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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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DEVELOPMENT OF STUDENT WORKSHEETS (LKPD) BASED ON AUGMENTED REALITY TO ENHANCE CRITICAL THINKING SKILLS AND LANGUAGE PROFICIENCY IN PROSE FICTION MATERIAL Yenny Puspita; Juaidah Agustina; Masnunah; Achmad Wahidy; Aswadi Jaya
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.v12i1.110

Abstract

Innovation in learning, particularly in the development of instructional media for prose fiction, plays a critical role in enhancing the quality of the learning process. However, many educators still face challenges in utilizing technology due to limited knowledge and skills in creating digital-based learning media. This study aims to develop Student Worksheets (LKPD) integrated with augmented reality (AR) for teaching prose fiction (fantasy stories) at SMP Negeri 21 Palembang. The research adopts a development approach using the ADDIE model, which includes five stages: 1) Analyze, 2) Design, 3) Develop, 4) Implementation, and 5) Evaluation. The findings of the study highlight that the design of LKPD assisted by Augmented Reality emphasizes the use of technology in learning activities, thereby increasing student engagement and understanding of prose fiction material. The use of AR offers a more interactive and engaging learning experience, aligning with the demands of the digital era 4.0. Results from pretest and posttest assessments indicate a significant improvement in both critical thinking skills and language proficiency, particularly in the comprehension of prose fiction. In conclusion, the LKPD based on Augmented Reality is deemed feasible, practical, and effective in enhancing the critical thinking and language proficiency of grade VII students at SMP Negeri 21 Palembang in prose fiction learning. This media is recommended for further development and broader application in educational activities to support the improvement of education quality.
DIFFERENTIATED INSTRUCTION IN INCLUSIVE EFL CLASSROOMS: A TWO-CYCLE CASE STUDY FROM INDONESIA Susilawati; Fitri Aprianti; Eline Rozaliya Winarto
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.v12i2.111

Abstract

The implementation of inclusive classrooms is a mandated educational policy in Indonesia, requiring schools to accommodate students with diverse learning needs, including those with special educational needs (SEN). Within this framework, this study investigates how differentiated instruction (DI) is enacted in an inclusive junior high school EFL classroom in Cirebon and examines its influence on students’ academic engagement and affective experiences. This study provides the first systematic documentation of all four DI components, including content, process, product, and learning environment, across two instructional cycles in an Indonesian inclusive EFL classroom, with disaggregated analysis of student responses by learning profile. Adopting a qualitative case study design, data were collected through classroom observations, formative assessments, teacher reflections, and semi structured interviews, enabling methodological triangulation across the two cycles. The findings show that the teacher implemented multiple forms of differentiation, particularly in content and process, through strategies such as recorded word lists, peer assisted learning, group discussions, visual scaffolds, and tiered tasks. As instruction progressed, these strategies were refined to respond more consistently to students’ diverse readiness levels and learning challenges. Student experiences varied by learning profile: auditory learners showed strong academic engagement but limited affective involvement; kinesthetic learners demonstrated balanced participation; and verbal social learners benefited most from collaborative activities. Students with SEN were supported through extended time, visual aids, and peer mentoring, while independent learners responded positively to opportunities for creative autonomy. Overall, the study shows that differentiated instruction enhances equitable access to EFL learning while fostering motivation, confidence, and belonging in heterogeneous classrooms..
I PREFER TO STAY SILENT”: STUDENTS’ NARRATIVES OF TEACHER DOMINANCE IN ELT CLASSROOM Bahar; Dahlia Husain; Ana Mariana
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.v12i1.117

Abstract

Speaking is frequently positioned as the most visible indicator of success in English as a Foreign Language (EFL) learning, yet many Indonesian classrooms still show minimal student oral participation even in higher education. This study explores how learners narrate teacher power in EFL speaking lessons and how these interactional patterns shape psychological barriers that ends up in classroom silence. Using an interpretive qualitative design, the research was conducted at Fajar University, Indonesia. Unstructured, in-depth interviews were conducted in Indonesian with ten EFL students and one English lecturer to reduce language constraints on disclosure. Data were analyzed through iterative thematic coding, constant comparison, and theme refinement. The study revealed that power enactments were linked to four mutually reinforcing consequences: lowered speaking self-confidence, heightened fear of negative evaluation and punishment, weakened motivational intensity, and boredom-driven disengagement. Under such conditions, silence operated less as evidence of inadequate linguistic competence than as a rational strategy of self-protection within a high-risk, low-reward communicative environment. The study contributes a student-centered account of how everyday classroom routines operationalize power in speaking instruction and suggests that transforming authority from coercive control to supportive guidance is crucial for fostering willingness to communicate. Pedagogical implications include face-sensitive feedback, expanded wait time and turn allocation, negotiated topics, and psychologically safe participation norms to sustain ongoing speaking engagement for learners.
TRANSLATING JAVANESE CULTURAL TERMS IN THE NOVEL PENGAKUAN PARIYEM: IDEOLOGY AND STRATEGIES Srisna J. Lahay; Jannes Freddy Pardede; Frisca Teresya Malau
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.v12i1.118

Abstract

This study investigates the translation ideologies and strategies applied in the English translation of Pengakuan Pariyem, originally written by Linus Suryadi in 1981 and translated into Pariyem’s Confession by Jennifer Lindsay in 2018. The research focuses on Javanese cultural terms and how they are rendered into English, aiming to uncover the translator’s ideological stance and strategic choices. Using a descriptive qualitative approach, this study identifies 114 Javanese cultural terms, classified according to Newmark’s (1988) five cultural categories: ecology, material culture, social culture, social organization, and gestures and habits. Translation ideologies are examined using Venuti’s (1995) framework, which distinguishes between foreignization and domestication. Strategies are analyzed following Davies’ (2003) taxonomy, which includes preservation, addition, omission, globalization, localization, transformation, and creation. The findings reveal a clear tendency toward domestication, with 76 instances, compared to 38 instances of foreignization. This suggests that the translator prioritizes target reader accessibility by adapting cultural elements to the target language norms. In terms of strategies, localization emerges as the most frequently used method, appearing in 41 cases, followed by preservation (27), globalization (23), addition (11), transformation (5), and omission (7), with no instances of creation. These results indicate a deliberate effort to maintain cultural meaning while ensuring comprehensibility for English-language readers. This study contributes to the understanding of cultural translation in literary texts and highlights the translator’s role in negotiating meaning between source and target cultures.
THE STUDY OF LITERARY PARADIGMS  FROM TRADITIONAL TO POST-STRUCTURAL Zakaria; Alifiah Pratiwi; Sultan
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.v12i2.119

Abstract

Literary studies and criticism from the early period to the post-structural era has undergone a long journey, and likewise, literary scholars have different paradigms in responding to literature. The aim of this writing is to present literary paradigms in depicting the periods of literary development. This writing presents the period of literary development in literature studies for the interests and pedagogical purposes of the reader. The method is conducted by systematic literature review (SLR) procedure. The study finds three phases of paradigm interpretation. First phase, the traditional era to the post-colonial emphasized the importance of the aesthetic aspects of literature as a means of learning the art of writing, as a way to convey moral messages and social and cultural wisdom, to present heroic epics offered in fairy tales, legends, and myths that exist in society, and also emphasize the importance of the biography and background of the author. Second phase, literary paradigm initiated by structuralists and formalists need to literary works independently, the scholars begin to discuss the aspects of epistemology, ontology, and the axiology of literature, the structural elements of literature, and the system of literary text signs by promoting Saussure's ‘signifier/signified’. The third phase is post-strukturalists paradigm, the scholars continue to debate Saussure's ideas broadly, to promote the authority of the reader in literary interpretation. 
REINTERPRETATION OF THE INGKUNG TRADITION: AN ANALYSIS OF MEANING AND CONTEXT IN JAVANESE SOCIETY BORN IN SUMATRA Harianto II; Sutikno Sutikno; Rahmat Kartolo; Asnawi Asnawi; Herman Herman
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.v12i2.120

Abstract

This study examines the reinterpretation of the Ingkung offering tradition among Javanese people born in Sumatra, particularly in Karang Anyar Village, Simalungun Regency. The study aims to answer three research questions: (1) What are the symbolic meanings of Ingkung offerings as interpreted by the community? (2) How do these offerings function as a medium of communication with God and ancestors, a symbol of harmony, and a carrier of moral values? (3) How has the Ingkung tradition been adapted in the diaspora context? This research employs a descriptive qualitative approach using Charles Sanders Peirce’s semiotic framework. Data were collected through participatory and non-participatory observations conducted over three months and in-depth interviews with 12 participants, including community leaders, traditional leaders, and local residents. Document analysis was also used to support the findings. The results reveal that Ingkung offerings function as a complex symbolic system. The Ingkung chicken, shaped in a prostrating position, symbolizes submission and devotion to God; tumpeng rice represents the cosmic mountain and harmony; while fruits signify fertility and prosperity. These elements collectively convey life messages related to gratitude, balance, and social solidarity. The study also finds that the tradition has undergone adaptation in the Sumatran context while maintaining its core philosophical values. This study contributes to the understanding of cultural reinterpretation in diaspora communities and demonstrates the applicability of Peirce’s semiotic framework in analyzing traditional rituals in contemporary socio-cultural settings.
NEGOTIATING WA IN INDONESIA: A CULTURAL-PRAGMATIC ANALYSIS OF JAPANESE SPEECH ACTS AND POLITENESS AT PT. OHKI INDONESIA Uning Kuraesin; Aan Amalia
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.v12i1.123

Abstract

This study investigated speech acts and politeness strategies in Japanese corporate communication within the intercultural environment of PT. Ohki Indonesia. Using a qualitative cultural-pragmatic approach, the research analyzed a mixed corpus of written correspondence (75 items), recorded meetings (8 sessions; ≈6 hours), and semi-structured interviews (12 participants) between Japanese expatriates and Indonesian employees. The analysis indicated on speech act theory (Austin, 1962; Searle, 1969), Brown & Levinson’s politeness framework (1987), and Ide’s concept of wakimae (1989). Findings show that Japanese corporate discourse systematically deploys honorific forms (keigo), indirect directives, ritualized apologies, and hedging to maintain wa (harmony) and hierarchical relations; Indonesian interlocutors display respectful directness grounded in rukun and tepo seliro. These differing pragmatic realizations produced occasional misalignments which Japanese indirectness can be read as evasiveness, and Indonesian directness as bluntness, requiring pragmatic competence and mutual adaptation. The paper concluded with practical implications for intercultural training and institutional protocols to improve communication in Japanese–Indonesian corporate settings.
UNCOVERING DECEPTIVE DISCOURSE IN IUU FISHING INVESTIGATIONS: A FORENSIC LINGUISTIC STUDY M. Natsir Amir; Ifan Iskandar; Yasir Riady; Nuryansyah Adijaya
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.v12i1.124

Abstract

This study pioneers the application of forensic linguistics to investigative interviews in Illegal, Unreported, and Unregulated (IUU) fishing enforcement. It aims to identify and systematize the specific linguistic and discursive strategies used by suspects to construct deceptive narratives, thereby developing an evidence-based analytical framework for this underexplored domain of environmental crime. Employing a qualitative case study design within an interpretivist paradigm, the research analyses a corpus of 15 authentic, anonymized investigative interview transcripts from concluded IUU fishing cases in Indonesia. Data were analyzed using a multi-stage forensic linguistic protocol, combining deductive coding informed by established deception markers (e.g., hedging, narrative inconsistency, pragmatic deflection) with inductive thematic analysis to identify context-specific strategies. Analytical rigor was ensured through analyst triangulation and thick description. The analysis reveals a consistent “Four-Pillar” model of deceptive discourse in IUU investigations: 1) Lexical-Pragmatic Evasion (e.g., pervasive hedging, passive constructions, deictic distancing); 2) Narrative Manipulation (e.g., chronological inconsistencies, lack of sensory detail for illicit acts, overly rehearsed formulae); 3) Pragmatic-Discursive Deflection (e.g., failure to answer questions directly, attribution of agency to external forces, appeals to norms); and 4) Socio-Linguistic Masking (e.g., strategic use/omission of technical jargon, feigned linguistic misunderstanding). These interconnected strategies function to obfuscate truth, diffuse responsibility, and exploit the technical and multilingual context of fisheries operations. This study is the first to conduct a dedicated forensic linguistic examination of deception within IUU fishing investigations. It moves beyond generic deception detection models by constructing a context-specific framework that accounts for the unique technical, legal, and operational realities of maritime environmental crime. The research provides both a theoretical contribution to forensic linguistics and a practical, actionable toolkit for enhancing the investigative and prosecutorial processes in fisheries law enforcement.
EFL LEARNERS' PARTICIPATION AMONG PROFICIENCY LEVELS: INSIGHTS FROM STUDENTS AND TEACHERS Risna; Nukmatus Syaria; Jessica
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.v12i2.130

Abstract

While prior research establishes that participation is affected by proficiency, instruction, motivation, and anxiety, few studies investigate participation by integrating obesrvable classroom behaviour with teachers' interpretations, particularly within Indonesian university EFL context. To bridge this disparity, this study aims to describe how university students with varying English proficiency levels participate in EFL classroom and to explore how teachers interpret university students' participation in light of those prificiency levels. This research applied a case study design and was cinducted in an English Intensive program at an Islamic university in Surabaya, Indonesia. Ten students from two classes and five teachers were involved. Data were collected throuh non- participant classroom observation and in-depth interview with university students and teachers, and were analyzed using thematic analysis to identify patterns of participation and teachers' interpretations. The study found that students' participation appeared in many forms and was not limited to speaking. Higher and immediate prficiency students tended to participate verbally, mostly when prompted by the teacher. Meanwhile, lower proficiency students participated by listening, taking notes, following instructions, and completing tasks. Teachers interpreted participation by considering students' participation level, confodence, task difficulty, and classroom situation. Silence was often viewed as limited language ability or low confidence rather than a lack of interest. The study contributes to a deeper understanding of classroom involvement in EFL classroom environments. The study supports the notions that participation is dependent upon context and socially created, rather than just verbal. It also shows that observed stillness, can indicate cognitive engagement rather than disegagement. By combining teachers' perspectives with students' behaviors, this study implies that participation should be investigated through both behaviour and interpretive lenses. Future reserach should explore classroom participation and consider linguistic, non verbal affective, and contextual elements. 
TEACHER’S STRATEGIES IN THE IMPLEMENTATION OF GLOBAL ENGLISHES IN EXTENSIVE LISTENING: LESSONS LEARNED FROM INDONESIA Muhammad Handi Gunawan; Jihad Fadillah
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.v12i2.131

Abstract

English role as a global lingua franca necessitates a shift in teaching practices away from traditional native-speaker norms toward an appreciation of diverse English varieties. In the Expanding Circle, conventional instruction often fails to equip learners for real-world communication with varied accents. This study examined the effective strategies EFL teachers use in extensive listening classrooms to integrate Global Englishes (GE) and to assess students’ responses to these diverse materials. This study employed a qualitative case study design, utilizing classroom observations, lecturer questionnaires, and student reflections from one experienced EFL lecturer and approximately 30 undergraduate students at an Indonesian public university. Data were analyzed using thematic analysis. The findings reveal three key strategies: the consistent use of authentic and diverse materials from various global regions, a pedagogical focus on comprehension over accent perfection, and the implementation of structured activities like journals, presentations, and group discussions. Students’ responses were highly positive, showing active participation, enhanced confidence in their own accents, and improved peer interaction. However, students also reported challenges in finding varied resources and understanding certain “strong accents”. In conclusion, the study affirms that moving beyond a native-centric model to integrate GE is a practical necessity for boosting communicative competence. The documented strategies offer an effective pedagogical model for preparing learners for the linguistic realities of a globalized world. These findings contribute an empirically grounded, context-specific pedagogical framework for GE integration in EFL extensive listening instruction in the Indonesian higher education context.

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