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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 195 Documents
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EXPLORING THE USE OF JIGSAW WRITING AMONG ESL WRITERS: A CLASSROOM RESEARCH Noor Hanim Rahmat
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.621

Abstract

The use of jigsaw classroom has been used by Aronson (2015) since the 1970’s. It is a research based cooperative learning technique and has been successfully used in classrooms all over the world. Out of the jigsaw classroom, comes jigsaw writing and its serves the same function as cooperative learning in the classroom. The benefits of cooperative learning goes beyond learning the contents of the lessons, students gain a new way of learning in groups. Teachers teaching writing in the ESL classrooms will agree that teaching the writing process is not an easy task. ESL learners struggling with the learning of the language are faced with added difficulty of having to write essays in the ESL classroom. According to Elola (2010), collaborative writing can bring many benefits to learners in the ESL classroom. This study is based on the theories of Scaffolding and Cooperative learning. It introduces yet another interesting teaching method to make ESL writing a fun and interactive classroom activity. Qualitative and quantitative data analyzed revealed interesting implications for future teaching ESL writing.
TRANSLATION ANALYSIS OF BODY-RELATED METAPHORS IN THE HOLY KORAN BY YUSUF ALI, MARMADUKE PICKTHAL, AND THOMAS IRVING Seyyed Ali Keshvari; Razieh Eslamieh
Indonesian EFL Journal Vol 3, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i1.653

Abstract

The present study is a Corpus-based research which analyzes the translation of Body-Related Metaphors in the Holy Koran by Yusuf Ali, Marmaduke Pickthal and Thomas Irving, within the framework of Newmark’s procedures of metaphor translation. The data analyzed consists of a sample of 107 words and phrases which are categorized as metaphors of ear, eye, face, and hand. Out of the seven procedures proposed by Newmark for translating metaphors, the translators applied five procedures. None of the translators applied Newmark’s fourth or sixth procedure and no new procedure was observed. The results revealed that among 107 metaphors examined, there is a general tendency (57.94%) towards reproducing the same image in the TL, and the three translators translated 68 metaphors (63.55%) using similar procedures. This study concludes that the likely and the most frequent metaphor translation procedures in the Holy Koran are: (1) to reproduce the same image in the TL, Newmark’s first procedure; and (2) to convert metaphor to sense (literal meaning), Newmark’s fifth procedure.Keywords: metaphor, the Holy Koran, Peter Newmark, procedure
CREATIVE PROCESS IN FICTION WRITING OF THREE INDONESIAN WRITERS Iin Nuraeni; Fahrus Zaman Fadhly
Indonesian EFL Journal Vol 2, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i2.644

Abstract

This research investigates the creative process in fiction writing employed by three writers of different writing genres: short story, novel, and poem. This study applied a qualitative method that involved one male and two female writers in Kuningan and Majalengka. The data collected from document analysis, observation, and interview were analyzed through descriptive qualitative method. The results of the analysis revealed that there were five creative processes of writing fiction used by the writers in writing fiction, namely preparation, incubation, insight, evaluation, and elaboration. Besides, it also revealed that novel writer is more creative than short story and poem writers since he uses all steps of creative process. In addition, the researcher found that there were some ways of exploring imagination in writing fiction, including drawing and deepen characters in the film or theater, making mind mapping to write, developing a shorter text, and expecting that the writing will be read by younger generation.Keywords: creative process, writing fiction, fiction writers, imagination process
THE USE OF SMARTPHONE AND LEARNING STRATEGIES IN AUTONOMOUS LEARNING Nurhaeni Nurhaeni; Pupung Purnawarman
Indonesian EFL Journal Vol 4, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i1.797

Abstract

Rapid penetration of smartphone in students’ life currently leads to the extreme influence and addiction of smartphone use in their daily activities (Alexander, 2011; Hough, 2011). Later on, it raises concern about the negative impact of smartphone use towards students’ learning performance and achievement (Kibona Mgaya, 2015). On the other hand, several studies found that smartphone is a possible learning tool that can be utilized by students to learn on their own, or autonomously (Kim Kwon, 2012; White Mills, 2014; Woodcock, Middleton, Nortcliffe, 2012). Hence, the purpose of this research was to investigate whether or not the smartphone use can influence students’ autonomous learning strategies. Both smartphone and autonomous learning share similar principle of independence based on their traits, such as taking control in learning and individuality. The students of Islamic Economy Department that currently enrolled in English class were chosen as the sample of this research. Correlational study was applied with further regression analysis conducted on the collected data. The instruments used in this research were questionnaires and interview. The findings revealed that the use of smartphone influence students’ learning strategies. Furthermore, cognitive and social/affective strategies are the strategies that were influenced the most and metacognitive strategies were influenced the least by the use of smartphone in learning English.Keywords: autonomous learning, learning strategies, smartphone use
TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT Fetty Poerwita Sary
Indonesian EFL Journal Vol 1, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i1.612

Abstract

The teaching of English in Indonesia includes four skills—listening, speaking, reading, and writing, and two language components—vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education—including the teaching of English in elementary school—there has been a persistent misconception about how children learn—including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills—speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.
MENTAL PROCESS OF WRITING FOR ACADEMIC PURPOSES: A CASE STUDY OF INDONESIAN WRITERS Fahrus Zaman Fadhly; Nurul Hasanah; Vina Agustiana
Indonesian EFL Journal Vol 3, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i2.667

Abstract

This study was aimed at reconstructing the mental processes involved in academic writing. This qualitative case study involved two lecturers in University of Kuningan since they were considered able to engage mental processes in their steps of writing for academic purposes or scientific manuscript. The data were obtained through in-depth interview. As result, there are some mental processes involved in the writing activity experienced by the writers. Those mental processes are differently involved in the steps of writing starting from brainstorming, planning, drafting, revising, editing, until proofreading stage. Besides, this study revealed the ways how the writers develop their writing in case of producing a long composition without losing the essence of the paper, how the writers overcome the sticking in their writing process, the writers’ special writing features and what they expect from the reader after reading their writing. It also revealed that the differences experienced by the participants in each stage of writing are strongly influenced by their areas of interest, writing behavior and their writing style.Keywords: mental process, academic writing, stages of writing
A SURVEY ON SEVERAL POTENTIALLY PROBLEMATIC AREAS OF PRONUNCIATION FOR IRANIAN EFL LEARNERS Amir Toghyani Khorasgani; Ali Toghyani Khorasgani; Narges Keshti Aray
Indonesian EFL Journal Vol 1, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i2.626

Abstract

Almost all English language teachers get students to study grammar, vocabulary, etc., but some of these same teachers make little attempt to teach pronunciation in any overt way and only give attention to it in passing. Pronunciation teaching not only makes students aware of different sounds and sound features, but can also improve their speaking. Concentrating on sounds, making aware of where words should be stressed, where words made in mouth, give students information about spoken English and help them achieve the goal of improved comprehension and intelligibility. Pronunciation forms a natural link to other aspects of language use, such as listening, vocabulary, and grammar; ways of highlighting this interdependence in teaching need to be explored. The present paper looks at the problems which Iranian learners are deal with through learning English according to the differences between their segmental and suprasegmental patterns in phonology. Comparing the Persian vowel system with that of English reveals some significant differences in the following three areas: 1) the number of vowels, 2) tense/lax distinctions, and 3) the pure/glide. There are also noticeable differences in consonantal distributions between Persian and English such as their numbers, clusters, manner and place of articulation. The syllabus types of English and Persian are also cause a lot of problem in spoken language. The differences between word stress patterns in Persian and English also make problematic areas for Iranian students. In this paper, through detailed examination of Persian and English sound systems, some of the specific problems areas have been identified, especially in reference to some of the characteristic phonological differences between the two languages.Keywords: vowel, consonant, syllable type, stress pattern
PROBLEMS IN USING LANGUAGE LABORATORY IN ENGLISH LISTENING INSTRUCTION Feby Akhdiyati
Indonesian EFL Journal Vol 4, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i2.1376

Abstract

This study is aimed at describing problems faced by both teachers and students in learning listening using language laboratory in SMA Sandikta, Bekasi and providing solutions to overcome those problems. The participants of the study are the eleventh-grade students of SMA Sandikta. The results of the analysis showed that there are some problems faced by the teacher and the students. The problems faced by the teacher include (1) the problems related to the teacher’s proficiency like being unable to identify the error of machine, (2) insufficient collection of master tapes which makes problem for the teacher to accommodate the material, (3) too long material make the students bored, the teacher has difficulties to select of material, and (4) the attitude of the teacher and students toward language lab. On the other hand, the problems faced by the students are (1) students’ lack of vocabulary, (2) physical aspects of students like boredom, and (3) the teacher did not give the tapescript, the students just memorize the dialog. For that reason, it was suggested to all parties to improve the knowledge in optimalizing the language laboratory.Keyword: ability; language laboratory; listening; action research.
THE IMPLEMENTATION OF CRITICAL DISCOURSE ANALYSIS IN AN ENGLISH CLASSROOM Moh. Fuadul Matin
Indonesian EFL Journal Vol 3, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v3i1.649

Abstract

: This research reports on the implementation of a teaching program on an English classroom which incorporated the principles of Critical Discourse Analysis (CDA). This study can be regarded as part of Critical Language Awareness (CLA), a pedagogical wing of CDA, since it implemented CDA into a classroom practice. In this respect, this study examines the implementation of the principles of CDA in an English classroom, the effects it brings towards students’ critical reading, and students’ responses towards the teaching program. The study employed a qualitative case study which involved eighth grade of Junior High School students at SMP Al-Maliki Bojonegoro in odd semester 2016-2017. It used several data collection techniques including a phase of teaching in which the researcher acted as the participant observer, as well as students’ reflective journals, and questionnaire. Data from all sources revealed that the implementation of CDA’s principles develops students’ critical reading in general. It also demonstrated students’ positive responses towards the teaching program that it gave plenty of new insights for them and improved their critical reading as well. All these results indicate that the infusion of CDA into the teaching of reading is considerably effective in enhancing students’ critical reading.Keywords: critical discourse analysis, critical language awareness, students’ critical reading
THE ACCULTURATION MODEL OF SECOND LANGUAGE ACQUISITION: INSPECTING WEAKNESSES AND STRENGTHS Alireza Zaker
Indonesian EFL Journal Vol 2, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v2i2.640

Abstract

Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. This study attempts to take a closer look at different aspects of this theory. The taxonomy of factors which control social distance is presented along with the different types of acculturation and the stages/steps of acculturation in an L2 environment. The article concludes with a discussion on the advantages and shortcomings of the model.Keywords: acculturation, culture, pidginization, target language environment

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