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A COMPARATIVE REVIEW OF ENGLISH TEXTBOOKS FOR TENTH-GRADE STUDENTS ‘BAHASA INGGRIS: WORK IN PROGRESS’ AND ‘ENGLISH IN MIND BOOK 3’ Homanfil Atori Nurislami Wilman; Anwar, Desvalini
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.v11i2.11773

This study evaluates English textbooks used in Indonesian high schools to determine their alignment with curriculum standards and their effectiveness in supporting language acquisition. Using document analysis, textbooks were assessed based on key criteria, including aims and approaches, design and organization, language content, skills development, topics and cultural representation, and practical considerations. A Likert-scale rating (1–4) was applied to quantify evaluation results. The findings highlight strengths and weaknesses in locally produced textbooks compared to internationally published materials, emphasizing the need for improvements in cultural inclusivity, skills integration, and real-life applicability. The results provide valuable insights for educators, curriculum developers, and policymakers in selecting and enhancing English learning resources. Additionally, the study serves as a reference for future research on textbook evaluation, particularly in adapting global materials to local educational contexts. By identifying gaps and providing recommendations, this research contributes to the continuous development of high-quality textbooks that align with national and international standards, ultimately improving English language education in Indonesia.

INVESTIGATING AND CORRELATING STUDENTS’ PERCEPTIONS, INTERESTS, AND ATTITUDES TOWARD THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH YOUTUBE VIDEO PROJECT IN LEARNING ENGLISH Bidzlamira Dita Centrisia; Khoirul Anwar; Nirwanto Maruf
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.v11i2.11793

Abstract - This study aims to examine and correlate students’ perceptions, interests, and attitudes toward implementing Project-Based Learning (PjBL) through YouTube video projects in English language learning. Using a mixed-methods design, this study combined quantitative data from questionnaires with qualitative data from semi-structured interviews. Participants consisted of 70 eleventh-grade students from SMAN 1 Pacitan who had been involved in YouTube-based PjBL activities during English language teaching. The questionnaire was designed to assess three main constructs: perceptions (cognitive, affective, conative), interests (individual, situational, topic-based), and attitudes (cognitive, affective, behavioral). Prior to data analysis, the instrument was subjected to validity and reliability tests. All items were deemed valid based on the item-total correlation value, and the reliability analysis yielded a Cronbach’s Alpha coefficient of 0.976, indicating excellent internal consistency. The findings revealed that students generally responded positively to the integration of YouTube-based PjBL, considering it an innovative and engaging approach that increased their motivation and participation in English language learning. Students also reported increased interest, particularly in producing creative content and collaborating with peers. Attitudinal responses indicated greater confidence, enjoyment, and willingness to communicate in English. Overall, the implementation of YouTube video projects within a PjBL framework proved effective in fostering a more dynamic and student-centered English learning environment. The study suggests that the integration of digital media, when aligned with project-based methodologies, has significant potential to enrich language teaching and enhance 21st century skills.

INVESTIGATING THE USE OF CONTEXTUAL TEACHING AND LEARNING ON STUDENTS’ WRITING RECOUNT TEXT: A CASE ON TEACHING METHOD Vitalia Hanako Murni Simanjuntak; Indah Sari; Daniel Frengki Kamengko; Isry Laila Syathroh; Erti Manurung; Herman Herman; Nguyen Van Thao
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.v11i2.11794

This research was designed to find the effect of Contextual Teaching and Learning on student’s writing recount text at grade ten of SMA Negeri 6 Pematangsiantar. To answer the problems the researchers used theories such as Berns & Erickson (2001), Harmer (2004), Knapp and Watkins (2005). The study employed a quantitative research design. As an experimental investigation, its goal was to determine whether the implemented method had any impact on the subject. In this research, in collecting the data the researchers had to do three steps: pre-test, treatment, post-test. The researchers discovered that CTL has a significant impact on students' ability to write recount texts. This is evident from the post-test scores of the experimental class, where the writer applied the CTL treatment. After calculating the data, the researchers found the mean of experimental class was 76,76 and the mean of control class was 61,83. The calculation of t-test, the total t- obtained value of the research is 4.63 with the degree of freedom (df) was (30+30)-2=58 and level of significant 2.5% (0.025), so the value table of t-table was 2.00. It shows that t- obtained value is higher than t-table (4.63> 2.00). Therefore, the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (Ho) was rejected. It means that Contextual Teaching and Learning was more significant than Grammar Translation Method in writing recount text at grade ten of SMA Negeri 6 Pematangsiantar.

STUDENTS’ TECHNIQUES IN TRANSLATING “EUPHEMISM” FROM ENGLISH TO INDONESIAN AT STKIP INSAN MADANI AIR MOLEK Fathur Rizqy Az; Havid Ardi
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.v11i2.11795

Students in the English Department are being prepared to become future translators. Therefore, they must be capable of translating various types of texts. The source of data involved sixth-year students in the academic year 2023/2024 in STKIP Insan Madani Air Molek. The researcher selected purposively sixth-year students as because they were assumed to be taken into translation courses. This research aims to analyze the students' translation techniques related to euphemism. This research is conducted through translation assessment and the identification of techniques during the translation process. This research employs a qualitative method to understand the phenomenon being examined deeply and to provide comprehensive insights into the research. The research findings indicate that students used eight translation techniques in translating euphemism texts. These translation techniques include: each one is ranked from the most frequently used to the least used: Adaptation 13 times/12.38%, Amplification 15 times/14.28%, Calque 52 times/49.52%, Compensation 1 time/0.95%, Discursive Creation 1 time/0.95%, Generalization 6 times/5.71%, Literal Translation 14 times/13.33%, and Modulation 4 times/3.80%.

MODALITY IN MALAY LANGUAGE IN KAMPUNG TUA TANJUNG RIAU BATAM Hilda Safitri; Siti Ainim Liusti
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.v11i2.11812

This study aims to describe the types and functions of modality in Malay language used by the people of Kampung Tua Tanjung Riau, Batam, in daily interaction and communication. The approach used is qualitative with descriptive method. The data is in the form of community speech containing modality, obtained through free listening, recording, and note-taking techniques. Data validity was tested through triangulation, and analysis was conducted through data reduction, data presentation, and conclusion drawing. The results show that people use four types of modality, namely intensional, epistemic, deontic, and dynamic. Intentional modality is the most dominant type, especially in the meaning of volitional. In addition, three main functions of modality in community communication were found. This finding indicates that people consciously utilize modality as an important part of interaction. The conclusion of this study states that modality has a central role in the communication system of the community of Kampung Tua Tanjung Riau. Tanjung Riau Malay language has a distinctive and rich modality system, which reflects the culture and way of thinking of its speakers. This research is expected to be a contribution to the preservation and development of regional linguistic studies, as well as a reference for further research in the field of local language and culture.

DIRECTING LEARNING THROUGH LANGUAGE: AN ANALYSIS OF TEACHERS' DIRECTIVE SPEECH ACTS IN INDONESIAN HIGH SCHOOL CLASSROOMS Meri Susanti; Siti Ainim Liusti
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.v11i2.11813

This study aims to describe the forms of directive speech acts used by teachers in Indonesian language learning interactions at SMA Negeri 15 Padang and explain their use across the opening, core, and closing stages of instruction. Using a qualitative approach with a descriptive method, data were obtained from the utterances of Indonesian language teachers in grades X and XI through non-participant observation, audio recording, and note-taking. A total of 186 utterances containing directive speech acts were identified. The analysis employed Searle’s taxonomy of speech acts and Hymes’s Speaking framework to examine linguistic forms and their contextual use. Data validity was ensured through triangulation, and data analysis involved reduction, display, and conclusion drawing. The study identified six types of directive speech acts: telling, inviting, asking, pleading, advising, and forbidding. "Telling" appeared most frequently, especially during the core learning stage, while "inviting" and "asking" were common in the opening and closing stages to create a participatory and supportive classroom atmosphere. These findings suggest that teachers strategically use directive speech acts according to the phase of instruction and learning goals. The study concludes that directive speech acts play a vital role in managing classroom interactions and enhancing learning effectiveness. Teachers act not only as conveyors of knowledge but also as interaction managers through the use of purposeful and polite language. This underscores the importance of pragmatic competence in effective teaching, particularly in the context of Indonesian language education.

COMMUNICATIVE STYLES IN CLASSROOM MATERIALS: A LINGUISTIC ANALYSIS OF ELEMENTARY EFL TEXTBOOK CONVERSATIONS Bagaskara, Jihananda Cahya; Ahdi Riyono; Rusiana
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.v11i2.10976

This study investigates the language styles used in the dialogues of the “Look and Say” section in the "My Next Words Grade 5 Student’s Book for Elementary School.". the author conducted this study due to the rarely explored language styles in elementary school student books, particularly within the context of the Merdeka curriculum. Through this study, the author aimed to identify and describe the language styles and their functions in the dialogues of the specified textbook section. A qualitative methodology was employed, utilizing the language style theory of Joos and Holmes's theory on language functions. Data were collected through documentation analysis using content analysis. This study revealed that all 23 dialogues used a casual language style (100%). The functions identified were expressive (57%), referential (22%), directive (17%), and phatic (4%). In this study, the author concluded that the dialogues predominantly used a casual style, emphasizing emotional engagement and information delivery. It suggests incorporating more diverse language styles to enhance educational dialogues. Keywords: Language Style; Language Function; Student Book; Dialogue.

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.

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Contact Name
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Contact Email
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Phone
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Journal Mail Official
-

Editorial Address
-

Location
Kab. kuningan,

Jawa barat

INDONESIA