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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
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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
Local Culture-Based Multimodal E-Book in ESP Classroom: Learners’ Voices at Hindu Higher Education Ni Nyoman Tantri
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.v2i2.18

Abstract

Previous studies have acknowledged that non-English Majors learners (ESP learners) remained in low category of English proficiency level. Hence, some scholars agreed that developing teaching materials that closely related to the learners’ real life could be one of alternative solution to cater this problem. This present study aimed at exploring the needs, wants, and difficulties in learning English, particularly to ESP classroom. This preliminary stage  was  done  in  order  to develop a multimodal e-book which is oriented to the local culture as for the representation of the learners’ real life. The qualitative design with a content analysis was employed in this study. The  data  were  accumulated  through  interview  and  questionnaire.  There were 5 ESP learners acted as the participants interviewed, and 25 sophomore students of IAHN TP Palangka Raya were the respondents answered the questionnaire. The data of this study were analyzed descriptively. The result showed that the learners perceived that the multimodal e-book-oriented topics on local culture could help them easier learning English and would lead them to improve their English proficiency level. Then, based on the learners’ needs, wants, and difficulties, it showed that the learners required a multimodal book that could represent their discipline or specific field which presented through various modes of learning media which is supported by various learning methods.
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.
Self- And Peer-Reflection in Teaching Practice Program: Unveiling Reflection Preference, Benefits, and Challenges Luh Gede Eka Wahyuni
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.v2i2.29

Abstract

Previous studies have been conducted to explore the incorporation of self-reflection and peer-reflection in both quantitative and qualitative works, yet the delve of the reflection preference as well as the benefits and challenges of its employment remained indefinitely. This study, employed in a survey form, was conducted in a state university involving 107 sophomore students who were taking Microteaching Course. Questionnaire and in-depth interview were administered to collect the data. The data from the questionnaires were analyzed to reveal the descriptive tendency of their perception, while the interview results were interpreted through content analysis. The findings highlighted that 7 (6.5%) students preferred to employ self-reflection, 21 people (19.6%) desired to use peer-reflection, and 79 (73.9%) preferred to have both in their teaching reflective practice. Specifically, among those 21 students, 16 (76.2%) out of them preferred to have their lecturers as the source of the feedback, while the rest was confident enough to be reflected by the other students. Furthermore, the results also revealed that the incorporation of self- and peer-reflection benefitted them in enhancing their ability of lifelong learning, self-assess, self-belief, and self-metacognition and awareness development. However, they also encountered some challenges during the reflection employment such as assessment objectivity bias, less confidence in delivering the feedback, time limitation, and diverse perceptions and interpretations. To overcome the issues, a comprehensive approach is needed to explore appropriate strategies to mitigate the identified issues as well as to conduct a longer-term study investigating the impacts on teaching competence and professional development.
Examining The Effects of Motivation and Anxiety on EFL Students’ Speaking Assessments Fairuz Lazuwardiyyah
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.v2i2.32

Abstract

In the field of English language instruction, speaking assessment is of utmost importance because it is one of the abilities that students are expected to acquire. Some students, on the other hand, have feelings of both motivation and anxiety during their speaking examination. As a result, the purpose of this study is to investigate the influence that motivation and anxiety have on the speaking assessments of English as a Foreign Language students. From 57 (fifty-seven) English as a Foreign Language (EFL) students in their second semester, data was collected through the use of quantitative methodologies by means of questionnaires that measured levels of motivation and anxiety. Despite the fact that students are generally very driven to study and speak English, the findings suggest that they experience varied degrees of anxiety, particularly when it comes to speaking exams. Based on the findings of regression analysis, motivation has a favorable influence on speech assessment scores, whereas anxiety has a negative influence on these scores. The outcomes of this study highlight the significance of effectively controlling anxiety and improving motivation in order to improve the academic performance and speaking ability of English as a Foreign Language (EFL) students. Therefore, future research still needs to explore how various motivational types, such as intrinsic or extrinsic, affect EFL students' speaking ability and how these types interact with anxiety.
Revolutionizing English language instruction for special education students through engaging and meaningful experiences Angga Pratama Armadi Putra
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.v2i2.35

Abstract

Content and Language Integrated Learning (CLIL) offers a promising approach to enhancing the education of children with special needs. By seamlessly integrating subject matter and language learning, CLIL creates a rich and engaging environment that fosters cognitive, social, and emotional development. Through collaborative teaching, visual aids, and hands-on activities, students with special needs can develop a deeper understanding of subjects while improving their language proficiency. Research has shown that CLIL not only boosts students' academic performance but also increases their motivation and engagement in learning. This study aims to evaluate the effectiveness of CLIL in improving English language skills and academic achievement among students with special needs in inclusive classrooms. By examining previous research and analyzing implementation data, this study will provide valuable insights to inform the development of effective CLIL practices and policies.

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