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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 â€œSinta 3â€ 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 475 Documents

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The effects of reading topic and topic preference on reading comprehension Widiastuty, Hesty
Journal on English as a Foreign Language (JEFL) Vol 1, No 2 (2011): September 2011
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This study is aimed at investigating the interaction effect of reading topic and topic preference, the effect of reading topic, and the effect of topic preference on Physics score, Biology score, and Chemistry score of single cause-multiple effects text. The population of this study was the eleventh grade of IPA students of SMA Negeri 2 Kuala Kapuas in Academic Year 2008/2009. There were 64 students of two classes (XI IA1 and IX IA2) as the sample of this study chosen by using cluster random sampling. It was used experimental research with factorial experimental design. The data were processed and analyzed through these steps: taking the data, coding scoring, tabulating, analyzing the data by using statistic technique of ANOVA processed by using SPSS 15 and taking the conclusion based on the statistical result. The results show that: (1) there was significant interaction effect among reading topic and topic preference on Physics score, Biology score, and Chemistry score of single cause-multiple effects text, (2) there was no significance effect of reading topic of single cause-multiple effects text, and (3) there was no significance effect of topic preference on Physics score, Biology score, and Chemistry score of single cause-multiple effects text.

The effect of indirect written corrective feedback on studentsâ writing accuracy Shirotha, Fastha Bagus
Journal on English as a Foreign Language (JEFL) Vol 6, No 2 (2016): September 2016
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Written corrective feedback has proven to be a key tool to improve students writing. Many previous researchers have proven so. Teacher gets to decide their very own written corrective feedback. There are many types of written corrective feedback that can be used in the classroom. They are direct written corrective feedback, indirect, and metalinguistic. The paper presents the effect of using indirect written corrective feedback to improve studentsâ writing accuracy. The paper is intended to find the best written corrective feedback strategy in the classroom. The study is conducted to 35 low-proficiency ESL students. The writing pretest and posttest are used to measure studentsâ writing accuracy. The researcher uses a t-test to analyze the data. The result is satisfying. 35 students have shown statistically significant progress in their writing accuracy. The posttest result has outscored the pretest score. Furthermore, it is also shown that indirect written corrective feedback also elicits studentsâ autonomous learning.

Learning strategies applied by the students in writing English text Yulianti, Dwiana Binti
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This study is aimed at verifying the finding of a study on what learning strategies applied by the students in writing text and the impact of learning strategies toward the studentsâ writing score. This is a qualitative descriptive study, and it is conducted at Communication Science Department of the Muhammadiyah University of Ponorogo. The instruments used to collect the data were observation, documentations, and questionnaire. After analyzing the data, it is found that the learning strategies used by the students in writing English text are metacognitive strategies, compensation strategies, cognitive strategies, affective strategies, memory strategies, and social strategies. The students use learning strategies in moderate level which means they sometimes use these learning strategies. Moreover, learning strategies influence the studentsâ writing score; the students who get good score use metacognitive strategies and the students who get fair score use affective strategies.

BACK and DRAW activities for improving writing skills Syafii, Muhammad Lukman
Journal on English as a Foreign Language (JEFL) Vol 7, No 2 (2017): September 2017
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This present paper addresses the issue of writing as an important aspect of EFL instruction. Writing as one of the four basic language skills plays a pivotal role in the context of English teaching as a foreign language in Indonesia. Considering these problems, it is important to modify the writing process in such a way to cope the writing. The process of writing the writer means is BACK and DRAW activities. What the writer termed as BACK and DRAW is a set of writing activities involving studentsâ active participation in the process, their intense learning experience in producing a required text, as well as their interactive work with peers and the teacher. BACK and DRAW stands for Brainstorming, Attaching, Correcting, Keeping, Developing, Revising, Arranging, and Wow! Or Wonderful! Or Well done!. These activities are good ways to improve the writing Ability.

The implementation of Moodle platform through lecturerâs perspectives at English department Elhawwa, Tazkiyatunnafs
Journal on English as a Foreign Language (JEFL) Vol 7, No 2 (2017): September 2017
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Information and Communication Technology is now becoming an essential part of everyday life of most people in the world. This paper analysed the main functionalities and tools available in the Moodle platform and their use through lecturerâs perspectives at English Department of IAIN Palangka Raya. ThisÂ study belongs to descriptive qualitative research. In the present study, teachers are expected to implement the Moodle platform of Information, Communication and Technology (ICT) in EFL classes, and make the Moodle platform of ICT becoming a complement to conventional teaching in EFL classrooms, especially when developing listening, reading and writing skills in English. The results showed that the Moodle platform contains some of the main tools of the standard Moodle platform like assignments, chats, forums, news and quiz/survey. The most the students purposes of the use of the Moodle platform were âdownload materialsâ, ânewsâ and âdeliver assignmentsâ, and the most used information materials are âtextsâ and âslidesâ.

Ludic writing: Challenges in gamifying English creative writing class for technopreneurial purposes Purnomo, SF. Luthfie Arguby
Journal on English as a Foreign Language (JEFL) Vol 7, No 1 (2017): March 2017
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This paper, first of three research parts, attempts to describe the challenges English Letters at IAIN (Institut Agama Islam Negeri/State Islamic Institute) Surakarta faced in implementing gamification for technopreneurial purposes in regard to the transformation of a creative writing class into a ludic writing class, a gamification infused writing class. The challenges revealed are story-game script adaptation, integration portion, and monetization. Specific problems occur on each challenge. Story-game script adaptation exposes three problems namely (1) conditional branching system (2) visualization (3) copyrighted material issues (4) and writing mechanics adaptation. Integration portion challenge displays a problem on the insufficient alloted time for gamifying the creative writing class. Monetization challenge indicates three problems namely (1) the inexistence of monetization team, (2) the inexistence of institutional regulation for monetization management by study programs, (3) responses to gaming trends. Responding to these problems, solutions specifically designed based on the nature of the problems are implemented.

The non-English major lecturers speak English: The barriers encountered by adult learners Madkur, Ahmad
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This study was aimed at investigating the difficulties and problems faced by non-English major lecturers when they were taking a part in English discussion. This study was a qualitative descriptive research involving 10 non-English major lecturers who took a part in a twice-a-week discussion so-called English Corner. To collect the data, in-depth interview and observation were used. The collected data were analyzed by using Miles and Hubermanâs interactive data analysis data model consisting of data reduction, data display and data verifying. The result of the study showed that those barriers could be classified into three problems namely socio-cultural, linguistic and interpersonal problems. The found barriers were expected to be a consideration to find out the solution to make the betterment of English learning among lecturers with the non-English background of study.

Foreign language reading strategy use of intermediate level adult Turkish EFL learners Aydin, Fatma; Yildirim, Ozgur
Journal on English as a Foreign Language (JEFL) Vol 7, No 2 (2017): September 2017
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

The purpose of this study was to investigate foreign language reading strategy use of a group of intermediate level adult Turkish EFL learners. The participants of the study were 87 Turkish first-year university students who were taking intermediate level English courses at a state university in Turkey. The main instrument of the study was a reading strategies survey which consisted of 30 items with three sub-scales: global or metacognitive reading strategies, problem-solving or cognitive reading strategies, and support reading strategies. Semi-structured interviews were also conducted to support the quantitative data. The quantitative data were analyzed using descriptive statistics (mean, standard deviation, frequencies, percentages) and one-way ANOVA with repeated measures. As for the analysis of the qualitative data, tape-recorded interviews were first transcribed and then analyzed by grouping each intervieweeâs response according to the sub-scales of the survey. Results of the study indicated that intermediate-level adult Turkish EFL learners show the moderate overall use of reading strategies; problem-solving strategies are the most favored strategies, and they are followed by global reading strategies and supplementary reading strategies.

Syntactic complexity in Iranian learners English writing and speaking Yazdani, Sarah
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

This study is aimed at demonstrating the use of syntactic complexity in Iranian learnersâ English written and spoken discourse using quantitative-qualitative approach. To fulfill this purpose, forty-five female Iranian students from 3 branches of a private language institute in Mashhad were recruited. The subjects were divided into three groups based on Cambridge Placement Test results: elementary, intermediate, and advanced. All groups (each 15 participants) were asked to write a 200-word essay on a topic. Thereafter, the essays were examined manually for the T-units according to the classification used by the experts. In the follow-up phase of the study, participants were asked to attend an interview on the same topic of their writings to evaluate the usage of C-units in their speaking. The findings illustrate the fact that the most frequent element in macro level was clause in both writing and speaking, while in micro level, there were significant differences between elementary group & intermediate group and between the elementary group and advanced group in writing skill and there was a significant difference between elementary group & advanced group in using subordinate clauses in speaking. A future study investigating syntactic complexity in other skills such as reading would be very interesting.

Listening strategies employed by non-English department students Gestanti, Rohfin Andria
Journal on English as a Foreign Language (JEFL) Vol 7, No 1 (2017): March 2017
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Language learning strategy is one of the influential aspects for studentsâ success in learning a language. Basically, language learning strategies are closely related to students taking language-related department. However, students from non-English Department also have the indication of using the strategies since English is one of the subjects taught in the curriculum. Thus this study aims to (1) identify what strategies are used by non-English Department students in Listening class and (2) describes to how the use of strategies influence students listening achievement. This study is a qualitative descriptive study with second-semester students from Governmental Science Department as the research subject. A questionnaire, observation, and documentation are used to collect the data. After analyzing the data, it was found that some strategies are used by non-English department students in their Listening subject, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. Moreover, the students use those strategies in moderate level. Thus, a comparison between the level of strategies use and studentsâ listening scores is made to describe to what extends the use of strategies influence studentsâ achievements.

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M. Zaini Miftah

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m.zaini.miftah@iain-palangkaraya.ac.id

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Journal Mail Official
jefl@iain-palangkaraya.ac.id

Editorial Address
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Location
Kota palangkaraya,

Kalimantan tengah

INDONESIA

Abstract

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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

Abstract

Abstract

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Abstract

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