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Dewi Satria Elmiana
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Journal of English Education Forum (JEEF)
Published by Universitas Mataram
ISSN : 28072480     EISSN : 2807260X     DOI : https://doi.org/10.29303/jeef
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this Journal is to promote a principled approach to research on English education into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: English teaching and learning; English testing, assessment and evaluation; English instructional methods, materials, and techniques; English for Specific Purposes (ESP); English for Young Learners (EYL); English for Academic Purposes (EAP); Curriculum and syllabus design and development; Linguistics, literature, and translation in ELT Multilingualism and multilingual education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 144 Documents
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An Analysis of the Types and Functions of EFL Teacher’s Classroom Language as Used at 7th-Grade Junior High School 13 of Mataram Windilia Eo Manurak; Sudirman Wilian; Amrullah; Lalu Nurtaat
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1002

Abstract

This study aims to investigate the types, functions, and language distribution of classroom language used by Grade VII English teachers at SMPN 13 Mataram. Employing a qualitative case study design, data were collected through non-participant observations, audio-video recordings, and semi-structured interviews with two teachers. The analysis followed Miles and Huberman’s interactive model. Findings reveal that teachers employed two major types of classroom language based on Hughes’ framework: instructional talk (49.8%) and managerial talk (50.2%). Instructional talk encompassed explaining, questioning, eliciting, checking understanding, giving feedback, and directing students, while managerial talk included opening routines, giving instructions and directions, praise, attendance checking, attention getters, and other regulatory expressions. In terms of function, classroom language predominantly served pedagogical purposes (78%), particularly instructional-managerial and language modelling functions, with social functions accounting for 22%. Regarding language choice, Indonesian was most dominant (43%), followed by English (34%) and mixed code-switching (21%), especially during core instructional activities to ensure comprehensible input. English was mainly used for routines, simple instructions, and modeling. The findings indicate that teachers strategically balance first language support and target language exposure to facilitate comprehension and participation. Future research should examine the longitudinal impact of classroom language patterns on students’ speaking proficiency and communicative competence.
Code Switching of Preservice EFL Teachers in the Classroom at SMKN 1 Mataram Nadine Vitalasma Manurung; Sudirman Wilian; Amrullah; Mahyuni
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1005

Abstract

This research aims to analyze the types of code switching, the factors, and the stages of English lesson in which code switching occurs in EFL classroom. This research employs a descriptive qualitative method. The data were collected through classroom teaching videos of two preservice teachers and small interviews. The data were analyzed through transcription, identification, classification, and interpretation based on Poplack’s (1980) and Hoffman’s (1991) theories. The findings reveal that three types of code switching were used, with intra-sentential switching as the most dominant type, followed by inter-sentential switching, and tag switching was the least frequent type. Furthermore, repetition for clarification was identified as the main factor influencing code switching, followed by talking about particular topics and the desire to be well understood. Code switching was found in almost all stages of the English lesson.
Emotional Dynamics and Potential Burnout of Indonesian EFL Teachers Amid Uncertainty in Curriculum Change in Private Schools baiq nadia ulfa sari nadia; Amin Muhammad; Thohir Lalu; Mahyuni Mahyuni
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1008

Abstract

This study aims to analyze the emotional dynamics and potential burnout of English as a Foreign Language (EFL) teachers in Indonesian private schools in the face of curriculum reform uncertainty. The educational policy shift, particularly the transition from Curriculum 2013 to the Merdeka Curriculum, has posed both professional and emotional challenges for teachers. Employing a mixed-methods approach with an explanatory sequential design, this research integrates quantitative analysis using Likert-scale questionnaires with qualitative data from open-ended responses. The participants consisted of 12 EFL teachers from private schools in West Nusa Tenggara Province, selected based on their teaching experience in the context of curriculum change. Findings indicate that while teachers experienced negative emotions such as anxiety and frustration, they also demonstrated positive emotions, particularly hope and optimism, which recorded the highest average scores. Curriculum uncertainty significantly influenced professional performance, especially in lesson planning, motivation, and teaching effectiveness. Teachers’ burnout levels tended to be high, although Spearman’s correlation test showed a weak and statistically insignificant relationship between curriculum uncertainty and burnout. Nevertheless, qualitative findings revealed evident emotional strain among several teachers, including mental fatigue, administrative burdens, and considerations of leaving the profession. Overall, this study highlights that curriculum reform is not merely a structural transformation but also an emotional experience with direct implications for teachers’ well-being, thus emphasizing the need for institutional support, policy clarity, and training programs that strengthen teachers’ emotional resilience and professional adaptability in navigating educational reforms.
Language Production and Activity Systems in Pokémon Go: A Content Analysis of In-Game Communication Ismit Karim
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1013

Abstract

Mobile augmented reality (AR) games offer a novel and unexplored context for situated language learning. In these games, players engage in authentic communication influenced by game mechanics, community norms, and shared objectives. This study employs Engeström’s (1987) Activity Theory (AT) framework to analyze language production and learning within the Pokémon Go gaming community. By conducting content analysis of a gameplay vlog and first-person observations of the game application, the study investigates how the six components of the activity system—subject, object, mediating artifacts, rules, community, and division of labor—interact to create conditions for language use and learning. The analysis reveals that language functions as both a mediating artifact and an outcome of participation. Game-specific lexical items emerge from and reinforce the activity system’s structure, while contradictions between components, particularly between game-imposed rules and community-driven knowledge-sharing practices, generate opportunities for language development. These findings contribute to the growing body of research on game-based language learning and extend the application of Activity Theory to mobile AR gaming environments.
Lexical Density and Frequency of the Lexical Words in A Children’s Storybook: Alice In Wonderland (Simplified Version Published in 2024 by Mind to Mind) Annisa Zulfarani Salsabila; Arafiq Arafiq; Mh. Isnaini; Kamaludin Yusra
Journal of English Education Forum (JEEF) Vol. 6 No. 2 (2026): APRIL-JUNE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i2.982

Abstract

This study analyzes the lexical density, word frequency, readability, and suitability of Alice in Wonderland (Simplified Version published in 2024 by Mind To Mind) for young learners of English as a Foreign Language (EFL). Using a mixed-method approach, the text was examined to see how many content words it contains, how often key vocabulary appears, how easy it is to read, and how the text supports understanding through illustrations. The results show that the book has an average lexical density of 52%, meaning it provides enough vocabulary input while still being easy to understand. Frequent repetition of important words helps children learn vocabulary naturally. Readability testing also shows that the book is suitable for elementary-level learners. Around 60–65% of the words are supported by pictures, helping children understand the story more easily. Overall, the simplified book is appropriate for young EFL learners and can support vocabulary development and reading comprehension. However, the study only examined one book and did not involve real students, so further research with more storybooks and classroom testing is suggested.
English Language Needs for Receptionists in Raja Hotel Kuta Mandalika Lombok Navirie Ahmad Fauzi; Muhammad Amin; Atri Dewi Aziz
Journal of English Education Forum (JEEF) Vol. 6 No. 2 (2026): APRIL-JUNE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i2.1004

Abstract

This study aims to identify and analyze the English language needs of receptionists at Raja Hotel Kuta Mandalika Lombok, one of Indonesia’s super-priority tourism destinations, where receptionists play a crucial role as the first and last point of contact for international guests. Using a mixed-method approach through questionnaires, observations, and semi-structured interviews with six receptionists and four front-office staff members, the study found that all English language skills listening and speaking are highly important, particularly for handling reservations, greeting guests, providing information, and managing complaints. Although receptionists generally demonstrate good English proficiency, especially in greeting, reservation handling, and telephone communication, weaknesses remain in explaining hotel facilities, delivering tourist information, and handling guest complaints empathetically. Key challenges include communication with guests who have limited English proficiency, such as Chinese and Korean visitors, and reliance on translation tools. Therefore, the study recommends regular micro-trainings, role-play simulations, bilingual service scripts, and collaboration between hotels and educational institutions to develop ESP-based English training programs tailored to real workplace needs.
The Use of Peer Tutoring to Improve the Reading Skill of Seventh-Grade Students at SMPN 4 Tanjung Anggi Sasmita; I Made Sujana; Kurniawan Apgrianto; Ahmad Junaidi
Journal of English Education Forum (JEEF) Vol. 6 No. 2 (2026): APRIL-JUNE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i2.1017

Abstract

Developing reading competence among junior high school students remains a persistent challenge in EFL contexts, particularly when conventional instruction fails to accommodate diverse learner needs. This study examined whether a peer tutoring approach could produce measurable gains in reading skill among seventh-grade students at SMPN 4 Tanjung. A quasi-experimental pre-test/post-test control group design was employed, involving 60 students distributed equally across an experimental class (VII-1, n=30) and a control class (VII-2, n=30). Over a period of four to six weeks, the experimental class participated in structured peer tutoring sessions, while the control class continued to receive teacher-led conventional instruction. Reading ability was assessed through narrative text comprehension tasks administered at the start and end of the intervention. Results revealed that the experimental group's mean score climbed from 58.33 to 73.33, whereas the control group's mean moved from 59.13 to 66.88. A paired-sample t-test confirmed within-group improvement in the experimental class (sig. = 0.000, p < 0.05), and an independent-sample t-test established a significant between-group difference at post-test (sig. = 0.000, mean difference = 15.03). These outcomes indicate that peer tutoring is a viable and effective instructional strategy for fostering reading development in secondary EFL settings.
The Translation of Indonesian Expressions into English in the Novel the Architecture of Love by Ika Natassa Vista Citra Puspita Swari; Baharuddin Baharuddin; Lalu Jaswadi Putera; Lalu Thohir
Journal of English Education Forum (JEEF) Vol. 6 No. 2 (2026): APRIL-JUNE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i2.1030

Abstract

Literary translation requires translators to convey not only linguistic meaning but also the cultural nuances and stylistic features embedded in the source text. This study aimed to analyze the translation techniques used in translating Indonesian expressions into English in the bilingual novel The Architecture of Love by Ika Natassa and to identify the dominant technique employed. A descriptive qualitative research design was adopted. The data consisted of 74 Indonesian expressions selected from eight chapters of the novel. Data were collected through documentary analysis and analyzed using the qualitative data analysis procedures proposed by Miles and Huberman, with the analysis guided by the translation theories of Newmark, Baker, and Hurtado Albir. The findings revealed that the translator employed three main translation techniques: modulation, adaptation, and equivalence. Modulation was the most dominant technique, occurring in 37 cases (50%), followed by equivalence with 19 cases (25.7%) and adaptation with 18 cases (24.3%). The predominance of modulation indicates that the translator frequently modified perspectives, sentence structures, and figurative expressions to produce natural, fluent, and culturally acceptable translations for English readers. Adaptation was mainly used to translate culture-specific expressions, whereas equivalence was applied when established English counterparts existed. These findings demonstrate that effective literary translation requires flexibility in balancing semantic accuracy, cultural transfer, and readability while preserving the meaning and aesthetic qualities of the original text.
English Language Students' Perception on the Impact of Merdeka Belajar-Kampus Merdeka (MBKM) Teaching Assistance Program on Pedagogical Knowledge and Skills at the University of Mataram Rindiyani Ulfa; Yuni Budi Lestari; Ni Wayan Mira Susanti
Journal of English Education Forum (JEEF) Vol. 6 No. 2 (2026): APRIL-JUNE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i2.1034

Abstract

This study aims to explore the perceptions of English Education students at Mataram University regarding the impact of the Teaching Assistance Program in the Merdeka Belajar Kampus Merdeka (MBKM) policy initiated by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia on the development of their pedagogical knowledge and skills. This study uses a qualitative descriptive approach involving 25 students as through respondents semi-structured interviews, with data analysis conducted thematically through the stages of data reduction, data presentation, and conclusion drawing. The results show that the majority of students have a positive perception of this program, especially in improving their understanding of learning theory, learning strategies, and planning, assessment, and the ability to integrate theory with real practice in the classroom. This program also contributes significantly to the development of pedagogical skills such as classroom management, material delivery, the use of technology-based learning media, communication, and the ability to adapt to student characteristics and the school environment.
Understanding Influencing Factors of Students’ Motivation to Learn English: A Case Study at SMAN 1 Batukliang Utara Pebriani Rahmania; Henny Soepriyanti; Eka Fitriana; Agus Saputra
Journal of English Education Forum (JEEF) Vol. 6 No. 2 (2026): APRIL-JUNE
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i2.1035

Abstract

Motivation plays a central role in determining students’ success in learning English, particularly in rural educational contexts where exposure to the language is limited. In many rural senior high schools in Indonesia, students demonstrate fluctuating levels of engagement due to limited facilities, minimal communicative practice, and restricted access to authentic English input. Despite the importance of motivation in second language acquisition, qualitative investigations focusing on rural senior high school contexts remain limited. Therefore, this study aimed to identify internal and external factors influencing students’ motivation and to examine instrumental and integrative motivational orientations among students at SMAN 1 Batukliang Utara. This research employed a qualitative case study design grounded in Gardner’s (1985) socio-educational model and Dörnyei’s (1998) motivational framework. The participants consisted of ten eleventh-grade students and two English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed thematically following Braun and Clarke’s framework, using both deductive and inductive coding procedures. The findings indicate that internal motivation exists but is strongly influenced by students’ self-confidence and anxiety levels. External factors, particularly teacher encouragement, peer dynamics, and classroom atmosphere, significantly affect students’ engagement. Instrumental motivation is dominant, as students primarily associate English learning with academic achievement and career opportunities. Meanwhile, integrative motivation is present but remains underdeveloped and requires systematic reinforcement. The study concludes that students’ motivation is multidimensional and context-dependent, emphasizing the importance of balanced motivational development in rural EFL settings.

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