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INDONESIA
ENGLISH FRANCA : Academic Journal of English Language and Education
Published by Institut Agama Islam Negeri Curup
ISSN : 25803670     EISSN : 25803689     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ENGLISH FRANCA : Academic Journal of English Language and Education is an Open Access Jurnal that refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of English as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of English Language Teaching and Linguistics. This journal is an academic journal that published twice a year in June and December by Institut Agama Islam Negeri (IAIN) Curup.
Arjuna Subject : -
Articles 30 Documents
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Padlet as Media to Improve Writing Mastery of English Department Students of Uniska 2015-2016 Lestari, Pritantina Yuni; Kurniawan, Erwin Hari
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.373

Abstract

Multimedia has been spread out and used by many students in their live, but it is rarely to use multimedia as one of media used in teaching learning process. The objective of this study is to know whether the use of Padlet as media can improve students’ descriptive writing mastery of students of English Department of Uniska in the third semester. The research design used is Classroom Action Research consisting of two cycles. Each cycles consisted of three opportunities for students to have interaction using Padlet. The cycle consisted of planning, implementing, observing and reflecting. The instruments used in this research were observation check list and writing test using Padlet. Padlet was introduced from the first time of teaching learning process in the class and the following interactions were using Padlet without having direct interaction in the classroom. The first cycle was not successful because of the students got difficulty in managing time in accessing Padlet and some errors in their grammatical used. Then in the second cycle, the result showed that 18 from 20 students passed the minimum score and all students did all assignment using Padlet. From the result, it can be concluded that the implementation Padlet as media can improve students’ writing mastery. Keywords: Padlet, writing mastery, descriptive writing
Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students Muhlis, Azhari
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 1 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i1.160

Abstract

This study aims to investigate foreign language reading anxiety among Indonesian EFL Senior High School students. Thirty two students of grade eleven in a senior high school in Bandung were involved as the participants. This study employed a survey research design. The primary data source was collected by two types of questionnaires and the secondary data source was gained by interview. The findings revealed that most of the students perceived anxiety in medium level (71,9%). The study found that there were two major potential factors of foreign language reading anxiety namely text features and personal factors. Under the concept of text features, there are three sources of foreign language reading anxiety including unknown vocabulary, unfamiliar topic, and unfamiliar culture. Unknown vocabulary was considered as the most potential factor of reading anxiety under the aspect of text features (49%). On the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including afraid of making errors, and worry about reading effects. Afraid of making error was nominated as the highest potential factor of reading anxiety under the aspect of personal factors (39%). Implication to the study and recommendations for further research were considered. Keywords: Foreign language reading anxiety, potential factors of foreign language reading anxiety
Approach and Methods on TEFL: Inquiry-Based Language Learning (IBLL) Rejeki, Sri
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 2 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i2.154

Abstract

This paper aims at explaining the theoretical based and the implementation of Inquiry-Based Language Learning particularly in Indonesia. IBLL is not quite familiar in Indonesian context especially in educational field. In other hand, Curriculum 2013 is very popular in this country although both of them are related each other. This curriculum adopted the concept of IBLL in which it encourages the students to construct the knowledge. Based on the principle of inquiry, the students supported by the teacher and peers try to answer the questions coming from themselves. These answers will help them in constructing the knowledge. IBLL is completely useful in promoting long life education that enables them to continue the quest for knowledge throughout life.
Using Crossword Puzzle to increase Students’ Vocabularies for Writing Skill in Descriptive Text Rusmawan, Putu Ngurah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.248

Abstract

The purpose of the study is to know using media puzzle improve the students writing descriptive text for the second graders at SMP Negeri 5 Pasuruan. The researcher used a classroom action research. This research was conducted on April 05th 2017 to May 06th 2017. To get the information about the implementation of the crossword puzzle in descriptive text for writing skill, the researcher used interview, observation, questionnaire, test and documentation. The result of the test at the end of the first cycle showed that 26 students got under 76. It was not successful because it was still below criteria of success which required at least 76 as minimum score. In the cycle two, there were 27 students who got at least or more 76. It can be concluded that all students got the criteria of success, which required at least 76 as the minimum score. Finally, it can be concluded that the result of this research showed that using crossword puzzle can improve the students’ writing skill in teaching learning English. It can help the students to memorize the material easily and it can give positive effect for the students Keywords: Writing, Descriptive, Crossword Puzzle.
An Analysis of Marking System Used by Speaking Lecturers of STAIN Curup in Testing Students’ Speaking Ability Noviyenty, Leffi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 1 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i1.156

Abstract

Abstrak : Penelitian ini adalah penelitian deskriptif yang akan dipresentasikan secara kualitatif (naratif). Peneliti akan mengumpulkan informasi secara mendalam tentang klasifikasi penilaian keahlian berbicara (speaking) mahasiswa Pendidikan Bahasa Inggris STAIN Curup, skema nilai yang digunakan serta alasan pengggunaan klasifikasi dan sistem nilai tersebut. Adapun subjek penelitian ini adalah dosen-dosen Speaking II dan Speaking IV Tahun akademik berjalan Program Studi Pendidikan Bahasa Inggris STAIN Curup. Sebuah checklist dan pedoman wawancara digunakan untuk menggali informasi tentang klasikasi penilaian dan sistem nilai dari subjek penelitian secara langsung. Catatan lapangan (fieldnotes) juga dimaksudkan untuk memperoleh data yang tidak tampak pada performansi di kelas dan untuk kepentingan trianggulasi data yang diperoleh secara keseluruhan nantinya. Adapun observasi, analisis dokumen dan wawancara adalah teknik dalam pengumpulan data. Temuan penelitian ini menunjukkan bahwa dosen-dosen speaking memiliki klasifikasi penilaian yang beberapa komponennya telah sesuai dengan teori menilai keahlian berbicara, seperti Fluency, Grammatical accuracy, Comprehension/content, and pronunciation. Sementara sistem nilai dan penentuan skor untuk tiap elemen klasifikasi penilaian tersebut belum cukup jelas. Efisiensi dan efektivitas pemberian tes berbicara (speaking) menjadi alasan utama yang melatarbelakangi kriteria yang mereka pilih serta sistem penentuan skor yang mereka berlakukan. Sangatlah perlu bagi para dosen speaking untuk mempedomani teori tentang kriteria penilaian serta penentuan skor untuk tiap kriteria dalam melakukan penilaian keahlian berbicara mahasiswa. Hal ini akan meningkatkan objektivitas penilaian dan meminimalisir subjektivitas. Walaupun klasifikasi penilaian harus tetap merujuk pada aturan yang dibuat institusi (STAIN), diharapkan para dosen juga mempertimbangkan tujuan pengajaran speaking itu sendiri. Keywords : Marking system, criteria of marking dan scoring scheme
Authentic Material and Interactive Activities in EFL Classroom Arianie, Masita
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 2 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i2.289

Abstract

Abstract Actively engaging EFL learners in the classroom will help them think more deeply about the course content, bring additional energy to the classroom, and help identify the extent to which they may be struggling with the material. Yet, some teachers of English are having problem to engage students’ attention. Incorparating authentic material and interactive activities such as jigsaw reading and group discussion can be alternative ways to deliver the materials.The purpose of this paper is to highlight interactive activities which can motivate students and increase their interest in leaning English in EFL classroom. Keyword: authentic material, interactive activities and EFL classroom
Strategies in Learning and Techniques in Teaching English Speaking Noviyenty, Leffi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.454

Abstract

Learning how to speak English fluently and accurately is always a grand task for foreign students. Strategies in learning to speak as one of important factors of speaking skill should be considered not only by foreign students but also the teachers. Students’ strategies in learning to speak English should be in balance with teachers’ techniques in teaching students to speak English. Both affect the improvement of students’ ability in speaking English. This research is descriptive which tries to describe and elaborate the students of SMAN 1 Curup’s strategies in learning to speak English and their English techniques in teaching them to speak. There were 47 third year students selected as the sample from 8 classes and 7 English teachers. The instruments used in this study were questionnaire which were given both to the students and teachers with different items and also interview guidance. The findings showed that the strategies used by SMAN 1 Curup’s students in learning to speak English were classified into metacognitive strategies, cognitive strategies, social strategies, and affective strategies. The English teacher techniques in teaching student were roleplay, group presentation, group discussion, speech competition, dialogues, direct correction, speaking in group, debate competition, games, and listening song. Keyword : Students’ Strategies, Speaking, Teachers’ Techniques
Speaking and Writing Assessment Applied by English Lecturers of State College for Islamic Studies (STAIN) at Curup-Bengkulu Hidayah, Jumatul
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 1 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i1.150

Abstract

An appropriate type of assessment and rubric gave best description about students’ progress and achievement as well. Therefore, the aims of this research were to find out:1) speaking and writing assessment implemented by English lecturers related with the types of assessment 2) the way lecturers constructed speaking rubric in assessing students’ speaking. 3)the way the lecturers constructed writing rubric in assessing students’ writing and 4)the use of information from speaking and writing assessment for lecturers as a feedback to students. This research was conducted under descriptive design. It involved 5 lecturers. The data were taken from observation, document and interview. The results of this research are: 1) there were 9 types of speaking assessment used; question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, picture-cued storytelling and retelling story. There were 5 types of assessment used by writing lecturer those are; paraphrasing, paragraph construction, strategic option, editing task and essay writing. 2) All lecturers who taught speaking I, II, and III constructed and used analytic rubric for speaking assessment. 3) Most of them used analytic scoring rubric in assessing writing, 4) the feedback is mostly used by the lecturers for assigning grades and motivating students to study
Behaviorism and Foreign Language Teaching Methodology Budiman, Asep
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 2 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i2.171

Abstract

ABSTRACT This paper aims at exploring in details about one of the left language learning theoriesnamely Behaviorism. Behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. Regarding this issue, it is very important to ensure that actually Behaviorism is still useful in certain teaching and learning activities in the classroom. This review investigates behaviorism methodology having advantages in learning a language in the classroom. This review also observes the critics of behaviorism and its weaknesses in a learning environment. This inquiry concentrates on the view point of B.F. Skinner, one of the most outspoken behaviorism psychologist and his experimentations about animals. The notion of antimentalism of behaviorism also discussed in the process. Keywords: Behaviorism Theory, Foreign Language, Teaching Methodology
Peer Assessment in Facebook Comment Column about One Topic in Writing II Subject of the Fourth Semester Students of Sriwijaya University English Study Program Inderawati, Rita; Hafiz Pratama, Ahmad; A. Loeneto, Bambang
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.459

Abstract

The objectives of this study were to find out (1) the completeness of the students’ comments on Facebook, (2) the quality of the students’ comments, and (3) the percentage of how well the students identified the characters of a good paragraph. The population of this study was the fourth-semester Palembang class students of English Education Study Program 2013 of Sriwijaya University. The sample of the study was 48 students that were selected by using total sampling technique. The data were collected from the students’ comments on Facebook of Writing II class in the academic year 2015 and analyzed by using two rubrics containing scoring systems. The results showed that the completeness in giving comments on the Facebook group could be categorized into a very good category with the final score was 10. While, the quality of the comment from the students was also Good with the final score was 15.56. The percentage of how well the students identified the characters of a good paragraph was 83.33% in very good level, 10.41 % in good level and 6.25 % in average level. Overall, the final score of the students’ comments from those three research questions were average with the score was 9.85. It can be concluded that the students’ comments on Facebook Comment Column in Writing II Class in the academic year 2015 was average. Keywords: academic writing; Facebook; peer comments

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