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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 775 Documents
 73   74   75   76   77 
A qualitative case study of critical literacy in boosting EFL students’ critical language awareness: Critical literacy in teaching exposition text and its impacts Raden Aulia Utami Hidayat; Sri Setyarini; Gin Gin Gustine; Budi Hermawan
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9680

Abstract

Critical literacy is essential to be implemented in this 21st-century education. However, the implementation of it remains underexplored, especially in the Indonesian context. This study aims to investigate the implementation of critical literacy in teaching exposition texts and its impacts on students' critical language awareness. Using a qualitative approach with a case study design, the research involved an English teacher and thirty-six tenth-grade students of a public senior high school in one district in West Java, Indonesia. Data were collected through classroom observations. The data were analyzed using deductive thematic analysis based on the four-dimension framework of critical literacy and the five-step guided instructional approach as the guideline. Findings indicated that the teacher has successfully implemented the critical literacy strategies in teaching exposition texts. Furthermore, the practices enhanced students’ critical language awareness by encouraging analytical text evaluation. However, there were two main challenges, particularly in engaging with socio-political issues and taking action since both the teacher and students were still unfamiliar with the discussion of sensitive issues. The study highlights the practical and pedagogical benefits of critical literacy in underrepresented educational settings, contributing to the preparation of a globally competitive and socially aware generation.
“Lingo Climb” for vocabulary learning: Developing a game-based learning tool for elementary EFL students Nina Sofiana; Aprilia Riyana Putri; Muhammad Alie Muzakki; Husni Mubarok
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9714

Abstract

Vocabulary acquisition is essential for language learning, yet many students in English as foreign language (EFL) contexts struggle with traditional, rote-based instruction that lacks engagement and contextual relevance. This study addresses this gap by developing and evaluating “Lingo Climb”, a game-based vocabulary learning tool inspired by the Snake and Ladder game, tailored for Indonesian elementary school students. Employing the ADDIE model, the study progressed through needs analysis, product development, and evaluation phases. A mixed-method approach was used, incorporating surveys, interviews, observations, and pre and post-tests during small-scale trials involving 24 students and two teachers. Results indicated significant improvements in students’ vocabulary mastery, with teachers and students praising the tool for its cultural relevance, practicality, and ability to foster engagement and collaboration. The findings highlight the potential of "Lingo Climb" as a culturally adapted, game-based learning tool that transforms vocabulary instruction into an engaging experience. While the study demonstrates the effectiveness of non-technological innovation, limitations include the small sample size and short-term trials. This study emphasizes the value of interactive and culturally relevant tools in addressing gaps in traditional vocabulary instruction and advancing gamification in education.
Teacher-learner interactions in Indonesian EFL classroom: A case study of active learning strategies and proficiency challenges Bahrul Huda; Muhammad Yunus; M. Galuh Elga Romadhon
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.
Exploring writing anxiety in analytical exposition text: A gender-based study of Indonesian high school EFL learners Salsabila Saifa Fitra Ichwany; Bambang Yudi Cahyono
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.
Speaking challenges and strategies in English medium instruction (EMI): Integrating language learning with vocational skills for vocational high school students Mohammad Mirza Akmal; Frida Unsiah
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; Moh. Sahlan
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. 
A decade of research on word formation in foreign language education: A scientometric mapping (2014–2024) Danang Satria Nugraha
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.v15i2.9841

Abstract

Word formation plays a crucial role in foreign language acquisition, enabling learners to expand their vocabulary and understand the meaning of unfamiliar words. However, a comprehensive understanding of the research landscape in this domain remains elusive. This study employed a scientometric approach to analyze the research landscape on word formation in foreign language teaching, utilizing data from the Scopus database spanning 2014 – 2024. Bibliographic and keyword analysis, facilitated by VOSviewer, was conducted on 240 documents to identify publication trends, major contributors, and thematic clusters. The findings reveal an escalating field, with a 333% increase in publications over the observed period and prominent contributions from journals such as “Russian Language Studies”, “Perspektivy Nauki i Obrazovania”, and “Xlinguae”. Four distinct thematic clusters were identified: (1) Cluster A (29.1%) encompassing foundational linguistic concepts and cognitive processes; (2) Cluster B (27.9%) focusing on pedagogical practices and learning processes; (3) Cluster C (23.3%) highlighting linguistic elements and acquisition challenges; and (4) Cluster D (19.8%) addressing the application and investigation of word formation knowledge. To some extent, this study provides an overview of recent research trends and informs future research directions in this crucial area of language learning and teaching.
Integrating Telegram in English class to elevate speaking performance and engagement: A classroom action research in junior high school Innas Shofiatus Sholichah; Eka Wahjuningsih; Areta Puspa; David Imamyartha
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.v15i2.9855

Abstract

Albeit the vast integration of mobile technologies into English classrooms at junior high schools, measures to elevate speaking performance through mobile instant messaging, such as Telegram, remains scant. Addressing this void, this classroom action research (CAR) aimed to enhance students' speaking fluency and accuracy by using Telegram as a tool for speaking tasks. A group of eighth-grade students was chosen based on the preliminary noting their struggled with speaking skills and the issues concerning low learning engagement. This research operationalized mobile technology and communicative language learning tasks in two cycles, each of which involved two meetings and one meeting of a speaking test. Research data were collected from the speaking test and observation. Descriptive statistics revealed the improvement of students' speaking proficiency from the first to the second cycle, 35% and 48%, respectively. The speaking task was also successful in amplifying students' engagement, where 61% of them were actively engaged in the second cycle, compared to 57% in the first cycle. This research exhibited how Telegram mediated supportive and engaging authentic speaking tasks even for beginner learners. Research implications underscore the potency of Telegram for transforming speaking practice as a challenging experience into an inviting and personalized learning endeavor.
Investigating learner autonomy-supportive features in an EFL textbook and perceptions of teachers and students on the textbook role in fostering learner autonomy Nurul Anggraini; Gin Gin Gustine; Sitti Nurfaidah; La Ode Musaldin
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.
Translanguaging practices and teacher perspectives in a CLIL program: A case study at a national plus school in Indonesia Adira Lizaria Khafshoh; Mirjam Anugerahwati; Nurenzia Yannuar; Yazid Basthomi
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.

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