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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 6 Documents
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Search results for , issue "Vol. 1 No. 1 (2024): December" : 6 Documents clear
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.
Pronunciation Errors of English Teachers in Teaching Storytelling: Phonetic Analysis Siti Nurul Hapizah Damanik
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.v1i1.20

Abstract

Pronunciation errors can significantly impact the clarity and comprehension of a story, leading to misunderstandings and reduced listener engagement. By emphasizing correct pronunciation, teachers enable clearer and more confident communication, significantly enhancing the effectiveness and impact of storytelling. This study aimed to investigate how English teachers use the International Phonetic Alphabet (IPA) during storytelling instruction to improve pronunciation accuracy. This study employed a descriptive-qualitative method. This research has been conducted through five English teachers using storytelling sessions with the same topic based on different YouTube video sources. The data will be collected through English teachers’ recordings when teaching storytelling. The data will be analyzed with IPA transcriptions to identify and categorize pronunciation errors in consonants, vowels, and diphthongs. The findings reveal a total of 36 pronunciation errors, including 18 vowel errors, 14 consonant errors, and 2 diphthong errors. The researcher suggests English teachers use the International Phonetic Alphabet (IPA) for teaching pronunciation, particularly in storytelling, to improve students' understanding of phonetic nuances, reduce pronunciation errors, and enhance communication and storytelling skills.

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