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EXPLORING LANGUAGE AND ETHNIC IDENTITY AMONG INDONESIAN GENERATION Z Ira Maria Fran Lumbanbatu
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.9945

Since Indonesia consists of hundreds of local languages, exposed to globalization and technological development, all of these make Generation Z face the complex situation of multiple languages. This complex situation encourages the generation Z to decide which language should be prioritized in their daily activities. Because of this situation, this study aims to explore what languages are used by Generation Z and what are the language attitude or perception of this generation created especially for local language and connect with their perception about the language related to cultural identity. A survey-based approach is used to examine the language attitude and perception by Generation Z towards their local language in Indonesia. This study used random sampling method in selecting the participants. It can reach 202 participants of Generation Z at Universitas Negeri Malang, East Java. In collecting the data, survey and in-depth interview are using in this study. The finding are most participants use Indonesia, English and their local language in their daily conversation. Related to language use by Generation Z, it can be also found that Javanese participants have the higher percentage in using the local language compare with the non-Javanese participants. It is also shown that mostly the participants do not agree that the ability in using local language is a determinant of the ethnic identity. Other factors should be considered for this case, for example how the participants practicing the ethnicity, understanding the history of the culture and contributing in the cultural activities.

STUDENT’S DIFFICULTY IN LISTENING WESTERN MOVIE Fitri Widya Jayanti Hasibuan; Yani Lubis
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.9996

This research investigates the challenges students face in understanding Western films, focusing on language and dialect differences, narrative complexity, and cultural factors. Using a qualitative descriptive approach, data was collected through observation and interviews with students at SMP N 4 Sei Kanan. Findings indicate that language barriers, including unfamiliar accents and slang, complex plot structures with intricate storylines and character developments, and cultural nuances, such as differing social norms and historical references, pose significant difficulties for students. Additionally, students often struggle with idiomatic expressions and humor that do not translate well across cultures. This study suggests incorporating strategies to improve students' listening skills and cultural awareness through targeted educational interventions, such as integrating multimedia resources in the curriculum, conducting workshops on cultural contexts, and providing supplementary language support. By addressing these challenges, educators can enhance students' comprehension and appreciation of Western films, fostering a more inclusive and effective learning environments.Student Difficulties, Western Films, Language and Dialect Differences

GRAPHIC NOVELS AS A TOOL FOR BOOSTING READING COMPREHENSION IN EFL EDUCATION Wisda Naura; Sholihatul Hamidah Daulay
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10031

Students have challenges in acquiring proficiency in English reading due to several impediments that hinder their progress. Graphic novels have emerged as unconventional teaching materials in academic settings, providing a distinct viewpoint. However, the present research in this topic is limited. This research aimed to assess how the impact of graphic novels on improving students' reading comprehension. The study included sample of ninety senior high school students, and the researcher used a pre-experimental method to gather the data. Upon finishing the reading, students underwent reading comprehension evaluations. The findings revealed a clear correlation between reading graphic novels and improved comprehension. In this research, the researchers discovered that the findings obtained from the pre-test and post-test were very significant, since there was a noticeable rise in score values before and after the participants had therapy. The findings demonstrate that graphic novels have the capacity to impact and enhance students' reading comprehension abilities.

THE EFFECT OF KAHOOT AS A LEARNING MEDIA ON STUDENTS’ VOCABULARY MASTERY Natasya Aisyah; Maryati Salmiah
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10081

The purpose of this study was to determine how much influence the kahoot application has in evaluating junior high school students' word mastery which can be improved through the Kahoot application as a learning medium. This study used a quantitative approach. The sample size for this study consisted of 35 junior high school students in one class, namely class 8-3. The use of Kahoot in this study went through pre-test and post-test stages. The results of student assessment in the pretest or before the application of learning media reached an average of 74.85 with a poor category, and the results of student assessment in the posttest or after the application of Kahoot learning media reached an average of 83.00 with a good category. Therefore, there is a difference between the pretest and posttest results. The Shared Sample Test results show that the significant value (sig2-tailed) of 0.006 is below 0.05, which indicates that the t-table is the t-statistic. Therefore, H0 is rejected and Ha is accepted, which indicates that students of class VIII-3 of SMP IT Daarul Istiqlal Marindal I experienced a much greater increase in vocabulary after using Kahoot learning media.

STUDENTS PERCEPTION OF USING QUILLBOT TO IMPROVE STUDENTS WRITING SKILLS Nabila Laila; Ernita Daulay
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10083

This research aims to analyze students' writing skills using the Quillbot application. This research uses a qualitative research design, the participants are students at State Islamic University of North Sumatra. Data was obtained from questionnaires and interviews. This research focuses on senior semester students at the State Islamic University of North Sumatra. A total of 31 students participants in this research and 4 students were selected to answer interview questions. The data collection technique used in this research is a non-test technique which comes from two sources, namely questionnaires and in-depth interviews. The results show that most students thought using Quillbot helped them become better academic writers. To put it another way, students see the Quillbot app favorably as a digital tool for writing well. According to the research, all of the participants thought that the Quillbot application could facilitate writing in English. 100% of participants believed that the Quillbot application helped them write more and made fewer mistakes when they did write, while up to 90% of participants thought it could help them write better. Overall, students gave positive responses to the use of Quillbot to help improve their writing skills. This research contributes to the existing literature on improving language learning technology by providing insight into how students use Quillbot to improve students' English writing skills.

THE EFFECT OF DUOLINGO ON STUDENT’S VOCABULARY MASTERY Jihan Andini; Maryati Salmiah
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10089

This study investigates the impact of using Duolingo to enhance vocabulary acquisition among eighth-grade students at Taman Pendidikan Islam Junior High School in Medan. Ineffective teaching methods are the root cause of the issue of inadequate vocabulary mastering. The study employed a quantitative approach with a pre-experimental design, encompassing all pupils in the eighth grade. Both a pretest and a posttest were administered before and after a two-week period of using Duolingo in order to assess the level of improvement. The results demonstrated a substantial enhancement in students' vocabulary acquisition, as seen by the higher mean score (83.84) on the posttest compared to the pretest (52.80). The statistical study using a paired sample t-test revealed a significance value of 0.000, demonstrating a significant improvement in vocabulary learning as a result of using Duolingo. Ultimately, Duolingo proves to be efficacious in enhancing students' lexical acquisition, offering an enjoyable and engaging educational encounter, and fortifying students' retention through efficient repetition and utilisation of words in many contexts. Based on these findings, it is advised that students use the Duolingo application to increase their vocabulary.

NEGOTIATING CRITICAL LITERACY IN JUNIOR HIGH: A TEACHER’S EXPLORATION USING FAIRY TALES Nita Novianti
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10095

Critical literacy is context dependent in nature; its practice is negotiated by teachers with their local contexts (Alford & Jetnikoff, 2016; Comber & Simpson, 2001). While this context dependency has been widely acknowledged, not much research has explored how teachers negotiate their local contexts to integrate critical literacy in their English classroom. Using the Framework for critical literacy negotiations in EFL classrooms (Novianti, 2023), action research involving a junior high school teacher was conducted. As part of the teacher’s professional learning program, the teacher negotiated the practice of critical literacy in her classroom. The results show that integrating critical literacy into the English classroom is a complex process requiring the teacher to negotiate multiple factors in their teaching practice as well as their knowledge and beliefs regarding literacy. The teacher’s main concern was negotiating a space for critical literacy in the existing curriculum, making sure the topic raised was relevant to students’ lived experiences, and considering local artifacts and happenings that could be raised in the instruction. Negotiation also occurs when the teacher integrated the principles of critical literacy pedagogy into her classroom teaching and learning, which comprise text analysis and critique, bridging the word and the world, and taking social action. The findings highlight the nature of critical literacy practice that is dependent upon teacher’s local contexts.

ENHANCING PRONUNCIATION SKILLS IN EFL STUDENTS THROUGH THE ELSA SPEAK APPLICATION Suci Permatasari; Yani Lubis
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10137

This study investigates the effectiveness of the ELSA Speak application in improving the pronunciation skills of EFL students. Utilizing a quasi-experimental design, the study compared the pronunciation skills of students using ELSA Speak with those using the U-Dictionary application. Data were collected through pre-tests and post-tests, and analyzed using paired sample t-tests. The researcher employed a paired sample t-test to determine if there was a statistically significant disparity between the pre-test and post-test scores of students' pronunciation abilities following the utilization of the ELSA Speak App in the experimental class and u-dictionary in the control class. The results indicate that students using ELSA Speak showed significant improvement in pronunciation skills compared to those using U-Dictionary. These findings suggest that ELSA Speak is an effective tool for enhancing pronunciation skills in EFL contexts, providing valuable insights for educators and curriculum developers.Keywords: graphic novels; comprehension; reading; values

THE EFFECT OF PROJECT BASED LEARNING ON MIDDLE SCHOOL STUDENTS WRITING ABILITY IN SMP IT DAARUL ISTIQLAL MARINDAL I Fajar Aldiansyah; Utami Dewi
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10207

This study examines the impact of Project-Based Learning (PBL) on middle school students' writing abilities. Writing proficiency is a crucial skill, yet traditional methods often fall short in engaging students and providing authentic contexts for practice. The objective of this research is to investigate whether PBL can effectively enhance students' writing skills. Using a quantitative approach, a pre-test and post-test experimental design was employed, involving 42 students at SMP IT Daarul Istiqlal Marindal I. The participants were divided into experimental and control groups, with the experimental group taught using PBL and the control group using traditional methods. Data collection included pre-tests and post-tests, with statistical analysis conducted using SPSS for normality, homogeneity, reliability, T-tests, and ANOVA. The results demonstrated that PBL significantly improved students' writing abilities, as evidenced by higher post-test scores in the experimental group compared to the control group. These findings suggest that PBL is an effective instructional methodology for enhancing writing proficiency, providing authentic contexts for practicing writing skills, and increasing student engagement and motivation. Keywords: Project-Based Learning, writing abilities, experimental design, instructional methodology, student engagement.

FOSTERING CRITICAL THINKING SKILLS THROUGH SOCRATIC QUESTIONING: INSIGHTS FROM WIDYATAMA UNIVERSITY Hero Gunawan; Ervina CM Simatupang; Puspita Sari
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10255

Abstract: This paper discusses the use of Socratic questioning method (SQM) to enhance students’ critical thinking capability. The method used in this research was descriptive – the method that describes a given state of affairs as fully and carefully as possible (Fraenkel, 1990:11). Twelve students of English Department S-1 Program sitting in the 4th semester participate in this research. This SQM is applied in learning process for the subject of Academic Presentation. Data were gathered through the two instruments, classroom observation and closed-ended questionnaires. The questionnaire consisted of ten items divided into six parts: understanding of SQM, critical thinking capabilities, application of SQM, effectiveness of SQM, perception of learning using SQM, and effects on critical thinking capability The results of the study indicate that: 1) the questions posed by the students are in level of analysis, 2) the contents of the questions posed cover identifying, relating, analyzing, and making inferences of the topics under discussion, and 3) the benefits of using SQM include provoking deep analysis, promoting critical thinking, making the one being asked think hard, maintaining learning motivation, and making students feel confident during the discussion sessions. The implementation of the Socratic Questioning Method (SQM) in the "Academic Presentation" course at Widyatama University has led to positive changes in students' learning experiences. SQM encourages students to engage in thoughtful dialogue, ask meaningful questions, and think critically. The findings suggest that SQM can enhance students' critical thinking abilities, foster deep analysis, and improve confidence and motivation in academic discussions.Key Words: Socratic Questioning Method (SQM), critical thinking, learning process

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Contact Name
-

Contact Email
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Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. kuningan,

Jawa barat

INDONESIA