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Graduate Program in English Language Studies Gedung Pascasarjana, Kampus I, Universitas Sanata Dharma Jln. Affandi, Mrican, Sleman, Yogyakarta 55281, Indonesia
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INDONESIA
Indonesian Journal of English Language Studies (IJELS)
Published by Universitas Sanata Dharma
ISSN : 2442790X     EISSN : 21750895     DOI : https://doi.org/10.24071/ijels
Core Subject :
Indonesian Journal of English Language Studies (IJELS) Indonesian Journal of English Language Studies (IJELS), print and online versions, is a journal dedicated to contributing to the improvement of English Language Studies in Indonesia. It is intended to contribute to human progress and development by way of English Linguistics, Literature, Education, and other relevant sub-disciplines. IJELS is not limited to ELS in Indonesia but covers ELS in any other countries throughout the world. IJELS is managed and published in Yogyakarta by the English Language Studies of Sanata Dharma University, Yogyakarta, Indonesia, twice a year, namely in March and September. It is expected that IJELS will bring a new color of knowledge sharing to enrich the flourishing of English Language teaching and studies across the universe. Authors throughout the world are warmly welcome to submit original and unpublished papers anytime, all year round.
Arjuna Subject : -
Articles 7 Documents
 1 
When the “remnants” sing in Kirundi: Herethics in the translation of American culture Simon Ntamwana; Ratna Nur Fatimah Irakusuma
Indonesian Journal of English Language Studies (IJELS) Vol. 12 No. 1 (2026): March 2026
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v12i1.52

Abstract

The article studies the translation of American culture in Seventh-day Adventist (SDA) hymnody in Burundi. It aims at (1) identifying the culture-specific references, language-specific forms, and translation techniques and (2) examining translation shifts with regard to American culture. It used a descriptive qualitative method. Kristeva’s theory of split identity and notion of herethics were combined with Nida’s cultural translation typology. The primary data were obtained from English and Kirundi SDA hymns. 12 hymns purposively selected from The Seventh-day Adventist Hymnal and Christ in Song. The secondary data were collected from books pertinent to American culture, cultural translation, and Seventh-day Adventism. It was discovered that many source culture-bound references are rejected (52.5%) in the Kirundi construction of the domestic Adventist representation of American culture. Similarly, expressions reflecting source-language-specific norms are adapted (90%) to target pragmatics. Apart from a minimal domestication of source culture elements, references to American religious, social, material, ecological, and linguistic culture are manipulated through generalization, specification, deletion, cultural substitution, and adaptation to receptor language norms. The resulting herethics is a construction of an Adventist domestic internal subject that is dominated by a subversion of capitalism, individualism, free will, hegemony, inequality, and romanticism.
Trauma without event: Structural violence and gendered survival in Leila Mottley’s Nightcrawling Dulfqar Mhaibes Abdulrazzaq
Indonesian Journal of English Language Studies (IJELS) Vol. 12 No. 1 (2026): March 2026
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v12i1.116

Abstract

This article examines Leila Mottley’s Nightcrawling (2022) through the lens of Postclassical Trauma Theory, arguing that the novel redefines trauma as a structural and cultural condition rather than a singular psychological wound. A notable critical gap remains in the limited application of Postclassical Trauma Theory to Nightcrawling, particularly in relation to the interconnected experiences of urban displacement, precarity, policing, and gendered vulnerability. This study adopts a qualitative interpretive approach grounded in close textual analysis and guided by Postclassical Trauma Theory, with attention to concepts such as cultural trauma, structural violence, collective memory, and gendered embodiment. Moving beyond classical models of individual suffering, the study explores how trauma in Nightcrawling emerges through collective deprivation, systemic neglect, and the normalization of violence within Oakland’s marginalized communities. The analysis demonstrates that Mottley portrays trauma as an environmental and intergenerational phenomenon, embedded in social institutions such as housing, policing, and incarceration. Drawing on the works of Michelle Balaev, Stef Craps, and Saidiya Hartman, the article contends that the novel articulates a distinctly postclassical vision of trauma—one shaped by communal grief, precarity, and gendered vulnerability. Kiara’s experiences of poverty, sexual exploitation, and familial absence reveal how trauma operates across social and bodily terrains, linking personal endurance to broader cultural survival. Ultimately, the study argues that Nightcrawling transforms trauma from an individual memory into a collective archive of resilience, asserting the need to reimagine trauma narratives within the intersecting frameworks of race, gender, and systemic inequality
An analysis of cognitive dimensions in reading assessment tasks of the English for Nusantara grade 8 textbook Chindy Yolanda; Ira Maisarah
Indonesian Journal of English Language Studies (IJELS) Vol. 12 No. 1 (2026): March 2026
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v12i1.213

Abstract

Reading assessment plays a crucial role in English language teaching, as it helps measure students’ comprehension and supports the development of thinking skills. In Indonesia, the Merdeka Curriculum emphasizes learner autonomy and high-order thinking skills (HOTS), requiring textbooks to provide assessment tasks that go beyond factual recall. This study aims to examine the cognitive dimensions of reading assessment tasks in the English for Nusantara Grade 8 textbook. Using a descriptive quantitative design, this study analyzed reading assessment through content analysis based on Revised Bloom’s Taxonomy. The reading questions were coded and categorized into one of six cognitive dimensions, and categorized as LOTS or HOTS. The findings reveal that lower-order thinking skills (LOTS) dominate the reading assessment tasks, with remembering (56.0%) and understanding (21.33%) being the most frequent, rather than HOTS questions. It implied that the reading assessment task in the English for Nusantara Grade 8 Textbook may not fully support the development of HOTS that promote students’ critical and analytical reading abilities. These findings suggest that while the textbook partially aligns with the Merdeka Curriculum, greater emphasis on HOTS-based reading assessment is needed to better support students’ critical thinking and the development of reading comprehension.
Smooth as butter: A discourse analysis of Adam Ragusea’s seamless sponsorship segues as an art of marketing scriptwriting Erina Andriani
Indonesian Journal of English Language Studies (IJELS) Vol. 12 No. 1 (2026): March 2026
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v12i1.328

Abstract

With the surge in social media creators and influencers, brands and companies have increasingly collaborated with them to extend their reach to mass audiences on social media platforms through sponsored segments. Transitioning from the main video content to the sponsorship showcases the language’s role in retaining the audience’s attention and interest. Examining Adam Ragusea’s sponsorship segues, this article aims to dissect the idea flows and transition tools to seamlessly integrate sponsorship in content videos. This study conducted Fraser’s Taxonomy-based discourse analysis of the sponsorship segment in 45 recipes and food science videos, selected using purposive sampling. The research found 10 types of idea flows that served as the segues into and out of the sponsorship segment, namely storytelling, cause-effect, comparison, problem-solution, repetition, need-solution, dissociation, analogy, contrast, and metaphor. It also found six transition tools unique to the specific idea flows, namely contrastive, elaborative, and inferential discourse markers, along with filler words, comparison, and visual-based transitions. Strategically utilizing different idea flows in the sponsorship segues can serve various creative narratives to maintain engagement, enhancing the effectiveness of the social media marketing for brands and content creators in terms of message relevance and reach.
YouTube as a second classroom: Self-regulate language learning of Sociology students in Blitar Fu'ad Sholikhi
Indonesian Journal of English Language Studies (IJELS) Vol. 12 No. 1 (2026): March 2026
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v12i1.575

Abstract

Technology is evolving at a rapid pace, affecting lecturers and students across the world in their efforts to harness educational journeys, particularly in English learning. YouTube is a free application that serves as an excellent program for Sociology students at the Islamic University of Balitar (Unisba) to grasp cultural elements in English.  This qualitative study, conducted using a narrative technique, exposed the deeper experience of six sociology students who used this program for self-regulated learning in an ESP class. The findings were evaluated using assessment, revolution, and coda. The findings reveal that the students utilize YouTube regularly, they choose the proper information relevant to their major, they get feedback from the instructor, and they use it to supplement traditional ESP classes. The findings also show that the source category is the most prominent, as the students believe it helps them find a wide range of cultural elements on the internet. The findings show that social and cultural categories fail to be incorporated into the independent learning process, as students place greater emphasis on academic achievement rather than conducting research into specific cultural and linguistic contexts.
Heuristic Reflection for Teachers for Better Learning Teaching Interaction Rosalia Hening Wijayanti
Indonesian Journal of English Language Studies (IJELS) Vol. 1 No. 1 (2015): March 2015
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v1i1.335

Abstract

A reflection on teaching is a way to maintain and improve teachers‘ competence which is officially required. One of the reflection sessions to conduct is the end-meeting reflection. The reflection helps teachers evaluate their teaching practice which has been done to confirm the accomplishment of lesson objectives and to improve their future teaching quality. However, the absence of reflection activity occurs not due to the lack of awareness about the importance of reflection, but mainly because of the administrative work load and the tight teaching schedule. Therefore, the researcher aims to propose a reflection model to conform teachers‘ insufficient time in doing a reflection. The theories of reflection and the feedback from practitioners underlie the proposed heuristic five-minute end-meeting reflection model which can be done at the junior high school level.
Contrastive analysis of Indonesian and English grammar: An implication in teaching English grammar Tira Nur Fitria
Indonesian Journal of English Language Studies (IJELS) Vol. 12 No. 1 (2026): March 2026
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v12i1.815

Abstract

This descriptive qualitative research delves into the comparative analysis of Indonesian and English grammar, highlighting their implications for English language teaching. It explores various aspects of grammar, including words (part of speech), phrases, clauses, sentences, and tenses. In examining words, both languages exhibit similarities in basic functions across their parts of speech. However, differences emerge in grammatical categories, plural formation patterns, and irregular forms. Phrase and clause structures share fundamental functions and structures but vary in usage patterns and types. Similarly, sentences share general structural similarities but differ in word-order flexibility, verb usage, and the incorporation of additional phrases and words. Both active and passive forms share common basic functions and structures, yet disparities arise in verb patterns, word order, and subject-implication. Furthermore, tenses in both languages describe time, involve verb formation, and serve communication purposes. However, differences in tense distinctions, auxiliary verb usage, and cultural conventions are notable. This research underscores the importance of recognizing these similarities and differences when teaching English grammar to students. By understanding the nuanced differences between the two languages, educators can better tailor their instruction to address the complexities of grammar effectively.

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