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INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 13 Documents
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Search results for , issue "Vol. 11 No. 1 (2025)" : 13 Documents clear
EXPLORING STUDENTS’ NEEDS FOR STEM BASED DIGITAL LEARNING MODELS TO ENHANCE ENGLISH ACADEMIC READING IN 21ST CENTURY Hijril Ismail
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.v11i1.11439

Abstract

Academic reading is an active process that requires engagement with the text. It is a complex skill that demands effort and plays a crucial role in building knowledge and understanding. However, many students struggle with academic reading due to complex sentence structures, abstract concepts, and the need for critical analysis. This study investigates students’ needs for a STEM-based digital learning model to enhance academic English reading in the 21st century. Using a quantitative survey approach, data were collected through a questionnaire consisting of 33 statements distributed to students in the English Education Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram. Descriptive statistics, including frequency and percentage, were used to analyze the data. The findings reveal that most students recognize the importance of STEM in improving academic reading comprehension and motivation. Digital applications, particularly interactive tools and gamification, were perceived as effective in supporting learning. However, challenges such as technical difficulties, low motivation, and the need for training in digital tools were identified. The study highlights the necessity of structured academic reading support and digital learning resources that align with the curriculum. These findings provide valuable insights into the integration of STEM-based approaches in English language education, emphasizing the need for effective instructional strategies to maximize their benefits.
THE IMPACT OF USING ELSA APPLICATION TO IMPROVE STUDENTS PRONUNCIATION PRACTICE M. Maarif Ramdhani; Rima Rahmaniah
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.v11i1.11444

Abstract

Pronunciation is essential for students to speak clearly and accurately. However, achieving correct pronunciation is a major challenge for many students, who find it difficult to pronounce words correctly. The aim of this study was to identify the impact of using ELSA application toward students' pronunciation practice. This study used a quantitative methotd with a descriptive approach and using survey to collect data, from the active students of Universitas Muhammadiyah Mataram. The primary data collection for this study was conducted by distributing questionnaires to 62 respondents. The questionnaire contains items that are validated and reliable, ensuring that each item accurately reflects the dimension it measures. The validity test showed that the calculated r value for each question item was greater than the r table and the reliability test showed that the Cronbach's alpha value was 0.954 for the use of the ELSA application and 0.976 for the improvement of pronunciation practice. The findings from this study corroborate the strong internal consistency of the study instrument. The study utilized a descriptive approach to describe the data distribution of both variables, by showing a mean score of 124.60 on the use of the ELSA application that the majority of respondents actively utilized the ELSA application. Conversely, the improvement of pronunciation practice showed a mean score of 79.55 that substantial improvement in pronunciation practice.
TRANSLATION TECHNIQUES, QUALITY, AND DIFFICULTIES IN ENGLISH-INDONESIAN COLLOCATION TRANSLATION Safriyaldi Rahaldi Hasibuan; Havid Ardi
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.v11i1.11686

Abstract

This study aims to identify students’ translation techniques, quality, and difficulties in translating collocation from English into Indonesian at the third semester English education students of Universitas Negeri Padang. The study employed descriptive-qualitative method. The participant of this study is 27 students from class K-5 English Education study program of Universitas Negeri Padang. Translation test and questionnaire were used as the instruments to collect the data. In addition, the collection of data also was assisted by concordance tool “KORTARA” Software. Based on the result, the researcher obtained 10 translation techniques used by the students in translating collocation from the source language into target language from the most frequent to the less frequent were establish equivalent, modulation, amplification, generalization, variation, particularization, reduction, discursive creation, literal translation, and calque. The most frequently translation technique used by the students was establish equivalent. This is because of the word that is recognized as equivalent n the target language. Second, the result from the students’ translation quality from two aspects shows that the total mean score of accuracy was 2.46 and acceptability was 2.49. Based on these aspects of accuracy and acceptability, the total mean score of translation quality in translating collocation was 2.47 and categorized in the moderate translation quality. Last, the result shows that the students’ difficulties in translating collocation consist of 5 difficulties start from the most frequent to the less frequent were the engrossing effect of source text patterning and marked collocations in the source language and categorized very high difficulty. Meanwhile, the less frequent difficulties faced by students in translating collocation were misinterpret the meaning of the collocation into the receptor language, culture-specific collocation, and the tension between accuracy and naturalness and categorize high difficulty.

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