Indonesian English As A Foreign Language Students Research Articles

Reframing A Self-Organized Learning Environment (SOLE) to Accommodate Indonesian EFL Students’ Learning Loss

In the wake of the COVID-19 lockdown, students have faced heightened learning loss, attributed to factors such as inadequate learning methods, restricted access to education, decreased instructional time, and emotional stressors. Particularly affected is English language learning, prompting the need for effective remedies. This study proposes the implementation of new Self-Organized Learning Environments (SOLEs) as a strategic response to mitigate learning setbacks, especially in post-pandemic contexts. Employing a systematic review of relevant literature and employing established methodologies for position paper composition, this research undertakes a comprehensive analysis of SOLEs' effectiveness in nurturing students who experienced learning loss. Divided into three focal areas, the study explores the evolving new role of teachers within SOLEs, the integration of SOLEs in English as a Foreign Language (EFL) pedagogy, and the utilization of digital applications to enhance language-focused SOLE practices. Through this multifaceted analysis, the study aims to offer innovative insights and actionable recommendations for addressing learning loss and fostering resilient educational strategies in the aftermath of the pandemic.The results of this study contribute valuable knowledge to the ongoing discourse on educational recovery, with implications for educators, policymakers, and stakeholders invested in creating adaptive and effective learning environments.

Indonesian EFL students’ perceptions of TikTok utilization in EFL learning

Despite its increasing popularity among young adults, TikTok has been very slow in finding its way into the English as a foreign language (EFL) teaching profession. Yet before introducing the application into the EFL classrooms, it is no doubt imperative to discern what is preferable among EFL learners. Thus, the aim of the present study was to examine the extent to which EFL learners perceive TikTok as facilitating their learning. To this end, the participants (N = 31) were asked to fill out a short, online questionnaire to gather information about (i) whether they utilized TikTok as an affordance for their EFL learning and (ii) whether they perceive its integration into the EFL classrooms as facilitative of their learning. The findings revealed that although they did not explicitly mention that they used TikTok as an affordance for their EFL learning, they held a belief that TikTok is effective in promoting their English proficiency. According to the students, there were three factors of note which contribute to the effectiveness of TikTok, namely abundant authentic input availability, easy-to-grasp information and availability of free tuition related to English language learning. Pedagogically, it implies that TikTok is worth integrating into the EFL classrooms.

A Closer Look on Indonesian EFL students’ Writing Process: The Application of Cognitive and Metacognitive Strategies

Cognitive and metacognitive strategies have been researched to find an effective strategy in teaching writing. However, little attention has been given to investigate what is on the students’ minds while applying those strategies in the writing process. This descriptive qualitative study aims to investigate the process of applying the cognitive and metacognitive strategies by EFL students while performing argumentative essays. Three university students of the English Department taking the Essay Writing subject were invited to record the process of authoring argumentative essays using Zoom recording to display full audio and video on screen. Their writings were checked and the students were interviewed. This process used think-aloud protocols (TAPs) completed with the screen recording method (SRM) to record all activities on the computer screen, students’ work, and the interview explored the learners’ perception towards particular situation in their writing process. The data were categorized and analyzed using English as a foreign language (EFL) writing strategies as a framework for narrative analysis. This study found that both cognitive and metacognitive strategies helped all participants complete their essay through the thinking process and decision making of each step and strategy. While cognitive and metacognitive were applied distinctively in each participant’s writing processes, it produced the internalization of writing steps critically in self-regulated learning. This study demonstrates that cognitive and metacognitive processes are effective in promoting varied writing strategies and self-regulated learning for EFL learners. To get a thorough application of cognitive and metacognitive strategies in writing activity, future research can use other genre for students at different age or level of education.

The Use of Facebook in Learn to Write in the Perspective of Students EFL Class

There is a strong need to investigate English as a foreign language (EFL) learners’ perceptions of Facebook as a language-learning environment, as their perceptions that directly influence their language development and achievement have not been examined within the EFL learning context. Thus, this study aims to investigate EFL learners’ perceptions of Facebook as a language learning environment. The sample group of the study consisted of 17 EFL learners at a Walisongo Islamic State University. After administering a background questionnaire and a survey that assessed their perceptions, the frequencies, mean scores, standard deviations were computed. The results showed that Indonesian EFL students perceive Facebook as an environment for communication, interaction, socialization, language learning and cultural interaction. It was recommended that further research should focus on the variables and determinants that may affect their perceptions to understand the theoretical and practical aspects regarding cultural differences.

Fostering the Love of Reading: Dynamics and Sustainability of Book Clubs in Indonesian Universities

The research aimed to reveal the dynamics of the book clubs that the researchers started with and for Indonesian EFL (English as a Foreign Language) students at the university level, as well as the club's impacts on students' learning. Book clubs were essential in nurturing students' reading habits as a community. Studies found that book club activities affected one’s engagement in reading by giving readers the voice, room to participate actively, social support, and the choice to decide what they read. Indonesian university students in the EFL context faced reading engagement issues; the researchers initiated book clubs with the unified mission of growing students' love of reading and forming good reading habits. The research reported a qualitative study of a group of Indonesia Extensive Reading Association (IERA) members sharing reflections on establishing and managing book clubs or literature circles in six universities in Indonesia where the researchers taught. The data of participants' reflections were gathered and analyzed iteratively to find common themes or patterns. As a result, the research finds that the book club activities have fostered the love of reading and inferred the empowerment of collaboration, communication, creativity, and critical thinking. The research also reveals that in setting up a book club at the university level, the support of the university and the readers' community and extended networks are needed. For a book club to sustain itself, four aspects must be considered: participants' involvement, product-oriented activities, voluntarism of participants, and rewards.

How do Indonesian EFL students’ writing strategies and writing process differ from English L1 students?

This research aimed to investigate the writing strategies applied by English as a Foreign Language (EFL) students in Indonesia. It also investigated how the writing process undergone by Indonesian EFL students differs from students using English as their first language (L1). The writing strategies questionnaire from Petrić and Czárl (2003) was used to find out the strategies used by the EFL students. In addition, the adult writing process model of Hayes (2012), which was constructed based on the writing process of English as first language students, was used as the framework to investigate the writing process applied by Indonesian students. The participants were 135 English Education department students from two Indonesian universities. Participants’ answers to the questions in the questionnaire over the three stages of writing (pre-writing, drafting, and revising) were analysed using a 5-point Likert scale. The result revealed that the participants applied writing strategies at a moderate level. They only frequently used 15 of the 38 strategies provided in the questionnaire at high frequency. The 15 strategies used at high frequencies described the participants’ writing process which indicated some differences from that of the writing process undergone by the English L1 students. The findings aim to inform theories of second/foreign language writing performance, as well as support the design of teaching writing courses in English Education majors in Indonesia. The data may also be useful for educators in other countries teaching English as a second or foreign language.

Insertion the Values of Religious Moderation on Indonesian EFL Class

English as a Foreign Language (EFL) means learning English in a non-English speaking country, for example, Thailand and Indonesia. Admittedly, EFL educators encourage the student to improve their English skills such as listening, speaking, reading, and writing skills. In writing skills, teaching vocabulary has important points. Focusing on learning English vocabulary that inserts the value of religious moderation, this research took a case study in an Islamic primary school in Malang on Indonesian EFL Class. With a qualitative case study, the researcher addressed two main methods for two Indonesian EFL students and teachers in Malang. By using reflective essays and interviews as the methods, the data concluded that most of the challenges found had similarities and related to each other. Along with the challenges, the researcher also found out the strategies done by all of the participants such as implementing the values of religious moderation as a way of teaching vocabulary, enriching the student’s vocabulary, and improving the student’s writing English skills.

Indonesian EFL students’ verbal episodes in proficiency pairings

The quality of collaborative writing process to some extent depends on the verbal episodes occurring during the collaboration. This study aimed to describe English as a foreign language (EFL) students’ verbal episodes in proficiency pairings. A case study design was used in this study. It involved 40 EFL students of the English department in an Indonesian university. They were divided into two groups based on the types of proficiency pairings: heterogeneous (20 students) and homogenous (20 students). Therefore, this study was also intended to identify which of the two types of proficiency pairings produces more verbal episodes than the other. The verbal processes were audio recorded and then transcribed. The audio transcriptions were analyzed for common themes related to episode categorization. To ensure the reliability of the episode analysis, inter-coder, and intra-coder checks were employed. The results showed that Indonesian EFL students used three major types of verbal episodes: language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). The study also revealed that proficiency levels determined the categories of LREs and SEs most frequently produced by the heterogeneous and homogeneous pairs. Both the heterogeneous and homogeneous pairs were likely to produce almost the same frequencies of categories of TREs more particularly in terms of organization and content. Further research might explore the link between the number of episodes and the learning gains.

Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.

Repair Practice in the Classroom Conversations of Indonesian EFL Students

This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester students performing jigsaw and information gap communicative tasks. Using the conversation analysis theory and methodological approach, the recorded and transcribed conversations were analyzed to scrutinize the frequency and types of repair strategies, trouble sources, and repair outcomes. The findings show that to address the understanding problem, the EFL college students employed 11 other-initiated repair strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition or partial repetition; Candidate understanding; Correction; Request for repetition; Non-verbal; Asking for definition, explanation, translation, example, or spelling; Explicit display of non-understanding; and Request to speak up. These other-initiated repair strategies were triggered by the presence of lexical, semantic content-related, and sequential/speech delivery trouble sources. Attempts to resolve the understanding problem were conducted by a set of repair outcomes, including Repetition, Acknowledgment, Repetition or acknowledgment plus expansion, explanation, and/or translation, and Repetition or acknowledgment plus translation. The study provides language educators with new insights on how EFL learners deal with understanding problems in communication so that they could respond appropriately to the repair practice initiated by the students.

Technology Use and Technology-Related Learning Experiences as Perceived by Indonesian Tertiary EFL Students

Research aiming at investigating Technological Pedagogical Content Knowledge (TPACK) has been extensively conducted and measured by TPACK instruments developed in the context of ESL (English as a Second Language). Therefore, research within the context of EFL (English as a Foreign Language) and which applies a TPACK instrument specifically designed for the EFL context can give a significant contribution to the field of study. This study was conducted to map the TPACK of thirty-three EFL students at a teacher training institution in South Sumatera (Indonesia) by using a TPACK questionnaire specifically designed to map ICT-related learning experiences of Indonesian EFL students. The result of the analysis was presented in terms of the students’ TPACK perceptions concerning five domains: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPCK), and Technology-Related Learning Experience (TLE).

Poetry Writing in EFL Classrooms: Learning from Indonesian Students’ Strategies

Hanuer’s Meaningful Literacy has been used as a major justification for including poetry writing as part of pedagogical practices in second and foreign language contexts. Unfortunately, within the EFL context, many teachers are still reluctant to include poetry writing in their teaching practices due to the common assumption that writing poems in a second language is too difficult for students to deal with and therefore will be out of their reach and interest. This qualitative study, which collected data through observations, documentation and surveys, investigated how 171 Indonesian EFL students successfully write their poetry books in creative writing classes. Employing an ethnographic case study approach, the findings showed that students use the following strategies in writing their English poems: (1) Using popular poem templates as idea starters; (2) Creating a vocabulary bank for writing rhyming poems; and (3) Building emotions through personal story sharing and later channeling them through poetry writing. This study concludes that EFL students could enjoy poetry writing as expressive pedagogy and thus, debunks the negative assumption related to EFL students’ lack of interest and appreciation in poetry writing.
 Keywords: Creative writing, English as a Foreign Language (EFL), expressive pedagogy, poetry writing, Indonesian students

Indonesian EFL Students’ Tendencies in Writing Academic Essays

Abstract: This article aimed to find the tendencies exhibited by Indonesian students of English as a Foreign Language (EFL) students in writing an academic essay in English. A content analysis method is employed as the method of the study. The data of the study were the final draft of the essays written by EFL students of the English Department of a reputable university in East Java, Indonesia. The essays were analyzed by looking for the shared properties in each part of the essay. The data were analyzed by extracting the most common properties in each essay which are (a) thesis statement, (b) coherency, and (c) concluding remark. The results showed that the students tended to forget to use definite and indefinite articles, misuse the definite and indefinite articles with plural forms, to use of nouns and pronouns inconsistently, to use an English sentence with an Indonesian rhetoric pattern, and to not include a summary of the subtopics discussed in their body paragraphs

Efl Students’ Speaking Achievement And Its Relationship With Epistemic Beliefs

The purpose of the present research is to uncover relationship between English as a Foreign Language (EFL) students' speaking score achievement and their epistemic beliefs. To this end, 63 Indonesian EFL students completed two different instruments, namely EFL epistemic beliefs questionnaire and final test of Intensive Speaking course. The results of Pearson Product Moment Correlation demonstrated that speaking achievement is significantly correlated with epistemic beliefs adapted from Emaliana (2017), consisting seven sub dimensions, namely, fix ability, certain knowledge, simple knowledge, omniscient authority, learning and communication strategies, foreign language aptitude, and motivation and expectation. Likewise, the findings manifested that sophisticated students who are indicated by high level of epistemic beliefs outperform simple students, who are otherwise having low level of epistemic beliefs. This research holds significant implications for curriculum, teaching and learning materials and instructional media developers, as well as teachers to afford students with personal beliefs about knowledge and knowing EFL to enhance the students' speaking skill.

Indonesian EFL Students’ Tendencies in Writing Academic Essays

Abstract: This article aimed to find the tendencies exhibited by Indonesian students of English as a Foreign Language (EFL) students in writing an academic essay in English. A content analysis method is employed as the method of the study. The data of the study were the final draft of the essays written by EFL students of the English Department of a reputable university in East Java, Indonesia. The essays were analyzed by looking for the shared properties in each part of the essay. The data were analyzed by extracting the most common properties in each essay which are (a) thesis statement, (b) coherency, and (c) concluding remark. The results showed that the students tended to forget to use definite and indefinite articles, misuse the definite and indefinite articles with plural forms, to use of nouns and pronouns inconsistently, to use an English sentence with an Indonesian rhetoric pattern, and to not include a summary of the subtopics discussed in their body paragraphs. The result may be use as reference for future writing classes in Indonesia.

EXPLORING THE INTEGRATIONS OF MALL INTO ENGLISH TEACHING AND LEARNING FOR INDONESIAN EFL STUDENTS IN SECONDARY SCHOOLS

The use of mobile technology for education is on the rise across the world, especially in Indonesia. However, there are concerns in making such an educational revolution as mobile technology may introduce negative side effects to the Indonesian students. Also, only a few studies have discussed the use of mobile technology in Indonesian secondary schools. Those circumstances potentially make many stakeholders doubt the proper implementation of mobile technology-based learning and the possible challenges, especially in English as a foreign language (EFL) classroom. Thus, this paper is aimed to provide theoretical insights into the implementation of mobile-assisted language learning (MALL) for secondary school students in EFL classrooms. A secondary source analysis through systematic review was employed to generate the findings, focusing on MALL and EFL primary research and government documents related to education in secondary schools. Based on the findings, this paper offers an improved teaching and learning approach based on collaborative learning and task-based language teaching (TBLT) to facilitate better implementation and integration of MALL in EFL classrooms. In addition, the findings also show possible challenges during the implementation of MALL in Indonesia for future considerations, such as the technology readiness of EFL stakeholders and teachers’ pedagogical issues related to mobile learning. Lastly, this paper is expected to raise awareness of MALL opportunities and open more paths for more primary research regarding the implementations of MALL in Indonesian EFL classrooms.

Dataset on the effects of self-confidence, motivation and anxiety on Indonesian students' willingness to communicate in face-to-face and digital settings.

This dataset presents the relationship of three affective variables (i.e. self-confidence, motivation and anxiety) with English as a foreign language (EFL) students’ willingness to communicate (WTC) in face-to-face (F2F) and digital settings. Students’ WTC is measured in F2F settings both inside and outside the classroom. A non-probability convenience sampling technique was employed to target the study participants. A total of 458 Indonesian EFL students completed a WTC questionnaire designed by Lee and Hsieh [1], of which 436 responses were analysed. Statistical analyses (i.e. correlation and regression calculations) were carried out on the quantitative data. The dataset is significant for the Ministry of Education and Culture (MoEC), school principals, and EFL teachers, in designing curriculum and instructional activities that enhance EFL students’ willingness to communicate in the target language inside and outside classrooms, and in the digital environment. The dataset is also useful for further research evaluating students’ WTC in digital settings, and addressing the issue of students’ WTC in written and oral communications.

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

<p style="text-align:justify">Developing Indonesian English as a foreign language (EFL) students’ structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students’ structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students’ structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.</p>

THE INDONESIAN EFL STUDENTS’ ATTITUDES TOWARD THEIR L1-ACCENTED ENGLISH

In an international communication context, English becomes an International language , commonly known as English as an International Language (EIL). EIL sees various English accents equally because intelligibility, being able to deliver message clearly to listeners, is the main goal in a communication. Therefore, Indonesian EFL (English as a foreign language) students need to focus their English mastery on intelligibility over native-likeness accent when learning English. However, whether or not the students concentrate their English learning more on intelligibility is still unknown yet. To identify which aspects EFL students focus on, the research examined Indonesian EFL students’ attitudes toward their L1-accented English. The main aim is to enhance their awareness that intelligibility is the key component in an English communication. Also, English teachers hopefully discuss the intelligibility in their teaching. Thus, the targeted learning results, particularly related to speaking skills development, are more reachable so the students are more encouraged to develop their English. The study involved 46 students (14 males and 32 females) from University of Muhammadiyah Malang (UMM), East Java. The implemented instrument as a data collection is a questionnaire. The collected data were organized and then analyzed to find out EFL students’ attitudes perceiving their Indonesian-accented English. The researcher figured out that EFL students had less positive attitude towards their own English accent. That perception might be caused by their low linguistic awareness, excessive exposure to the Internet (YouTube, International news) made by native speakers of English. The result of data analysis will be elaborated to interweave the investigation outcomes with classroom context so the outcomes could be implemented in classroom instruction. Keywords: Accent, Intelligibility, EIL and attitude.

Fiction Stories and Poster Presentation in Teaching Indonesian EFL Students

Literacy is a crucial topic for most countries around the globe. As in Indonesia, literacy becomes a major issue since most of young Indonesian people decrease their tendency of reading books in their free time. Reading, either it is extensive or intensive ones, is an essential knowledge for everyone. Fictions are needed to be explored for better literacy. As English as a Foreign Language (EFL) students, English fiction is one of a good source to improve students ability in using English. By reading more fictions, EFL students can gain many benefits directly or indirectly to their English, and it can be seen easily from their fluency by using a special model named Poster Presentation. Furthermore, poster presentation can be used in teaching and learning as variations in reading activity. This research is to explore the use of fiction stories and Poster Presentations for Indonesian EFL students at Lambung Mangkurat University. There were some stages during the Fiction stories and poster presentation project which involved tutoring, group work, and the poster presentation. The students were asked to read short fiction stories, make a summary of it, and finally design the summary into posters. The tutoring part was beneficial to keep students understand the project. The questionnaire by using Likert-scale was distributed which to investigate students’ perception on the use of poster presentation in learning fiction stories. The results showed that the students interpret poster presentation to improve their reading comprehension, communication, cooperation, collaboration, and creativity during the classroom interaction. Keywords: Extensive reading, fiction stories, poster presentation, reading comprehension