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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. 12 no. 1 (2026)" : 25 Documents clear
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.
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.
INVESTIGATING TRANSLATION METHODS AND TECHNIQUES IN RENDERING THE MAITREYA PANCASUTRA FROM CHINESE INTO INDONESIAN: A CASE STUDY Sutarno Sutarno; Ida Ayu Gede Yadnyawati; Sulan Hermajayo; Vitalia Hanako Murni Simanjuntak; Herman Herman
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.v12i1.45

Abstract

This study examines the methods and techniques employed in translating the Maitreya Pancasutra from Classical Chinese into Indonesian, with a focus on how linguistic and cultural complexities are managed. Using a qualitative descriptive approach, this research analyzes how complex linguistic and cultural elements of this sacred Buddhist text are transferred and adapted in translation. Data were collected via document analysis of the source (Classical Chinese) and target (Indonesian) texts, with particular attention to idiomatic expressions, doctrinal terminology, and culture-specific references that pose translation challenges. Using content analysis, the study identifies translation strategies and evaluates their effectiveness in maintaining both semantic fidelity and cultural resonance.,The findings reveal a patterned use of translation methods—including literal translation, borrowing, modulation, adaptation, and communicative enrichment—indicating a consistent strategic effort to preserve sacred terminology while enhancing narrative clarity for Indonesian readers. For instance, the phrase "如是我聞" was translated using a combination of semantic and communicative approaches, while sacred names like “彌勒” (Mílè) were retained through transliteration, reflecting doctrinal respect and the principle of the “Five Untranslatables.” Modulation and cultural approximation were applied to render abstract Buddhist concepts accessible to Indonesian readers, though sometimes leading to simplification of philosophical nuances. The use of adaptation, as in translating “仙人” as “Maharesi,” illustrates how translators navigate cultural gaps between source and target audiences. This study contributes to contemporary Buddhist translation studies by arguing that the Indonesian translation of the Maitreya Pancasutra adopts a hybrid strategy of doctrinal foreignization combined with linguistic and cultural domestication. It underscores the importance of culturally sensitive translation techniques in conveying religious texts meaningfully across linguistic and cultural boundaries.
THE MEDIATING ROLE OF SELF-EFFICACY: HOW SELF-LEADERSHIP DRIVES ACADEMIC PERFORMANCE IN EFL LEARNERS Fetty Poerwita Sary; Alia Afiyati
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.v12i1.55

Abstract

This study investigates the influence of self-leadership on academic performance, the mediating role of self-efficacy, and how these constructs interact in shaping student outcomes. Using a quantitative approach, data were collected from 72 English major students in one of the private university in East Jakarta through a structured questionnaire measuring self-leadership, self-efficacy, and academic performance. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that self-leadership directly enhances academic performance, but its strongest impact occurs indirectly through self-efficacy. The findings suggest that students’ ability to regulate their behaviors, maintain motivation, and engage in constructive self-dialogue builds confidence in their capacity to succeed, ultimately leading to better academic outcomes. This study concludes that fostering self-leadership and self-efficacy is essential for EFL learners to thrive academically. However, given the modest sample size (N = 72, the findings should be interpreted with caution as they may limit the generalizability of the results. Practical implications include integrating self-leadership training and efficacy-building interventions into English language curricula to strengthen learner autonomy, resilience, and long-term success, such as incorporating structured self-leadership modules, guided reflective exercises, and targeted efficacy-enhancement activities within classroom practice to support measurable improvements in students’ academic outcomes.
REVISITING TRANSLATION IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVES UNDER INDONESIA’S NEW CURRICULUM Darmawan Budiyanto; Aswadi Jaya; Kurnia Saputri
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.v12i1.59

Abstract

This study revisits the role of translation in English as a Foreign Language (EFL) classrooms by examining teachers’ perceptions, experiences, and readiness under Kurikulum Merdeka, Indonesia’s new national curriculum. Fifty English teachers from various secondary schools in Palembang participated in this mixed-method research, which utilized an online questionnaire combining closed- and open-ended items to gather both quantitative and qualitative data. The findings reveal that most teachers perceive translation as an integral component of English instruction, particularly for enhancing students’ writing and reading proficiency. While grammar-oriented translation remains dominant, there is a noticeable shift toward meaning-focused and communicative translation practices aligned with task-based learning. This pedagogical transition reflects teachers’ efforts to reconcile traditional accuracy-based instruction with the communicative emphasis of Kurikulum Merdeka. Despite recognizing translation as a complex and demanding approach, the majority of teachers demonstrate strong willingness to integrate it into their teaching, signifying high professional commitment and openness to innovation. The study highlights that translation-based learning serves not only as a bridge between linguistic knowledge and real-world application but also as a tool for developing intercultural competence and reflective teaching practices. These findings underscore the importance of sustained institutional support and targeted professional development programs to strengthen teachers’ pedagogical competence in translation and ensure effective curriculum implementation within Indonesia’s evolving EFL landscape.
JUNGLES OF RESISTANCE: READING ECOLOGICAL SUBJUGATION IN JOSEPH CONRAD’S HEART OF DARKNESS Doni Efrizah; Purwarno Purwarno
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.v12i1.62

Abstract

This study presents a contemporary ecocritical reading of Joseph Conrad’s Heart of Darkness, reexamining the African jungle not as a passive backdrop but as an active ecological agent that resists imperial domination. Employing a qualitative interpretive approach grounded in ecocriticism, the study combines close textual reading with thematic coding to analyze how the Congo River, the African jungle, and colonial infrastructures function as narrative sites of ecological agency. Drawing on recent formulations of slow violence (Davies, 2022), world-ecology (Moore, 2022), and ecofeminism (Gaard, 2022; Sharma & Joshi, 2024), the analysis demonstrates that Conrad’s natural landscapes register the cumulative ecological harm of imperial extraction while simultaneously destabilizing colonial authority. The findings reveal that the Congo River operates as an ecological witness to historical and environmental violence, the jungle emerges as a resistant and self-regulating ecological force that undermines imperial rationality, and colonial outposts symbolize the moral and ecological unsustainability of extractivist ideology. By foregrounding nature’s agency, the study shows how Heart of Darkness anticipates contemporary ecological concerns by linking environmental degradation with ethical and political collapse under empire. Beyond its theoretical contribution, this research highlights the pedagogical relevance of ecocritical literary analysis in English-as-a-Foreign-Language (EFL) contexts in Indonesia. Integrating ecocritical frameworks into literature instruction encourages students to develop critical literacy, environmental awareness, and ethical reflection. Overall, the study repositions Heart of Darkness as a narrative of ecological resistance, demonstrating its continued relevance to contemporary debates on environmental justice, colonial legacies, and sustainability in the environmental humanities.

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