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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
 70   71   72   73   74 
Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning? Annur Rofiq; Utami Widiati; Teguh Sulistyo; Yunita Puspitasari
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.v14i1.7821

Abstract

Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers
Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students Rahmadi Nirwanto; Nur Mukminatien; Nunung Suryati; Anik Nunuk Wulyani
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.v14i1.7824

Abstract

Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.
Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia Aunurrahman Aunurrahman; Jo-Ann Netto-Shek; Dedi Irwan; Muhammad Iqbal Ripo Putra
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.v14i2.7857

Abstract

Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants
Efficiency of phonics-based instruction in developing reading, spelling, and pronunciation fluency among Yemeni EFL primary learners Ameen Ali Mohammed Algamal; Maha Abdu Saleh Altairi
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.v14i2.7884

Abstract

In Yemen, there is a scarcity of research and a lack of application for phonics-based instruction. Hence, the present study aimed to explore EFL teachers' perspectives on the efficiency of phonics instruction in developing reading, spelling and pronunciation fluency among Yemeni EFL learners at primary schools. The study sample comprised 33 EFL teachers from six schools in Dhamar City, Yemen. The participants were asked to give their views and share their experiences on the efficacy of phonics-based instruction in developing the above-mentioned language skills. The participants were selected based on the convenient sampling technique and asked to respond to a questionnaire consisting of 15 statements. The data obtained were analyzed using the SPSS program version 22.0 to display descriptive statistics quantitatively. The results revealed that teaching phonics is so crucial for the development and improvement of learners' reading fluency, spelling mastery, and pronunciation proficiency. In addition, phonics teaching contributes to reducing and/or eliminating the learners' errors in spelling, reading, and pronunciation. The findings highlighted the importance of integrating phonics teaching into the curricula of English in the early stages at Yemeni schools.
Exploring teaching learning barriers, supports, targets, and needs in developing English multisensory media: A case study of Malangnese visually impaired students Galuh Nurul Indah Asri; Nunung Suryati; Lestari Setyowati
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.v14i2.7899

Abstract

It is critical to comprehend and accommodate
Exploring how translanguaging and multimodal learning improve EFL students Dini Hidayati; Yanuarius Yanu Dharmawan; Bayu Andika Prasatyo; Luciana Luciana
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.v14i2.8012

Abstract

Many studies have shown that translanguaging promotes inclusive and dynamic learning environments. However, little is known about multimodal techniques to improve student engagement and satisfaction. The present study aims to examine the impact of these combined strategies on student understanding, motivation, and identity construction in language acquisition. The study involved twenty students in the second semester of the English Language Education Department at a university in Bekasi, West Java, Indonesia. The data were garnered through a quantitative method using a questionnaire and a qualitative method using in-depth interviews. Out of the total number of participants, five students were selected for in-depth interviews to explore rich data on students' emotional, motivational, cognitive, and expressive responses to translanguaging. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results suggest that adding translanguaging and multimodal strategies to the learning environment promotes a more engaging and inclusive atmosphere, thereby enhancing student satisfaction and language proficiency. Conversely, complications were identified for students with diminished proficiency requiring further assistance. The research emphasizes the potential of translanguaging to enhance linguistic competence, student confidence, and motivation, indicating that it is a valuable pedagogical tool in EFL classrooms.
Exploring the perception of English lecturers about incidental vocabulary learning and involvement load hypothesis in their classrooms Teguh Hadi Saputro; Aninda Nidhommil Hima; Santi Prastiyowati
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.v14i2.8020

Abstract

Despite extensive research on vocabulary acquisition, limited attention has been given to how these theories are applied in English as a foreign language (EFL) teaching practices, particularly in Indonesia. This qualitative case study addresses this gap by exploring English lecturers' perceptions and use of incidental vocabulary learning (IVL) and the involvement load hypothesis (ILH) in their classrooms. Data were collected through interviews and classroom observations with five English lecturers from universities in Malang, Indonesia, and analyzed using thematic analysis to identify key patterns and themes. The findings revealed that all participants recognized the importance of vocabulary in language learning and preferred implicit learning methods, such as exposure to authentic language in literature and films. However, the integration of theoretical concepts like vocabulary size and frequency into teaching practices was limited due to constraints such as time and lack of dedicated vocabulary instruction. Moreover, participants were unfamiliar with the ILH, though some of its elements were present in their teaching. The study suggests that better dissemination of research and professional development is essential to bridge the gap between theory and practice, ultimately improving vocabulary instruction in EFL contexts.
The management of English as medium of instruction (EMI) policy at an Indonesian technological institution Santi Erliana; Bambang Yudi Cahyono; Utami Widiati; Yazid Basthomi
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.v14i2.8306

Abstract

Due to its internationalization agenda, higher education institutions (HEI) in Indonesia adopted English as medium of instruction (EMI) programs despite the absence of a national policy document to regulate EMI. Studies on EMI policy in HEI focused on the effect policy could have on the dominant group and gave less highlight on EMI policy implementation management. This case study examined the management of EMI as language policy at the meso-(institutional) and micro-(classroom) levels. The data sources include the institutional policy document related to the EMI program, and interviews with seven EMI officers and seven EMI teachers at a Technological Institute in Indonesia. Using Spolsky's language management framework for the "sensitizing concept," the result of the thematic analysis of the data shows three major categories of EMI policy management: EMI classroom management mechanism, language-related mechanism, and incentivization mechanism. The EMI teachers practice EMI differently in the classroom. Three teachers used English only, while four teachers used multilingualism for content comprehension. The most highlighted managerial and teaching problems come from the students
Unleashing the potential of Indonesian EFL high school students' writing proficiency and self-regulated learning through written corrective feedback Elizabet Afreilyanti; Paulus Kuswandono
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.v14i2.8342

Abstract

Despite the existence of many studies on EFL student writing proficiency, little work reports how written corrective feedback influences EFL senior high school students
Investigating multimedia-aided teaching (MAT) in ESP class: A case study from Sharia Business Law course Tri Pujiati; Arjulayana Arjulayana
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.v14i2.8438

Abstract

Many studies have shown a gradually changed in teaching strategy from conventional to digital classrooms. However, little is about multimedia-aided teaching (MAT) enactment in teaching English for specific purposes (ESP) for Sharia Business Law students in understanding Sharia Business Law terms. This study aims to investigate the use of MAT to improve student's understanding of Sharia Business Law terms. This case study involved 48 students who took an English for Business Law course in the fifth semester at a university in East Java, Indonesia. Data were garnered through observation, questionnaires, and interviews. The quantitative data were analyzed using descriptive statistical analysis, while the qualitative data were analyzed using thematic analysis. The findings show that the students were more enthusiastic about learning ESP by using MAT, and the learning materials and visualization of multimedia (PPT and picture) are interesting. In addition, MAT is effective for teaching ESP in Sharia Business Law courses. This study implies how MAT is used to help the students improve their understanding of the terms of Sharia Business Law.

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