Indonesian EFL Classroom Research Articles

Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study

This study addresses the limited exploration in the literature regarding the influence of EFL teachers’ informal digital learning of English (IDLE) on their creativity in Indonesian EFL classroom instructions. Using a cross-sectional survey design, data were collected from 244 Indonesian EFL teachers, encompassing both pre-service and in-service teachers. Through multiple regression analysis and Rasch modelling analysis, the study evaluated the association between teachers’ IDLE participation, demographics, and their teaching creativity. Findings of the present study revealed that Indonesian EFL pre-service and in-service teachers actively participate in Informal Digital Learning of English (IDLE), which impacts their teaching creativity. Nearly half (49.18%) engage strongly in activities like listening to English songs and watching YouTube videos, while 36.88% moderately engage in online educational content and social media conversations. A smaller group (13.93%) shows lower engagement in IDLE. The regression analysis revealed that while IDLE significantly predicted teaching creativity (p < 0.001), demographic factors did not indicate a substantial influence on creativity in teaching practices. Additionally, a Rasch-Wright map analysis unveiled that over half of the participants displayed strong creativity in teaching, with a notable inclination among younger teachers towards innovative and student-centered pedagogical strategies. The findings of the current study highlight the need for further exploration into the dynamics between informal digital learning, demographics, and creative teaching approaches, emphasizing the potential for fostering innovative pedagogical practices in language education.

Shedding Light on The Factors Revealing Students’ Learning Mood of English Language Learning in an Indonesian EFL Classroom

This study explores the students’ learning mood in learning English as a Foreign Language in higher education covering their enthusiasm, enjoyment, optimism, and sincerity. It employs a descriptive study using a purposive sampling technique and takes 34 respondents from EFL university students. The data were collected through questionnaires, interviews and classroom observation. The result of the study shows the students’ learning mood. It falls into several categories, enthusiasm, optimism, sincerity and enjoyment. It also reveals that the students will improve their learning progress as the lecturer gives both oral and written feedback. This research is expected to be beneficial for lecturers, students and stakeholders to enrich knowledge and develop language skills and proficiency based on learning mood in Indonesian EFL classrooms.

Exploring secondary school teachers' creativity in differentiated instruction (DI) practices across Indonesian EFL classrooms

The emergence of social, technological, and other aspects of life leads to increasing complexity in EFL instruction, requiring teachers to modify their instructions and accommodate students' learning needs through differentiated instruction (DI). DI requires that teachers diversify their instruction to optimize it. However, many teachers regard DI as challenging, requiring advanced teaching skills and creative thinking. Thus, this qualitative study aimed to investigate how teachers express their creativity in DI education and which areas of creativity need to be addressed. The data was collected by observing teaching performances and interviews with six Indonesian EFL secondary school instructors. The DI-Quest instrument was used for observation, and the English Language Teaching Creativity Scale (ELT-CS) was used to build the interview guide. The findings revealed diverse types of creativity in five dimensions: motivation, originality and elaboration, brainstorming, fluency and flexibility, and press and materials. However, teachers experienced difficulties articulating the creative aspect of autonomy in DI classrooms. Some pedagogical implications are addressed, particularly in teacher professional development programs.

Enhancing Reading Comprehension through Speed Reading: A Study of Eighth-Grade Students in an Indonesian EFL Classroom

This study investigates the impact of the Speed-Reading method on the reading comprehension of eighth-grade students at SMPN 8 Makassar. Utilizing a quantitative pre-experimental design, the research involved a one-group pretest-posttest approach, engaging 34 students. The intervention consisted of structured speed-reading sessions supplemented with visual aids, aimed at enhancing students' reading speed and comprehension. Data were collected through pre-tests and post-tests and analysed using SPSS to determine the effectiveness of the Speed-Reading method. The findings reveal a significant improvement in students' reading comprehension scores post-intervention. The mean pre-test score of 59.29 increased to 83.5 in the post-test, with statistical analysis confirming the significance of this improvement (p &lt; 0.05). These results align with previous studies, highlighting the Speed-Reading method's efficacy in fostering a more engaging and cooperative learning environment. The method not only boosts reading speed but also enhances comprehension, making it a valuable addition to EFL instructional strategies. The study concludes that the Speed-Reading method is an effective pedagogical tool for improving reading comprehension in EFL contexts. Its implementation can lead to substantial gains in students' reading abilities, suggesting its broader applicability across various educational settings. Future research should explore the long-term benefits and potential adaptations of Speed-Reading techniques to further validate and expand upon these findings.

Translanguaging as Pedagogical Practice: Insight from Indonesian EFL Classroom

This study investigates the translanguaging as a pedagogical practice employed by English language teacher and students in EFL classroom, focusing on the reasons employed by teachers and students, the benefits and challenges encountered, and the achievement employed by teachers and students in English subject. Utilizing a case study design, this research involved in-depth interviews with English language teachers and students, complemented by classroom observations supported by document analysis to gather comprehensive insights. The study was conducted with a sample of 2 English language teachers and 6 students from MTSN 2 Kuantan Singingi. The findings reveal that the practice of translanguaging has a positive influence on English learning in EFL class from both teacher and students. The practice of translanguaging can accommodate both teacher and students’ language differences and as a form of preserving culture. The benefits identified include enhanced student engagement, accelerated learning comprehension through boosted creativity, and the development of an interactive learning environment. Challenges such as mismatch between target language and local language and time consuming in the literacy multilingual class. The study underscores the necessity of addressing these issues and highlights the importance of translanguaging in EFL classroom for their knowledge, background, and mother tongue are important to their education. This will make them become more active and use both languages. In other words, they’ll feel motivated.

The Implementation of Project-Based Learning in Teaching Speaking in Indonesian EFL Classroom

The purpose of this study is to determine the effect of the implementation of project-based learning in Indonesian EFL classroom in order to enhance students’ speaking skill. Experimental design was adapted in this study. The participants of this study was the twelfth grade students of SMAN 2 SIDRAP in the academic year 2023/2024. Through a random sampling technique, the students of XII MIPA 6 was selected to be the research sample. The research instrument was speaking tests which conducted through pre-test and post-test. The result of the implementation of project-based learning in teaching speaking in Indonesian EFL classroom shows that the students’ speaking skill improved significantly. It was proved by result mean score of students’ pre-test and post-test which the students’ mean score in pre-test was 15.88 and the students’ mean score in post-test was 18.81. It indicates that the students’ mean score in post-test is higher than the students’ mean score in pre-test with the percentage of enhancement is 18.5%. It could be concluded that the implementation of project-based learning in teaching speaking in Indonesian EFL classroom can enhance students speaking skill.

An analysis of translanguaging practices in an Indonesian EFL classroom: teacher perception

This study aimed to find out a teacher’s perceptions about translanguaging. This study used a qualitative descriptive method, and data was collected through interviews. The interview process was conducted with a teacher from class IX.2 SMPN 4 Bulukumba. The findings showed that the teacher argued that translanguaging makes students understand the material more quickly, students are more active, and it creates a supportive learning environment. The teacher thought that translanguaging has a drawback, namely it limits the development of students' vocabulary. To ensure that the use of translanguaging did not interfere with the development of students’ English skills, the teacher tried to use English more often than Indonesian. The teacher also thought that translanguaging was one of the best ways to teach English. Based on the results of the research, it can be concluded that the implementation of translanguaging has a positive impact on the process of teaching and learning English in EFL classrooms.

Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective

Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.

A Critical Discourse Analysis of Religious Moderation Values in the Indonesian EFL Classroom: Teachers' Perspective

This qualitative phenomenological research used Fairclough's Critical Discourse Analysis model. The primary data sources for this research are English lecturers in Indonesian universities: Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Universitas Islam Negeri Antasari Banjarmasin, and Universitas Islam Negeri Sunan Ampel related to discourses in English lectures. Secondary data from this research was the information about discourse development obtained from data-documentation sources in the form of literature studies from research sources, whether from proceedings, journal articles, theses, or dissertations. The research data analysis used critical discourse analysis, which was developed by Fairclough. This discourse analysis reveals that the English-speaking courses thoroughly integrate dimensions of moderate Islamic perspectives promoted by the Indonesian government - tolerance, non-violence, cultural groundedness, and national unity. Lecturers consciously amplify ideological content and participatory formats embodying these moderate religiosity traits. In short, the classes linguistically reproduce state-ordained religious moderation through textual and structural infusion of key elements. This signals a systemic alignment between English language pedagogy and the cultivation of ideals mandated more broadly across Indonesian higher education.

English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

Numerous scholarly investigations have been conducted on English language assessment practices. Nevertheless, there is a lack of knowledge regarding the challenges and potential solutions related to implementing effective language assessment practices, particularly within Indonesian senior high schools. This study aims to investigate the perceived constraints and aspired prospective solutions associated with language assessment practices in Indonesian EFL classrooms. The data for this qualitative case study were collected by conducting in-depth interviews with fifteen EFL teachers from different senior high schools across South Sulawesi, Indonesia. Based on the thematic analysis of the data, this study revealed the perceived challenges to implementing English language assessment practices in three general categories: national policy-related issues, institution-related issues, and student-teacher-related issues. This study also revealed the need for leadership support to foster school culture support for innovative language assessment practices as the main aspired solution to implementing language assessment practices. These findings help improve understanding of the numerous factors that must be considered when putting English language assessment into practice, theoretically and practically.

Exploring Teachers’ Polite Requests in Indonesian EFL Classroom Interaction

This essay seeks to identify the courteous requests used by instructors and the variables influencing their utilization. Two English teachers from a private school in Makassar, South Sulawesi, Indonesia, participated in this study. An interview and an audio recording were used to get the data. The two teachers' instructional strategies were observed, documented, and then analyzed. According to the research's findings, teachers prioritized requests in order of politeness. The social distance, level of power, and socioeconomic situation all had an impact on these courteous inquiries. It is anticipated that this research's findings will be informative and helpful to the teaching profession both theoretically and practically.

TEACHING EFL READING SKILL USING RECIPROCAL TEACHING STRATEGY: A CLASSROOM ACTION RESEARCH

The present study’s objective is to explore whether reciprocal teaching strategy can improve students’ reading skill in Indonesian EFL classroom. Reciprocal teaching consists of four steps, i.e., predicting, questioning, clarifying, and summarizing. The researcher employs a classroom action research design using two cycles. Research sample of this study consists of 24 students. According to this research findings, the employment of reciprocal teaching strategy can increase students' learning activities and reading skills. Therefore, since it is demonstrated as being effective for teaching reading skill, reciprocal teaching strategy can be recommended to be implemented for teaching EFL reading skill.

Multilingualism &amp; Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms

This paper reviews the past decade of studies related to translanguaging practices on EFL learning context in Indonesia. This topic has crucially been discussed among scholars in educational settings due to the influence of multilingualism possessed by Indonesian EFL learners. The studies from 2010s-2020s are selected and critically reviewed by focusing on students‘ and teachers‘ perception of translanguaging practices used in EFL classrooms. The discussion covers meaningful insights from various education levels in Indonesia since the country is known as one of the most linguistically diverse communities. The analysis of the review shows how translanguaging contributes to helping the learning activities to be more comprehensive as well as develop students’ multilingual and linguistics competencies. Furthermore, it also lays out the use of code-mixing and code-switching are considered fundamental to balance the incorporation of three languages used while providing learning instructions and strategies. Finally, the pedagogical implication of translanguaging in a multilingual context is discussed. This paper hopes to encourage teachers to gain a deeper understanding of the language policies in the classroom and accommodate language development.

Teachers’ Multilingualism Belief and Practice in Indonesian EFL Classroom

This narrative case study aimed to explore EFL teachers' beliefs and practices regarding multilingualism in Indonesia. The data for this study was collected through observations and interviews with three EFL teachers in a public junior high school in Indonesia who were chosen, based on purposive sampling, who have experience in EFL teaching and have graduated from the relevant study program. The collected data were analyzed using thematic analysis. This study revealed that teachers' beliefs and practices are in line. They used multilingualism in EFL teaching, namely Indonesian, the local language, and English as the language of instruction. They used those languages to make their students easier to understand. Moreover, multi-language is used because not all students have good English, and it also aims to maintain students' indigenous languages. Generally, this study concluded that EFL teachers' beliefs are a factor that influences their classroom language policy, and teachers' attitudes toward multilingualism have an impact on students' language practices. Hopefully, this research can improve the teacher's understanding and provide a reference for relevant future research. Further research could look at more than three EFL teachers and use the other technique for collecting data and analyzing documents from teachers and students to gain a better understanding.

Students’ Cognitive Perspective on The Implementation of Cooperative Learning in an Indonesian EFL Classroom

Students’ Cognitive Perspective on The Implementation of Cooperative Learning in an Indonesian EFL Classroom

Quizizz Based Application in Teaching Reading in an Indonesian EFL Junior High School Context

This study employs a case study design with a qualitative descriptive approach that aimed to shed light on; (1) the teachers’ perception on Quizizz in teaching reading, (2) the implementation of Quizizz in teaching reading and, (3) the impacts of Quizizz on students’ reading comprehension. The participants of this research were three teachers selected through purposive sampling. The instruments used were observation, interview and teachers’ documents. The findings of this research revealed that; (1) stemming on teachers’ interview, teachers’ perception on Quizizz in teaching reading was classified into two categories namely highly and moderately perceived on Quizizz in teaching reading. Furthermore, (2) the implementation of Quizizz in teaching reading was classified into two categories namely moderately implemented and lowly implemented in utilizing Quizizz in teaching reading. Finally, (3) the findings had shown that Quizizz had positive impacts on students’ reading comprehension in literal level, inferential level, critical level and creative level. The findings of this study underline the potential of digital applications like Quizizz in revolutionizing the pedagogical approach in Indonesian EFL classrooms, particularly in the teaching of reading skills.

Exploring Teacher’s Feedback on Students’ Writing Skill in Indonesian EFL Classroom

Exploring Teacher’s Feedback on Students’ Writing Skill in Indonesian EFL Classroom

Sustainable EFL Blended Education in Indonesia: Practical Recommendations

The establishment of a sustainable world, ecology, and economy cannot be accomplished without the success of social relations among the world’s inhabitants. In the context of globalisation, which fosters the blending of various people’s characters and cultures, English as an international language plays a paramount role in sustaining human relations as a tool for negotiation; it functions as a signifier of social engagement for international collaboration. Therefore, Indonesian EFL teachers should incorporate sustainable education goals into their classes so students can actively produce and use the language for real-life problem solving. This paper aims to explore a conceptual study on sustainable development integration, utilising information and communications technology (ICT) for English language teaching and learning. Through library research, the notions of sustainability are investigated and the necessity of its integration into EFL instruction is explored. Furthermore, this study recommends ICT optimisation strategies that can be employed to promote sustainable development in Indonesian EFL classrooms. This study contributes to the theory by integrating a context-based and culturally appropriate blended framework towards sustainable EFL teaching and learning in Indonesia. The integrated framework and feasible recommendations should provide practical implications for the sustainability of blended language education practices in Indonesia and in countries/regions where there are contextual similarities.

Incorporating Thinking Skills Theories in Indonesian EFL Classrooms

In responses to the demand of the twenty-first century learning, the Indonesian government stipulated the 2013 curriculum in order to prepare students to be more productive, creative, and innovative. The presence of English language subjects in secondary schools aims to develop students' communicative competence and instill the nation character’s noble values in life to increase the country's competitiveness in a global society. It can be realized by implementing learning embodied with critical and creative thinking skills in various language learning environments. This study aims to explore how the teachers apply the thinking skills theories (LOTS and HOTS) in teaching English language at secondary school in West Lombok. This qualitative case study research garnered the data through semi-structured interviews involving ten purposively selected English language teachers. The data were analyzed using thematic analysis through the process of coding, categorizing, and thematizing the data. The findings showed that the teachers lacked knowledge mastery to implement thinking skills (LOTS and HOTS) in teaching and learning of English language at secondary school in West Lombok. Though HOTS was very challenging, the teachers recognize that it is essential to implement it to achieve many benefits in the future. This study encapsulates that thinking skills (LOTS and HOTS) have not been efficiently incorporated into the classrooms. Recommendation for future research are discussed.

Integrative Learning in Islamic Indonesian EFL Classroom: Challenges and Opportunities

Nowadays, several education approaches exist in this smart society 5.0 era, specifically in English language teaching. One of them is the integrative learning approach which means the process of making connections among concepts, experiences, and subjects. This study aimed to explore the integrative learning approach, challenges, and opportunities in Indonesian Islamic EFL classes. This study was held in a research class at Islamic Senior High School in Malang. This qualitative field research used observation, in-depth interviews, and documentation to collect primary data from five EFL students and one EFL teacher. The result shows that an integrative learning approach is needed; this class integrates both EFL and Islamic values because they must implement the values of Islam in their daily life. In addition, some of the challenges include difficulty translating from Arabic to English, pronunciation, and soon. On the other hand, this class also found that tajweed makes it easier to read English text by comparing maharijul huruf and its phonology. Also, mastering this integrative class makes it easier to find Islamic literature in the English language. Thus, this study significantly gave EFL teachers insights into implementing the integration between English language skills and Islamic teaching in the EFL classroom.