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 775 Documents
 64   65   66   67   68 
EFL teachers Geby Devtiana Maryono; Nenden Sri Lengkanawati
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3130

Abstract

COVID-19 outbreak has shifted the learning and teaching process into distance learning. This situation has challenged the teachers, as the experts suggest, to include learning styles in teaching planning to help students.
EFL teacher educators Muhammad Yunus; M. Faruq Ubaidillah
Journal on English as a Foreign Language Vol 11 No 2 (2021): Issued in September 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.3133

Abstract

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators
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 : Universitas Islam Negeri 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.
A scoping study of Gina Selvira Yanti; Rafika Nurhidayah
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3438

Abstract

Despite the emergence of Dogme ELT in the 2000s, only small numbers of academic research employing this approach were documented, especially in the context of teaching English Speaking skills in Indonesian higher education. Also, as a response to Indonesian students
Strategies of vocabulary learning employed by low-frequency-word level students in international class Vinindita Citrayasa; Elisabeth Marsella; Maria Setyaningsih Nernere
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3535

Abstract

The application and development of vocabulary learning strategies (VLS) lead to acquiring a more extensive vocabulary size and better performance in language acquisition. Students with different proficiencies might employ various VLS in their language learning process. This study aims to describe and analyze the vocabulary learning strategy used by low-frequency-word level students identified by vocabulary size test they took previously. This study adopted mix-method research by using questionnaires and interviews. The participants were university students of international programs majoring in industrial engineering, civil engineering, and business and economics. The students were identified in low-frequency-word level who were considered able to understand wide reading and specialized study. The findings showed that low-frequency-word level students primarily used dictionary, guessing, and activation strategies. The social strategy was identified as another alternative strategy to learn vocabulary. Google Translate was the most popular translating tool due to its practicality. Guessing meaning strategy was done when failing to find the desired words using an online translation machine. Moreover, the students used social media as the platform to implement the activation strategy. Meanwhile, note-taking, rehearsal, metacognitive strategies belong to the least used VLS as the students are not into intentional vocabulary learning.
The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching Nina Inayati; Alimin Adi Waloyo
Journal on English as a Foreign Language Vol 12 No 2 (2022): Issued in September 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3546

Abstract

Game-based English learning was considered as one of the effective techniques to develop student learning motivation and engagement. It is popular due to today's more advanced gadget technology and the COVID-19 pandemic requiring students to study from home. Much research on the gamification of English learning in various countries involving different age levels was conducted. However, very few research focused on Quizziz-online gamification for English learning purposes in the context of junior high students. This research investigated the level of students' engagement and learning outcomes of Quizziz-online gamification on English learning development in junior high school. This case study involved a secondary school English teacher and 62 students in the 9th grade at a private junior high school in Batu City, East Java Province, Indonesia. The data collection methods were observation, interview, and students' test results. Based on the descriptive and thematic analysis, it was found that gamification affected students' engagement, better active participation, and discipline. However, their English learning outcomes were dynamic. Thus, integrating an internet-based game, Quizziz, in English instruction with more cognitively driven approaches is worth implementing for better English outcomes.
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 : Universitas Islam Negeri 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.
Undergraduate students Lutfin Nurbuat; Moh. Arif Mahbub; Ifan Andri Firdaus
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3610

Abstract

Many academic works of literature have acknowledged Google Classroom (henceforth, GC) in assisting pedagogical practices, particularly for virtual classroom instructions. Yet, there has been limited research about GC investigating participants' views about GC-mediated instructions in an EFL setting. This study investigated Indonesian undergraduate students' perceptions of GC integration in the EFL context. This sequential explanatory mixed-methods aimed to investigate the undergraduate students' views about GC utilization in the EFL domain. Six participants from a private university in Jember, Indonesia, were voluntarily involved in this study. Data were collected through a web-based questionnaire and a series of semi-structured interviews to get in-depth information with respect to their opinions related to GC integration in such a context. The findings report that GC has been recognized for its ease of use, being easily accessible, promoting teacher-student interactions, and creating a more interactive online learning atmosphere. The study concluded with the proposition that the majority of participants were affirmative in accepting GC in their virtual classroom. The analysis also revealed implications for both EFL teachers and students. Limitations and recommendations were then provided.
Mandating teaching approaches stifles innovation: a case against Luqman Baehaqi
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3837

Abstract

The article discusses the primacy of Systemic Functional Linguistics (SFL) in research and pedagogy on second language (L2) writing in Indonesia. Indonesian academics use SFL theory as a shell to value arguments and observations in the methodological literature of L2 writing, demonstrating how the theory transforms into an "instrument reliable for scaffolding thinking, for propelling knowledge and ideas forward" (Thomas, 2007, p. 44) in their research and practice. The hijacking of an educational researcher's thought process and methodology by a linguistic paradigm serves only to reinforce the researchers' lack of confidence in challenging the established and recognized paradigm. Numerous articles from reputable local publications were gathered and analyzed. The paper concludes that researchers working in Indonesiashould commit to conducting more thought experiments to learn and support critical refection over and above imitating
"Fear, greed, and dedication": the representation of self-entrepreneurship in international English textbooks Yuto Wahyuto; Joko Nurkamto
Journal on English as a Foreign Language Vol 12 No 2 (2022): Issued in September 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3898

Abstract

A number of studies have reported neoliberal representation in English textbooks in a variety of contexts around the world. However, the study focusing on self-entrepreneurship as one of the critical neoliberal tenets is scantily addressed. To fill this void, the present study seeks to investigate the representation of self-entrepreneurship deliberately inculcated in English textbooks. Anchored in critical discourse analysis and Halliday

Page 66 of 78 | Total Record : 775

 64   65   66   67   68 

Filter by Year

2011 2026


Reset
Filter By Issues
All Issue Vol 16 No 2 (2026): Issued in September 2026 Vol 16 No 1 (2026): Issued in March 2026 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 2 (2022): Issued in September 2022 Vol 12, No 1 (2022): Issued in March 2022 Vol 12 No 1 (2022): Issued in March 2022 Vol 11 No 2 (2021): Issued in September 2021 Vol 11, No 2 (2021): Issued in September 2021 Vol 11 No 1 (2021): Issued in March 2021 Vol 11, No 1 (2021): Issued in March 2021 Vol 10, No 2 (2020): Issued in September 2020 Vol 10 No 2 (2020): Issued in September 2020 Vol 10, No 1 (2020): Issued in March 2020 Vol 10 No 1 (2020): Issued in March 2020 Vol 9, No 2 (2019): Issued in September 2019 Vol 9 No 2 (2019): Issued in September 2019 Vol 9 No 1 (2019): Issued in March 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 2 (2018): Issued in September 2018 Vol 8, No 1 (2018): Issued in March 2018 Vol 8, No 1 (2018): March 2018 Vol 8 No 1 (2018): Issued in March 2018 Vol 7 No 2 (2017): Issued in September 2017 Vol 7, No 2 (2017): Issued in September 2017 Vol 7, No 2 (2017): September 2017 Vol 7, No 1 (2017): March 2017 Vol 7 No 1 (2017): Issued in 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 2 (2016): Issued in September 2016 Vol 6, No 1 (2016): Issued in March 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): JEFL Vol 5, No 2 (2015): JEFL Vol 5, No 2 (2015): September Vol 5, No 1 (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 2 (2014): JEFL Vol 4 No 1 (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 2 (2013): JEFL Vol 3, No 1 (2013): March Vol 3, No 1 (2013): JEFL Vol 3 No 1 (2013): JEFL Vol 2, No 2 (2012): September Vol 2 No 2 (2012): JEFL Vol 2, No 2 (2012): JEFL Vol 2, No 1 (2012): JEFL Vol 2 No 1 (2012): JEFL Vol 2, No 1 (2012): March Vol 1, No 2 (2011): September 2011 Vol 1, No 2 (2011): Issued in September 2011 Vol 1 No 2 (2011): Issued in September 2011 Vol 1, No 2 (2011): September Vol 1, No 1 (2011): JEFL Vol 1, No 1 (2011): March Vol 1 No 1 (2011): JEFL More Issue