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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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Examining the impact of digital storytelling and video-assisted instruction on speaking performance across self-regulated learning levels in an ESP context Dewi, Desi Surlitasari; Saptiany, Shella Gherina; Ria, Tiara Nove
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9358

Abstract

Recent advances in technology-enhanced language learning (TELL) emphasize innovative methods to improve speaking skills in English for specific purposes (ESP) classes, particularly for Law students. However, research comparing the effectiveness of digital storytelling (DST) and video-assisted instruction (VAI) in developing speaking performance remains limited, particularly in relation to students' self-regulated learning (SRL) levels. This study explores the impact of DST and VAI on speaking performance across SRL levels through a quasi-experimental research design. A total of 48 undergraduate ESP students majoring in Law at a private university in Indonesia were categorized into higher and lower self-regulation groups. The data were collected through an SRL questionnaire and speaking tests and analyzed using two-way ANOVA and independent samples t-tests. The results revealed that students in the DST group significantly outperformed those in the VAI group (Sig. = 0.009). However, no significant interaction effect was found between SRL, instructional approach, and speaking proficiency. The finding implies that DST enhances speaking proficiency by combining structured oral production with creative narrative development, requiring students to rehearse, refine, and integrate linguistic elements in an authentic context. EFL teachers should integrate DST in their classes to improve communication skills in professional and academic settings.
A case study in the use of audio-visual media for teaching listening skills in junior high school EFL classrooms: Perceived effectiveness and challenges Daulay, Ernita
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9432

Abstract

Listening skills are foundational to second and foreign language acquisition. However, traditional teaching methods often fail to address learners' challenges effectively, creating a gap in instructional approaches that support listening comprehension. This study investigated the perceived effectiveness and practical challenges of using audio-visual media to teach listening skills to junior high school students. Employing a qualitative case study design, six purposefully selected English teachers from two schools in Medan, Indonesia, participated in semi-structured interviews, providing insights into their experiences. Thematic analysis revealed that audio-visual media appear to enhance listening comprehension by integrating auditory and visual stimuli, supporting students' understanding of accents, intonations, and conversational contexts while also increasing motivation and engagement. Teachers reported that these tools make lessons more interactive and facilitate efficient material delivery. However, several challenges were identified, including technological disruptions, inadequate facilities, and variations in students' listening abilities, which hinder optimal outcomes. The findings underscore the need for improved infrastructure, targeted teacher training, and tailored instructional strategies to maximize the benefits of audio-visual tools in language education. This study highlights the potential of audio-visual media to enhance listening comprehension and engagement while emphasizing the need to address technological and instructional challenges for effective implementation.
Exploring extensive reading implementation in higher education: A TPACK-based analysis Harimurti, Keke Febrian; Wulyani, Anik Nunuk; Setyowati, Lestari
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.8638

Abstract

Considering multiple analyses on the effectiveness of extensive reading (ER) in higher education, this study addresses the lack of empirical evidence regarding the implementation of ER in higher education, particularly in an Indonesian university. This study explored the importance of understanding how the integration of technological pedagogical and content knowledge (TPACK) in ER practices in a higher education context. Through a qualitative case study involving one lecturer from a state university in East Java, Indonesia, the data were obtained through interviews and classroom observations to facilitate triangulation and ensure its credibility, and then analyzed using thematic analysis. The findings demonstrated that ER was carried out at the university, aligning with the ER principles set forth by Day and Bamford (2002) and Hedgcock and Ferris (2009). Moreover, from the TPACK framework, technology mainly served as a resource, management system, and content delivery tool, facilitating smoother ER practices. The strategic combination of materials and teaching methods also supported ER activities, enabling students to follow instructions and meet course objectives efficiently. Thus, this research offered valuable insights for universities to implement ER courses, providing evidence-based practices for lecturers to optimize teaching methods, tools, and resources on ER practices in higher education settings.
Assessing the effectiveness of interactive grammar-based teaching in enhancing EFL learners’ concord comprehension and learning confidence Handayani, Nengah Dwi; Wardana, I Ketut
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9345

Abstract

Despite various grammar teaching strategies implemented since elementary school, many university students struggle with English concord, resulting in low English proficiency. This study aimed to examine the impact of interactive grammar-based teaching (IGBT) on students’ understanding of English concord and to investigate the correlation between concord comprehension and self-confidence. Using a one-group pretest-posttest design, 20 students participated in a seven-week English concord course, attending weekly 120-minute sessions. Grammar tests and a self-confidence questionnaire were administered to assess students' comprehension and perception of concord. Data analysis included descriptive statistics, paired t-tests, and correlation analysis to evaluate grammar proficiency and confidence levels. The results revealed a significant decrease in concord errors, from 46.5% to 33.25%, indicating an improvement in comprehension from 53.5% to 66.75%. The intervention had a significant impact on students' understanding of concord (Sig. 0.000 < 0.05) and a positive impact on their self-confidence (Sig. 0.000 < 0.05). Key errors identified included overgeneralization, misuse of morphological markers, and insufficient contextual understanding. This study concludes that IGBT enhances EFL students’ grammatical accuracy and self-confidence, highlighting the necessity for interactive grammar teaching strategies. Future research should examine IGBT’s impact on a larger, more diverse student population.
Addressing diverse challenges in teaching reading comprehension: Voices among Indonesian university teachers Budianto, Langgeng; Yuniar, Rendhi Fatrisna; Rohmana, Wahyu Indah Mala
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9191

Abstract

Many students struggle with reading comprehension due to limited vocabulary and lack of background knowledge, often leading to insufficient understanding of texts. While research has extensively explored reading comprehension at primary and secondary levels, challenges in higher education, particularly in Islamic-based institutions, remain underexamined. This study investigates the difficulties faced by Indonesian university teachers in teaching reading comprehension within such a context. Using a mixed-methods approach, the research combined qualitative data from non-participatory observations and semi-structured interviews with quantitative survey data. Participants included three English teachers teaching reading comprehension at a university in Malang, Indonesia, selected through purposeful sampling for their direct classroom engagement and ability to provide first-hand insights. Data analysis involved data reduction, data display, and drawing conclusions to identify recurring themes and patterns, combined with descriptive statistics to summarize survey results of the identified challenges. The findings reveal multifaceted challenges of teaching reading, stemming from both instructional and student-related factors, such as limited vocabulary mastery, low motivation, and inadequate resources. These findings emphasize the need for better professional development, resource management, and strategic intervention to support students and teachers. The study offers valuable insights for policymakers, educators, and researchers to improve instructional practices in Indonesian higher education.
Exploring EFL pre-service teachers’ emotional geographies during teaching practicum: A qualitative case study from Southeast Sulawesi, Indonesia Riski, Riski; Sakhiyya, Zulfa
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9069

Abstract

As a response to interaction with the school environment during teaching practice, emotional experiences in teaching are still a challenge for future English as a foreign language (EFL) teacher candidates. Despite the growing focus on emotional studies, there is a lack of exploration of EFL pre-service teachers' (PSTs) emotional geographies during teaching practicum. To address this gap, it is crucial to investigate PSTs’ emotional geographies in teaching practicum. Hence, this qualitative case study enlisted four EFL PSTs from one of the state Islamic institutes in Southeast Sulawesi who have completed teaching practice in two schools in Kendari, Indonesia. The data were collected through written reflection, interviews, and focus group discussions (FGD). Afterwards, data were analyzed following the thematic analysis (Braun & Clarke, 2006) using the framework of emotional geographies of teaching (Hargreaves, 2001). Results show that participants showed positive and negative emotions during their teaching practice in moral dimensions. Those emotions are implicated in developing their competencies, including professional and cognitive aspects. These emotions influence students' study and follow-through, fostering a positive attitude. The study emphasizes the importance of EFL pre-service teachers developing emotional awareness and building strong connections within schools to successfully address challenges during their teaching practices.
The competence of EFL teachers in mastering genre based texts Mahfud, Rois
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.v1i1.34

Abstract

This study aimed to find out the junior high school English teachers
A case study of an international teaching practicum program in Thailand: Indonesian EFL teacher trainees’ teaching strategies, challenges, and intercultural sensitivity level Rustandi, Andi; Agusandra, Ayuninda; Sugiarto, Bambang Ruby; Febriani, R. Bunga
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9041

Abstract

Research on international teaching practicum (ITP) has revealed challenges for teacher trainees, particularly in advancing their teaching strategy in the context of intercultural context. However, other studies suggest that the program holds the potential for the development of teachers trainees’ skills. This study examines the teaching strategies and difficulties encountered by Indonesian EFL teacher trainees and their intercultural sensitivity level during the ITP program in Thailand. This case study involved three Indonesian EFL teacher trainees participating in the ITP program in Thailand. Data were obtained from questionnaires, observation, and interviews. The quantitative data were analyzed statistically, while qualitative data were analyzed thematically. The findings revealed that participants employed a variety of teaching tactics, including goal setting, working examples, noting similarities and differences, providing recognition, assigning homework, providing feedback, practicing, visual scaffolding, modeled discourse, the grammar-translation approach, and facing some cultural barriers. Furthermore, the intercultural sensitivity level demonstrated that all teacher trainees can interact, appreciate differences, be confident, enjoy, be attentive, and value different perspectives when communicating in multicultural circumstances. The study implies that the ITP program should be continued by facilitating a bridging course to cope with intercultural context.
Incorporating cooperative learning into the Emancipated Curriculum in Indonesia: The English teachers’ perspectives Rachmadhany, Clarita Dianmonica; Wulyani, Anik Nunuk; Setyowati, Lestari
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9046

Abstract

Diminished academic performance and an uptick in bullying necessitate heightened attention to fostering positive student interactions and skills. To address these issues, educators can effectively employ cooperative learning (CL) methods within their classes. This gap in the research underscores the need for a deeper investigation into the teachers’ implementations and weaknesses in CL practices. This research delved into the teachers’ understanding, implementations, and problems with CL in implementing Kurikulum Merdeka or Emancipated Curriculum (EC). It also examines how a professional development program influences teachers’ ability to integrate CL effectively. The twelve participants were English teachers from different places in Indonesia with diverse teaching career stages. A mixed-method approach was employed, involving questionnaires with statistical analysis using SPSS 30 and interviews through thematic analysis. Quantitative findings show that teachers’ activities align with the CL framework, while qualitative data reveal inconsistencies in actual practice. This contrast suggests a gap between perception and implementation, highlighting the need for targeted support to ensure meaningful CL application in classrooms.
Investigating professional identity construction of EFL teachers in informal language institutions through the lens of critical incidents Larasati, Rachelina; Mbato, Concilianus Laos
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9070

Abstract

The professional identity of English as a foreign language (EFL) teachers in formal education has been widely studied, but research in informal education remains limited. This study explores the context of critical incidents (CIs) identified by informal language institutions (ILIs) EFL teachers and how EFL teachers in ILIs negotiate and construct their professional identities using the critical incident technique (CIT). Ten EFL teachers from an informal English course in Yogyakarta, Indonesia, participated through questionnaires and in-depth interviews. Data analysis identified key themes in CIs affecting teachers' professional identity. Results show that within informal language institution, CIs for teachers occurred in the context of the teacher's professional development, students, and direct work environment. The positive CIs, such as student progression and collaborative support, significantly boosted teachers' confidence and teaching effectiveness, whereas negative CIs, such as absenteeism and perceived inequities, posed challenges to their professional growth. Despite its limitations, including small sample size and reliance on self-reported data, the study provides valuable insights into the unique challenges and opportunities of teaching in informal educational settings, offering directions for future research and practical implications for teacher development programs.

Page 46 of 49 | Total Record : 485

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