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Indonesian Journal of English Language Teaching and Applied Linguistics
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
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Articles 226 Documents
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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

Abstract

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 teachers’ 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 participants’ 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 teachers’ 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 students’ 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 students’ needs and school cultures. Thus, this study contributes to explaining how teachers’ 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 Lestari, Sri; Yusuf, Fazri Nur
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

Abstract

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 Samaranayake, Sarath Withanarachchi; Thienoermpool, Patteera; Kositchaivat, Suneeta
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

Abstract

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 Mahardhika, Galang Adhitia; Wirza, Yanty; Al-Kahfi, Faksi Rana; Mababaya, Ahmad Dindang
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

Abstract

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

Abstract

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

Abstract

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 Boumehdi, Ahlame; Laabidi, Hicham
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

Abstract

Assessing students’ writing skills is at the heart of teachers’ work in the English department studies of Moroccan universities. However, research has predominantly focused on student outcomes instead of paying close attention to investigate, assess, and quantify teachers’ writing assessment literacy. Against this background, the purpose of this descriptive quantitative study is to investigate the status quo of writing assessment literacy among Moroccan EFL university teachers in an attempt to draw a general picture about their writing assessment perceptions, and practices. To achieve this goal, an adapted version of Crusan et al.’s (2016) WAL questionnaire was administered to a convenient sample of 54 teachers from various Moroccan universities. The results unveil significant insights into the levels of teachers’ writing assessment literacy levels. In fact, the study reveals that teachers are favorably disposed towards writing assessment literacy. Yet, teachers’ level of assessment literacy was not fully mirrored in their practice given a plethora of challenges issued by the participants. The results further uncover that teachers have primarily developed their assessment literacy through on-the-job learning. The study’ findings have several pedagogical implications for training writing teachers and the enhancement of EFL writing assessment practices. Additionally, these findings are supposed to serve as a roadmap for future researchers to explore the topic from various perspectives.
Quantitative Analysis of Error Performance in the Production of Hausa Vowels among Yoru?ba?-Hausa L2 Learners in South-West, Nigeria Maikanti, Sale
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

Abstract

This empirical study examined error performance in Hausa vowel production by Yoru?ba? speakers, using a quantitative approach. The aim was to compare two groups in the final-year National Certificate in Education in producing Hausa shared and unshared vowels, and to assess gender and institutional differences across five colleges (ABK, ACE, IKR, ORO, and ORO) to determine whether significant variation exists in the first and second syllables. A cross-sectional design was employed with 110 Yoruba-speaking participants aged 18 and above who were learning Hausa in the five colleges of education in southwestern Nigeria, selected purposively. Stimuli were drawn from the Online Hausa-English Dictionary, questionnaires were administered, and production tasks were audio-recorded. Data were analyzed with independent t-tests and ANOVA in line with Flege and Bohn’s Revised Speech Learning Model (SLM-r). Results show that the t-test p-values are not significant in the first syllable (p > .482) and the second syllable (p > .051), while producing vowel length. When comparing the genders, the first syllable remained non-significant (p > .042). In contrast, the second syllable showed a significant difference between males and females (p < .004), indicating gender effects on vowel production in the second syllable. Across five schools, ANOVA yielded a highly significant overall difference (p = .000), with mean scores ranging from a low of 7.191 to a high of 23.58, suggesting variability in performance by institution. The study attributes such errors to linguistic, environmental, and L1 influence factors. The Hausa language teachers should focus on vowels with high error rates to improve second-language intelligibility.
Insights on Integrating Critical Thinking with EFL Instructions in Indonesian Higher Education Ilyas, Hamzah Puadi; 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

Abstract

This research sought to address three key questions: how EFL instructors in higher education integrated critical thinking (CT) skills into their teaching practices, what challenges they encountered during the integration process, and how EFL students perceived and experienced the impact of this integration. Five instructors from four universities and 49 students participated in this research, with the following methods being employed: interviews with the instructors and open-response questionnaires and focus group discussions with students. A qualitative research approach was adopted using a descriptive design to explore the integration of CT within EFL instruction. The instructors were selected purposively based on their experience teaching EFL courses at the tertiary level and their willingness to participate. Students were chosen through convenience sampling from two intact classes in the third and fifth semesters. The data collection instruments included semi-structured interviews for instructors, open-ended written questionnaires for students, and one focus group discussion. Instrument validation involved expert judgment and pilot testing with non-participant instructors and students. Thematic analysis following Braun and Clarke’s (2006) six-phase framework was applied, with inter-coder reliability established at 87% to ensure analytical consistency. The findings indicated that EFL instructors could integrate CT in almost all EFL courses (reading, listening, speaking, writing, grammar, and vocabulary), with the CT themes emerging being analyzing, evaluating, giving arguments, guessing, inferring, reasoning, and summarizing. The study contributes to EFL pedagogy by documenting practical instructional strategies for CT integration and offering a context-sensitive framework for developing CT across language skill areas. It also offers theoretical insights into how sociocultural and constructivist principles manifest in EFL classrooms. These findings can inform curriculum reform, teacher training, and future research in CT-oriented language education.
Lexical Input Used for English for Tourism Coursebooks at Tertiary Level: A Corpus-Based Approach Veerachaisantikul, Anchalee; Chansin, Wara; Nuamkoksoong, Kamontip
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.v10i2.2129

Abstract

Effective English for Specific Purposes (ESP) training depends on coursebooks for relevant and genuine vocabulary. Corpus-based analysis is a reliable empirical technique for lexical evaluation in ESP coursebook assessment, as shown in this research. Thus, this quantitative corpus-based research focused on (1) the most common general English lexical items and (2) domain-specific vocabulary in tertiary English for Tourism coursebooks. The study was a quantitative corpus-based one that included 3,423,973 words from all primary reading materials, dialogues, and exercises in the 2020–2022 English for Tourism coursebooks. Using corpus linguistics methods, WordSmith Tools discovered and evaluated lexical frequency lists and domain-specific keywords. This study found that, although generic high-frequency terms are important, tourism-related language dominates the materials’ specialized vocabulary. Generally, high-frequency lexical terms, essential for language development, were detected. The most common domain-specific vocabulary, mostly nouns, was tourism terminology, including “guest,” “hotel,” “room,” “travel,” and “tourism.” This study provided actual lexical data to help curriculum developers and teachers plan, choose, and adjust tourist education resources. This aligns with real-world language needs and improves ESP instruction.

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