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INDONESIA
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Published by Institut Agama Islam Uluwiyah Mojokerto
ISSN : 24600938     EISSN : 24602604     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature is an International Journal that is published twice a year in the months of July and December. This journal has been indexed on DOAJ. The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis as First and Second Language Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Development, Multilingualism and Multilingual Education, Discourse Analysis, Systemic and Functional Grammar, Translation, Prose Analysis, Drama Analysis, Poetry Analysis.
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Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2016)" : 6 Documents clear
Students’ Learning Styles: An Ethnographic Case Study at UIN Walisongo Semarang Muhammad Nafi Annury
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 1 (2016)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

This research is aimed to know what kinds of learning preferences are students intended most? And how many types of learners’ characteristics appear in ELT classrooms? This research was conducted through qualitative approach. This means that the data are collected not in the form of numbers, the data are taken from questionnaires, documentation, and observation. The results of this study are as follows: students of ELT program at UIN Walisongo Semarang tend to study by various kind of learning. It can be proved that First, regarding to the description of 2A class which has 11.2% visual students, 16.02% of audio-lingual, 5% kinaesthetic and 14.11% are others, would use multimedia which is available in the classroom. Whereas, the description of 2B class has shown that 13% students are visual learners, 11% audio-lingual learners, 6.72% kinaesthetic and 13,72% are others. Last but not least, there are 12% visual learners, 11.17% audio-lingual, 7.25 kinaesthetic and the rest 14% others. Furthermore, there are four characteristics which appear from the research, they are as follows: visual learners, auditory learners, kinaesthetic learners, and other characteristics.
Foreign Language Anxiety and Beliefs of EFL Learners at Indonesia Arief Pramuktiyono; Agus Wardhono
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 1 (2016)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

The present study was aimed to investigate the students of English education Department of University of PGRI Ronggolawe (UNIROW) Tuban. This research fouces on foreign language anxiety beliefs. The population of the present study was 156 students from the fourth semester of English Education Department of UNIROW. The researcher adopted a stratified proportional random sampling technique and 61 students from five classes were selected as participants to fill out all the questionnaires, but after administering the questionnaires only 49 students completely filled out all the questionnaires. The questionnaires used in the present study were Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). The findings revealed that there were some factors that contributed to the students’ anxiety in their English classes. Furthremore, the students of English Education Department also validated erroneous beliefs about language learning. Lastly, based on the results of correlation analysis between the FLCAS and the BALLI factors the findings revealed that the students of English Education Department who have greater tendency to perceive themselves as having a good aptitude in language learning tended to be less anxious in the factor of communication apprehension, and likewise, the students who believed English is a difficult language tended to be anxious in the factors of communication apprehension and test anxiety. Thus, the findings of the present study contribute comprehensive picture about students’ foreign language anxiety and students’ beliefs about language learning and it can be used as reference to improve English Education Department at UNIROW Tuban.
Process-Genre Approach, Product Approach, and Students’ Self-Esteem in Teaching Writing M. Ali Ghufron
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 1 (2016)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

This research was aimed at revealing whether or not: (1) process-genre approach is more effective than product approach in teaching writing; (2) students who have high self-esteem have better writing skill than those who have low self-esteem; and (3) there is an interaction between teaching-learning approaches and students’ self-esteem in teaching writing. This experimental research involved two classes of third semester students of English Education Study Program of IKIP PGRI Bojonegoro. Each class consisted of 38 students. The writing test and questionnaire on self-esteem were used as the instruments to collect the data of this research. The results show that: (1) Process-Genre Approach is more effective than Product Approach in teaching writing; (2) the students who have high self-esteem have better writing skill than those who have low self-esteem; and (3) there is an interaction between teaching approaches and the students’ self-esteem in teaching writing. Therefore, it is suggested to implement Process-Genre Approach since the students can experience every stage of writing process in order to deliver the message in their writing properly.
Fostering Student Learning: EFL Teachers’ Pedagogical Competence and Subject Content on Students’ Achievement Bachtiar Bachtiar
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 1 (2016)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

this study explored whether and how EFL teachers’ pedagogical competence and subject content contribute to gain in students' English achievement. Using correlational study, the results indicated that students’ attitude to teachers’ pedagogical competence and English lesson content were positive. Interestingly, the students’ attitude towards English teachers’ pedagogical competence is higher than the students’ attitude towards English lesson contents. This finding provides support for policy initiatives designed to improve students' English language achievement by increasing EFL teachers’ knowledge and English lesson contents.
Improving Students’ Skimming and Scanning in Reading Skill by Applying Metacognitive Strategy Siti Mariam
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 1 (2016)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

Reading is one of the main four language skills that a learner needs to master in order to ensure success in learning English. To facilitate students in comprehending a text, the effective strategies should be used. One of the strategies is Meta-cognitive strategies. The objectives of the research are to identify students’ responses during learned process by using Meta-cognitive strategies and to investigate how high students’ improvement of skimming and scanning reading skill after learned by using Meta-cognitive strategies in recount text. Meta-cognitive strategies improve students to reflect on thought processes and to plan, monitor, and evaluate aspects of their learning. The participants were third semester of English department students of Islamic Education and Teacher Training Faculty of Walisongo State Islamic University.The reserch design was Classroom Action Research with 1 preliminary cycle and 2 cycles. This research was conducted from March, 2th 2015 until March, 21th 2015. Data collection technique was tests. Observations were done in each cycle. Tests form was given the students, they should answer 20 questions of multiple choice test. Then, the data were analyzed using mean (descriptive statistics) to find out the improvements. Meta-cognitive strategies were applied in the teaching learning process by giving plan (giving task for students), monitoring, evaluating, and problem solving to the students. After collecting the data, the result showed the improvements of the students. Students’ average score in pre cycle test was 60. In the first cycle, the average score increased became 70. This score hadn’t met the minimum standard score yet 75. Therefore, second cycle was conducted. Students’ average score increased became 82.16. Students’ engagements also increased since the first cycle. Consequently, the objectives were reached. Based on the result, it could be concluded that Meta-cognitive strategy can improve the students’ skimming reading comprehension of recount text.
The External Factors of Students’ Involvement in Speaking Activity at SMP Progresif Bumi Shalawat M.A. Nurul Haikal
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 1 (2016)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

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Abstract

This research is conducted to know what factors that influence the students’ involvement in speaking activity in order to practice their speaking skill and what strategies that the teacher used to encourage those external factors. This research uses descriptive qualitative method. There are two instruments used for this research, namely, class observation and interview. Based on the results of class observation and interview, the researcher concludes that teacher factor gives the greatest impact on students’ involvement and the appropriate strategies can support those external factors.

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