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INDONESIA
ENGLISH JOURNAL
Published by Universitas Ibn Khaldun Bogor
ISSN : 18583490     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 35 Documents
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SOCIAL CONFLICT IN CUSTOMS AND VALUES: A CONTENT ANALYSIS OF INDONESIAN JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS Alamsyah, Ajar; Sri Ardiasih, Lidwina; Puspitasari, Maya
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

The background of this research is the assumption that a gap exists, causing cultural conflict represented by Customs and Values (Culture) in English textbooks used in Junior High Schools, especially in grade 7. Therefore, the purpose of this research is to determine whether the gap is indeed true. Moreover, it will also be clear why the gap occurs and what the solution to the problem is. The research method employed is a qualitative approach using a content analysis research instrument to analyse the visualisations contained in English textbooks for grade 7 students in Junior High School. The visualisations are obtained from two selected English textbooks, namely English for Nusantara and English in Mind. The results of the study revealed social conflict in English textbooks used by 7th-grade junior high school students in the Customs and Values entity, which is part of the Culture sector. Based on a comprehensive data analysis, this study provides several conclusions. Referring to Berelson's content analysis steps, there was social conflict in terms of customs and values ​​in both English textbooks, namely English for Nusantara and English in Mind. After comparison, social conflict related to customs occurred more frequently than others, with a percentage of around 70% to 30%. Therefore, social conflict arose in both customs and values. This study contributes to the discourse on culturally sensitive English language teaching, offering practical guidance for curriculum designers, educators, and policymakers to enhance intercultural competence and contextual relevance in language learning.
VOCABULARY LEARNING THROUGH STUDENT-GENERATED GLOSSARIES IN EFL CLASSROOM Niwayan Sukraini; Pratika, Dellis; Cendikia Flory Aristia
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This study investigated vocabulary acquisition in an EFL classroom through student-generated glossaries, asking: which parts of speech students prefer, which semantic domains dominate, and how accurately and complexly students use target words in example sentences. Using purposive sampling, a descriptive content analysis was conducted on glossaries from three first-semester undergraduates. Entries and example sentences were coded in NVivo for part of speech, semantic domain, grammatical accuracy (error type), and sentence complexity; pilot coding and reliability checks informed the final codebook. Results showed nouns predominated (231 references), and high-frequency domains included idioms, people/relationships, technology, travel, and healthcare (390 references overall). Of 364 example sentences, simple sentences were most common (245), with complex (72), compound (38), and compound-complex (9) less frequent. Across sentences, 83 grammatical errors were identified, most often comma splices (10), missing verbs (9), and unclear meaning (9). These findings indicate learners' preference towards simple forms and struggle with clause boundary punctuation, verb form, and meaning clarity, underscoring the need for instruction that integrates form–meaning–use and sentence-level practice. Future research should enlarge the sample, examine proficiency and L1 effects, and test interventions that pair glossary building with guided example-sentence construction and feedback.
INTEGRATING EREADINGWORKSHEETS.COM FOR STRATEGIC READING IN EFL: TEACHERS’ PERCEPTIONS, CHALLENGES, AND MEDIATION Buana, Randi; Sri Ardiasih, Lidwina; Bachtiar
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

Digital reading platforms have transformed the landscape of language instruction, particularly within the English as a Foreign Language (EFL) context, where traditional methods often fall short in meeting diverse learner needs. Grounded in sociocognitive and constructivist perspectives on digital literacy, this study explores how EreadingWorksheets.com enhances strategic reading comprehension and scaffolds metacognitive engagement in an Indonesian EFL program. Specifically, the research aims to investigate teachers’ perceptions of the platform’s effectiveness and the challenges and benefits experienced during its integration in the English Garden Course. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis involving twelve adolescent learners and their instructors. Thematic analysis revealed that teachers perceived the platform as effective for differentiated instruction and student motivation, while also observing improvements in learners’ strategy use. However, challenges related to cultural mismatches in content, limited digital access, and curriculum misalignment were also reported. These findings suggest that while EreadingWorksheets.com offers significant pedagogical affordances, its effectiveness depends on teacher mediation and contextual adaptation. The study underscores the critical role of educators in optimizing digital tools and provides practical insights for the design of technology-enhanced reading instruction that promotes cognitive depth and literacy equity in EFL classrooms.
ENHANCING EFL STUDENTS’ SPEAKING FLUENCY THROUGH TASK-BASED LANGUAGE TEACHING WITH FOREIGN TOURISTS IN YOGYAKARTA Surahman, Dede; Ma’sum, Iin Inayah
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This study explores the implementation of Task-Based Language Teaching (TBLT) in authentic field interactions between Indonesian university students and a foreign tourist in Yogyakarta. The research aimed to explore (1) students’ perceptions of TBLT activities, (2) the effectiveness of task-based interaction in enhancing speaking fluency, and (3) tourist’s responses to Yogyakarta’s cultural diversity. Participants consisted of two undergraduate students from the English Language Education Department and one foreign tourist visiting Yogyakarta. The present study used a qualitative case study where the data were collected through field interviews, direct lecturer observation, video documentation, and student reflection journals, and analyzed using methodological and source triangulation. Findings show that students perceived TBLT as challenging but beneficial, enabling them to apply classroom theory into real communicative practice while building confidence. The activities proved effective in developing fluency, as students were able to sustain natural interaction, employ communication strategies, and reflect positively on their progress. The tourist responded warmly, emphasizing Yogyakarta’s cultural richness, culinary heritage, and hospitality, which fostered intercultural dialogue. The study concludes that TBLT not only promotes linguistic gains but also enhances intercultural competence, with students acting as cultural ambassadors in authentic encounters. Future research is recommended to involve a larger participant base and diverse tourist sites to broaden the scope of findings.
PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: DOES IT PROMOTE STUDENTS’ HIGHER-ORDER THINKING SKILLS? Nurmayasari, Eva; Suciyati Ummu Habibah; Maulidia Rachmawati Nur; Enni Erawati Saragih
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

ABSTRACT This study explores teachers’ perceptions of Project-Based Learning in English language teaching to promote Higher-Order Thinking Skills. Using a qualitative case study design, the research involved three junior high school teachers in Bogor Regency, selected through purposive sampling. Data was collected via open-ended questionnaires and semi-structured interviews. Findings showed that teachers viewed project-based learning as a student-centered approach emphasizing real-world relevance, collaboration, product creation, and contextual learning. Implementation included planning, scaffolding, group work, facilitation, and feedback. Teachers reported that project-based learning fostered higher-order thinking skills by encouraging critical analysis, creativity, and reflection, although challenges such as time constraints and diverse student abilities remained. The study underscores the need for teacher readiness, resources, and contextualized instruction to optimize project-based learning in promoting higher-order thinking skills. Keywords: Project-Based Learning, Higher-Order Thinking Skills, Teacher Perception, Case Study

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