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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 109 Documents
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Developing Luwu Folktales Bilingual Book (English and Tae Language) As Reading Material For 10th Grade of Man Palopo Atina Yoso Negara, Artadinah; Rustan Santaria; Madehang; Ermawati; Dewi Furwana
Indonesian TESOL Journal Vol. 7 No. 1 (2025): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i1.7595

Abstract

This study aims to develop a Luwu folktales book that can help students of 10th grade at MAN Palopo and to determine students perception of Luwu folktales book. The method used in this research is Research and Development (R&D) with the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate. The research instruments used was interviews and questionnaire. The outcome of the study is: 1). Luwu Folktales book consisting of 7 units, namely Princess Tandampalik, The Story of King Luwu, The Legend of Sawerigading, The Legend of To Manurung, History if Bulu Poloe, Mount Bambapuang, Batu Mebali Village. 2). Students' perceptions of the Luwu folktales book are very positive with a score of 4.3, the average percentage value reaching 86%. Based on the results of expert validation, the design and layout validation score was 90% with a ‘very good’ category, language validation score was 84% with a ‘very good’ category and material validation score was 80% with a ‘good’ category. and also the results of teacher' perceptions obtained a “good” category. Therefore, the Luwu folktales book for 10th grade students is suitable as a medium for reading material  for 10th grade students and students in general.  
An Analysis of Cultural Translation Strategies of Culinary Texts in The Complete Book of Pasta and Noodles from English to Indonesian Resty Widya Kurniasari
Indonesian TESOL Journal Vol. 7 No. 1 (2025): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i1.7672

Abstract

This study investigates the translation strategies employed in translating cooking recipes from English into Indonesian, focusing on meaning fidelity, function, and readability. A total of 20 recipes were selected from The Complete Book of Pasta and Noodles and analyzed using Mona Baker’s (1992) and Peter Newmark’s (1988) translation strategy frameworks. The results show that the most dominant strategy was modulation (40%), followed by transposition (25%), cultural adaptation (20%), literal translation (10%), cultural substitution (5%), and borrowing (5%). These strategies indicate that translators must consider both linguistic and cultural differences to make recipes understandable and practical for Indonesian readers. This study aims to serve as a reference for culinary text translators in producing functional and effective translations.
English Language Education Students' Perception on the Use of AI in English Language Teaching Liunokas, Yanpitherszon
Indonesian TESOL Journal Vol. 7 No. 1 (2025): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i1.7698

Abstract

This study investigates English Language Education students' perceptions regarding the integration and utilization of Artificial Intelligence (AI) technologies in English Language Teaching (ELT). The research aims to explore students' attitudes toward AI-assisted language learning tools, examine their perceived benefits and challenges of AI implementation in ELT contexts, and identify factors that influence their acceptance of AI technologies in language education. A qualitative descriptive methods approach was employed, the study involved 150 English Language Education students, Nusa Cendana University. Data were collected through a structured questionnaire measuring perceptions, attitudes, and experiences with AI in language learning. and thematic analysis for qualitative data were conducted to examine the research questions. The findings reveal that English Language Education students generally hold positive perceptions toward AI integration in ELT, particularly regarding AI's potential to enhance personalized learning experiences and provide immediate feedback. Students recognized AI tools' effectiveness in improving pronunciation, grammar checking, and vocabulary acquisition. However, concerns emerged regarding AI's limitations in understanding cultural nuances, potential over-dependence on technology, and the irreplaceable value of human interaction in language learning. Keyword: Artificial Intelligence AI, English Language Teaching (ELT), Student Perception
Intercultural Communication Ethics in the Digital Age: Challenges of Misinformation and Propaganda a Systematic Review Firman; Syarifuddin Dollah; Sahril Nur; Nur Aeni
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.v6i2.7765

Abstract

This systematic review examines the complex challenges to intercultural communication ethics posed by the proliferation of misinformation and digital propaganda. It synthesises current research on the spread and impact of these phenomena, highlighting their effects on intercultural relations and social cohesion. The review identifies gaps in existing literature, particularly regarding strategies for promoting constructive online dialogue and ethical frameworks for digital communication. Findings emphasise the importance of media and information literacy in empowering individuals to evaluate information and make informed decisions. The review also explores the ethical considerations surrounding the use of AI in marketing and recommends educational interventions focused on multiculturalism and the dynamics of privilege. The conclusion calls for active engagement with ethical experts to safeguard social media users, enhance trust in research, and foster intercultural competence to combat misinformation and promote responsible online engagement.
The Impact of Social Media Towards Students English Speaking Proficiency at English Department of University Weldy Basongan; Charlie Baka; Nilma Taula’bi’; Markus Deli Girik Allo
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.v6i1.7803

Abstract

The purpose of this study is to determine the impact of using social media on students' speaking skills at Universitas Kristen Indonesia Toraja. This research use qualitative method. The purposive sampling use to obtain data from 7th semester students of English education. Data collected by interview and observation. The result of this research is Instagram social media has an effect on speaking fluency, vocabulary improvement, grammar and pronunciation. The impact fell by students experienced a significant increase in fluency, pronunciation and understanding of informal language use. The use of Instagram social media can personalize students' experience to practice speaking and listening skills and even motivate and increase self-confidence. Social media can provide a positive experience for students by offering engaging, interactive, and supportive content for English language learning, so it is worth considering using social media in education.
Gendered Humor and Stylistic Play in Modern Feminist Theatre: A Pragmatic-Stylistic Approach Dahlan
Indonesian TESOL Journal Vol. 7 No. 1 (2025): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i1.7927

Abstract

This study explores the intersection of gendered humor, stylistic innovation, and pragmatic subversion in modern feminist theatre, focusing on works by Caryl Churchill, Sarah Ruhl, and Ntozake Shange. These playwrights employ humor not merely as entertainment but as a discursive weapon to challenge patriarchal norms, expose socio-political absurdities, and redefine gendered subjectivities. Drawing on frameworks from, stylistics, and pragmatics—particularly politeness theory, speech act theory, and incongruity theory of humor—this research investigates how stylistic choices (e.g., fragmentation, surrealism, poetic language) intertwine with humor strategy articulate feminist resistance. By analyzing selected scenes from Top Girls (Churchill), The Clean House (Ruhl), and for colored girls who have considered suicide / when the rainbow is enuf (Shange), the research reveals how humor in feminist drama functions both as a coping mechanism and as a mode of critique. This study contributes to feminist stylistics by offering a nuanced account of how gendered language and stylistic form shape subversive humor. Ultimately, it foregrounds how female playwrights turn theatrical space into a site of both laughter and liberation.
Teaching Anxiety Levels and Coping Strategies of EFL Novice Teachers Sunubi, Abdul Haris; Rustam, Utari; Fakhruddin, Zulfah; Arqam, Arqam; Tjalla, Maghdalena; Mustary, Emilia; Afiah, Nur
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.v5i2.2690

Abstract

Teaching anxiety is feeling powerless and experiencing tension in teaching. A high level of anxiety affects the quality of teaching performance and teachers’ teaching resilience. This study aims to describe teaching anxiety levels and coping strategies of EFL novice teachers in teaching four English skills (listening, speaking, reading and writing). This study employed a descriptive quantitative design. The data were collected by using online surveys. Total sampling was employed, and ten novice teachers of Islamic schools in Sidrap regency, South Sulawesi, completed online questionnaires adapted from DASS 42 and the COPE scale. The data were analysed using descriptive statistics. The findings showed that EFL novice teachers experience severe anxiety in teaching productive skills (speaking 15.5 and writing 15.1) and moderate anxiety in teaching receptive skills (listening 13.8 and reading 14.8).EFL novice teachers used problem focused strategies more than emotion-focused strategies to combat their anxiety.Keywords: Teaching Anxiety; Coping Strategy; EFL Novice Teachers
Writing Descriptive Texts: What Makes this Difficult for Lower Secondary School Learners? Nuralisaputri, Vina Virgianata; Megawati, Fika
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.v5i2.2718

Abstract

Many EFL learners who have spent years studying the language cannot perform well in writing. The difficulties in producing written English can hinder the success of learning English. Thus, this research aims to analyse the challenges that students commonly face in writing descriptive text. It employed a qualitative descriptive method to study the writing performance of seventh-grade EFL learners in one of the Indonesian junior high schools. Observation, students’ texts, and questionnaires were used to collect the data. The results of this study show that the difficulties in writing descriptive text concern language (vocabulary and language use), cognition (content, organisation, and mechanics), and psychological difficulties (feedback). The significant difficulty found in the students’ writing is reflected by mistakes made in language mechanics, which returned the lowest mean score (1.71). The other factors contributing to the students’ low writing performance are lack of vocabulary, of interest in learning English, and of understanding of language use and the structure of the text. Further factors include limited exposure to English writing activities – compounded by limited availability of dictionaries – as well as ineffective feedback from the teacher. Based on the results, it is suggested that teachers pay more attention to all aspects of challenges faced by students and their contributing factors by creating or providing creative and effective learning methods or media that can encourage students to achieve their learning objectives.Keywords: Students’ difficulties; Writing; Descriptive text
Uruguayan EFL Teachers’ Experiences of the Role of SEL in Diverse Classrooms Burgin, Ximena; Daniel, Mayra; Coli, Sheila
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.v5i2.3186

Abstract

The impact of COVID-19 exacerbated the need to integrate social emotional learning (SEL) for equitable instruction in English as a Foreign Language Classrooms (EFL). This case study explored the integration of SEL in Uruguayan classrooms and its influence on educational practice. Thirteen teachers from public and private schools completed a Cultural Awareness Survey and answered open-ended questions before, during, and after viewing a professional development video on SEL. Findings document that participants recognized the diversity in their classrooms and the relationship between cultural values and interpersonal respect. All participants indicated that their pedagogy focuses on SEL activities, but their responses did not reflect the integration of SEL concepts into the EFL curriculum.     Keywords: Culturally responsive instruction; English as a foreign language; social emotional learning; Uruguayan Teachers
Integrating Environmental Issues in Extensive Listening: Perceptions of EFL Learners Kurniawati, Dewi; Indrasari, Nunun
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.v5i2.3695

Abstract

Listening is an essential aspect of our daily lives, but remains one of the most challenging language skills to master. This study explores the use of metacognitive listening journals with environmental themes in a class teaching English as a foreign language (EFL). The research assesses the effectiveness of listening journals, their incorporation of environmental subjects, and their suitability for educational purposes. The study used quantitative and qualitative approaches, including questionnaires and group interviews. The data analysis involved the utilisation of Likert scale and thematic analysis techniques. While previous research has underscored the importance of extensive listening, there has been limited exploration of the integration of environmental issues in EFL classrooms. Our study addresses this gap by focusing on learners’ perceptions of the efficacy of listening journals and the impact of environmental topics on their environmental awareness. The result revealed that most students have a positive perception of the use of listening journals in extensive listening that integrates environmental issues. Moreover, a significant proportion of students demonstrate a desire to engage in proactive measures aimed at safeguarding the environment

Page 9 of 11 | Total Record : 109

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