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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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Rhetorical analysis in scholarly texts: Insights into introduction and literature review patterns Anis Firdatul Rochma
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.v15i1.9095

Abstract

The rhetorical moves of doctoral students remain underexplored compared to published authors. Addressing this gap offers insights into academic writing development. This study explores rhetorical differences in research article introductions and literature reviews by comparing the strategies of doctoral candidates in linguistics and language education with those of authors in Scopus-indexed journals to highlight their impact on clarity. A mixed-method approach was employed, integrating qualitative analysis using Morley’s (2014) Academic Phrasebank and quantitative data to identify patterns in rhetorical strategies, offering a comprehensive view of writing practices across academic levels. The findings reveal a significant difference in the rhetorical devices used, with Scopus-indexed articles featuring a more complex range of patterns which doctoral students less frequently utilize. These findings underscore the necessity for enhanced academic writing instruction that equips doctoral students with rhetorical strategies. This research provides key insights for academic writing pedagogy, advocating for the integration of targeted approaches such as advanced writing workshops, structured peer review, and the use of rhetorical analysis frameworks to foster the development of writing sophistication and meet publication standards. This research offers valuable insights into academic writing pedagogy, emphasizing the importance of rhetorical sophistication in achieving publication standards.
Addressing diverse challenges in teaching reading comprehension: Voices among Indonesian university teachers Langgeng Budianto; Rendhi Fatrisna Yuniar; Wahyu Indah Mala Rohmana
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.v15i1.9191

Abstract

Many students struggle with reading comprehension due to limited vocabulary and lack of background knowledge, often leading to insufficient understanding of texts. While research has extensively explored reading comprehension at primary and secondary levels, challenges in higher education, particularly in Islamic-based institutions, remain underexamined. This study investigates the difficulties faced by Indonesian university teachers in teaching reading comprehension within such a context. Using a mixed-methods approach, the research combined qualitative data from non-participatory observations and semi-structured interviews with quantitative survey data. Participants included three English teachers teaching reading comprehension at a university in Malang, Indonesia, selected through purposeful sampling for their direct classroom engagement and ability to provide first-hand insights. Data analysis involved data reduction, data display, and drawing conclusions to identify recurring themes and patterns, combined with descriptive statistics to summarize survey results of the identified challenges. The findings reveal multifaceted challenges of teaching reading, stemming from both instructional and student-related factors, such as limited vocabulary mastery, low motivation, and inadequate resources. These findings emphasize the need for better professional development, resource management, and strategic intervention to support students and teachers. The study offers valuable insights for policymakers, educators, and researchers to improve instructional practices in Indonesian higher education.
Exploring the authentic needs of prospective ESP teachers in contributing to ESP teacher education: Indonesian ESP teachers’ perspectives Banatul Murtafi'ah
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.v15i1.9206

Abstract

English for specific purposes (ESP) teacher training for pre-service English teachers is needed due to the growing need for English in many professions. Though ESP teacher training is needed, this area is underexplored. This study attempts to investigate the actual needs of prospective ESP teachers. This is a qualitative case study involving six participants from three groups of Indonesian ESP teachers: two pre-service teachers, three in-service teachers, and one teacher educator. The data were collected from interviews with those participants and analyzed using thematic analysis. The finding of this study implies the need to integrate theories and practices in ESP teacher training by involving practitioners and providing opportunities to do teaching practice. Then, to become a professional ESP teacher, prospective ESP teachers should have pedagogical skills, good English proficiency, willingness to learn, and adaptability. This study implies that ESP teacher education should equip pre-service teachers with both skills and good attitudes. The tertiary education ESP program should ideally equip pre-service teachers with the basic concept of teaching ESP, one field of ESP, and a practical guide for prospective ESP teachers.
Investigating EFL pre-service teachers’ pedagogical competence, challenges, and expectations in micro-teaching Siti Mafulah; Eka Setyowati Febrianti
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.v15i1.9299

Abstract

Pre-service teachers should master pedagogical competence. Some studies focused on experienced teachers, and the studies exploring the pedagogical competence of pre-service teachers in micro-teaching classes are limited. Therefore, this study aims to investigate how the pedagogical competence that English as a foreign language (EFL) pre-service teachers mastered in micro-teaching classes as well as the challenges and expectations of EFL pre-service teachers in micro-teaching classes. This study employed a qualitative case study with five participants involved. Data were obtained from observation and interviews. The data were gathered through observation and interviews and then analyzed thematically. The results indicated that the pre-service teachers mostly had limitations in terms of pedagogical competence. The limitation was in terms of teaching activities, pre-service teachers-student interaction and the use of teaching material or media. Moreover, some challenges in the micro-teaching class were found. The challenges lay within the use of the target language, the limited time provided, and the lack of real class experience, opportunity, and materials. The study’s findings imply that micro-teaching class can be a useful experience for pre-service teachers before they face the real class and they can increase their capacity to be future teachers.
Assessing the effectiveness of interactive grammar-based teaching in enhancing EFL learners’ concord comprehension and learning confidence Nengah Dwi Handayani; I Ketut Wardana
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.v15i1.9345

Abstract

Despite various grammar teaching strategies implemented since elementary school, many university students struggle with English concord, resulting in low English proficiency. This study aimed to examine the impact of interactive grammar-based teaching (IGBT) on students’ understanding of English concord and to investigate the correlation between concord comprehension and self-confidence. Using a one-group pretest-posttest design, 20 students participated in a seven-week English concord course, attending weekly 120-minute sessions. Grammar tests and a self-confidence questionnaire were administered to assess students' comprehension and perception of concord. Data analysis included descriptive statistics, paired t-tests, and correlation analysis to evaluate grammar proficiency and confidence levels. The results revealed a significant decrease in concord errors, from 46.5% to 33.25%, indicating an improvement in comprehension from 53.5% to 66.75%. The intervention had a significant impact on students' understanding of concord (Sig. 0.000 < 0.05) and a positive impact on their self-confidence (Sig. 0.000 < 0.05). Key errors identified included overgeneralization, misuse of morphological markers, and insufficient contextual understanding. This study concludes that IGBT enhances EFL students’ grammatical accuracy and self-confidence, highlighting the necessity for interactive grammar teaching strategies. Future research should examine IGBT’s impact on a larger, more diverse student population.
Gender stereotypes in visual and verbal texts from government-distributed EFL textbook: Critical discourse analysis Rama Dwika Herdiawan; Afief Fakhruddin; Eka Nurhidayat; Kardi Nurhadi
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.v15i1.9357

Abstract

Research on gender stereotypes in educational materials has been documented. However, research exploring gender stereotype constructions within visual and verbal materials of English as a foreign language (EFL) textbooks remains limited. This study investigates gender stereotype constructions within visual and verbal materials of the Indonesian government-distributed EFL textbook to shape learners' perceptions of gender roles. This study employed critical discourse analysis (CDA) to explore how textbooks construct stereotypical roles through visual depictions, dialogue patterns (verbal), and linguistic characteristics as data sources and verbal ones. The visual and verbal texts were documented in dialogues and analyzed considering theories of gender stereotypes using CDA. The results reveal that males are assigned lucrative and out-of-the-home jobs, like farmers (Beni's father) and teachers (Dayu's dad). In contrast, women are tied to household responsibilities, such as Lisa's mom being a housewife, which confirms the notion that women play a primary role in providing care. This study highlights the significance of employing gender-sensitive teaching strategies to enable EFL students to critically analyze stereotypes and form more expansive understandings of gender roles.
Examining the impact of digital storytelling and video-assisted instruction on speaking performance across self-regulated learning levels in an ESP context Desi Surlitasari Dewi; Shella Gherina Saptiany; Tiara Nove Ria
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.v15i1.9358

Abstract

Recent advances in technology-enhanced language learning (TELL) emphasize innovative methods to improve speaking skills in English for specific purposes (ESP) classes, particularly for Law students. However, research comparing the effectiveness of digital storytelling (DST) and video-assisted instruction (VAI) in developing speaking performance remains limited, particularly in relation to students' self-regulated learning (SRL) levels. This study explores the impact of DST and VAI on speaking performance across SRL levels through a quasi-experimental research design. A total of 48 undergraduate ESP students majoring in Law at a private university in Indonesia were categorized into higher and lower self-regulation groups. The data were collected through an SRL questionnaire and speaking tests and analyzed using two-way ANOVA and independent samples t-tests. The results revealed that students in the DST group significantly outperformed those in the VAI group (Sig. = 0.009). However, no significant interaction effect was found between SRL, instructional approach, and speaking proficiency. The finding implies that DST enhances speaking proficiency by combining structured oral production with creative narrative development, requiring students to rehearse, refine, and integrate linguistic elements in an authentic context. EFL teachers should integrate DST in their classes to improve communication skills in professional and academic settings.
A case study in the use of audio-visual media for teaching listening skills in junior high school EFL classrooms: Perceived effectiveness and challenges Ernita Daulay
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.v15i1.9432

Abstract

Listening skills are foundational to second and foreign language acquisition. However, traditional teaching methods often fail to address learners' challenges effectively, creating a gap in instructional approaches that support listening comprehension. This study investigated the perceived effectiveness and practical challenges of using audio-visual media to teach listening skills to junior high school students. Employing a qualitative case study design, six purposefully selected English teachers from two schools in Medan, Indonesia, participated in semi-structured interviews, providing insights into their experiences. Thematic analysis revealed that audio-visual media appear to enhance listening comprehension by integrating auditory and visual stimuli, supporting students' understanding of accents, intonations, and conversational contexts while also increasing motivation and engagement. Teachers reported that these tools make lessons more interactive and facilitate efficient material delivery. However, several challenges were identified, including technological disruptions, inadequate facilities, and variations in students' listening abilities, which hinder optimal outcomes. The findings underscore the need for improved infrastructure, targeted teacher training, and tailored instructional strategies to maximize the benefits of audio-visual tools in language education. This study highlights the potential of audio-visual media to enhance listening comprehension and engagement while emphasizing the need to address technological and instructional challenges for effective implementation.
Genre-based assessment: Developing instruments for assessing students’ ability to write a narrative text Dian Rahma Santoso; Humairah Fauziah; Nur Mukminatien
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.v15i2.9593

Abstract

Research highlights a mismatch between the general scoring rubrics teachers use and the specific features required to assess genre-based writing, potentially due to a lack of genre-based approach-specific models. The study aims to develop and validate genre-based assessment instruments, and it sought to evaluate the validity and reliability of these instruments to ensure their suitability for classroom-based assessment. This study involved four stages of the research and development (R&D) model: initial product development, refinement, field-testing, and revision. Data were collected through focus group discussions (FGD) with a fellow teacher on the test blueprint and rubric, a questionnaire on participants’ perceptions of test quality, and field-testing of 40 students’ writing scores. SPSS was used to analyze inter-rater reliability, and participants deemed the instruments suitable for classroom use. The results show that genre-based assessment through the tasks is effectively aligned with instructional objectives with assessment practices. It revealed a strong positive correlation, confirming the reliability of the scoring rubric. Thus, the instruments are both valid and reliable for assessing students’ narrative writing performance. The findings emphasize the potential of genre-based assessment tools to align instructional goals with assessment practices, offering implications for enhancing the teaching and assessment of genre-specific writing in educational contexts.
Understanding university students’ perceptions of the group work-based activity to enhance collaborative problem-solving skills and its impact on academic writing performance Siti Anisah; Nunung Suryati
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.v15i1.9653

Abstract

Group work-based activity is commonly used by teachers, primarily to improve students' learning achievement. Despite its strengths in enhancing students' abilities during language learning, yet, limited literature explores how this activity can develop students' soft skills, particularly in higher education. This study aims to explore students' perceptions of group work-based activity to enhance collaborative problem-solving skills and how group work-based activity affects their academic writing performance. Thirty-two master's students from one of the universities in Malang, Indonesia, who have been enrolled in the Writing for Publication course, are involved in this mixed-method study. The quantitative data were collected through a questionnaire and analyzed using descriptive statistics, while the results from an open-ended interview were analyzed thematically. The findings indicated that students perceive group work differently. Even though some of them stated that it was less effective, most of them agreed that this activity helped them to improve their collaborative problem-solving skills, guiding them to compose a good-quality research article. Furthermore, these findings provide new insights for teachers into how group work as a learning method can be better applied in EFL classroom practices to support 21st-century learning.

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