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Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
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Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal on English as a Foreign Language (JEFL) is an open access academic, scholarly peer-reviewed journal and follows a double blind review policy. The Journal is scheduled for publication biannually, in March and September, with the first issue to appear in March 2011. This Journal has been indexed on DOAJ since 2016 and accredited “Sinta 3” as a scientific journal under the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education since 2017.
Arjuna Subject : -
Articles 426 Documents
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Examining EFL students' ISEB and OSEL amidst internet-based online learning environment during COVID-19 pandemic Margareta Lisa Merrynda; Ive Emaliana; Hamamah Hamamah
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3150

Abstract

Students are becoming adapted to online self-regulated learning (hereafter, OSEL), which is closely related to students' internet-specific epistemic beliefs (hereafter, ISEB), as the internet became an important platform for the teaching process during the Coronavirus disease (COVID-19) pandemic. This study is aimed at researching the relationship between OSEL and ISEB among EFL students and after establishing the prediction. Data were collected through the questionnaires using the ISEB questionnaire (Kammerer et al., 2015) and the OSEL questionnaire (Zheng et al., 2016). Approximately 140 undergraduate students enrolled in the seventh semester of the English language education study program at a reputable university in Malang, Indonesia involved in this study. Interviews were then conducted to confirm the findings obtained from the questionnaires. The findings showed a substantial correlation between EFL students' ISEB and OSEL, with a correlation coefficient .555 and p-value .000. It also predicted that the higher EFL students' ISEB, the higher their OSEL too. The interview results elucidated support for this prediction. Students' ISEB and OSEL can help them solve their academic problems. Therefore, some pedagogical implications are described to promote better English learning, which uses the internet as one of the media of instruction.
Mandating teaching approaches stifles innovation: a case against Luqman Baehaqi
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3837

Abstract

The article discusses the primacy of Systemic Functional Linguistics (SFL) in research and pedagogy on second language (L2) writing in Indonesia. Indonesian academics use SFL theory as a shell to value arguments and observations in the methodological literature of L2 writing, demonstrating how the theory transforms into an "instrument reliable for scaffolding thinking, for propelling knowledge and ideas forward" (Thomas, 2007, p. 44) in their research and practice. The hijacking of an educational researcher's thought process and methodology by a linguistic paradigm serves only to reinforce the researchers' lack of confidence in challenging the established and recognized paradigm. Numerous articles from reputable local publications were gathered and analyzed. The paper concludes that researchers working in Indonesiashould commit to conducting more thought experiments to learn and support critical refection over and above imitating “what has been". Reflection and consideration of interdisciplinary evidence help make a unique contribution to educational theory and practice.
Augmenting English public speaking skill through peer evaluation: a case study in Toastmaster International Club Lailatul Rifah; Fardini Sabilah
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3113

Abstract

Having peers to give public speaking feedback is always feasible to measure the learners’ performance. However, learners are unwilling to share their feedback in the evaluation due to hesitance. This research investigates the kind of peer evaluation elements that the Toastmaster evaluator used to evaluate the speakers and how the they interpret the evaluation given by their peers. An in-depth interview was used to analyze about the elements of peer evaluation and the speakers’ feedback towards peer evaluation. Snowballing technique was chosen to select the research subjects. Three research subjects, as the members of Toastmaster International (TMI) in Malang and Surabaya, Indonesia claimed that the elements of evaluation used in TMI increased the ability of public speaking. The assessment aspects were divided into three factors: the script, seen, and spoken. Meanwhile, other crucial evaluation elements in public speaking include the grammatical aspect and proper words instead of filler words. This research found that the TMI speakers felt very satisfied with the implementation of peer evaluation due to its effect on increasing confidence during performing public speaking. It can be implied that peer evaluation element can effectively be used to measure oral communication skills from peer’s point of view in TMI.
The use of grammar translation method in teaching English Catharina Elmayantie
Journal on English as a Foreign Language Vol 5, No 2 (2015): Issued in September 2015
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v5i2.372

Abstract

This study aims to describe the patterns of Grammar Translation Method (GTM) and to know the reasons why the teachers used the method. Descriptive qualitative method was applied. The subjects were two English teachers at the seventh grade of SMP Negeri 1 Palangka Raya. It was used observation and questionnaires to collect the data. The data reduction, data display, and conclusion drawing were applied for data analysis. The findings show nine major patterns of GTM applied: (1) The classes were taught mainly in mother tongue; (2) the vocabulary was taught in the form of lists of isolated words; (3) the grammar provided the rules for putting words together; (4) it focused on the form and inflection of words; (5) the reading difficult classical texts were begun early; (6) it was little attention to the content of the texts; (7) the drills were exercises in translating; (8) it was little attention to pronunciation; and (9) it focused on accuracy. Meanwhile, the reasons of the teachers used the method are: (1) It is suitable for the students; (2) it helps the students comprehend the text; (3) it  improves the vacabulary; and (4) by using this method teaching-learning activities work well.
Teaching reflection of using technology in two Indonesian EFL classrooms: an autoethnography Yustinus Calvin Gai Mali
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.2860

Abstract

Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive changes to their teaching with technology. Using various data sources of my students’ blog, written assignments, and online interactions, this qualitative autoethnography study reflects upon my experiences as a lecturer in integrating technology in two EFL writing classes at the English Language Education Program of a private university in Central Java, Indonesia. Based on my written reflections narrated in the findings’ section, I discussed five main themes (i.e., struggle, unsuitable choice of technology, not a magic stick, traditional ingredients, and learning from one another) as the answer to the research question of this study. Overall, these five themes detailed my teaching practices in the classrooms, personal feelings of using technology, teaching and learning challenges of using technology in the writing classes, and possible solutions to deal with those challenges. This study might illustrate how reflecting on teaching experiences allows teachers to be aware of what they did in a class, find areas that need improvement, and plan for teaching-related changes in their future classrooms. Meanings of integrating technology in the classrooms and recommendations for further research are presented. 
Student teachers' reading habits and preferences Nana Priajana
Journal on English as a Foreign Language Vol 3, No 2 (2013): Issued in September 2013
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v3i2.65

Abstract

This study investigates the reading habit and preferences of the Student Teachers studying in their first year at the graduate school in Malang. Although with the advance of technology, media and many factors influencing reading habits and their preferences, the subjects of the study still have good reading habit and positive attitude towards reading activities. To collect the data, the researcher employs the questionnaire with 40 items adapted from a similar research. The items were designed for evaluating reading habits, general attitudes towards reading, and reading preferences of the students. As a result of the study, it is shown that more than half of the students like reading in leisure time and consider it as indispensable part of their lives. 
Revisiting euphemisation strategies for English to Indonesian subtitle context SF. Luthfie Arguby Purnomo; Ikke Dewi Pratama; Lilik Untari; SF. Lukfianka Sanjaya Purnama; Novianni Anggraini
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.1480

Abstract

Character equivalence and offensive word rank in subtitling context are understudied on the previous studies on euphemisation strategies. The exclusion of these two concerns leaves the prior constructed euphemisation strategies unable to explain how shifts on narrative identity might occur and how taboo words are functionally negotiated. In addressing this issue, the study investigates the relationship between offensive word levels with character equivalence and narrative identity, types of euphemisation strategies, and the strategies' implementation. The data were collected from the English and Indonesian versions of four films containing taboo words, which were analyzed by applying the theories of offensiveness rank by Ofcom, constructed in English as a foreign language context, and character equivalence by Petrucci. The findings indicate that offensive word translation suffers a rank shift on offensive word ranks Departing from these findings. We propose euphemisation strategies with offensive word rank and character equivalence as the primary narrative basis with mediality and subtitling standard as the primary mechanical basis. Those strategies are downgrading, degrading, sidegrading, outgrading, ingrading, and retrograding. The reasons of euphemisation strategy implementation are bipolarly divided into aesthetics and mechanics in relation to distances and perspectives of the applied offensive words. 
The effect of Look-Up technique on speaking fluency Achlia Niza Ayunda
Journal on English as a Foreign Language Vol 2, No 2 (2012): Issued in September 2012
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v2i2.56

Abstract

This research is conducted to find an effective technique to teach speaking of second semester students. To collect the data, this research using pre- and post-test. The treatment is look-up technique in which the learners work in pairs facing each other. One is the reader, the other is the listener. The reader holds the book containing the dialogue at about chest level and slightly to the left. This enables the reader to look at the book and then look at the listener, moving only her eyes and not having to move her head at all. The reader looks at the book and tries to remember as long a phrase as possible. The reader can look at the book for as long as is necessary. Then, when ready, she/he looks at the listener and says the phrase. While she/he speaks, she/he does not look at the book. These rules force the reader to rely on memory. To analyze the data gained from post-test for both control and experimental class, the researcher used the t-test formula. The findings showed that t-value higher than t-critical, 1,671 <5.8> 2,390 which means that Null Hypothesis (Ho) was rejected. Thus, it can be concluded that it is effective to use look up technique in teaching English speaking, because the research hypothesis (H1) which says “there is a difference in speaking skill between students who were taught using look-up technique and those who were taught using conventional technique (role-play) in their speaking class” was accepted. 
The implementation of contextual teaching and learning in teaching English Arianto Arianto
Journal on English as a Foreign Language Vol 1, No 2 (2011): Issued in September 2011
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v1i2.190

Abstract

The main purposes of this study are (1) to describe the implementation of contextual teaching and learning (CTL) in teaching English, and (2) to investigate the teacher’s difficulties in implementing CTL in teaching English at the seventh grade students of SMPN-1 Palangka Raya. It was used qualitative method. The subject of this study was an English teacher of SMPN-1 Palangka Raya. It was used observation, interview and documentation to collect the data, and for data analysis it was used data reduction, data display, and conclusion. The findings show that (1) the implementation of CTL implemented by the teacher was through some components of CTL which were applied more frequently than others. The questioning, learning community, and modeling were frequently applied. (2) The problems faced by the teacher were the condition of the students who still made some noise, the large amount of students in the class, little attention from the students, and the shyness from the students to speak up.
Scaffolding students' interaction with texts using QAR strategy Teguh Sulistyo
Journal on English as a Foreign Language Vol 2, No 1 (2012): Issued in March 2012
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v2i1.47

Abstract

The teaching of reading as a foreign language (EFL reading) in Indonesia aims at enabling students to read and comprehend texts and other materials written in English. Due to the importance and lack of reading skills of students, this study was conducted to overcome the students’ difficulties in reading comprehension and encourage students to actively participate in the teaching-learning process through Question-Answer Relationship (QAR) strategy. The findings of the research, taken at Kanjuruhan University of Malang, showed that QAR strategy was worthy to improve the students’ reading skills, especially critical and scanning skills, and activate students to participate in the teaching-learning process of reading. 

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