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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 LANGUAGE IN KAHOOT!-BASED EFL LEARNING: A QUASI-EXPERIMENTAL STUDY IN INDONESIAN SECONDARY SCHOOLS Suyitno; Khoirul Anwar
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.v12i2.153

Abstract

This mixed-methods study with a quasi-experimental design examined students' engagement, motivation, perceived learning benefits, and instructional language experiences in Kahoot!-based EFL learning, comparing English-only (n=36) and mixed English–Indonesian (n=36) conditions in an Indonesian secondary school. Quantitative data from a 58-item questionnaire and pretest-posttest assessments were analyzed using ANCOVA and regression; qualitative data from 12 semi-structured interviews were thematically analyzed. Descriptive results showed high engagement (M=4.38), motivation (M=4.25), and perceived benefits (M=4.12). The mixed English–Indonesian group demonstrated significant improvement (t(35)=-9.057, p<.001, d=-1.510). ANCOVA confirmed instructional language effects on posttest achievement (F(1,69)=83.201, p<.001, Partial η²=.547). Engagement was the strongest predictor of perceived benefits (R²=.809). Qualitative findings indicated bilingual support improved comprehension, reduced anxiety, and increased response speed, particularly for lower-proficiency learners. Findings suggest pedagogical translanguaging can support participation and achievement in gamified EFL learning, though generalizability is limited by single-site sampling.
EXPLORING THE EFFECT AND LEARNERS’ EXPERIENCES OF HUMAN-AI COLLABORATIVE SPEAKING PRACTICE AMONG INDONESIAN EFL LEARNERS Devina Indah Puspa Rini; 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.v12i2.156

Abstract

classroom time, speaking anxiety, and insufficient authentic interaction often restrict learners’ opportunities to develop fluency and confidence. Although AI-based speaking tools have increasingly been used in language learning, previous studies have emphasized individual AI-mediated practice and measurable proficiency outcomes, while limited attention has been given to human–AI collaborative speaking practice and learners’ experiences in the Indonesian EFL context. This study investigated the effect of human–AI collaborative speaking practice using SmallTalk2Me on learners’ speaking skills and anxiety, while also exploring learners’ perceived benefits, challenges, and views of AI and human interaction. A sequential explanatory mixed-methods design was employed with 20 intermediates Indonesian EFL learners. Quantitative data were collected through IELTS-based speaking pre-tests and post-tests and a Foreign Language Speaking Anxiety questionnaire, while qualitative data were obtained from semi-structured interviews with five participants. The results showed significant improvements in all speaking components: fluency increased from 5.17 to 6.32, lexical resource from 5.68 to 6.50, grammatical accuracy from 4.84 to 5.66, and pronunciation from 5.48 to 6.33. Paired-sample t-tests confirmed significant gains across all components, with p = 0.000. Learners’ speaking anxiety also decreased significantly from 3.20 to 2.75, t(19) = -13.42, p = 0.000. Human–AI collaborative speaking practice effectively enhanced learners’ speaking performance and reduced anxiety by combining AI-generated feedback with meaningful human interaction.
MORPHOLOGICAL PROCESSES IN THE NAMES OF TRADITIONAL SURAKARTA CULINARY IN INSTAGRAM HASHTAGS DATA Titik Akiriningsih; Dian Muhammad Rifai
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.v12i2.157

Abstract

This research analyzes the morphological procedures used in forming the names of traditional Surakarta culinary items as represented in Instagram hashtags. Using a qualitative descriptive approach, data were collected from popular Instagram posts containing hashtags of traditional Surakarta foods. The data were analyzed based on Soeparno’s (2003) theory of morphological procedures. The results reveal two morphological procedures: duplication/reduplication and compounding. Among these, compounding is the most dominant type, accounting for 92,5% (25) data, while duplication/reduplication accounts for 7,5% (2) data. Examples such as gado-gado, arem-arem, cabuk rambak, and sate kere illustrate these morphological patterns. The prevalence of compounding suggests that social media users creatively combine free morphemes to produce meaningful culinary names that reflect both linguistic processes and local cultural identity. This study demonstrates how traditional culinary vocabulary continues to develop and spread through digital communication, highlighting the dynamic relationship between language, culture, and technology.
AUGMENTED REALITY AND SITUATED GRAMMAR LEARNING IN PRIMARY EFL CLASSROOMS: A QUASI-EXPERIMENTAL MIXED-METHODS STUDY Nur Fatimah; Khoirul Anwar
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.v12i2.159

Abstract

Augmented reality (AR) offers contextual and visual support for primary EFL learners; however, empirical evidence on AR-supported grammar learning in primary classrooms remains limited. This explanatory sequential mixed-methods study examined how AR-supported situated grammar instruction supported second-semester fourth-grade students’ learning of the present continuous tense. Sixty students from SD Negeri Topogaro, Morowali, Central Sulawesi, participated in a quasi-experimental pre-test-post-test control group design. Class 4A served as the experimental group (n = 30), and Class 4B served as the control group (n = 30). The experimental group learned through Assemblr Edu AR markers, collaborative sentence construction, and situated task presentation, while the control group received conventional grammar instruction. The experimental group obtained higher post-test scores (M = 87.67, SD = 8.73) than the control group (M = 75.73, SD = 8.48). ANCOVA confirmed a significant group effect after controlling for pre-test scores, F(1, 57) = 54.70, p < .001, partial eta squared = .490, with an adjusted mean difference of 11.55 points. The questionnaire, administered only to the experimental group after the intervention, showed very positive post-intervention perceptions (M = 4.47/5.00). Qualitative findings indicated that AR supported grammar learning through authentic context, embodied learning, collaboration, and visual anchoring. The findings suggest that AR can function as a complementary scaffold for contextualized grammar learning.
WRITING STRATEGIES OF INDONESIAN UNDERGRADUATE EFL STUDENTS IN A MULTILINGUAL CONTEXT Ida Zuraida Supri; Ervina CM Simatupang; Heri Heryono
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.v12i2.160

Abstract

This study identifies and describes the writing strategies used by Indonesian undergraduate students in an English Department within a multilingual context. A quantitative survey was conducted with 76 students at a private university in Bandung, using a Likert-scale questionnaire to measure cognitive, metacognitive, affective, and social strategies. The results showed that students used a range of strategies, with cognitive strategies like brainstorming and rereading being most common, and metacognitive strategies, such as self-monitoring and feedback awareness, being more frequently employed. Affective strategies focused on emotional regulation and motivation, while social strategies highlighted peer collaboration and digital tools. The study provides insights into writing strategy use among Indonesian EFL students and suggests the need for explicit instruction in planning, research-based writing, and strategy development. Due to its limited scope, the findings are not intended to be broadly generalized.
QUR'ANIC AUDITORY STIMULATION AS COGNITIVE-LINGUISTIC THERAPY FOR LEXICAL RETRIEVAL IN POST-STROKE BROCA'S APHASIA: A CASE STUDY Lilis Hartini; Marsandi Manar; Nur Fathiyya Zahira Mujahidah
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.v12i2.162

Abstract

Post-stroke aphasia impairs lexical retricceeeval, verbal fluency, and communication ability, yet access to conventional speech therapy remains limited in many developing countries. This study examined whether Qur'anic recitation therapy could facilitate cognitive-linguistic recovery in a patient with Broca's aphasia, focusing specifically on lexical retrieval mechanisms. A qualitative case study design was employed, involving a 43-year-old male lecturer from West Java, Indonesia, who experienced a hemorrhagic stroke affecting Broca's area, resulting in non-fluent aphasia. The participant, a native Sundanese-Indonesian speaker with pre-stroke Qur'anic memorization experience, received structured therapy over approximately 71 days. The intervention comprised five stages: ablution procedures, prayer movements, recitation of short surahs (Al-Fatihah, Al-Ikhlas, Al-Falaq, An-Nas), dhikr verbal repetition, and daily prayers. Data were collected through observation of verbal production during therapy sessions and analyzed qualitatively, focusing on lexical retrieval accuracy, verbal fluency, and communication confidence. Findings revealed that the participant successfully retrieved familiar Qur'anic recitations more accurately than unfamiliar Indonesian texts, indicating that spiritually embedded language stored in long-term memory remained relatively preserved. Gradual improvements in attention, verbal recall, and communicative confidence were observed. Within one year post-therapy, the participant resumed employment, served as a muezzin, and completed a master's degree. The study concludes that Qur'anic recitation may function as cognitive-linguistic stimulation supporting lexical retrieval in post-stroke aphasia through mechanisms of familiarity, repetition, and semantic cueing. However, these findings derive from a single case and require replication. Recommendations include integrating spiritually familiar linguistic stimuli into aphasia rehabilitation protocols, conducting controlled group studies, and exploring applicability across different aphasia types and cultural-linguistic contexts.
UNCOVERING IDEOLOGY AND NOBILITY IN THE MUNA FOLK TALE KARAMBAU KAINSEDODO: A CRITICAL DISCOURSE ANALYSIS OF HEREDITARY AUTHORITY AND TEXTUAL MEDIATION Ela Martisa; Dahlia Husain
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.v12i2.165

Abstract

This study examines the Muna folktale Karambau Kainsedodo as a cultural discourse that constructs hereditary authority, moral legitimacy, and noble identity. Previous studies on Indonesian folklore have mostly focused on moral values, themes, or cultural preservation, while limited attention has been given to how regional folktales reproduce ideology through linguistic choices and translation. This study aims to analyze how power relations and moral legitimacy are constructed in the tale, how ideological markers are mediated across Muna, Indonesian, and English versions, and how characters embody hereditary authority within Muna social ideology. This study used a qualitative design with Fairclough’s three-dimensional Critical Discourse Analysis, covering textual analysis, discursive practice, and social practice. The findings show that noble identity is constructed through titles, evaluative expressions, hospitality formulas, coercive commands, symbolic opposition, and ancestral invocation. Translation preserves the main narrative structure but reduces the cultural density of key terms such as kolaki. The folktale functions not only as a moral story but also as a discourse that legitimizes hereditary authority and demonstrates how translation mediates indigenous ideology. The findings may support culturally sensitive translation and the use of local folktales in English literature and EFL learning.
EFL LEARNERS' PARTICIPATION AMONG PROFICIENCY LEVELS: INSIGHTS FROM STUDENTS AND TEACHERS Risna Asita Sari; Nukmatus Syahria; Jessica Ong Hai Liaw
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.v12i2.169

Abstract

While prior research establishes that participation is affected by proficiency, instruction, motivation, and anxiety, few studies investigate participation by integrating observable classroom behavior with teachers' interpretations, particularly within Indonesian university EFL contexts. To bridge this disparity, this study aimed to describe how students with varying English proficiency levels participate in an English Intensive Program at an Islamic university in Surabaya, Indonesia, and to explore how teachers interpret students’ participation in light of those proficiency levels. Data were collected through non-participant classroom observations and in-depth interviews with university students from two classes and five teachers, and were analysed using thematic analysis. The study found that students’ participation appeared in many forms and was not limited to speaking. Higher- and intermediate-proficiency 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’ proficiency level, confidence, 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 environments. The results support the notion 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 disengagement. By combining teachers' perspectives with observed students' behaviours, this study suggests that participation should be investigated through both behavioural and interpretive lenses. Future research should explore classroom participation and consider linguistic, nonverbal, affective, and contextual elements.

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