Indonesian EFL Journal, with electronic ISSN 2541-3635 and print ISSN 2252-7427, is an academic publication with an open-access policy. It focuses on enhancing our comprehension of multi-disciplinary research and critical review of issues on applied linguistics, English language teaching and English literature in the context of English as a Foreign Language (EFL). The journal is committed to encouraging interdisciplinary research that generates valuable findings and contributes to the advancement of language and literature knowledge in today's society. IEFLJ is nationally accredited (SINTA 2) by the Indonesian Ministry of Education, Culture, Research, and Technology from Volume 9(2) in 2023 through Volume 14(1) in 2028.
AN EXPLANATORY INVESTIGATION ON FOREIGN LANGUAGE ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS AT STKIP PGRI LAMPUNG
In the context of globalized English education, university students frequently encounter emotional and psychological barriers that hinder their mastery of English as a foreign language. One such barrier is Foreign Language Anxiety (FLA), which has been shown to significantly affect learners’ confidence, performance, and overall language acquisition. This study investigates the existence and sources of FLA among English Department students at STKIP PGRI Lampung, employing a quantitative descriptive design. Data were collected using Horwitz, Horwitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS), which measures four domains of anxiety: communication apprehension, test anxiety, fear of negative evaluation, and general classroom anxiety. Findings revealed that the majority of students reported moderate levels of anxiety, with test anxiety and general classroom anxiety identified as the most influential contributors to heightened stress in English learning contexts. The study concludes with pedagogical implications and recommendations for reducing FLA in Indonesian higher education settings.
foreign language anxiety; test anxiety; classroom anxiety; foreign language classroom anxiety scale
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EFL LEARNERS' PARTICIPATION AMONG PROFICIENCY LEVELS: INSIGHTS FROM STUDENTS AND TEACHERS
While prior research establishes that participation is affected by proficiency, instruction, motivation, and anxiety, few studies investigate participation by integrating observable classroom behavior with teachers' interpretations, particularly within Indonesian university EFL contexts. To bridge this disparity, this study aimed to describe how students with varying English proficiency levels participate in an English Intensive Program at an Islamic university in Surabaya, Indonesia, and to explore how teachers interpret students’ participation in light of those proficiency levels. Data were collected through non-participant classroom observations and in-depth interviews with university students from two classes and five teachers, and were analysed using thematic analysis. The study found that students’ participation appeared in many forms and was not limited to speaking. Higher- and intermediate-proficiency students tended to participate verbally, mostly when prompted by the teacher. Meanwhile, lower-proficiency students participated by listening, taking notes, following instructions, and completing tasks. Teachers interpreted participation by considering students’ proficiency level, confidence, task difficulty, and classroom situation. Silence was often viewed as limited language ability or low confidence rather than a lack of interest. The study contributes to a deeper understanding of classroom involvement in EFL environments. The results support the notion that participation is dependent upon context and socially created, rather than just verbal. It also shows that observed stillness can indicate cognitive engagement rather than disengagement. By combining teachers' perspectives with observed students' behaviours, this study suggests that participation should be investigated through both behavioural and interpretive lenses. Future research should explore classroom participation and consider linguistic, nonverbal, affective, and contextual elements.
EFL students’ participation; students’ English proficiency levels; teachers’ perspectives.
UNCOVERING IDEOLOGY AND NOBILITY IN THE MUNA FOLK TALE KARAMBAU KAINSEDODO: A CRITICAL DISCOURSE ANALYSIS OF HEREDITARY AUTHORITY AND TEXTUAL MEDIATION
This study examines the Muna folktale Karambau Kainsedodo as a cultural discourse that constructs hereditary authority, moral legitimacy, and noble identity. Previous studies on Indonesian folklore have mostly focused on moral values, themes, or cultural preservation, while limited attention has been given to how regional folktales reproduce ideology through linguistic choices and translation. This study aims to analyze how power relations and moral legitimacy are constructed in the tale, how ideological markers are mediated across Muna, Indonesian, and English versions, and how characters embody hereditary authority within Muna social ideology. This study used a qualitative design with Fairclough’s three-dimensional Critical Discourse Analysis, covering textual analysis, discursive practice, and social practice. The findings show that noble identity is constructed through titles, evaluative expressions, hospitality formulas, coercive commands, symbolic opposition, and ancestral invocation. Translation preserves the main narrative structure but reduces the cultural density of key terms such as kolaki. The folktale functions not only as a moral story but also as a discourse that legitimizes hereditary authority and demonstrates how translation mediates indigenous ideology. The findings may support culturally sensitive translation and the use of local folktales in English literature and EFL learning.
TEACHER’S STRATEGIES IN THE IMPLEMENTATION OF GLOBAL ENGLISHES IN EXTENSIVE LISTENING: LESSONS LEARNED FROM INDONESIA
English role as a global lingua franca necessitates a shift in teaching practices away from traditional native-speaker norms toward an appreciation of diverse English varieties. In the Expanding Circle, conventional instruction often fails to equip learners for real-world communication with varied accents. This study examined the effective strategies EFL teachers use in extensive listening classrooms to integrate Global Englishes (GE) and to assess students’ responses to these diverse materials. This study employed a qualitative case study design, utilizing classroom observations, lecturer questionnaires, and student reflections from one experienced EFL lecturer and approximately 30 undergraduate students at an Indonesian public university. Data were analyzed using thematic analysis. The findings reveal three key strategies: the consistent use of authentic and diverse materials from various global regions, a pedagogical focus on comprehension over accent perfection, and the implementation of structured activities like journals, presentations, and group discussions. Students’ responses were highly positive, showing active participation, enhanced confidence in their own accents, and improved peer interaction. However, students also reported challenges in finding varied resources and understanding certain “strong accents”. In conclusion, the study affirms that moving beyond a native-centric model to integrate GE is a practical necessity for boosting communicative competence. The documented strategies offer an effective pedagogical model for preparing learners for the linguistic realities of a globalized world. These findings contribute an empirically grounded, context-specific pedagogical framework for GE integration in EFL extensive listening instruction in the Indonesian higher education context.
global Englishes; Intercultural communication; native speakerism.
QUR'ANIC AUDITORY STIMULATION AS COGNITIVE-LINGUISTIC THERAPY FOR LEXICAL RETRIEVAL IN POST-STROKE BROCA'S APHASIA: A CASE STUDY
Post-stroke aphasia impairs lexical retricceeeval, verbal fluency, and communication ability, yet access to conventional speech therapy remains limited in many developing countries. This study examined whether Qur'anic recitation therapy could facilitate cognitive-linguistic recovery in a patient with Broca's aphasia, focusing specifically on lexical retrieval mechanisms. A qualitative case study design was employed, involving a 43-year-old male lecturer from West Java, Indonesia, who experienced a hemorrhagic stroke affecting Broca's area, resulting in non-fluent aphasia. The participant, a native Sundanese-Indonesian speaker with pre-stroke Qur'anic memorization experience, received structured therapy over approximately 71 days. The intervention comprised five stages: ablution procedures, prayer movements, recitation of short surahs (Al-Fatihah, Al-Ikhlas, Al-Falaq, An-Nas), dhikr verbal repetition, and daily prayers. Data were collected through observation of verbal production during therapy sessions and analyzed qualitatively, focusing on lexical retrieval accuracy, verbal fluency, and communication confidence. Findings revealed that the participant successfully retrieved familiar Qur'anic recitations more accurately than unfamiliar Indonesian texts, indicating that spiritually embedded language stored in long-term memory remained relatively preserved. Gradual improvements in attention, verbal recall, and communicative confidence were observed. Within one year post-therapy, the participant resumed employment, served as a muezzin, and completed a master's degree. The study concludes that Qur'anic recitation may function as cognitive-linguistic stimulation supporting lexical retrieval in post-stroke aphasia through mechanisms of familiarity, repetition, and semantic cueing. However, these findings derive from a single case and require replication. Recommendations include integrating spiritually familiar linguistic stimuli into aphasia rehabilitation protocols, conducting controlled group studies, and exploring applicability across different aphasia types and cultural-linguistic contexts.
Broca's aphasia; Qur'anic recitation; lexical retrieval; cognitive-linguistic therapy; verbal memory; case study
WRITING STRATEGIES OF INDONESIAN UNDERGRADUATE EFL STUDENTS IN A MULTILINGUAL CONTEXT
This study identifies and describes the writing strategies used by Indonesian undergraduate students in an English Department within a multilingual context. A quantitative survey was conducted with 76 students at a private university in Bandung, using a Likert-scale questionnaire to measure cognitive, metacognitive, affective, and social strategies. The results showed that students used a range of strategies, with cognitive strategies like brainstorming and rereading being most common, and metacognitive strategies, such as self-monitoring and feedback awareness, being more frequently employed. Affective strategies focused on emotional regulation and motivation, while social strategies highlighted peer collaboration and digital tools. The study provides insights into writing strategy use among Indonesian EFL students and suggests the need for explicit instruction in planning, research-based writing, and strategy development. Due to its limited scope, the findings are not intended to be broadly generalized.
writing skills; writing strategies; Indonesian EFL; multilingual; multilingual context.
AUGMENTED REALITY AND SITUATED GRAMMAR LEARNING IN PRIMARY EFL CLASSROOMS: A QUASI-EXPERIMENTAL MIXED-METHODS STUDY
Augmented reality (AR) offers contextual and visual support for primary EFL learners; however, empirical evidence on AR-supported grammar learning in primary classrooms remains limited. This explanatory sequential mixed-methods study examined how AR-supported situated grammar instruction supported second-semester fourth-grade students’ learning of the present continuous tense. Sixty students from SD Negeri Topogaro, Morowali, Central Sulawesi, participated in a quasi-experimental pre-test-post-test control group design. Class 4A served as the experimental group (n = 30), and Class 4B served as the control group (n = 30). The experimental group learned through Assemblr Edu AR markers, collaborative sentence construction, and situated task presentation, while the control group received conventional grammar instruction. The experimental group obtained higher post-test scores (M = 87.67, SD = 8.73) than the control group (M = 75.73, SD = 8.48). ANCOVA confirmed a significant group effect after controlling for pre-test scores, F(1, 57) = 54.70, p < .001, partial eta squared = .490, with an adjusted mean difference of 11.55 points. The questionnaire, administered only to the experimental group after the intervention, showed very positive post-intervention perceptions (M = 4.47/5.00). Qualitative findings indicated that AR supported grammar learning through authentic context, embodied learning, collaboration, and visual anchoring. The findings suggest that AR can function as a complementary scaffold for contextualized grammar learning.
augmented reality; situated learning; grammar instruction; primary EFL learners; present continuous tense.
MORPHOLOGICAL PROCESSES IN THE NAMES OF TRADITIONAL SURAKARTA CULINARY IN INSTAGRAM HASHTAGS DATA
This research analyzes the morphological procedures used in forming the names of traditional Surakarta culinary items as represented in Instagram hashtags. Using a qualitative descriptive approach, data were collected from popular Instagram posts containing hashtags of traditional Surakarta foods. The data were analyzed based on Soeparno’s (2003) theory of morphological procedures. The results reveal two morphological procedures: duplication/reduplication and compounding. Among these, compounding is the most dominant type, accounting for 92,5% (25) data, while duplication/reduplication accounts for 7,5% (2) data. Examples such as gado-gado, arem-arem, cabuk rambak, and sate kere illustrate these morphological patterns. The prevalence of compounding suggests that social media users creatively combine free morphemes to produce meaningful culinary names that reflect both linguistic processes and local cultural identity. This study demonstrates how traditional culinary vocabulary continues to develop and spread through digital communication, highlighting the dynamic relationship between language, culture, and technology.
EXPLORING THE EFFECT AND LEARNERS’ EXPERIENCES OF HUMAN-AI COLLABORATIVE SPEAKING PRACTICE AMONG INDONESIAN EFL LEARNERS
classroom time, speaking anxiety, and insufficient authentic interaction often restrict learners’ opportunities to develop fluency and confidence. Although AI-based speaking tools have increasingly been used in language learning, previous studies have emphasized individual AI-mediated practice and measurable proficiency outcomes, while limited attention has been given to human–AI collaborative speaking practice and learners’ experiences in the Indonesian EFL context. This study investigated the effect of human–AI collaborative speaking practice using SmallTalk2Me on learners’ speaking skills and anxiety, while also exploring learners’ perceived benefits, challenges, and views of AI and human interaction. A sequential explanatory mixed-methods design was employed with 20 intermediates Indonesian EFL learners. Quantitative data were collected through IELTS-based speaking pre-tests and post-tests and a Foreign Language Speaking Anxiety questionnaire, while qualitative data were obtained from semi-structured interviews with five participants. The results showed significant improvements in all speaking components: fluency increased from 5.17 to 6.32, lexical resource from 5.68 to 6.50, grammatical accuracy from 4.84 to 5.66, and pronunciation from 5.48 to 6.33. Paired-sample t-tests confirmed significant gains across all components, with p = 0.000. Learners’ speaking anxiety also decreased significantly from 3.20 to 2.75, t(19) = -13.42, p = 0.000. Human–AI collaborative speaking practice effectively enhanced learners’ speaking performance and reduced anxiety by combining AI-generated feedback with meaningful human interaction.
Human–AI collaboration; Indonesian EFL learners; speaking practice; SmallTalk2Me; speaking skills; speaking anxiety.
INSTRUCTIONAL LANGUAGE IN KAHOOT!-BASED EFL LEARNING: A QUASI-EXPERIMENTAL STUDY IN INDONESIAN SECONDARY SCHOOLS
This mixed-methods study with a quasi-experimental design examined students' engagement, motivation, perceived learning benefits, and instructional language experiences in Kahoot!-based EFL learning, comparing English-only (n=36) and mixed English–Indonesian (n=36) conditions in an Indonesian secondary school. Quantitative data from a 58-item questionnaire and pretest-posttest assessments were analyzed using ANCOVA and regression; qualitative data from 12 semi-structured interviews were thematically analyzed. Descriptive results showed high engagement (M=4.38), motivation (M=4.25), and perceived benefits (M=4.12). The mixed English–Indonesian group demonstrated significant improvement (t(35)=-9.057, p<.001, d=-1.510). ANCOVA confirmed instructional language effects on posttest achievement (F(1,69)=83.201, p<.001, Partial η²=.547). Engagement was the strongest predictor of perceived benefits (R²=.809). Qualitative findings indicated bilingual support improved comprehension, reduced anxiety, and increased response speed, particularly for lower-proficiency learners. Findings suggest pedagogical translanguaging can support participation and achievement in gamified EFL learning, though generalizability is limited by single-site sampling.
UNPACKING SUCCESS AND FAILURE IN SELF-PACED EXTENSION LEARNING: A QUALITATIVE STUDY OF EFL STUDENTS' EXPERIENCES
Self-Paced Extension Learning (SPEL) is increasingly adopted in secondary EFL classrooms to personalize instruction and foster learner autonomy. However, prior research has largely emphasized learning outcomes, offering limited insight into the self-regulatory and affective-cognitive processes shaping learner engagement. This study addresses this gap by exploring learners’ experiences within SPEL through the lens of Pintrich’s self-regulated learning (SRL) framework. Specifically, the study is guided by two research questions: (1) How does SPEL influence learners’ affective-cognitive engagement and SRL processes? and (2) How do individual differences and contextual factors mediate learner success and struggle in SPEL? Using a phenomenological-narrative qualitative design, data were collected from 36 lower-secondary EFL students through interviews, focus groups, reflection journals, and LMS artifacts. Data were analyzed using thematic analysis with a hybrid approach—deductive coding based on Pintrich’s SRL phases and inductive coding for emergent themes. Findings indicate that SPEL activates all SRL phases, but engagement varies significantly. Learners who set feedback-driven goals, managed pacing, and adapted strategies demonstrated higher motivation and agency, whereas others experienced anxiety, cognitive overload, and task avoidance. Digital literacy and instructional support emerged as key mediating factors. These findings contribute to a process-oriented
self-paced extension learning; self-regulated learning; EFL learners; affective-cognitive engagement; digital literacy; instructional scaffolding
REDUCING NATIVE LANGUAGE INTERFERENCE IN ENGLISH TEACHING WRITING USING GRAMMARLY: A CASE STUDY
Native language (L1) interference continues to pose a significant challenge in English as a Foreign Language (EFL) classrooms, frequently resulting in systematic writing errors. Despite its prevalence, L1 interference among senior high school students, especially in relation to automated writing tools, has received limited scholarly attention. This qualitative case study investigates L1 interference patterns among students with Javanese, Madurese, and Balinese linguistic backgrounds and evaluates the effectiveness of Grammarly in reducing these errors. Data were gathered through classroom observations, teacher interviews, and analysis of students' argumentative essays, and subsequently analyzed using a systematic coding-category-theme approach. The findings indicate that L1 interference primarily manifests in syntactic, morphological, and lexical domains, largely due to a translation-oriented writing strategy. The use of Grammarly as a digital scaffold significantly improved students' grammatical awareness and facilitated independent revision. The results suggest that although digital tools enhance structural accuracy and learner autonomy, teacher intervention remains essential for addressing complex semantic challenges. This study provides pedagogical recommendations for integrating technology to reduce negative language transfer in diverse EFL contexts.
Keywords: L1 interference; Grammarly; teaching writing; digital scaffolding; EFL learners
INTEGRATING DIGITAL TOOLS IN EFL CLASSROOMS: TEACHERS’ PRACTICES
This study investigates EFL teachers' practices and experiences in integrating digital tools into classroom introduction. An explanatory squential mixed-methodes design was employed, consisting of quantitative survey followed by qualitative semi-structured interviews. The survey involved thirty EFL teachers from secondary schools, with varying years of teaching experience and level of digital proficiency. Quantitive finding indicate that teacher fequently utilize learning management systems (M = 3.5), multimedia resources (M = 3.4), and interactive applications (M = 3.3) to support student engagement and language learning. However, lower mean scores were observed in areas related to advance digital pedagogy and tool integration (M = 3.0), suggesting uneven implementation. Qualitative analysis of interview data revealed several key themes: (1) the preceived benefit of digital tools in enhancing student motivation and interaction, (2) challenges related to limited technical skills and training, (3) infrastructural constraints such as unreliable internet access, and (4) time limitations affecting lesson preparation and tool integration. The finding suggest the effective digital integration in EFL classrooms depends not only on the availability of technological tools but also on teachers competencies, pedagogical beliefes, and institutional support. The study concludes that sustained professional development and supportive educational policies are essential to promote meaningful and sustainable use of digital tools in language teaching.
digital tools integration; EFL teachers; technology-enhanced language learning; teachers’ practices; professional development.
TRANSCULTURAL REPRESENTATION IN INDONESIAN EFL TEXTBOOKS: A CASE STUDY
This study investigated the comprehensive depiction of culture within the framework of Global Englishes, offering a fresh outlook in English as a Foreign Language (EFL) education. This perspective transitioned from admitting the supremacy of the English language to acknowledging the existence of International English and English as a global language. This development has profoundly revolutionized the domain of English as a Foreign Language (EFL) education. This study aimed to examine the cultural material found in English as a Foreign Language (EFL) textbook, with a specific focus on how it is altered and influenced by the concept of transcultural flows. The predominant aim of research on cultural content has been to quantitatively delineate the proportion of said content. The investigations also explored the cultural categorization based on a wide range of cultural characteristics. They failed to analyse culture at the level of microcultures or the transfer of culture between various contexts. The study additionally examined the transcultural flows that occur across national and cultural boundaries, utilizing Pennycook's theory (2007) as a basis. The analysis uncovered dynamic interplays between the indigenous Indonesian culture and transcultural influences, notably focused on the act of borrowing and remaking in the English as a Foreign Language (EFL) textbook. The study highlighted the simultaneous presence and interplay of these borrowings and the indigenous Indonesian culture, offering pupils a chance to cultivate a comprehension of culture within a worldwide context. Moreover, this study revealed that the cultural depictions and their integration into Indonesian settings offer English education that beyond mere proficiency in the English language. The cultural representations and their position as borrowings offer opportunities for the advancement of English as a constituent of global Englishes.
cultural representations; transcultural flows; EFL textbook.
THE EFFECTIVENESS OF SELF-CREATED PICTURE VOCABULARY (SCPV) IN MOBILE-ASSISTED VOCABULARY LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS
Vocabulary mastery is central to language learning success, yet traditional instructional approaches have consistently failed to promote durable retention among junior high school learners. Mobile-assisted language learning (MALL) offers promising alternatives by leveraging learner familiarity with mobile devices to create flexible, engaging learning environments. Despite theoretical support for combining visual learning with self-generated content in mobile contexts, empirical research specifically examining the Self-Created Picture Vocabulary (SCPV) approach remains limited, particularly for junior high school vocabulary instruction. This study investigated the effectiveness of SCPV in improving vocabulary mastery across four dimensions: word recognition, meaning comprehension, spelling accuracy, and contextual usage. A quasi-experimental pre-test and post-test design was employed with 64 eight-grade EFL students over a four-week SCPV intervention using a mobile application. Paired-samples t-tests revealed statistically significant improvements across all dimensions (p < .001), with a very large overall effect size (d = 2.31) and a mean score increase of 22.58 points (41.6%). Meaning comprehension showed the greatest gains (d = 1.97), followed by contextual usage (d = 1.42), word recognition (d = 1.28), and spelling accuracy (d = 1.06), SCPV integrating dual coding, generative learning, personalization, and mobile affordances constitutes an effective and practical approach to vocabulary instruction that warrants broader adoption in EFL classroom.
EFFECTS OF CANVA-BASED MULTIMODAL LEARNING ON WRITING AND VOCABULARY: A QUASI-EXPERIMENTAL STUDY
The integration of digital technology in English Language Teaching (ELT) has transformed instructional practices toward more interactive and student-centered learning environments. However, previous studies mainly focus on single language skills and often employ descriptive or pre-experimental designs, resulting in limited empirical evidence on integrated language development. This study aims to examine the effectiveness of Canva-based multimodal learning in improving students' vocabulary mastery and writing skills. A quasi-experimental design with a pre-test-post-test control group was employed involving 60 secondary school students divided into experimental and control group. The experimental group received Canva-based multimodal instruction, while the control group was taught using conventional methods. Data were analyzed using Shapiro-Wilk and Lavene's tests, followed by paired and independent sample t-tests, and Cohen's d. The results show a statistically significant improvement in the experimental group compared to the control group (p < 0,05), with a large effect size (d = 0.91). Canva-based multimodal learning effectively enhances both vocabulary mastery and writing skills by promoting deeper cognitive processing through visual and verbal integration.
Canva-based learning; multimodal learning; vocabulary mastery; writing skills; quasi-experimental design; EFL; digital pedagogy
A QUANTITATIVE CROSSWALK BETWEEN TOEFL ITP SCORES AND CEFR LEVELS: AN OUTCOME-BASED APPROACH FOR ELT IN HIGHER EDUCATION
As the Common European Framework of Reference for Languages (CEFR) gains prominence as a global benchmark, higher education institutions require precise and transparent methods to interpret institutional English proficiency test scores. However, the absence of empirical alignment between TOEFL ITP scores and CEFR levels poses challenges for outcome-based academic environments, particularly in relation to placement, certification, and policy decisions. This study aims to develop a quantitative crosswalk between TOEFL ITP scores and CEFR proficiency levels within an Outcome-Based Education (OBE) framework. Using a quantitative cross-sectional design, data were collected from 90 students in the seventh-semester university who completed a preparatory course and subsequently took an online TOEFL ITP prediction test via the institutional Learning Management System. The relationship between TOEFL ITP scores and CEFR classifications was analyzed using descriptive statistics, Pearson correlation, and linear regression. The findings reveal a strong and statistically significant positive correlation between TOEFL ITP scores and CEFR levels (r = .78, p < .001). Regression analysis indicates that CEFR levels explain 60.8% of the variance in TOEFL ITP scores (R² = .608), with an average increase of approximately 90 points per CEFR level. Most participants were classified at the B1 level, indicating an intermediate proficiency typical of students preparing for academic contexts. These findings provide empirical support for aligning TOEFL ITP scores with CEFR descriptors and highlight the potential of an outcome-based approach to enhance transparency, accountability, and curriculum-aligned assessment practices in English Language Teaching (ELT) in higher education.
TOEFL ITP; CEFR; Language Proficiency Assessment
EXPLORING EFL STUDENTS’ PERCEPTIONS OF SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION FOR DEVELOPING CRITICAL LISTENING SKILLS
Critical listening is an advanced listening skill that requires learners to interpret, evaluate, and synthesize spoken information in academic discourse. However, listening instruction in many EFL contexts still relies heavily on audio-only materials, which may limit learners’ engagement in higher-order listening processes. This study explores EFL students’ perceptions of schema-activated multimedia instruction for developing critical listening skills. The study adopted an explanatory perception-focused mixed-methods design. The participants were 30 students from the experimental group of a larger instructional study in an Indonesian university. Quantitative data were collected through a 20-item closed-ended questionnaire, while qualitative data were obtained from six open-ended questionnaire items to provide explanatory insights into students’ learning experiences. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was employed to interpret the qualitative responses. The results indicate that students demonstrated highly positive perceptions of schema-activated multimedia instruction across all instructional dimensions. Multimedia usage received the highest perception scores, followed by prior knowledge activation and critical listening support. Qualitative findings further revealed that schema activation enhanced cognitive readiness, multimedia support provided structural clarity and reduced cognitive load, and the instructional design encouraged metacognitive monitoring, confidence, and engagement during listening tasks. Overall, students perceived schema-activated multimedia instruction as more supportive and manageable than traditional audio-only listening activities. These findings highlight the importance of integrating schema activation and multimedia scaffolding in EFL listening instruction to facilitate learners’ engagement in higher-order listening processes, particularly critical listening in academic contexts.
critical listening; schema activation; multimedia instruction; EFL listening; student perception.
WHEN ACCESS IS NOT ENOUGH: DIGITAL PEDAGOGY AND ACCESSIBILITY IN INDONESIAN EFL LEARNING ENVIRONMENTS
Digital technologies have transformed English language education, yet technological access alone does not ensure meaningful participation in digital learning environments. This quantitative descriptive study investigated accessibility challenges experienced by Indonesian EFL students in digital English language learning platforms. The study addressed three research questions concerning the overall level of accessibility challenges, the contribution of technological, individual, pedagogical, and interactional dimensions, and the most influential dimension affecting students’ learning experiences. Data were collected from 78 undergraduate students in an English Language Education program at Universitas Lancang Kuning using a 20-item Likert-scale questionnaire distributed through purposive sampling. The instrument demonstrated acceptable reliability with Cronbach’s Alpha exceeding 0.70. Data were analyzed using descriptive statistical procedures with SPSS version 26. The findings revealed a moderate overall level of accessibility challenges (M = 3.00). Among the examined dimensions, pedagogical factors emerged as the most prominent challenge (M = 3.13), followed by engagement and interaction (M = 3.02), technological factors (M = 2.92), and individual factors (M = 2.82). The findings indicate that instructional design and interactional quality influence students’ digital learning experiences more strongly than technological infrastructure alone. The study reconceptualizes accessibility as a pedagogical and experiential construct, emphasizing the importance of interaction-rich digital pedagogy and responsive instructional practices in EFL contexts. Limitations include the use of self-reported data and single-site sampling.
digital accessibility, digital pedagogy, EFL learning, online learning, higher education
TRANSLANGUAGING AS CHALLENGE AND SUPPORT: VOCATIONAL ESP STUDENTS' EXPERIENCES IN INDONESIAN HIGHER EDUCATION
Translanguaging has received growing attention in multilingual education; nonetheless, its pedagogical implications in English for Specific Purposes (ESP) within vocational higher education are still inadequately examined, especially in Global South contexts. This study, guided by Sanford’s Challenge and Support Theory, examines vocational students' perceptions of Translanguaging techniques as both educational tools and possible limitations in English for Specific Purposes (ESP) classrooms. A qualitative descriptive design was utilized to conduct semi-structured interviews with twenty-one vocational undergraduates participating in ESP courses at an Indonesian higher education institution. Thematic analysis was employed to examine data for recurring patterns of challenge, support, and pedagogical balance. The results indicate that Translanguaging functions as a dual-purpose educational strategy. It offers cognitive support that enhances understanding of subject-specific concepts, alleviates linguistic anxiety, and promotes classroom engagement. Conversely, students indicated that unregulated or excessive use of their first language could limit exposure to English, impede language processing, and obstruct the development of communicative autonomy. Students underscored the significance of instructional mediation, asserting that Translanguaging is most advantageous when utilized as a temporary aid rather than a replacement for involvement in the target language. This study enhances Translanguaging scholarship by framing classroom language practices as a dynamic continuum of challenge and support, rather than a binary distinction between L1 and English. The results underscore the necessity for pedagogically refined Translanguaging procedures in vocational English for Specific Purposes contexts, where language accessibility must be balanced with the advancement of professional English skills. Implications are presented for English for Specific Purposes pedagogy, educator decision-making, and multilingual language policy in vocational higher education.
While prior research establishes that participation is affected by proficiency, instruction, motivation, and anxiety, few studies investigate participation by integrating obesrvable classroom behaviour with teachers' interpretations, particularly within Indonesian university EFL context. To bridge this disparity, this study aims to describe how university students with varying English proficiency levels participate in EFL classroom and to explore how teachers interpret university students' participation in light of those prificiency levels. This research applied a case study design and was cinducted in an English Intensive program at an Islamic university in Surabaya, Indonesia. Ten students from two classes and five teachers were involved. Data were collected throuh non- participant classroom observation and in-depth interview with university students and teachers, and were analyzed using thematic analysis to identify patterns of participation and teachers' interpretations. The study found that students' participation appeared in many forms and was not limited to speaking. Higher and immediate prficiency students tended to participate verbally, mostly when prompted by the teacher. Meanwhile, lower proficiency students participated by listening, taking notes, following instructions, and completing tasks. Teachers interpreted participation by considering students' participation level, confodence, task difficulty, and classroom situation. Silence was often viewed as limited language ability or low confidence rather than a lack of interest. The study contributes to a deeper understanding of classroom involvement in EFL classroom environments. The study supports the notions that participation is dependent upon context and socially created, rather than just verbal. It also shows that observed stillness, can indicate cognitive engagement rather than disegagement. By combining teachers' perspectives with students' behaviors, this study implies that participation should be investigated through both behaviour and interpretive lenses. Future reserach should explore classroom participation and consider linguistic, non verbal affective, and contextual elements.
EFL students’ participation; students’ english proficiency levels; teachers’ perspectives.
MULTIMODAL CONSTRUCTION OF LEGAL CRITICISM IN POLITICAL CARICATURES ON INSTAGRAM @HARIANKOMPAS: ANALYSIS BY KRESS AND VAN LEEUWEN
The transformation of digital media has expanded the space for the production and distribution of social criticism, including through political caricatures on Instagram which function as a medium for articulating public opinion on law enforcement issues. In the context of increasing scrutiny of the integrity of the apparatus, inequality in legal treatment, as well as the problem of corruption and the impact of digital technology, visual representation is an important arena in building meaning and power relations. This study aims to analyze how the discourse of criticism of law enforcement is represented and how multimodal design forms power relations in caricatures published by the Instagram account @harianKompas. The research uses a qualitative approach with the analysis of the multimodal discourse of the Kress and van Leeuwen model which includes the dimensions of discourse, design, and multimodal ensemble and cohesion. The data is in the form of four caricatures by @thomdean_cartoonist that contain issues of professionalism of the apparatus, legal disparities, bribery practices in court, and the threat of digital technology. The findings show that criticism is not conveyed explicitly through text, but rather is constructed through visual configurations such as composition, character size, facial expressions, object symbolization, and positional relationships between actors that represent power inequality. Linguistic elements function as framing reinforcements, while visual structures build a social hierarchy that places the apparatus as the dominant figure and the community as the subordinate party. Intermodal cohesion results in a construction of meaning that emphasizes irony and delegitimization of legal practices that are considered deviant. Through this study , it enriches the study of multimodal discourse analysis in the context of Indonesian social media by showing how power relations are constructed through cross-modal semiotic orchestration.
multimodal discourse analysis; political caricature; Kress and van Leeuwen; law enforcement; Instagram
UNCOVERING DECEPTIVE DISCOURSE IN IUU FISHING INVESTIGATIONS: A FORENSIC LINGUISTIC STUDY
This study pioneers the application of forensic linguistics to investigative interviews in Illegal, Unreported, and Unregulated (IUU) fishing enforcement. It aims to identify and systematize the specific linguistic and discursive strategies used by suspects to construct deceptive narratives, thereby developing an evidence-based analytical framework for this underexplored domain of environmental crime. Employing a qualitative case study design within an interpretivist paradigm, the research analyses a corpus of 15 authentic, anonymized investigative interview transcripts from concluded IUU fishing cases in Indonesia. Data were analyzed using a multi-stage forensic linguistic protocol, combining deductive coding informed by established deception markers (e.g., hedging, narrative inconsistency, pragmatic deflection) with inductive thematic analysis to identify context-specific strategies. Analytical rigor was ensured through analyst triangulation and thick description. The analysis reveals a consistent “Four-Pillar” model of deceptive discourse in IUU investigations: 1) Lexical-Pragmatic Evasion (e.g., pervasive hedging, passive constructions, deictic distancing); 2) Narrative Manipulation (e.g., chronological inconsistencies, lack of sensory detail for illicit acts, overly rehearsed formulae); 3) Pragmatic-Discursive Deflection (e.g., failure to answer questions directly, attribution of agency to external forces, appeals to norms); and 4) Socio-Linguistic Masking (e.g., strategic use/omission of technical jargon, feigned linguistic misunderstanding). These interconnected strategies function to obfuscate truth, diffuse responsibility, and exploit the technical and multilingual context of fisheries operations. This study is the first to conduct a dedicated forensic linguistic examination of deception within IUU fishing investigations. It moves beyond generic deception detection models by constructing a context-specific framework that accounts for the unique technical, legal, and operational realities of maritime environmental crime. The research provides both a theoretical contribution to forensic linguistics and a practical, actionable toolkit for enhancing the investigative and prosecutorial processes in fisheries law enforcement.
forensic linguistics; deception detection; IUU fishing; investigative interviewing; environmental crime; discourse analysis
NEGOTIATING WA IN INDONESIA: A CULTURAL-PRAGMATIC ANALYSIS OF JAPANESE SPEECH ACTS AND POLITENESS AT PT. OHKI INDONESIA
This study investigated speech acts and politeness strategies in Japanese corporate communication within the intercultural environment of PT. Ohki Indonesia. Using a qualitative cultural-pragmatic approach, the research analyzed a mixed corpus of written correspondence (75 items), recorded meetings (8 sessions; ≈6 hours), and semi-structured interviews (12 participants) between Japanese expatriates and Indonesian employees. The analysis indicated on speech act theory (Austin, 1962; Searle, 1969), Brown & Levinson’s politeness framework (1987), and Ide’s concept of wakimae (1989). Findings show that Japanese corporate discourse systematically deploys honorific forms (keigo), indirect directives, ritualized apologies, and hedging to maintain wa (harmony) and hierarchical relations; Indonesian interlocutors display respectful directness grounded in rukun and tepo seliro. These differing pragmatic realizations produced occasional misalignments which Japanese indirectness can be read as evasiveness, and Indonesian directness as bluntness, requiring pragmatic competence and mutual adaptation. The paper concluded with practical implications for intercultural training and institutional protocols to improve communication in Japanese–Indonesian corporate settings.
speech acts; politeness strategies; keigo; intercultural pragmatics; communication.
REINTERPRETATION OF THE INGKUNG TRADITION: AN ANALYSIS OF MEANING AND CONTEXT IN JAVANESE SOCIETY BORN IN SUMATRA
This study examines the reinterpretation of the Ingkung offering tradition among Javanese people born in Sumatra, particularly in Karang Anyar Village, Simalungun Regency. The study aims to answer three research questions: (1) What are the symbolic meanings of Ingkung offerings as interpreted by the community? (2) How do these offerings function as a medium of communication with God and ancestors, a symbol of harmony, and a carrier of moral values? (3) How has the Ingkung tradition been adapted in the diaspora context? This research employs a descriptive qualitative approach using Charles Sanders Peirce’s semiotic framework. Data were collected through participatory and non-participatory observations conducted over three months and in-depth interviews with 12 participants, including community leaders, traditional leaders, and local residents. Document analysis was also used to support the findings. The results reveal that Ingkung offerings function as a complex symbolic system. The Ingkung chicken, shaped in a prostrating position, symbolizes submission and devotion to God; tumpeng rice represents the cosmic mountain and harmony; while fruits signify fertility and prosperity. These elements collectively convey life messages related to gratitude, balance, and social solidarity. The study also finds that the tradition has undergone adaptation in the Sumatran context while maintaining its core philosophical values. This study contributes to the understanding of cultural reinterpretation in diaspora communities and demonstrates the applicability of Peirce’s semiotic framework in analyzing traditional rituals in contemporary socio-cultural settings.
THE STUDY OF LITERARY PARADIGMS FROM TRADITIONAL TO POST-STRUCTURAL
Literary studies and criticism from the early period to the post-structural era has undergone a long journey, and likewise, literary scholars have different paradigms in responding to literature. The aim of this writing is to present literary paradigms in depicting the periods of literary development. This writing presents the period of literary development in literature studies for the interests and pedagogical purposes of the reader. The method is conducted by systematic literature review (SLR) procedure. The study finds three phases of paradigm interpretation. First phase, the traditional era to the post-colonial emphasized the importance of the aesthetic aspects of literature as a means of learning the art of writing, as a way to convey moral messages and social and cultural wisdom, to present heroic epics offered in fairy tales, legends, and myths that exist in society, and also emphasize the importance of the biography and background of the author. Second phase, literary paradigm initiated by structuralists and formalists need to literary works independently, the scholars begin to discuss the aspects of epistemology, ontology, and the axiology of literature, the structural elements of literature, and the system of literary text signs by promoting Saussure's ‘signifier/signified’. The third phase is post-strukturalists paradigm, the scholars continue to debate Saussure's ideas broadly, to promote the authority of the reader in literary interpretation.
Keywords: hermeneutics; literary-interpretation; postcolonial; structuralism; post-structuralism
TRANSLATING JAVANESE CULTURAL TERMS IN THE NOVEL PENGAKUAN PARIYEM: IDEOLOGY AND STRATEGIES
This study investigates the translation ideologies and strategies applied in the English translation of Pengakuan Pariyem, originally written by Linus Suryadi in 1981 and translated into Pariyem’s Confession by Jennifer Lindsay in 2018. The research focuses on Javanese cultural terms and how they are rendered into English, aiming to uncover the translator’s ideological stance and strategic choices. Using a descriptive qualitative approach, this study identifies 114 Javanese cultural terms, classified according to Newmark’s (1988) five cultural categories: ecology, material culture, social culture, social organization, and gestures and habits. Translation ideologies are examined using Venuti’s (1995) framework, which distinguishes between foreignization and domestication. Strategies are analyzed following Davies’ (2003) taxonomy, which includes preservation, addition, omission, globalization, localization, transformation, and creation. The findings reveal a clear tendency toward domestication, with 76 instances, compared to 38 instances of foreignization. This suggests that the translator prioritizes target reader accessibility by adapting cultural elements to the target language norms. In terms of strategies, localization emerges as the most frequently used method, appearing in 41 cases, followed by preservation (27), globalization (23), addition (11), transformation (5), and omission (7), with no instances of creation. These results indicate a deliberate effort to maintain cultural meaning while ensuring comprehensibility for English-language readers. This study contributes to the understanding of cultural translation in literary texts and highlights the translator’s role in negotiating meaning between source and target cultures.
translation ideology; translation strategy; cultural terms
I PREFER TO STAY SILENT”: STUDENTS’ NARRATIVES OF TEACHER DOMINANCE IN ELT CLASSROOM
Speaking is frequently positioned as the most visible indicator of success in English as a Foreign Language (EFL) learning, yet many Indonesian classrooms still show minimal student oral participation even in higher education. This study explores how learners narrate teacher power in EFL speaking lessons and how these interactional patterns shape psychological barriers that ends up in classroom silence. Using an interpretive qualitative design, the research was conducted at Fajar University, Indonesia. Unstructured, in-depth interviews were conducted in Indonesian with ten EFL students and one English lecturer to reduce language constraints on disclosure. Data were analyzed through iterative thematic coding, constant comparison, and theme refinement. The study revealed that power enactments were linked to four mutually reinforcing consequences: lowered speaking self-confidence, heightened fear of negative evaluation and punishment, weakened motivational intensity, and boredom-driven disengagement. Under such conditions, silence operated less as evidence of inadequate linguistic competence than as a rational strategy of self-protection within a high-risk, low-reward communicative environment. The study contributes a student-centered account of how everyday classroom routines operationalize power in speaking instruction and suggests that transforming authority from coercive control to supportive guidance is crucial for fostering willingness to communicate. Pedagogical implications include face-sensitive feedback, expanded wait time and turn allocation, negotiated topics, and psychologically safe participation norms to sustain ongoing speaking engagement for learners.
DIFFERENTIATED INSTRUCTION IN INCLUSIVE EFL CLASSROOMS: A TWO-CYCLE CASE STUDY FROM INDONESIA
The implementation of inclusive classrooms is a mandated educational policy in Indonesia, requiring schools to accommodate students with diverse learning needs, including those with special educational needs (SEN). Within this framework, this study investigates how differentiated instruction (DI) is enacted in an inclusive junior high school EFL classroom in Cirebon and examines its influence on students’ academic engagement and affective experiences. This study provides the first systematic documentation of all four DI components, including content, process, product, and learning environment, across two instructional cycles in an Indonesian inclusive EFL classroom, with disaggregated analysis of student responses by learning profile. Adopting a qualitative case study design, data were collected through classroom observations, formative assessments, teacher reflections, and semi structured interviews, enabling methodological triangulation across the two cycles. The findings show that the teacher implemented multiple forms of differentiation, particularly in content and process, through strategies such as recorded word lists, peer assisted learning, group discussions, visual scaffolds, and tiered tasks. As instruction progressed, these strategies were refined to respond more consistently to students’ diverse readiness levels and learning challenges. Student experiences varied by learning profile: auditory learners showed strong academic engagement but limited affective involvement; kinesthetic learners demonstrated balanced participation; and verbal social learners benefited most from collaborative activities. Students with SEN were supported through extended time, visual aids, and peer mentoring, while independent learners responded positively to opportunities for creative autonomy. Overall, the study shows that differentiated instruction enhances equitable access to EFL learning while fostering motivation, confidence, and belonging in heterogeneous classrooms..
differentiated instruction; Special Educational Needs/SEN; inclusive EFL classroom.
DEVELOPMENT OF STUDENT WORKSHEETS (LKPD) BASED ON AUGMENTED REALITY TO ENHANCE CRITICAL THINKING SKILLS AND LANGUAGE PROFICIENCY IN PROSE FICTION MATERIAL
Innovation in learning, particularly in the development of instructional media for prose fiction, plays a critical role in enhancing the quality of the learning process. However, many educators still face challenges in utilizing technology due to limited knowledge and skills in creating digital-based learning media. This study aims to develop Student Worksheets (LKPD) integrated with augmented reality (AR) for teaching prose fiction (fantasy stories) at SMP Negeri 21 Palembang. The research adopts a development approach using the ADDIE model, which includes five stages: 1) Analyze, 2) Design, 3) Develop, 4) Implementation, and 5) Evaluation. The findings of the study highlight that the design of LKPD assisted by Augmented Reality emphasizes the use of technology in learning activities, thereby increasing student engagement and understanding of prose fiction material. The use of AR offers a more interactive and engaging learning experience, aligning with the demands of the digital era 4.0. Results from pretest and posttest assessments indicate a significant improvement in both critical thinking skills and language proficiency, particularly in the comprehension of prose fiction. In conclusion, the LKPD based on Augmented Reality is deemed feasible, practical, and effective in enhancing the critical thinking and language proficiency of grade VII students at SMP Negeri 21 Palembang in prose fiction learning. This media is recommended for further development and broader application in educational activities to support the improvement of education quality.
Augmented Reality (AR); Student Worksheets (LKPD); critical thinking skills; language proficiency; prose fiction learning.