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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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HOW DO INDONESIAN IN-SERVICE EFL TEACHERS DEFINE WRITING PRACTICE AND WRITING INSTRUCTION: A MICROECOLOGICAL PERSPECTIVE Nuriska Noviantoro; Muslim Ahmad Bukhori; Yanty Wirza
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/2tqqmg40

Abstract

Despite global shifts towards process-oriented L2 writing instruction, a theory-practice gap persists in Indonesia, where pedagogy often remains product-focused. This study investigates how Indonesian in-service English teachers formulate their beliefs about writing practices and instruction through an ecological lens. A qualitative case study design was employed, involving 20 voluntary high school teachers from Yogyakarta during a professional development program. Data were collected through narrative frames, written narratives, and semi-structured interviews, and analyzed via qualitative content analysis to identify emergent themes. Findings revealed a fragile instructional microsystem, primarily constrained by teachers’ own identities as writers. A significant lack of writing self-efficacy led many to adopt protective, control-oriented pedagogies, such as sentence-level drills and corrective feedback, despite espousing beliefs in process-oriented approaches. This growth mindset paradox highlighted how internal insecurities and external pressures (e.g., administrative burdens, student readiness) undermined the implementation of constructive beliefs. The study concludes that an effective reform must address teachers’ personal writing competencies, suggesting that professional development should focus on building their identity and confidence as writers to foster more authentic, process-focused writing classrooms.
DISCOVERY LEARNING FOR DIGITAL READING: DESIGNING A CONSTRUCTIVE-RESPONSIVE MODEL AND ITS INSTRUCTIONAL IMPLICATIONS Ida Hamidah; Fahrus Zaman Fadhly; Siti Sa'diah
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.v11i3.57

Abstract

The rise of digital reading in higher education has reshaped how students engage with texts, requiring critical navigation and evaluation of multimodal, non-linear information. Despite the growing complexity of digital texts, current instructional models often lack the responsiveness needed to support student comprehension in digital environments. Existing approaches are either too rigid or fail to integrate pedagogical strategies that account for digital reading challenges. This study aimed to design a Discovery Learning-based instructional model grounded in Constructive-Responsive principles to enhance digital reading skills among university students. Using a research and development approach, the study applied the 4D model—Define, Design, Develop, and Disseminate—with data collected through expert validation, field trials, and student feedback at four private universities in West Java, Indonesia. The resulting model integrates six stages of Discovery Learning with adaptive scaffolding, allowing students to explore digital texts actively while developing metacognitive regulation and critical evaluation skills. The model improved students’ comprehension, source evaluation, and digital navigation abilities. This instructional model addresses gaps in digital reading pedagogy by offering a flexible and student-centered framework. It holds potential for broad application in digital literacy instruction and may inform future curriculum and instructional design in higher education. 
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.
DEVELOPMENT OF GOOGLE SITES-BASED E-LEARNING TO ENHANCE READING COMPREHENSION SKILLS OF NARRATIVE TEXTS FOR 5TH GRADE ELEMENTARY SCHOOL STUDENTS Tri Widyaswari; Sardianto Markos Siahaan; Deris Stiawan
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.v12i1.66

Abstract

The development of digital technology necessitates the availability of interactive, flexible learning media that can enhance student engagement in the learning process. This study aims to analyze the effectiveness of Google Sites-based e-learning media in improving the reading comprehension skills of narrative texts among 8th-grade students. The research method employed a quasi-experimental design with a pretest-posttest control group model, involving 48 participants, consisting of an experimental class and a control class. The research instruments included a reading comprehension test, observation sheets, and student response questionnaires. The results showed that the web-based learning media significantly improved students' reading comprehension skills, as indicated by an average N-Gain of 0.77 (high category) in the experimental class, which was superior to the control class with an N-Gain of 0.47 (moderate category). Additionally, students showed very positive responses to the media's appearance, interactivity, and ease of access. These findings confirm that the integration of web-based digital media can support self-directed learning, increase multimodal engagement, and strengthen the text comprehension process. Therefore, Google Sites proves to be an effective modern learning media that can be implemented in language learning, particularly in enhancing reading comprehension skills.
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.
THE EFFECT OF VOWEL REDUCTION DUBBING PRACTICE ON WORD ERROR RATE (WER) OF ASR-GENERATED CAPTIONS IN ZOOM PRESENTATIONS BY EFL LEARNERS Ateng Kurnia; Rudi Hartono; Mursid Saleh; Sri Wahyuni
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/vpg9r361

Abstract

This study investigates the effect of vowel-reduction dubbing practice on the Word Error Rate (WER) of automatic speech recognition (ASR)-generated captions in Zoom-based English presentations. Employing a convergent mixed-methods design, the research examines how misarticulation related to vowel reduction—particularly the realization of schwa—shapes ASR performance and caption accuracy. Twentyseven English teacher candidates completed structured dubbing tasks followed by ASR transcription analysis using Zoom’s auto-captioning system. WER was calculated using standard computational formulae, and both quantitative data (percentages, accuracy ratios, and error rates) and qualitative data (error types, substitution patterns, and prosodic deviations) were systematically analyzed. Results indicate that substitution errors remained the most dominant ASR error type, especially when vowel reduction occurred without adequate prosodic support. A substantial improvement was observed following the intervention: the average WER decreased by approximately 52% (from 27.4% to 13.2%), demonstrating a strong effect of targeted dubbing practice on caption intelligibility. Participants who maintained clearer vowel quality and rhythmic timing achieved consistently lower WER scores, while those applying excessive or inconsistent vowel reduction produced higher rates of substitution and deletion errors. The study highlights the pedagogical value of integrating ASR-based feedback with dubbing activities to strengthen learners’ pronunciation intelligibility and schwa awareness. It further underscores the importance of TPACK-informed instruction that cultivates learners’ sensitivity to both human comprehensibility and machine recognition. Overall, these findings contribute to ongoing developments in pronunciation pedagogy by bridging technology-enhanced learning with EFL teacher education. 
EXPLORING THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION OF REFERENCE BOOKS AND THEIR ORAL PRESENTATION SKILLS IN LEARNING MATERIALS THROUGH YOUTUBE Muhammad Andriana Gaffar; Paulina Novarita; Revalda Ratulisa; Rina Puspitasari
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/5x1fnq92

Abstract

This study investigates the correlation between students’ reference book reading comprehension and their oral presentation skills when delivering educational content through YouTube. Despite extensive research on language skills development, the specific relationship between academic reading comprehension and digital presentation capabilities remains underexplored. Using an explanatory correlational design, this study assessed 7th-semester English Education students at Universitas Islam Nusantara through reading comprehension tests, YouTube presentation evaluations, and perception questionaires. Result revealed a strong positive correlation (r = 0.712, p = 0.009) between reference book comprehension and presentations effectiveness, particularly in content structure, clarity, and delivery confidence. Regression analysis demonstrated that reading comprehension activities significantly predicts oral presentations performance, suggesting that integrated pedagogical approaches combining reading comprehension activities with digital presentation practice could enhance students’ communication competencies. These findings contribute to our understanding of digital literacy development in language education and highlight the potential of YouTube as a platform for self-assessment and skills enhancement. 
WRITING TOGETHER, LEARNING TOGETHER: BOOSTING STUDENT SKILLS THROUGH COLLABORATION Ade Ismail; Indry Widyasti Anwar; Abdulhalim Daud
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/m532xt14

Abstract

This study aims to enhance students’ essay writing skills through the implementation of a qualitative learning model and to investigate their perceptions of the use of collaborative learning in the classroom. A total of 15 students participated in the study. The statistical test results indicated a significance value of p < 0.01, which is below the threshold of 0.05, demonstrating that the use of collaborative learning models in academic writing can significantly improve students’ writing skills. Students’ perceptions of collaborative writing were predominantly positive in terms of overall understanding, comprehension, knowledge exchange, and critical thinking. The mean scores for items 1, 2, 3, and 4 ranged from 3.13 to 3.33, suggesting that students largely perceived collaborative writing as having a positive impact on these aspects. Aspects related to participation, reflecting shared active contribution during collaborative writing activities (item 13) and problem solving by group members (item 3), were rated moderately at 3.13. This indicates that although students reported being engaged, some challenges may still have been encountered in achieving full participation throughout the process
RHETORICAL STRUCTURE OF THE JUDGES’ CONSIDERATIONS IN HATE SPEECH CASES Aisah; Aceng Ruhendi Saifullah; Dadang Sudana
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.v11i3.71

Abstract

This study examines the rhetorical structure of judges’ considerations in hate speech cases from a forensic linguistic perspective. While previous research has largely focused on identifying hate speech in digital discourse or on the linguistic features of evidentiary texts, limited attention has been paid to how judges construct legal reasoning in their written decisions. Employing a qualitative genre-based approach integrated with Rhetorical Structure Theory (RST), this study analyzes judicial considerations as an institutional legal genre characterized by patterned argumentative moves. The findings reveal that judges’ considerations are systematically organized through recurring rhetorical stages, including case contextualization, linguistic evaluation of disputed utterances, alignment with statutory norms, argumentative reinforcement, and verdict legitimation. Coherence within judicial reasoning is predominantly achieved through justification, evaluation, and reinforcement relations, which function to present legal conclusions as inevitable and socially necessary. These results demonstrate that judicial reasoning in hate speech cases is not discursively neutral but strategically constructed to establish legal authority and institutional legitimacy. The study contributes to forensic linguistics and legal discourse analysis by foregrounding judges’ considerations as a central site of meaning-making in hate speech adjudication and by offering an analytical framework for examining rhetorical organization in judicial texts. 

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