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Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
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Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal on English as a Foreign Language (JEFL) is an open access academic, scholarly peer-reviewed journal and follows a double blind review policy. The Journal is scheduled for publication biannually, in March and September, with the first issue to appear in March 2011. This Journal has been indexed on DOAJ since 2016 and accredited “Sinta 3” as a scientific journal under the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education since 2017.
Arjuna Subject : -
Articles 485 Documents
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EFL secondary teachers’ pedagogical practice of motivational strategies through mentorship programs Maharsi, Ista; Khotimah, Khusnul
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10013

Abstract

Previous studies have explored motivational strategies among ESL/EFL teachers in varied educational contexts. In contrast, mentorship programs that facilitate EFL teachers in developing their motivational strategies have drawn less attention. This study scrutinized EFL secondary teachers' motivational strategies after participating in a series of mentorship programs. Nested in action research, this study recruited three in-service teachers and sixty-three students from three vocational high schools in Indonesia. The teacher participants attended the mentorship program which encompassed training sessions and mentorship conferences. Data were collected from questionnaires, reflective journals, observations, and interviews. Data from the questionnaires were analyzed statistically using the t-test. The qualitative data obtained from reflective journals, observations, and interviews were analyzed using thematic analysis. This study reveals that teachers enacted varied motivational strategies catering to students' needs, which led to cultivating student motivation and learning engagement, especially for high achievers. Meanwhile, low achievers require more time and indicate more thoughtful treatment. The teachers positively perceived the mentorship and training program as instrumental in advancing their pedagogical practices. This study suggests practical recommendations for English teachers to enact motivational strategies to boost students' learning and sustain their motivation. 
Investigating learner autonomy-supportive features in an EFL textbook and perceptions of teachers and students on the textbook role in fostering learner autonomy Anggraini, Nurul; Gustine, Gin Gin; Nurfaidah, Sitti; Musaldin, La Ode
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9875

Abstract

Textbooks play a crucial role in EFL learning as a bridge between curriculum objectives and classroom practices. However, a growing body of research indicates that many EFL textbooks remain insufficient in facilitating the learning process, particularly in fostering learner autonomy (LA). This qualitative case study aimed to investigate what LA-supportive features are represented in the instructional content of the textbook When English Rings A Bell (WERAB) and explored teachers' and students’ perspectives on the textbook role in promoting LA. The study involved two English teachers and two Grade VII students from a public junior high school in Indonesia. Data were collected through document analysis and semi-structured interviews, and analyzed using content analysis and cyclical coding. The results indicate that textbook WERAB instructions predominantly aligned with lower levels of LA, namely awareness and involvement, while rarely fostering higher-order autonomy such as creation or transcendence. Moreover, teachers and students perceived the textbook instructions as monotonous, lacking scaffolding, overly directive, and offering limited multimodal texts. Students’ language barriers also led teachers to overuse L1, reinforcing their reliance on translation. This study underscores the need for improved instructional design that incorporates autonomy-supportive principles and stronger pedagogical frameworks for more effective future classroom practices.
Exploring writing anxiety in analytical exposition text: A gender-based study of Indonesian high school EFL learners Ichwany, Salsabila Saifa Fitra; Cahyono, Bambang Yudi
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9790

Abstract

Students often experience writing anxiety due to limited knowledge and skills in completing writing tasks. Although widely studied, little research has addressed writing anxiety in composing analytical exposition texts among high school students. This study investigated the students’ levels, types, and causes of writing anxiety across gender. It was conducted at one public school in Malang City, Indonesia, and involved 114 eleventh graders. Data were collected using the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI). Data were analyzed by using descriptive quantitative analysis and inferential statistics. Findings revealed moderate to high anxiety levels in both gender. Female students’ average score (49.78) was slightly higher than male students (45.79). Statistical difference was found in levels of anxiety across gender. Furthermore, female and male students faced cognitive anxiety, somatic anxiety, and avoidance behavior. Somatic anxiety was at moderate to low levels; however, both groups experienced moderate to high cognitive anxiety and avoidance behavior. Meanwhile, female and male students suffered from anxiety due to linguistic difficulties, fear of evaluation, and insufficient writing practice. These results underscore the need for explicit instruction on linguistic features, constructive feedback, and regular writing practice to reduce students’ anxiety.
Exploring the link between teacher-student interactions and EFL student motivation: Insights from Rwandan secondary schools Ndayisenga, Jean d'Amour; Kuswandono, Paulus
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9978

Abstract

Many studies have reported that strong motivation between students and their teachers leads to successful English language learning. The vital function of teacher-student interactions in improving student learning still lacks comprehensive research in multilingual countries, particularly in the Rwandan EFL context. This research investigates how teacher-student relations affect the motivational levels of EFL students from Rwandan secondary schools, and how senior English teachers and students develop intrinsic and extrinsic motivation through emotional support, individualized teaching methods, and interactive respect. The study employed a qualitative method with a case study design. Data were gathered from ten teachers and four high school students using semi-structured interviews, and then analyzed thematically. The results indicate that good teacher-student relations promote English learning by motivating students' active participation and better results, which are ensured by the teacher's interest and positive attitude towards students. The research affirms the need for teacher professional development programs, which have the potential to impart practical, relational teaching strategies to various students. The result of studies assists in the acquisition of multicultural language learning. Policymakers can consider these findings to develop education policies promoting student motivation and EFL success in Rwandan classrooms.
Genre-based assessment: Developing instruments for assessing students’ ability to write a narrative text Santoso, Dian Rahma; Fauziah, Humairah; Mukminatien, Nur
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9593

Abstract

Research highlights a mismatch between the general scoring rubrics teachers use and the specific features required to assess genre-based writing, potentially due to a lack of genre-based approach-specific models. The study aims to develop and validate genre-based assessment instruments, and it sought to evaluate the validity and reliability of these instruments to ensure their suitability for classroom-based assessment. This study involved four stages of the research and development (R&D) model: initial product development, refinement, field-testing, and revision. Data were collected through focus group discussions (FGD) with a fellow teacher on the test blueprint and rubric, a questionnaire on participants’ perceptions of test quality, and field-testing of 40 students’ writing scores. SPSS was used to analyze inter-rater reliability, and participants deemed the instruments suitable for classroom use. The results show that genre-based assessment through the tasks is effectively aligned with instructional objectives with assessment practices. It revealed a strong positive correlation, confirming the reliability of the scoring rubric. Thus, the instruments are both valid and reliable for assessing students’ narrative writing performance. The findings emphasize the potential of genre-based assessment tools to align instructional goals with assessment practices, offering implications for enhancing the teaching and assessment of genre-specific writing in educational contexts.
Teacher-learner interactions in Indonesian EFL classroom: A case study of active learning strategies and proficiency challenges Huda, Bahrul; Yunus, Muhammad; Romadhon, M. Galuh Elga
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9765

Abstract

Second language acquisition (SLA) research often prioritizes adult and tertiary-level learners, leaving adolescent learners in secondary schools underrepresented. This study investigates how teacher–learner interactions shape SLA in Indonesian junior high school classrooms, focusing on instructional strategies and contextual challenges. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews with four teachers and thirty-two students. Thematic analysis revealed that scaffolding, modified input, peer collaboration, and implicit feedback were key strategies that fostered engagement, comprehension, and learner confidence. Teachers employed stepwise guidance, slowed speech, visual supports, and role-plays to encourage active participation, while rephrased feedback helped reduce anxiety during error correction. However, persistent challenges emerged, including student anxiety, wide proficiency gaps, limited teaching resources, and overcrowded classrooms, which constrained interaction patterns. The findings highlight the importance of differentiated instruction, low-anxiety learning environments, and resource support to optimize SLA in adolescent EFL contexts. This study contributes to SLA literature by emphasizing the critical role of interactive strategies in promoting effective language acquisition among younger learners in non-western settings.
Speaking challenges and strategies in English medium instruction (EMI): Integrating language learning with vocational skills for vocational high school students Akmal, Mohammad Mirza; Unsiah, Frida
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9806

Abstract

English-speaking skills are essential for vocational high school students who must be prepared to communicate in globalized industries. However, despite the increasing use of English medium instruction (EMI) in vocational schools, limited research has examined the specific speaking challenges and coping strategies of students in these contexts. This study aims to explore the challenges and strategies for developing speaking skills within EMI to integrate language learning with vocational skills. This study employed an explanatory sequential design with quantitative and qualitative data. Data were collected through a questionnaire across two dimensions and interviews. One hundred students from a public vocational high school in Malang, Indonesia, participated in filling the questionnaire, with six randomly selected for interviews. Quantitative data were analyzed using SPSS and Microsoft Excel, while qualitative data underwent thematic analysis. Findings revealed internal challenges such as anxiety, limited vocabulary, and lack of practice, alongside external challenges like insufficient English-speaking programs and reliance on the mother tongue. Strategies included using language-learning apps, English media, and building social interactions. Intrinsic motivations, such as aspirations to study abroad and international friendship, also played a significant role. This study highlights the importance of creating supportive environments and provides insights for educators and policymakers in addressing students' needs.
Constructing professional identity through self-reflection: A case study of Pattani pre-service teachers in Indonesia Khoiriyah, Khoiriyah; Sahlan , Moh.
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9807

Abstract

Pre-service teachers’ (PSTs) reflective teaching practice has been seen as early professional growth. However, it has not delved yet into how Pattani PSTs as international students construct their professional identity through self-reflection. The study aims to investigate the Pattani PSTs constructing their professional identity through self-reflection, the role of self-reflection in shaping their professional identity, and the process of self-reflection impacting their identity as future teachers during the teaching practice program in Indonesia. This qualitative case study involved three PSTs from Pattani in Southern Thailand as research participants. The data were garnered from reflective journals, dialogic reflection, and teaching practice artefacts. The data from self-reflections were cross-checked and validated using interviews with three teacher mentors and one teacher educator, as well as their lesson plans. Data from reflective journals and interviews were analyzed thematically, while dialogic reflections were examined using appraisal analysis. The findings revealed three emerging themes: (1) retrospection and collaboration; (2) inner, outer, and interactive contemplations; and (3) envisioning teacher as a future career. The study suggests that for international PSTs, targeted pre-practicum training in intercultural communicative competence and local pedagogical knowledge is crucial to facilitate positive self-reflection and professional identity construction. 
Translanguaging practices and teacher perspectives in a CLIL program: A case study at a national plus school in Indonesia Khafshoh, Adira Lizaria; Anugerahwati, Mirjam; Yannuar, Nurenzia; Basthomi, Yazid
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9878

Abstract

The increasing adoption of content and language integrated learning (CLIL) in educational settings has caught teachers’ interest in using translanguaging as a tool to promote effective teaching and learning. Many studies have discussed translanguaging in CLIL, but limited studies have focused on young learners. This case study aims to explore translanguaging practices and perspectives in the CLIL context. Three teachers at one of the national plus schools in Malang, Indonesia, participated in this study. The data were obtained from classroom observations and interviews and analyzed using a thematic pattern. The results showed that teachers’ teaching practices, if seen from a translanguaging lens, while they were explaining the material, asking questions, giving tasks, and giving feedback to young learners. The reasons why the teachers applied translanguaging were to explain the materials and give advice to students, and to address students’ multilingual backgrounds. The advantages of performing translanguaging were to understand the instruction, explain the difficult materials, bond with students, and improve students’ vocabulary. This study suggests that integrating translanguaging strategies in CLIL might support more inclusive and effective teaching for young multilingual learners.
Assessing the levels and prevalence of public speaking anxiety among Indonesian EFL university students Muhyidin, Mohammad; Chuquin, Ector Geovanny Pupiales
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9982

Abstract

Research on speaking anxiety among ESL/EFL students has been documented. However, research on speaking anxiety, particularly in the context of public speaking or oral performance at the higher education level, remains underexplored. This research aims to assess the anxiety levels and prevalence of Indonesian EFL university students in public speaking classes. The study involved undergraduate students enrolled in a public speaking class in the fourth semester of the English department at a university in Kediri, Indonesia. A sample (n=51) completed the distributed speaking anxiety survey questionnaire of the Foreign Language Classroom Anxiety Scale (FLCAS) adapted from Horwitz et al. (1986). The collected data were then statistically analyzed using SPSS. The results show that the EFL university students exhibited varying degrees of anxiety from the lowest to the highest levels: anxious, very relaxed, mildly anxious, and relaxed. The most prevalent anxiety among the EFL university students in public speaking was at a relaxed level. Several factors that affect how much speaking anxiety students feel in English classes include not being interested in the subject, their age, not getting enough practice, and their gender. Findings highlight the need for special support in public speaking classes to assist EFL students in dealing with their anxiety.

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