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Foreign Language Instruction Probe
Published by STIT Buntet Pesantren Cirebon
ISSN : 28305949     EISSN : 28304837     DOI : https://doi.org/10.54213/flip.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
It welcomes a wide range of topics in the area of Foreign Language Teaching particularly in English as Foreign Language (EFL) context, ranging from issues in Second Language Acquisition, Language Teaching Skills (listening-speaking-reading-writing), Grammar (traditional and functional), Language Assessment, to Curriculum and Material Development.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 68 Documents
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Speaking Beyond the Classroom: Students’ Experiences with Task-Based Language Teaching in an Extracurricular Program Kurnihayati; Teni Hadiyani; Siti Fatimah
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.844

Abstract

This study was motivated by the persistent challenges faced by EFL students in developing speaking skills, despite the importance of speaking for meaningful communication. Previous studies have shown that students often experience limited vocabulary, low confidence, and speaking anxiety, while research on the implementation of Task-Based Language Teaching (TBLT) in extracurricular contexts remains limited. Therefore, this study aimed to explore students’ learning experiences, perceived strengths, and challenges in the implementation of TBLT within an extracurricular English program. The study employed a qualitative case study design conducted in a Corporate Social Responsibility (CSR)-based extracurricular English program at SMP Negeri 1 Gempol. The participants were grade VIII and IX students with A1–A2 English proficiency levels. Data were collected through classroom observations, students’ responses, and program documentation, and analyzed using thematic analysis. The findings revealed that TBLT created a supportive and engaging learning environment that enhanced students’ participation, confidence, and willingness to speak through meaningful communicative tasks. However, several challenges were identified, including inconsistent attendance, learner fatigue after formal schooling, and differences in language proficiency. The study recommends more adaptive and flexible task design to support TBLT implementation in non-formal EFL learning contexts
From Possibility to Necessity: Modality as a Rhetorical Weapon in the 2024 U.S. Presidential Debate Reli Handayani; Ratu Khansa Arena; Ahmad Ahmad Ridha
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.849

Abstract

As a part from being political events, the Presidential debates can also be considered linguistics performances. Depending on how the candidates opt to convey certainty, obligation, and prediction in their claims, the audience learns more about the leadership image they are trying to project. The current paper seeks to explore the question by investigating type and function of modality in the debates of Donald Trump and Kamala Harris held within the 2024 U.S. Presidential Debate. While previous researcch has adressed the issue of modality in politicla discourse, no existing study has applied the eight sub-type framework suggested by Palmer (2001) to a articular live presidential debate from a qualitative standpoint. It is the problem this paper is going to fill covering the types of modalities appear in the 2024 U.S presidential debate and its function in the arguments of Kamala and Trump. The data drawm from the verified debate transcript published on the ABC News website. The analysis yielded 205 modal verb instances (111 by Trump and 94 by Harris), with Epistemic Assumptive being predominant subtype (82 instances) and Epistemic Deductive occuring only in Trump's speech. 
Beyond Human Interaction? Exploring the Role of AI-Speaking Tools in an Immersive English Ariani; Andi Anto Patak; Yunitari Mustikawati
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.863

Abstract

This study examined the function of AI-speaking tools in an immersive English learning context via the application of the English Area (ERa) software among Indonesian EFL learners. The study examined the impact of incorporating AI-assisted speaking applications into immersive English interactions on students' speaking performance, perceptions, and communicative experiences. A sequential explanatory mixed-methods design was utilized, comprising Grade XI pupils at UPTD SMAN 1 Kalukku, categorized into experimental and control groups. Quantitative data were gathered using pretest-posttest speaking evaluations assessed with speaking rubrics, whilst qualitative data were acquired through semi-structured interviews, classroom observations, and documentation. Quantitative analysis encompassed descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size assessment, while qualitative data were subjected to thematic analysis. The results indicated that the experimental group utilizing AI-speaking tools shown significantly bigger enhancements in speaking skills than the control group, with posttest mean scores rising from 55.00 to 77.56, in contrast to the control group's increase from 52.53 to 60.11. Students additionally indicated improvements in fluency, pronunciation, vocabulary acquisition, confidence, and readiness to communicate. Notwithstanding technological obstacles like internet connectivity and speech-recognition constraints, users regarded AI-speaking tools favorably as supportive communicative scaffolding rather than substitutes for human engagement. The research emphasizes the significance of incorporating AI-assisted speaking practice into human-centered immersive learning environments to enhance communicative competence in EFL teaching.
Evaluating Vocational English Education in Rural Indonesia: A CIPP-Based Analysis of Curriculum Alignment, Communicative Competence, and Workplace Readiness Muhammad Shiddiq; Murni Mahmud; Amra Ariyani
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.864

Abstract

This study examined the execution of vocational English instruction in a rural Indonesian vocational high school utilizing the Context, Input, Process, and Product (CIPP) evaluation framework, emphasizing curricular alignment, communicative competence, and job preparedness. The study examined the implementation of vocational English learning concerning contextual support, instructional inputs, classroom procedures, and learning outcomes within the framework of the Merdeka Curriculum and vocational education. The study utilized a qualitative descriptive-evaluative methodology and was conducted at SMKN 1 Tapalang in West Sulawesi, comprising 28 participants, including school officials, English teachers, students, and parents. Data were gathered by classroom observations, semi-structured interviews, and document analysis, and analyzed utilizing the interactive model of data condensation, display, and conclusion drawing based on CIPP dimensions. The results indicated that English acquisition was predominantly matched with vocational and workplace-oriented goals via ESP-based instruction and communicative learning methodologies. Competent educators, curriculum execution, and fundamental instructional resources facilitated the learning process; yet, deficiencies in infrastructure, digital integration, and genuine communicative assessment were still apparent. Students exhibited moderate enhancement in reading, writing, vocabulary acquisition, and functional communication abilities, although speaking and listening skills necessitated further reinforcement. This study enhances vocational English education research by emphasizing the significance of communicative assessment, workplace-oriented training, and the implementation of contextualized curricula in rural vocational schools.
From Brainstorming to Argumentation: Mind Mapping as Cognitive Scaffolding for Critical EFL Writing in Vocational Education Sitti Hadijah; Muhammad Tahir; Vivit Rosmayanti; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.865

Abstract

This study examined the function of mind mapping as cognitive scaffolding in improving critical thinking abilities and analytical exposition writing performance among vocational EFL students. The study examined the extent to which mind mapping techniques enhanced students' critical thinking and writing performance, as well as students' perceptions of the strategy's application during the writing process. A sequential explanatory mixed-methods design was utilized, comprising 34 eleventh-grade vocational students allocated into experimental and control groups. Quantitative data were gathered via pretest and posttest analytical exposition writing assignments evaluated using writing and critical thinking rubrics, and qualitative data were acquired through semi-structured interviews with chosen participants. The quantitative data were examined using descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size analysis, while the qualitative data were assessed by thematic analysis. The results indicated that students utilizing mind mapping techniques exhibited superior enhancement in critical thinking abilities and writing proficiency relative to those subjected to traditional teaching methods. Qualitative research revealed that mind mapping improved concept organization, persuasive reasoning, writing confidence, and classroom participation, although initial hurdles associated with brainstorming and time management. The findings indicate that mind mapping serves as an effective visual cognitive framework that enhances higher-order thinking and the development of argumentative writing in vocational EFL settings.
Visualizing Thought: Students’ Critical Thinking Development through Infographic Writing in Project-Based EFL Learning Ayuni J Burhan; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.866

Abstract

The increasing focus on higher-order thinking and multimodal literacy in modern language education has heightened interest in teaching methods that incorporate critical inquiry, digital communication, and significant writing experiences. Although there is growing interest in infographic-based learning, empirical information elucidating how infographic writing fosters critical thinking growth in secondary English as a Foreign Language classrooms is still scarce, especially in project-based pedagogical contexts. This study examined how infographic writing integrated into Project-Based Learning enhanced students' critical thinking and writing engagement in an Indonesian secondary school setting. The study utilized a convergent mixed-methods design, involving 64 eleventh-grade students and incorporating writing pre- and post-tests, critical thinking rubrics, questionnaires, and semi-structured interviews. Quantitative results indicated significant enhancement in the dimensions of interpretation, analysis, evaluation, inference, explanation, and self-regulation, along with improved organization and coherence in students' writing performance. Qualitative data indicated that infographic development fostered reflective thinking, collaborative problem-solving, information appraisal, and visual-textual meaning construction; nonetheless, students encountered problems associated with vocabulary restrictions and computer literacy. The study conceptualizes infographic writing as a modality of critical thinking practice rather than solely a visual learning exercise. The findings underscore the capacity of project-based multimodal composition to enhance cognitively stimulating and digitally adaptive EFL instruction in secondary education.
Reframing EFL Speaking Performance: Why Psychological Readiness Outweighs Vocabulary Knowledge in Indonesian High School Learners Darmawati; Muhammad Tahir; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.867

Abstract

As communicative competency gains prominence in English language education, it has become crucial to comprehend why numerous learners continue to exhibit reluctance or ineffectiveness in oral contact despite extensive formal instruction in English as a Foreign Language courses. Previous research has mostly focused on linguistic ability, especially vocabulary acquisition, whereas comparatively less emphasis has been placed on the impact of psychological preparedness on speaking performance. This study examined the relative impact of self-confidence, self-efficacy, and vocabulary knowledge on the speaking performance of Indonesian senior high school students. A quantitative correlational design was utilized to gather data from 30 eleventh-grade students using self-confidence and self-efficacy questionnaires, a vocabulary knowledge test, and a monologue-based speaking assessment, followed by descriptive statistics, correlation analysis, and multiple linear regression techniques. The investigation indicated that self-confidence and self-efficacy had a substantial beneficial impact on speaking performance, while vocabulary knowledge exhibited a relatively weaker and statistically insignificant predictive capability inside the regression model. These findings indicate that oral communication in EFL environments is influenced not just by lexical resources but also by learners' psychological readiness to engage, persevere, and speak amid ambiguity. This study reinterprets speaking performance as a psychologically influenced process, contributing to broader discourses on communicative competence and emphasizing the significance of affective-oriented speaking pedagogy in modern language education.
Reframing Vocabulary Learning in Rural EFL Education: Memrise-Assisted Project-Based Learning and Student Engagement in Indonesia Rahmayani Kadir; La Sunra; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.868

Abstract

This study examined the application of Memrise-assisted Project-Based Learning to enhance vocabulary proficiency and student engagement in a rural Indonesian EFL classroom. The study examined the impact of a gamified mobile-assisted learning platform on students' vocabulary acquisition, classroom engagement, and collaborative learning during project-based instructional activities. The study utilized a Classroom Action Research design with a mixed-methods approach, involving 24 tenth-grade students at a rural secondary school in West Sulawesi, Indonesia. Data were gathered via vocabulary pre-tests and post-tests, classroom observations, reflective journals, interviews, and documentation. Quantitative data were analyzed using mean score analysis and paired-sample t-tests, supplemented by qualitative thematic interpretation. The results indicated a significant enhancement in students' vocabulary performance across the research cycles, with average scores rising from 53.4 in the initial phase to 69.8 in Cycle I and 83.1 in Cycle II. Student involvement, teamwork, confidence, and the use of contextual vocabulary significantly improved following instructional modifications. The findings indicate that integrating gamified mobile-assisted vocabulary learning with Project-Based Learning can convert vocabulary instruction from a memorization-focused approach to a more significant, interactive, and contextually relevant learning experience, especially in under-resourced rural EFL settings.

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