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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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INSTRUCTIONAL DESIGN USING THE LEE & OWENS MODEL FOR DEVELOPING AN EFL LEARNING SUPERVISION SYSTEM IN MADRASAH ALIYAH Anwar; Saharudin; Sofyan
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.v12i1.95

Abstract

This research investigates the application of the Lee & Owens instructional design model for developing a digital English language learning supervision system in Madrasah Aliyah. The study follows the five-phase model, which includes Analysis, Design, Development, Implementation, and Evaluation, to create a system that meets both pedagogical needs and technical requirements. Data were collected through interviews, surveys, and document analysis, and the design process was informed by comprehensive needs analysis. The system underwent expert validation and user testing, with formative evaluations integrated throughout the development cycle. The results indicate that the Lee & Owens model effectively guided the development of a user-centered, pedagogically sound system. Expert validation and high user satisfaction confirmed the system's practicality and effectiveness in enhancing English language learning supervision. This study demonstrates the importance of a structured, iterative, and user-centered approach in developing educational technology solutions for language learning in Madrasah Aliyah.
EXAMINING STUDENTS' PERCEPTIONS OF SPEAKING ANXIETY AND ITS INFLUENCE ON ORAL PERFORMANCE IN ENGLISH LANGUAGE LEARNERS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
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.v12i1.96

Abstract

This research aims to explore the perceptions of English Education students at Universitas Muhammadiyah Palembang regarding speaking anxiety in oral communication classes. The anxiety, it appears, stems from challenges such as pronunciation difficulties, vocabulary recall, grammar concerns, and the fear of making mistakes, which could lead to judgment from peers. The study employed a qualitative case study design involving 43 students from the English Education Program at Universitas Muhammadiyah Palembang. Data was collected using a self-developed questionnaire designed to assess the students' perceptions of speaking anxiety and its impact on their performance. The findings reveal that, despite recognizing the importance of English for future career prospects, students' anxiety negatively influences their confidence and effectiveness during speaking activities. The study concludes that speaking anxiety can be mitigated by fostering a supportive and inclusive learning environment. Practical recommendations include integrating both simulated and real-life speaking activities, as well as encouraging students through positive reinforcement to overcome their shyness and actively engage with the language. These approaches can help resolve the issues identified, enabling educators to enhance students' English language skills and better prepare them for the demands of global communication.
DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE PEDAGOGY AT VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA: A MIXED-METHODS STUDY Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
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.v12i1.99

Abstract

This research explores the application of differentiated instruction in English Language Teaching (ELT) at Vocational High Schools (VHS) in South Sumatra, using a sequential explanatory mixed-methods approach. A survey was conducted with 267 English teachers to assess their perceptions, instructional practices, and readiness to implement differentiated teaching within the context of the Emancipated Curriculum. The survey instrument exhibited excellent reliability (Cronbach’s Alpha = 0.983). Quantitative data were analyzed through descriptive and inferential statistics, including correlation and regression, to examine the relationships between differentiated practices, student engagement, and learning outcomes. To complement the quantitative findings, qualitative data were collected through semi-structured interviews, classroom observations, and document analysis from ten selected teachers in both public and private vocational schools. The thematic analysis revealed that teachers employed strategies such as flexible grouping, adaptive materials, scaffolded tasks, and diverse assessments. Despite these efforts, challenges like limited preparation time, varying student levels, insufficient institutional support, and inconsistent understanding of differentiation remained. The study indicates that while differentiated instruction enhances student engagement and supports personalized learning, its implementation is inconsistent. It emphasizes the need for ongoing professional development, stronger institutional support, and better alignment with the Emancipated Curriculum to optimize ELT practices in vocational education.
AN INNOVATION-BASED ASSESSMENT MODEL FOR BIPA: EXAMINING INTEGRATED LISTENING AND SPEAKING EVALUATION Novi Haryanti; Ribut Wahyu Eriyanti; Hari Sunaryo
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.v12i1.100

Abstract

This study proposes and empirically tests an innovation-based evaluation model for Bahasa Indonesia bagi Penutur Asing (BIPA) assessment by examining the effects of listening–speaking integration, authentic communication tasks, and assessment feedback quality on evaluation model quality. Employing a quantitative explanatory design, data were collected from BIPA learners and analyzed using Partial Least Squares Structural Equation Modeling. The results indicate that authentic communication tasks and assessment feedback quality have significant positive effects on evaluation model quality, whereas listening–speaking integration does not show a significant direct effect. The proposed model explains 63.5% of the variance in evaluation model quality, demonstrating strong explanatory power. These findings highlight that innovation in BIPA assessment is primarily driven by task authenticity and meaningful feedback rather than skill integration alone. This study contributes to communicative competence-oriented assessment by clarifying the relative roles of authenticity, feedback, and integrated skills in strengthening the pedagogical relevance and effectiveness of BIPA evaluation models.
ADAPTIVE CODE-SWITCHING IN INTERNATIONAL CLASSROOMS: SCAFFOLDING, ENGAGEMENT, AND INCLUSIVITY Maflukha Maflukha; Nirwanto Maruf; Dwita Laksmita Rachmawati
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.v11i3.101

Abstract

This study investigates teacher-student code-switching practices in English language instruction within international class programs in Indonesian high schools. Employing a mixed-methods approach, it combines quantitative classroom observations with qualitative interviews to explore patterns, frequency, and pedagogical functions of code-switching. Quantitative findings show that inter-sentential code-switching is the most frequent type, accounting for 48% of occurrences, followed by intra-sentential (38%) and tag-switching (14%). Code-switching frequency varies significantly with students' English proficiency levels (p < 0.001), with lower proficiency groups experiencing more frequent switches, averaging 8.5 instances per lesson during complex topic introductions. Teachers strategically employ code-switching to scaffold understanding, clarify abstract concepts, manage classrooms, and accommodate diverse linguistic backgrounds. Qualitative data reveal that both teachers and students perceive code-switching as crucial for lowering anxiety, enhancing comprehension, and increasing active participation. While students benefit from the alternate use of English and Indonesian to build confidence, they tend to prefer English-dominant instruction for greater immersion. This study advances code-switching theory by incorporating social and affective dimensions in multilingual pedagogy and underscores the need for flexible language policies that recognize code-switching as a valid instructional tool. The findings advocate for bilingual strategies in teacher training and educational policy to improve English learning outcomes in diverse international classroom settings.
FULL TRANSFER FULL ACCESS MODEL IN THE ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE: A GENERATIVE GRAMMAR PERSPECTIVE Dudung Gumilar; Dadang Sudana; Aceng Ruhendi Syaifullah
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.v11i3.105

Abstract

This study investigates the acquisition of English wh-interrogative structures by Indonesian learners at the B2 level, focusing on the interaction between Wh-movement and Subject–Auxiliary Inversion (SAI) within the framework of Generative Grammar. Using a qualitative descriptive design, data were collected through an Elicited Grammaticality Judgment Test (EGJT) consisting of 18 wh-question items. The learners’ responses were analyzed syntactically to identify patterns of convergence and divergence in their Interlanguage Grammar (ILG), particularly in relation to the predictions of the Full Transfer Full Access (FTFA) model and the Minimal Trees Hypothesis (MTH). The findings reveal that the majority of learners successfully produced target-like interrogative structures characterized by both Wh-movement and SAI, indicating substantial acquisition of the CP system in English. However, a considerable number of responses exhibited partial structures, such as Wh-fronting without auxiliary inversion or auxiliary inversion without Wh-movement. These patterns suggest that while learners have largely acquired the abstract features of whquestions, the integration of syntactic operations remains gradual and developmental. Fully non-target structures were found only in a small proportion of the data, reflecting early or transitional stages of grammatical restructuring. The results strongly support the FTFA model, which assumes full transfer of L1 grammatical knowledge and continued access to Universal Grammar in second language acquisition. Learners’ ability to produce complex interrogative structures, even with occasional divergence, demonstrates that functional categories and feature-checking mechanisms remain active throughout development. In contrast, the Minimal Trees Hypothesis fails to adequately explain the presence of target-like CP structures observed in the data. Overall, the study confirms that interlanguage development in English wh-questions is systematic, rule-governed, and driven by gradual parameter resetting rather than by the absence of functional syntax. 
FORENSIC LINGUISTIC ANALYSIS OF DYSPHEMISTIC EXPRESSIONS IN SOCIAL MEDIA DISCOURSE TARGETING PRESIDENT JOKO WIDODO Dheni Budiman; Dadang Sudana; R. Dian Dia-an Muniroh; Ruswan Dallyono; Agus Syahid
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.v11i3.106

Abstract

Social media constitutes a public space for expressing ideas and opinions; therefore, it must be used wisely by its users. Many social media users commit legal violations, such as employing dysphemism (abusive language) toward individuals or groups, including President Joko Widodo during his term of office. This study aims to describe the lexical meanings that emerge in dysphemistic expressions, the purposes of dysphemism, and the legal impact of dysphemism on social media targeting President Joko Widodo. The method employed in this study is a descriptive-analytical method focusing on dysphemism directed at President Joko Widodo on social media. The results indicate that: (1) the lexical meanings that emerge can be classified into eight categories; (2) the purposes of dysphemism toward President Joko Widodo on social media include expressions of hatred, insult, defamation, threats, and the degradation of the dignity and honour of the head of state; and (3) the legal impact of dysphemism on social media targeting President Joko Widodo consists of court verdicts imposed on defendants who are proven to have uttered dysphemistic expressions on social media.
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.
DEVELOPING ORAL COMMUNICATION SKILLS IN VOCATIONAL HIGHER EDUCATION: AN EMPIRICAL STUDY OF THE BISPRO TALK LEARNING FRAMEWORK Refdi Akmal; Muhammad Fadli
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.v12i1.109

Abstract

Despite the growing demand for communicative competence in vocational higher education, EFL speaking instruction often remains limited to form-focused and decontextualized practices, resulting in low fluency, confidence, and professional relevance among students. Addressing this gap, the present study investigates Bispro Talk, an English learning framework designed to enhance students’ oral communication skills through vocationally oriented and interactive learning activities. Grounded in communicative competence theory, socio-constructivism, and task-based language teaching, Bispro Talk integrates contextual problem-based discussions, professional role-play, interactive speaking tasks, and structured reflective feedback. Employing a quasi-experimental mixed-methods design, the study involved 70 undergraduate students from the S1 Terapan English for Professional and Business Communication Study Program at Politeknik Negeri Lampung. Participants were assigned to an experimental group (n = 35) receiving Bispro Talk instruction and a control group (n = 35) taught using conventional methods over eight instructional sessions. Quantitative data from pre- and post-speaking performance tests were analyzed using paired and independent samples t-tests, while qualitative data from interviews and classroom observations were examined through thematic analysis. The findings revealed statistically significant post-test improvements in the experimental group across all speaking dimensions’ fluency, pronunciation, vocabulary, grammatical accuracy, and comprehensibility with a large effect size (Cohen’s d = 1.84). Qualitative results further indicated increased speaking confidence, reduced anxiety, and strong learner preference for professionally relevant speaking tasks. The study concludes that Bispro Talk offers an effective pedagogical approach for vocational EFL contexts by promoting authentic, learner-centered oral communication aligned with workplace communication demands.

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