Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature

efl
Website

Published by Institut Agama Islam Uluwiyah Mojokerto

ISSN : 24600938 EISSN : 24602604 DOI : https://doi.org/10.47759/kkmbse24

Core Subject : Humanities, Education, Art,

Arts Humanities Education Languange, Linguistic, Communication & Media

The journal welcomes contributions in such areas of current analysis as F Language Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Development, Multilingualism and Multilingual Education, Discourse Analysis, Systemic and Functional Grammar, Translation, Prose Analysis, Drama Analysis, Poetry Analysis

Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa

Articles 54 Documents

2 3 4 5 6

Investigating Repair Strategies in a University EFL Context: a Conversation Analysis Approach Shatha Alzahrani; Mona Sabir
Journal of ELT, Linguistics, and Literature Vol 12 No 1 (2026): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Universitas Uluwiyah Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/c0q8gj78

Effective classroom interaction in EFL contexts depends on participants' ability to manage communication breakdowns through repair strategies. Despite growing interest in Conversation Analysis (CA) as a framework for examining classroom talk, its application to first-year EFL settings within Saudi higher education remains limited. This study investigates the distribution and functional use of repair strategies in EFL classrooms at King Abdulaziz University (KAU). Data were generated through systematic classroom observation across five sessions, totaling fifteen hours of instructional time, and analyzed using a CA-informed coding framework. Findings reveal that Self-Initiated Self-Repair (SISR) was the most prevalent repair type, accounting for 49% of all instances, with instructors producing twice as many SISR cases as students, a pattern indicative of a high degree of linguistic self-monitoring. While students predominantly employed lexical searching and replacement strategies, teachers drew on a broader sub-strategy repertoire to sustain interactional continuity. These patterns suggest that the KAU first academic year context supports learner autonomy in managing linguistic trouble sources, though asymmetries between teacher and student repair behavior warrant further attention. Findings carry implications for how instructional interactional space is allocated in EFL classrooms.

Student’s Metacognitive Awareness in Mobile based Reading Test Nur Kamilatur Rosyidah; M. Syaichul Muhyidin; Irwan Sulistyanto
Journal of ELT, Linguistics, and Literature Vol 12 No 1 (2026): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Universitas Uluwiyah Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/h4nwr533

The growing use of mobile-based assessment platforms has changed the ways students interact with reading tasks and created new cognitive challenges during reading. The purpose of this study was to find out the implementation of metacognitive awareness of English Education students in the mobile-based reading test, the challenges faced by the students and the strategies used to overcome the challenges. This study used a qualitative approach with a phenomenological design. The participants were seven students of the second semester of the English Education Study Program at the Islamic University of Kadiri, Indonesia. Data were collected by means of semi-structured interviews and analyzed through transcription, coding, thematic analysis and phenomenological interpretation. The findings resulted in three major themes. First, students experienced metacognitive awareness through planning, monitoring and self-regulation strategies including goal setting, text previewing, activating prior knowledge and evaluating comprehension while reading. Second, participants encountered several metacognitive challenges such as concentration, understanding complex texts, unfamiliar vocabulary, and technical limitations (scrolling and limited screen displays). Thirdly, students used a variety of adaptive strategies to tackle the challenges, including rereading, minimizing distractions, utilizing translation apps like Google Translate, and highlighting key information on the screen. The findings suggest that metacognitive awareness plays a significant role in helping students regulate their comprehension and adapt to the cognitive demands of mobile-based reading environments. This study adds to the expanding literature on metacognition and digital reading by offering an understanding of students lived experiences in technology-mediated assessment contexts.

Gen Z’s Perception of Using Instagram Content as a Media for Learning English Vocabulary Putri Dyanita Nur Faatihah; Eulis Rahmawati
Journal of ELT, Linguistics, and Literature Vol 12 No 1 (2026): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Universitas Uluwiyah Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/4129m908

This study investigates Generation Z's perception of using Instagram content as a medium for English vocabulary learning, focusing on the @kampunginggrislc account. Gen Z's often low interest in mastering vocabulary is frequently attributed to monotonous and unengaging learning methods. Therefore, the integration of social media, particularly Instagram, which is highly popular among Gen Z, becomes a relevant alternative. This research aims to understand Gen Z's perception of the effectiveness of Instagram content in vocabulary learning, as well as how content design influences their learning interest. This research employed a descriptive qualitative method, involving 20 Gen Z respondents aged 17–25 years who are followers of the @kampunginggrislc account. Data were collected through open-ended questionnaires distributed online. The findings indicate that the majority of respondents have a positive perception of the Instagram content. Based on Stephen P. Robbins theory of perception encompassing the stages of acceptance, understanding, and evaluation respondents accepted the content well, understood the material easily and enjoyably, and evaluated the content as effective in enhancing vocabulary mastery. Furthermore, content design also proved to significantly influence Gen Z's learning interest. Appealing visual design, interactive features like quizzes and games, and the use of slang and everyday expressions are highly compatible with Gen Z's learning styles and digital habits. This makes the learning process more enjoyable, flexible, and relevant to their lives. Thus, the use of Instagram content, particularly from the @kampunginggrislc account, can be an effective alternative English vocabulary learning medium for Generation Z.

Beyond the Pen: Creative Writing Innovation via Canva for Junior High School Students Chaoro Lutfi Amalia; Irra Wahidiyati
Journal of ELT, Linguistics, and Literature Vol 12 No 1 (2026): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Universitas Uluwiyah Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/mwvfp704

This study examines the implementation of the Canva application as a medium for teaching writing to ninth-grade students at SMP N 1 Kebasen, Banyumas. It explores students' responses to its use. This study uses a qualitative descriptive research design. Data were collected through classroom observation and unstructured interviews with English teachers and students. The results show that Canva was used across several stages of the writing process: pre-writing, drafting, revision, editing, and publishing. However, several challenges were identified, including limited internet connectivity, generic templates, insufficient time, and technical glitches. These challenges were overcome through group work, peer assistance, and teacher guidance. In conclusion, the Canva application is a learning medium used by students and teachers at the school.

Page 6 of 6 | Total Record : 54

2 3 4 5 6

Filter by Year

2015 2026

Filter By Issues

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Hari Prastyo

Contact Email
hari@lecturer.uluwiyah.ac.id

Phone
+6281330489267

Journal Mail Official
EFL-Journal@uluwiyah.ac.id

Editorial Address
Jalan Raya Mojosari Mojokerto KM. 4 No. 10, Mojokerto 61381, Indonesia

Location
Kota mojokerto,

Jawa timur

INDONESIA

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hari Prastyo

Contact Email hari@lecturer.uluwiyah.ac.id

Phone +6281330489267

Journal Mail Official EFL-Journal@uluwiyah.ac.id

Editorial Address Jalan Raya Mojosari Mojokerto KM. 4 No. 10, Mojokerto 61381, Indonesia

Location Kota mojokerto, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Contact Name
Hari Prastyo

Contact Email
hari@lecturer.uluwiyah.ac.id

Phone
+6281330489267

Journal Mail Official
EFL-Journal@uluwiyah.ac.id

Editorial Address
Jalan Raya Mojosari Mojokerto KM. 4 No. 10, Mojokerto 61381, Indonesia

Location
Kota mojokerto,

Jawa timur

INDONESIA