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<![CDATA[EVALUATING LANGUAGE FEATURES IN AN ENGLISH TEXTBOOKS FOR GRADE 11: A COMPREHENSIVE ANALYSIS BASED ON TEACHER AND EXPERT CRITERIA ]]>
<![CDATA[Feby Rahmi]]>;
<![CDATA[Muhammad Zaim]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11600
<![CDATA[This study is aimed to evaluate the English textbook, especially a textbook for grade 11 high school students. The source of data in this study is an English textbook that was used by Grade 11 high school students from the Ministry of Education and Culture of Indonesia. This study belongs to quantitative description approach to look at the phenomena to describe the existing condition in the field. The instrument of this research is an evaluation checklist. The evaluation checklist was filled out by two English teachers and the researcher itself. As a result of the study, textbook evaluation related to learning English is identified and classified based on the classification of language aspects which are evaluated based on developed criteria of textbook evaluation from some experts, like Celce-Murcia & Marianne (2001), Cunningsworth (1995), Littlejohn (2011), Mukundan (2011), Nation and Macalister (2010) and Ur (1996). Those results indicate that, the evaluation of an English textbook based on the language aspect for grade XI high school students. The quality of the English textbook based on the language aspect for grade XI high school students got an average score of 89,78%. It was classified as the category of Very Good. This demonstrates how well the textbook met the syllabus in terms of language quality, which can be seen from language appropriateness, where a match between language and student development, communicativeness, the coherence and unity of ideas, are integrated with four skills, and other language aspects, so the learning materials in this book are suitable with language aspect.]]>
<![CDATA[THE PERCEPTION OF 10TH GRADE STUDENTS ON CHATBOT AI TO ENHANCE VOCABULARY ENRICHMENT IN WRITING POCEDURE TEXT: English ]]>
<![CDATA[Muhammad Andriana Gaffar]]>;
<![CDATA[Leny Saili Rahmah]]>;
<![CDATA[Ghaitsa Fauziyyah]]>;
<![CDATA[Nuraini Syifa Rahayu]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11652
<![CDATA[This study investigates the challenges of mastering technical vocabulary in writing English procedure texts in grade X high school students in Indonesia, which is caused by traditional teacher-centered teaching methods and the lack of adaptation of interactive technology. As a solution, the study proposes the integration of AI chatbots (such as ChatGPT) to provide personalized learning, instant feedback, and contextual examples. The study used a descriptive quantitative approach with a survey technique through a validated 5-point Likert scale questionnaire (Cronbach's Alpha = 0.893). Participants consisted of 57 high school students in Bandung, with data analysis using descriptive statistics. The results showed that 78.9% of students used ChatGPT to generate procedure texts, and the chatbot was rated as easy to use (mean 3.33–3.58). However, 31.6% of students stated that vocabulary was irrelevant to the curriculum, and 43.9% were not motivated to write procedure texts. The conclusion of the study confirms that AI chatbots are effective as micro-aids, but they require curriculum-based content integration, interface improvements, and collaboration with teachers to improve holistic effectiveness.]]>
<![CDATA[METANCOGNITIVE LISTENING STRATEGIES AND MALL: EFFECTS OF LEARNING STYLES AND SELF-EFFICACY ]]>
<![CDATA[Syahadah Albaqiyatul Karimah]]>;
<![CDATA[Ninuk Lustyantie]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11660
<![CDATA[This study investigates the impact of metacognitive listening strategies on English listening performance among students at SMK Walisongo Jakarta, particularly in using Mobile-Assisted Language Learning (MALL). Using a purposive sampling method, 68 respondents were selected to participate in this research. The study examines the mediating effects of learning styles and self-efficacy to provide a comprehensive understanding of the interplay between these factors and listening performance. Data were collected through pre-tests, post-tests, and validated questionnaires measuring metacognitive strategy use, learning styles, and self-efficacy levels. The analysis results indicate that learning styles have a significant direct impact on listening performance, suggesting that individual differences in learning styles directly influence their listening abilities. This effect is especially important in the usage of Mobile-Assisted Language Learning (MALL), where students’ learning preferences can affect how effectively they engage with learning materials presented through mobile devices. However, despite this significant direct relationship, the analysis also shows that the indirect effect of learning styles on listening performance through self-efficacy is not statistically significant. This suggests that, although self-efficacy is often considered a mediating factor in the learning process, in this study, it does not play a significant role in influencing the relationship between learning styles and listening performance. The findings offer valuable insights for language educators, emphasizing the importance of tailoring metacognitive strategy instruction to align with learners’ characteristics in technology-enhanced learning environments]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ PERSONALITY TYPES (EXTROVERT AND INTROVERT) AND READING COMPREHENSION: A STUDY IN SMPN 2 LIRIK ]]>
<![CDATA[Riza Astriani]]>;
<![CDATA[Yuli Tiarina]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11666
<![CDATA[Reading is one of the important basic skills in English. Personality types also have a relationship with students' reading comprehension. There are many ways of classifying one’s personality. One of these is categorizing them into extrovert or introverted types. This research was conducted through quantitative non-experimental research. The population of this research was all IX class students at SMPN 2 Lirik. The study used Eysenck’s Personality Questionnaire to measure students’ personality types and examined their correlation with reading comprehension. While no significant overall correlation was found, extrovert and introvert characteristics influenced specific comprehension processes differently. Based on the data that has been collected, the level of students' extrovert personality, the results showed that the overall average score is 38.38. This places most students in the medium extrovert personality category. Meanwhile, regarding the level of students' introverted personality, the results showed that most students were in the medium category, with an average overall score of 42.17 from a total of 65 respondents. Both extroverts and introverts have a significant role in their reading comprehension abilities. Although overall there was no significant correlation between personality type (X) and reading comprehension based on the t-count value of 0.227 which is lower than the t-table of 1.998 and a significance value of 0.821 (greater than α = 0.05), the findings from the analysis of each indicator indicate that extrovert and introvert personality characteristics have different influences on the process of understanding texts. Keywords: Students’ personality types (extrovert and introvert), reading comprehension]]>
<![CDATA[ANDALIMAN: HARMONIZATION OF SPICES WITH BATAK CULTURE ]]>
<![CDATA[Puji Hariati]]>;
<![CDATA[Purwarno Purwarno]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11673
<![CDATA[This research aims to describe the relationship among ecolinguistics, andaliman, and Batak Culture. It explains how andaliman as Batak’s spices can hold ecolinguistics and Batak Culture. This study employs a qualitative research approach where the data is taken from observation, interviews, and documentation. The finding indicates that in Batak culture, andaliman is not just a culinary ingredient but also an important part of traditional rituals and festivities. The spice is deeply ingrained in the cultural identity of the Batak people such as: Social Interaction, Batak’s Connection to Nature, Respect for Natural Resources, Spiritual Beliefs, Modern Batak Culture, Preserving Tradition in a Modern World, Andaliman in Tourism, and Cultural Connector. It means that andaliman and and Batak culture is not only ecological but also linguistic and symbolic. Andaliman holds cultural significance to be tied to local stories, practices, and beliefs about the plant's power. The symbolic value of andaliman in these contexts goes beyond its flavor and is woven into the cultural fabric of Batak life. Language functions as a vehicle for passing down traditional ecological knowledge, ensuring the continued use and conservation of plants like andaliman. plays a significant role in shaping attitudes toward the sustainable harvesting of plants like andaliman. The way elders talk about andaliman could serve as a cultural guide to ensuring that its use is sustainable and harmonious with nature.]]>
<![CDATA[DIGITAL LITERACY ATTITUDES AMONG EFL PRE-SERVICE TEACHERS IN THE DEVELOPMENT OF LEARNING MEDIA ]]>
<![CDATA[Dila Charisma]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11675
<![CDATA[This study investigates the digital literacy attitudes of seventh-semester EFL pre-service teachers at one Muhammadiyah University in West Java, focusing on their experiences, challenges, and needs in utilizing digital tools for instructional purposes. While digital literacy is increasingly recognized as a crucial skill in modern education, many pre-service teachers face significant obstacles, including limited technical proficiency, difficulty in accessing credible online resources, and a lack of understanding of ethical considerations in digital content creation. Employing a qualitative approach through open-ended questionnaires and semi-structured interviews, this research explores participants’ perspectives on using digital tools such as Canva and Wordwall in developing learning media. The findings reveal that although pre-service teachers are enthusiastic about incorporating technology into their teaching practices, technical difficulties and ethical concerns often hinder their efforts. Participants emphasized the need for more practical training, hands-on workshops, and ethical guidelines to enhance their digital literacy competencies. The study highlights the importance of integrating structured digital literacy training into teacher education programs, ensuring that future educators are well-equipped to design engaging and pedagogically sound instructional media. Addressing these challenges will ultimately contribute to improving the quality of EFL teaching and fostering a more technology-integrated learning environment.]]>
<![CDATA[I KNOW AND I LEARN! PRE-SERVICE TEACHERS REFLECT ON KWL IN TAIWAN ]]>
<![CDATA[Muhammad Yunus]]>;
<![CDATA[Muhammad Galuh Elga Romadhon]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11677
<![CDATA[Effective reading strategies for pre-service teachers are of critical importance in this day and age, amidst the changes taking place in English as a Foreign Language (EFL) classes. This study highlights the KWL (Know, Want to Know, Learned) strategy as a powerful approach to boost comprehension skills of prospective teachers. This qualitative case study conducted at National Ping Tung University (NPTU) in Taiwan draws from semi-structured interview data with master’s students who encountered KWL in their reading courses. Thematic analysis was employed not only to evaluate the effectiveness of KWL in the case but also to explore reading instruction in its more general aspects. The study's findings suggest KWL promotes enhanced engagement, reflective thought, and the integration of previous knowledge with new information. Still, participants noted some difficulties—particularly around setting clearly defined learning objectives and synthesizing essential information. Within these constraints, KWL proves to be a useful metacognitive framework in teacher education. The research argued for the application of structured approaches such as KWL to develop sophisticated reading strategies and to stimulate active learning. Subsequent research could explore the use of digital tools to broaden the application of KWL in diverse cultural and linguistic classroom settings.]]>
<![CDATA[FOSTERING BETTER READING COMPREHENSION IN JUNIOR HIGH SCHOOL STUDENTS: EXPLORING PRE-READING ACTIVITIES AND INTEREST LEVELS ]]>
<![CDATA[Nindi Oktriyani]]>;
<![CDATA[Ratmanida]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11701
<![CDATA[This study aims to determine the effect of using pre-reading activities and reading interest on students reading comprehension. The study categorized as an experimental research. The population of the research was eighth grade students in the academic years 2024/2025. In this study, the experimental class was taught using pre-reading activities, while the control class was taught using another pre-reading activities. Before being given treatment, both classes were given pre-test to find out the extent of students’ comprehension of the text. After being given treatment, students are given post-test. Meanwhile, the questionnaire was only given at the beginning of the meeting. The instruments in this study are reading comprehension tests and reading interest questionnaires. For each instruments totaled 30 items. The data collection was done by giving reading interest questionnaire and a reading comprehension test (pre and post test) after six meetings of treatments. The data analysis was done by applying a T-test and a two-way ANOVA to test the hypothesis. Furthermore, in the experimental class there were 29 students who had a high interest in reading and 1 student who had a low interest in reading. Meanwhile, in the control class, there were 26 students who had a high interest in reading and 4 students who had a low interest in reading. It can be concluded that H0 was rejected and Ha was accepted, which shows that there is a significant difference between the experimental class taught using pre-reading activities and the control class taught without using pre-reading activities on reading comprehension. Therefore, it can be concluded that pre-reading activities are one of the effective strategies to improve students' reading comprehension and reading interest. Keywords: Pre-Reading Activities;Readimg Comprehension; Reading Interest.]]>
<![CDATA[BRIDGING ENGLISH INSTRUCTION AND CRITICAL THINKING: A NEEDS ANALYSIS AT TWO ISLAMIC HIGHER EDUCATION INSTITUTIONS IN INDONESIA ]]>
<![CDATA[Sandi Pradana]]>;
<![CDATA[Ifan Awanda]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11735
<![CDATA[This study specifically examines the English teaching material needs of lecturers at STIT Tanggamus and STIT Pringsewu to enhance students’ critical thinking skills. Recognizing that critical thinking is an essential competence in higher education, particularly in English language learning, this research adopts a mixed-methods design to explore the types of materials currently in use, lecturers’ perceptions of students’ critical thinking abilities, and the gaps between existing resources and instructional needs. The study employed a mixed-methods approach, utilizing questionnaires, semi-structured interviews, and document analysis for data collection. The findings highlight a prevalent reliance on authentic materials, underscoring the need for explicit critical thinking frameworks and contextual relevance within the Islamic educational environment. Lecturers expressed concerns regarding students’ limited critical thinking capacity, citing language barriers, insufficient scaffolding, and lack of pedagogical support. It is crucial to redesign English teaching materials systematically to integrate higher-order thinking tasks, align with students' cultural and religious backgrounds, and provide clear instructional guidance. The findings highlight the essential requirements for both material development and professional training to enhance the cultivation of critical thinking in English language education within Indonesian Islamic higher education institutions.]]>
<![CDATA[LEARNER INITIATIVE AND ORAL PROFICIENCY: INVESTIGATING THE LINK IN ENGLISH LANGUAGE INSTRUCTION ]]>
<![CDATA[Suryanto Suryanto]]>;
<![CDATA[Muhammad Fakhri]]>;
<![CDATA[Turki Alsolami]]>;
<![CDATA[Bolormaa Shinjee]]>
<![CDATA[ Indonesian EFL Journal Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v11i2.11766
<![CDATA[In the context of 21st-century globalization and technological progress, English has become a crucial worldwide lingua franca, especially in non-native English-speaking nations such as Indonesia. Although English has been included into the Indonesian education system at all levels, numerous students encounter difficulties in attaining oral fluency despite extensive formal training. This study examines the correlation between learner initiative and students' oral competency in English, specifically targeting learners in the English Language Education Department of a private institution in Yogyakarta. Utilizing a quantitative correlational study methodology, data were gathered from 97 students through a validated questionnaire to evaluate learner initiative and academic records to assess speaking competence. Descriptive analysis revealed a high level of learner initiative (M = 45.20) and good speaking ability (M = 3.35). Spearman’s rho correlation analysis revealed a statistically significant albeit modest positive association (rs = 0.367, p = 0.001) between learner initiative and speaking proficiency. These findings suggest that while initiative is meaningful in oral language development, it is not the sole determinant of speaking proficiency. The study highlights the need for instructional strategies that foster learner autonomy and address other influencing factors such as anxiety, interaction opportunities, and feedback. The findings supplement the expanding literature highlighting the significance of internal learner traits, especially initiative, as crucial determinants of success in EFL speaking performance]]>
