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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 22 Documents
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Search results for , issue "vol. 12 no. 3 (2026)" : 22 Documents clear
A COMPARATIVE STUDY OF LANGUAGE ASSESSMENT LITERACY AMONG EFL TEACHERS IN INDONESIA AND NIGERIA Entika Fani Prastikawati; Yuvita Yuvita; Amrizal Amrizal; Moses Adeleke Adeoye; Samantha Curle
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.136

Abstract

In this comparative study, we examined the Language Assessment Literacy (LAL) of English as a Foreign Language (EFL) teachers in Indonesia and Nigeria, focusing on their contextual factors such as policy frameworks in education systems, LAL-related professional development, and digital infrastructure. The study employed a mixed-method research design by utilizing a comparative cross-sectional survey design and semi-structured interviews. A total of 210 teachers participated in the survey, complemented by 36 semi-structured interview participants across both countries. Quantitative data were analyzed using descriptive statistics and independent samples t-tests to examine cross-country differences in teachers’ assessment knowledge, beliefs, practices, and digital assessment literacy, while qualitative data were analyzed thematically. The quantitative data suggested that Indonesian teachers excelled in understanding and implementing alternative and formative assessments, which was attributed to the positive and reforming the newest curriculum and a consecutive professional development cycle. In contrast, Nigerian teachers appear more dependent on standardized assessments due to both a lack of pertinent pedagogical training and the influence of examination-oriented educational systems on their teaching practices. In addition, due to the availability of technology and unencumbered institutional backing, Indonesian teachers’ understanding of digital assessment was more pronounced. Qualitative data corroborated this systemic phenomenon in Nigeria, where inadequate infrastructure and a lack of professional development are systemic barriers that limit teachers to primitive assessment strategies and practices. Ultimately, the study found that assessment literacy is primarily a sociopolitical construct that contextualizes individual assessments. However, this study is limited by its cross-sectional design and reliance on self-reported data, which may introduce response bias and limit causal interpretations. Despite these limitations, the study offers important implications for policymakers and educators seeking to enhance LAL through context-sensitive reforms and targeted capacity-building initiatives.
INTEGRATING CRITICAL LITERACY INTO ACADEMIC WRITING INSTRUCTION FOR PRE-SERVICE TEACHERS: AN EXPLANATORY SEQUENTIAL MIXED-METHOD Siska Rizkiani; Gartika Pandu Bhuana; Setya Resmini; Ida Lisdawati; Angga Maulana; Nur Fathiyya Zahira Mujahidah
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.145

Abstract

Critical literacy is a core support for EFL pre-service English teachers to process complex, ideologically embedded multimodal texts. However, most current academic writing instruction in EFL teacher education programs shares a widespread common flaw: prioritizing linguistic accuracy while neglecting critical engagement. To explore the actual effect of integrating structured critical literacy tasks into academic writing courses on improving pre-service teachers’ writing performance and critical awareness, this study adopts an explanatory sequential mixed-methods approach, and conducts an 8-week teaching intervention with a sample of 36 pre-service English teachers. The intervention tasks cover critical questioning, multimodal text analysis, and writing critical response papers. For quantitative analysis, a paired-samples t-test is used to process pre-test and post-test writing assessment data, while thematic analysis is used for qualitative analysis to process data from reflection forms and semi-structured interview materials. The study’s results show that the mean writing score increased from 2.81 (SD=0.50) to 3.66 (SD=0.45), t(35)=11.42, p<.001, Cohen’s d=1.90. Scores for critical awareness, argument quality, and evidence use rose by 1.04, 0.91, and 0.78 respectively. Qualitative results indicate that students gradually developed the relevant core competencies, and this set of intervention plans can provide a reusable evidence-based teaching reference for the EFL teacher education field.
REVIEW ON STRUCTURE AND MEANING OF ENGLISH INTERROGATIVE SENTENCES IN AUDIOVISUAL MEDIA Hero Gunawan; Ervina CM Simatupang; Puspita Sari; Vijayaletchumy Subramaniam
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.148

Abstract

This study examines the syntactic forms, semantic meanings, and illocutionary functions of English interrogative sentences in audiovisual media, with particular attention to the alignment or mismatch between form and function. Employing a qualitative descriptive design, data were drawn from three media sources: a documentary (The Social Dilemma), a talk show (The Ellen Show), and a vlog (MrBeast YouTube channel), yielding 30 interrogative sentences for analysis. The findings reveal five syntactic types: yes/no questions (23.3%), wh-questions (23.3%), tag questions (16.7%), declarative questions (20.0%), and echo questions (16.7%). Five illocutionary functions were identified: information-seeking, confirmation-seeking, rhetorical, directive, and expressive, each representing 20% of the sample. Notably, 70% of interrogatives exhibited form-function mismatch, with declarative questions showing complete mismatch (100%), as they retain declarative word order but function as questions through rising intonation. Media context significantly influenced interrogative use: documentaries favored canonical forms and alignment (60%), while talk shows and vlogs exhibited higher mismatch (60-70%) due to their spontaneous, interactive nature. The study demonstrates that syntactic form alone cannot reliably predict pragmatic function in real discourse, supporting the view that function often overrides conventional form. These findings contribute to the syntax-semantics-pragmatics interface, media discourse analysis, and audiovisual translation, with implications for language pedagogy through authentic materials integration.
SCAFFOLD OR CRUTCH? EFL LEARNERS' MULTIMODAL GEN AI EXPERIENCES IN INDONESIA Yuliana Friska; Angga Hidayat; Ani Kusumaningsih; Moh. Thoyib Syafi&#039;i; Nurmalia
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.150

Abstract

Despite the rapid integration of generative AI (GenAI) into EFL learning, most existing research has relied on single-method survey designs that capture student attitudes without explaining how learners actually engage with these tools in practice. This study employed an explanatory sequential mixed-methods design to investigate EFL students’ perceptions of the pedagogical value of multimodal GenAI and to explain those perceptions through in-depth exploration of their learning experiences. Guided by Sociocultural Theory, Multimodal Learning Theory, and Self-Determination Theory, a five-point Likert-scale survey was administered to 183 undergraduate EFL students across five Indonesian higher education institutions, followed by semi-structured interviews with 13 purposefully selected participants representing three distinct perception profiles. Quantitative data were analysed using descriptive statistics and exploratory factor analysis in R, while qualitative data were analysed through reflexive thematic analysis. Findings showed moderately positive perceptions of GenAI’s pedagogical value (M = 3.62, SD = 0.75), with critical thinking concern emerging as the most salient risk (M = 3.90, SD = 1.15) and a strong demand for lecturer guidance on ethical AI use (M = 3.72, SD = 1.20). Four themes were identified: GenAI as a language empowerment tool, navigating the balance between support and overreliance, enhancing engagement through multimodality, and shaping teacher roles. These findings point to the need for AI literacy curricula that develop students’ critical, ethical, and self-regulatory capacities in Indonesian higher education contexts.
INTRA-SENTENTIAL CODE MIXING IN INDONESIAN GEN Z’S DAILY CONVERSATIONS ON YOUTUBE PODCASTS Zahara A’lia; Yunisrina Qismullah Yusuf; Dohra Fitrisia
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.175

Abstract

This study contributes to the field of digital sociolinguistics by examining intra-sentential code-mixing in Indonesian Generation Z (Gen Z) YouTube podcast discourse, a context that remains underexplored in research on spoken digital media. This study aims to investigate the occurrence and patterns of intra-sentential code-mixing in Indonesian Gen Z's YouTube podcast conversations. A qualitative research design was employed to analyze naturally occurring speech in online interactions. The dataset consisted of 10 YouTube podcast videos featuring Gen Z speakers discussing daily life and entertainment-related topics. The analysis identified 190 instances of intra-sentential code-mixing, categorized into three structural levels: 110 word-level occurrences, 55 phrase-level occurrences, and 25 sentence-level occurrences. Word-level code-mixing emerged as the most dominant form, indicating its frequent use in spontaneous digital communication. Phrase-level and sentence-level forms were also present, reflecting varying degrees of bilingual integration within conversational speech. The findings suggest that the interchange of cultural exposure, technological affordances, and social environments shapes multilingual practices among Indonesian Gen Z. The dominance of word-level insertion indicates a tendency toward efficient lexical borrowing within fluid bilingual speech. Meanwhile, higher-level mixing forms uncover speakers’ ability to alternate and integrate languages flexibly depending on communicative needs and interactional context. Intra-sentential code-mixing is shown to function as a normalized communicative strategy rather than a deviation from standard language use. It reflects the adaptive linguistic behavior of digital-native speakers in multilingual settings. This study discloses the dynamic and evolving nature of bilingual discourse in contemporary digital spaces. It contributes to a beneficial understanding of language practices among Indonesian Gen Z in online spoken media.
EXPLORING EARLY CHILDHOOD TEACHERS' CONFIDENCE IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA Alfu Nikmah; Pasiningsih; Muhammad Noor Sulaiman Syah
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.183

Abstract

As more early childhood education (ECE) institutions in Indonesia teach English to young learners, the demand for ECE teachers with the competence to teach English is increasing. Self-confidence is the most common reason causing the lack of English language skills among ECE teachers. This study explores Indonesian Early Childhood Education Teachers’ Confidence in Teaching English to Young Learners. Quantitative research was used as the method of this research. An adaptation of 5 Likert scale questionnaire from Chen et al was used to collect the data. A total of 545 ECE teachers who currently introduce English in their classrooms participated in this study. The data was then analyzed using quantitative descriptive analysis (Mean & Standard Deviation). Findings showed that teachers were confident about their knowledge of strategies for helping children learn English, but they are less confident in knowing what children already know about English when they enter early childhood education. They show good reading comprehension and creative problem-solving skills. However, sometimes they feel nervous and less confident in their speaking and listening skills. Ongoing workshops and peer-sharing sessions can help teachers improve their confidence and skills.
THE IMPACT OF FILM-BASED INPUT ON EFL STUDENTS' THE IMPACT OF FILM-BASED INPUT ON EFL STUDENTS' CONVERSATIONAL FLUENCY AND METAPRAGMATIC AWARENESS Ibrahim Ammar Bashir Aldwaibi; Dias Andris Susanto; Senowarsito
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.196

Abstract

This quasi-experimental study examined whether film-based authentic input could improve conversational fluency and metapragmatic awareness among university-level EFL learners and explored the relationship between these two abilities. The participants consisted of 60 Indonesian undergraduate students studying English as a foreign language, who were randomly divided into experimental and control groups. Over an eight-week period, the experimental group participated in film-based learning activities that incorporated dialogue analysis, role-playing, shadowing exercises, and guided pragmatic reflection. In contrast, the control group followed conventional English instruction. Data were obtained from speaking assessments and metapragmatic awareness questionnaires administered before and after the intervention. The data were analyzed using descriptive and inferential statistical procedures, including paired-samples and independent-samples t-tests as well as Pearson correlation analysis. The results showed substantial gains in the experimental group's conversational fluency, with scores increasing from 52.40 to 68.90 (d = 1.80), and in metapragmatic awareness, which rose from 49.75 to 66.40 (d = 1.90). The experimental group also achieved significantly better results than the control group. Furthermore, the analysis revealed a strong positive relationship between conversational fluency and metapragmatic awareness (r = 0.72, p < .001). These findings suggest that authentic input delivered through films can effectively develop both conversational fluency and metapragmatic awareness, with improvement in one area potentially supporting development in the other. The study provides empirical support for incorporating film-based instruction into EFL teaching, especially in learning environments where opportunities for exposure to authentic English are limited. It also highlights the value of active and multimodal classroom activities for promoting learners' communicative development.
BEYOND RULE VIOLATION: A COGNITIVE GRAMMAR ANALYSIS OF TENSE-RELATED ERRORS IN PASSIVE VOICE AMONG INDONESIAN EFL LEARNERS Elsan Arvian; Winda Lutfiyanti; Fathur Ramadhan
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.171

Abstract

Passive voice remains one of the most challenging grammatical structures for Indonesian EFL learners, largely due to structural differences between English and Indonesian sentence systems, particularly in tense marking and participant perspective. This study aims to identify the types of errors made by Indonesian EFL students in constructing passive voice sentences and to explain these errors from the perspective of Cognitive Grammar. The study employed a descriptive qualitative design supported by quantitative data. Participants were fifth-semester students of the English Department at STBA JIA Bekasi, selected through purposive sampling. Data were collected through a 20-item passive voice transformation test and analyzed using the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982), while learners' conceptualization was interpreted through Langacker's (2008) Cognitive Grammar framework. The findings revealed 224 errors, with misformation as the most frequent category, accounting for 83.9% of all errors and encompassing inappropriate use of tense (37.1%), verb form errors (26.3%), inappropriate use of auxiliary verbs (13.4%), and inappropriate verb use (7.1%). This was followed by omission errors (8.9%, comprising omission of auxiliary verbs and omission of letters) and misordering errors (7.1%). From the Cognitive Grammar perspective, these errors reflect difficulties in temporal grounding, participant profiling, and event construal. The findings suggest that students face challenges not only in applying grammatical rules but also in conceptualizing passive constructions appropriately.
TRAUMA, DISSOCIATION, AND CINEMATIC AMPLIFICATION IN SPLIT: A HERMAN-INFORMED ANALYSIS OF KEVIN WENDELL CRUMB Bahar; Dahlia Husain; Ana Mariana
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.180

Abstract

This study examines how psychological trauma and dissociation are represented through Kevin Wendell Crumb in M. Night Shyamalan's Split using Judith Herman's trauma framework. Treating the film as a cultural text rather than a clinical case, it combines theory-driven thematic analysis with semiotic attention to selected scenes, dialogue, performance, and recurring visual cues. The analysis focuses on Herman's clusters of hyperarousal, intrusion, and constriction and on the film's use of childhood maltreatment as narrative explanation. The findings show that hyperarousal is constructed through vigilance, ritualised control, and aggression; intrusion through cue-triggered and fragmented returns of childhood memory; and constriction through affective narrowing, detachment, and rigid survival roles. Sustained childhood physical abuse is foregrounded as the dominant explanatory past, while other forms of maltreatment receive limited narrative space. The study argues that Split draws on recognisable trauma discourse but intensifies it through thriller-horror conventions, especially by converting defensive responses and dissociation into signs of danger and exceptional power. It therefore proposes a distinction between clinical recognisability and cinematic amplification as a concise framework for analysing trauma representation without treating fictional behaviour as diagnosis.
EXPLORING ENGLISH TEACHERS’ TPACK TRANSFORMATION THROUGH AI-SUPPORTED ARGUMENTATIVE WRITING INSTRUCTION Roni Sita Widyastuti; Dwita Laksmita Rachmawati; Slamet Asari
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.182

Abstract

The integration of Artificial Intelligence (AI) has transformed English language teaching by reshaping teachers' Technological Pedagogical Content Knowledge (TPACK), particularly in argumentative writing instruction. However, limited research has explored how teachers with different levels of English proficiency experience this transformation. This study aimed to investigate the AI-based TPACK transformation of English as a Foreign Language (EFL) teachers with advanced and below-advanced English proficiency in teaching argumentative writing. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with four purposively selected EFL teachers and analysed using thematic analysis. The findings revealed five interconnected themes: transformation of technological knowledge, pedagogical knowledge, content knowledge, challenges and adaptive strategies, and professional identity transformation. Teachers with advanced English proficiency demonstrated greater confidence in utilizing AI for instructional innovation, whereas those with below-advanced proficiency experienced a more gradual transformation through continuous experimentation and reflective practice. Nevertheless, both groups showed progressive AI-supported TPACK development, suggesting that English proficiency influenced the pace and depth of transformation rather than teachers’ ability to integrate AI effectively. The study contributes to AI-TPACK theory by providing a narrative account of teachers lived experiences and demonstrating how technological, pedagogical, and content knowledge are dynamically reconstructed through AI-supported instruction. It also highlights the importance of AI literacy, pedagogical innovation, and reflective professional development for sustainable AI integration in EFL writing instruction.

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