MAPPING CURRENT TRENDS OF EFL TEACHING AND LEARNING RESEARCH PRACTICES IN INDONESIA

Yustinus Calvin Gai Mali, Anne Indrayanti Timotius

Abstract


To date, there have been very few studies that map the major research trends in English as a Foreign Language (EFL) contexts, such as those in Indonesia. To address that gap and to benefit undergraduate and graduate students, EFL researchers, or practitioners looking for a current research topic and theories to frame their studies, this paper reviews the past research studies (n=53) published in four Indonesian national journals to explore Indonesia’s EFL research trends in 2020, including research topics, theoretical frameworks, and research methods. The journals were selected because of their focus and scope related to English language teaching and education as well as their rank in Sinta 1 and Sinta 2 (two of the highest levels out of six Sinta levels) of the Indonesian web-based research information system. Based on a holistic review of the articles checked by the peer-debriefing strategy to ensure the review’s credibility, the analysis results show that the previous studies mainly explore English teaching strategy and education technology research areas and use fairly old theories as their theoretical framework. As for the research method, most of the studies use a qualitative research method, take place in university settings, and involve university students as their research subjects. The meanings of the analysis results, teaching implications for a research class, and directions for further research are presented.


Keywords


EFL, Indonesia, literature review, research methods, research topics, research trends

Full Text:

PDF

References


Abas, I. H., & Abd Aziz, N. H. (2018). Model of the writing process and strategies of EFL proficient student writers: A case study of Indonesian learners. Pertanika Journal of Social Sciences and Humanities, 26(3), 1815–1842.

Abdurahman, N. H., & Rizqi, M. A. (2020). Indonesian students’ strategies to cope with foreign language anxiety. TEFLIN Journal, 31(1), 1–18. https://doi.org/10.15639/teflinjournal.v31i1/1-18

Akmal, S., Risdaneva, Habiburrahim, & Sari, M. (2020). The English teachers’ challenges in TOEFL preparation for senior high school students. Journal on English as a Foreign Language, 10(1), 24–44. https://doi.org/10.23971/jefl.v10i1.1627

Amin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?. Studies in English Language and Education, 7(2), 362–378. https://doi.org/10.24815/siele.v7i2.16929

Ammade, S., Mahmud, M., Jabu, B., & Tahmir, S. (2020). TPACK model based instruction in teaching writing: An analysis on TPACK literacy. International Journal of Language Education, 4(1), 129–140. https://doi.org/10.26858/ijole.v4i2.12441

Aunurrahman, Hikmayanti, A., & Yuliana. (2020). Teaching English using a genre pedagogy to Islamic junior high school students. Journal on English as a Foreign Language, 10(1), 1–23. https://doi.org/10.23971/jefl.v10i1.1625

Budianto, S., Sulistyo, T., Widiastuti, O., Heriyawati, D. F., & Marhaban, S. (2020). Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications. Studies in English Language and Education, 7(2), 472–485. https://doi.org/10.24815/siele.v7i2.16569

Cahyono, B. Y., & Rahayu, T. (2020). EFL students’ motivation in writing, writing proficiency, and gender. TEFLIN Journal, 31(2), 162–180. https://doi.org/10.15639/teflinjournal.v31i2/162-180

Cahyono, S. P. (2018). Teaching L2 writing through the use of Systemic Functional Linguistics (SFL). Indonesian JELT: Indonesian Journal of English Language Teaching, 13(1), 53–72. https://doi.org/10.25170/ijelt.v13i1.1450

Coiro, J., Coscarelli, C., Maykel, C., & Forzani, E. (2015). Investigating criteria that seventh graders use to evaluate the quality of online information. Journal of Adolescent and Adult Literacy, 59(3), 1–11. https://doi.org/10.1002/jaal.448

Deliany, Z., & Cahyono, B. Y. (2020). Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender. Studies in English Language and Education, 7(2), 421–437. https://doi.org/10.24815/siele.v7i2.17026

Devira, M. (2020). Revisiting the implementation of active learning pedagogy in EFL classrooms. Studies in English Language and Education, 7(1), 223–236. https://doi.org/10.24815/siele.v7i1.15089

Erdiana, N., Daud, B., Sari, D. F., & Dwitami, S. K. (2020). A study of anxiety experienced by EFL students in speaking performance. Studies in English Language and Education, 7(2), 334–346. https://doi.org/10.24815/siele.v7i2.16768

Farsani, M. A., & Babaii, E. (2018). Mapping past, current and future TEFL research trends in Iran: A synthetic review of topics and paradigms in three decades. Journal of Modern Research in English Language Studies, 5(4), 81–108. https://doi.org/10.30479/jmrels.2019.10434.1299

Fatimah, & Masduqi, H. (2017). Research trends in EFL writing in Indonesia: Where art thou. Journal of Teaching and Education, 7(1), 89–98.

Hadijah, Pratolo, B. W., & Rondiyah. (2020). Interactive game “Kahoot!” as the media of students’ vocabulary assessment. Journal on English as a Foreign Language, 10(1), 84–102. https://doi.org/10.23971/jefl.v10i1.1670

Hazaea, A. N., Bin-Hady, W. R. A., & Toujani, M. M. (2021). Emergency remote English language teaching in the Arab league countries: Challenges and remedies. CALL-EJ, 22(1), 201–222.

Iftanti, E., & Shofiya, A. (2017). Research trends of EFL students in English education program: A 2005-2015 survey. Dinamika Ilmu, 17(1), 23–37. https://doi.org/10.21093/di.v17i1.636

Jamieson, J., Chapelle, C., & Preiss, S. (2013). CALL evaluation by developers, a teacher, and students. CALICO Journal, 23(1), 93–138.

Jumariati, & Febriyanti, E. R. (2020). LINE application: An alternative tool to develop writing abilities. Journal on English as a Foreign Language, 10(1), 68–83. https://doi.org/10.23971/jefl.v10i1.1566

Kusumawati, A. J. (2020). Redesigning face-to-face into online learning for speaking competence during COVID-19: ESP for higher education in Indonesia. International Journal of Language Education, 4(2), 276–288. https://doi.org/10.26858/ijole.v4i2.14745

Lee, I. (2014). Publish or perish: The myth and reality of academic publishing. Language Teaching, 47(2), 250–261. https://doi.org/10.1017/S0261444811000504

Li, M. (2012). Use of wikis in second/foreign language classes: A literature review. CALL-EJ, 13(1), 17–35.

Luthfiyyah, R., Basyari, I. W., & Dwiniasih. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101

Mahbub, M. A. (2020). Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors. Journal on English as a Foreign Language, 10(2), 246–267. https://doi.org/10.23971/jefl.v10i2.1917

Mambu, J. E. (2016). Investigating students’ negotiation of religious faiths in ELT contexts: A critical spiritual pedagogy perspective. Critical Inquiry in Language Studies, 13(3), 157–182. https://doi.org/10.1080/15427587.2016.1150145

Manan, A., Fadhilah, M. A., Kamarullah, & Habiburrahim. (2020). Evaluating paper-based TOEFL preparation program using the context, input, process, and product (CIPP) model. Studies in English Language and Education, 7(2), 457–471. https://doi.org/10.24815/siele.v7i2.16467

Maru, M. G., Nur, S., & Lengkoan, F. (2020). Applying video for writing descriptive text in senior high school in the covid-19 pandemic transition. International Journal of Language Education, 4(3), 408–419. https://doi.org/10.26858/ijole.v4i3.14901

Meisani, D. R., Hamied, F. A., Musthafa, B., & Purnawarman, P. (2020). Factors affecting Indonesian young learners’ English proficiency level. TEFLIN Journal, 31(2), 204–229. https://doi.org/10.15639/teflinjournal.v31i2/204-229

Milal, A. D., Rohmah, Z., Kusumajanti, W., Basthomi, Y., Sholihah, D. N., & Susilowati, M. (2020). Integrating character education in the English teaching at Islamic junior high schools in Indonesia. TEFLIN Journal, 31(1), 88–107. https://doi.org/10.15639/teflinjournal.v31i1/88-107

Nafiah, U. (2020). Developing English modules with integrated Islamic values and Jambi local wisdom. Studies in English Language and Education, 7(1), 96–112. https://doi.org/10.24815/siele.v7i1.15138

Nariyati, N. P. L., Sudirman, & Pratiwi, N. P. A. (2020). EFL pre-service teachers’ perception toward the use of mobile assisted language learning in teaching English. International Journal of Language Education, 4(1), 38–47. https://doi.org/10.26858/ijole.v4i2.10052

Newcomer, S. N. (2017). Investigating the power of authentically caring student-teacher relationships for Latinx students. Journal of Latinos and Education, 17(2), 179–193. https://doi.org/10.1080/15348431.2017.1310104

Nindya, M. A., & Widiati, U. (2020). Cohesive devices in argumentative essays by Indonesian EFL learners. Journal on English as a Foreign Language, 10(2), 337–358. https://doi.org/10.23971/jefl.v10i2.1949

Nugroho, A., Zamzami, M. R. A., & Ukhrowiyah, N. F. (2020). Language input, learning environment, and motivation of a successful EFL learner. Journal on English as a Foreign Language, 10(1), 45–67. https://doi.org/10.23971/jefl.v10i1.1511

Pitoyo, M. D., Sumardi, & Asib, A. (2020). Gamification-based assessment: The washback effect of Quizizz on students’ learning in higher education. International Journal of Language Education, 4(1), 1–10. https://doi.org/10.26858/ijole.v4i2.8188

Prasojo, L. D., Wijayanti, W., Yuliana, L., Agus, N., Habibi, A., & Yaakob, M. F. M. (2020). Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia. Studies in English Language and Education, 7(2), 308–322. https://doi.org/10.24815/siele.v7i2.16788

Prastikawati, E. F., Wiyaka, & Adi, A. P. K. (2020). Online backchannel as a formative assessment in improving writing skills. Journal on English as a Foreign Language, 10(2), 359–384. https://doi.org/10.23971/jefl.v10i2.2044

Pratiwi, W. R., Atmowardoyo, H., & Salija, K. (2020). The need analysis of participation in an English immersion village at Kampung Inggris Pare. International Journal of Language Education, 4(1), 158–170. https://doi.org/10.26858/ijole.v4i2.12599

Puspita, A. M. H., & Mambu, J. E. (2020). Traces of critical spiritual pedagogy in indonesian EFL teachers’ Christian-based classes. TEFLIN Journal, 31(2), 259–276. https://doi.org/10.15639/teflinjournal.v31i2/259-276

Putra, T. K., Rochsantiningsih, D., & Supriyadi, S. (2020). Cultural representation and intercultural interaction in textbooks of English as an international language. Journal on English as a Foreign Language, 10(1), 163–184. https://doi.org/10.23971/jefl.v10i1.1766

Rahayu, D. (2020). Interaction in collaborative writing between international and domestic students in an Indonesian university. Studies in English Language and Education, 7(1), 113–128. https://doi.org/10.24815/siele.v7i1.15773

Rahman, D. S., & Sahayu, W. (2020). How do foreign language teachers motivate students in language learning? Studies in English Language and Education, 7(1), 181–193. https://doi.org/10.24815/siele.v7i1.15586

Rido, A. (2020). Why they act the way they do?: Pedagogical practices of experienced vocational English language teachers in Indonesia. International Journal of Language Education, 4(1), 24–37. https://doi.org/10.26858/ijole.v4i2.9935

Riyanti, D. (2020). Students’ reflections in teaching practicum: A case study of EFL pre-service teachers. Journal on English as a Foreign Language, 10(2), 268–289. https://doi.org/10.23971/jefl.v10i2.2041

Romios, L., Ashadi, & Purbani, W. (2020). High-stakes testing policy and English language teaching: Voices of the leftovers. Journal on English as a Foreign Language, 10(2), 193–221. https://doi.org/10.23971/jefl.v10i2.2005

Rosmaladewi, Abduh, A., & Basri, M. (2020). English lecturers’ experiences on professional development in indonesian polytechnics. International Journal of Language Education, 4(2), 314–321. https://doi.org/10.26858/ijole.v4i2.15264

Setiawan, M. R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students’ motivation in learning vocabulary. Studies in English Language and Education, 7(1), 83–95. https://doi.org/10.24815/siele.v7i1.15359

Setyowati, L., Sukmawan, S., & El-Sulukiyyah, A. A. (2020). Exploring the use of ESL composition profile for college writing in the Indonesian context. International Journal of Language Education, 4(2), 171–182. https://doi.org/10.26858/ijole.v4i2.13662

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Si, P. (2019). A Study of the differences between EFL and ESL for English classroom teaching in China. IRA International Journal of Education and Multidisciplinary Studies, 15(1), 32–35. https://doi.org/10.21013/jems.v15.n1.p4

Silviyanti, T. M., Rahmadhani, R., & Samad, I. A. (2020). EFL students’ strategies in answering the listening section of the Longman TOEFL. Studies in English Language and Education, 7(1), 237–246. https://doi.org/10.24815/siele.v7i1.13007

Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. https://doi.org/10.1111/1467-9922.00179

Suastra, I. M., & Menggo, S. (2020). Empowering students’ writing through performance assessment. International Journal of Language Education, 4(3), 432–441. https://doi.org/10.26858/ijole.v4i3.15060

Sujana, M., Waluyo, U., Fitriana, E., & Suryani, D. (2020). SKDI-based needs analysis for designing English for students of medicine in Indonesia. International Journal of Language Education, 4(2), 209–221. https://doi.org/10.26858/ijole.v4i2.13489

Sulistyo, T., Eltris, K. P. N., Mafulah, S., Budianto, S., Saiful, S., & Heriyawati, D. F. (2020). Portfolio assessment: Learning outcomes and students’ attitudes. Studies in English Language and Education, 7(1), 141–153. https://doi.org/10.24815/siele.v7i1.15169

Suma, M. (2020). Assessing expression in the poetry reading skills of elementary students. International Journal of Language Education, 4(3), 420–431. https://doi.org/10.26858/ijole.v4i3.14658

Sunra, L., Haryanto, & Nur, S. (2020). Teachers’ reflective practice and challenges in an Indonesian EFL secondary school classroom. International Journal of Language Education, 4(2), 289–300. https://doi.org/10.26858/ijole.v4i2.13893

Surdyanto, A., & Kurniawan, W. (2020). Developing critical reading module using integrated learning content and language approach. Studies in English Language and Education, 7(1), 154–169. https://doi.org/10.24815/siele.v7i1.15098

Suryani, I., Pratiwi, N. P. A., & Suarnajaya, I. W. (2020). Investigating the inhibiting factors in speaking English faced by senior high school students in Singaraja. International Journal of Language Education, 4(1), 48–58. https://doi.org/10.26858/ijole.v4i2.10054

Susanto, A., Oktavia, Y., Yuliani, S., Rahayu, P., Haryati, & Tegor. (2020). English lecturers’ beliefs and practices in vocabulary learning. Studies in English Language and Education, 7(2), 486–503. https://doi.org/10.24815/siele.v7i2.16970

Syafii, M. L., & Miftah, M. Z. (2020). Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation. Journal on English as a Foreign Language, 10(1), 141–162. https://doi.org/10.23971/jefl.v10i1.1556

Syahabuddin, K., Fhonna, R., & Maghfirah, U. (2020). Teacher-student relationships: An influence on the English teaching-learning process. Studies in English Language and Education, 7(2), 393–406. https://doi.org/10.24815/siele.v7i2.16922

Telaumbanua, Y., Yalmiadi, Martini, & Hasbi. (2020). E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings. Studies in English Language and Education, 7(2), 504–526. https://doi.org/10.24815/siele.v7i2.16492

Triastuti, A. (2020). Assessing English pre-service teachers’ knowledge base of teaching: Linking knowledge and self-portrayal. TEFLIN Journal, 31(1), 108–138. https://doi.org/10.15639/teflinjournal.v31i1/108-138

Wiraningsih, P., & Santosa, M. H. (2020). EFL teachers’ challenges in promoting learner autonomy in the 21st-century learning. Journal on English as a Foreign Language, 10(2), 290–314. https://doi.org/10.23971/jefl.v10i2.1881

Wulandari, B. A., & Hustarna. (2020). Need analysis stage in reconstructing syllabus and developing teaching materials for oracy in academic context subject. International Journal of Language Education, 4(1), 141–149. https://doi.org/10.26858/ijole.v4i2.11518

Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011-2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208




DOI: https://doi.org/10.17509/ije.v16i1.44193

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Yustinus Calvin Gai Mali, Anne Indrayanti Timotius



Lisensi Creative Commons
This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.