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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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TRANSLANGUAGING AS CHALLENGE AND SUPPORT: VOCATIONAL ESP STUDENTS' EXPERIENCES IN INDONESIAN HIGHER EDUCATION Marlia Marlia; Muhammad Basri; Sahril Sahril; Ferawaty Syam; Andi Adisaturrahimi
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.v12i2.132

Abstract

Translanguaging has received growing attention in multilingual education; nonetheless, its pedagogical implications in English for Specific Purposes (ESP) within vocational higher education are still inadequately examined, especially in Global South contexts. This study, guided by Sanford’s Challenge and Support Theory, examines vocational students' perceptions of Translanguaging techniques as both educational tools and possible limitations in English for Specific Purposes (ESP) classrooms. A qualitative descriptive design was utilized to conduct semi-structured interviews with twenty-one vocational undergraduates participating in ESP courses at an Indonesian higher education institution. Thematic analysis was employed to examine data for recurring patterns of challenge, support, and pedagogical balance. The results indicate that Translanguaging functions as a dual-purpose educational strategy. It offers cognitive support that enhances understanding of subject-specific concepts, alleviates linguistic anxiety, and promotes classroom engagement. Conversely, students indicated that unregulated or excessive use of their first language could limit exposure to English, impede language processing, and obstruct the development of communicative autonomy. Students underscored the significance of instructional mediation, asserting that Translanguaging is most advantageous when utilized as a temporary aid rather than a replacement for involvement in the target language. This study enhances Translanguaging scholarship by framing classroom language practices as a dynamic continuum of challenge and support, rather than a binary distinction between L1 and English. The results underscore the necessity for pedagogically refined Translanguaging procedures in vocational English for Specific Purposes contexts, where language accessibility must be balanced with the advancement of professional English skills. Implications are presented for English for Specific Purposes pedagogy, educator decision-making, and multilingual language policy in vocational higher education.
WHEN ACCESS IS NOT ENOUGH: DIGITAL PEDAGOGY AND ACCESSIBILITY IN INDONESIAN EFL LEARNING ENVIRONMENTS Budianto Hamuddin; Aprilia Yunda Supasa; Meutya Rizki Ramadhani; M. Fadhly Farhy Abbas
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.v12i2.133

Abstract

Digital technologies have transformed English language education, yet technological access alone does not ensure meaningful participation in digital learning environments. This quantitative descriptive study investigated accessibility challenges experienced by Indonesian EFL students in digital English language learning platforms. The study addressed three research questions concerning the overall level of accessibility challenges, the contribution of technological, individual, pedagogical, and interactional dimensions, and the most influential dimension affecting students’ learning experiences. Data were collected from 78 undergraduate students in an English Language Education program at Universitas Lancang Kuning using a 20-item Likert-scale questionnaire distributed through purposive sampling. The instrument demonstrated acceptable reliability with Cronbach’s Alpha exceeding 0.70. Data were analyzed using descriptive statistical procedures with SPSS version 26. The findings revealed a moderate overall level of accessibility challenges (M = 3.00). Among the examined dimensions, pedagogical factors emerged as the most prominent challenge (M = 3.13), followed by engagement and interaction (M = 3.02), technological factors (M = 2.92), and individual factors (M = 2.82). The findings indicate that instructional design and interactional quality influence students’ digital learning experiences more strongly than technological infrastructure alone. The study reconceptualizes accessibility as a pedagogical and experiential construct, emphasizing the importance of interaction-rich digital pedagogy and responsive instructional practices in EFL contexts. Limitations include the use of self-reported data and single-site sampling.
EXPLORING EFL STUDENTS’ PERCEPTIONS OF SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION FOR DEVELOPING CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; 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.v12i1.135

Abstract

Critical listening is an advanced listening skill that requires learners to interpret, evaluate, and synthesize spoken information in academic discourse. However, listening instruction in many EFL contexts still relies heavily on audio-only materials, which may limit learners’ engagement in higher-order listening processes. This study explores EFL students’ perceptions of schema-activated multimedia instruction for developing critical listening skills. The study adopted an explanatory perception-focused mixed-methods design. The participants were 30 students from the experimental group of a larger instructional study in an Indonesian university. Quantitative data were collected through a 20-item closed-ended questionnaire, while qualitative data were obtained from six open-ended questionnaire items to provide explanatory insights into students’ learning experiences. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was employed to interpret the qualitative responses. The results indicate that students demonstrated highly positive perceptions of schema-activated multimedia instruction across all instructional dimensions. Multimedia usage received the highest perception scores, followed by prior knowledge activation and critical listening support. Qualitative findings further revealed that schema activation enhanced cognitive readiness, multimedia support provided structural clarity and reduced cognitive load, and the instructional design encouraged metacognitive monitoring, confidence, and engagement during listening tasks. Overall, students perceived schema-activated multimedia instruction as more supportive and manageable than traditional audio-only listening activities. These findings highlight the importance of integrating schema activation and multimedia scaffolding in EFL listening instruction to facilitate learners’ engagement in higher-order listening processes, particularly critical listening in academic contexts.
A QUANTITATIVE CROSSWALK BETWEEN TOEFL ITP SCORES AND CEFR LEVELS: AN OUTCOME-BASED APPROACH FOR ELT IN HIGHER EDUCATION Erna Nurkholida; Ulin Ni’mah Rodliya Ulfah; Rafidah Abdullah; Titik Setiasih
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.v12i2.138

Abstract

As the Common European Framework of Reference for Languages (CEFR) gains prominence as a global benchmark, higher education institutions require precise and transparent methods to interpret institutional English proficiency test scores. However, the absence of empirical alignment between TOEFL ITP scores and CEFR levels poses challenges for outcome-based academic environments, particularly in relation to placement, certification, and policy decisions. This study aims to develop a quantitative crosswalk between TOEFL ITP scores and CEFR proficiency levels within an Outcome-Based Education (OBE) framework. Using a quantitative cross-sectional design, data were collected from 90 students in the seventh-semester university who completed a preparatory course and subsequently took an online TOEFL ITP prediction test via the institutional Learning Management System. The relationship between TOEFL ITP scores and CEFR classifications was analyzed using descriptive statistics, Pearson correlation, and linear regression. The findings reveal a strong and statistically significant positive correlation between TOEFL ITP scores and CEFR levels (r = .78, p < .001). Regression analysis indicates that CEFR levels explain 60.8% of the variance in TOEFL ITP scores (R² = .608), with an average increase of approximately 90 points per CEFR level. Most participants were classified at the B1 level, indicating an intermediate proficiency typical of students preparing for academic contexts. These findings provide empirical support for aligning TOEFL ITP scores with CEFR descriptors and highlight the potential of an outcome-based approach to enhance transparency, accountability, and curriculum-aligned assessment practices in English Language Teaching (ELT) in higher education.
EFFECTS OF CANVA-BASED MULTIMODAL LEARNING ON WRITING AND VOCABULARY: A QUASI-EXPERIMENTAL STUDY Elit Nurjannah; Dwita Laksmita Rachmawati
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.v12i2.139

Abstract

The integration of digital technology in English Language Teaching (ELT) has transformed instructional practices toward more interactive and student-centered learning environments. However, previous studies mainly focus on single language skills and often employ descriptive or pre-experimental designs, resulting in limited empirical evidence on integrated language development. This study aims to examine the effectiveness of Canva-based multimodal learning in improving students' vocabulary mastery and writing skills. A quasi-experimental design with a pre-test-post-test control group was employed involving 60 secondary school students divided into experimental and control group. The experimental group received Canva-based multimodal instruction, while the control group was taught using conventional methods. Data were analyzed using Shapiro-Wilk and Lavene's tests, followed by paired and independent sample t-tests, and Cohen's d. The results show a statistically significant improvement in the experimental group compared to the control group (p < 0,05), with a large effect size (d = 0.91). Canva-based multimodal learning effectively enhances both vocabulary mastery and writing skills by promoting deeper cognitive processing through visual and verbal integration.
THE EFFECTIVENESS OF SELF-CREATED PICTURE VOCABULARY (SCPV) IN MOBILE-ASSISTED VOCABULARY LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS Roni Sita Widyastuti; Dwita Laksmita Rachmawati
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.v12i2.140

Abstract

Vocabulary mastery is central to language learning success, yet traditional instructional approaches have consistently failed to promote durable retention among junior high school learners. Mobile-assisted language learning (MALL) offers promising alternatives by leveraging learner familiarity with mobile devices to create flexible, engaging learning environments. Despite theoretical support for combining visual learning with self-generated content in mobile contexts, empirical research specifically examining the Self-Created Picture Vocabulary (SCPV) approach remains limited, particularly for junior high school vocabulary instruction. This study investigated the effectiveness of SCPV in improving vocabulary mastery across four dimensions: word recognition, meaning comprehension, spelling accuracy, and contextual usage. A quasi-experimental pre-test and post-test design was employed with 64 eight-grade EFL students over a four-week SCPV intervention using a mobile application. Paired-samples t-tests revealed statistically significant improvements across all dimensions (p < .001), with a very large overall effect size (d = 2.31) and a mean score increase of 22.58 points (41.6%). Meaning comprehension showed the greatest gains (d = 1.97), followed by contextual usage (d = 1.42), word recognition (d = 1.28), and spelling accuracy (d = 1.06), SCPV integrating dual coding, generative learning, personalization, and mobile affordances constitutes an effective and practical approach to vocabulary instruction that warrants broader adoption in EFL classroom.
TRANSCULTURAL REPRESENTATION IN INDONESIAN EFL TEXTBOOKS: A CASE STUDY Jimmy Sapoetra; Setiono Sugiharto; Luciana
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.v12i2.144

Abstract

This study investigated the comprehensive depiction of culture within the framework of Global Englishes, offering a fresh outlook in English as a Foreign Language (EFL) education. This perspective transitioned from admitting the supremacy of the English language to acknowledging the existence of International English and English as a global language. This development has profoundly revolutionized the domain of English as a Foreign Language (EFL) education. This study aimed to examine the cultural material found in English as a Foreign Language (EFL) textbook, with a specific focus on how it is altered and influenced by the concept of transcultural flows. The predominant aim of research on cultural content has been to quantitatively delineate the proportion of said content. The investigations also explored the cultural categorization based on a wide range of cultural characteristics. They failed to analyse culture at the level of microcultures or the transfer of culture between various contexts. The study additionally examined the transcultural flows that occur across national and cultural boundaries, utilizing Pennycook's theory (2007) as a basis. The analysis uncovered dynamic interplays between the indigenous Indonesian culture and transcultural influences, notably focused on the act of borrowing and remaking in the English as a Foreign Language (EFL) textbook. The study highlighted the simultaneous presence and interplay of these borrowings and the indigenous Indonesian culture, offering pupils a chance to cultivate a comprehension of culture within a worldwide context. Moreover, this study revealed that the cultural depictions and their integration into Indonesian settings offer English education that beyond mere proficiency in the English language. The cultural representations and their position as borrowings offer opportunities for the advancement of English as a constituent of global Englishes.  
INTEGRATING DIGITAL TOOLS IN EFL CLASSROOMS: TEACHERS’ PRACTICES Hidayatul Badi’ah; Yudhi Arifani
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.v12i2.147

Abstract

This study investigates EFL teachers' practices and experiences in integrating digital tools into classroom introduction. An explanatory squential mixed-methodes design was employed, consisting of quantitative survey followed by qualitative semi-structured interviews. The survey involved thirty EFL teachers from secondary schools, with varying years of teaching experience and level of digital proficiency. Quantitive finding indicate that teacher fequently utilize learning management systems (M = 3.5), multimedia resources (M = 3.4), and interactive applications (M = 3.3) to support student engagement and language learning. However, lower mean scores were observed in areas related to advance digital pedagogy and tool integration (M = 3.0), suggesting uneven implementation. Qualitative analysis of interview data revealed several key themes: (1) the preceived benefit of digital tools in enhancing student motivation and interaction, (2) challenges related to limited technical skills and training, (3) infrastructural constraints such as unreliable internet access, and (4) time limitations affecting lesson preparation and tool integration. The finding suggest the effective digital integration  in EFL classrooms depends not only on the availability of technological tools but also on teachers competencies, pedagogical beliefes, and institutional support. The study concludes that sustained professional development and supportive educational policies are essential to promote meaningful and sustainable use of digital tools in language teaching.
REDUCING NATIVE LANGUAGE INTERFERENCE IN ENGLISH TEACHING WRITING USING GRAMMARLY: A CASE STUDY Muhammad syarofil Umam; Khoiriyah; Dewi Nurul Qomariyah; Ahmad Ridho Rojabi
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.v12i2.151

Abstract

Native language (L1) interference continues to pose a significant challenge in English as a Foreign Language (EFL) classrooms, frequently resulting in systematic writing errors. Despite its prevalence, L1 interference among senior high school students, especially in relation to automated writing tools, has received limited scholarly attention. This qualitative case study investigates L1 interference patterns among students with Javanese, Madurese, and Balinese linguistic backgrounds and evaluates the effectiveness of Grammarly in reducing these errors. Data were gathered through classroom observations, teacher interviews, and analysis of students' argumentative essays, and subsequently analyzed using a systematic coding-category-theme approach. The findings indicate that L1 interference primarily manifests in syntactic, morphological, and lexical domains, largely due to a translation-oriented writing strategy. The use of Grammarly as a digital scaffold significantly improved students' grammatical awareness and facilitated independent revision. The results suggest that although digital tools enhance structural accuracy and learner autonomy, teacher intervention remains essential for addressing complex semantic challenges. This study provides pedagogical recommendations for integrating technology to reduce negative language transfer in diverse EFL contexts.  
UNPACKING SUCCESS AND FAILURE IN SELF-PACED EXTENSION LEARNING:  A QUALITATIVE STUDY OF EFL STUDENTS' EXPERIENCES Avilanofa Bagus Budi; Slamet Asari
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.v12i2.152

Abstract

Self-Paced Extension Learning (SPEL) is increasingly adopted in secondary EFL classrooms to personalize instruction and foster learner autonomy. However, prior research has largely emphasized learning outcomes, offering limited insight into the self-regulatory and affective-cognitive processes shaping learner engagement. This study addresses this gap by exploring learners’ experiences within SPEL through the lens of Pintrich’s self-regulated learning (SRL) framework. Specifically, the study is guided by two research questions: (1) How does SPEL influence learners’ affective-cognitive engagement and SRL processes? and (2) How do individual differences and contextual factors mediate learner success and struggle in SPEL? Using a phenomenological-narrative qualitative design, data were collected from 36 lower-secondary EFL students through interviews, focus groups, reflection journals, and LMS artifacts. Data were analyzed using thematic analysis with a hybrid approach—deductive coding based on Pintrich’s SRL phases and inductive coding for emergent themes. Findings indicate that SPEL activates all SRL phases, but engagement varies significantly. Learners who set feedback-driven goals, managed pacing, and adapted strategies demonstrated higher motivation and agency, whereas others experienced anxiety, cognitive overload, and task avoidance. Digital literacy and instructional support emerged as key mediating factors. These findings contribute to a process-oriented 

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