cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
David Imamyartha
Contact Email
david.fkip@unej.ac.id
Phone
+6285230940208
Journal Mail Official
admin-ojs@unej.ac.id
Editorial Address
Jl. Kalimantan 37 Jember
Location
Kab. jember,
Jawa timur
INDONESIA
EFL Education Journal
Published by Universitas Jember
ISSN : 23384190     EISSN : 28278402     DOI : https://doi.org/10.19184/eej.v10i2.42790
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The EFL Education Journal is one of the professional publications of both the lecturers and teachers’ research findings or conceptual issues of EFL education in and outside the FKIP Jember University. It appears 3 times a year in the months of March, July, and November. The Journal presents information and ideas on English as a foreign language (EFL) learning and teaching. Articles based on the teachers’ research findings are of primary interest and relevance to the EFL teacher training and education. Contributions, which should be original and not published elsewhere, are welcomed from educationists: both the lecturers and students in EFL education. Main articles should be between 1000 and 5000 words in length. Manuscripts for review should be sent to the Editor, EFL Education Journal, Prodi Bahasa Inggris, FKIP Jember.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 74 Documents
 2   3   4   5   6 
The English Teacher’s Written Corrective Feedback on the Students’ Writings in Vocational High School Firyaal Mujahidah; Made Adi Andayani T.; Siti Sundari
EFL Education Journal Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i2.30869

Abstract

This study was aimed to find out the types of Written Corrective Feedback (WCF) given by the English teacher to the students’ writings, the reason of the teacher in giving certain types of WCF, and the contributions of the WCF for the students. This study employed a case study design which involved one English teacher and three students from different acquisition levels. The data were obtained from documentation and interview. The types of WCF given by the teacher were classified by using the theory from Ellis (2008). The data from the interview were analyzed by using thematic analysis proposed by Braun and Clarke (2006). The results showed that the teacher used Direct WCF, Unfocused WCF, and Electronic Feedback in correcting the students’ errors. It was found that the teacher gave those types of WCF in order to make the students understand about the mistakes that they made in their writings. It was also found that high and medium achieving students stated that WCF from their teacher were beneficial for them in order to avoid the same mistakes in the future while low achieving student did not get the benefit of feedback.
The Sentence Fallacies in the Narrative Writing: A Descriptive Study of Gender Differences at Senior High School Siti Sundari; Annisa Nur Aurin; Made Adi Andayani T.
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30860

Abstract

Writing is one of the important skills that should be mastered by the students. Unfortunately, most of the students still have problems in writing especially in writing good sentences. Problems occur when the sentence form is incorrect. This research was intended to describe the tenth grade students’ sentence fallacies in their narrative writingsand explore the gender differences in their writing products based on the sentence fallacies. The sentence fallacies focused on sentence fragments, comma splices, and run-on sentences. There were 14 male students’ writings and 14 female students’ writings investigated in this research. A descriptive analysis was used to describe the students’ sentence fallacies and the percentage of male and female students’ sentence fallacies. Based on the result of the data analysis, it was found that both male and female students made the three kinds of sentence fallacies in their narrative writings. However, the male students made less sentence fallacies in almost all kinds of sentence fallacies, except in comma splice. The male students made more comma splices compared to the female students.
Gender Representation in The English Textbook for Indonesian Junior High School Students: A Critical Discourse Analysis Ifadhotur Rizkiyah; Sugeng Ariyanto; I Putu Sukmaantara
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.30712

Abstract

Abstract This paper reports the analysis of ELT textbook for the eighth graders of Junior High School. We examined the extent of gender representation from the visual and textual materials in the textbook, in terms of the involvement of male and female gender in stereotypical and non-stereotypical areas. For that, Critical Discourse Analysis was used as the research design in this study, and Fairclough’s 1995 Three-Dimensional Model that consists of three stages of analysis (Description, Interpretation, Explanation) was applied as the data analysis method. The result shows that the representation of female visually and textually has already shown a good sign of gender representation for females were pictured in stereotypical and non-stereotypical areas. Meanwhile, for males, their representation is good textually, but visually they are still underrepresented, as males were only pictured in stereotypical area. However, when compared to the findings of previous studies, we found that the extent of gender stereotyping has reduced to some extent. Keywords: Gender representation; ELT textbook; critical discourse analysis; Fairclough’s three-dimensional model
The Effect of Applying Group Investigation Method on Vocational High School Students’ Reading Comprehension Devi Syarifah Septiana; Budi Setyono; Zakiyah Tasnim
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30865

Abstract

This experimental research aimed to discover the effect of applying Group Investigation Method on vocational high school students’ reading comprehension. The participants were the eleventh grade students of SMK Negeri 1 Jember. The research participants was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. Product Moment formula was applied to measure the reliability of the reading test. The reliability coefficient of the reading test was 0.70, meaning that the reading test was adequately reliable. The data were analyzed by using t-test formula. The result of analysis revealed that the scores of reading test for the students in the experimental group were significantly different from the one in the control group at the significant level of 0.05. The t-test results indicate that applying Group Investigation Method significantly affected the students’ reading comprehension. It is suggested that English teachers apply Group Investigation Method to teach and enhance students’ reading comprehension.
Enhancing The Students’ Speaking Skill through Think-Pair-Share (TPS) at SMAN 4 Jember Muhammad 'Abduh Al Karim; Mutiara Bilqis; Bambang Suharjito
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.29925

Abstract

This research discussed about using think-pair-share (TPS) at the state senior high school in the online teaching and learning process during the covid-19 pandemic. This research aims To enhance the eleventh-grade students’ speaking skill and participation at state senior high school 4 Jember by using Think–Pair-Share (TPS). The design of this research is a Classroom Action Research (CAR) with thirty participants in the classroom to collect the data. The teacher said that the eleventh grade students had difficulties in speaking skill. They felt unconfident to speak. This problem made their speech less fluent. They also often pronounced the English words incorrectly and displayed grammar errors when speaking. Students’ participation in the learning process was low because they felt unconfident and afraid of expressing their ideas in oral speech. Kagan (1994) said that TPS is a cooperative learning strategy that can promote higher-level thinking. TPS has useful benefits, not only for the students but also for the teacher. The students are allowed to speak up in the class. They talk a lot in the class, have high motivation in speaking, and enjoy participating in the class is the characteristic of successful speaking activities. The findings of this study, it proved that Think-Pair-Share (TPS) strategy could enhance the students’ speaking skill at SMAN 4 Jember. It could be seen from the improvement of the students’ speaking test result in the first cycle. It happened because the students were encouraged to speak English by the pair and have a discussion in class. It creates positive atmosphere in sharing ideas about the material and the students can train their vocabularies and pronunciation.
Investigating Peace Values Portrayed in Non-Government English Textbook for Senior High School Students Arif Rahman Azis; Budi Setyono; Sugeng Ariyanto
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.30203

Abstract

Textbooks are often perceived as a platform that could greatly influence students' development in terms of character. Students could receive influential peace education through textbooks as a medium of teaching and learning. Consequently, it is absolutely necessary for any textbook used by the teacher to contain the necessary peace values required to shape students' excellent character. This study was an effort to carefully examine the portrayal of peace values in English Language Teaching (ELT) textbooks for senior high school students in Indonesia. Critical Discourse Analysis (CDA) and semiotic by Roland Barthes's (1977) framework was selected as the tool to further elaborate on the kinds of peace values presents within the English textbook and also how exactly those peace values voice out the peace values. The result showed that the selected textbook has managed to integrate the necessary peace values. However, massive imbalances of representation can be identified due to the lack of peace with nature and the abundance of social peace.
Enhancing The Tenth Grade Students’ Active Participation And Reading Comprehension Achievement By Using Know, Want, Learned (KWL) Strategy Robi Nurmiftah; Aan Erlyana Fardhani; Wiwiek Eko Bindarti
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30861

Abstract

This classroom action research was intended to enhance students’ active participation and reading comprehension achievement by using KWL strategy. The research participants of the study were 31 students of X IPA 2 at SMAN Tamanan, Bondowoso. The implementation of KWL strategy could enhance the X IPA2students’ active participation in teacher learning process of reading comprehension. The result of observation showed that the percentage of the students who were active before the action was 22.5%. After the action in Cycle1, the percentage of the students who were active increased to 75.5% while in Cycle2 was 87%.Moreover, the implementation of KWL strategy could enhance the X IPA 2students’ reading comprehension achievement. The result of reading comprehension test showed that the percentage of students who got score ≥73improved from 0% in the previous reading score to 76% in Cycle1 and 88% in Cycle2. Both the result of observation and reading achievement test had achieved the target minimum criteria of the success of classroom action research that was 75%.
Senior High School English Teachers' Knowledge of Intercultural Values Novia Astri Maulidya; Bambang Arya Wija Putra; Areta Puspa
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.30470

Abstract

The objective of this research was to know the level of senior high school English teachers’ knowledge of intercultural values. The study was concerned with the English teachers’ knowledge of intercultural value which is using a quantitative method, specifically, a survey study because it helped to describe the attitude, opinions, behaviors, or characteristics of the population. In this study, the participants included 66 in-service Senior High School English teachers from different public school around Jember from the total number 207 of senior high school English teachers in Jember. The participant selected was using random sampling by delivering the questionnaire to all of Senior High School English teachers in Jember. The data of this study used Cultural Intelligence Scale (CQS) which contains 20-item scales. The result of this study showed that among four dimensions of CQS, all of them got high level of senior high school English teachers’ knowledge of intercultural value which in this case very important for teachers to communicate across various culture
The Use of Collaborative Strategic Reading (CSR) to Enhance the Students’ Reading Comprehension Achievement at Junior High School Devita Puspita Sari; Siti Masrifatul Fitriyah; Zakiyah Tasnim
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30866

Abstract

This classroom action research aimed to enhance the eighth grade students’ reading comprehension achievement by using Collaborative Strategic Reading (CSR) and to know how CSR enhanced the students’ participation during learning process of reading comprehension. The research participants were the VIII A grade students of SMPN 1 Pakusari. The data were collected by using reading comprehension test and observation during the teaching and learning process of reading comprehension. After that, the data were analyzed using descriptive statistic to know the students’ reading comprehension achievement and their participation after being taught using CSR. The results showed that the use of CSR could enhance students’ reading comprehension achievement and participation in reading comprehension class. Hence, it is suggested for English teachers to use CSR in process of teaching and learning reading comprehension.
Indonesian Teachers’ Perceptions of Students’ Problems and The Possible Causes when Speaking English in The EFL Classroom Anisatul Maysaroh; Siti Masrifatul Fitriyah; Bambang Suharjito
EFL Education Journal Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v9i1.30466

Abstract

English Speaking skill plays an important role in communication for EFL learners, including those in Indonesia. However, the problem of speaking English is a frequently encountered topic of discussion in the body of literature and in educational contexts. There are various problems that are listed as the possible causes of language learners’ incompetence in speaking English from teachers’ perceptions which have to be investigated. In order to examine the teachers’ perceptions of students’ problems and possible causes when speaking English in the EFL classrooms, I interviewed three English teachers in a junior high school. Semi structured-interview was used to generate data, which were then analysed by using the Interactive Model of data analysis. The results indicated that lack of vocabulary, lack of confidence, fear of making mistakes and language anxiety as students’ problems in speaking. In addition, the teachers perceived the possible causes derived from both intrinsic and extrinsic factors such as students’ motivation or willingness to practice speaking English and the environmental factors like family support which hindered the students from delivering their best speaking performance.

Page 4 of 8 | Total Record : 74

 2   3   4   5   6 

Filter by Year

2016 2023


Reset
Filter By Issues
All Issue Vol 10 No 2 (2023): Vol. 10. No. 2 JULY 2023 Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023 Vol 9 No 3 (2022): Vol. 9. No. 3 NOVEMBER 2022 Vol 9 No 2 (2022): Vol. 9. No. 2 JULY 2022 Vol 9 No 1 (2022): Vol. 9. No. 1. MARCH 2022 Vol 8 No 3 (2021): Vol. 8. No. 3. NOVEMBER 2021 Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021 Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021 Vol 3 No 3 (2016) Vol 3 No 2 (2016)