cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
ieflj@uniku.ac.id
Phone
+6281214101193
Journal Mail Official
ieflj@uniku.ac.id
Editorial Address
https://ieflj.uniku.ac.id/pub/about/editorialTeam
Location
Kab. kuningan,
Jawa barat
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
 2   3   4   5   6 
AI-ENHANCED MULTIMODAL READING: EXPLORING ITS IMPACT ON EFL LEARNERS’ READING COMPREHENSION AND ENGAGEMENT IN MADRASAH Hasna Fitri Labibah; Januarius Mujiyanto; Dwi Rukmini; Whidiyanto
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/v94fzg98

Abstract

This study investigates the impact of AI-enhanced multimodal reading on EFL learners’ comprehension and engagement in an Indonesian madrasah context. Employing an explanatory sequential mixed-methods design, the research combined a pre-experimental one-group pretest–posttest design with semi-structured interviews. Thirty eleventh-grade students at MAS Al Falah, Tulang Bawang, participated in the quantitative phase, while six students were purposively selected for the qualitative phase. The intervention, conducted over four weeks, integrated DALL·E-generated visuals into reading tasks covering topics such as Indonesian environmental figures, digital literacies, and personal identity. Quantitative findings revealed a significant improvement in learners’ comprehension, with mean scores rising from 75.07 (pretest) to 81.73 (posttest), and an N-Gain of 0.269 indicating low-to-moderate progress. Qualitative analysis further explained these gains, showing that students attributed their improvement to visual scaffolding, heightened motivation, stronger identity connection, and collaborative meaning-making, although some expressed challenges in interpreting AI-generated images. The integration of both strands through joint display confirmed that cognitive, affective, and sociocultural dimensions collectively shaped learning outcomes. The study concludes that AI-enhanced multimodal reading can enrich EFL pedagogy by promoting comprehension and engagement, while also highlighting the need for scaffolding and digital literacy development. Future research should extend to longitudinal designs, larger populations, and comparative analyses of different AI tools to sustain and generalize the benefits of multimodal learning. 
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. 
SOCIOLINGUISTIC STUDY OF HATE SPEECH AS FOUND IN COMMENTARIES OFINDONESIAN PRESIDENTIAL CANDIDATES’ INSTAGRAM Sondang Manik; Rony Arahta Sembirig; Jubil Ezer Sihite; Ardiwan Halawa
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/dhf6tw38

Abstract

This study investigates the sociolinguistic patterns of hate speech directed at the three Indonesian presidential candidates on Instagram during the 2024 election campaign. Grounded in qualitative–descriptive inquiry, the research analyzes 180 public comments using sociolinguistic discourse analysis, thematic categorization, and interpretive frameworks. Findings show that hate expressions are shaped by political identity, emotional intensity, and ideological positioning. Hate directed at Prabowo Subianto is dominated by revenge (30%) and sadism (26.7%), reflecting emotionally charged hostility tied to his long political history. Anies Baswedan receives predominantly instrumental violence (30%) and revenge (28.3%), indicating strategic attempts to delegitimize his credibility and dissatisfaction with his political maneuvers. For Ganjar Pranowo, instrumental violence (36.7%) and ideology-driven attacks (21.7%) are most prominent, embedding him in narratives of systemic distrust and corruption. Across candidates, hate speech operates as a sociolinguistic mechanism for constructing identity, reinforcing group boundaries, and sustaining political polarization in digital spaces. The study contributes to Indonesian sociolinguistic research by offering a context-specific examination of hate speech on Instagram, highlighting its linguistic forms, discursive strategies, and implications for digital political communication, identity construction, and mitigation efforts. 
STEAM-ORIENTED TRANSFORMATIONS IN ONLINE COLLABORATIVE LEARNING TO BOOST READING COMPREHENSION: A META-SYNTHETIC ANALYSIS Novarita Novarita; Abdurrahman Abdurrahman; Cucu Sutarsyah; Budi Kadaryanto
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.v11i3.80

Abstract

This meta-synthetic analysis shows that STEAM-based transformations within online collaborative learning environments significantly enhance students’ reading comprehension. Across the synthesized studies, STEAM integration—through inquiry-driven tasks, interdisciplinary problem-solving, and multimodal digital tools—consistently improved literal, inferential, and evaluative comprehension skills. These gains were closely linked to increases in learner engagement, motivation, and sustained collaboration, indicating that reading becomes more meaningful when embedded in authentic, interdisciplinary contexts. The findings highlight that effective STEAM-oriented online collaboration requires clear scaffolding, structured group roles, and technology that supports co-construction of meaning. Platforms enabling joint annotation, discussion, and reflection helped students interpret texts from multiple perspectives and build deeper understanding. The results align strongly with social constructivism, cognitive load theory, and multiliteracies, demonstrating that students learn best when reading is approached as an active, social, and multimodal process. Nevertheless, several challenges emerged, including uneven digital literacy, inconsistent group participation, and teacher readiness for facilitating interdisciplinary online learning. Addressing these limitations will require deliberate instructional design, accessible digital tools, and ongoing professional development. This study provides an integrated perspective on how STEAM-based online collaborative learning meaningfully supports reading comprehension. By synthesizing diverse evidence, it establishes a coherent framework for designing innovative, technology-enhanced reading instruction. Future research should explore long-term learning effects, scalable implementation models, and the potential of emerging AI tools to support STEAM-aligned collaborative literacy practices. 
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.
THE REPRESENTATION OF JAPAN DIPLOMACY IDEOLOGY IN JAPAN EMBASSY’ INSTAGRAM SOCIAL MEDIA CONTENT Asteria Permata Martawijaya; Syihabuddin; Dadang Sudana; Dedi Sutedi
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.v11i3.83

Abstract

The proliferation of social media has fundamentally transformed the practice of public diplomacy, with visual platforms like Instagram becoming critical arenas for nations to project strategic narratives and ideological perspectives. This study investigates the representation of Japan's diplomatic ideology through the official Instagram account of a selected Japan Embassy. Employing a Critical Digital Discourse Analysis (CDDA) framework, the research conducts a qualitative, multimodal analysis of visual and textual content to deconstruct the embedded ideological messaging. The findings reveal three dominant, interlocking narratives: (1) the construction of Japan as a Proactive Contributor to Peace, emphasizing normative governance and humanitarian partnership; (2) the ideology of Fusionism, which seamlessly blends traditional heritage with hyper-modern innovation to present a model of balanced societal progress; and (3) the cultivation of Relational Affinity through accessible cultural content and personalized "selfie diplomacy," designed to foster emotional connection and positive perception. The study concludes that the embassy’s Instagram is a sophisticated instrument of digital statecraft, where diplomatic doctrine is translated into consumable visualtextual narratives to advance soft power objectives. This performance, however, involves a strategic curation that silences complexities, raising critical questions about the transformation of diplomatic discourse within the commercial and affective logics of social media platforms. The research contributes to the growing literature on digital diplomacy by providing a critical, non-Western case study and highlighting the nuanced mechanisms of ideological representation in the digital age. 
IMPLEMENTATION OF DEEP LEARNING OF CRITICAL LISTENING SKILLS IN HIGHER EDUCATION: A STRATEGY TO IMPROVE THE QUALITY OF EDUCATION Deby Luriawati Naryatmojo; Santi Pratiwi Tri Utami; Dyah Prabaningrum
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.v12i1.86

Abstract

This study aimed to evaluate the effectiveness of a deep learning-based instructional model in improving critical listening skills in higher education. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group. Two classes from Indonesian Language and Literature Education programs at two state universities with “A” accreditation were purposively selected. The instrument was a seven-item essay test that had been validated for reliability, item difficulty, and discrimination power. Assumption checks (Shapiro–Wilk and Levene tests) confirmed data normality and homogeneity of variance. Baseline differences were analyzed using independent-samples t-tests; within-group gains were tested with paired-samples t-tests; between-group posttest differences with independent-samples t-tests; and learning efficiency was summarized using the N-gain index. Both groups demonstrated significant improvement from the pretest to the posttest (p < 0.001). The experimental group achieved a higher mean posttest score of 83.54 ± 7.33 compared to the control group, which was 79.63 ± 5.31, representing a statistically significant difference (p = 0.012). The experimental group also demonstrated a significantly higher N-gain (p = 0.020), with a high-gain category (13.51%) observed only in this group. Deep learning-based instruction proved more effective than conventional teaching in enhancing critical listening skills, both in absolute achievement and learning efficiency. These findings support the adoption of deep learning pedagogy as an instructional strategy to strengthen students’ critical literacy and 21st-century competencies in higher education.
MAINTAINING AND INHERITING DIALECTAL TRADITIONS THROUGH THE LENS OF LANGUAGE ECOLOGY Hetilaniar; Dessy Wardiah
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.v12i1.87

Abstract

This study investigates the challenges and strategies for preserving and passing down local dialects in South Sumatra, focusing on language ecology. Findings from interviews, field observations, and local document analysis reveal a significant decline in dialect usage, largely confined to informal family interactions, while Bahasa Indonesia and English dominate educational and professional contexts. Social and linguistic changes, influenced by urbanization and migration, further marginalize dialects. The study identifies several strategies for preserving dialects, including incorporating dialects into English as a Foreign Language (EFL) teaching, dialect digitization, media development, and community involvement. EFL teachers can use local dialects to teach English, integrating cultural elements such as folk tales to enhance students' language skills and promote linguistic diversity. Despite the challenges posed by globalization, these localized approaches can help maintain dialects in South Sumatra. The research provides valuable insights into the preservation of dialects in the region and offers practical implications for EFL education to support linguistic and cultural heritage. 
A BASIC ENGLISH TEXTBOOK IN ENGLISH FOR COMMUNICATION AND LEARNING STRATEGIES FOR NON-ENGLISH STUDY PROGRAMS Mara Untung Ritonga; Elly Prihasti Wuryuni; Rizki Fadila Nasution
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.v12i1.89

Abstract

This study examines the learning strategies of non–English major students and evaluates the feasibility and effectiveness of A Basic Textbook in English for Communication as a communicative instructional resource in higher education. Persistent challenges in students’ speaking performance, including limited fluency, frequent first language reliance, communication anxiety, and avoidance strategies underscore the need for structured and contextually relevant learning materials. The study employed a research and development (R&D) approach adapted from the Borg and Gall model, encompassing needs analysis, textbook design, expert validation, limited field testing, and effectiveness evaluation. Data were collected through expert validation instruments, speaking performance tests, classroom observations, and student response questionnaires. Expert validation results indicated a high level of feasibility, with mean scores ranging from 4.21 to 4.32 across content, pedagogy, and media design aspects. Effectiveness testing showed a significant improvement in students’ speaking performance, with the mean score increasing from 65.4 (pre-test) to 82.7 (post-test). The instructional impact was further supported by a high effect size (Cohen’s d = 1.12), indicating a strong practical effect of the textbook intervention. Improvements were observed across all speaking components, including fluency, accuracy, vocabulary, pronunciation, and interaction. Qualitative findings revealed a notable shift in students’ communication strategies from avoidance behaviors toward more productive strategies such as paraphrasing, self-repair, circumlocution, and clarification requests, reflecting increased confidence and willingness to communicate. Overall, the findings demonstrate that a task-based, communicative English textbook can effectively enhance both linguistic competence and strategic language use among non–English major students in Indonesian higher education.
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.

Page 4 of 8 | Total Record : 78

 2   3   4   5   6 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2026) Vol. 12 No. 1 (2026) Vol. 11 No. 3 (2025)