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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 127 Documents
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Exploring Young Learners’ Vocabulary Needs through Visual and Interactive Materials: A TEYL Perspective St Hartina; Syahrir Syahrir; Fadhliyah Rahmah Muin
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.8332

Abstract

This study investigated young EFL learners’ vocabulary learning needs in relation to visual and interactive materials. It addressed the question of what students need in vocabulary learning, what limitations they experience, and what types of vocabulary materials they prefer. The study used a convergent mixed-methods exploratory design with 20 young EFL learners and an English teacher at a public elementary school in Palopo, South Sulawesi. Quantitative data included a 12-item Likert-scale questionnaire addressing necessities, lacks, and wants, while qualitative data were generated via the semi-structured teacher interview protocol and several open-ended student responses. Descriptive statistics (means, percentages, and standard deviations) were used for quantitative data, and deductive and inductive thematic codes were used for qualitative data. The findings showed that students perceived vocabulary as necessary for understanding English textbooks (85%, M = 3.65), following teacher instructions (80%, M = 3.60), and producing simple English. They also reported difficulty retaining new vocabulary (70%, M = 3.45) and understanding words without pictures (65%, M = 3.35). Students preferred colorful pictures (90%, M = 3.80), daily-life topics (75%, M = 3.65), interactive activities (70%, M = 3.50), and manageable vocabulary loads (65%, M = 3.40). The results highlight the importance of visually, contextually, and interactively designed vocabulary material development that sufficiently integrates their needs, lacks, and wants.
A Conceptual Metaphors in Mean Girls: A Cognitive Semantic Analysis Deliana Deliana; Nia Veronika Purba; Safa Tasya Indratno; Afrahul Fadhillah Parinduri
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.10404

Abstract

This study analyzes conceptual metaphors in “Mean Girls” to explain how adolescent social relationships are represented through idiomatic  expressions in popular culture. The aims of this research are to identify the types of conceptual metaphors found in selected expressions, describe their source and target domain mappings, and explain how these mappings represent teenage social interaction. This research applied a descriptive qualitative method with a cognitive semantic approach based on Lakoff and Johnson’s Conceptual Metaphor Theory. The data were collected through documentary analysis by repeatedly watching the movie, examining the dialogue, script, and subtitles, and selecting expressions containing figurative meanings related to adolescent social life. The findings reveal seven metaphorical expressions: “the Plastics,” “queen bee,” “hyena,” “burn book,” “cool mom,” “you can’t sit with us,” and “life ruiner.” These expressions consist of structural, ontological, and orientational metaphors with source domains such as animals, material, fire, temperature, space, and destruction. The findings show that adolescent relationships in “Mean Girls” are represented as hierarchical, artificial, exclusive, competitive, and emotionally harmful. This study concludes that metaphorical expressions in the movie specifically construct teenage social life as a system of power, performance, and social boundaries. The research benefits cognitive semantic studies, film discourse analysis, and English language learning.
Translating Irony: The Impact of Translation Techniques on Translation Quality in The Subtle Art of Not Giving a F*ck Sakut Anshori; Arbain Arbain; Diana Hardiyanti; Abd. Rahman Zain
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.8693

Abstract

This study aims to examine how translation techniques influence the rendering of ironic expressions in Mark Manson’s The Subtle Art of Not Giving a F*ck. While research on irony translation is growing, there is a lack of empirical evidence linking specific techniques to quality outcomes in non-fiction literature, representing a significant gap in current translation studies. Using a qualitative approach, this research identifies patterns of irony classification (Muecke, 1982), translation techniques (Molina & Albir, 2002), and quality assessment (Nababan et al., 2012) through content analysis and Focus Group Discussions. Findings reveal that while situational and verbal irony dominate the text, the effectiveness of translation techniques varies significantly; established equivalents, modulation, and transposition emerge as the most reliable techniques for maintaining high accuracy, acceptability, and readability. Conversely, techniques involving semantic shifts—such as amplification, adaptation, reduction, and discursive creation—often compromise the contradictory nuances essential to irony. By providing a systematic evaluation of these techniques, this study offers critical pedagogical implications for translator training and EFL instruction, emphasizing the necessity of linguistic and cultural competence in rendering irony.
Affective Meaning in Song Lyrics: Implications for TESOL Practice Rawuh Yuda Yuwana; Seli Marlina Radja Leba; Sri Ananda Pertiwi; Febriyanti Dwiratna Lestari
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.10056

Abstract

This study investigates how affective meaning is linguistically realized in English song lyrics and examines its pedagogical implications for Teaching English to Speakers of Other Languages (TESOL). While songs have frequently been used as instructional media in language classrooms, limited attention has been paid to how emotional meanings are constructed and interpreted semantically by English as a Foreign Language (EFL) learners. This qualitative study analyzed three contemporary English songs—Someone Like You by Adele, Fight Song by Rachel Platten, and Fix You by Coldplay—using Leech's framework of affective meaning. The study also involved 25 undergraduate students from the English Education Study Program at Universitas Musamus, Indonesia, who were observed in the classroom, asked to complete written interpretation tasks, and interviewed using semi-structured interviews. The findings reveal that affective meaning is predominantly realized through three linguistic resources: evaluative lexical items, metaphorical expressions, and connotative symbols. Among these, evaluative lexis was the most readily interpreted by students, whereas metaphorical and symbolic expressions required contextual discussion and semantic scaffolding to achieve deeper understanding. The classroom implementation further demonstrated that guided semantic analysis of song lyrics enhanced learners' interpretative competence, encouraged critical discussion, and promoted greater awareness of emotional meaning in authentic discourse. This study contributes to semantic research by extending the application of affective meaning theory to authentic song lyrics and demonstrates its pedagogical value for TESOL. The findings suggest that song lyrics should be regarded not merely as motivational classroom materials but also as linguistically rich texts that foster semantic awareness, critical interpretation, and contextual language learning.
From Benchmarking to Meaning-Making: A Conceptual Framework for Integrating SDG 4 into CEFR-Based Speaking Materials in Higher Education Kalsum Kalsum; Rahimah Saimin; Engku Muhammad Syafiq Engku Sharfuddin
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.11638

Abstract

University speaking programmes increasingly adopt the Common European Framework of Reference for Languages (CEFR) to guide curriculum and assessment. However, existing implementation has largely emphasized assessment alignment, while the integration of sustainability and inclusion into CEFR-based speaking materials remains conceptually underdeveloped. This imbalance represents both a theoretical gap, as little attention has been paid to connecting CEFR's action-oriented philosophy with Education for Sustainable Development (SDG 4), and a practical gap, as materials developers lack systematic guidance for embedding these values into speaking instruction. Addressing this gap, this conceptual study develops an evidence-informed framework for integrating SDG 4 into CEFR-based speaking materials in higher education. The framework was constructed through a design-oriented conceptual analysis that systematically translated evidence synthesized from a previous systematic review and relevant theoretical literature into design requirements, which were subsequently consolidated into overarching design principles and organized into a coherent framework. The analysis generated five interrelated principles: thematic authenticity, descriptor-anchored task design, mediation as a vehicle for values, inclusive differentiation, and the separation of language assessment from content engagement. These principles were organized into a five-layer materials-development framework comprising descriptor literacy, SDG 4 thematic mapping, action-oriented task cycles, assessment integrity, and institutional support. Unlike the previously proposed Integrated CEFR Implementation Framework, which focuses on system-level implementation, the proposed framework contributes a product-level model to guide the development of sustainability-oriented CEFR-based speaking materials and is intended to serve as a conceptual foundation for future materials development and empirical validation in Indonesian higher education and comparable multilingual EFL contexts.
Teachers’ Reflections on Incorporating Islamic Moderation in English Language Teaching Nurkasfi Samad; Sukirman
Indonesian TESOL Journal Vol. 7 No. 2 (2025): Indonesian TESOL Journal (October)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i2.12068

Abstract

The increasing role of English as a global language presents challenges for Islamic educational institutions in balancing intercultural communication with the preservation of students' religious and moral values. This study explores English teachers' reflections on incorporating Islamic moderation (al-Wasatiyyah) into English Language Teaching (ELT) within Indonesian Islamic schools. Employing a qualitative multiple-case study design, data were collected through semi-structured interviews with eight English teachers from madrasahs and pesantren-based schools selected through purposive sampling. The data were analyzed using thematic analysis. The findings reveal that teachers perceive Islamic moderation as encompassing balance, tolerance, justice, openness, and peaceful coexistence, which serve as guiding principles for classroom practice. Rather than rejecting global cultural content, teachers adopted reflective pedagogical strategies by filtering, adapting, contextualizing, and critically discussing English learning materials to ensure their compatibility with Islamic ethical values while maintaining intercultural learning objectives. Reflective practice emerged as a key mechanism enabling teachers to negotiate tensions between global English and local religious identity. However, participants also identified challenges, including limited contextualized teaching materials, dominant Western cultural representations in textbooks, and insufficient institutional support. The study concludes that integrating Islamic moderation into ELT is not merely the addition of religious content but a continuous process of ethical reflection, intercultural negotiation, and pedagogical adaptation. These findings contribute to discussions on teacher cognition, culturally responsive pedagogy, and religious moderation while offering practical implications for curriculum development, teacher education, and policy in Islamic educational contexts.
Developing Teachers' Paradigms for Applying Pedagogical Content Knowledge Skills in Implementing the Deep Learning Curriculum at the Junior High School Level Hastuti; Sukirman
Indonesian TESOL Journal Vol. 7 No. 2 (2025): Indonesian TESOL Journal (October)
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i2.12114

Abstract

The successful implementation of the Deep Learning Curriculum requires teachers to possess not only strong subject-matter expertise but also the ability to transform knowledge into meaningful learning experiences through Pedagogical Content Knowledge (PCK). However, limited research has examined how teachers develop their paradigms for applying PCK skills within the context of curriculum reform, particularly at the junior high school level in Indonesia. This study aimed to explore how teachers develop their paradigms for applying PCK skills in implementing the Deep Learning Curriculum. A qualitative descriptive design was employed, involving three junior high school teachers from three different subject areas (English, Science, and Mathematics). Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis involving data reduction, coding, categorization, and theme development. The findings revealed six major themes: (1) PCK as the integration of content mastery and pedagogical transformation; (2) contextualization and student-centered learning as core pedagogical principles; (3) deep learning as meaningful, reflective, and contextual learning; (4) the shift from teacher-centered to student-centered instructional paradigms; (5) challenges in implementing PCK and deep learning, including diverse student needs, limited instructional time, administrative workload, technological constraints, and the influence of artificial intelligence; and (6) collaborative professional learning as a driver of teacher growth. Teachers had begun to reconstruct their instructional paradigms by emphasizing critical thinking, inquiry, contextual learning, and student engagement; however, the effectiveness of implementation remained influenced by structural, pedagogical, and institutional challenges. This study concludes that the development of teachers' paradigms for applying PCK skills is a continuous professional process that requires reflective practice, collaborative learning, and sustained institutional support. The findings contribute to the growing literature on PCK and curriculum reform by clarifying how teachers navigate pedagogical transformation during the implementation of the Deep Learning Curriculum, and they offer practical implications for teacher professional development programs aimed at strengthening PCK and supporting meaningful learning in contemporary educational contexts.

Page 13 of 13 | Total Record : 127

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