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
 69   70   71   72   73 
A decade of Indonesian EFL students Firda Rohmatul Aimah; Eko Suhartoyo
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7247

Abstract

The discussion regarding the utilization of peer feedback necessitates careful consideration, particularly within the university context. However, the impact of using peer feedback remains indeterminate. This study investigated Indonesian EFL students' perceptions of implementing peer feedback during synchronous and asynchronous periods. A systematic literature review (SLR) method was applied in this study. The data were gathered using the Lens database, evaluated using PRISMA, and coded based on the research questions. The data were separated into two parts over ten years: synchronous (2012-2018) and asynchronous (2019-2022). The findings indicated positive and negative comments. In terms of positive comments, students claimed they got a better understanding; however, in terms of negative comments, students mentioned that the feedback was questionable. The students implemented peer feedback via online and offline media. For online media, students use social media, such as Instagram, Facebook, and websites. In terms of offline media, students used papers. The students also implemented some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. The current research limitations and suggestions underscore the need for broader investigations across diverse educational levels and geographical contexts, emphasizing the imperative to enhance the study's generalizability and validity.
Indonesian EFL teachers Afif Ikhwanul Muslimin; Aslam Khan
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7286

Abstract

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.
Uncovering EFL students Sania Alinda Mouli Asnas; Ika Hidayanti
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7472

Abstract

Presently, writing research articles causes anxiety for EFL students because they have to modify their writing to fit the English academic writing style, so academic writing is the most difficult skill to master because it requires an intricate process. Therefore, this study aims to uncover the frequent difficulties of academic writing and the coping strategies faced by EFL students. This study used a mixed method. Fifty-five participants from the English Department at a private university in Malang, Indonesia, filled out the questionnaire, and five participants were interviewed. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed thematically. The results showed that students experienced frequent difficulties, namely structure, developing ideas, vocabulary, and grammar, and the most frequent difficulty was grammar. To overcome challenges in grammar aspects, there were four manual coping strategies that they applied such as reading more articles, looking carefully at the function of conjunction, learning more about spelling, capitalization, and punctuation, and editing their work, and three automatic coping strategies that they used, namely using Grammarly, using an online English monolingual dictionary, and using Microsoft Word. The implications are to assist students in identifying and overcoming their frequent difficulties when writing academically.
Gamification in spoken language pedagogy: Indonesian EFL teachers Nurlaila Nurlaila; Anik Nunuk Wulyani; Hermiyanti Tri Halisiana
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.7506

Abstract

Gamification enhances student engagement and learning through problem-solving, storytelling, competition, and rewards, but its success depends on having well-trained teachers. Thus, investigating educators' perspectives on using gamification, particularly in teaching speaking, is essential. The study aims to explore Indonesian EFL teachers
Exploring English language instruction through synchronous virtual meetings in Indonesian EFL context: Pedagogical approaches, opportunities and challenges, and multimedia integration Rizky Eka Prasetya
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7532

Abstract

Despite the increasing adoption of synchronous virtual meetings (SVMs), a notable gap exists in understanding the specific pedagogical approaches favored by educators in Indonesia and the efficacy of student engagement strategies within this context. The study analyzed the strategies used in virtual English language learning meetings in Indonesia, including pedagogical approaches, multimedia integration, and challenges faced. Surveys and interviews were conducted with educators from various institutions in Indonesia using a mixed-method approach with an explanatory sequential design. Findings revealed a diverse range of strategies employed, with direct instruction being the most common approach, followed by flipped classrooms and communicative language teaching. The integration of multimedia resources positively influenced the effectiveness of SVMs, enhancing student engagement and learning outcomes. However, educators faced significant technical issues, student engagement, and assessment complexities. Despite these challenges, SVMs offered opportunities for flexibility, professional development, and global collaboration, enriching the English language learning experience in the Indonesian context. This study highlights the importance of tailored professional development for educators and policymakers to improve their technological integration and pedagogical adaptability.
Increasing global literacy (GL) competence of university students to support the Indonesian International Student Mobility Awards (IISMA) program: Development of GL instructional framework Emy Sudarwati; Esti Junining; Tantri Refa Indhiarti
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7568

Abstract

A preliminary study has found that Indonesian International Student Mobility Awards (IISMA) grantees faced a variety of challenges during their IISMA program at the destination universities. Therefore, this study aims to develop and implement a global literacy (GL) framework to help IISMA students improve their GL competence to survive during their stay in host universities. Ten IISMA awardees studying at one of the state universities in Malang, Indonesia, participated in this study. A qualitative mixed-method design was applied. The data were collected through FGDs, questionnaires, and in-depth interviews. Using a descriptive qualitative analysis, this study proposes a practical framework to aid IISMA students in improving their global literacy competence. The findings were in the form of an instructional framework that can be maximally applied by those who need to prepare students for the IISMA program. It is envisaged that this study can aid in developing GL competencies, enabling subsequent students to fulfill their responsibilities as change agents from a global viewpoint. The framework created in this study provides pedagogical implications for re-creating a subject-specific curriculum that incorporates student practice in GL. The study
Investigating Indonesian EFL preservice teachers Diana Purwati; Fathirma'ruf Fathirma'ruf; Amalia Lakehu; Taufik Taufik
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7625

Abstract

The role of technology in learning English as a foreign language (EFL) remains significant. While numerous studies explored the effectiveness of technology in learning EFL, there is a paucity of research that examines EFL preservice teachers' digital technological awareness and their challenges in using technology in EFL learning. This study aims to investigate EFL preservice teachers' digital technological awareness and their challenges. This case study involved six EFL preservice teachers from the English Education Program at one of the higher colleges in West Nusa Tenggara Province, Indonesia. The data were garnered through in-depth interviews and observations. Thematic analysis was used to analyze the data. The result shows that teachers
Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning Hilyati Fitria Harahap; Rahmah Fithriani
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7796

Abstract

Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.
Indonesian university students Santi Agustin; Ribut Wahyudi
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7817

Abstract

Despite the growing research on translanguaging, additional research is still needed, especially in the students
Exploring the students Vina Kurnia Dewi; Putu Dian Danayanti Degeng; Khairil Azwar Razali
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7818

Abstract

Numerous scholarly investigations have been conducted on students' perceptions of integrating information and communication technology (ICT) in English language teaching (ELT). However, existing research lacks specific exploration of students' perceptions regarding web-based and non-web-based ICT in vocational high schools across perspectives of understanding, ease of learning, and learning challenges. Therefore, this study aims to investigate students' perceptions of ICT integration in ELT, specifically examining web-based and non-web-based ICT across perspectives of understanding, ease of learning, and learning challenges. The research method used was a case study. The research involved six students of the two departments (Engineering and Management) at a vocational high school in Malang, Indonesia, as the participants. Data were collected through interviews and analyzed thematically. Results indicate that, based on perspectives of understanding and ease of learning, students exhibit positive attitudes towards integrating ICT, particularly web-based tools like Canva, Quizizz, and Wordwall, alongside non-web-based tools such as LCD and tablet, citing enhanced learning processes. Conversely, in the perspective of learning challenges, challenges like poor internet connectivity for web-based ICT and operational issues for non-web-based tools persist. This study emphasizes the importance of a balanced approach to ICT integration to meet diverse learning needs.

Page 71 of 78 | Total Record : 775

 69   70   71   72   73 

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): March 2018 Vol 8 No 1 (2018): Issued in 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): JEFL Vol 4 No 2 (2014): JEFL Vol 4, No 2 (2014): September 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): March Vol 2, No 1 (2012): JEFL 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