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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 775 Documents
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Interlanguage syntactic temporary, permanent, and fossilized errors in second language writing Andi Rustandi; R. Bunga Febriani; Maria Teresa Asistido; Syafryadin Syafryadin
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6090

Abstract

Although writing argumentative essays has been widely investigated, limited research has focused on types of syntactic fossilization errors, let alone in doctoral students of English department contexts. This study investigated the interlanguage temporary, permanent, and fossilized errors in the second language writing of seven doctoral students from one private university in Jakarta, Indonesia. The study employed a linguistics content analysis method using the argumentative essay products taken from the course of Lexicology and Lexicography during one semester. The data were analyzed using the framework of four syntactic fossilization errors: verb omission, subordination, double verb, and passive voice. In addition, inter-rater reliability was used to measure the trustworthiness of fossilized error analysis in students' argumentative essays. The findings revealed that the doctoral students made four fossilized errors: subordination, omission, double verb, and passive voice. However, verb omission and sub-ordination emerged as temporary fossilization errors and a double verb and passive voice as permanent syntactic fossilization errors in writing argumentative essays. This result suggests that doctoral students need a bridging course to reduce all kinds of errors in writing an argumentative essay as the requirements before they join the real classroom.
The top-down strategies in an EFL class of the vocational high school: an experimental study on enhancing students Badrun Larandang; Nur Sehang Thamrin; Andi Naniwarsih; Fikriani Aminun Omolu; Nadrun Nadrun
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6269

Abstract

Despite numerous studies emphasizing the benefits of using background knowledge and vocabulary in EFL listening courses, there is a lack of rationale for implementing top-down strategies that holistically integrate prior knowledge, vocabulary enhancement, and self-assessment. In order to address the issues, this study aimed to investigate the effectiveness of the teacher's top-down strategies in improving students' listening skills. Therefore, we utilized pre-experimental research, particularly a one-group pretest-posttest design, to ascertain the strategies
Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia Nurti Rahayu; Dwi Sloria Suharti
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6280

Abstract

Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.
The effectiveness of combining the keyword mnemonic with retrieval practice on L2 vocabulary learning in Taiwanese EFL classes Chia-Hui Chiu; Chad F. Hawkins
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6313

Abstract

Previous research suggests that combining the keyword mnemonic and retrieval practice produces significant benefits for L2 vocabulary learning, but only for the receptive aspect. This study examines the effectiveness of combining the two methods for productive L2 vocabulary learning. Forty-two 8th-grade Taiwanese EFL learners participated in a four-week instructional treatment. They were divided into three groups with a similar spread of English vocabulary sizes. The learning materials consisted of 21 English words unknown to the participants and equally divided into three sets of equivalent difficulty. Three learning conditions (combined method, retrieval practice, and control) were rotated for each group so that each condition was applied to each set of words one time by one of the three groups. A productive vocabulary test was designed to measure the retention of the words at three different time points after the treatment. Repeated measures ANOVAs revealed that the combined method performed similarly to retrieval practice in the immediate and the one-week delayed posttests but significantly outperformed retrieval practice in the four-week delayed posttest. The predicted superiority of using the combined method over retrieval practice alone in the productive aspect of EFL vocabulary learning over the longer term was confirmed in the present study.
Eco-ELT for environmental research and praxis in ELT Jepri Ali Saiful
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6335

Abstract

Global environmental catastrophes affecting present planetary ecosystems necessitate immediate and coordinated actions from all sectors and disciplines, including English language teaching (ELT). ELT shares the responsibilities with other disciplines to address ecological crises like climate change and biodiversity loss. However, environmental research and praxis in ELT lack of movement due to lack of unifying concept. An existing related concept, Eco-ELT, focuses solely on ecocriticism approach in ELT, limiting its scope. In fact, environmental research and praxis in ELT can take many forms, approaches, and models. For that reason, this conceptual article extends the Eco-ELT by elaborating on its philosophical standpoints: ontology, epistemology, and axiology. It also presents the Eco-ELT principle and framework of practice for English teachers, curriculum designers, and policymakers to implement the Eco-ELT intervention in English education. Finally, it elucidates the Eco-ELT research principle and area. These complete elaborations of the Eco-ELT aim to enhance and organize the structure of environmental movement in ELT and advance the contributions of ELT in decolonizing the Earth.
The parental language policy on children's language acquisition: a case of international family Faridatul Istighfaroh; Sonny Elfiyanto; M. Faruq Ubaidillah
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6339

Abstract

Discussing second language acquisition (SLA) from the perspective of one same-nationality family has been massively conducted. However, the recent study regarding SLA in toddlers in mixed-marriage families, especially with Indonesian mothers, has not been previously observed. Directed to the study demonstrated by Li (2007), this present study aimed to examine the three essential marks of family roles on their children's acquisition, such as the parent's literacy accomplishment, the daily occupation choice and opportunity, and adaptation as well as integration into the local country. Two families with Sudan-Indonesia and America-Indonesia backgrounds participated as research subjects. The narrative inquiry method through interviews (see Duff, 2019) was employed to gain the data. Then, the data were analyzed by using Braun and Clarke
Poetry for EFL classroom: Students’ self-expression and the creative process behind its creation Arifah Mardiningrum; Nisrina Adriyanthi
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6448

Abstract

In learning and teaching English as a foreign language, poetry has been used in several non-literary classes but in relatively small proportions, and the foci were mainly not on the students' self-expression and individual creative process. This research aims to understand the experiences of student-teachers majoring in English in using poetry as a means of self-expression and their creative process. This study was conducted with a qualitative approach involving six student-teachers enrolled in the English Language Study Program of a Southern Yogyakarta University, Indonesia. Data were collected through in-depth interviews and analyzed through coding. The results show that poetry became a place for self-reflection, sharing personal experiences, a place for self-awareness, and freedom of expression. Meanwhile, the creative process that the students experienced consists of receiving examples, reliving memories, free writing, finding the right place and atmosphere, writing and re-writing, and receiving and responding to feedback. The study implied that poetry could benefit students with a planned and lengthy process. The study might contribute to the field of language education by providing insights into how poetry can be incorporated into the teaching and learning process.
Capturing the teaching of English oral skills in an Indonesian university: classroom activities and pedagogical challenges Evi Puspitasari; Melliana Fitria Eka Dewi
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6466

Abstract

In the context of English as a foreign language, listening and speaking skills are frequently discussed in isolation. In fact, to improve students' language mastery, the skills had better be taught in an integrated way. This research aimed to unveil activities for teaching oral skills that teachers implemented and discussed their challenges in the implementation. The data of this case study were obtained by observing three classes and interviewing three university teachers who taught integrated listening and speaking skills in an English language education department of a university in Indonesia. To analyze data gained from the interview, we used open, analytical, axial, and selective coding to identify the emerged themes using thematic analysis. Findings revealed that discussion, information gap, role play and simulation, and oral presentation were applied in the classrooms. The study also revealed that the challenges of applying the activities come not only from the students' side, such as their anxieties, low participation, and tendency to use their first language, but also from the teachers' part regarding their classroom management skills. Those findings implied that the success of oral skill instruction is achievable through various activities that involve students' listening and speaking skills at once.
Exploring EFL students' perceptions and perspectives among different genders on native English teachers I Ketut Wardana
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6474

Abstract

Corrective feedback (CF) can encourage students to establish realistic learning objectives. Nevertheless, there has been limited investigation on how EFL learners perceive and view feedback delivered by English native teachers, particularly in relation to gender differences. Hence, this study aimed to correlate student perception with perspectives on native English teachers
Screen distractions and vocabulary gains in Memrise mobile-assisted vocabulary learning (MAVL) setting Azwar Abidin
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6500

Abstract

Despite the significance of investigating the impact of screen distractions on mobile-assisted vocabulary learning (MAVL), research in this area is limited. This experimental study investigated the impact of screen distractions on participants

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