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DEVELOPING A CROSSWORD PUZZLE AS AN ENGLISH LEARNING MEDIUM TO ENHANCE STUDENTS' VOCABULARY MASTERY Anisa Dwi Ramadhani; Muh Shofiyuddin
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11721

Vocabulary mastery is one of the fundamental components in language learning, especially for English as a Foreign Language at the elementary level. This study aims to develop a learning medium in the form of a crossword puzzle combined with clue cards to improve vocabulary mastery among fourth-grade students. The research employed a Research and Development (R&D) approach using the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The product was designed based on students' needs, aligned with the curriculum, and validated by media and content experts. The product was tested on 27 fourth-grade students at SDN 03 Sidigede, Jepara, using a pre-experimental design with a one-group pre-test and post-test model. The paired sample t-test showed a significant increase in students’ vocabulary scores after using the media, with an average improvement of 30.44 points (p < 0.001). Additionally, feedback from both teachers and students indicated that the crossword puzzle and clue cards were highly engaging, easy to use, and effective. Expert validation confirmed the media's feasibility, with a 97.5% appropriateness rating from content and language experts, and 87.75% from media experts. In conclusion, the developed crossword puzzle media proved to be an effective and feasible tool for enhancing vocabulary mastery. Its interactive and game-based format successfully increased students’ motivation, participation, and long-term retention of vocabulary in the English learning process.

ENGLISH MORPHEME ACQUSITION AS A SECOND LANGUAGE AMONG CHILDREN IN ONLINE GAMING ENVIRONMENTS Asih Prihandini; Dadang Sudana; Eri Kurniawan
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11850

This study aims to explore the acquisition of English morphemes which is the second language used by children through their interaction in online games. English morphemes, which have different structures from Indonesian morphemes, are analyzed based on their types, especially on root, affixation, stem and base. This study uses a qualitative approach with descriptive analysis. The research sample consists of children aged 7 to 12 years old who have experience playing online games. Observations were made to identify the use of relevant English morphemes. The results show that children can understand and use roots both as content words and function words. However, not all lexical morphemes are found in children's speech, nor are bound roots as part of morphemes. The types of affixes used by children in playing online games are affixes at the beginning and end. There is no use of infixes. Root, stem and base which are word building elements have been used by children in the context of online games.

SELF-EVALUATION OF TEACHER TALK (SETT): FACILITATING TEACHER-STUDENTS INTERACTION IN EFL SPEAKING CLASS Ningtyas Orilina Argawati; Bachrudin Musthafa; Gin Gin Gustine
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11851

Teachers have significant role in facilitating students’ interaction in the classroom. They contribute in students’ interaction development. Therefore, teachers need to always take such strategy to do so. One the strategy which can be used by teachers is by applying Self-evaluation of Teacher Talk (SETT). This study is aimed at describing the implementation of SETT to facilitate teacher-students interaction in EFL speaking class in university level. Using a qualitative research design, data were collected through recorded classroom observations and semi-structured student interviews in a speaking class. The study focused on four key categories of teacher talk: Managerial, Material, Skill and System, and Classroom Context Talk. Research indicates that managerial talk efficiently organizes classroom activities and illustrates organizational communication standards, while material talk contextualizes learning goals, connecting theory to practical applications. Skill and system discussions provide clear language training and constructive feedback, enhancing communication competence and confidence. Classroom context talk promotes critical thinking and introspective engagement, connecting theoretical knowledge with actual professional contexts. The synthesis of data and discussion emphasizes the dynamic interaction of these categories in fostering students’ interaction and preparedness for professional communication issues. This study provides significant insights for teachers seeking to enhance instructional practices in higher education, highlighting the essential role of teacher discourse in equipping students for proficient communication in professional environments.

EXPLORING COHESIVE DEVICES IN SEVENTH-GRADE ENGLISH TEXTBOOKS: A DISCOURSE ANALYSIS Riska Nurul Fitriani; Aliva Rosdiana
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11852

English textbooks serve as crucial instructional resources in Indonesian EFL contexts, with cohesive devices like conjunctions playing a vital role in text comprehension. Despite extensive research on cohesion, seventh-grade textbooks remain underexplored, particularly in Indonesia. This study analyzes conjunction types (additive, adversative, causal, temporal) and their functions in a seventh-grade English textbook to evaluate their role in enhancing coherence and pedagogical effectiveness. A qualitative descriptive approach was employed, examining 13 texts from "English for Grade VII" (Azari, 2013) using Halliday and Hasan’s (1976) cohesion framework. Data were coded manually, with inter-rater reliability (κ = 0.89) ensuring consistency. Additive conjunctions dominated (55%), facilitating idea elaboration, followed by temporal (25%), adversative (10%), and causal (10%) conjunctions. Additives maintained conversational flow ("and"), while temporals structured narratives ("after"). Adversatives ("but") and causals ("because") introduced contrast and logic at developmentally appropriate levels. The textbook effectively employs conjunctions to scaffold coherence, balancing simplicity and complexity for young learners. Its distribution aligns with research on cognitive load and cultural relevance. Textbook developers should maintain this conjunction balance while incorporating more diverse examples. Teachers can use these findings to design conjunction-focused exercises. Future studies should expand to multiple textbooks and longitudinal learning outcomes.

UNVEILING EDUCATIONAL BACKGROUNDS: ENGLISH LEARNING STRATEGIES AMONG INDONESIAN PESANTREN AND GENERAL SCHOOL GRADUATES Siti Nadhifah; Adira Lizaria Khafshoh; Mirjam Anugerahwati
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11853

This study addresses a significant gap in understanding how diverse educational backgrounds— specifically pesantren-based and general schools—influence English language learning strategies among Indonesian students pursuing higher education in English Language Education. Using a qualitative multiple case study design, data were collected through semi-structured interviews with two students—one from each educational background—at a university in Malang. The findings revealed distinct differences in language learning strategies and study habits. Both groups employed the six strategies outlined by Oxford (1990), but with unique preferences. General school graduates favored informal strategies, such as social media use, video-based learning, and self-regulation, reflecting a flexible and autonomous learning environment. In contrast, pesantren students relied on structured strategies, including teacher-guided review and memorization, shaped by their religious education. Study habits differed as well, with general school students adopting flexible routines using digital tools and peer collaboration, while pesantren students adhered to disciplined, teacher-supported study habits. These differences impacted language proficiency, classroom participation, and academic performance. General school students demonstrated higher engagement and ambition, while pesantren students showed steady progress and strong foundational skills. The study emphasizes the need for tailored educational approaches that address students' diverse educational backgrounds to foster effective language learning and promote inclusive academic environments.

IMPLEMENTING CRITICAL LITERACY TO REFRAME NARRATIVE STORIES: A CASE STUDY OF INDONESIAN TERTIARY EFL CLASSROOM Hanif Nurcholish Adiantika; Emi Emilia; Gin Gin Gustine
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11856

Critical literacy (CL) emphasizes the analysis of texts to understand power dynamics and promote social justice, helping students challenge established norms. However, further research is needed on its integration into the English curriculum for Indonesian university students. This case study explores the strategies used by an EFL teacher to foster CL development among 28 student-teachers at an Indonesian university through narrative texts. Data was gathered through classroom observations, students' reflective journals, and interviews, and thematically analyzed. Findings revealed that the teacher applied strategies such as "reader as code breaker," "reader as meaning maker," "reader as text user," and "reader as text analyst." Additionally, the Four Resources Model of CL enhanced students' abilities, particularly in meaning-making and text critique. Practical implications for curriculum design suggest that integrating CL strategies into the EFL curriculum can encourage students to engage more critically with texts, fostering deeper understanding and social awareness. For teacher training, this study highlights the importance of equipping educators with strategies for facilitating critical literacy in diverse classroom settings. The study advocates for a systematic integration of CL in EFL curricula across Indonesian higher education to enhance the quality of English programs and prepare students for more active participation in global discourse.

CROSS-LANGUAGE PRACTICES AND SPEAKING TECHNOLOGY IN HIGHER EDUCATION FOR STRENGTHENING ENGLISH COMMUNICATION COMPETENCE Ervina CM Simatupang; Heri Heryono; Lilies Youlia Friatin; Bambang Ruby Sugiarto
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11877

Accomplishment in higher education recently depends on the ability to communicate effectively in English; due to increasingly globalized academic setting. This essay investigates the creative ways that speaking technology and cross-language exercises might be combined to improve students' proficiency in English communication. By utilizing students' current linguistic resources, cross-language practices, which entail the purposeful use of different languages, can promote deeper comprehension and retention of English language abilities. When combined with cutting-edge speaking technology, such AI-driven language learning tools and speech recognition software, these approaches provide a dynamic and engaging means of honing English communication skills. With a focus on practical application in academic and professional contexts, the study investigates the effects of these combined techniques on students' language proficiency. This research is a comparable passage that has been adjusted for the study's setting. The study involved 45 students from different academic disciplines, 60% of whom were female and 40% of whom were male, and used a sequential explanatory mixed-method approach to investigate their views and experiences about cross-language practices in combination with speaking technology. Surveys, pre- and post-speaking evaluations for descriptive analysis, and reflective notebooks for qualitative insights were all used in the data collection process. The study of descriptive data was done using theme analysis. As evidenced by the overwhelmingly favorable response from participants, the data showed that integrating student languages alongside English, backed by speaking technology, dramatically increased their English communication skills.

PROMOTING EFL PRE-SERVICE TEACHERS' IDENTITY AND TEACHING COMPETENCIES VIA BLENDED CPROT IN ELT Yulia Nur Ekawati; Issy Yuliasri; Mursid Saleh; Rahayu Puji Haryanti
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11878

This study explores the implementation of the Blended Collaborative Peer Review of Teaching (CPRoT) model to enhance teaching competency, Technological Pedagogical Content Knowledge (TPACK), and professional identity among preservice EFL teachers. Uniquely, the study highlights the reflective role of lecturers in facilitating CPRoT in a hybrid microteaching course. Using a qualitative case study design, data were drawn from lecturers' reflection diaries and analyzed thematically through NVivo-style coding. Seven key themes emerged: EFL-specific pedagogy, TPACK development, student engagement, scaffolding support, peer feedback literacy, emotional growth, and the role of blended learning advocates. Findings indicate that CPRoT strengthened instructional design, classroom delivery, and linguistic accuracy while fostering confidence, pedagogical coherence, and collaborative habits. Students' emotional transitions highlight e potential of CPRoT in shaping teacher identity. The integration of synchronous and asynchronous modes supported sustained engagement and reflective practice. These results suggest that structured peer review in a blended environment offers a scalable, holistic strategy for preparing reflective, technology-integrated language educators.

INTEGRATION OF DIGITAL STORYTELLING IN WRITING INSTRUCTION TO ENHANCE STUDENTS’ CREATIVITY AND LITERACY PROFICIENCY: A CASE STUDY Nirwanto Maruf; Khoirul Anwar; Salsabilah Latifa
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11895

This study investigated the effectiveness of integrating digital storytelling platforms in foreign language writing instruction to enhance students’ creativity and literacy proficiency, focusing on grammar accuracy, vocabulary usage, narrative structure, and creativity. Conducted at an Indonesian secondary school, the research employed a mixed-methods one-group pretest-posttest design involving 60 eleventh-grade students. Quantitative analysis revealed significant improvements across all measured writing dimensions: grammar accuracy improved significantly (t(29) = 7.85, p < .001), vocabulary usage showed marked gains (t(29) = 6.97, p < .001), narrative structure increased substantially (t(29) = 8.21, p < .001), and creativity scores rose notably (t(29) = 7.35, p < .001). Complementary qualitative data from classroom observations and semi-structured interviews highlighted increased student motivation, strategic cognitive engagement, and active participation throughout the intervention. Findings suggest that digital storytelling fosters a rich multimodal learning environment that simultaneously supports technical writing accuracy and creative expression. The scaffolded instructional design—including storyboarding, multimedia integration, and peer feedback—enabled learners to organize coherent narratives, enhance vocabulary, and refine grammatical skills. Participants also reported heightened enthusiasm and metacognitive awareness, indicating deeper involvement in the writing process. These results align with contemporary theories advocating multimodal and technology-enhanced pedagogies in language education. Despite limitations including sample size and design constraints, the study offers valuable empirical evidence from an underexplored Indonesian EFL context and supports the adoption of digital storytelling as an engaging, holistic strategy to improve foreign language writing and foster essential 21st-century skills such as creativity and critical thinking.

DIGITAL ASSESSMENT INFUSED WITH CULTURALLY RESPONSIVE TEACHING: EFL LEARNER PERCEPTIONS ON TECHNOLOGICAL INCLUSIVENESS Slamet Asari
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11897

Culturally Responsive Teaching (CRT) is a learning approach that emphasizes the value of respecting and incorporating students' cultures into the learning process. Along with this approach, there is a desire for more culturally sensitive assessments that take into account the students' background characteristics or cultures. The purpose of this study is to acquire an overview of EFL learners' impressions of the CRT approach, which incorporates digital assessment into learning. This study used a mixed-method design to gather and process data from 124 secondary-level students, employing questionnaires and observations for the instruments. It was then analyzed using descriptive statistics and qualitative analysis. It was discovered that EFL learners had positive attitudes toward the use of CRT-based digital assessments, notably in terms of comfort, convenience, and relevance to their culture they have experienced. Their motivation and involvement in learning supported this finding, leading to significant and beneficial outcomes. They felt more respected, intrigued, and connected to ordinary situations, and their confidence was leveraged. However, the challenges and obstacles encountered necessitate careful consideration, in particular the time provided for completing the assessment and the inadequacy of some test elements to accommodate a small group of students.

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Contact Name
-

Contact Email
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Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. kuningan,

Jawa barat

INDONESIA