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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 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2025): June" : 5 Documents clear
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.
The Validity and Reliability Grade Primary School EFL Students’ Final Speaking Test Anis Zayyana
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.v2i1.16

Abstract

The study underscores the essential importance of mastering English speaking skills at an early age as mandated by Indonesia’s Merdeka curriculum, which establishes English speaking as a vital subject for assessment in primary education. To ensure the effectiveness of the speaking test used for sixth-grade EFL students, the study focuses on evaluating the validity and reliability of the test. Using a qualitative methodology that combines interviews with an English teacher serving as the rater and document analysis, the research investigates multiple facets of test quality. The findings demonstrate that the speaking test is valid through the application of content validity—confirming the relevance and representativeness of test items—and consequential validity, which considers the implications and fairness of the test outcomes. Moreover, reliability is verified via intra-rater reliability, indicating that the scoring is consistent when conducted by the same evaluator over time. Ultimately, the study concludes that the speaking test for sixth-grade primary school EFL students possesses excellent quality in both validity and reliability. Consequently, it suggests that other educational institutions with similar levels and objectives may confidently adopt or adapt the test’s design, scoring rubric, and rating procedures to improve their own assessment practices

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