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ENGLISH FRANCA : Academic Journal of English Language and Education

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Published by Institut Agama Islam Negeri Curup

ISSN : 25803670 EISSN : 25803689 DOI : http://doi.org/10.29240/ef

Core Subject : Religion, Education, Social,

Religion Education Languange, Linguistic, Communication & Media Social Sciences

ENGLISH FRANCA : Academic Journal of English Language and Education is an International Jurnal that refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of English as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of English Language Teaching and Linguistics. This journal is an academic journal that published twice a year in May and November by Institut Agama Islam Negeri (IAIN) Curup.

Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa

Articles 176 Documents

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Examining the Roles of Cognitive and Metacognitive Activities in Translation Performance: Think Aloud Protocol (TAP) Analysis Saputri, Kurnia; Sari, Farnia; Amaliah, Amaliah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.10961

The purpose of this study is to investigate the cognitive and metacognitive strategies implemented by an English teacher at a Senior High School in Jakarta to understand the cognitive and metacognitive processes used in translating English text into Indonesian text, and vice versa, within a time frame of about 25-30 minutes. This qualitative study aims to explore how cognitive and metacognitive activities may impact students' translation process and help them develop sub-competencies by guiding them through the translation process and identifying strategies used to complete the task. The translation tasks involve translating English text into Indonesian text and vice versa. The tasks provide source text (ST) and Google translation (GT) output as references to assist in translating the texts that are put in post-editing. Each ST consists of 10 sentences that are translated using cognitive and metacognitive activities. The analysis used was the Think Aloud Protocol (TAP) based on Waden’s theory (1991). TAP was used to analyses the taxonomy of cognitive and metacognitive strategies. As the results of the study revealed, the frequency of cognitive strategies used in the Source Text (ST) is higher, indicating a higher complexity that requires additional cognitive effort. On the other hand, the use of cognitive activities decreased, affecting cognitive knowledge and reading strategies that influence cognitive activities. Additionally, metacognitive strategies were found to be more frequently associated with translational problems.

Preserving Tradition: Cultural Immersion in English Educational Context of University of Western Australia Students in Toraja Girik Allo, Markus Deli; Baka, Charlie; la’biran, Roni; Pongsapan, Nehru P.; Sampelolo, Rigel; Palimbong, Daud Rodi; Ury, Ury
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.11153

The objective of this study is to examine the impact of this immersion on both the students and the local community, focusing on the preservation of Toraja cultural traditions.This study adopts a qualitative research design which is particularly suited for exploring the depth and complexity of participants' experiences and perspectives. The participants in this study include students from the University of Western Australia (UWA), faculty members from Universitas Kristen Indonesia Toraja (UKI Toraja), and members of the Toraja community. Participant Observation: Researchers closely observed the participants' daily interactions, behaviors, and activities during the immersion program. Detailed field notes were maintained to document the observations. Focus Group Discussions (FGDs): Semi-structured focus group discussions were conducted with the UWA students to explore their learning outcomes, reflections, and overall experiences of the cultural immersion program. Participants were selected using purposive sampling, a non-probability sampling technique where participants are chosen based on specific characteristics and their relevance to the research questions. UWA students were selected based on their active participation in the Bali Studio Program, while UKI Toraja faculty members and Toraja community members were chosen for their roles in facilitating and engaging with the cultural immersion activities. The data collected from participant observations and focus group discussions were analyzed using thematic analysis. The result of this study shows that the positive impact of this immersion on both the students and the local community, focusing on the preservation of Toraja cultural traditions. The evidence depicted that the deep and impactful engagement of UWA students with Toraja culture and the presence of UWA students in the Toraja community had a positive impact on cultural preservation efforts. The study concludes with recommendations for improving the effectiveness of such programs and calls for continued collaboration between universities and indigenous communities in the pursuit of cultural preservation.

Alignment of Question Types with Reading Comprehension Aspects Alfiana, Septy Okta; Rochsantiningsih, Dewi; Drajati, Nur Arifah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12198

This study analyzes the alignment between question types in the grade X English textbook “Work in Progress” and aspects of reading comprehension. Using a content analysis technique, it investigates how these question types in reading tasks promote the five components of reading comprehension. The results suggest that WH Questions dominate, while Multiple Choice, Cloze Procedure, Skimming, and Scanning are absent, indicating a lack of diversity that may hamper the development of complete reading skills. Regarding reading comprehension aspects, the most frequently occurring aspects are determining the main idea and detailing information, while the aspects of locating references and making inferences tend to be underrepresented. The findings underline the need of incorporating a variety of question types into reading tasks to assist all elements of comprehension. This indicates that textbook authors and curriculum developers should provide resources that encourage a complete approach to improving students' reading abilities.

Exploring English Vocabulary Learning Strategies of Students in a Private Senior High School in East Jakarta Alifah, Alya Nur; Wijirahayu, Suciana
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12329

This study examines the vocabulary learning strategies of grade 11 students at a private high school in East Jakarta, focusing on four categories: cognitive, metacognitive, memory and activation strategies. Using a quantitative descriptive method, data was collected from 169 students attending English classes. The data was collected using a questionnaire with a Likert scale and open-ended questions. The questionnaire consisted of 4 vocabulary learning strategies items: Cognitive Strategy, Metacognitive Strategy, Memory Strategy, and Activation Strategy. Each item consisted of 10 questions. The findings showed a diversity in strategy use, with digital tools and contextual inference being the most frequently used cognitive strategies. Metacognitive strategies such as goal setting and self-assessment were not consistently applied, while memory strategies such as repetition and auditory reinforcement proved effective for vocabulary retention. Activation strategies, including using new words in online conversations and interactions, highlighted the integration of technology in learning. This research emphasizes the importance of diverse and targeted teaching strategies to improve students' vocabulary acquisition and overall English proficiency.

Discovering the Role of Student Motivation in EFL Learning: A Bibliometric Analysis Assholihy, Iffatus Sholicha; Rohmah, Zuliati
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12608

This article presents a systematic review of students' motivation to learn English as a Foreign Language (EFL) over the past decade. The study examines publication trends, identifies relevant authors, analyzes article production from various countries and their collaborations, and explores commonly used keywords on this topic. Through bibliometric analysis, this research addresses gaps in previous studies, which predominantly focused on specific contexts or approaches. Instead, it provides broader findings that are not confined to certain settings. Data were collected from the Scopus database and analyzed with RStudio, which served as the primary tool for this study. Article selection adhered to the PRISMA guidelines, yielding 176 relevant articles published between 2014 and 2024. The findings indicate that research on student motivation in EFL learning has been consistently pursued over the past decade. This study also identifies an author from Indonesia as notable. Meanwhile, countries in the Middle East have produced the most publications and exhibit the highest collaboration on this topic. Additionally, the findings reveal that "learning" is the most frequently used term in research regarding student motivation in EFL learning.

Exploring Contextual Factors in English Pronunciation Accuracy: Insights from Indonesian EFL University-Level Learners Ristati, Ristati; Bahing, Bahing; Haryani, Tutik; Retsi, Olga Dona; Amalia, Novika
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12612

This research investigates how various contextual factors influence the accuracy of English pronunciation among Indonesian EFL learners. Motivation, exposure to the second language (L2), formal education, and interference from the first language (L1) are explored to address a gap in understanding their combined impact. Employing an explanatory sequential approach, the research gathers quantitative data through questionnaires and pronunciation tests administered to 30 EFL learners, selected using cluster sampling from a total of 80 students across three classes. Qualitative insights were then obtained from five randomly chosen participants in follow-up interviews. The quantitative data were analyzed using descriptive and correlational statistics, while the qualitative data were examined through deductive thematic analysis. The findings reveal that L1 interference has the strongest impact on pronunciation accuracy, particularly in fricatives and diphthongs, where learners substitute unfamiliar sounds with native ones. L2 exposure significantly improves pronunciation, especially through authentic media and interactions. Motivation, while influential, indirectly aids pronunciation by fostering self-directed learning. However, formal education has minimal impact, as pronunciation receives little focus in traditional classrooms. These results highlight the need for targeted phonetic training, immersive exposure, and explicit pronunciation instruction. The study calls for pedagogical reforms to enhance communicative competence and confidence.

The Role of Non-Verbal Communication in Teaching English Speaking Skills: Students’ Voices Ferginan, Yerico; Ilma, Ridha; Desvitasari, Deta
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12670

The purpose of this study was to determine the various forms of nonverbal communication employed by English teachers of a private senior high school in Palembang and their role in teaching speaking skills. This study employed a qualitative approach with observation and interview became the instruments to collect the data. The participants consisted of six eleventh-grade students who were selected based on the variation of their speaking ability: two students with high, two with medium, and two with low ability. The researchers applied thematic analysis that identified and interpreted patterns in data sets. The results showed that teachers used four primary forms of nonverbal communication: body posture (open, erect), hand gestures (active, illustrative, highlighting vital themes), eye contact (long, short), and facial expressions (smiling, joyful). This nonverbal communication played a role in increasing students' confidence, motivation, understanding, and interest in speaking English. Friendly facial expressions and illustrative hand gestures increased students' confidence, while cheerful facial expressions and hand gestures that emphasized important points enhanced learning motivation. Brief eye contact, open posture, and illustrative hand gestures helped improve comprehension. In addition, upright and relaxed posture and active hand gestures also contributed to increasing students' interest in learning. In short, English teachers needed to effectively employ nonverbal communication to provide a supportive and engaging learning environment.

Improving Junior High School Students' Writing Skills through the PQP Technique Pasaribu, Baginda Iqbal; Abdullah, Umar; Amrina, Rizqy Dwi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12688

Writing skills are vital for English as a Foreign Language learners as the skills are beneficial for effective communication and analytical thinking. However, there is a lack of writing skills in KUD Pesari Kuni Muara Enim junior high school students. This research aimed to explore the effectiveness of the Praise, Questions, Polish (PQP) technique in improving students’ writing ability. The researchers employed a quasi-experimental design with a non-equivalent pretest-posttest arrangement involving 55 eighth-grade students from two classes of a private junior high school in KUD Pesari Kuni Muara Enim, with 27 students in the experimental group and 28 students in the control group. Data were gathered using tests administered both before and after the treatment. The hypothesis was tested by analyzing pre-test and post-test data using the independent sample t-test and paired sample t-test in the SPSS software. The research findings indicated a significant difference between the experimental group taught with the PQP technique and the control group receiving conventional instruction. Statistical analysis showed a significant difference in pre-test and post-test scores for both groups, with a significance level of p < 0.05. Paired-sample t-tests and independent-sample t-tests revealed that the difference between conventional and PQP methods was 0.003, while the difference in pre-test and post-test scores was 0.004. Thus, it can be concluded that the use of the PQP technique has a significant positive impact on students' writing skills.

Transforming Education with the "Merdeka Belajar Curriculum: Digging into Challenges and Crafting Effective Strategies in Rural Indonesia Pratiwi, Widya Rizky
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12737

The Merdeka Belajar curriculum has been widely recognized for its flexibility, student-centered approach, and potential to enhance digital literacy. However, limited studies have explored its specific impact on English language teaching (ELT), particularly in rural secondary schools. This study investigates the practice of the Merdeka Belajar curriculum in ELT at SMP Negeri 5 Sangatta Utara, focusing on the barriers encountered by teachers and students and the strategies employed to address them. Using a descriptive qualitative approach, data were collected using semi-structured interviews, observations, and document analysis. The study involved three English teachers and ten seventh-grade students. Data were analyzed using Miles and Huberman’s framework, which includes data condensation, data display, and conclusion verification. The findings reveal that while the Merdeka Belajar curriculum encourages innovative teaching methods and student engagement, its implementation in rural settings is hindered by inadequate resources, limited technological infrastructure, and teachers’ readiness. To overcome these challenges, teachers employed adaptive strategies such as contextualized lesson planning, multimodal teaching techniques, and collaborative learning approaches. These strategies helped optimize the curriculum’s objectives despite existing limitations. The study provides valuable insights for educators and policymakers on how to enhance curriculum implementation in resource-constrained environments. It underscores the need for targeted professional development programs, improved educational infrastructure, and community involvement to maximize the curriculum’s impact on English language learning in rural Indonesia.

The Integration of Higher Order Thinking Skills by Certified English Teachers in Senior High School Arifah, Fildzah; Muthalib, Kismullah Abdul
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12763

Examining the challenges in implementing Higher-Order Thinking Skills (HOTS) among certified English teachers offers valuable insights into teachers’ professional competences and the quality of the instructional process. This process involves the development of lesson and assessment plans, in which HOTS is a key component aligned with the demands of 21st-century education. This study aimed to explore the teaching practices and challenges encountered by three certified English teachers at Babul Maghfirah High School in Aceh in their efforts to integrate HOTS into classroom instruction. The research specifically focused on evaluating teaching activities based on established HOTS-based learning criteria and identifying the obstacles that hindered effective implementation. Data were collected using checklists, observation guides, and semi-structured interviews. The participants in this study were three certified English teachers, and the primary objects of analysis were their lesson plans, assessments, and teaching practices. This study adopted a qualitative descriptive approach within a case study framework. Data collection was conducted through classroom observations and in-depth interviews. The findings revealed that the instructional practices did not fully align with the principles of HOTS-based learning. Teacher-centered approaches remained dominant, the integration of 4C skills (critical thinking, communication, collaboration, and creativity) was incomplete, and conventional teaching methods were still prevalent. Furthermore, the study identified several contributing factors to these shortcomings, including limited teacher understanding of HOTS, insufficient school facilities, and students’ difficulties in comprehending lesson content. Therefore, the incomplete implementation of HOTS by certified English teachers reflected a broader issue of unmet criteria in HOTS-based instructional design.

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Eka Apriani

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Home Page

OAI Link

Editorial Team

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Google Scholar

Contact Name Eka Apriani

Contact Email efranca.journal@gmail.com

Phone +6282182803915

Journal Mail Official efranca@iaincurup.ac.id

Editorial Address Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location Kab. rejang lebong, Bengkulu INDONESIA

Abstract

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Contact Name
Eka Apriani

Contact Email
efranca.journal@gmail.com

Phone
+6282182803915

Journal Mail Official
efranca@iaincurup.ac.id

Editorial Address
Jl. Dr. Ak. Gani No. 01 Curup Rejang Lebong Bengkulu

Location
Kab. rejang lebong,

Bengkulu

INDONESIA