Journal on English as a Foreign Language最新文献_第9页

EFL teachers’ challenges in promoting learner autonomy in the 21st-century learning 21世纪外语教师在促进学习者自主性方面面临的挑战

Journal on English as a Foreign Language Pub Date : 2020-09-16 DOI: 10.23971/JEFL.V10I2.1881

Putu Wiraningsih, M. Santosa

{"title":"EFL teachers’ challenges in promoting learner autonomy in the 21st-century learning","authors":"Putu Wiraningsih, M. Santosa","doi":"10.23971/JEFL.V10I2.1881","DOIUrl":"https://doi.org/10.23971/JEFL.V10I2.1881","url":null,"abstract":"Teachers have a responsibility to help students become autonomous learners. However, in promoting learner autonomy, the teachers were faced with the challenges. This descriptive qualitative study aimed to describe the challenges in promoting learner autonomy in 21st-century learning faced by EFL teachers and their strategies. The data were collected through a semi-structured interview technique. Four qualified EFL junior high school teachers with at least five years of teaching experience in Singaraja Bali Indonesia were involved. The interview guideline was constructed based on the dimensions of policy constraints, institutional constraints, language teaching methodology, and learner's background. The interviews were transcribed and categorized into the table of identification based on the four dimensions. Finally, the data regarding the challenges and the strategies were interpreted, and the excerpts of the interview were provided. The results show that the policy constraint identified in this study was due to the school zoning system. The institutional constraint was due to the unscheduled events. The language teaching methodology was due to the lack of knowledge of teaching strategy and different characteristics of students. Thus, in transforming the challenges into possibilities, some strategies were implemented, such as initiating activities, applying collaborative learning, and having good planning and time management.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"290-314"},"PeriodicalIF":0.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Students’ reflections in teaching practicum: A case study of EFL pre-service teachers 学生在教学实习中的反思——以英语职前教师为例

Journal on English as a Foreign Language Pub Date : 2020-09-09 DOI: 10.23971/jefl.v10i2.2041

Dwi Riyanti

{"title":"Students’ reflections in teaching practicum: A case study of EFL pre-service teachers","authors":"Dwi Riyanti","doi":"10.23971/jefl.v10i2.2041","DOIUrl":"https://doi.org/10.23971/jefl.v10i2.2041","url":null,"abstract":"The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-ended questionnaire made by the author, journal writing, participants' analysis on the videos of their teaching performances, and an interview with each participant. To triangulate the data, classroom observations and document analysis were also conducted. The obtained data were analyzed thematically based on emerging themes. The findings show that the participants did reflections in different stages of their teaching performances, reflecting on the surface level. In terms of how they view a reflection, the research participants perceive a reflection as a good practice because it gives them opportunities to look back and scrutinize what they did during their teaching practicum.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"268-289"},"PeriodicalIF":0.0,"publicationDate":"2020-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47961832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors 以Kahoot为中介的英语学习——来自印尼外语教师的启示

Journal on English as a Foreign Language Pub Date : 2020-09-08 DOI: 10.23971/jefl.v10i2.1917

M. Mahbub

{"title":"Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors","authors":"M. Mahbub","doi":"10.23971/jefl.v10i2.1917","DOIUrl":"https://doi.org/10.23971/jefl.v10i2.1917","url":null,"abstract":"Now, EFL pedagogical practices have gradually transformed from traditional classrooms into digital learning. Within this context, mobile devices have now been considered as an auspicious medium for future learning. This study investigated how EFL instructors from different secondary education institutions viewed the in-class use of Kahoot in English-language classrooms. To this end, they were invited to fill a 13-items web-based questionnaire covering several categories: factual, behavioral, and attitudinal. Twenty-seven ( n =27) Indonesian EFL instructors in secondary education at both public and private high schools mostly located in East Java, Indonesia, voluntarily participated in this present study by completing the online survey. The results indicated that participants mostly demonstrated positive feelings toward the utilization of Kahoot in EFL classrooms. It showed that Kahoot was perceived as a promising software application to enhance the English-language learning process. To explore the effectiveness of this online game-based platform, more future-related research with large-scale participants in broader geographic regions should be carried out in this area.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"246-267"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Revisiting euphemisation strategies for English to Indonesian subtitle context 再论英语到印尼语字幕语境中的委婉语策略

Journal on English as a Foreign Language Pub Date : 2020-09-08 DOI: 10.23971/jefl.v10i2.1480

SF. Luthfie Arguby Purnomo, Ikke Dewi Pratama, Lilik Untari, SF. Lukfianka Sanjaya Purnama, Novianni Anggraini

{"title":"Revisiting euphemisation strategies for English to Indonesian subtitle context","authors":"SF. Luthfie Arguby Purnomo, Ikke Dewi Pratama, Lilik Untari, SF. Lukfianka Sanjaya Purnama, Novianni Anggraini","doi":"10.23971/jefl.v10i2.1480","DOIUrl":"https://doi.org/10.23971/jefl.v10i2.1480","url":null,"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. T he findings indicate tha t 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.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"222-245"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41348138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

High-stakes testing policy and English language teaching: Voices of the leftovers 高风险测试政策与英语教学：剩饭剩饭的声音

Journal on English as a Foreign Language Pub Date : 2020-09-04 DOI: 10.23971/jefl.v10i2.2005

Laser Romios, A. Ashadi, W. Purbani

{"title":"High-stakes testing policy and English language teaching: Voices of the leftovers","authors":"Laser Romios, A. Ashadi, W. Purbani","doi":"10.23971/jefl.v10i2.2005","DOIUrl":"https://doi.org/10.23971/jefl.v10i2.2005","url":null,"abstract":"High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers’ voices should be heard for well-rounded education policy. This study aims to investigate the voices of English teachers on the impacts of the national exam (NE) towards English language teaching at junior high schools (JHS) in Yogyakarta, Indonesia. It is a qualitative study involving three private JHSs and three state JHSs, chosen according to their NE-based ranks: low, mediocre, and high performing – for inclusive representation. The subjects are six English teachers from six JHSs. The data were collected through interviews and analyzed using the analysis model of Miles, Huberman, and Saldana, following the steps of data condensation, data categorization, data display, data interpretation, and conclusion drawing and verification. The findings show that NE leads to low order thinking skills, digresses from the goals of curriculum 2013, prioritizes only knowledge, focuses on English passive skills, induces favoritism between teachers, and disables teachers to vary their teaching strategies. Teachers’ involvement in education policy is necessary, and they are generally in favor of the NE abolishment plan. The implication of this study calls for implementing teachers' coping mechanism in transitioning from NE to the newly proposed assessment.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"193-221"},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46558978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Cultural representation and intercultural interaction in textbooks of English as an international language 国际英语教材中的文化表征与跨文化互动

Journal on English as a Foreign Language Pub Date : 2020-03-28 DOI: 10.23971/jefl.v10i1.1766

Tomy Kartika Putra, Dewi Rochsantiningsih, S. Supriyadi

引用次数: 7

Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation 英语课堂中的维恩图策略提高学习者的写作能力和写作动机

Journal on English as a Foreign Language Pub Date : 2020-03-26 DOI: 10.23971/jefl.v10i1.1556

M. Syafii, Mohamad Miftah

{"title":"Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation","authors":"M. Syafii, Mohamad Miftah","doi":"10.23971/jefl.v10i1.1556","DOIUrl":"https://doi.org/10.23971/jefl.v10i1.1556","url":null,"abstract":"This classroom action research was intended to enhance students' skills and motivation in writing report texts by implementing the Venn-diagram strategy. Twenty-one students failing to achieve the passing grade level of scores on their writing skills at the ninth grade of an Islamic secondary school in East Java Indonesia became the subjects of the study. The observation checklist, field notes, questionnaires, and writing test were used to collect data through implementing the Venn-diagram strategy taking a two-set circle and applying the writing process – prewriting via generating ideas, selecting relevant ideas, and ordering ideas; drafting general classification and description paragraphs; revising the rough draft and editing it; and publishing a final version. The results showed that the strategy can enhance the learners’ skills and their motivation in writing report text. The learners’ writing scores significantly increased both in two cycles – thirteen learners of the twenty-one students passed from the passing grade level in Cycle 1, and all learners passed from those in Cycle 2. It also highly motivates learners in writing report text, both in two cycles. Therefore, English teachers are recommended to apply Venn-diagram strategy in EFL writing class to start writing.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"141-162"},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47403060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

EAP alignment in EFL writing courses towards developing student’s academic writing skills EAP在英语写作课程中对学生学术写作技能的培养

Journal on English as a Foreign Language Pub Date : 2020-03-20 DOI: 10.23971/jefl.v10i1.1736

Melaku Bayu Workie, Zelealem Shitahun Haregu

{"title":"EAP alignment in EFL writing courses towards developing student’s academic writing skills","authors":"Melaku Bayu Workie, Zelealem Shitahun Haregu","doi":"10.23971/jefl.v10i1.1736","DOIUrl":"https://doi.org/10.23971/jefl.v10i1.1736","url":null,"abstract":"The objective of the present study was to assess the prevailing alignment of English for academic purposes (EAP) in EFL writing courses vis-a-vis the development of academic writing skills of students in public universities of Amhara National Regional State (ANRS) in Ethiopia. The study used a descriptive survey that involved quantitative and qualitative methods. A questionnaire, focus-group discussions, and syllabus and materials survey were used to gather primary and secondary data, respectively, for the study. The descriptive statistics were employed in analyzing the quantitative data. The qualitative data were analyzed and reported thematically. The results showed there were existed a comparable horizontal (cross-department) distribution pattern of common writing courses among the three universities; all learners in taking the common course 'Basic Writing Skills' in each university learnt with the same syllabus and material regardless of their fields of study. So, there was a poor alignment of writing courses with the target students' mainstream discipline (i.e., learning and discourse) both in terms of content and genre.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"120-140"},"PeriodicalIF":0.0,"publicationDate":"2020-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43935490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pride’s “This Bed’s Not Big Enough”: Struggle for marital true love Pride的“这张床不够大”：为婚姻真爱而奋斗

Journal on English as a Foreign Language Pub Date : 2020-03-16 DOI: 10.23971/jefl.v10i1.1370

Idha Nurhamidah, Sugeng Purwanto

{"title":"Pride’s “This Bed’s Not Big Enough”: Struggle for marital true love","authors":"Idha Nurhamidah, Sugeng Purwanto","doi":"10.23971/jefl.v10i1.1370","DOIUrl":"https://doi.org/10.23971/jefl.v10i1.1370","url":null,"abstract":"The current study was aimed at investigating the struggle of Charley Pride through his song lyric entitled “This Bed’s Not Big Enough” employing a mixed approach of literary and systemic-functional perspectives to save his marriage in an alternative. The marital problem may go even worst when the memories linger in bed, calling his or her ex’s name on sexual encounters. This really hurts, and may or may not end in a divorce depending on the wife's decision. Upon completion of systemic functional linguistic analysis to construe the meaning of the song, it turns out that the song lyric managed to create a discursive practice that most people would experience when encountered in the same situational context. The solution varies from one individual to another pertinent to one's social and educational background. Therefore, to further confirm the research findings, a supplementary survey to twenty male colleagues (husbands) was conducted to reveal their attitude- moral values and judgments on both implicit and explicit intentions of the song, to extrinsically relate them to a social and religious domain (value). The findings show that alternative solutions differ from one individual to another depending on social, educational and religious backgrounds.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48415453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Interactive game “Kahoot!” as the media of students’ vocabulary assessment 互动游戏“Kahoot！”作为学生词汇评估的媒介

Journal on English as a Foreign Language Pub Date : 2020-03-14 DOI: 10.23971/jefl.v10i1.1670

H. Hadijah, B. Pratolo, Rondiyah Rondiyah

{"title":"Interactive game “Kahoot!” as the media of students’ vocabulary assessment","authors":"H. Hadijah, B. Pratolo, Rondiyah Rondiyah","doi":"10.23971/jefl.v10i1.1670","DOIUrl":"https://doi.org/10.23971/jefl.v10i1.1670","url":null,"abstract":"This research aims to investigate students’ perspectives on using the interactive game “Kahoot!” as the media of vocabulary test at one of the public senior high schools in Yogyakarta Indonesia. It was qualitative research with five voluntarily participating students as the participants. An in-depth semi-structured interview was applied as the data collection technique. The theme-based analysis was used in this study. The finding shows that first, Kahoot! is more practical for a vocabulary test. Second, the game can attract the students’ attention to the test. Third, it helps the students to be more active in the classroom and the last, the game makes the students more enthusiastic in doing the test. However, this research also found some negative sides of using Kahoot!; first, the students become less confident with their score, especially when they get lower scores than other students because the scores were displayed on the leader board in Kahoot! application; second, some students had a lack of knowledge in using the application; and the last, the time was limited. This study implies that the use of Kahoot! in the EFL classroom can be an alternative for teachers to teach vocabulary and provide fun learning activities for the students.","PeriodicalId":31243,"journal":{"name":"Journal on English as a Foreign Language","volume":"10 1","pages":"84-102"},"PeriodicalIF":0.0,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49033075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20