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Indonesian Journal of English Language Teaching and Applied Linguistics

ijeltal
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Published by Institut Agama Islam Negeri Samarinda

ISSN : 25276492 EISSN : 25278746 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

Indonesian Journal of English Language Teaching and Applied Linguistics, e-ISSN: 2527-8746; p-ISSN: 2527-6492, published by English Department, Teacher Training and Education Faculty, State Islamic Institute of Samarinda (IAIN Samarinda). It is a peer-reviewed journal of Language and Linguistics, including: Applied Linguistics and English Language Teaching. The journal is published twice a year; May and November

Arjuna Subject : -

Articles 214 Documents

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A Need Analysis MOOC for Based Instructional Material in Flipped English Speaking Class at Indonesian Higher Education Andi Agusniati; Areski Wahid; Rafi'ah Nur; Asdar Asdar
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1968

This research aims to find out the characteristics of MOOC-based instructional material for the flipped English speaking class and the model of MOOC-based instructional materials for flipped English speaking class The researchers implemented the initial phase of qualitative research to achieve their objectives. The study focused on students in the English Language Education (ELE) Department at Indonesian Higher Education, as well as the ELE program's lecturers. The findings revealed that the MOOC-based materials for the flipped-English speaking class were a need analysis to be supportive, accommodating, goal-oriented, and focused on both fluency and accuracy. These materials were diverse, up-to-date, engaging, and motivating. They included both monologues and dialogues suitable for formal and informal contexts, and also incorporated tools relevant to the Fourth Industrial Revolution, such as WhatsApp and Edmodo. The proposed model for MOOC-based materials in the flipped-English speaking class emphasized the integration of key elements: goals, content, activities, venue, and media. The goal was to help learners become proficient in speaking by mastering content that included various topics, language uses, and genres. The model engaged students in nine activities: guessing I, identifying, searching, finding, guessing II, clarifying, evaluating, reflecting, and projecting. The recommended learning venues were both online (using platforms like WhatsApp and Edmodo) and offline (such as classrooms, language labs, and outdoor settings). For media, the model suggested using laptops, LCD projectors, and leaflets during the learning sessions.

Navigating Western and Islamic Cultural Values in English Education: A Narrative Case Study of Teachers at International Islamic Boarding School Farah, Rafika Rabba
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1850

Globalization has urged many students across the globe to be proficient in achieving academic success and career, including those Muslim students studying in boarding school settings. Scholars have debated the intertwin between English and Western culture. However, empirical studies that discusses the relationship between English and Islam is not well explored. This study aims to provide new insights into this complex matter, particularly on how teachersâ€™ beliefs and experiences in English teaching at Islamic-affiliated schools is delivered. The method applied in this present research is a qualitative design, particularly using a narrative case study. Applying the design, this study explores the participantsâ€™ personal stories that are unique and rich with the relationship of social, cultural, and political measurement in reshaping their experiences. Thus, to achieve the answers, four teachersâ€™ belief and their pedagogical practices in teaching English to students at the International Islamic Boarding School (IIBS) in Malang Region Indonesia were investigated through a semi-structured interview. Results reveal that English teaching at the schools was contextualized to the school vision and value which is to instill Islamic principles; teachers believe English has conflicting norms to Muslim studentsâ€™ values; English activities are massively exposed to the Muslim students through several English enrichment programs; and English is prepared for students to be both competent in their future professional works and to spread the message of Islam. This finding has shed light that English teaching at Islamic-based schools can be contextualized to studentsâ€™ needs and school cultures. Thus, this study contributes to explaining how teachersâ€™ belief shapes their English teaching practices through designing Islamic pedagogy for their Muslim students.

Aligning Assessment Practices with Learning Objectives: A Case of EFL Classes in Indonesia Sri Lestari; Fazri Nur Yusuf
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1973

The alignment between learning objectives and assessment practices is critical to effective language teaching and learning. This study explores the alignment between learning objectives and assessment practices in English classes at a public senior high school in Jakarta, Indonesia. Grounded in a qualitative case study using Bigg’s constructive alignment framework, the study emphasizes the essential connection among learning objectives, teaching methods, and assessment practices. Involving three selected English teachers, documents comprising lesson plans and assessment instruments, classroom observation, and semi-structured interviews were employed to collect data. Findings indicate that the assessment tasks mostly align with the learning objectives. The assessments focus on the higher level of understanding: extended abstract and relational. However, misalignment between assessment and learning objective is found in this study, based on the missing assessment tasks and incomplete learning objectives stated in the lesson plans. Time constraints, lesson planning issues, and difficulties in designing assessment tasks and rubrics hinder the alignment. It implies that teachers require professional development programs on language assessment literacy and lesson planning, collaborative work with colleagues, and technology integration to maintain alignment, particularly in the context of education reforms. This study contributes to the existing research on constructive alignment in English classroom assessments. It provides insights into how alignment can improve student learning in English classrooms.

Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students Sarath Withanarachchi Samaranayake; Patteera Thienoermpool; Suneeta Kositchaivat
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1852

Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials, on improving the academic writing proficiency of tertiary-level students at a public university in Thailand. A quantitative research method was employed for this study, involving a sample of 48 participants selected through convenience sampling. Over one semester, these students received intensive instruction based on the adapted process genre writing model. Data collection involved administering pre-and post-tests to measure changes in writing performance, with statistical analyses conducted using descriptive statistics and paired-sample t-tests to determine the significance of any improvements. The results revealed statistically significant improvements (p < .05) in participants' writing proficiency, demonstrating the effectiveness of the adapted process genre writing model. The results suggest that integrating customized instructional resources into this framework can significantly support the academic writing development of Thai EFL undergraduates. The study's implications for EFL instruction are substantial, suggesting that a well-structured, genre-based approach, supplemented with tailored instructional materials, can significantly elevate students' writing proficiency in academic contexts. Recommendations for further research include exploring the long-term effects of this instructional model on students' writing abilities and investigating its applicability across different language proficiency levels and cultural settings.

Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook Galang Adhitia Mahardhika; Yanty Wirza; Faksi Rana Al-Kahfi; Ahmad Dindang Mababaya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1983

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of each question to determine whether the labeled questions are truly HOTS questions or Lower Order Thinking Skills (LOTS) questions. This study conducted qualitative research with document analysis of HOTS labeled questions in the textbook entitled “Modul Pembelajaran Bina Prestasi Bahasa Inggris Kelas 5 Untuk SD/MI'' published by CV Larassukma which were analyzed using a revised Bloom’s taxonomy framework. Additionally, an interview with a fifth grade English teacher was conducted to explore the teacher's perspective regarding the HOTS questions in the textbook. The results revealed that most labeled HOTS questions are in fact LOTS questions (90.9%), with a majority covering Remembering (C1), followed by Understanding (C2), and Applying (C3). Only two questions were qualified as HOTS, particularly Creating (C6) questions (9.1%). The teacher's perspective mirrored these findings, indicating the inconsistency between the textbook's claims with its actual content, also discussing the textbook’s effectiveness and the teacher’s approach for implementing HOTS in the classroom. This study provides valuable insights for teachers, curriculum designers, textbook creators, and publishers, emphasizing the need for accurate representation of HOTS in educational materials to enhance the quality of future education.

"I Was Surprised by Their Culture": Emotional Antecedents for Indonesian English Teachers in Thailand Haryadi, Didit; Wilang, Jeffrey Dawala
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1802

Emotions are pivotal in shaping teaching behavior and quality, especially in the English Language Teaching (ELT) context. While prior research has largely focused on teachers within their home environments, the emotional experiences of non-local teachers, such as Indonesian English teachers in Thailand, remain underexplored. This study investigates the antecedents of these teachers' emotional experiences, considering the unique challenges of language barriers and cultural differences. Using semi-structured interviews with 10 Indonesian English teachers in Thai elementary and secondary schools, the researchers conducted a thematic analysis to identify key emotional triggers. Our findings reveal that student-related factors, such as positive interactions and academic achievements, evoke happiness, pride, and satisfaction. Conversely, negative behaviors and comprehension issues lead to frustration, annoyance, and stress. Teacher-related factors, including teaching proficiency, significantly influence their emotional landscape. Additionally, other factors like collegial relationships, school culture, workload, and parental involvement further shape their emotional experiences. The implications of this study are critical for educational psychology, teacher education, and communication within international contexts. For educators, engaging in cultural adaptation and continuous professional development is essential for enhancing emotional resilience and teaching effectiveness. Schools should aim to create inclusive environments that support non-local teachers and offer tailored professional development. Training programs should focus on cultural competence and effective communication strategies to better prepare teachers for international teaching assignments.

University Students' Perceptions of AI-Assisted Writing Tools in Supporting Self-Regulated Writing Practices Amani, Nailatul; Bisriyah, Maslihatul
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1942

Artificial intelligence (AI) is transforming education by offering personalized learning tools, yet its role in fostering self-regulated learning (SRL) strategies among English as a Foreign Language (EFL) students remains underexplored. This study investigates EFL students' perceptions of AI applications in supporting their self-regulated writing strategies, particularly in planning, monitoring, and evaluation. Employing a qualitative case study approach, data were collected from 40 EFL students at an Islamic-based university in East Java, Indonesia, through questionnaires, semi-structured interviews, and document analysis. The findings indicate that most students perceive AI tools as beneficial, particularly for grammar checking, spelling correction, and word choice improvement, though their reliance on AI for idea generation, topic selection, and writing progress monitoring varies. While AI is valued for feedback, paraphrasing, and translation, students still prefer human guidance for in-depth explanations, with some expressing concerns that excessive dependence on AI may hinder their comprehension and writing confidence. These findings highlight the need for a balanced integration of AI tools into writing instruction, emphasizing the importance of human feedback and personalized learning approaches.

Investigating the Status Quo of Writing Assessment Literacy among Moroccan EFL University Teachers: Perceptions and Practices Ahlame Boumehdi; Hicham Laabidi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2028

Quantitative Analysis of Error Performance in the Production of Hausa Vowels among Yoru?ba?-Hausa L2 Learners in South-West, Nigeria Sale Maikanti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2039

Insights on Integrating Critical Thinking with EFL Instructions in Indonesian Higher Education Hamzah Puadi Ilyas; Istaryatiningtias Istaryatiningtias
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2044

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Contact Name
Umar Fauzan

Contact Email
dr.umarfauzan@gmail.com

Phone
-

Journal Mail Official
ijeltalj@gmail.com

Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA