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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 25 Documents
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Search results for , issue "vol. 11 no. 3 (2025)" : 25 Documents clear
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.
INVESTIGATING THE ROLE OF ACTIVE LEARNING IN ENHANCING WILLINGNESS TO COMMUNICATE AND SELFEFFICACY AMONG INDONESIAN SECONDARY-SCHOOL EFL LEARNERS Lina Rachmawati; Slamet Asari; Nirwanto Maruf
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/eztbjd98

Abstract

Active learning is increasingly recognized as a catalyst for improving both communicative behavior and psychological readiness in EFL classrooms. This study aimed to examine the effects of active learning on willingness to communicate (WTC) and self-efficacy among Indonesian eleventh-grade EFL students, and to explore the relationship between these constructs post-intervention. Employing a convergent parallel mixed-methods design, seventy students were assigned to experimental (active learning) and control (traditional instruction) groups for six weeks; data were collected via validated questionnaires, classroom observations, and interviews, and analyzed using t-tests, ANOVA, regression, and thematic analysis. Results showed that active learning produced large, significant gains in both WTC (Cohen’s d = 1.62) and self-efficacy (d = 1.79), with self-efficacy accounting for unique variance in post-intervention WTC (ΔR² = .18). Thematic analysis revealed that increased confidence and peer support were key mechanisms, as students described a shift from fear of mistakes to a focus on self-expression. Theoretically, the study extends Bandura’s self-efficacy theory into the L2 WTC domain and confirms the nested WTC model’s claim that instructional method can override dispositional barriers. Methodologically, this study offers a rigorous mixed-methods experiment in an Asian secondary-school EFL context, integrating fidelity checks, student voice, and robust effect-size estimation to strengthen validity and depth of interpretation. Practically, findings support integrating peer-teaching, scaffolding micro-presentations, and using selfefficacy pulse-checks. Results are generalizable to adolescent EFL learners in similar settings. Policy should promote active learning to foster communicative readiness. Future research should test the SE→WTC pathway in digital learning environments. 
ARTIFICIAL INTELLIGENCE ON EFL IN VOCATIONAL HIGH SCHOOL: THE IMPACT OF TALKPAL.AI ON SPEAKING SKILL Moh. Santoso; Khoirul Anwar; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/991nty70

Abstract

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) teaching has transformed how learners practice speaking, offering interactive, adaptive, and anxiety free environments. However, while AI tools have shown significant benefits in higher education, their use in vocational high schools where communication skills must align with industry specific needs remains underexplored. Most prior studies focus on university contexts, overlooking vocational learners who require workplace-oriented communication training. This study examines the impact of Talkpal.AI, an AI-based conversational platform, on vocational high school students’ English-speaking proficiency, focusing on fluency, accuracy, and communicative confidence. Using a mixed-methods design, seventy students were divided into experimental and control groups. The experimental group practiced with Talkpal.AI for six weeks, while the control group followed traditional instruction from teacher with same time. Quantitative result indicated a significant improvement in the experimental group’s speaking performance (p < .001, Cohen’s d = 1.45), particularly in fluency and pronunciation, confirming Talkpal.AI’s effectiveness in enhancing oral proficiency. Qualitative findings indicated that Talkpal.AI fostered confidence and reduced anxiety, yet students required extensive scaffolding to use the AI effectively for self-directed learning. Initial difficulties included interpreting feedback, sustaining motivation, and managing technical barriers. The study concludes that AI-assisted speaking practice enhances communicative competence when integrated with structured teacher guidance and reflective learning strategies, reinforcing AI’s potential as a pedagogical partner in vocational EFL context. 
TRANSLANGUAGING AS EMOTIONAL SCAFFOLDING: REDUCING SPEAKING ANXIETY AND FOSTERING ORAL PROFICIENCY IN AN INDONESIAN EFL CONTEXT Yopi Indah Susila; Slamet Asari
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/sjdvk054

Abstract

Speaking anxiety is one of the most common challenges in English as a Foreign Language (EFL) learning, particularly in multilingual settings like Indonesia. This study investigates how translanguaging-based emotional scaffolding (TES)—a combination of flexible language use and emotional support—can reduce speaking anxiety and improve speaking performance among learners in Kampung Inggris Pare. Using a qualitatively driven mixed-method design, data were collected from 28 students through questionnaires and reflective responses. Quantitative data were analyzed descriptively, while qualitative data were examined thematically. The results show that most learners used their first language to plan ideas before speaking English and received consistent emotional support from tutors. Translanguaging helped students reduce linguistic pressure, while emotional scaffolding through praise, empathy, and supportive feedback created a comfortable learning atmosphere. These combined practices effectively lowered anxiety, increased confidence, and improved speaking fluency. A few learners, however, preferred full-English instruction, believing it accelerated fluency. Overall, the study concludes that TES can balance both emotional and cognitive aspects of language learning and serves as an effective approach to build confidence, motivation, and communicative competence in multilingual EFL environments. These findings highlight the importance of integrating emotional and linguistic support in EFL pedagogy. Translanguaging-based emotional scaffolding offers a sustainable pathway for educators to foster confidence, reduce anxiety, and create more inclusive learning environments in multilingual contexts. 
ENACTING AGENCY IN INFORMAL LEARNING: AN ECOLOGICAL STUDY OF EFL LEARNERS’ PODCAST USE FOR VOCABULARY DEVELOPMENT Melisa Sri; Emi Emilia; Raden Safrina
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/smwwe661

Abstract

Podcasts have emerged as an accessible, flexible, and learner-centered resource in informal English vocabulary development. While learner autonomy and digital vocabulary learning have been studied, limited research has investigated how EFL learners exercise agency when using podcasts in informal settings, particularly through a theoretically grounded lens. This study explores how EFL learners enact agency in vocabulary learning through podcasts, using Priestley et al.’s (2015) ecological model of agency, which incorporates iterational, practical-evaluative, and projective dimensions. Adopting a qualitative phenomenological design, the study involved eight EFL learners who regularly used podcasts for vocabulary learning. Data were gathered through semi-structured interviews and reflective journals and analyzed thematically. The findings show that learners’ agentic engagement is shaped by past learning experiences, present decision-making strategies, and future language goals. Participants demonstrated autonomy in selecting content, integrating podcasts into their routines, and using supplementary digital tools. Their engagement was guided by previous experiences with formal learning, personal beliefs about language acquisition, and aspirations for academic or professional success. The study concludes that learner agency is a dynamic, contextually situated, and future-oriented process, and that podcasts offer a meaningful platform for enacting such agency in vocabulary development beyond the classroom.
ENHANCING STUDENTS’ ESSAY WRITING SKILLS THROUGH THE IELTS TASK 2 MODEL ESSAY APPROACH Agus Supriyadi; Indry Widyasti Anwar; Magvirah Octasary; Wang Xiaoqian; Eka Wahjuningsih
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/ieflj.v11i3.52

Abstract

This study investigates the effectiveness of using IELTS Writing Task 2 model essays as a pedagogical tool to enhance students' academic essay writing skills. Recognizing the challenges many learners face in organizing ideas, developing arguments, and using appropriate academic language langusge, this research explorer how exposure to high-quality model essays can improve students' writing performance. A classroom based intervention was conducted with undergraduate English language leaners, incoperating model essays analysis, guided practice, and peer feedback. Pre and post intervention writing assessment, along with student reflections, were used to evaluate the impact. The results of this study indicate that using IELTS Writing Task 2 as a model for essay instruction leads to a statistically and pedagogically significant improvement in students' writing abilities. The mean score for the pre-test was 3.95 (SD=0.78), and the post test mean rose to 4.70 (SD=0.67). The difference was statistically significant with p < 0.001. The finding indicate that students demonstrated notable improvements in coherence, cohesion, cocabulary usage, and task response. Moreover, students reported increased confidence and better understanding of essay structure and argumentation techniques. This study concludes that integrating IELTS Test 2 model essays into writing instruction is an effective strategy for developing students' academic writing competence.
CULTIVATING CRITICAL INFERENCE SKILLS: A PROBLEM-BASED LEARNING MODEL FOR HIGH SCHOOL STUDENTS Sumartono; Sri Wuli Fitriati; Sri Wahyuni; Zulfa Sakhiyya
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/x4derq44

Abstract

In the era of Industry 4.0, the demand for 21st-century competencies such as critical and inferential reasoning has become increasingly essential for educational success and workplace readiness. However, many traditional classroom practices still focus primarily on content delivery rather than developing students’ higher-order thinking skills. Responding to this gap, this study investigates the effect of the Problem-Based Learning (PBL) approach on enhancing students’ inference skills compared with conventional teaching methods. The research was conducted among in-service vocational English teachers participating in the Teacher Professional Education Program. A quasi-experimental design was employed, involving control and experimental groups, with data collected through pre-test and post-test assessments. The Shapiro–Wilk test confirmed that the data in both groups were normally distributed at both the pre-test and post-test. The findings revealed that the PBL group demonstrated a significant improvement in inference skills, while the control group showed only marginal progress. This indicates that PBL’s student-centered and inquiry-based framework effectively stimulates reasoning processes through problem identification, hypothesis formulation, evidence-based analysis, and reflective thinking. The authenticity of learning contexts in PBL also fosters deeper cognitive engagement and facilitates the transfer of inference skills to novel situations. Consequently, this study provides empirical support for the implementation of constructivist pedagogies in English language teaching, emphasizing the importance of integrating reasoning-oriented learning strategies to develop learners’ critical and inferential thinking. The implications highlight the need for teacher education programs to systematically incorporate PBL in order to cultivate essential higher-order thinking competencies required in the 21st-century professional landscape.    

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