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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 78 Documents
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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. 
SPEAKING ENGLISH IN THE PESANTREN: A GENDER-BASED ANALYSIS OF MORPHOSYNTACTIC AND LEXICAL PATTERNS Tanzir Masykar; Mahlil Mahlil; Hery Wiharja; Febri Nurrahmi; Nurul Taflihati Masykar; Riza Hasan
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/asknan92

Abstract

English has become a significant medium of communication in Indonesian pesantren, yet limited research has examined how students in this setting produce spoken English. Previous studies have largely focused on curriculum, teacher identity, and learner motivation, while little attention has been given to the morphosyntactic and lexical features of pesantren students’ actual speech. This study addresses the gap by analyzing the spoken English of 19 students (10 male, 9 female) from a pesantren in Banda Aceh through recorded interviews that were transcribed and coded for grammatical, lexical, and discourse errors. Error types were classified using an SLA-oriented framework, including inflectional and derivational morphology, syntax, lexical choice, pragmatic/discourse, and interlingual errors. The findings reveal that female students were more vulnerable to inflectional morphology errors (50.72%), particularly with verb tense, copula omission, articles, and plural –s. Male students showed higher proportions of syntax errors (33.88%) and pragmatic/discourse errors (7.10%), including misordering, fragments, redundancy, and repetition. Both groups shared difficulties with derivational morphology and lexical choice, while interlingual interference was minimal. The results suggest that while pesantren students share developmental L2 difficulties, gender-based differences emerge in their grammatical and discourse patterns, offering implications for pedagogy and curriculum design.
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. 
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.
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.    
EXPLORING ENGLISH PROFICIENCY LEVELS OF INDONESIAN UNIVERSITY STUDENTS THROUGH ENGLISHSCORE BASED ASSESSMENT Diah Kurniati; Ahdi Riyono; Achmad Solaeman; Arceli R. Millan; Nooreen Noordin
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/9kjdz259

Abstract

English language proficiency is a critical competency for university students in Indonesia, serving as a gateway to academic achievement, global engagement, and professional advancement. Despite its importance, limited empirical data exist on students' actual proficiency levels, especially through mobile-based assessments designed to reflect real-world language use in context. This study investigates the English proficiency of Indonesian undergraduate students using the EnglishScore mobile application—an internationally recognized assessment tool that differs from traditional exams like TOEFL or IELTS by offering short, adaptive, and skills-specific tests accessible via smartphones. Utilizing a quantitative descriptive design, the study assessed 1.216 students from various departments on grammar, vocabulary, reading, and listening, aligned with CEFR standards. Results show that 55% of students are at A1, 28% at A2, 12% at B1, and only 3% at B2. These findings reveal a substantial gap between expected and actual proficiency levels after years of formal instruction. The research highlights the urgent need for universities to adopt communicative, proficiency-oriented curricula and leverage mobile-based diagnostics to inform instruction. Mobile tools like EnglishScore, which mirror authentic language use by simulating everyday communicative tasks, offer scalable, low-barrier alternatives for assessment. This study contributes to the underexplored area of digital language testing in Indonesia and provides actionable insights for policymakers and educators to enhance language learning strategies through technology-informed policy and pedagogy. 
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.

Page 2 of 8 | Total Record : 78

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