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INDONESIA
Indonesian TESOL Journal
Published by Institut Agama Islam Negeri Palopo
ISSN : -     EISSN : 26225441     DOI : https://doi.org/10.24256/itj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Indonesian TESOL Journal (ITJ) published by LP2M IAIN Palopo is a biannual, refereed, open access, and practitioner-oriented electronic journal dedicated to enhancing and disseminating scholarly work of the current theory and research in the field of TESOL. It publishes both conceptual and research-based articles within the fields of teaching English as a foreign or second language, English language teaching and learning, and English language teachers training and education. Then, it aims to provide a medium for second and foreign language scholars, researchers, teachers, and officials at any level to involve in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. In other words, it also provides a forum for the exchange of information and ideas among members of the profession worldwide about research and theory-based practices as well as practice-oriented theorizing and research.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 117 Documents
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Artificial Intelligence–Based English Instruction: Implementation, Challenges, and Learning Outcomes in Indonesian High Schools Syahriyanti; Sukardi Weda; Iskandar
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.8796

Abstract

This study aims to examine the implementation, challenges, and learning outcomes of Artificial Intelligence (AI)-based English instruction in three Indonesian Islamic senior high schools. Employing a descriptive qualitative research design, the study explores students’ perceptions, learning behaviors, and interactions with AI tools such as ChatGPT, Grammarly, Google Translate, and AI-driven pronunciation systems. Data were collected through open-ended questionnaires and analyzed using thematic procedures. Findings indicate that AI tools contribute positively to students’ vocabulary development, grammatical awareness, writing fluency, and speaking confidence by offering immediate feedback, adaptive support, and opportunities for autonomous learning. Nonetheless, students also experienced key challenges, including misinformation, cognitive overload from complex explanations, overdependence on AI-generated responses, and unequal access to technological resources. These constraints influenced the extent to which AI could be integrated effectively into English instruction. The discussion highlights that although AI serves as a valuable supplementary learning resource, it cannot replace the pedagogical, emotional, and ethical roles fulfilled by teachers. Students emphasized the need for human guidance to interpret AI-generated information, ensure accuracy, and maintain academic integrity. The study concludes that AI-enhanced English learning holds substantial potential when implemented responsibly. It underscores the importance of developing AI literacy, strengthening digital infrastructure, and establishing ethical guidelines to support sustainable integration of AI in Indonesian secondary education.  
From Plan–Do–See to Real Differentiation: Tracing Teachers’ Shifts in Differentiated Instruction Across Lesson Study (A Case Study in Vocational High Schools) Upa, Rahmawati; Paldy; Opik Dwi Indah; Suci Damayanti; Nurthasya
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.9551

Abstract

This study traces teachers’ shifts in differentiated instruction across three Lesson Study (Plan–Do–See) cycles in a vocational high school context through an open-class program on fantasy text learning. Using a qualitative case study approach, the research examines differentiated instruction as it emerged through iterative redesign of (a) grouping arrangements, (b) tiered group tasks aligned with students’ readiness, and (c) teacher responsiveness to passive individuals during group work. Data were collected across planning, implementation, and reflection stages, including lesson plans and revised materials, classroom observation notes focused on participation patterns, and records of post-lesson reflection discussions. Findings indicate a clear developmental trajectory across cycles. In Cycle I, heterogeneous grouping was associated with unequal participation, as higher-ability students dominated discussion and presentation while lower-ability students remained largely silent. In Cycle II, redesign toward homogeneous grouping combined with tiered group tasks was linked to increased participation among previously passive students, particularly within lower-ability groups. In Cycle III, differentiation was strengthened further through deliberate teacher attention to passive individuals across all ability groups, indicating a shift from group-level differentiation to more responsive, individual-level support. The study highlights how Lesson Study can function as an evidence-based redesign mechanism for developing “real differentiation” in vocational classrooms by progressively refining learning conditions, task calibration, and in-the-moment teacher responsiveness. Practical implications emphasize evaluating grouping assumptions, integrating grouping with tiered tasks, monitoring passivity at the individual level, and using the “See” stage to anchor redesign in concrete participation evidence.
The Role of Generative AI in Enhancing Second Language Writing Fluency Rusdiana Junaid; Affan Ramadhana; Nur Qalbi Rustan; Suci Putri Damayanti; Muh. Hardiansyah Pateha
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.9552

Abstract

This mixed-methods quasi-experimental study evaluated the efficacy of generative AI-assisted feedback in improving EFL students' academic writing in comparison to traditional instructor feedback. Thirty-two sixth-semester students enrolled in an academic writing course were allocated to either an AI-assisted experimental group (n = 16) or a teacher-feedback control group (n = 16). Students submitted pre- and post-test argumentative essays assessed for fluency (total word count; average sentence length), correctness (errors per 100 words), and coherence (discourse markers; cohesion index). A questionnaire and semi-structured interviews elicited perceptions and ethical apprehensions. The AI group had superior advancements in fluency and coherence, although accuracy enhanced in both groups. Students appreciated immediacy and specificity, while acknowledged the dangers of excessive dependence and ambiguity in writing. Research indicates that AI can enhance instructor feedback by providing additional revision chances and fostering autonomy within integrity-centered advice in EFL academic writing.
The Invisible Toolbelt: Exploring the Variety of Language Devices in Effective Teacher’s Talk in Classroom Hafirah Patang; Reski Yusrini Islamiah Yunus; Wilda Lestari; Ridha Fadillah Rusdin
Indonesian TESOL Journal Vol. 6 No. 1 (2024): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.9560

Abstract

Teacher’s talk serves as more than a mere medium for instruction. It is a sophisticated pedagogical instrument that dictates the quality of classroom interaction and knowledge construction. This article explores the invisible toolbelt of language devices, ranging from rhetorical strategies and metaphors to pragmatic markers and corrective feedback which is employed by the teachers to facilitate learning. By synthesizing theories of classroom discourse and sociolinguistics, the study examines how these devices function as scaffolding tools that bridge the gap between complex curricula and students comprehension. The analysis highlights that effective teachers do not just speak but strategically manipulate linguistic variables to manage classroom dynamics, stimulate critical thinking, and foster an inclusive rapport. The findings suggest that conscious mastery of these linguistics tools is a critical component of teacher professional development, as it directly impacts the efficacy of instructional delivery and students engagement.
The Effectiveness of Picture Strip Story for Improving Eighth-Grade Students’ Vocabulary Mastery in an EFL Classroom Andi Manguntungi; Sri Rahayu; Sri Damayanti; Dirgahayu
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.9562

Abstract

Vocabulary knowledge is a foundational component of second/foreign language proficiency because it supports comprehension and production across skills. However, vocabulary learning in many EFL classrooms remains dominated by decontextual memorization that often fails to engage learners and support retention. This study investigated whether Picture Strip Story (a sequence of pictures presented as a short narrative) could improve eighth-grade students’ vocabulary mastery. A quantitative pre-experimental one-group pretest–posttest design was employed. Twenty-seven students were selected randomly from the eighth-grade population. Students completed a vocabulary pretest, received Picture Strip Story-based instruction, and then completed a posttest. The instrument consisted of multiple-choice and word-matching items. Results showed that the posttest mean score (M = 76.67, SD = 7.74) exceeded the pretest mean score (M = 57.59, SD = 10.90). A paired-samples t-test indicated a significant improvement, t(26) = 11.744, p < .001, with a large effect size (Cohen’s dz = 2.26). These findings suggest that Picture Strip Story can be an effective instructional medium for vocabulary learning by providing contextualized input and visual support. Implications for classroom practice and recommendations for future research are discussed..
An Analysis of the English Club to Support Students’ Speaking Performance at Junior High School Aulia, Rizka; Zahra, Fatimatuz; Fadli, Muhammad Anwarul; Arifin, Win Listyaningrum; Najwa, Sheila
Indonesian TESOL Journal Vol. 7 No. 2 (2025): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i2.8630

Abstract

This study discusses how the English Club supports students' speaking performance at SMP Negeri 1 Salatiga. Several previous studies have shown that English Clubs can improve fluency and confidence, but few studies have discussed how club activities are carried out and how clubs support the improvement of students' speaking performance at the junior high school level. This study aims to fill this gap by describing the implementation of the English Club and the forms of support provided to students. The study uses a descriptive qualitative method through observation and semi-structured interviews with eight members and two facilitators of English Club. The results show that activities such as discussions, interactive games, paired conversations, and role-plays improve students' fluency, vocabulary, pronunciation, and confidence. The relaxed and supportive environment reduces anxiety and encourages active participation. This study confirms that English clubs are an effective platform for developing students' speaking performance and provides practical implications for schools and teachers in designing more structured and meaningful club activities.
English Learning Profiles of Non-English Major Students: A Comparative Study Between Accounting and Management Programs Suherman, LaOde Achmad; Akfan, Sofyan Sukwara; Hamka, Nurhadi; Hasan, Aswiro; Riniati, Wa Ode; Arba’a, Nur Agniatmi
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.9431

Abstract

This study investigates the English learning profiles of non-English major students, specifically those enrolled in Accounting and Management programs at a private university in Indonesia. A descriptive quantitative research design was employed involving 53 Students (24 Accounting, 29 Management), capturing students’ self-perceived English proficiency, learning barriers, motivations, learning preferences, and strategies. The findings indicate generally low self-perceived English proficiency across both groups, with 58.3% of Accounting students and 75.9% of Management students classifying themselves at the beginner level.. The study identified common learning barriers such as limited vocabulary, technical challenges (e.g., grammar and pronunciation), and a lack of supportive learning environments. In terms of motivation, Management students exhibited a stronger focus on global communication, while Accounting students prioritized career-related goals. Both groups favored informal and interactive learning strategies, with a preference for watching English-language films, using language learning applications, and practicing with peers. These findings suggest incorporating informal digital learning tools, such as language learning applications and audiovisual media, alongside peer-supported collaborative activities into ESP curricula to better align instruction with students’ demonstrated learning preferences.

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