Indonesian EFL Journal

MOVE ANALYSIS OF HIGHLY CITED SCOPUS ENGLISH LANGUAGE TEACHING JOURNAL ARTICLES

Fuji Nurizka Amalia, Eri Kurniawan — Mon, 27 Jan 2025 21:48:13 +0700

Producing quality research articles requires researchers to have a comprehensive understanding of move analysis, a structural approach that uses moves and steps to effectively present arguments and findings. Despite extensive research on move analysis structures, there remains a gap in frameworks addressing the move-step structures across all sections of highly cited research articles, particularly in the field of English Language Teaching (ELT). This study seeks to fill this gap by analyzing the structural patterns of move-step sequences in ELT research articles, providing a practical framework for novice researchers. Employing a multi-framework approach, Hyland's (2000) model was used for Abstracts, Swales' (2004) for Introductions, Cotos' (2017) for Methods, and Moreno and Swales' (2018) for Results and Discussion sections. A corpus of 30 highly cited ELT research articles indexed in Scopus was analyzed. The findings reveal that specific moves, such as presenting background, reporting the research method and results are consistent across Abstracts, and topic generalization, indicating a gap, and announcing present research across Introductions. Similarly, the Method sections exhibit two dominant moves: contextualizing study methods and describing the study, while the Results and Discussion sections highlight four key moves, including reporting background information, presenting and highlighting results, and interpreting and explaining results. This research underscores the importance of recognizing conventional and optional moves in crafting high-quality articles. The proposed framework is expected to serve as a comprehensive guide for novice researchers in producing impactful and well-structured ELT research articles, contributing to the field's scholarly discourse.

Keywords: ELT research article; move analysis; research framework

INVESTIGATING THE ROLE OF CBCL LISTENING E-MODULE IN FOSTERING 21ST CENTURY SKILLS: AN EXPERIMENTAL STUDY

Imroatul Ma'fiyah, Riyani Riyani, Carrisa Rahma Yuliana — Mon, 27 Jan 2025 21:48:14 +0700

This study examines the effectiveness of a Case-Based Collaborative Learning (CBCL) listening e-module in enhancing the 21st-century skills of English Language Teaching (ELT) students, specifically focusing on critical and creative thinking skills. Utilizing an experimental design, 38 students participated, with an experimental group using the e-module and a control group following traditional instruction. Results from pre- and post-tests demonstrated significant improvements in the experimental group. Additionally, students’ feedback revealed high satisfaction with the module’s content relevance, multimedia integration, and scaffolded activities. These findings suggest that CBCL-based e-module is an effective tool for fostering students’ creative and critical thinking, contributing to innovative teaching practices in ELT.

EXPLORING STUDENTS’ PERCEPTIONS OF INTENSIVE LISTENING IMPLEMENTATION IN INDONESIAN HIGHER EDUCATION

Aliya Hana Latifa, Deddy Suryana, Ari Arifin Danuwijaya, Muhammad Handi Gunawan — Mon, 27 Jan 2025 21:48:14 +0700

Abstract: Intensive listening has gained significant attention in enhancing listening skills among students. While its benefits have been well documented in primary and secondary education, there is a notable gap in research regarding its implementation among university students. This study aims to address the gap by investigating the implementation of intensive listening at a higher education level, particularly exploring the students’ perceptions towards its implementation. By using a qualitative case study design, this study involved first-year students from English language education at one public university in Bandung, Indonesia. Data were collected using open-ended questionnaires, interviews, and classroom observation and analyzed thematically using NVivo software. Findings revealed that the students reported their positive perceptions regarding the implementation of intensive listening in the classroom which enhanced their listening skills, vocabulary, and pronunciation. Nevertheless, they encountered challenges with unfamiliar vocabulary, accent, and rate of speech. Several strategies to cope with the challenges were implemented, and it suggests the critical role of the lecturer in supporting the success of the implementation of intensive listening in the classroom.

Keywords: Intensive listening; listening comprehension; listening strategies; university students.

COHESION OF CONCLUSION IN STUDENT’S ACADEMIC WRITING: CRITICAL DISCOURSE ANALYSIS PERSPECTIVE

Sudar Sudar — Mon, 27 Jan 2025 21:48:15 +0700

A conclusion of academic writing is an urgent component in writing. Khazaal, (2019), he described that good a conclusion of academic writing has five variables namely; grammar, vocabulary, organizing, content, and cohesion). Based on this idea, researcher would like to limit the discussion on cohesion, organization, and grammar (tenses) conclusion of academic writing written by EFL students. The research questions of this study are as the following; a. What are the cohesive devices written in a conclusion of academic writing? b. how is the organization of conclusion written by EFL students? c. What are the tenses used in the section of conclusion written by EFL students? It is a qualitative descriptive study. The data of this study were twenty-five files of academic writing taken randomly from two classes of forty-five files. To analyse the data researcher used theory of cohesion written by Halliday and Hasan (1976) cited in Jhonson, (2017). Theory of organizing of a conclusion of academic writing by Adizovna, (2023), and the theories of tenses developed by, Bukit and Deli, (2020). The finding of the study revealed that, there were three types of cohesion written by EFL students in writing a conclusion of academic writing namely; grammatical cohesion, reiteration lexical cohesion, and conjunctive adverb to achieve cohesion. Furthermore, there are two types of a conclusion; such as; a conclusion has three components, and a conclusion has two components. Furthermore, there were two types of tenses written in a conclusion of academic writing, namely; simple present and simple past.

ENHANCING STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT WITH MULTIMODAL DIGITAL LITERACY

Siti Mariam, Catur Kepirianto, Sayyidatul Fadlilah, Awwalia Fitrotin Izza — Mon, 27 Jan 2025 21:48:16 +0700

This study aims firstly to explain the use of multimodal digital literacy to boost students’ reading comprehension of recount text. Secondly, to describe students’ engagement in joining this learning model. It employed a qualitative method. Classroom action research with two cycles was used as the research design. Each cycle consisted of planning, acting, observing, and evaluating. The participants were thirty-ninth graders at the Islamic secondary school in Semarang Regency in the academic year 2024-2025. The pre-test, posttests, and observation guidelines were provided as data collection techniques. The results show that incorporating a genre-based approach and multimodal digital literacy can enhance students’ reading comprehension of recount text. Based on students’ achievement in the pretest, they reached 69, in post-test cycle 1, they achieved 75, and in post-test cycle 2, they obtained 84. Because students were intrigued by multimodal digital literacy, they were also delighted in putting this learning approach into practice. Their grasp of reading comprehension of recall texts was enhanced by the teacher. Together with their peers and the teacher, they studied the course materials. It can be concluded, this learning paradigm improves group work and interpersonal skills, raises learning motivation, and promotes active learners' involvement.

Keywords: digital literacy, multimodal; reading comprehension; recount text; revolutionizing.

EXPLORING INDONESIAN PRE-SERVICE TEACHERS’ STRATEGIES DURING PRACTICUM IN THAI SCHOOLS

Nabila Muna Kusuma, Siti Nur'Aini, Theresia Cicik Sophia Budiman — Mon, 27 Jan 2025 21:48:16 +0700

Teaching practicum is a component of teacher education programs that provides pre-service teachers (PST) with practical classroom experience. This study investigated the teaching strategies and challenges of Indonesian student teachers during practicum in Thai schools. The study involved 27 participants from 4 universities in Central Java who participated in a one-month internship program. Using qualitative methods, data were collected through open-ended questionnaires and interviews. All 27 participants agreed to complete open-ended questionnaires regarding the challenges experienced during the teaching practicum. From the results of the questionnaire, only 4 participants agreed to be interviewed further regarding teaching strategies. The results obtained from filling out the questionnaire about the challenges showed that 89% experienced language barriers, 8% were constrained in learning media, and 4% had difficulty finding halal food. On the other hand, the results obtained from interviews show that PST apply teaching strategies using digital media, printed media, and ice-breaking. Based on these findings, it can be concluded that the use of strategies in teaching must be appropriate and can make students understand the material presented by PST due to the limited language and media.

Keywords: pre-service teachers; teachers’ strategies; challenges; teaching practicum.

BRIDGING THE LITERACY GAP WITH INTEGRATED MEDIA: EMPOWERING ELEMENTARY STUDENTS TO THRIVE

Nida Amalia Asikin — Mon, 27 Jan 2025 21:48:17 +0700

The extended impact of the two-year pandemic has significantly affected the motivation and literacy skills of elementary students. In response to the government's Merdeka curriculum, prioritizing literacy in the 4.0 era, there is an urgent need for innovative approaches. This study advocates for integrated media, combining ICT with manual tools, to enhance literacy skills and boost motivation. Referencing digital literacy, language learning through screen time, and insights from the Routledge handbook of digital literacies in early childhood (Erstad et.al., 2020), the research integrates various media elements, guided by studies in digital literacy, early childhood education, and the impact of video games on reading comprehension. Implementing qualitative method at Linimasa Elementary School, the study involves fourteen students in three groups, engaging in activities like identifying animal sounds and accurately writing and pronouncing animal names. Research outcomes show that integrated media successfully enhances literacy learning with excitement. The study highlights benefits, including increased confidence, teamwork, strategic thinking, and problem-solving skills among students. In conclusion, this research strongly supports teaching literacy to elementary students through integrated media, providing valuable insights for educators, policymakers, and researchers in advancing literacy education in the digital age.

Keywords: Integrated media; Teaching Literacy; elementary; Merdeka curriculum

EXPLORING PRE-SERVICE TEACHERS’ PERCEPTIONS OF DIGITAL STORYTELLING IN EFL CLASSES USING THE TAM FRAMEWORK

Endang Sulistianingsih, Taufiqulloh Taufiqulloh — Thu, 13 Feb 2025 02:21:18 +0700

This study investigated the pre-service teachers’ perceptions on the use of digital storytelling as their future teaching strategy. The case study was chosen as the approach, and 28 pre-service English teachers were recruited as participants. The questionnaires and observations were used as the data analyzed using Nvivo. This finding showed that pre-service teachers agreed to adopt digital storytelling as their future teaching strategy. When digital storytelling is embedded in collaborative activities, it helps students improve their digital literacy. It also enables them to enhance their vocabulary enrichment and speaking competence in particular. They also claimed that digital storytelling gives nuance to teaching strategy because it is practical, interesting, and fun. In addition to its benefits, digital storytelling poses issues that must be overcome, such as users' capacity to master technology and express their creative imagination without limitations. This study suggests that digital storytelling can be an innovative teaching strategy.

SECONDARY STUDENTS’ CYCLICAL SELF-ASSESSMENT PROCESS MEDIATED BY GRAMMARLY IN RECOUNT TEXT WRITING

Fajriati Astuti, Bambang Widi Pratolo — Fri, 14 Feb 2025 01:41:11 +0700

This research examines the cyclical self-assessment process in an English language learning class facilitated by Artificial Intelligence (AI). Guided by the research question, “How did secondary students of writing proficiency participate in a repetitive self-assessment procedure in Writing with the assistance of Artificial Intelligence?” This research uses a narrative inquiry method to collect data from three middle school students with writing proficiency levels at Angkasa Adisucipto Yogyakarta High School. Data was collected through reflective notes and interviews. Thematic analysis was used to analyze the data. This research produced two critical findings. Initially, three middle school students with varying levels of writing ability participated in different phases of a self-assessment cycle, which was influenced by two main factors: their drive to learn and their belief in artificial intelligence (AI). The higher a high school student's level of motivation, the more likely they will actively seek outside input. Additionally, their belief in Automated Written Corrective Feedback (AWCF) and Automated Writing Evaluation (AWE) motivates them to participate in assessment and revision processes that facilitate a cyclical self-evaluation process to improve their learning outcomes. Artificial Intelligence (AI) has the potential to enable highly efficient iterative self-evaluation procedures with diverse functions. These findings imply that integrating AI tools like Grammarly in writing instruction can enhance self-assessment efficacy, but educators must address feedback literacy and the limitations of AI-generated feedback. Future research should explore larger sample sizes and diverse contexts to generalize findings.

Keywords: English Learning; Artificial Intelligence; Self-Assessment; Secondary Students.

ENHANCING HIGH SCHOOL STUDENTS’ COMPREHENSION OF DISCUSSION TEXT WITH GENDRE BASED APPROACH & FEEDBACK

Irsyad Nugraha, Emi Emilia, Wawan Gunawan — Sat, 08 Mar 2025 09:39:56 +0700

The Genre-Based Approach (GBA) has been a common teaching method in Indonesia for many years, particularly for learning how to write. GBA consists of four stages: 1) Building Knowledge of the Field, 2) Modeling of the Text, 3) Joint Construction of the Text, and 4) Independent Construction of the Text. This research examines how effectively GBA and teacher feedback can improve high school students' understanding of discussion texts. This research combined Classroom Action Research (CAR) with a Genre-Based Approach (GBA) to investigate learning outcomes in a class of 12^th - grade at SMA Negeri 1 Garut. The CAR cycle, involving planning, action, observation, and reflection, was interwoven with the GBA stages: building field knowledge, modeling, joint construction, and independent construction of texts. The Genre-Based Approach (GBA) provides a structured framework for analyzing texts, making it easier for both teachers and students. By breaking down the structure of texts like discussions, GBA helps students understand how to present their own arguments effectively, including counterarguments and reasoned conclusions. Furthermore, providing constructive feedback to students is essential for their learning. This feedback not only improves their understanding of the material but also enhances their interest, motivation, and performance in future assignments.The study found that GBA is beneficial for improving students' understanding of discussion texts. However, the research also highlighted that the successful implementation of GBA often depends on the teacher providing effective feedback to students. The study concluded that when implemented effectively, GBA, combined with constructive teacher feedback, significantly enhances high school students' writing skills for discussion texts.

Keywords: Genre-based Approach (GBA); feedback; high school; writing skill; discussion text

EXPLORING STUDENTS’ NEEDS FOR STEM BASED DIGITAL LEARNING MODELS TO ENHANCE ENGLISH ACADEMIC READING IN 21ST CENTURY

Hijril Ismail — Sat, 08 Mar 2025 09:38:14 +0700

Academic reading is an active process that requires engagement with the text. It is a complex skill that demands effort and plays a crucial role in building knowledge and understanding. However, many students struggle with academic reading due to complex sentence structures, abstract concepts, and the need for critical analysis. This study investigates students’ needs for a STEM-based digital learning model to enhance academic English reading in the 21st century. Using a quantitative survey approach, data were collected through a questionnaire consisting of 33 statements distributed to students in the English Education Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram. Descriptive statistics, including frequency and percentage, were used to analyze the data. The findings reveal that most students recognize the importance of STEM in improving academic reading comprehension and motivation. Digital applications, particularly interactive tools and gamification, were perceived as effective in supporting learning. However, challenges such as technical difficulties, low motivation, and the need for training in digital tools were identified. The study highlights the necessity of structured academic reading support and digital learning resources that align with the curriculum. These findings provide valuable insights into the integration of STEM-based approaches in English language education, emphasizing the need for effective instructional strategies to maximize their benefits.

THE IMPACT OF USING ELSA APPLICATION TO IMPROVE STUDENTS PRONUNCIATION PRACTICE

M. Maarif Ramdhani, Rima Rahmaniah — Mon, 10 Mar 2025 10:23:15 +0700

Pronunciation is essential for students to speak clearly and accurately. However, achieving correct pronunciation is a major challenge for many students, who find it difficult to pronounce words correctly. The aim of this study was to identify the impact of using ELSA application toward students' pronunciation practice. This study used a quantitative methotd with a descriptive approach and using survey to collect data, from the active students of Universitas Muhammadiyah Mataram. The primary data collection for this study was conducted by distributing questionnaires to 62 respondents. The questionnaire contains items that are validated and reliable, ensuring that each item accurately reflects the dimension it measures. The validity test showed that the calculated r value for each question item was greater than the r table and the reliability test showed that the Cronbach's alpha value was 0.954 for the use of the ELSA application and 0.976 for the improvement of pronunciation practice. The findings from this study corroborate the strong internal consistency of the study instrument. The study utilized a descriptive approach to describe the data distribution of both variables, by showing a mean score of 124.60 on the use of the ELSA application that the majority of respondents actively utilized the ELSA application. Conversely, the improvement of pronunciation practice showed a mean score of 79.55 that substantial improvement in pronunciation practice.