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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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When EFL learner identity intersects with their investment: Stories from Indonesia M. Faruq Ubaidillah; Sonny Elfiyanto; Andri Jamaul Rifiyani; Syaiful Islam
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.v14i2.8475

Abstract

Current research has looked at learner identity as a single construct and is studied as a separate entity from English as a foreign language (EFL) learners
Investigating Google Sites in the intensive and extensive listening classroom in EFL context: Implementation and students Syilva Adisty Ruswandi; Pupung Purnawarman; Muhammad Handi Gunawan
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.v14i2.8487

Abstract

Numerous scholarly investigations have been conducted on students' perceptions of implementing Google Sites in various learning environments, including English as a foreign language (EFL) context. However, some existing research lacks specific exploration of the use of Google Sites in both intensive and extensive listening classrooms in tertiary education. This study aims to investigate the implementation of Google Sites in that specific listening classroom. This case study involved twenty-two first-year students in English language education at one of the public universities in Bandung, Indonesia. Data were collected through classroom observation, students' reflection, and semi-structured interviews, and they were analyzed thematically using NVivo as a helping tool. Results indicate that, according to the implementation and the ease of using Google Sites in their listening classroom, students generally hold positive attitudes towards Google Sites, finding it beneficial to improve their listening skills along with their creativity. Conversely, some students experience challenges that evolve around poor internet connectivity, accessibility, and adjustability of the website. This study promotes Google Sites as an alternative learning tool to assist both teachers and students in meeting their learning objectives in a fun and creative way.
Exploring extensive reading implementation in higher education: A TPACK-based analysis Keke Febrian Harimurti; Anik Nunuk Wulyani; Lestari Setyowati
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.
Exploring teachers Sitti Nurfaidah; Ulfah Khairunnisa; Suhartini Syukri; Patrick Anthony P. Jamilarin
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.v14i2.8863

Abstract

Despite the growing body of research on corrective feedback in foreign language learning, there remains a gap in understanding the specific strategies utilized by EFL teachers as observed by pre-service teachers firsthand. Based on the observed experiences of EFL pre-service teachers during their observational field teaching practice, this study aims to analyze how English teachers give their corrective feedback. This study employed a qualitative research approach with a case study design. Eleven Indonesian EFL pre-service teachers who had finished their field teaching practice were involved in the study. The qualitative data were gathered using reflective Focus Group Discussions (FGD) and semi-structured interviews. The result of qualitative data analysis revealed three emerging themes of teachers
Academic and social challenges faced by undergraduate EFL students in a non-English-speaking country: Lesson learned from the Indonesian International Students Mobility Awards (IISMA) program Latifah Nurfitriana; Maria Teodora Ping; Yuni Utami Asih
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.v14i2.8892

Abstract

Many studies have discussed the challenges faced by international students in English-speaking countries, but little focus on the academic and social challenges in non-English-speaking countries. This study aims to investigate the academic and social challenges faced by undergraduate EFL students in a non-English-speaking country during the Indonesian International Students Mobility Awards (IISMA) program. This case study involved two participants of undergraduate Indonesian students purposively selected from the IISMA program at a state-partnered university in Olomouc, Czech Republic. The data were collected through interviews and reflective journals, and they were analyzed deductively using thematic analysis. The findings show that students have substantial challenges due to the requirement to understand varied English accents and the lack of a shared native language in the IISMA program. However, the students enhanced their English skills by interacting with local people and experiencing social and academic challenges. Despite these limitations, the use of supportive teaching methods and peer interactions enhances students' English proficiency and overall academic experience, even in non-English-speaking contexts like the Czech Republic. This suggests that such approaches could be widely applicable in similar educational environments, offering potential insights for improving language education
A case study of an international teaching practicum program in Thailand: Indonesian EFL teacher trainees’ teaching strategies, challenges, and intercultural sensitivity level Andi Rustandi; Ayuninda Agusandra; Bambang Ruby Sugiarto; R. Bunga Febriani
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 local content stories into innovative e-book development for high school students in Central Kalimantan, Indonesia Misrita Misrita; Ikrimah Ikrimah; Bahing Bahing
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.v14i2.9045

Abstract

Many studies have shown the enhancement of student engagement by integrating local content into digital learning resources. However, little is known about the interactively and culturally relevant materials in incorporating customizable and engaging content for students. The present study aims to develop an e-book focusing on narrative texts that incorporate local content stories for high school students in Central Kalimantan, Indonesia. This research and development study utilized the ADDIE model and TPACK framework. The research involved 35 students in the eleventh grade at the senior high school. It also involved three English teachers and three external validators. Data were garnered through questionnaires, observations and interviews. The quantitative data were analyzed using descriptive statistics analysis, and qualitative data were analyzed using thematic analysis. Results show that expert validation indicated high-quality media presentation and local content integration. In addition, students
Incorporating cooperative learning into the Emancipated Curriculum in Indonesia: The English teachers’ perspectives Clarita Dianmonica Rachmadhany; Anik Nunuk Wulyani; Lestari Setyowati
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.
Exploring EFL pre-service teachers’ emotional geographies during teaching practicum: A qualitative case study from Southeast Sulawesi, Indonesia Riski Riski; Zulfa Sakhiyya
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.
Investigating professional identity construction of EFL teachers in informal language institutions through the lens of critical incidents Rachelina Larasati; Concilianus Laos Mbato
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 73 of 78 | Total Record : 775

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