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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 Adiantika, Hanif Nurcholish; Emilia, Emi; Gustine, Gin Gin
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 CM Simatupang, Ervina; Heryono, Heri; Friatin, Lilies Youlia; Sugiarto , Bambang Ruby
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 Nur Ekawati, Yulia; Yuliasri, Issy; Saleh, Mursid; Puji Haryanti, Rahayu
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 Maruf, Nirwanto; Anwar, Khoirul; Latifa, Salsabilah
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 Asari, Slamet
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.

NEGOTIATING FAITH, FUTURE, AND FOREIGN LANGUAGE: A PSYCHOLOGICAL INQUIRY INTO ENGLISH LEARNING AMONG NON-ENGLISH MAJOR STUDENTS AT AN ISLAMIC UNIVERSITY Liah Rosdiani Nasution; Sandi Pradana; Iis Maisaroh; Selvi Ratna Sari; Sri Andayani
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.v11i2.11901

In religious university environments, the development of English-speaking skills among non-English major students presents unique psychological and contextual challenges. Ideally, students should be able to integrate language mastery with their religious and academic identity to face global demands. However, empirical findings reveal that many students experience high anxiety, lack of confidence, and inconsistent institutional support, particularly in the informal learning environment of the Ma’had program. Through a qualitative inquiry involving in-depth interviews, this study identifies four major themes: (1) Psychological Barriers in Speaking English, (2) Contextual Gaps between Academic Programs and Dormitory Initiatives, (3) Adaptive and Maladaptive Coping Strategies, and (4) Students' Aspirations for Effective English Learning Environments. The research highlights that although formal academic programs provide structured learning, the informal settings often lack systematic reinforcement, leading to fragmented experiences in language acquisition. Students express a strong need for a more integrated, empathetic, and motivational approach in both academic and dormitory settings. This study contributes to the theoretical understanding of English learning in faith-based institutions and offers practical implications for curriculum designers, language instructors, and religious educational policymakers aiming to bridge the psychological and contextual gaps. The findings advocate for the design of supportive programs that not only build linguistic competence but also align with students’ religious values and future aspirations, fostering a more holistic development of English proficiency in faith-driven academic environments.

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Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. kuningan,

Jawa barat

INDONESIA