Indonesian EFL Journal

LEARNER INITIATIVE AND ORAL PROFICIENCY: INVESTIGATING THE LINK IN ENGLISH LANGUAGE INSTRUCTION

Suryanto Suryanto, Muhammad Fakhri, Turki Alsolami, Bolormaa Shinjee — Fri, 30 May 2025 06:39:48 +0700

In the context of 21st-century globalization and technological progress, English has become a crucial worldwide lingua franca, especially in non-native English-speaking nations such as Indonesia. Although English has been included into the Indonesian education system at all levels, numerous students encounter difficulties in attaining oral fluency despite extensive formal training. This study examines the correlation between learner initiative and students' oral competency in English, specifically targeting learners in the English Language Education Department of a private institution in Yogyakarta. Utilizing a quantitative correlational study methodology, data were gathered from 97 students through a validated questionnaire to evaluate learner initiative and academic records to assess speaking competence. Descriptive analysis revealed a high level of learner initiative (M = 45.20) and good speaking ability (M = 3.35). Spearman’s rho correlation analysis revealed a statistically significant albeit modest positive association (rs = 0.367, p = 0.001) between learner initiative and speaking proficiency. These findings suggest that while initiative is meaningful in oral language development, it is not the sole determinant of speaking proficiency. The study highlights the need for instructional strategies that foster learner autonomy and address other influencing factors such as anxiety, interaction opportunities, and feedback. The findings supplement the expanding literature highlighting the significance of internal learner traits, especially initiative, as crucial determinants of success in EFL speaking performance

FUNCTIONAL GRAMMAR STUDY: ANALYZING THE BATAK PROVERB "DALIHAN NATOLU" FROM THE PERSPECTIVE OF SYSTEMIC FUNCTIONAL GRAMMAR

Fri, 30 May 2025 07:05:42 +0700

Proverbs that represent their values and perspective are part of the rich cultural legacy of the Batak people of North Sumatra, Indonesia. "Dalihan Natolu" (translates as "The Three Hearth Stones") is one such proverb. This proverb is an important part of Batak social structure and values, which makes it a valuable topic for linguistic study. The "Dalihan Natolu" proverb is examined in this study using the Systemic Functional Grammar (SFG) theoretical paradigm. SFG is a linguistic approach that examines the ways in which language is employed to create meaning and depict the outside world. We can learn more about the grammatical and semantic elements of the "Dalihan Natolu" proverb that contribute to its cultural importance by using SFG to analyze it. The ideational, interpersonal, and textual meta functions of SFG are the three main areas of analysis. The proverb's representation of experiences and construction of reality are examined by the ideational meta function. The interpersonal meta function looks at how the proverb conveys the speaker's position and enacts social interactions. The textual meta function looks at the proverb's method of arranging ideas to create a logical and cohesive message. The study's goal is to identify the language structures and patterns that underlie the cultural significance and symbolic force of the "Dalihan Natolu" adage through this in-depth investigation. Understanding the proverb from the standpoint of Systemic Functional Grammar helps us to better grasp the richness and complexity of Batak cultural expression as well as its applicability in the contemporary era. The results of this work advance the field of linguistic analysis of cultural artefacts and the academic understanding of Batak language and culture. In light of the swift advancements in social and technological spheres, the knowledge acquired can also contribute to the preservation and promotion of Batak cultural heritage.

BRIDGING ENGLISH INSTRUCTION AND CRITICAL THINKING: A NEEDS ANALYSIS AT TWO ISLAMIC HIGHER EDUCATION INSTITUTIONS IN INDONESIA

Sandi Pradana, Ifan Awanda — Fri, 30 May 2025 07:06:46 +0700

This study specifically examines the English teaching material needs of lecturers at STIT Tanggamus and STIT Pringsewu to enhance students’ critical thinking skills. Recognizing that critical thinking is an essential competence in higher education, particularly in English language learning, this research adopts a mixed-methods design to explore the types of materials currently in use, lecturers’ perceptions of students’ critical thinking abilities, and the gaps between existing resources and instructional needs. The study employed a mixed-methods approach, utilizing questionnaires, semi-structured interviews, and document analysis for data collection. The findings highlight a prevalent reliance on authentic materials, underscoring the need for explicit critical thinking frameworks and contextual relevance within the Islamic educational environment. Lecturers expressed concerns regarding students’ limited critical thinking capacity, citing language barriers, insufficient scaffolding, and lack of pedagogical support. It is crucial to redesign English teaching materials systematically to integrate higher-order thinking tasks, align with students' cultural and religious backgrounds, and provide clear instructional guidance. The findings highlight the essential requirements for both material development and professional training to enhance the cultivation of critical thinking in English language education within Indonesian Islamic higher education institutions.

THE PERCEPTION OF 10TH GRADE STUDENTS ON CHATBOT AI TO ENHANCE VOCABULARY ENRICHMENT IN WRITING POCEDURE TEXT

Sat, 31 May 2025 00:00:00 +0700

This study investigates the challenges of mastering technical vocabulary in writing English procedure texts in grade X high school students in Indonesia, which is caused by traditional teacher-centered teaching methods and the lack of adaptation of interactive technology. As a solution, the study proposes the integration of AI chatbots (such as ChatGPT) to provide personalized learning, instant feedback, and contextual examples. The study used a descriptive quantitative approach with a survey technique through a validated 5-point Likert scale questionnaire (Cronbach's Alpha = 0.893). Participants consisted of 57 high school students in Bandung, with data analysis using descriptive statistics. The results showed that 78.9% of students used ChatGPT to generate procedure texts, and the chatbot was rated as easy to use (mean 3.33–3.58). However, 31.6% of students stated that vocabulary was irrelevant to the curriculum, and 43.9% were not motivated to write procedure texts. The conclusion of the study confirms that AI chatbots are effective as micro-aids, but they require curriculum-based content integration, interface improvements, and collaboration with teachers to improve holistic effectiveness.

THE CORRELATION BETWEEN STUDENTS’ PERSONALITY TYPES (EXTROVERT AND INTROVERT) AND READING COMPREHENSION: A STUDY IN SMPN 2 LIRIK

Riza Astriani, Yuli Tiarina — Sat, 31 May 2025 00:00:00 +0700

Reading is one of the important basic skills in English. Personality types also have a relationship with students' reading comprehension. There are many ways of classifying one’s personality. One of these is categorizing them into extrovert or introverted types. This research was conducted through quantitative non-experimental research. The population of this research was all IX class students at SMPN 2 Lirik. The study used Eysenck’s Personality Questionnaire to measure students’ personality types and examined their correlation with reading comprehension. While no significant overall correlation was found, extrovert and introvert characteristics influenced specific comprehension processes differently. Based on the data that has been collected, the level of students' extrovert personality, the results showed that the overall average score is 38.38. This places most students in the medium extrovert personality category. Meanwhile, regarding the level of students' introverted personality, the results showed that most students were in the medium category, with an average overall score of 42.17 from a total of 65 respondents. Both extroverts and introverts have a significant role in their reading comprehension abilities. Although overall there was no significant correlation between personality type (X) and reading comprehension based on the t-count value of 0.227 which is lower than the t-table of 1.998 and a significance value of 0.821 (greater than α = 0.05), the findings from the analysis of each indicator indicate that extrovert and introvert personality characteristics have different influences on the process of understanding texts.

Keywords: Students’ personality types (extrovert and introvert), reading comprehension

DIGITAL LITERACY ATTITUDES AMONG EFL PRE-SERVICE TEACHERS IN THE DEVELOPMENT OF LEARNING MEDIA

Dila Charisma, Rudi Hartono, Sri Wahyuni — Mon, 02 Jun 2025 12:22:03 +0700

This study investigates the digital literacy attitudes of seventh-semester EFL pre-service teachers at one Muhammadiyah University in West Java, focusing on their experiences, challenges, and needs in utilizing digital tools for instructional purposes. While digital literacy is increasingly recognized as a crucial skill in modern education, many pre-service teachers face significant obstacles, including limited technical proficiency, difficulty in accessing credible online resources, and a lack of understanding of ethical considerations in digital content creation. Employing a qualitative approach through open-ended questionnaires and semi-structured interviews, this research explores participants’ perspectives on using digital tools such as Canva and Wordwall in developing learning media. The findings reveal that although pre-service teachers are enthusiastic about incorporating technology into their teaching practices, technical difficulties and ethical concerns often hinder their efforts. Participants emphasized the need for more practical training, hands-on workshops, and ethical guidelines to enhance their digital literacy competencies. The study highlights the importance of integrating structured digital literacy training into teacher education programs, ensuring that future educators are well-equipped to design engaging and pedagogically sound instructional media. Addressing these challenges will ultimately contribute to improving the quality of EFL teaching and fostering a more technology-integrated learning environment.

FOSTERING BETTER READING COMPREHENSION IN JUNIOR HIGH SCHOOL STUDENTS: EXPLORING PRE-READING ACTIVITIES AND INTEREST LEVELS

Nindi Oktriyani, Ratmanida — Mon, 02 Jun 2025 12:28:40 +0700

This study aims to determine the effect of using pre-reading activities and reading interest on students reading comprehension. The study categorized as an experimental research. The population of the research was eighth grade students in the academic years 2024/2025. In this study, the experimental class was taught using pre-reading activities, while the control class was taught using another pre-reading activities. Before being given treatment, both classes were given pre-test to find out the extent of students’ comprehension of the text. After being given treatment, students are given post-test. Meanwhile, the questionnaire was only given at the beginning of the meeting. The instruments in this study are reading comprehension tests and reading interest questionnaires. For each instruments totaled 30 items. The data collection was done by giving reading interest questionnaire and a reading comprehension test (pre and post test) after six meetings of treatments. The data analysis was done by applying a T-test and a two-way ANOVA to test the hypothesis. Furthermore, in the experimental class there were 29 students who had a high interest in reading and 1 student who had a low interest in reading. Meanwhile, in the control class, there were 26 students who had a high interest in reading and 4 students who had a low interest in reading. It can be concluded that H₀ was rejected and H_a was accepted, which shows that there is a significant difference between the experimental class taught using pre-reading activities and the control class taught without using pre-reading activities on reading comprehension. Therefore, it can be concluded that pre-reading activities are one of the effective strategies to improve students' reading comprehension and reading interest.

Keywords: Pre-Reading Activities;Readimg Comprehension; Reading Interest.

ANDALIMAN: HARMONIZATION OF SPICES WITH BATAK CULTURE

Puji Hariati, Purwarno Purwarno — Tue, 03 Jun 2025 08:36:24 +0700

This research aims to describe the relationship among ecolinguistics, andaliman, and Batak Culture. It explains how andaliman as Batak’s spices can hold ecolinguistics and Batak Culture. This study employs a qualitative research approach where the data is taken from observation, interviews, and documentation. The finding indicates that in Batak culture, andaliman is not just a culinary ingredient but also an important part of traditional rituals and festivities. The spice is deeply ingrained in the cultural identity of the Batak people such as: Social Interaction, Batak’s Connection to Nature, Respect for Natural Resources, Spiritual Beliefs, Modern Batak Culture, Preserving Tradition in a Modern World, Andaliman in Tourism, and Cultural Connector. It means that andaliman and and Batak culture is not only ecological but also linguistic and symbolic. Andaliman holds cultural significance to be tied to local stories, practices, and beliefs about the plant's power. The symbolic value of andaliman in these contexts goes beyond its flavor and is woven into the cultural fabric of Batak life. Language functions as a vehicle for passing down traditional ecological knowledge, ensuring the continued use and conservation of plants like andaliman. plays a significant role in shaping attitudes toward the sustainable harvesting of plants like andaliman. The way elders talk about andaliman could serve as a cultural guide to ensuring that its use is sustainable and harmonious with nature.

METAPHOR SYMBOLS IN MA’PANDAN RITUAL: A SEMIOTIC STUDY OF ROLAND BARTHES

Zakaria Zakaria — Tue, 03 Jun 2025 08:38:16 +0700

Abstract: The ma'pandan ritual is a traditional funeral ceremony in Sumarorong district, Mamasa regency. This ritual is one of the religious rituals of the adherents of the aluktodo belief. The communication system heavily utilizes metaphorical symbols and contains myths. These metaphorical symbols are believed to hold sacred value by their adherents and are strictly prohibited from being violated. In the process, these symbols play a crucial role in establishing the order of ritual actions. This study aims to analyze and explain the system of linguistic signs and the construction of myths in metaphorical symbols derived from the ideology of the aluktodolo belief. This research is qualitative, using Barthes' semiotic approach and participatory data collection techniques. The results of the study found that the procedure for analyzing the sign system to uncover the myths behind these metaphorical symbols goes through three stages of constructing the attributes of the sign system, namely, the attributes of signifier and signified at the denotative level, the connotative level and on the mythological level. In addition, the ideological myths constructed in these metaphorical symbols are derived from the beliefs of aluktodolo and the obedience of aluktodolo adherents to the existence of puang matua as the creator of the universe and life, the existence of deata as the protector of the cosmos and life, and humans themselves as the inhabitants of the cosmos. Conclusion: Barthes' semiotic theory can analyze and explain the meanings of the myth of the metaphorical symbols used in the ma'pandan ritual.

Keywords: ma'pandan; semiotics; symbol; myth; ideological myth.

I KNOW AND I LEARN! PRE-SERVICE TEACHERS REFLECT ON KWL IN TAIWAN

Muhammad Yunus, Muhammad Galuh Elga Romadhon — Wed, 04 Jun 2025 12:16:43 +0700

Effective reading strategies for pre-service teachers are of critical importance in this day and age, amidst the changes taking place in English as a Foreign Language (EFL) classes. This study highlights the KWL (Know, Want to Know, Learned) strategy as a powerful approach to boost comprehension skills of prospective teachers. This qualitative case study conducted at National Ping Tung University (NPTU) in Taiwan draws from semi-structured interview data with master’s students who encountered KWL in their reading courses. Thematic analysis was employed not only to evaluate the effectiveness of KWL in the case but also to explore reading instruction in its more general aspects. The study's findings suggest KWL promotes enhanced engagement, reflective thought, and the integration of previous knowledge with new information. Still, participants noted some difficulties—particularly around setting clearly defined learning objectives and synthesizing essential information. Within these constraints, KWL proves to be a useful metacognitive framework in teacher education. The research argued for the application of structured approaches such as KWL to develop sophisticated reading strategies and to stimulate active learning. Subsequent research could explore the use of digital tools to broaden the application of KWL in diverse cultural and linguistic classroom settings.

AN ANALYSIS ON ESP STUDENTS’ ONLINE LEARNING NEEDS: BASIS FOR DEVELOPING A TAILORED ONLINE LEARNING PLATFORM

Fitria Rahmawati, Dewanti Ratna Pertiwi, Sittie Noffaisah B. Pasandalan — Wed, 04 Jun 2025 12:56:53 +0700

This study aims to analyze the needs of Adisutjipto-Aerospace Institute of Technology (ITDA) Yogyakarta students on online learning as the basis for the creation of an online learning platform. The research focused on and investigated 1) how students perceive the implementation of synchronous and asynchronous online learning in terms of content and structure; and 2) the students' learning needs regarding learning mode and activity, teacher aspect, and technical aspect of the online learning implementation. A survey design and a questionnaire were employed for a total of 146 students from one Mechanical Engineering class and three Aerospace Engineering classes who were all enrolled in an English course. The number of samples taken from the entire population was 119, with a confidence level of 5% and randomly selected. It was found that the three most important aspects in online learning are that of teachers with a mean value of 3.266 (very high), followed by learning content and structure (mean value of 3.153) and technical (mean value of 3.127) which are high. The research revealed in an online learning platform, teachers have a crucial role in the learning process of the students and in having a holistic online learning implementation. The results became the basis for further developing the content and structure of ITDA’s online learning platform, ELENA.

A COMPARATIVE REVIEW OF ENGLISH TEXTBOOKS FOR TENTH-GRADE STUDENTS ‘BAHASA INGGRIS: WORK IN PROGRESS’ AND ‘ENGLISH IN MIND BOOK 3’

Homanfil Atori Nurislami Wilman, Desvalini Anwar — Mon, 09 Jun 2025 09:13:38 +0700

This study evaluates English textbooks used in Indonesian high schools to determine their alignment with curriculum standards and their effectiveness in supporting language acquisition. Using document analysis, textbooks were assessed based on key criteria, including aims and approaches, design and organization, language content, skills development, topics and cultural representation, and practical considerations. A Likert-scale rating (1–4) was applied to quantify evaluation results. The findings highlight strengths and weaknesses in locally produced textbooks compared to internationally published materials, emphasizing the need for improvements in cultural inclusivity, skills integration, and real-life applicability. The results provide valuable insights for educators, curriculum developers, and policymakers in selecting and enhancing English learning resources. Additionally, the study serves as a reference for future research on textbook evaluation, particularly in adapting global materials to local educational contexts. By identifying gaps and providing recommendations, this research contributes to the continuous development of high-quality textbooks that align with national and international standards, ultimately improving English language education in Indonesia.

EVALUATING LANGUAGE FEATURES IN AN ENGLISH TEXTBOOKS FOR GRADE 11: A COMPREHENSIVE ANALYSIS BASED ON TEACHER AND EXPERT CRITERIA

Feby Rahmi, Muhammad Zaim — Mon, 09 Jun 2025 11:24:10 +0700

This study is aimed to evaluate the English textbook, especially a textbook for grade 11 high school students. The source of data in this study is an English textbook that was used by Grade 11 high school students from the Ministry of Education and Culture of Indonesia. This study belongs to quantitative description approach to look at the phenomena to describe the existing condition in the field. The instrument of this research is an evaluation checklist. The evaluation checklist was filled out by two English teachers and the researcher itself. As a result of the study, textbook evaluation related to learning English is identified and classified based on the classification of language aspects which are evaluated based on developed criteria of textbook evaluation from some experts, like Celce-Murcia & Marianne (2001), Cunningsworth (1995), Littlejohn (2011), Mukundan (2011), Nation and Macalister (2010) and Ur (1996). Those results indicate that, the evaluation of an English textbook based on the language aspect for grade XI high school students. The quality of the English textbook based on the language aspect for grade XI high school students got an average score of 89,78%. It was classified as the category of Very Good. This demonstrates how well the textbook met the syllabus in terms of language quality, which can be seen from language appropriateness, where a match between language and student development, communicativeness, the coherence and unity of ideas, are integrated with four skills, and other language aspects, so the learning materials in this book are suitable with language aspect.

METANCOGNITIVE LISTENING STRATEGIES AND MALL: EFFECTS OF LEARNING STYLES AND SELF-EFFICACY

Syahadah Albaqiyatul Karimah, Ninuk Lustyantie , Uwes Anis Chaeruman — Thu, 12 Jun 2025 14:19:18 +0700

This study investigates the impact of metacognitive listening strategies on English listening performance among students at SMK Walisongo Jakarta, particularly in using Mobile-Assisted Language Learning (MALL). Using a purposive sampling method, 68 respondents were selected to participate in this research. The study examines the mediating effects of learning styles and self-efficacy to provide a comprehensive understanding of the interplay between these factors and listening performance. Data were collected through pre-tests, post-tests, and validated questionnaires measuring metacognitive strategy use, learning styles, and self-efficacy levels. The analysis results indicate that learning styles have a significant direct impact on listening performance, suggesting that individual differences in learning styles directly influence their listening abilities. This effect is especially important in the usage of Mobile-Assisted Language Learning (MALL), where students’ learning preferences can affect how effectively they engage with learning materials presented through mobile devices. However, despite this significant direct relationship, the analysis also shows that the indirect effect of learning styles on listening performance through self-efficacy is not statistically significant. This suggests that, although self-efficacy is often considered a mediating factor in the learning process, in this study, it does not play a significant role in influencing the relationship between learning styles and listening performance. The findings offer valuable insights for language educators, emphasizing the importance of tailoring metacognitive strategy instruction to align with learners’ characteristics in technology-enhanced learning environments

INVESTIGATING AND CORRELATING STUDENTS’ PERCEPTIONS, INTERESTS, AND ATTITUDES TOWARD THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH YOUTUBE VIDEO PROJECT IN LEARNING ENGLISH

Bidzlamira Dita Centrisia, Khoirul Anwar, Nirwanto Maruf — Thu, 26 Jun 2025 16:57:24 +0700

Abstract - This study aims to examine and correlate students’ perceptions, interests, and attitudes toward implementing Project-Based Learning (PjBL) through YouTube video projects in English language learning. Using a mixed-methods design, this study combined quantitative data from questionnaires with qualitative data from semi-structured interviews. Participants consisted of 70 eleventh-grade students from SMAN 1 Pacitan who had been involved in YouTube-based PjBL activities during English language teaching. The questionnaire was designed to assess three main constructs: perceptions (cognitive, affective, conative), interests (individual, situational, topic-based), and attitudes (cognitive, affective, behavioral). Prior to data analysis, the instrument was subjected to validity and reliability tests. All items were deemed valid based on the item-total correlation value, and the reliability analysis yielded a Cronbach’s Alpha coefficient of 0.976, indicating excellent internal consistency. The findings revealed that students generally responded positively to the integration of YouTube-based PjBL, considering it an innovative and engaging approach that increased their motivation and participation in English language learning. Students also reported increased interest, particularly in producing creative content and collaborating with peers. Attitudinal responses indicated greater confidence, enjoyment, and willingness to communicate in English. Overall, the implementation of YouTube video projects within a PjBL framework proved effective in fostering a more dynamic and student-centered English learning environment. The study suggests that the integration of digital media, when aligned with project-based methodologies, has significant potential to enrich language teaching and enhance 21st century skills.

INVESTIGATING THE USE OF CONTEXTUAL TEACHING AND LEARNING ON STUDENTS’ WRITING RECOUNT TEXT: A CASE ON TEACHING METHOD

Thu, 26 Jun 2025 18:56:48 +0700

This research was designed to find the effect of Contextual Teaching and Learning on student’s writing recount text at grade ten of SMA Negeri 6 Pematangsiantar. To answer the problems the researchers used theories such as Berns & Erickson (2001), Harmer (2004), Knapp and Watkins (2005). The study employed a quantitative research design. As an experimental investigation, its goal was to determine whether the implemented method had any impact on the subject. In this research, in collecting the data the researchers had to do three steps: pre-test, treatment, post-test. The researchers discovered that CTL has a significant impact on students' ability to write recount texts. This is evident from the post-test scores of the experimental class, where the writer applied the CTL treatment. After calculating the data, the researchers found the mean of experimental class was 76,76 and the mean of control class was 61,83. The calculation of t-test, the total t- obtained value of the research is 4.63 with the degree of freedom (df) was (30+30)-2=58 and level of significant 2.5% (0.025), so the value table of t-table was 2.00. It shows that t- obtained value is higher than t-table (4.63> 2.00). Therefore, the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (Ho) was rejected. It means that Contextual Teaching and Learning was more significant than Grammar Translation Method in writing recount text at grade ten of SMA Negeri 6 Pematangsiantar.

STUDENTS’ TECHNIQUES IN TRANSLATING “EUPHEMISM” FROM ENGLISH TO INDONESIAN AT STKIP INSAN MADANI AIR MOLEK

Fathur Rizqy Az, Havid Ardi — Thu, 26 Jun 2025 19:14:40 +0700

Students in the English Department are being prepared to become future translators. Therefore, they must be capable of translating various types of texts. The source of data involved sixth-year students in the academic year 2023/2024 in STKIP Insan Madani Air Molek. The researcher selected purposively sixth-year students as because they were assumed to be taken into translation courses. This research aims to analyze the students' translation techniques related to euphemism. This research is conducted through translation assessment and the identification of techniques during the translation process. This research employs a qualitative method to understand the phenomenon being examined deeply and to provide comprehensive insights into the research. The research findings indicate that students used eight translation techniques in translating euphemism texts. These translation techniques include: each one is ranked from the most frequently used to the least used: Adaptation 13 times/12.38%, Amplification 15 times/14.28%, Calque 52 times/49.52%, Compensation 1 time/0.95%, Discursive Creation 1 time/0.95%, Generalization 6 times/5.71%, Literal Translation 14 times/13.33%, and Modulation 4 times/3.80%.

MODALITY IN MALAY LANGUAGE IN KAMPUNG TUA TANJUNG RIAU BATAM

Hilda Safitri , Siti Ainim Liusti — Tue, 08 Jul 2025 03:27:06 +0700

This study aims to describe the types and functions of modality in Malay language used by the people of Kampung Tua Tanjung Riau, Batam, in daily interaction and communication. The approach used is qualitative with descriptive method. The data is in the form of community speech containing modality, obtained through free listening, recording, and note-taking techniques. Data validity was tested through triangulation, and analysis was conducted through data reduction, data presentation, and conclusion drawing. The results show that people use four types of modality, namely intensional, epistemic, deontic, and dynamic. Intentional modality is the most dominant type, especially in the meaning of volitional. In addition, three main functions of modality in community communication were found. This finding indicates that people consciously utilize modality as an important part of interaction. The conclusion of this study states that modality has a central role in the communication system of the community of Kampung Tua Tanjung Riau. Tanjung Riau Malay language has a distinctive and rich modality system, which reflects the culture and way of thinking of its speakers. This research is expected to be a contribution to the preservation and development of regional linguistic studies, as well as a reference for further research in the field of local language and culture.

DIRECTING LEARNING THROUGH LANGUAGE: AN ANALYSIS OF TEACHERS' DIRECTIVE SPEECH ACTS IN INDONESIAN HIGH SCHOOL CLASSROOMS

Meri Susanti, Siti Ainim Liusti — Tue, 08 Jul 2025 07:54:36 +0700

This study aims to describe the forms of directive speech acts used by teachers in Indonesian language learning interactions at SMA Negeri 15 Padang and explain their use across the opening, core, and closing stages of instruction. Using a qualitative approach with a descriptive method, data were obtained from the utterances of Indonesian language teachers in grades X and XI through non-participant observation, audio recording, and note-taking. A total of 186 utterances containing directive speech acts were identified. The analysis employed Searle’s taxonomy of speech acts and Hymes’s Speaking framework to examine linguistic forms and their contextual use. Data validity was ensured through triangulation, and data analysis involved reduction, display, and conclusion drawing. The study identified six types of directive speech acts: telling, inviting, asking, pleading, advising, and forbidding. "Telling" appeared most frequently, especially during the core learning stage, while "inviting" and "asking" were common in the opening and closing stages to create a participatory and supportive classroom atmosphere. These findings suggest that teachers strategically use directive speech acts according to the phase of instruction and learning goals. The study concludes that directive speech acts play a vital role in managing classroom interactions and enhancing learning effectiveness. Teachers act not only as conveyors of knowledge but also as interaction managers through the use of purposeful and polite language. This underscores the importance of pragmatic competence in effective teaching, particularly in the context of Indonesian language education.

ENGLISH MORPHEME ACQUSITION AS A SECOND LANGUAGE AMONG CHILDREN IN ONLINE GAMING ENVIRONMENTS

Asih Prihandini, Dadang Sudana, Eri Kurniawan — Sat, 12 Jul 2025 14:01:20 +0700

This study aims to explore the acquisition of English morphemes which is the second language used by children through their interaction in online games. English morphemes, which have different structures from Indonesian morphemes, are analyzed based on their types, especially on root, affixation, stem and base. This study uses a qualitative approach with descriptive analysis. The research sample consists of children aged 7 to 12 years old who have experience playing online games. Observations were made to identify the use of relevant English morphemes. The results show that children can understand and use roots both as content words and function words. However, not all lexical morphemes are found in children's speech, nor are bound roots as part of morphemes. The types of affixes used by children in playing online games are affixes at the beginning and end. There is no use of infixes. Root, stem and base which are word building elements have been used by children in the context of online games.

SELF-EVALUATION OF TEACHER TALK (SETT): FACILITATING TEACHER-STUDENTS INTERACTION IN EFL SPEAKING CLASS

Ningtyas Orilina Argawati, Bachrudin Musthafa, Gin Gin Gustine — Sat, 12 Jul 2025 23:40:24 +0700

Teachers have significant role in facilitating students’ interaction in the classroom. They contribute in students’ interaction development. Therefore, teachers need to always take such strategy to do so. One the strategy which can be used by teachers is by applying Self-evaluation of Teacher Talk (SETT). This study is aimed at describing the implementation of SETT to facilitate teacher-students interaction in EFL speaking class in university level. Using a qualitative research design, data were collected through recorded classroom observations and semi-structured student interviews in a speaking class. The study focused on four key categories of teacher talk: Managerial, Material, Skill and System, and Classroom Context Talk. Research indicates that managerial talk efficiently organizes classroom activities and illustrates organizational communication standards, while material talk contextualizes learning goals, connecting theory to practical applications. Skill and system discussions provide clear language training and constructive feedback, enhancing communication competence and confidence. Classroom context talk promotes critical thinking and introspective engagement, connecting theoretical knowledge with actual professional contexts. The synthesis of data and discussion emphasizes the dynamic interaction of these categories in fostering students’ interaction and preparedness for professional communication issues. This study provides significant insights for teachers seeking to enhance instructional practices in higher education, highlighting the essential role of teacher discourse in equipping students for proficient communication in professional environments.

EXPLORING COHESIVE DEVICES IN SEVENTH-GRADE ENGLISH TEXTBOOKS: A DISCOURSE ANALYSIS

Riska Nurul Fitriani, Aliva Rosdiana — Tue, 22 Jul 2025 01:05:00 +0700

English textbooks serve as crucial instructional resources in Indonesian EFL contexts, with cohesive devices like conjunctions playing a vital role in text comprehension. Despite extensive research on cohesion, seventh-grade textbooks remain underexplored, particularly in Indonesia. This study analyzes conjunction types (additive, adversative, causal, temporal) and their functions in a seventh-grade English textbook to evaluate their role in enhancing coherence and pedagogical effectiveness. A qualitative descriptive approach was employed, examining 13 texts from "English for Grade VII" (Azari, 2013) using Halliday and Hasan’s (1976) cohesion framework. Data were coded manually, with inter-rater reliability (κ = 0.89) ensuring consistency. Additive conjunctions dominated (55%), facilitating idea elaboration, followed by temporal (25%), adversative (10%), and causal (10%) conjunctions. Additives maintained conversational flow ("and"), while temporals structured narratives ("after"). Adversatives ("but") and causals ("because") introduced contrast and logic at developmentally appropriate levels. The textbook effectively employs conjunctions to scaffold coherence, balancing simplicity and complexity for young learners. Its distribution aligns with research on cognitive load and cultural relevance. Textbook developers should maintain this conjunction balance while incorporating more diverse examples. Teachers can use these findings to design conjunction-focused exercises. Future studies should expand to multiple textbooks and longitudinal learning outcomes.

UNVEILING EDUCATIONAL BACKGROUNDS: ENGLISH LEARNING STRATEGIES AMONG INDONESIAN PESANTREN AND GENERAL SCHOOL GRADUATES

Siti Nadhifah, Adira Lizaria Khafshoh, Mirjam Anugerahwati — Tue, 22 Jul 2025 15:50:55 +0700

This study addresses a significant gap in understanding how diverse educational backgrounds— specifically pesantren-based and general schools—influence English language learning strategies among Indonesian students pursuing higher education in English Language Education. Using a qualitative multiple case study design, data were collected through semi-structured interviews with two students—one from each educational background—at a university in Malang. The findings revealed distinct differences in language learning strategies and study habits. Both groups employed the six strategies outlined by Oxford (1990), but with unique preferences. General school graduates favored informal strategies, such as social media use, video-based learning, and self-regulation, reflecting a flexible and autonomous learning environment. In contrast, pesantren students relied on structured strategies, including teacher-guided review and memorization, shaped by their religious education. Study habits differed as well, with general school students adopting flexible routines using digital tools and peer collaboration, while pesantren students adhered to disciplined, teacher-supported study habits. These differences impacted language proficiency, classroom participation, and academic performance. General school students demonstrated higher engagement and ambition, while pesantren students showed steady progress and strong foundational skills. The study emphasizes the need for tailored educational approaches that address students' diverse educational backgrounds to foster effective language learning and promote inclusive academic environments.

DEVELOPING A CROSSWORD PUZZLE AS AN ENGLISH LEARNING MEDIUM TO ENHANCE STUDENTS' VOCABULARY MASTERY

Anisa Dwi Ramadhani, Muh Shofiyuddin — Tue, 22 Jul 2025 15:55:44 +0700

Vocabulary mastery is one of the fundamental components in language learning, especially for English as a Foreign Language at the elementary level. This study aims to develop a learning medium in the form of a crossword puzzle combined with clue cards to improve vocabulary mastery among fourth-grade students. The research employed a Research and Development (R&D) approach using the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The product was designed based on students' needs, aligned with the curriculum, and validated by media and content experts. The product was tested on 27 fourth-grade students at SDN 03 Sidigede, Jepara, using a pre-experimental design with a one-group pre-test and post-test model. The paired sample t-test showed a significant increase in students’ vocabulary scores after using the media, with an average improvement of 30.44 points (p < 0.001). Additionally, feedback from both teachers and students indicated that the crossword puzzle and clue cards were highly engaging, easy to use, and effective. Expert validation confirmed the media's feasibility, with a 97.5% appropriateness rating from content and language experts, and 87.75% from media experts. In conclusion, the developed crossword puzzle media proved to be an effective and feasible tool for enhancing vocabulary mastery. Its interactive and game-based format successfully increased students’ motivation, participation, and long-term retention of vocabulary in the English learning process.

IMPLEMENTING CRITICAL LITERACY TO REFRAME NARRATIVE STORIES: A CASE STUDY OF INDONESIAN TERTIARY EFL CLASSROOM

Hanif Nurcholish Adiantika, Emi Emilia, Gin Gin Gustine — Thu, 24 Jul 2025 12:40:46 +0700

Critical literacy (CL) emphasizes the analysis of texts to understand power dynamics and promote social justice, helping students challenge established norms. However, further research is needed on its integration into the English curriculum for Indonesian university students. This case study explores the strategies used by an EFL teacher to foster CL development among 28 student-teachers at an Indonesian university through narrative texts. Data was gathered through classroom observations, students' reflective journals, and interviews, and thematically analyzed. Findings revealed that the teacher applied strategies such as "reader as code breaker," "reader as meaning maker," "reader as text user," and "reader as text analyst." Additionally, the Four Resources Model of CL enhanced students' abilities, particularly in meaning-making and text critique. Practical implications for curriculum design suggest that integrating CL strategies into the EFL curriculum can encourage students to engage more critically with texts, fostering deeper understanding and social awareness. For teacher training, this study highlights the importance of equipping educators with strategies for facilitating critical literacy in diverse classroom settings. The study advocates for a systematic integration of CL in EFL curricula across Indonesian higher education to enhance the quality of English programs and prepare students for more active participation in global discourse.

COMMUNICATIVE STYLES IN CLASSROOM MATERIALS: A LINGUISTIC ANALYSIS OF ELEMENTARY EFL TEXTBOOK CONVERSATIONS

Jihananda Cahya Bagaskara, Ahdi Riyono, Rusiana — Fri, 25 Jul 2025 22:20:54 +0700

This study investigates the language styles used in the dialogues of the “Look and Say” section in the "My Next Words Grade 5 Student’s Book for Elementary School.". the author conducted this study due to the rarely explored language styles in elementary school student books, particularly within the context of the Merdeka curriculum. Through this study, the author aimed to identify and describe the language styles and their functions in the dialogues of the specified textbook section. A qualitative methodology was employed, utilizing the language style theory of Joos and Holmes's theory on language functions. Data were collected through documentation analysis using content analysis. This study revealed that all 23 dialogues used a casual language style (100%). The functions identified were expressive (57%), referential (22%), directive (17%), and phatic (4%). In this study, the author concluded that the dialogues predominantly used a casual style, emphasizing emotional engagement and information delivery. It suggests incorporating more diverse language styles to enhance educational dialogues.

Keywords: Language Style; Language Function; Student Book; Dialogue.

PROMOTING EFL PRE-SERVICE TEACHERS' IDENTITY AND TEACHING COMPETENCIES VIA BLENDED CPROT IN ELT

Yulia Nur Ekawati, Issy Yuliasri, Mursid Saleh, Rahayu Puji Haryanti — Sun, 10 Aug 2025 06:40:15 +0700

This study explores the implementation of the Blended Collaborative Peer Review of Teaching (CPRoT) model to enhance teaching competency, Technological Pedagogical Content Knowledge (TPACK), and professional identity among preservice EFL teachers. Uniquely, the study highlights the reflective role of lecturers in facilitating CPRoT in a hybrid microteaching course. Using a qualitative case study design, data were drawn from lecturers' reflection diaries and analyzed thematically through NVivo-style coding. Seven key themes emerged: EFL-specific pedagogy, TPACK development, student engagement, scaffolding support, peer feedback literacy, emotional growth, and the role of blended learning advocates. Findings indicate that CPRoT strengthened instructional design, classroom delivery, and linguistic accuracy while fostering confidence, pedagogical coherence, and collaborative habits. Students' emotional transitions highlight e potential of CPRoT in shaping teacher identity. The integration of synchronous and asynchronous modes supported sustained engagement and reflective practice. These results suggest that structured peer review in a blended environment offers a scalable, holistic strategy for preparing reflective, technology-integrated language educators.

CROSS-LANGUAGE PRACTICES AND SPEAKING TECHNOLOGY IN HIGHER EDUCATION FOR STRENGTHENING ENGLISH COMMUNICATION COMPETENCE

Ervina CM Simatupang, Heri Heryono, Lilies Youlia Friatin, Bambang Ruby Sugiarto — Sun, 10 Aug 2025 07:41:02 +0700

Accomplishment in higher education recently depends on the ability to communicate effectively in English; due to increasingly globalized academic setting. This essay investigates the creative ways that speaking technology and cross-language exercises might be combined to improve students' proficiency in English communication. By utilizing students' current linguistic resources, cross-language practices, which entail the purposeful use of different languages, can promote deeper comprehension and retention of English language abilities. When combined with cutting-edge speaking technology, such AI-driven language learning tools and speech recognition software, these approaches provide a dynamic and engaging means of honing English communication skills. With a focus on practical application in academic and professional contexts, the study investigates the effects of these combined techniques on students' language proficiency. This research is a comparable passage that has been adjusted for the study's setting. The study involved 45 students from different academic disciplines, 60% of whom were female and 40% of whom were male, and used a sequential explanatory mixed-method approach to investigate their views and experiences about cross-language practices in combination with speaking technology. Surveys, pre- and post-speaking evaluations for descriptive analysis, and reflective notebooks for qualitative insights were all used in the data collection process. The study of descriptive data was done using theme analysis. As evidenced by the overwhelmingly favorable response from participants, the data showed that integrating student languages alongside English, backed by speaking technology, dramatically increased their English communication skills.

INTEGRATION OF DIGITAL STORYTELLING IN WRITING INSTRUCTION TO ENHANCE STUDENTS’ CREATIVITY AND LITERACY PROFICIENCY: A CASE STUDY

Nirwanto Maruf, Khoirul Anwar, Salsabilah Latifa — Tue, 09 Sep 2025 14:40:05 +0700

This study investigated the effectiveness of integrating digital storytelling platforms in foreign language writing instruction to enhance students’ creativity and literacy proficiency, focusing on grammar accuracy, vocabulary usage, narrative structure, and creativity. Conducted at an Indonesian secondary school, the research employed a mixed-methods one-group pretest-posttest design involving 60 eleventh-grade students. Quantitative analysis revealed significant improvements across all measured writing dimensions: grammar accuracy improved significantly (t(29) = 7.85, p < .001), vocabulary usage showed marked gains (t(29) = 6.97, p < .001), narrative structure increased substantially (t(29) = 8.21, p < .001), and creativity scores rose notably (t(29) = 7.35, p < .001). Complementary qualitative data from classroom observations and semi-structured interviews highlighted increased student motivation, strategic cognitive engagement, and active participation throughout the intervention. Findings suggest that digital storytelling fosters a rich multimodal learning environment that simultaneously supports technical writing accuracy and creative expression. The scaffolded instructional design—including storyboarding, multimedia integration, and peer feedback—enabled learners to organize coherent narratives, enhance vocabulary, and refine grammatical skills. Participants also reported heightened enthusiasm and metacognitive awareness, indicating deeper involvement in the writing process. These results align with contemporary theories advocating multimodal and technology-enhanced pedagogies in language education. Despite limitations including sample size and design constraints, the study offers valuable empirical evidence from an underexplored Indonesian EFL context and supports the adoption of digital storytelling as an engaging, holistic strategy to improve foreign language writing and foster essential 21st-century skills such as creativity and critical thinking.

NEGOTIATING FAITH, FUTURE, AND FOREIGN LANGUAGE: A PSYCHOLOGICAL INQUIRY INTO ENGLISH LEARNING AMONG NON-ENGLISH MAJOR STUDENTS AT AN ISLAMIC UNIVERSITY

Wed, 17 Sep 2025 18:57:51 +0700

In religious university environments, the development of English-speaking skills among non-English major students presents unique psychological and contextual challenges. Ideally, students should be able to integrate language mastery with their religious and academic identity to face global demands. However, empirical findings reveal that many students experience high anxiety, lack of confidence, and inconsistent institutional support, particularly in the informal learning environment of the Ma’had program. Through a qualitative inquiry involving in-depth interviews, this study identifies four major themes: (1) Psychological Barriers in Speaking English, (2) Contextual Gaps between Academic Programs and Dormitory Initiatives, (3) Adaptive and Maladaptive Coping Strategies, and (4) Students' Aspirations for Effective English Learning Environments. The research highlights that although formal academic programs provide structured learning, the informal settings often lack systematic reinforcement, leading to fragmented experiences in language acquisition. Students express a strong need for a more integrated, empathetic, and motivational approach in both academic and dormitory settings. This study contributes to the theoretical understanding of English learning in faith-based institutions and offers practical implications for curriculum designers, language instructors, and religious educational policymakers aiming to bridge the psychological and contextual gaps. The findings advocate for the design of supportive programs that not only build linguistic competence but also align with students’ religious values and future aspirations, fostering a more holistic development of English proficiency in faith-driven academic environments.

DIGITAL ASSESSMENT INFUSED WITH CULTURALLY RESPONSIVE TEACHING: EFL LEARNER PERCEPTIONS ON TECHNOLOGICAL INCLUSIVENESS

Slamet Asari — Fri, 26 Sep 2025 15:39:01 +0700

Culturally Responsive Teaching (CRT) is a learning approach that emphasizes the value of respecting and incorporating students' cultures into the learning process. Along with this approach, there is a desire for more culturally sensitive assessments that take into account the students' background characteristics or cultures. The purpose of this study is to acquire an overview of EFL learners' impressions of the CRT approach, which incorporates digital assessment into learning. This study used a mixed-method design to gather and process data from 124 secondary-level students, employing questionnaires and observations for the instruments. It was then analyzed using descriptive statistics and qualitative analysis. It was discovered that EFL learners had positive attitudes toward the use of CRT-based digital assessments, notably in terms of comfort, convenience, and relevance to their culture they have experienced. Their motivation and involvement in learning supported this finding, leading to significant and beneficial outcomes. They felt more respected, intrigued, and connected to ordinary situations, and their confidence was leveraged. However, the challenges and obstacles encountered necessitate careful consideration, in particular the time provided for completing the assessment and the inadequacy of some test elements to accommodate a small group of students.