Garuda - Garba Rujukan Digital

BRIDGING THE LITERACY GAP WITH INTEGRATED MEDIA: EMPOWERING ELEMENTARY STUDENTS TO THRIVE Nida Amalia Asikin
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9329

The extended impact of the two-year pandemic has significantly affected the motivation and literacy skills of elementary students. In response to the government's Merdeka curriculum, prioritizing literacy in the 4.0 era, there is an urgent need for innovative approaches. This study advocates for integrated media, combining ICT with manual tools, to enhance literacy skills and boost motivation. Referencing digital literacy, language learning through screen time, and insights from the Routledge handbook of digital literacies in early childhood (Erstad et.al., 2020), the research integrates various media elements, guided by studies in digital literacy, early childhood education, and the impact of video games on reading comprehension. Implementing qualitative method at Linimasa Elementary School, the study involves fourteen students in three groups, engaging in activities like identifying animal sounds and accurately writing and pronouncing animal names. Research outcomes show that integrated media successfully enhances literacy learning with excitement. The study highlights benefits, including increased confidence, teamwork, strategic thinking, and problem-solving skills among students. In conclusion, this research strongly supports teaching literacy to elementary students through integrated media, providing valuable insights for educators, policymakers, and researchers in advancing literacy education in the digital age.Keywords: Integrated media; Teaching Literacy; elementary; Merdeka curriculum

EXPLORING INDONESIAN PRE-SERVICE TEACHERS’ STRATEGIES DURING PRACTICUM IN THAI SCHOOLS Nabila Muna Kusuma; Siti Nur'Aini; Theresia Cicik Sophia Budiman
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.10570

Teaching practicum is a component of teacher education programs that provides pre-service teachers (PST) with practical classroom experience. This study investigated the teaching strategies and challenges of Indonesian student teachers during practicum in Thai schools. The study involved 27 participants from 4 universities in Central Java who participated in a one-month internship program. Using qualitative methods, data were collected through open-ended questionnaires and interviews. All 27 participants agreed to complete open-ended questionnaires regarding the challenges experienced during the teaching practicum. From the results of the questionnaire, only 4 participants agreed to be interviewed further regarding teaching strategies. The results obtained from filling out the questionnaire about the challenges showed that 89% experienced language barriers, 8% were constrained in learning media, and 4% had difficulty finding halal food. On the other hand, the results obtained from interviews show that PST apply teaching strategies using digital media, printed media, and ice-breaking. Based on these findings, it can be concluded that the use of strategies in teaching must be appropriate and can make students understand the material presented by PST due to the limited language and media.Keywords: pre-service teachers; teachers’ strategies; challenges; teaching practicum.

COHESION OF CONCLUSION IN STUDENT’S ACADEMIC WRITING: CRITICAL DISCOURSE ANALYSIS PERSPECTIVE Sudar Sudar
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.10980

A conclusion of academic writing is an urgent component in writing. Khazaal, (2019), he described that good a conclusion of academic writing has five variables namely; grammar, vocabulary, organizing, content, and cohesion). Based on this idea, researcher would like to limit the discussion on cohesion, organization, and grammar (tenses) conclusion of academic writing written by EFL students. The research questions of this study are as the following; a. What are the cohesive devices written in a conclusion of academic writing? b. how is the organization of conclusion written by EFL students? c. What are the tenses used in the section of conclusion written by EFL students? It is a qualitative descriptive study. The data of this study were twenty-five files of academic writing taken randomly from two classes of forty-five files. To analyse the data researcher used theory of cohesion written by Halliday and Hasan (1976) cited in Jhonson, (2017). Theory of organizing of a conclusion of academic writing by Adizovna, (2023), and the theories of tenses developed by, Bukit and Deli, (2020). The finding of the study revealed that, there were three types of cohesion written by EFL students in writing a conclusion of academic writing namely; grammatical cohesion, reiteration lexical cohesion, and conjunctive adverb to achieve cohesion. Furthermore, there are two types of a conclusion; such as; a conclusion has three components, and a conclusion has two components. Furthermore, there were two types of tenses written in a conclusion of academic writing, namely; simple present and simple past.

SECONDARY STUDENTS’ CYCLICAL SELF-ASSESSMENT PROCESS MEDIATED BY GRAMMARLY IN RECOUNT TEXT WRITING Fajriati Astuti; Bambang Widi Pratolo
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.10993

This research examines the cyclical self-assessment process in an English language learning class facilitated by Artificial Intelligence (AI). Guided by the research question, “How did secondary students of writing proficiency participate in a repetitive self-assessment procedure in Writing with the assistance of Artificial Intelligence?” This research uses a narrative inquiry method to collect data from three middle school students with writing proficiency levels at Angkasa Adisucipto Yogyakarta High School. Data was collected through reflective notes and interviews. Thematic analysis was used to analyze the data. This research produced two critical findings. Initially, three middle school students with varying levels of writing ability participated in different phases of a self-assessment cycle, which was influenced by two main factors: their drive to learn and their belief in artificial intelligence (AI). The higher a high school student's level of motivation, the more likely they will actively seek outside input. Additionally, their belief in Automated Written Corrective Feedback (AWCF) and Automated Writing Evaluation (AWE) motivates them to participate in assessment and revision processes that facilitate a cyclical self-evaluation process to improve their learning outcomes. Artificial Intelligence (AI) has the potential to enable highly efficient iterative self-evaluation procedures with diverse functions. These findings imply that integrating AI tools like Grammarly in writing instruction can enhance self-assessment efficacy, but educators must address feedback literacy and the limitations of AI-generated feedback. Future research should explore larger sample sizes and diverse contexts to generalize findings. Keywords: English Learning; Artificial Intelligence; Self-Assessment; Secondary Students.

MOVE ANALYSIS OF HIGHLY CITED SCOPUS ENGLISH LANGUAGE TEACHING JOURNAL ARTICLES Fuji Nurizka Amalia; Eri Kurniawan
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11050

Producing quality research articles requires researchers to have a comprehensive understanding of move analysis, a structural approach that uses moves and steps to effectively present arguments and findings. Despite extensive research on move analysis structures, there remains a gap in frameworks addressing the move-step structures across all sections of highly cited research articles, particularly in the field of English Language Teaching (ELT). This study seeks to fill this gap by analyzing the structural patterns of move-step sequences in ELT research articles, providing a practical framework for novice researchers. Employing a multi-framework approach, Hyland's (2000) model was used for Abstracts, Swales' (2004) for Introductions, Cotos' (2017) for Methods, and Moreno and Swales' (2018) for Results and Discussion sections. A corpus of 30 highly cited ELT research articles indexed in Scopus was analyzed. The findings reveal that specific moves, such as presenting background, reporting the research method and results are consistent across Abstracts, and topic generalization, indicating a gap, and announcing present research across Introductions. Similarly, the Method sections exhibit two dominant moves: contextualizing study methods and describing the study, while the Results and Discussion sections highlight four key moves, including reporting background information, presenting and highlighting results, and interpreting and explaining results. This research underscores the importance of recognizing conventional and optional moves in crafting high-quality articles. The proposed framework is expected to serve as a comprehensive guide for novice researchers in producing impactful and well-structured ELT research articles, contributing to the field's scholarly discourse.Keywords: ELT research article; move analysis; research framework

INVESTIGATING THE ROLE OF CBCL LISTENING E-MODULE IN FOSTERING 21ST CENTURY SKILLS: AN EXPERIMENTAL STUDY Imroatul Ma'fiyah; Riyani Riyani; Carrisa Rahma Yuliana
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11159

This study examines the effectiveness of a Case-Based Collaborative Learning (CBCL) listening e-module in enhancing the 21st-century skills of English Language Teaching (ELT) students, specifically focusing on critical and creative thinking skills. Utilizing an experimental design, 38 students participated, with an experimental group using the e-module and a control group following traditional instruction. Results from pre- and post-tests demonstrated significant improvements in the experimental group. Additionally, students’ feedback revealed high satisfaction with the module’s content relevance, multimedia integration, and scaffolded activities. These findings suggest that CBCL-based e-module is an effective tool for fostering students’ creative and critical thinking, contributing to innovative teaching practices in ELT.

EXPLORING STUDENTS’ PERCEPTIONS OF INTENSIVE LISTENING IMPLEMENTATION IN INDONESIAN HIGHER EDUCATION Aliya Hana Latifa; Deddy Suryana; Ari Arifin Danuwijaya; Muhammad Handi Gunawan
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11336

Abstract: Intensive listening has gained significant attention in enhancing listening skills among students. While its benefits have been well documented in primary and secondary education, there is a notable gap in research regarding its implementation among university students. This study aims to address the gap by investigating the implementation of intensive listening at a higher education level, particularly exploring the students’ perceptions towards its implementation. By using a qualitative case study design, this study involved first-year students from English language education at one public university in Bandung, Indonesia. Data were collected using open-ended questionnaires, interviews, and classroom observation and analyzed thematically using NVivo software. Findings revealed that the students reported their positive perceptions regarding the implementation of intensive listening in the classroom which enhanced their listening skills, vocabulary, and pronunciation. Nevertheless, they encountered challenges with unfamiliar vocabulary, accent, and rate of speech. Several strategies to cope with the challenges were implemented, and it suggests the critical role of the lecturer in supporting the success of the implementation of intensive listening in the classroom.Keywords: Intensive listening; listening comprehension; listening strategies; university students.

ENHANCING STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT WITH MULTIMODAL DIGITAL LITERACY Siti Mariam; Catur Kepirianto; Sayyidatul Fadlilah; Awwalia Fitrotin Izza
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11337

This study aims firstly to explain the use of multimodal digital literacy to boost students’ reading comprehension of recount text. Secondly, to describe students’ engagement in joining this learning model. It employed a qualitative method. Classroom action research with two cycles was used as the research design. Each cycle consisted of planning, acting, observing, and evaluating. The participants were thirty-ninth graders at the Islamic secondary school in Semarang Regency in the academic year 2024-2025. The pre-test, posttests, and observation guidelines were provided as data collection techniques. The results show that incorporating a genre-based approach and multimodal digital literacy can enhance students’ reading comprehension of recount text. Based on students’ achievement in the pretest, they reached 69, in post-test cycle 1, they achieved 75, and in post-test cycle 2, they obtained 84. Because students were intrigued by multimodal digital literacy, they were also delighted in putting this learning approach into practice. Their grasp of reading comprehension of recall texts was enhanced by the teacher. Together with their peers and the teacher, they studied the course materials. It can be concluded, this learning paradigm improves group work and interpersonal skills, raises learning motivation, and promotes active learners' involvement.Keywords: digital literacy, multimodal; reading comprehension; recount text; revolutionizing.

ENHANCING HIGH SCHOOL STUDENTS’ COMPREHENSION OF DISCUSSION TEXT WITH GENDRE BASED APPROACH & FEEDBACK Irsyad Nugraha; Emi Emilia; Wawan Gunawan
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11351

The Genre-Based Approach (GBA) has been a common teaching method in Indonesia for many years, particularly for learning how to write. GBA consists of four stages: 1) Building Knowledge of the Field, 2) Modeling of the Text, 3) Joint Construction of the Text, and 4) Independent Construction of the Text. This research examines how effectively GBA and teacher feedback can improve high school students' understanding of discussion texts. This research combined Classroom Action Research (CAR) with a Genre-Based Approach (GBA) to investigate learning outcomes in a class of 12th - grade at SMA Negeri 1 Garut. The CAR cycle, involving planning, action, observation, and reflection, was interwoven with the GBA stages: building field knowledge, modeling, joint construction, and independent construction of texts. The Genre-Based Approach (GBA) provides a structured framework for analyzing texts, making it easier for both teachers and students. By breaking down the structure of texts like discussions, GBA helps students understand how to present their own arguments effectively, including counterarguments and reasoned conclusions. Furthermore, providing constructive feedback to students is essential for their learning. This feedback not only improves their understanding of the material but also enhances their interest, motivation, and performance in future assignments.The study found that GBA is beneficial for improving students' understanding of discussion texts. However, the research also highlighted that the successful implementation of GBA often depends on the teacher providing effective feedback to students. The study concluded that when implemented effectively, GBA, combined with constructive teacher feedback, significantly enhances high school students' writing skills for discussion texts.Keywords: Genre-based Approach (GBA); feedback; high school; writing skill; discussion text

EXPLORING PRE-SERVICE TEACHERS’ PERCEPTIONS OF DIGITAL STORYTELLING IN EFL CLASSES USING THE TAM FRAMEWORK Endang Sulistianingsih; Taufiqulloh Taufiqulloh
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11431

This study investigated the pre-service teachers’ perceptions on the use of digital storytelling as their future teaching strategy. The case study was chosen as the approach, and 28 pre-service English teachers were recruited as participants. The questionnaires and observations were used as the data analyzed using Nvivo. This finding showed that pre-service teachers agreed to adopt digital storytelling as their future teaching strategy. When digital storytelling is embedded in collaborative activities, it helps students improve their digital literacy. It also enables them to enhance their vocabulary enrichment and speaking competence in particular. They also claimed that digital storytelling gives nuance to teaching strategy because it is practical, interesting, and fun. In addition to its benefits, digital storytelling poses issues that must be overcome, such as users' capacity to master technology and express their creative imagination without limitations. This study suggests that digital storytelling can be an innovative teaching strategy.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. kuningan,

Jawa barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kab. kuningan, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. kuningan,

Jawa barat

INDONESIA