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INVESTIGATING EFL LECTURERS’ ATTITUDES TOWARDS YOUTUBE AS A TOOL FOR EXTENSIVE LISTENING Salsabiela, Alvina; Setyarini, Sri; Gunawan, Muhammad Handi
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.v10i2.10275

Abstract: In Indonesia, teaching English, especially listening, is barely knowledgeable to be taught in teaching-learning activities. Furthermore, some obstacles come along with teachers’ competencies on how to conduct listening skills in teaching-learning activities to support the obstacles solved. YouTube is a knowledgeable tool and one of the motivating and collaborative learning resources that can promote extensive listening activities. Lecturers can utilize it since extensive listening provides an engaging listening practice in line with the usage of YouTube. The article aims to investigate the EFL lecturers' attitudes towards using YouTube as a tool for extensive listening. Open-ended questionnaires and semi-structured interviews collect the leading information to grasp the lecturers' experience during the course implementation. Two of three lecturers were selected to be interviewed for further information from the answers to the open-ended questionnaire. The study employs thematic analysis with supporting Nvivo 12 to organize the data. The findings revealed that lecturers have positive opinions about using YouTube as a tool for extensive listening. The lecturers admitted that implementing YouTube as extensive listening promotes the enjoyment and exposure input by students for lecturers, amounts of learning materials used, accessibility of learning materials is effortless, and high motivation about teaching listening.Keywords: YouTube; extensive listening; lecturers; attitude

GENDER DIFFERENCES IN TEACHER QUESTIONING STRATEGIES: A CASE STUDY AT SMKS PASUNDAN 1 CIANJUR Kurniawati, Nia; Suryani, Neni
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.v10i2.10278

This study investigates the questioning strategies of male and female English teachers in EFL classrooms at SMKS Pasundan 1 Cianjur. Using a qualitative descriptive method and a case study approach, data were collected through observations, questionnaires, and interviews. The findings reveal that both genders use diverse questioning strategies to enhance classroom interaction, incorporating questions at the beginning, middle, and end of lessons. Furthermore, both genders use three main types of questions: procedural, convergent, and divergent. However, significant differences exist in the frequency and types of questions used. This research highlights how gender dynamics influence teaching methods and student engagement, providing valuable insights for improving EFL education.Keywords: Teacher’s Questions; Types of Questioning Strategies; Classroom Interaction; EFL Classroom; Dender Differences

DEVELOPING MOOC-BASED VIDEO CONTENT FOR CREATING SUPPORTIVE LEARNING ENVIRONMENTS IN SPEAKING COURSES FOR EFL LEARNERS M.R., Elvira Rosyida; Lumbanbatu, Ira Maria Fran
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.v10i2.10279

MOOC (Massive Open Online Courses) represents a pivotal point in language learning, as this platform can facilitate various forms of learning materials such as handouts, instructional videos, and online assignments. In this study, the authors focus on developing MOOC for the course Speaking for Academic Purposes, providing engaging and easily understandable materials for its users. The research was conducted by applying the research and development design known as the R & D cycle. It was adapted and simplified into five stages: research and information collection, product development, expert validation, field testing, and final product. Having conducted the research, the writers consider that the developed MOOC-based video content product is feasible for English Department students. Based on the expert validation, the product obtained a 95.8% feasibility score, while in the field research, the product achieved an 89.9% feasibility score. The final product serves as valuable speaking materials for both teachers and students, underscoring the study's significance in enhancing language education through innovative online learning tools.

NAVIGATING THE HURDLES OF TOEFL READING COMPREHENSION: INSIGHTS FROM UNIVERSITAS NEGERI GORONTALO Muziatun, Muziatun; Miolo, Sartin T; Abuda, Hildasari
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.v10i2.10333

This study aims to identify and overcome the challenges faced by students at Universitas Negeri Gorontalo in the TOEFL reading comprehension section. Despite extensive research on TOEFL reading comprehension, there remains a gap in practical, context-specific interventions tailored to Indonesian EFL learners. This study utilizes a mixed-methods approach to address this gap. First, a needs analysis was conducted through surveys and interviews to identify key difficulties. Subsequently, various instructional strategies, including vocabulary enhancement and reading strategy training, were implemented and evaluated. The results indicate that targeted interventions significantly improve students' reading comprehension skills. The findings contribute to the broader field of language education by providing practical solutions for educators and students to navigate the hurdles of TOEFL reading comprehension.Keywords: TOEFL, reading comprehension, vocabulary mastery, instructional strategies, EFL learners, Indonesian context.

STUDENTS’ PERCEPTION OF USING THE AI GRAMMAR CHECKER APPLICATION IN LEARNING ENGLISH FOR HIGH SCHOOL STUDENTS Agustina, Nur Aini; Damanik, Emeliya Sukma Dara
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.v10i2.10340

The use of technology in education has become increasingly important in recent decades. One area where technology makes a significant contribution is in English language learning. English is an international language that is important to master in this era of globalization. High school students around the world are trying to improve their English skills in speaking, writing, reading, and listening. This research aims to explore Students’ Perception of using the AI Grammar Checker application in learning English for high school students. An exploratory qualitative research design was used to gain a comprehensive understanding of students' experiences with the AI Grammar Checker and its impact on their English learning. Data collection was carried out through in-depth interviews, questionnaires, and direct observation. The collected data was analyzed using a thematic analysis approach. The results showed that most students found the AI Grammar Checker application useful for improving their English grammar skills. However, some students felt that the recommendations provided by the application were sometimes irrelevant. While the majority reported a positive impact on their writing skills, some did not feel a significant effect. Overall, this research indicates that the AI Grammar Checker application has great potential for improving English learning for high school students. However, it is important to understand individual student needs and make adjustments in the use of the application to provide maximum benefits.

EXPLORING INDONESIAN PRE-SERVICE TEACHERS’ STRATEGIES DURING PRACTICUM IN THAI SCHOOLS Kusuma, Nabila Muna; Nur'Aini, Siti; Budiman, Theresia Cicik Sophia
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 Astuti, Fajriati; Pratolo, Bambang Widi
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 Amalia, Fuji Nurizka; Kurniawan, Eri
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 Ma'fiyah, Imroatul; Riyani, Riyani; Rahma Yuliana, Carrisa
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.

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Jawa barat

INDONESIA