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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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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.
Articles
185
Articles
The influence of e-portfolio toward the process and the quality of students translation

Rahmawati, Maya ( Universitas Singaperbangsa Karawang (UNSIKA) ) , Hakim, Putri Kamalia ( Universitas Singaperbangsa Karawang (UNSIKA) )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (885.742 KB)

Abstract

This study is aimed at gaining an understanding of the influence of e-portfolio on the process and quality of translation (acceptability, accuracy, and readability) of students and how e-portfolio affects the process and quality of student translations. The method used in this research is sequential explanatory design. The subjects of this study are the third-year students of English Education Department at Universitas Singaperbangsa Karawang (UNSIKA) Indonesia who took translation practice course. The quantitative data are taken from the pre-test and post-test results. The qualitative data are gained from questionnaire and interview. After analysis, it is found that e-portfolio influenced the students’ translation ability where the value is Sig. = 0.001 < α = 0.05. It was discovered that 82% students achieved higher score in acceptability. Meanwhile, 62% students achieved higher score in accuracy, and only 56% students achieved higher score in readability. In terms of translation process, e-portfolio helps students track their progress, give and receive feedback from various participants, as well as have virtual room to sort their works which are easily accessible.

The influence of e-portfolio toward the process and the quality of students translation

Rahmawati, Maya ( Universitas Singaperbangsa Karawang (UNSIKA) ) , Hakim, Putri Kamalia ( Universitas Singaperbangsa Karawang (UNSIKA) )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (885.742 KB)

Abstract

This study is aimed at gaining an understanding of the influence of e-portfolio on the process and quality of translation (acceptability, accuracy, and readability) of students and how e-portfolio affects the process and quality of student translations. The method used in this research is sequential explanatory design. The subjects of this study are the third-year students of English Education Department at Universitas Singaperbangsa Karawang (UNSIKA) Indonesia who took translation practice course. The quantitative data are taken from the pre-test and post-test results. The qualitative data are gained from questionnaire and interview. After analysis, it is found that e-portfolio influenced the students’ translation ability where the value is Sig. = 0.001 < α = 0.05. It was discovered that 82% students achieved higher score in acceptability. Meanwhile, 62% students achieved higher score in accuracy, and only 56% students achieved higher score in readability. In terms of translation process, e-portfolio helps students track their progress, give and receive feedback from various participants, as well as have virtual room to sort their works which are easily accessible.

The effect of pictorial mode on children’s learning of new L1 lexical items

Sadighi, Firooz ( Shiraz Islamic Azad University ) , Nourinezhad, Sepideh ( Shiraz Islamic Azad University )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (87.982 KB)

Abstract

This research is aimed at investiagting the influence of using pictorial mode towards children’s learning of L1 new lexical items. This study is based on an experimental design. To reach the goal, 20 children as the sample were randomly selected from nurseries in Shiraz, Iran. The participants were 3 years old children divided in two groups of experimental and control. To estimate the impact of pictorial mode on children’s learning of L1 new lexical items, the same lexical items (the name of 3 animals) were provided to each group with different media; flashcard used in the experimental group, and in the control group just used some explanations about the characteristics of the animals. To collect the data, the researchers recorded children’s voice and then transcribed and scored their answers. The data were then analyzed using independent-samples t-test. The result shows that inasmuch as those in the experimental group surpassed those in the control group, it came to light that the use of pictorial mode greatly influenced children’s learning of new L1 lexical items. 

The effect of pictorial mode on children’s learning of new L1 lexical items

Sadighi, Firooz ( Shiraz Islamic Azad University ) , Nourinezhad, Sepideh ( Shiraz Islamic Azad University )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (87.982 KB)

Abstract

This research is aimed at investiagting the influence of using pictorial mode towards children’s learning of L1 new lexical items. This study is based on an experimental design. To reach the goal, 20 children as the sample were randomly selected from nurseries in Shiraz, Iran. The participants were 3 years old children divided in two groups of experimental and control. To estimate the impact of pictorial mode on children’s learning of L1 new lexical items, the same lexical items (the name of 3 animals) were provided to each group with different media; flashcard used in the experimental group, and in the control group just used some explanations about the characteristics of the animals. To collect the data, the researchers recorded children’s voice and then transcribed and scored their answers. The data were then analyzed using independent-samples t-test. The result shows that inasmuch as those in the experimental group surpassed those in the control group, it came to light that the use of pictorial mode greatly influenced children’s learning of new L1 lexical items. 

Developing cooperative integrated reading and composition-based role-playing game application as an alternative media in the reading learning

Sofiana, Nina ( Universitas Islam Nahdlatul Ulama Jepara )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (154.105 KB)

Abstract

The objective of this study is to develop Role-Playing Game (RPG) application as an alternative media in reading learning. The developed RPG application is based on Cooperative Integrated Reading and Composition (CIRC). The implementation of the developed RPG application is aimed to provide learning materials of reading skill in more attractive way to generate an innovative learning environment in which the students will not be uninterested in the learning process. The study is education research and development (R&D) which consisted of research and information collecting, planning, developing product form, expert validation, product revision, field testing and developing final product.  The subjects are the students and English teachers from one of vocational schools in Pati, Central Java, Indonesia. The instruments of this research are observation, documentation and questionnaire. Using qualitative and quantitative data analysis, the media developed contained some texts and it belonged to good category as the result of validation from material and media experts. After the developed media was used in reading learning, it was found that the students had positive response toward it. Thus, it can be deduced that the RPG application developed can be used as a media in learning process of reading skill.

Developing cooperative integrated reading and composition-based role-playing game application as an alternative media in the reading learning

Sofiana, Nina ( Universitas Islam Nahdlatul Ulama Jepara )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (154.105 KB)

Abstract

The objective of this study is to develop Role-Playing Game (RPG) application as an alternative media in reading learning. The developed RPG application is based on Cooperative Integrated Reading and Composition (CIRC). The implementation of the developed RPG application is aimed to provide learning materials of reading skill in more attractive way to generate an innovative learning environment in which the students will not be uninterested in the learning process. The study is education research and development (R&D) which consisted of research and information collecting, planning, developing product form, expert validation, product revision, field testing and developing final product.  The subjects are the students and English teachers from one of vocational schools in Pati, Central Java, Indonesia. The instruments of this research are observation, documentation and questionnaire. Using qualitative and quantitative data analysis, the media developed contained some texts and it belonged to good category as the result of validation from material and media experts. After the developed media was used in reading learning, it was found that the students had positive response toward it. Thus, it can be deduced that the RPG application developed can be used as a media in learning process of reading skill.

The contribution of school culture to the learner success factors in e-learning

Setyo, R. Chusnu Yuli ( Universitas Islam Lamongan (Unisla) ) , Suharsono, Suharsono ( State University of Surabaya (Unesa) ) , Purwati, Oikurema ( State University of Surabaya (Unesa) )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (264.559 KB)

Abstract

This study aimed to portray how a school culture contributed to the learner success factors in e-learning in the middle school level. The ethnographic case study design was applied to explore the school culture and the e-learning success factors more deeply and holistically. The data were collected through observations and in-depth interviews. The cross-case analysis was used to interpret the data. The subjects of the study were four students who won in the national e-learning competition and the setting of the institution was in SMP Tentara Genie Pelajar (TGP) in Malang. The fundamental finding of the study, that might not be found in other research, was that the high-academic performance culture of this school gave an indirect contribution to the students’ e-learning success factors, such as the students’ motivation, the students’ e-learning self-efficacy, the students’ prior knowledge on the e-learning technical competency, and the students’ interaction and collaboration. This study gave a big implication because an ethnographic case study on the e-learning critical success factors might be never done in Indonesia before.

EFL students’ perception on flipped learning in writing class

Fauzan, Akhmad ( Universitas Palangka Raya (UPR) ) , Ngabut, Maria Novary ( Universitas Palangka Raya (UPR) )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (106.43 KB)

Abstract

This research aims at finding out EFL students’ perceptions on the implementation of Flipped Learning in writing class. Survey research was applied with one-shot design and questionnaire was used to collect data. The setting of this research is at one university in Central Kalimantan Province in Indonesia where English is a foreign language. The students were in their fourth semester learning writing skill. In order to avoid teacher-centered learning which may cause a boring and monotonous classroom, this research implemented Flipped Learning that could change the way students learn. The approach was done during one semester and the questionnaires were then handed out at the end of the semester. After the questionnaires were collected and analyzed quantitatively and qualitatively, the result of this research shows that students had positive perceptions on the implementation of Flipped Learning in Writing 3 class.

Effect of story maps on EFL students’ achievement in writing narrative texts

Rahmawati, Fardhila Sheli ( Universitas Negeri Malang ) , Cahyono, Bambang Yudi ( Universitas Negeri Malang ) , Anugerahwati, Mirjam ( Universitas Negeri Malang )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (313.361 KB)

Abstract

The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students’ scores in the experimental group and those in the control group in favor of the experimental group. The result also revealed that there is no significant difference in the achievement in writing narrative texts between the visual and auditory learners.

EFL students’ perception on flipped learning in writing class

Fauzan, Akhmad ( Universitas Palangka Raya (UPR) ) , Ngabut, Maria Novary ( Universitas Palangka Raya (UPR) )

Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar | Full PDF (106.43 KB)

Abstract

This research aims at finding out EFL students’ perceptions on the implementation of Flipped Learning in writing class. Survey research was applied with one-shot design and questionnaire was used to collect data. The setting of this research is at one university in Central Kalimantan Province in Indonesia where English is a foreign language. The students were in their fourth semester learning writing skill. In order to avoid teacher-centered learning which may cause a boring and monotonous classroom, this research implemented Flipped Learning that could change the way students learn. The approach was done during one semester and the questionnaires were then handed out at the end of the semester. After the questionnaires were collected and analyzed quantitatively and qualitatively, the result of this research shows that students had positive perceptions on the implementation of Flipped Learning in Writing 3 class.