built in the classes of English as a foreign language.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i1.583

Abstract

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.
Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies Erina Andriani; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.3006

Abstract

Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the quantitative data analysis, the students used most metacognitive strategies to a high degree. The only significantly different strategy use was guessing meaning (F=0.232, p<0.05), where male students used it more often. From the qualitative data analysis, the female students used more strategy variations than the male students (20 and 18 strategy variations respectively).  The students shared some similar and some different reasons to use metacognitive reading strategies. The results suggested the gender influence on male students to make predictions. The findings from this research will prompt English teachers to introduce metacognitive strategies in reading through appropriate instructions and guidance to enable the students to implement and develop their metacognitive strategies in academic reading.
An investigation into L1 interference in Lao EFL students’ writing and translation for curriculum and teaching improvement Khamphone Duangpaserth; Yommala Meunviseth; Sonexay Chanboualapha
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.4105

Abstract

L1 interference in Lao students’ English writing and translation is widely believed to be a source of errors, but it has not been taken into account. As a result, students’ English becomes interlanguage which is considered as an error. This research aimed at investigating the students’ errors in English writing and translation. To collect data, writing and translation tests were administered to 213 (= 30%) EFL university students in the Department of English Language (DEL) in a university in Vientiane Capital, Lao People’s Democratic Republic (Lao PDR). The data were annually analyzed, categorized and counted up participants making errors in percentage. It took approximately six months to finish analyzing errors in 213 English paragraphs and 213 translation-test papers. Both grammatical and lexical errors in sentence level were found due to direct translation word for word from Lao into English. It was also found the percentage of participants making errors in writing and translation was not much different. The results could be used in the curriculum and teaching improvement.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v7i2.501

Abstract

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.
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.
Online discussion forums for rural teacher professional development Ikhsanudin Ikhsanudin
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.v11i1.2087

Abstract

Rural teachers often have difficulties to participate conventionally in professional development programs in towns. This article explains the possibility and challenge of developing an online e-learning program and forum to support rural English teacher capacity building. The research was conducted through a qualitative survey in four districts in two of fourteen counties in Kalimantan Barat province, Indonesia. The data were collected through interview and observation and were analyzed using a three-level classification system that consisted of unidimensional description, multidimensional description, and explanation. The research found that the government regulations, the transportation infrastructure, the internet connection, and the teacher readiness could support the online discussion forum. The possible design to support the forum was an asynchronous discussion forum in social media groups. The challenge was finding motivated and committed teachers to initiate and lead the forums. Based on the discussion and conclusion, the research recommends that external experts mentor the leaders in the first year. When the leaders are ready to manage the groups, the mentor can motivate the leaders to manage the groups autonomously and may collaborate with the external experts to conduct some relevant professional development programs.
Male and female students' uptake in responding to oral corrective feedback Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
Journal on English as a Foreign Language Vol 9, No 1 (2019): Issued in March 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i1.1047

Abstract

This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification. The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.
The contribution of school culture to the learner success factors in e-learning R. Chusnu Yuli Setyo; Suharsono Suharsono; Oikurema Purwati
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i2.884

Abstract

This study aimed to portray how a school culture contributed to the learner success factors in e-learning in the middle school level. The ethnographic case study design was applied to explore the school culture and the e-learning success factors more deeply and holistically. The data were collected through observations and in-depth interviews. The cross-case analysis was used to interpret the data. The subjects of the study were four students who won in the national e-learning competition and the setting of the institution was in SMP Tentara Genie Pelajar (TGP) in Malang. The fundamental finding of the study, that might not be found in other research, was that the high-academic performance culture of this school gave an indirect contribution to the students’ e-learning success factors, such as the students’ motivation, the students’ e-learning self-efficacy, the students’ prior knowledge on the e-learning technical competency, and the students’ interaction and collaboration. This study gave a big implication because an ethnographic case study on the e-learning critical success factors might be never done in Indonesia before.

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