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Kab. kuningan,
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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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THE EFFECTS OF SYMMETRICAL AND ASYMMETRICAL SCAFFOLDING ON SPEAKING COMPLEXITY, ACCURACY, AND FLUENCY Parviz Ghasedi; Farideh Okati; Habibollah Mashhady; Nasser Fallah
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.v4i1.793

Abstract

This experimental study was set ought to explore the efficacy of symmetrical and asymmetrical scaffolding in boosting speaking complexity, accuracy, and fluency among 38 upper-intermediate EFL learners. To this end, the participants were assigned into random, homogeneous, and heterogeneous groups. The control group participated in normal speaking classroom, while the experimental groups shared their ideas and collaboratively complete tasks related to 7 lessons of New Interchange 2 during 15 sessions. Two different versions of IELTS speaking test were used as pre/post-test. The data were audio recorded and transcribed for statistical analysis. The results of Multivariate tests revealed that there was a statistically significant difference between the mean scores of control and experimental groups on complexity and fluency. On the other hand, descriptive statistics showed the superiority of heterogeneous groups over homogeneous ones. However, the results of Independent sample t-test indicated that the differences between homogeneous and heterogeneous groups reached the significant level just for complexity not fluency and accuracy. Briefly, the results lead support to the Vegotsky’s (1978) socio-cultural theory. The findings and pedagogical implications were discussed in details at the end of the study.Keywords: accuracy, asymmetrical scaffolding, complexity, fluency, symmetrical scaffolding
USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS Arisa Kochiyama
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.v1i1.608

Abstract

According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren’t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books are often overlooked by adult ESL/EFL instructors as many of them feel uncomfortable reading books designed for children. However, if chosen with consideration for the interests of the students and used in ways that are appropriate for adult learners, picture books can provide valuable opportunities of language-rich experiences and interactions. In fact a number of studies in Western cultures have shown that picture books provide a wealth of possibilities for teaching English topics as well as various vocabulary sets such as family, food, clothes, and so on. They can also motivate learners to read more and learn more as the students are more likely to find reading a manageable challenge.Given these functions of picture books, the main objectives of the study are (1) to discuss the merits of using picture books in remedial English classes from the viewpoint of English language learning, (2) to investigate the effect of using picture books on the learners’ motivation and emotional development, and (3) to give a report about the students’ reactions towards an adoption of a picture book in an EFL class.Keywords: intercultural communication, English as a second language, EFL classroom, language and gender, children’s literature in EFL learning
EVALUATING A SYNCHRONOUS ONLINE TEACHER DEVELOPMENT PROGRAM ON CREATING CALL TEACHING MATERIALS Corry Caromawati
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.v3i2.663

Abstract

This study investigated the effectiveness of a four session online teacher’s development program on creating CALL teaching materials. The sessions were conducted through a synchronous computer-mediated video communication platform and set two learning outcomes; 1) fostering teachers’ technological skill to create a computer-based teaching material, 2) building teachers’ knowledge to evaluate the qualities of a Computer-Assisted Language Learning (CALL) material using the CALL appropriateness framework (Chapelle, 2001). The sessions were designed based on the project-based learning framework and TPACK-in-Action model. This case study collected the data through the screen captured videos, chat logs, teachers’ reflection journals, teachers’ final projects, and teachers’ material evaluation skills demonstrated by the end of the TDP. The data were then analyzed qualitatively. The results showed that despite some significant time ineffectiveness and technical issues, the sessions successfully achieved the learning outcomes. Additionally, the teachers considered the overall sessions useful in developing their technical knowledge to develop CALL materials and assuring their quality. These results advocate for some technical supports from the institution and strong commitment of the participating teachers.Keywords: synchronous learning, online teacher’s development program, CALL
EFFECTIVE TEACHING AND LANGUAGE LEARNING MOTIVATION: A STUDY ON THE INTERCONNECTION Kafi, Zeinab; Motallebzadeh, Khalil
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.v1i2.622

Abstract

The present study aimed at examining the relationship between EFL teachers’ effective teaching and the language learning motivation of Iranian EFL learners whose English proficiency was upper-intermediate and above. To this end, 150 upper-intermediate and advance EFL students, from some language schools in Mashhad, Iran participated in the study. The participants were firstly asked to fill out a researcher made questionnaire which aimed at checking their opinions on how effective they considered their teachers in teaching (Effective Teaching Questionnaire). Afterwards, the same students were asked to fill out a questionnaire that investigated how much motivated they were for learning English (Language Learning Motivation Questionnaire). These questionnaires were validated by two experts in the field, also their reliability, using Cronbach's Alpha, was estimated to be .87 and .80 respectively. Afterwards the relation between teachers’ effectiveness in teaching and the extent to which students were motivated as a result was investigated. For measuring the probable relation, correlation as well as multiple regressions was run for analysis of the obtained data. The results exhibited the existence of a positive relation between the two.Keywords: Effective teaching, motivation, EFL learners, EFL teachers
THE WONDERS OF MOBILE PHONE TECHNOLOGY IN TEACHING AND LEARNING ENGLISH Murugan, Agelyia; Sai, George Teoh Boon
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.v3i1.654

Abstract

Using digital tools such as Mobile phones in learning environment is beneficial as the device which is capable to present learning content and provide a wireless two-ways communication between the educator and learners. A review of researches done in Malaysia shows that studies are still focusing on the readiness of the educators and learners in using mobile learning technology in teaching and learning. This paper advocates the use of mobile phones in teaching and learning English. Theories relating to mobile learning highlight the importance of control, context, and communication elements in mobile learning. These three elements are important in knowledge building and support the positive behavioural change of the learners. Apart from that, mobile phones enable the learners to strengthen their language skills as it promotes an environment that motivates the learners to be explorative. In order to meet the students’ needs, there are many types of mobile phone applications that assist learning such as discussion forum, text-based activities, audio-based learning, and interactive game-based language learning. The paper significantly highlights the importance of mobile phones and mobile phone applications which allow language learners to learn and enrich their language anytime and anywhere because the learning process can happen while on the move. Keywords: mobile learning technology, mobile phone, English language skills
THE INVESTIGATION OF NONVERBAL COMMUNICATION TOWARDS AN AUTISM CHILD Ega Rahayu
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.v2i2.645

Abstract

This research purposes to investigate the types of nonverbal communication used by an autism child during his activity in Pusat Layanan Autis Jati Kersa and home, and to describe the meanings of those nonverbal communication. Nonverbal communication is a communication form that delivers the message without word, written or spoken, but uses body language including facial expression, gesture, posture, eye contact, touching, clothing, space, and paralanguage. Autism is developmental disorder especially in the brain that causes autism people are difficult to communicate and interact. The research employed a qualitative method to collect and analyze the data. This research involved an autism child in low function level. The data were collected through observation and interview. The result of this research shows that an autism child uses several nonverbal communication types such as body movement; gesture, posture, eye contact, and facial expression; paralanguage; and personal presentation; touching (haptics) as well. Then, the meanings of nonverbal communication used by the autism child are various. Each nonverbal communication used by him has its own meaning.Keywords: communication, nonverbal communication, autism
PEDAGOGICAL COMPETENCE OF ENGLISH TEACHERS WITH NON-ENGLISH EDUCATIONAL BACKGROUND IN KUNINGAN REGENCY: PROBLEMS AND SOLUTIONS Rila Nurfadillah
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.v1i2.627

Abstract

This paper analyzed pedagogical competence of Junior High School English Teachers with Non-English Educational background in Kuningan. The method was qualitative research and the data were structured observation, questionnaire, and interview. In this research, the respondents were nine English Teachers with Non-English Educational Background in different school, and were chosen by convenience sampling. Based on the findings of the research, English Teachers with Non-English Educational Background only have done the indicator number: (1) Mastering learners’ characteristics from the physical aspect, moral, spiritual, social, cultural, emotional, and intellectual; (2) Mastering the theory of learning and the principles of educated learning; (3) Developing the curriculum associated with the lessons; (6) Facilitating learners’ potential to actualize their potential; (7) Communicating effectively, empathic, and polite with learners; (8) Conducting the assessment, the process evaluation, and the learning outcomes; and (9) Utilizing the results of assessment and evaluation. Then, the teachers were indicated as teachers who are not maximum in the indicator number; (4) Conducting educated learning; (5) Utilizing information and communication technology for learning, and (10) Doing a reflective action to improve the quality of learning. The main problem of English Teachers with Non-English Educational Background is pronunciation because they were confused in saying something in English. There are also the solutions of all the problems like joining MGMP or teacher’s forum.Keywords: pedagogical competence, English Teachers with Non-English Educational Background, EFL Classroom, problems, solution.
THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA Jacques Lwaboshi Kayigema; Davie E. Mutasa
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.v3i1.659

Abstract

English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.
THE MILLENNIAL GENERATION AND POPULAR CULTURE IN EFL CLASSROOM Farhanaz Rabbani
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.v1i1.618

Abstract

Writing instructors all over the world are facing new challenges in teaching writing to students who belong to the rapidly evolving digital age. These multitasking youngsters are popularly referred to as Generation Y or the Millennial Generation and are the most connected generation of the century. With the dissemination of digital communication, popular culture and online networking have become an integral part of Generation Y. Teachers need to address this connectedness and focus on a curriculum based on Communicative Language Teaching (CLT) where interactive activities are highlighted. The financially and technologically savvy Generation Y-ers want to use a discourse they are familiar with and work with materials on popular culture. This paper shows the necessity of popular culture in teaching literature and academic writing courses to the Generation Y students because popular culture is the new global culture. Teachers need to use classroom materials and resources for formal, informal discourse and computer mediated discourse (CMD).Keywords: millennial generation, communicative language teaching, computer mediated discourse
EXPLICIT BACK-CHANNEL STRATEGY TRAINING AND IMPROVEMENT OF SPEAKING SKILL: CASE OF IRANIAN EFL LEARNERS Maliheh Yazdfazeli; Khalil Motallebzadeh; Mohammad Ali Fatemi
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.v1i1.609

Abstract

This study explores the effect of explicit back-channel strategy training on Iranian EFL language learners’ success in speaking skill. Back-channels are turn taking responses uttered by the listeners. Forty homogenous learners (20 male, 20 female) were randomly assigned to four groups (2 experimental, 2 control). They were at intermediate level in terms of general English proficiency based on the results of Oxford Placement Test (OPT) and pre-test oral Proficiency Interview. After 18 sessions of treatment of back-channels for experimental groups, that were based on the methodological theory of English language teaching suggested by Doff (1990) and Harmer (1991), post- test oral proficiency test was administered for experimental and control groups. The findings of pretest and posttest oral exams revealed that EFL language learners’ oral performance (speaking) in experimental groups improved. The result revealed that females employed back-channels more often than males when they were participating in a conversation. The type of back-channel both genders employed the most was short utterances, such as ‘yes’, and the most used function of back-channel was request for clarification. The results of this thesis will provide language teachers, EFL language learners, researchers, material developers, and readers, useful information about the types and functions of back channels that are needed to develop speaking ability appropriately through explicit teaching.Keywords: back channel strategy, communication strategy, explicit training

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