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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 29 Documents
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Search results for , issue "vol. 12 no. 2 (2026)" : 29 Documents clear
AI SPEECH RECOGNITION IN HIGH-SCHOOL EFL SPEAKING ASSESSMENT: EFFECTIVENESS, MEANINGFULNESS, ENJOYMENT Namira Amaliah Putri; Siti Zulaiha; Herri Mulyono; Jihan Fakhira
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.67

Abstract

This mixed-methods study examined the use of an AI-powered automatic speech recognition (ASR) tool (SpeechAce) for high-school EFL speaking assessment, with a focus on perceived effectiveness, meaningfulness, and enjoyment. Thirty students completed pre- and post-surveys, and ten students participated in semi-structured interviews; classroom observations were documented using a structured checklist. The intervention lasted two weeks (four 40-minute meetings) in which students accessed SpeechAce on their smartphones via the web and followed an iterative speak–check–revise routine. Quantitative results (paired-samples t-tests) showed significant gains in perceived speaking skill and meaningfulness, whereas enjoyment remained stable. Qualitative findings indicated that automated, non-judgmental feedback supported lower anxiety, increased willingness to speak, and greater learner autonomy, while teacher facilitation (warm-ups, modelling, and brief mini-lessons) helped students interpret feedback and set revision goals. These findings suggest that ASR-supported assessment can function as a formative learning episode in school contexts when tasks, feedback interpretation, and revision opportunities are explicitly structured.
GENERATIVE AI AND ESP WRITING INSTRUCTION IN A HIGH-CONTEXT ENGINEERING CULTURE: A CASE STUDY IN AN INDONESIAN MANUFACTURING INDUSTRY Fikri Asih Wigati; Fika Natasya Rahma
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.77

Abstract

The swift evolution of generative artificial intelligence (AI) has heightened the necessity to reevaluate writing instruction in English for Specific Purposes (ESP), especially within high context culture environments. This qualitative case study examines three interconnected dimensions of AI integration in genrebased writing instruction for English Specific Purposes (ESP) training within an Indonesian metal industry: the interpretation and application of AI by ESP Teachers in the design of genre-specific writing instruction, the utilization of AI by trainees in the creation of technical documents, and the adaptation of assessment methodologies in the high context culture environment. Data were gathered via comprehensive interviews with 20 managers in the manufacturing industry, classroom observations, and the examination of instructional artifacts. The results show that teachers mostly see AI as a way to help them make genre models and make sure that their teaching materials meet the needs of communication in the field due to the specific knowledge and practices in metal industry. This article also reveals how writing instruction in an ESP metal industry classroom unfolds when AI is integrated within a high-context cultural setting, illustrating the dynamic interplay between technological tools and culturally embedded communication norms. The finding indicates a framework through which the assessment of trainees' writing skill development can be effectively conducted within the context. This study enriches contemporary and empirical insights into AI-integrated genre-based English for Specific Purposes (ESP) instruction within the underrepresented context of the metal industry in a high-context culture. 
THE INTERPLAY OF REFLECTION AND COLLABORATION IN FLIPPED CLASSES TO NURTURE EFL PRE-SERVICE TEACHERS’ TPACK DEVELOPMENT Elis Maolida; Anisa Sofarini; Vina Aini Salsabila
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.82

Abstract

While many studies explore the use of reflection and collaboration in supporting pre-service teachers’ learning, little is known about the integration of both strategies, particularly when tailored to foster technological pedagogical content knowledge (TPACK) development among EFL pre-service teachers. This study investigates the integration of reflection and collaboration in a flipped classroom format and examines Indonesian EFL pre-service teachers’(PSTs) perceptions of how this integration nurtures their TPACK development. Participants included a lecturer and 42 PSTs from Technology Enhanced Language Learning (TELL) class. Data were gathered through classroom observations, syllabus, and interviews with the lecturer and PSTs. The findings reveal that the lecturer facilitated PSTs’ reflection on educational technologies through a variety of reflective activities, integrated with collaborative tasks. Those intertwined practices were embraced by the PSTs and were reported to help them identify the affordances and limitations of technologies in teaching English, select suitable tools to achieve specific learning objectives, and enhance their skills in designing lessons that integrate technology, content, and appropriate teaching methods. Despite those positive perceptions, challenges such as English language barriers, diverse PST characteristics, technical issues (e.g., internet connectivity), and time constraints were identified.
STUDENT ACCEPTANCE AND TEACHER ADAPTATION IN TAILORED EFL GAMIFICATION: THE ROLE OF LEARNER DIVERSITY Eni Mahzumah; Nirwanto Maruf
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.93

Abstract

This study examined how learner diversity influences students’ acceptance of tailored gamification in English as a Foreign Language (EFL) classrooms and how both students and teachers perceive its implementation. Using a sequential mixed methods approach, the study first collected questionnaire data from 108 students, followed by semi structured interviews with 12 students and 2 teachers. Quantitative data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and one way ANOVA, while qualitative data were analyzed thematically to explain the statistical results. The findings showed that learner diversity was positively related to students’ acceptance of gamified learning (r = 0.46, p < 0.01) and significantly predicted it (R² = 0.27, F(3,104) = 12.87, p < 0.001). Among the predictors, motivation had the strongest effect (β = 0.34, p < 0.001), followed by digital literacy (β = 0.28, p < 0.01) and proficiency level (β = 0.19, p < 0.05). Student acceptance also differed significantly across proficiency groups (F(2,105) = 6.45, p < 0.01). Qualitative findings highlighted three key themes: differentiated engagement driven by motivation, digital readiness as a condition for participation, and perceived fairness in gamified design. Teachers emphasized the need to adapt gamification to diverse learner needs through flexible and inclusive strategies. Overall, the study suggests that gamification is more likely to be effective when it is designed and implemented in ways that are responsive to learner diversity.
VOWEL AND DIPHTHONG FOSSILIZATION OF ENGLISH TEACHERS’ SPEECH IN YOGYAKARTA HIGH SCHOOL CLASSROOM Adevia Ananda; Surono; Fauzia
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.107

Abstract

This study aims to identify the forms of vowel and diphthong pronunciation fossilization that occurs in English as a Foreign Language Teachers (EFLTs) in a high school in Yogyakarta. As well as analyzing external and internal factors that contribute to the process. This study uses a qualitative methodology with a case study design. And involves two experienced English teachers who were purposively selected to be involved in this study. Data were collected through classroom observations, video recordings of learning, and in-depth interviews. Data analysis included the process of data reduction, data presentation, and drawing conclusions. The results of the study indicate that both EFLTs experienced pronunciation fossilization in vowels (/ə/, /ɪ/, /ʌ/, /uː/, /æ/, /ɜː/, /ɔː/, /iː/) and diphthongs (/eɪ/, /aɪ/, /əʊ/, /aʊ/, /eə/, /ɪə/). This fossilization is influenced by external factors such as a lack of systematic phonological feedback and limited exposure to authentic English in the school environment and internal factors such as L1 phonological interference, difficulty in distinguishing similar sounds, long-established articulatory habits, psychological attitudes that support pronunciation errors, and teaching experience without ongoing phonetic reflection. Therefore, this study suggests that ongoing phonetic training focused on vowel and diphthong contrasts can increase access to appropriate pronunciation models and foster a culture of phonological correction in the school environment.
EFFECT OF MNEMONIC STRATEGIES ON VOCABULARY MASTERY AND READING LITERACY: A META-ANALYSIS Muhammad Syahril; Merry Lapasau; Widodo
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.108

Abstract

Literacy is a fundamental educational element that extends beyond decoding written symbols to include understanding, using, and reflecting on information, with vocabulary mastery playing a critical role in supporting reading comprehension and overall academic success. This meta-analysis aims to quantitatively synthesize existing research on the effectiveness of mnemonic strategies in enhancing vocabulary acquisition and reading literacy, while also exploring moderating factors that influence these outcomes to provide evidence-based guidance for educational practice. This study employed a rigorous quantitative meta-analytic design using a random-effects model to synthesize effect sizes from 35 empirical studies across various educational levels, examining the direct and mediated effects of mnemonic strategies on vocabulary mastery and reading literacy, while ensuring reliability through a systematic review process, transforming diverse statistical data into standardized effect sizes, addressing heterogeneity and publication bias, and exploring moderator variables through sensitivity and subgroup analyses to provide comprehensive and generalizable insights into the effectiveness of mnemonic instruction. The meta-analysis revealed a significant pooled effect size of 0.81 (95% CI: 0.79 to 0.84) for mnemonic strategies on vocabulary mastery and reading literacy, alongside a significant heterogeneity (Q(34) = 49.47, p = 0.042), indicating variability in effectiveness across studies likely influenced by moderating factors such as learner characteristics and instructional context. Despite this variability, the relatively low heterogeneity (τ = 0.04) and robust model fit (AIC and BIC values) suggest that mnemonic strategies generally produce strong and consistent positive effects on literacy outcomes across diverse educational settings.
DIFFERENTIATED INSTRUCTION IN INCLUSIVE EFL CLASSROOMS: A TWO-CYCLE CASE STUDY FROM INDONESIA Susilawati; Fitri Aprianti; Eline Rozaliya Winarto
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.111

Abstract

The implementation of inclusive classrooms is a mandated educational policy in Indonesia, requiring schools to accommodate students with diverse learning needs, including those with special educational needs (SEN). Within this framework, this study investigates how differentiated instruction (DI) is enacted in an inclusive junior high school EFL classroom in Cirebon and examines its influence on students’ academic engagement and affective experiences. This study provides the first systematic documentation of all four DI components, including content, process, product, and learning environment, across two instructional cycles in an Indonesian inclusive EFL classroom, with disaggregated analysis of student responses by learning profile. Adopting a qualitative case study design, data were collected through classroom observations, formative assessments, teacher reflections, and semi structured interviews, enabling methodological triangulation across the two cycles. The findings show that the teacher implemented multiple forms of differentiation, particularly in content and process, through strategies such as recorded word lists, peer assisted learning, group discussions, visual scaffolds, and tiered tasks. As instruction progressed, these strategies were refined to respond more consistently to students’ diverse readiness levels and learning challenges. Student experiences varied by learning profile: auditory learners showed strong academic engagement but limited affective involvement; kinesthetic learners demonstrated balanced participation; and verbal social learners benefited most from collaborative activities. Students with SEN were supported through extended time, visual aids, and peer mentoring, while independent learners responded positively to opportunities for creative autonomy. Overall, the study shows that differentiated instruction enhances equitable access to EFL learning while fostering motivation, confidence, and belonging in heterogeneous classrooms..
THE STUDY OF LITERARY PARADIGMS  FROM TRADITIONAL TO POST-STRUCTURAL Zakaria; Alifiah Pratiwi; Sultan
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.119

Abstract

Literary studies and criticism from the early period to the post-structural era has undergone a long journey, and likewise, literary scholars have different paradigms in responding to literature. The aim of this writing is to present literary paradigms in depicting the periods of literary development. This writing presents the period of literary development in literature studies for the interests and pedagogical purposes of the reader. The method is conducted by systematic literature review (SLR) procedure. The study finds three phases of paradigm interpretation. First phase, the traditional era to the post-colonial emphasized the importance of the aesthetic aspects of literature as a means of learning the art of writing, as a way to convey moral messages and social and cultural wisdom, to present heroic epics offered in fairy tales, legends, and myths that exist in society, and also emphasize the importance of the biography and background of the author. Second phase, literary paradigm initiated by structuralists and formalists need to literary works independently, the scholars begin to discuss the aspects of epistemology, ontology, and the axiology of literature, the structural elements of literature, and the system of literary text signs by promoting Saussure's ‘signifier/signified’. The third phase is post-strukturalists paradigm, the scholars continue to debate Saussure's ideas broadly, to promote the authority of the reader in literary interpretation. 
REINTERPRETATION OF THE INGKUNG TRADITION: AN ANALYSIS OF MEANING AND CONTEXT IN JAVANESE SOCIETY BORN IN SUMATRA Harianto II; Sutikno Sutikno; Rahmat Kartolo; Asnawi Asnawi; Herman Herman
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.120

Abstract

This study examines the reinterpretation of the Ingkung offering tradition among Javanese people born in Sumatra, particularly in Karang Anyar Village, Simalungun Regency. The study aims to answer three research questions: (1) What are the symbolic meanings of Ingkung offerings as interpreted by the community? (2) How do these offerings function as a medium of communication with God and ancestors, a symbol of harmony, and a carrier of moral values? (3) How has the Ingkung tradition been adapted in the diaspora context? This research employs a descriptive qualitative approach using Charles Sanders Peirce’s semiotic framework. Data were collected through participatory and non-participatory observations conducted over three months and in-depth interviews with 12 participants, including community leaders, traditional leaders, and local residents. Document analysis was also used to support the findings. The results reveal that Ingkung offerings function as a complex symbolic system. The Ingkung chicken, shaped in a prostrating position, symbolizes submission and devotion to God; tumpeng rice represents the cosmic mountain and harmony; while fruits signify fertility and prosperity. These elements collectively convey life messages related to gratitude, balance, and social solidarity. The study also finds that the tradition has undergone adaptation in the Sumatran context while maintaining its core philosophical values. This study contributes to the understanding of cultural reinterpretation in diaspora communities and demonstrates the applicability of Peirce’s semiotic framework in analyzing traditional rituals in contemporary socio-cultural settings.
EFL LEARNERS' PARTICIPATION AMONG PROFICIENCY LEVELS: INSIGHTS FROM STUDENTS AND TEACHERS Risna; Nukmatus Syaria; Jessica
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.130

Abstract

While prior research establishes that participation is affected by proficiency, instruction, motivation, and anxiety, few studies investigate participation by integrating obesrvable classroom behaviour with teachers' interpretations, particularly within Indonesian university EFL context. To bridge this disparity, this study aims to describe how university students with varying English proficiency levels participate in EFL classroom and to explore how teachers interpret university students' participation in light of those prificiency levels. This research applied a case study design and was cinducted in an English Intensive program at an Islamic university in Surabaya, Indonesia. Ten students from two classes and five teachers were involved. Data were collected throuh non- participant classroom observation and in-depth interview with university students and teachers, and were analyzed using thematic analysis to identify patterns of participation and teachers' interpretations. The study found that students' participation appeared in many forms and was not limited to speaking. Higher and immediate prficiency students tended to participate verbally, mostly when prompted by the teacher. Meanwhile, lower proficiency students participated by listening, taking notes, following instructions, and completing tasks. Teachers interpreted participation by considering students' participation level, confodence, task difficulty, and classroom situation. Silence was often viewed as limited language ability or low confidence rather than a lack of interest. The study contributes to a deeper understanding of classroom involvement in EFL classroom environments. The study supports the notions that participation is dependent upon context and socially created, rather than just verbal. It also shows that observed stillness, can indicate cognitive engagement rather than disegagement. By combining teachers' perspectives with students' behaviors, this study implies that participation should be investigated through both behaviour and interpretive lenses. Future reserach should explore classroom participation and consider linguistic, non verbal affective, and contextual elements. 

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