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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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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.
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.
EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications Naima Al-husban
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 | DOI: 10.23971/jefl.v9i2.1288

Abstract

This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.
Developing cooperative integrated reading and composition-based role-playing game application as an alternative media in the reading learning Nina Sofiana
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.v8i2.887

Abstract

The objective of this study is to develop Role-Playing Game (RPG) application as an alternative media in reading learning. The developed RPG application is based on Cooperative Integrated Reading and Composition (CIRC). The implementation of the developed RPG application is aimed to provide learning materials of reading skill in more attractive way to generate an innovative learning environment in which the students will not be uninterested in the learning process. The study is education research and development (R&D) which consisted of research and information collecting, planning, developing product form, expert validation, product revision, field testing and developing final product.  The subjects are the students and English teachers from one of vocational schools in Pati, Central Java, Indonesia. The instruments of this research are observation, documentation and questionnaire. Using qualitative and quantitative data analysis, the media developed contained some texts and it belonged to good category as the result of validation from material and media experts. After the developed media was used in reading learning, it was found that the students had positive response toward it. Thus, it can be deduced that the RPG application developed can be used as a media in learning process of reading skill.
Promoting pre-service English teachers’ technological awareness in ELT: narratives from a border area of Indonesia Lita Liviani Taopan; Renol Aprico Siregar
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.v11i2.2866

Abstract

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.
Syntactic complexity in Iranian learners' English writing and speaking Sarah Yazdani
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.v8i1.718

Abstract

This study is aimed at demonstrating the use of syntactic complexity in Iranian learners’ English written and spoken discourse using quantitative-qualitative approach. To fulfill this purpose, forty-five female Iranian students from 3 branches of a private language institute in Mashhad were recruited. The subjects were divided into three groups based on Cambridge Placement Test results: elementary, intermediate, and advanced. All groups (each 15 participants) were asked to write a 200-word essay on a topic. Thereafter, the essays were examined manually for the T-units according to the classification used by the experts. In the follow-up phase of the study, participants were asked to attend an interview on the same topic of their writings to evaluate the usage of C-units in their speaking. The findings illustrate the fact that the most frequent element in macro level was clause in both writing and speaking, while in micro level, there were significant differences between elementary group & intermediate group and between the elementary group and advanced group in writing skill and there was a significant difference between elementary group & advanced group in using subordinate clauses in speaking. A future study investigating syntactic complexity in other skills such as reading would be very interesting.
Cultural representation and intercultural interaction in textbooks of English as an international language Tomy Kartika Putra; Dewi Rochsantiningsih; Slamet Supriyadi
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.v10i1.1766

Abstract

The present study attempts to scrutinize the manifestation of cultures and intercultural interactions in English textbooks. It investigates three English textbooks for twelfth-grade students produced by three relatively major publishers in Indonesia by employing cultural content and intercultural interaction analysis. The findings show that the examined textbooks do not appropriately demonstrate cultural diversity in the international context as cultures of Indonesia and English-speaking countries have their dominancy. Also, the textbooks mostly demonstrate intercultural interactions in fragmented, limited, and superficial ways. Some recommendations are addressed for future textbooks authors and publishers as well as English teachers. The results suggest textbook publishers and authors include more the material about international culture and to provide more the demonstration of deep intercultural interaction. Moreover, teachers need to be creative by adding supplementary cultural materials to patch up the shortcomings of the textbooks.
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.
Use of questioning strategy to facilitate students’ reading comprehension in Taiwan Ike Irawati
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 | DOI: 10.23971/jefl.v9i2.1375

Abstract

This study investigates individual differences arising from strategy instruction, questioning strategy, based on the problems found through miscue analysis. This qualitative study also investigates students’ motivation toward the strategy taught. The participants were a college student in Taiwan, consisted of one high-achieving student and one low-achieving student. Both were on the same language proficiency level (level C). They were asked to complete miscue pre and post-test and took eight meetings of tutorials (four meetings for teacher-generated questions and four meetings for student-generated questions). An interview was also conducted to find out their motivation toward the strategy. The instructional materials were taken from an English magazine specially designed for Taiwanese, called Studio Classroom. Results indicated that the strategy did not work well in both students as their motivation interfered their reading performance. This study concludes that the strategy works better in higher motivation student. Since motivation affects students' reading performance, therefore, this study suggests that raising students' motivation in the teaching process is crucial to reach better reading performance.
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.

Page 36 of 49 | Total Record : 485

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