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Journal on English as a Foreign Language (JEFL)
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ISSN : 20881657     EISSN : 25026615
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
191
Articles
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 |

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 |

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 |

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 |

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 |

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 |

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 |

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.

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 |

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.

The non-English major lecturers speak English: The barriers encountered by adult learners

Madkur, Ahmad ( IAIN Metro Lampung )

Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar |

Abstract

This study was aimed at investigating the difficulties and problems faced by non-English major lecturers when they were taking a part in English discussion. This study was a qualitative descriptive research involving 10 non-English major lecturers who took a part in a twice-a-week discussion so-called English Corner. To collect the data, in-depth interview and observation were used. The collected data were analyzed by using Miles and Huberman’s interactive data analysis data model consisting of data reduction, data display and data verifying. The result of the study showed that those barriers could be classified into three problems namely socio-cultural, linguistic and interpersonal problems. The found barriers were expected to be a consideration to find out the solution to make the betterment of English learning among lecturers with the non-English background of study.

The students’ coordinating conjunction acquisition order

Irawan, Deby ( Universitas Pendidikan Indonesia )

Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Original Source | Check in Google Scholar |

Abstract

This study is aimed at uncovering the students’ acquisition order of coordinating conjunction for then to seek the possible causes of such phenomenon. Quantitative approach with implicational scaling and qualitative approach with case study were employed with test, focused-group interview, and document analysis of some related textbooks as the instruments. A test consist of 70 questions about the usage of seven coordinating conjunctions in which each word is represented by 10 questions was given to the 13 students of eleventh grade of senior high school for the data collection related to the students’ acquisition order. The documents were then analyzed through several steps as suggested by the expert. The results show that the students acquire “and”, “so”, “for”, “but”, “or”, “yet”, and “nor” as in order. The external factors which influence the order are the formal complexity of each conjunction and the lack of exposure of coordinating conjunction both in the teaching activity and textbooks. Thus, teachers are suggested to provide more explicit teaching on coordinating conjunction and necessary knowledge about the usage of each word. Also, book writers should provide ample exposure to give students more knowledge about the usage of those conjunctions in a meaningful context.