cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
ieflj@uniku.ac.id
Phone
+6281214101193
Journal Mail Official
ieflj@uniku.ac.id
Editorial Address
https://ieflj.uniku.ac.id/pub/about/editorialTeam
Location
Kab. kuningan,
Jawa barat
INDONESIA
Indonesian EFL Journal
Published by Universitas Kuningan
ISSN : 22527427     EISSN : 25413635     DOI : https://doi.org/10.25134/ieflj
Core Subject : Education,
Languange, Linguistic, Communication & Media
The scopes of the journal include critical issues of educational practices in primary, secondary and tertiary education as well as in university level surrounding: English Language Pedagogy Language Acquisition Bilingualism and Multilingualism English language Literacy English for Specific Purposes Psycholinguistics Sociolinguistics Critical Discourse Analysis Second and Foreign Language Pedagogy ELT Materials Development and Evaluation English Language Teacher Education English Language Testing and Assessment Teaching English to Young Learners Secondary and Tertiary English Education English Literature Language Policy and Planning Second Language Acquisition Sociocultural Factors and English Education Syllabus Design and Curriculum Development Translation Studies
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 78 Documents
 1   2   3   4   5 
EXPLORING HIGH-ACHIEVING EFL PRE-SERVICE TEACHERS’ UNDERSTANDING OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) THROUGH REFLECTIVE PRACTICE IN A MICROTEACHING COURSE Tina Priyantin; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.15

Abstract

This study aims to examine how five high-achieving EFL pre-service teachers reflect on their understanding and integration of Pedagogical Content Knowledge (PCK) during a microteaching course. Employing a qualitative method with a case study design, reflective writings before and after teaching that were posted on their digital portfolios (Blogs) were used to gather data. Thematic analysis was used to analyze data by employing deductive and inductive methods. The findings reveal that the participants demonstrated a strong understanding of language processing and production and language teaching strategies. However, while they exhibited a moderate understanding of learners’ needs, their comprehension of cognitive language learning strategies and intercultural communication remained limited. The study highlights the importance of guided reflection in helping pre-service teachers bridge theory and practice. It suggests that teacher education programs should provide explicit instruction in assessment, cognitive strategies, and intercultural competence, along with ongoing mentoring to promote deeper reflection. The study contributes valuable insights into the role of reflection in enhancing the pedagogical expertise of future EFL teachers.
MEANING STRUCTURE AND SPEECH FUNCTIONS OF MANGANDUNG PABAGAS BORU IN ANGKOLA WEDDING TRADITION Hennilawati; Srimaharani Tanjung; Ernawati Br Surbakti
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.20

Abstract

This study examines the meaning structure and speech functions of mangandung pabagas boru, an oral lament performed by Angkola brides during wedding ceremonies. While previous research on Batak andung traditions has largely emphasized musical form, ritual sequence, and general cultural description, the semantic organization and communicative functions of mangandung in the context of kinship and gender socialization remain underexplored. Drawing on speech act theory and Peircean semiotics within an ethnographic approach, this research analyzes recorded performances of mangandung pabagas boru alongside in‑depth interviews with expert performers and community elders. Data were collected through participant observation, audio recording, and ethnographic interviewing in several Angkola communities. The analysis demonstrates that mangandung simultaneously realizes expressive and directive speech acts: it articulates the bride’s grief, affection, and anxiety at separation from her natal family, while also conveying moral instruction and social expectations for her future role as wife, daughter‑in‑law, and mother. Key lexical items and metaphors—such as holong (deep familial affection), tarpaina (motherly capability), and honas (being under the gaze of many eyes)—encode local wisdom regarding kinship obligations, female virtue, and community surveillance. As an indexical ritual performance, mangandung publicly marks the bride’s transition to married status and affirms continuing ties to her natal kin. The study argues that revitalising this tradition is crucial not only for cultural preservation but also for maintaining indigenous systems of moral education embedded in ritual discourse.
INTEGRATING CLIMATE CHANGE NARRATIVES IN PRIMARY EDUCATION: A PICTURE BOOK APPROACH Arya Muhaimin; Sary Silvhiany; Rita Inderawati
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.21

Abstract

This study investigated how children's literature can be utilized effectively to integrate climate change education into English Language Teaching (ELT) for young learners, specifically fifth graders at SDN 115 Palembang. Using two locally relevant environmental picture books, My Clay Batik and Protecting the Palace, the researcher conducted three teaching sessions combining language skills development with environmental awareness. Data were collected from classroom observations, student worksheets, surveys, and interviews. Results showed that the use of these picture books made complex climate change concepts accessible and engaging, enhancing students’ understanding of environmental issues such as pollution and deforestation. The storytelling approach fostered active student participation, increased interest in environmental topics, and encouraged eco-friendly attitudes and behaviors outside the classroom. The study concludes that integrating climate change themes into ELT not only supports language acquisition but also promotes environmental responsibility.
THE IMPACT OF ENGLISH COMIC MEDIA ON EIGHTH-GRADERS’ READING MOTIVATION AND ABILITY AT SMPN 29 PADANG Ifana Syahesti; Muhammad Al-Hafizh
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.24

Abstract

This study examines the effect of English comic media on eighth-grade students’ reading motivation and reading ability at SMPN 29 Padang. Comics were selected because their integration of visuals and text helps reduce cognitive load and increases student engagement compared to traditional text-based materials. This quantitative study employed a true experimental design with a post-test-only control group. Two classes selected through cluster random sampling participated in the research: VIII.1 (experimental, 31 students) and VIII.5 (control, 32 students). Students’ reading ability was assessed through a validated post-test, while reading motivation was measured using a questionnaire covering eight dimensions based on Guthrie & Wigfield’s framework: Grades-compliance, Involvement, Social Competition, Reading Work Avoidance, Curiosity, Recognition, and Efficacy. Independent Samples t-Test results revealed significant differences between groups for both reading ability (p < 0.05) and reading motivation (p < 0.05). The experimental group outperformed the control group, indicating that English comic media effectively enhances students’ reading comprehension and motivation. These findings highlight the potential of comics as engaging and pedagogically beneficial materials for EFL reading instruction.
IMPLEMENTING OUTCOME-BASED EDUCATION: ENSURING ALIGNMENT WITH PROGRAM OUTCOMES IN INDONESIAN ENGLISH LANGUAGE TEACHING Aswadi Jaya; Kurnia Saputri; Darmawan Budiyanto; Nur Fathiyya Zahira Mujahidah
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/qj9v1v18

Abstract

This study investigates the implementation of Outcome-Based Education (OBE) in Indonesian higher education, focusing on how English language programs ensure alignment between Program Outcomes (POs) and Program-Specific Outcomes (PSOs). Using a qualitative descriptive approach, the research synthesizes insights from curriculum frameworks, institutional policy documents, and prior empirical studies on OBE-based English language instruction. The analysis demonstrates that effective OBE implementation fosters not only students’ linguistic accuracy and fluency but also their critical reading, academic writing, and collaborative problem-solving abilities. Moreover, OBE promotes the integration of socio-cultural awareness, ethical communication, and digital competence as essential dimensions of communicative proficiency. Pedagogical innovations such as project-based learning, authentic performance assessment, and the use of digital learning environments like Google Classroom and AI-supported writing tools enable measurable learning outcomes aligned with 21st-century competencies. Nonetheless, the study identifies ongoing challenges, including limited teacher readiness, uneven institutional commitment, and misalignment between assessment instruments and higher-order learning objectives. Conceptually, this research positions OBE as a transformative educational model that shifts English language teaching in Indonesia from content transmission to outcome-oriented learning. It further emphasizes the importance of continuous curriculum review and systematic professional development to sustain its successful implementation. The findings provide both theoretical reinforcement for constructive alignment in curriculum design and practical guidance for English language educators in advancing quality assurance within higher education.  
EVALUATING THE IMPACT OF CURRICULUM REFORMS ON ENGLISH LANGUAGE LEARNING ACROSS PRIMARY AND SECONDARY EDUCATION IN INDONESIA: A QUANTITATIVE STUDY Kurnia Saputri; Aswadi Jaya; Darmawan Budiyanto
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jfxy7p75

Abstract

Amid the national curriculum reform emphasizing communicative competence and digital integration, this study evaluates its impact on English language achievement across school levels in Indonesia. The study aims to analyze the effects of recent curriculum modifications on students’ English language performance across different grade levels. A quantitative approach was employed, involving 900 respondents consisting of elementary school students (grades 4–6), junior high school students (grades 7–9), and senior high school students (grades 10–12). Using a stratified random sampling technique, data were collected through validated instruments with reliability confirmed at Cronbach’s α > 0.70, ensuring consistent measurement. Data were analyzed using descriptive statistics, one-way ANOVA, Tukey HSD post-hoc test, and multilevel analysis. The results revealed an upward trend in English scores across higher grade levels, with the lowest mean score among elementary students (M = 65) and the highest among senior high school students (M = 72). The ANOVA test indicated significant differences among grade levels (F = 39.0, p < 0.001) with a medium effect size (η² = 0.08). The Tukey post-hoc test showed substantial differences between elementary and higher levels, while the difference between junior and senior high schools was relatively small. Multilevel analysis further revealed that 12% of the variance was attributable to teacher- or school-level factors, while individual differences remained the dominant contributor. These findings confirm that curriculum modifications significantly enhance students’ English language learning outcomes, particularly during the transition from elementary to secondary education. 
ENHANCING STUDENTS’ ACADEMIC WRITING THROUGH ONLINE PORTFOLIO ASSESSMENT: A SELF-REGULATED LEARNING APPROACH IN DISTANCE EDUCATION Milawati; Nuraziza Aliah; Maya Puspitasari; Suparti; Ummi Rasyidah
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/9w6rfh25

Abstract

 This study addresses the challenges faced by students in open and distance education when writing academic papers. Despite the potential of portfolio assessment (PA) to promote reflective and process-oriented learning, teachers often encounter barriers such as heavy workloads, a lack of assessment literacy, and difficulties in designing innovative tools. These constraints prevent students from effectively engaging in selfregulated learning (SRL). This research aims to develop an online portfolio assessment tool that enhances students’ SRL in academic writing courses. Employing a Research and Development (R&D) approach adapted from Yalden’s (1987) Language Program Development model, the study involved four phases: needs analysis, design and development, validation, and evaluation. Data was collected from 61 students during the evaluation phase, providing feedback on the e-portfolio implementation. Furthermore, data was also collected from two experts who served as validators during the product validation phase. Findings indicate that the online portfolio assessment fosters students’ SRL by visualizing progress, enabling interactive feedback, and bridging synchronous and asynchronous learning gaps. The tool strengthens students’ ability to plan, monitor, and evaluate their learning, thus promoting autonomy and writing competence. The study recommends institutional integration of e-portfolio systems into distance education curricula to sustain students’ reflective learning practices.  
A SOCIOPRAGMATIC COMPARISON OF TABOO WORDS USE IN TENGANAN PEGRINGSINGAN AND DENPASAR I Made Astu Mahayana; I Made Netra; I Wayan Simpen; I Gusti Ayu Gde Sosiowati
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ypt9zb20

Abstract

This study explores the sociopragmatic functions of taboo language in two contrasting Balinese speech communities: Tenganan Pegringsingan Village and Denpasar City. Using a qualitative descriptive approach supported by non-participant observation, semi-structured interviews, and discourse documentation, the research examines how speakers employ taboo expressions to negotiate politeness, express emotion, and perform social identity. Grounded in Brown and Levinson’s Politeness Theory (1987), Locher and Watts’s concept of relational work (2005), and Culpeper’s notion of impoliteness (2011), the analysis reveals a clear sociocultural divergence. In Denpasar, taboo words function as expressive and relational tools that reinforce solidarity, humor, and affective intensity within peer-based interactions. In contrast, Tenganan’s linguistic norms constrain the use of taboo expressions to maintain ritual purity, respect, and social hierarchy. Componential analysis further uncovers that Denpasar’s taboo lexicon emphasizes emotional intensity and pragmatic versatility, while Tenganan’s reflects moral restraint and symbolic caution. The findings demonstrate that taboo language, far from being mere linguistic deviance, operates as a culturally situated pragmatic resource that mirrors each community’s values, power dynamics, and communicative ideologies.
EFL STUDENTS’ PERCEPTIONS OF GRAMMARLY FOR GRAMMAR ACCURACY AND INDEPENDENT LEARNING IN THE ERA OF EDUCATION 5.0 Lili Sururi Asipi; Aldha Williyan; Angga Adi Saputra
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.35

Abstract

The integration of artificial intelligence (AI) into English as a Foreign Language (EFL) instruction has reshaped feedback practices in academic writing, particularly through Automated Writing Evaluation (AWE) tools such as Grammarly. Within the Education 5.0 paradigm, AI is expected to support human-centered learning, reflective engagement, and learner autonomy rather than replace teacher mediation. This study explores Indonesian EFL students’ perceptions of Grammarly in supporting grammatical accuracy, independent learning, and writing confidence. Employing a qualitative-dominant research design, data were collected from 100 undergraduate EFL students through a descriptive questionnaire and follow-up semi-structured interviews with three purposively selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined using reflexive thematic analysis. The findings indicate that students generally perceived Grammarly as easy to use and helpful in identifying grammatical errors, expanding vocabulary, and improving sentence-level accuracy. Grammarly was also perceived to encourage self-checking and reflective revision; however, learner independence was found to be conditional, as many students still relied on teacher guidance for contextual and rhetorical aspects of writing. In addition, positive affective outcomes emerged, including increased confidence and reduced anxiety toward writing tasks. Overall, the study suggests that Grammarly functions as a micro-level linguistic scaffold rather than a comprehensive writing tutor. Its pedagogical value is maximized when integrated within teacher-guided instructional frameworks that promote critical engagement with AI feedback, aligning with the human-centered principles of Education 5.0.
JANGER BANYUWANGI: LANGUAGE AS A MEDIUM OF LOCAL CULTURE Ahmad Sulthoni; Dhalia Soetopo
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.37

Abstract

Janger is one of Banyuwangi's traditional performing arts that displays a combination of music, dance, dialogue, and humor as a form of cultural expression of the Osing people. In practice, language functions not only as a means of communication between actors and audiences, but also as the main medium for conveying moral, social, and local wisdom values that are inherited across generations. This study aims to examine the function of language in Janger as a representation of the cultural identity of the Osing people, especially in the midst of social changes due to modernization and tourism. The research method used is qualitative with a literature study approach and in-depth interviews with several Janger art actors and local cultural figures. The results of the study show that the use of the Osing language in Janger has a central role in strengthening the identity and pride of the community. However, in its development, there has been adaptation through the insertion of Javanese and Indonesian languages so that the message is easier to receive to a wider audience, including tourists. This adaptation reflects an effort to maintain the show's relevance without losing its traditional meaning. The language in Janger has proven to have a dual function: as entertainment as well as an educational and reflective medium that strengthens social solidarity. Thus, Janger becomes an arena where the Osing language transforms, maintaining the roots of tradition, but also being open to change to answer the challenges of the times.

Page 1 of 8 | Total Record : 78

 1   2   3   4   5 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2026) Vol. 12 No. 1 (2026) Vol. 11 No. 3 (2025)