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<![CDATA[WOMEN EMPOWERMENT THROUGH SONG LYRICS: FEMINISM PERSPECTIVES OF KATY PERRY’S ROAR ]]>
<![CDATA[Neisya Neisya]]>;
<![CDATA[Fitria Aprilia]]>;
<![CDATA[Adilla Nadya Soraya Darlius]]>;
<![CDATA[Fani Lestiana]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.6642
<![CDATA[Song can be used as a medium of expression because it expel feelings and thoughts as well as a medium of entertainment. Song lyrics created by composers often use distinctive language to create aesthetic effects, such as figurative language and imagery. Unfortunately, the use of it often makes listeners not fully aware of the song meaning and not feeling the emotions that are actually intended to be conveyed. This study aims to reveal the meanings and messages implied in the lyrics of Katy Perry's song Roar through an analysis of figurative language and imagery from a feminism perspective. The method used is descriptive qualitative through the process of data reduction, data presentation, and the last is drawing conclusions. The results showed that there were 7 types of figurative language; simile, metaphor, personification, synecdoche, symbol, paradox, and hyperbole. In addition, Katy also uses 4 types of imagery; visual imagery, auditory imagery, organic imagery, and kinesthetic imagery. All the figurative language and imagery represent Katy's feelings and struggles against the downturn during her relationship with her ex-lover and managed to get up hence she can love herself. This is the message that Katy wants to convey to all women in the world that they are precious beings who have choices in their lives and are able to stand alone without any help from men.Keywords: feminism; figurative language; imagery; Roar song; women empowerment.]]>
<![CDATA[APPLICATION DEVELOPMENT OF AUGMENTED REALITY FOR ELEMENTARY ENGLISH TEACHING ]]>
<![CDATA[Irsyad - Nugraha]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.6423
<![CDATA[When children learn English, they have a limited capacity for long-term attention, which necessitates learning English to be more creative, interactive, and innovative. Furthermore, smartphone technology provides these advantages, one of which is the augmented reality application, a novel issue in English teaching. The purpose of this research is to explain how to design Augmented Reality applications. The research design is the multimedia development life cycle (MDLC), and the research method is descriptive qualitative. It was explained that the augmented reality application could be used with the image distance and the augmented display up to 30 cm and that it could be used by teachers without the assistance of a computer technician using the six cycles of MDLC: concept, design, collecting material, assembly, testing, and distribution. The findings show that Augmented Reality can be used as a creative, interactive, and innovative media to help students learn English.Keywords: Augmented Reality; elementary school; English teaching process.]]>
<![CDATA[PRESERVATION OF PALANG-PINTU ORAL LITERATURE: THROUGH LOCAL WISDOM BASED ON CREATIVE INDUSTRIES IN THE TIDUNG ISLAND COMMUNITY ]]>
<![CDATA[Siti Gomo Attas]]>;
<![CDATA[Gres Grasia Azmin]]>;
<![CDATA[Marwiah Marwiah]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.6881
<![CDATA[This study aims to find out how the conservation of oral literature through local wisdom based on creative industries in the Tidung Island community. The method used in this study is ethnography with observation, interview, and document techniques. The theory of performance structure by Koster as the theory used in this study, the value of local wisdom with the concept of John M. Echol and Hasan Syadily which is in accordance with the local wisdom of the people of Tidung Island, and the creative industry by Sariono in the show in the form of creative work of the people of Tidung Island. The results of this study: (1) the performance structure of Palang Pintu on Tidung Island in 2022, (2) The value of Islamic local wisdom in the Palang Pintu performance in the Tidung Island community, and (3) The creative industry of the Palang Pintu show on Tidung Island which was developed through a collaborative performance between Mandar silat as a local culture of the Tidung Island community by creating Betawi rhymes that are in accordance with the language and oral literary value on the Tidung Island.Keywords: conservation; creative industry; local wisdom; Palang Pintu; Tidung Island]]>
<![CDATA[GAMIFICATION-ASSISTED FLIPPED LEARNING IN EFL READING CLASSROOM: A CASE OF SECONDARY SCHOOL IN INDONESIA ]]>
<![CDATA[Riani Noor Yoshania]]>;
<![CDATA[Fazri Nur Yusuf]]>;
<![CDATA[Hanna Sundari]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.7265
<![CDATA[World Bank's report in Program for International Student Assessment, found that during the first four years of school closures in Indonesia due to the Covid-19 pandemic, school students experienced an 11-point decline in reading skills and learning outcomes. This research focused on gamification-assisted flipped classrooms and how they improved EFL students' reading comprehension. A total of 20 third-year students from a secondary school were chosen purposefully as research participants, since they had the required characteristics. This research designed for qualitative data collection and analysis methodologies in a case study. The learning outcome scores obtained from tests that include questions about micro and macro reading comprehension skills revealed, the average score of pretest was 54, and the post-test was 87, this indicated that gamification assisted-flipped classrooms improved learning reading comprehension skills. According to findings of interviews, questionnaires and observation based on the Technology Acceptance Model regarding students' perceptions of gamification-assisted flipped classrooms, has a relatively high acceptance scale in terms of perceived usefulness, perceived ease of use, behavioral intention, and actual usage. The perceived usefulness has the highest scale, 85.82% of students believe that using Gamification in a flipped classroom improved their performance in reading comprehension. Further research is needed to determine the gamified flipped classrooms can be utilized to improve other english skills.Keywords: EFL students; flipped classroom; gamification; reading comprehension; technology acceptance model.]]>
<![CDATA[EXPLORING EFL STUDENTS' PERCEPTIONS OF THE USE OF PODCAST/TED TALK IN EXTENSIVE LISTENING CLASS ]]>
<![CDATA[Muhammad Handi Gunawan]]>;
<![CDATA[Indra Cipta Putra Mandiri]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Eisha Sabila Dieni Hanifa]]>;
<![CDATA[Aninda Putri Gunawan]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.7486
<![CDATA[Podcasts and TED Talks are currently the most widely used resources to facilitate extensive listening activities. Students can benefit greatly from the scaffolding provided by podcasts/TED Talks as they practise extensive listening. In light of the demographics of Indonesian EFL students, this article aims to perform a qualitative analysis of EFL students' perceptions on the usage of podcasts/TED Talks as resources for their extensive listening activities. The primary information of the analysis comes from a post-course reflection questionnaire that was given out. The experiences that the students had during the course are the main focus of this reflective questionnaire. Five of the 23 students were picked for an interview to further discuss their questionnaire responses. The findings of the study revealed that students have largely positive views of using podcasts/TED Talks inside and outside the classroom. The students perceived that listening to podcasts/TED Talks gives them freedom of choosing the topics, flexibility in strengthening their listening skills, and motivation to learn more about listening.Keywords: extensive listening; podcast; TED Talks]]>
<![CDATA[DEVELOPING ENGLISH RESEARCH ARTICLE WRITING GUIDE TEXTBOOK FOR NON-ENGLISH DEPARTMENT STUDENTS USING THE ADDIE MODEL ]]>
<![CDATA[Isry Laila Syathroh]]>;
<![CDATA[Siska Rizkiani]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.7183
<![CDATA[This study aims to develop a textbook as a guide for writing research articles in English to answer the challenges faced by non-English department students in writing research articles in English. This research applies the RD (Research and Development) method. The development of this textbook uses the ADDIE development model, which includes five stages: analysis, design, development, implementation, and evaluation. In this study, data is collected through questionnaires and interviews. The questionnaires are delivered to 240 students in the non-English department, and interviews are administered with two lecturers at a private higher education institution. A textbook titled "Panduan Penyusunan Karya Ilmiah Berbahasa Inggris" was developed as a result of the development research. The textbook's design and development are heavily impacted by the need analysis results, which determine what will be taught through the textbook. There are several noteworthy discoveries in the evaluation. Despite students' positive responses to the questionnaire statements, implying a certain level of textbook effectiveness, paying attention to the lecturers' conclusions is critical. They noted that the developed textbook needs additional attention concerning its visual components. As a result, it suggests that the developed textbook be improved, focusing on aesthetic features. Furthermore, it is hoped that the results of this study can become a further reference in the preparation of research articles writing in English so that the problems of non-English department students in writing English research articles can be resolved.]]>
<![CDATA[EFL TEACHERS’ OBSTACLES TOWARDS ICT INTEGRATION IN EFL CLASSROOM CONTEXT ]]>
<![CDATA[Siti Savira Khaerunnisa]]>;
<![CDATA[Ilena Faryanis]]>;
<![CDATA[Amani Rohadatul Aisy]]>;
<![CDATA[Dila Charisma]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.7110
<![CDATA[The advancements in ICT have made it possible for knowledge to be shared and acquired quickly. As a result of these developments, it is now imperative that ICT be included into educational settings across the globe. It stresses the need of teachers becoming proficient with ICT in the classroom. Nonetheless, some obstacles impede educators from implementing ICT in the classroom. The present study aims to investigate the obstacles encountered by EFL teachers while attempting to apply ICT in the classroom. This study employs qualitative research by using case study design. This study involved three EFL teachers from three different senior high schools in West Java. The data were collected through semi-structured interview and observation. The findings showed that the absence of ICT integration training, competency, equipment, and proper software and materials are the main challenges faced by English teachers when attempting to integrate ICT.Keywords: obstacles; ICT integration; EFL classroom]]>
<![CDATA[THE UTILIZATION OF SOCIAL MEDIA IN EFL HIGHER EDUCATION CLASSROOM CONTEXT ]]>
<![CDATA[Bunga Citra Dewi]]>;
<![CDATA[Sherly Agustiana]]>;
<![CDATA[Riska Riska]]>;
<![CDATA[Hanif Nurcholis Adiantika]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.7157
<![CDATA[This study aims to explore how EFL students use social media to learn English. This exploratory study investigated the use of social media platforms for English language acquisition. The data were obtained through a survey and a semi-structured interview. Sixty-seven students responded to the questionnaire and ten students were purposively selected from the participants who responded to the questionnaire for an interview. Quantitative data from the questionnaire were analyzed using basic statistical methods, whilst interview data were evaluated using phenomenological case analysis and thematic coding. Students utilize numerous social media platforms, including Instagram and Facebook, according to the research. The findings indicate that students spent more time utilizing social media for non-academic objectives than for English study. However, they demonstrated a favorable attitude toward the use of social media in English language acquisition. Students believe social media has a significant influence in enhancing their English language skills. In addition, it encourages students to use social media to improve their English language skills.Keywords: ICT, social media, EFL classroom]]>
<![CDATA[TEACHING SPEAKING THROUGH PROJECT-BASED LEARNING WITH ICT ]]>
<![CDATA[Lilis Suryani]]>;
<![CDATA[Ningtyas Orilina Argawati]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.7134
<![CDATA[Information and communication technology (ICT) has developed recently, becoming a part of the teaching and learning process. Many studies reveal that ICT can help students learn well, including speaking. This research involved ICT and project-based learning in teaching speaking. Thus, this study aims to know the implementation of project-based learning with ICT in teaching speaking as well as the students' reactions to project-based learning with ICT in learning speaking. There were 30 participants in this study, which used classroom action research. Students from a university in Bandung who are in their second semester participate. Each cycle consists of four steps of action, observation, and reflection. Data were gathered through observation, a speaking test, and an interview. The study's conclusions showed that using ICT to execute project-based learning could improve students' speaking skills through project involvement. The results of the students greatly increased between the first and second cycles. The students gave great feedback, particularly after finishing the project. They could work in groups, became more active, learned new things, and were very motivated. They were able to actively discuss their project as well as help one another finish it. PBL can consequently boost students' enthusiasm to speak up and offer support. Keywords: classroom action research; Information and Communication Technology; project-based learning; speaking.]]>
<![CDATA[EMPOWERING STUDENTS’ INTEGRATED LANGUAGE SKILLS THROUGH THE USE OF TEACHERS’ LEARNING VIDEOS IN BLENDED LEARNING CLASS ]]>
<![CDATA[Leli Rahmawati]]>;
<![CDATA[Ruminda Ruminda]]>;
<![CDATA[Juhana Juhana]]>
<![CDATA[ Indonesian EFL Journal Vol 9, No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v9i1.7577
<![CDATA[Integrated language skills that applied with ITC-based learning is very important to teach as it helps students to be familiar to communicate English in the real situations. Meanwhile learning videos are part of ITC that are highly effective and efficient to help students to understand learning materials as well. The new normal era after the pandemic seems engaging both teachers and students to use learning videos in blended learning class which consists of varied learning interactions. The blended learning gives both teachers and students more opportunities to apply advanced technologies, so they get ready in facing society 5.0 era. This research is a case study of mixed method design. It aims to find out qualitatively and quantitatively to what extent the use of teachers’ learning videos in blended learning empower students’ integrated language skills. By doing questionnaires, interviews and having observation on 32 participants-the 2 teachers and 30 students of MTs. Negeri 6 Cianjur at the eighth grade, the data were collected and analyzed. The findings revealed that positive respond to the use of teachers' learning videos in MTs. N 6 Cianjur reached 81%, the use of blended learning class was 80% and students' integrated learning skills empowerments was 79%. These values are then averaged to 80%. Thus quantitatively the extent of students' integrated language skills empowerment through the use of teachers' learning videos in blended learning class is feasible. While the results of qualitative data analysis obtained from semi-structured interviews show that the data obtained can expand and deepen the quantitative data.Keywords: blended learning; integrated language skills; learning videos; students’ empowerment.]]>
