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INDONESIA
Indonesian Journal of Foreign Language Studies
Published by Asosiasi Pendidikan Bahasa Asing Pascasarjana Indonesia
ISSN : -     EISSN : 3090384X     DOI : https://doi.org/10.65576/indofes.v2i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Indonesian Journal of Foreign Language Studies (IndoFES) focuses on emerging trends, theoretical advancements, practical applications, or methodological innovations in foreign language education, linguistics, and applied linguistics. The journal welcomes submissions that contribute to the understanding and development of language acquisition, teaching methodologies, translation, cross-cultural communication, and technology-enhanced language learning.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 16 Documents
 1   2 
The Effect of Digital Literacy Towards EFL Students’ Reading Comprehension Afifah Mufidati
Indonesian Journal of Foreign Language Studies Vol. 1 No. 1 (2024): December
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v1i1.1

Abstract

This research is about junior high school students' digital literacy skills. Digital literacy is exposed to all sources connected to the Internet, and digital media is used to show readers about literacy options, either active or passive form reading activity. This research aims to explore junior high school students in their first grade who are 12-13 years old. Junior high school students tend to be exposed to more variance of digital literacies to enjoy a fun environment in learning English. The number of participants here was 67 students. This study registered quantitative research design. The Independent sample t-test and effect size by Cohens were used to measure the effect of low and high students' digital literacy levels. The finding showed that the score was significant, d=3.80>0.8, which showed that digital literacy skills significantly affect students' reading comprehension. Further research should emphasize other skills and specified digital literacy sources in EFL classrooms.
Exploring The Application of Generative Artificial Intelligence (Gen-AI) at EFL Primary Class in Kuta District I Putu Gede Suardika
Indonesian Journal of Foreign Language Studies Vol. 1 No. 1 (2024): December
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v1i1.3

Abstract

Generative Artificial Intelligence is a human made system which involves a computerize system, information and database. Generative AI can be in form of machine learning or other tools that able to create authentic text, audio, code, images, simulation and video content. The use of generative AI (genAI) in language learning is increasing during or post pandemic of Covid-19. Especially in EFL primary learners, generative AI becoming a new trend that help teachers and students more active in learning. This study is aimed to find out what type of generative AI used by the EFL primary teachers and what are their perspectives on the generative AI. Through the survey and interview on 40 English primary teachers in Kuta, it is found that 9 teachers were using generative AI such as text content creation, image creation and sound creation in their English class. The 31 teachers did not apply the generative AI in their class; they are more familiar with Microsoft office and Canva. Regarding to the teachers' perspective is showed 75% of the teachers have a good believe on generative AI is helpful and make the class more interactive.
Soe English Teachers’ Belief and Actions in Indonesian Merdeka Curriculum Heidy Wulandari
Indonesian Journal of Foreign Language Studies Vol. 1 No. 1 (2024): December
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v1i1.4

Abstract

This study aimed at exploring Soe English teachers believes and actions in Indonesian Merdeka curriculum. The method used was descriptive qualitative research with in-depth interview on 3 Soe English-teachers as the participants. The data were analyzed qualitatively through transcription, coding, and categorization. The result shows that Soe teachers’ action is in line with their belief on Merdeka Curriculum which is formed by their background and the way they believe in curriculum change. As their background, two teachers teach in rural area, the first one has limited school facilities and students with limited ability, while the second one has supportive facilities but the male students are low learners. The former strongly believed in curriculum change due to the adaptation to time change. The latter believed that Merdeka curriculum is great but consideration needs to be taken on schools’ ability to adapt to curriculum change. The third teacher teaches in capital city with supporting school facilities and students with various backgrounds which demands him to treat the students differently according to their need. This teacher firstly disagreed but then mentioned about teacher’s duty to adapt to curriculum change. Their background and the way they view curriculum change from their belief which influenced their action in implementing Merdeka curriculum. They come to having efforts in improving knowledge on Merdeka curriculum, designing modules, having creative ways of implementing Merdeka curriculum, recognizing what is needed by schools and students to implement Merdeka curriculum, designing assessment, and facing obstacles in Merdeka curriculum implementation.
Utilizing Authentic Materials to Improve Listening and Speaking Skills: A Narrative Inquiry Faridah Fauziyah; Sri Sumarni
Indonesian Journal of Foreign Language Studies Vol. 1 No. 1 (2024): December
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v1i1.5

Abstract

Authentic materials could encourage English learners to improve their listening and speaking skills in a real-life context. This study aims to investigate how the researcher could improve her listening and speaking skills by utilizing authentic material. Self-reflection narrative inquiry is employed to show the process of self-studying the researcher’s listening and speaking skills throughout the years. The finding shows that authentic materials showed significant results in improving the researcher's speaking skills. This study suggested that adopting authentic materials such as video games, YouTube videos, and movies is effective in improving one’s listening and speaking skills, and when the knowledge is applied frequently. Further studies on authentic materials from different data sources are suggested.
Students' Perception toward Chat PDF AI Applied in Critical Reading Course Ni Made Yuniari
Indonesian Journal of Foreign Language Studies Vol. 1 No. 1 (2024): December
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v1i1.6

Abstract

Critical reading skills are central to academic achievement since they afford students one capacity to decipher and evaluate texts efficiently. With the entering of Artificial Intelligence (AI) in the education system, new tools have been developed to help in this process, one of which is Chat PDF AI. This qualitative research focuses on the Students at the English Education Department Dwijendra University and their understanding of critical reading courses with the help of Chat PDF AI. The objectives of this study are: to assess the indications of Chat PDF AI on students’ attitude, motivation, and comprehension in critical reading. To achieve the following objectives, a mixed-methods, sequential, explanatory design as highlighted by Creswell, was used. 15 students participated in the study and questionnaires involving structured interviews were used to gather data. The numerical data collected from the questionnaires were computed using descriptive statistics to compare the results for the different variables while the interviews offered more information about the students’ experience and perception regarding the implementation of the ergonomic computer workstations. The findings show that most of the students had a positive perception of chat PDF AI. In detail, 86,7% respondents talked about the improvement in the attitude towards the critical reading because of utilizing the tool; 66,7% respondents stated about their increased motivation as the tool is interactive. According to the qualitative data, the interviewees asserted and supported these discoveries by explaining that Chat PDF AI enhanced the entertaining and interactive attributes of reading tasks, thus making them less monotonous while enabling students to interact in a more productive manner in the learning process. Therefore, Chat PDF AI can be regarded as beneficial in the educational process both impacting the students’ attitudes and their motivation towards critical reading. Thus, although the study’s results appear positive, further research using more significant and diverse groups of participants is required to replicate these outcomes and examine AI tools’ sustained effects on the learners’ performances and critical reading skills.
The Role of Peer Interaction in Enhancing Vocabulary and Reading Skills through Digital Collaborative Platforms Adi Bonicrono Wimrafik Banu
Indonesian Journal of Foreign Language Studies Vol. 2 No. 1 (2025): June
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v2i1.8

Abstract

This study explores the role of peer interaction in enhancing vocabulary and reading skills through digital collaborative platforms, focusing on two central research questions. Firstly, it investigates how peer-interaction facilitated by digital platforms impacts students' vocabulary acquisition. Secondly, it examines students' perceptions of the effectiveness of peer interaction in digital collaborative learning environments for improving vocabulary and reading skills. The research involved 19 participants who were interviewed and observed across various educational settings. Findings indicated that peer interaction on digital platforms significantly enhances vocabulary acquisition by promoting active engagement and providing immediate feedback. Participants reported that discussions and collaborative projects facilitated deeper understanding and retention of vocabulary, while diverse perspectives from peers enriched their comprehension of reading materials. Moreover, students perceived peer interaction as highly effective, citing increased motivation and enjoyment in learning through collaborative activities. This study underscored the importance of integrating digital collaborative platforms into educational practices to foster interactive learning environments that support language skill development and student engagement.
Grammar Reframing: Mobile-Based Instruction’s Impact on Student Perception and Performance Dewa Gede Agung Gana Kumara
Indonesian Journal of Foreign Language Studies Vol. 2 No. 1 (2025): June
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v2i1.9

Abstract

Teaching English grammar remains a significant challenge in language education, with ongoing debates about effective instructional methods. This mixed-methods study investigates the impact of Mobile-Based Instruction (MBI) on students’ perceptions and performance in English grammar courses. Twenty-five intermediate-level learners participated, completing pre-tests, post-tests, questionnaires, and interviews. Quantitative results showed a 20% improvement in grammar knowledge, while qualitative data revealed increased motivation and positive attitudes toward grammar learning following the MBI intervention. These findings suggest that integrating mobile technology with traditional teaching methods enhances both understanding and engagement. This study contributes to the growing body of research on technology-enhanced language learning and offers practical insights for educators seeking to modernize grammar instruction.
Exploring Teachers' Perceptions of AI-Powered Classroom-Based Assessment Tools in ESP Class Difa Salsa Maulidyah
Indonesian Journal of Foreign Language Studies Vol. 2 No. 1 (2025): June
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v2i1.10

Abstract

The growth of technology in this globalization era has led to the innovation of a digital learning platform called artificial intelligence (AI). Artificial intelligence (AI) was a good innovation for teachers and students, helping them during the teaching and learning activities. Moreover, Artificial intelligence (AI) helped the teachers create interactive material for ESP students, which made it more difficult to find specific materials for ESP classes. This study was conducted by interviewing ESP lecturers who teach ESP classes to university students. This study used the semi-structured interview to explore the teachers’ perception of using AI in ESP Course Quizziz, eleven labs, ChatGpt, Google Translate, DeepL translator, Hot Potatoes, TTS maker, Kahoot, Padlet, opexams, and others as an AI classroom-based assessment tools during the teaching and learning process. This study found that some Artificial Intelligences (AI) were beneficial for the ESP lecturer, which made it easier to make ESP materials, teach the ESP students, and assessed students to check their understanding of the subject. The students were very motivated and more interactive during the learning process.
Utilizing Authentic Materials to Improve Listening and Speaking Skills: A Narrative Inquiry Faridah Fauziyah; Sri Sumarni
Indonesian Journal of Foreign Language Studies Vol. 2 No. 1 (2025): June
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v2i1.14

Abstract

This study explores the role of authentic materials in enhancing the listening and speaking skills of English learners, focusing on the researcher’s own journey of language improvement. Authentic materials—such as video games, YouTube videos, and movies—offer real-life contextual exposure to language use, which is essential for developing practical communication skills in English. By employing a self-reflection narrative inquiry methodology, this study provides an introspective account of how the researcher engaged in self-directed learning over several years to improve listening and speaking proficiency. The findings of the study indicate that consistent interaction with authentic materials significantly contributed to the enhancement of the researcher’s speaking skills. These materials stimulated more natural language acquisition processes by exposing the learner to genuine conversational scenarios, varied accents, idiomatic expressions, and cultural nuances that are often absent in traditional textbooks. Additionally, regular application and practice of the language skills acquired through these resources reinforced learning and led to measurable progress.Based on these results, the study recommends that English learners and educators integrate diverse authentic materials into language learning curricula and self-study routines to foster more effective listening and speaking abilities. Furthermore, it encourages learners to maintain frequent and purposeful usage of these materials to maximize language retention and fluency. To build on these insights, the study also advocates for further empirical research involving a broader range of authentic material types and different learner populations, which could provide more generalized and comprehensive evidence on the efficacy of authentic resources in language education.
Evaluating PjBL Instruction with Linguistic Landscape in English Course using CIPP Model I G. A. P. N. S. Paragae
Indonesian Journal of Foreign Language Studies Vol. 2 No. 2 (2025): December
Publisher : Indonesian Postgraduate Foreign Language Education Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65576/indofes.v2i2.15

Abstract

The lack of resources on the utilization of linguistic landscape (LL) in PjBL (PjBL) leaves educators with problems in its implementation. This evaluative study filled the gap by investigating the implementation of PjBL with LL by making use of CIPP (context, input, process, and product) model with a qualitative approach. Questionnaires and interviews were used to collect the data from 2 lecturers and 44 university students from Tourism Department joining an English course. The study revealed that (1) the learning goals covered four language skills and 21st-century learning skills; (2) the lesson plan, lecturers’ capability, students’ characteristics and ability as well as the facilities were considered sufficient; (3) although students responded positively on the instruction, some problems were faced by lecturers and students, and (4) the instruction resulted in improved students’ language skills and 21st-century skills. The study also produced feedback for more effective and better implementation.

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