ICOTEL Proceeding MPBING

Infusion of Computational Thinking into EFL Writing Courses: A Systematic Literature Review

Parlindungan Pardede — Wed, 28 Jan 2026 00:00:00 +0700

To gain a more comprehensive idea of computational thinking (CT) integration into English as a foreign language (EFL) writing, there is an urgent need to systematically review and synthesize the growing number of recent studies in this area. To address this gap, this study reviewed 11 empirical studies published between 2016 and 2025. The purpose of this review is to examine and present empirical evidence on the features, trends, and challenges that educators face in incorporating CT into EFL writing lessons. Using a hybrid thematic analysis–constant comparative method across two databases, the study identified two EFL focus areas: academic writing and creative writing. It also analyzed the distribution of CT skills and cognitive-load levels. The findings show that CT integration has a consistent, favorable impact on learner outcomes. A gap analysis finds low teacher participation and four major barriers: knowledge gaps, time constraints, insufficient professional development, and ingrained views. The article concludes with focused recommendations for policymakers, English educators, and further study.

Pragmatic and Cultural Preservation Analysis of English and Indonesian Idiom Translation Using AI Machine Translation

Revania, Riskia Sitti Velini — Fri, 30 Jan 2026 00:00:00 +0700

Translation becomes a crucial part of learning and understanding a new language. This research attempted to examine the efficacy of AI machine translators QuillBot and Google Translate in addressing pragmatic and cultural meaning in the transcription of idioms between English and Indonesian. An idiom could be misinterpreted by human beings because it does not carry the literal meaning; this research aims to uncover a significant challenge of AI in translating the idiom. This research used a qualitative method with a descriptive analysis approach. The findings of this research uncover that an advanced AI machine still cannot replace the implicature of human translation. Moreover, this research contributes to language learning by highlighting the limitations of machine translation, deepening the understanding of the role of pragmatics, cultural value equivalences, and raising awareness of the nuances in language that cannot be accurately interpreted by AI.

Domestication and Foreignization in Comedy and Non-Comedy TED Talk English-To-Indonesian Subtitles: A Comparative Analysis

Rosalita Putri Utami, Dedi Sofyan — Fri, 30 Jan 2026 00:00:00 +0700

This research presented the strategy of domestication and foreignization in translating English-to-Indonesian subtitles for the comedy and non-comedy genres of TED Talks. This qualitative-comparative study explores the way genre can determine translation strategy, with a focus on the rendition of Culture-Specific Items or CSIs. Data was gathered from some of the videos of TED Talks and analyzed using Venuti’s (1995) framework. The results showed that both styles manifested the use of foreignization on subtitle translation. However, each style shared different purposes. Foreignization on non-comedy talks at TED had been made to reserve meaning, thus it needed very precise terms, especially about academic and technical issues. On the other hand, foreignization on comedy shows aimed to use foreignization on matters relevant to humor, emotions, and culture so that it had to be understandable for the target audience. Apart from this, it also showcased hybrid techniques on selected phases to maintain without losing understanding. In line with this, the present study emphasized the need to consider genre in audiovisual translation and for the translators, they considered the translation strategies used based on context and audience needs.

An Analysis of Coherence of Reading Texts in ”Bright" Textbook Grade Ninth Junior High School

M. Ewaldo Parel, Safnil Arsyad — Fri, 30 Jan 2026 00:00:00 +0700

Textbooks have a crucial role in delivering information and knowledge. The effectiveness of text improves when it shows coherence; coherent texts can facilitate comprehension for students. This study focus to evaluate types and levels of coherence in the reading materials of "Bright," a textbook designed for ninth-grade junior high school students and published by Erlangga in 2024. The study uses qualitative research methodology, analysis covers 11 reading texts, and is categorized into four types: Descriptive Text, Recount Text, Procedure Text, and Narrative Text. The findings show that all analyzed texts verify coherence, obtaining a coherence level of 75%. The texts are considered suitable for educational purposes, as they show an overall coherence level. Key components contributing to coherence include the repetition of keywords, consistent pronouns, transitional signals, and logical order. Mainly, Narrative Texts have the highest part of coherence at 41.1%, receiving a fair level. Based on the coherence analysis, it is recommended that educators consider this textbook as a valuable resource for teaching English.

English Teacher’s Perspectives and Challenges of Implementation Merdeka Curriculum in Rural Settings

Chindy Yolanda, Ira Maisarah — Thu, 13 Nov 2025 00:00:00 +0700

Merdeka Curriculum is the recent curriculum used by educational institutions in Indonesia. However, the curriculum implementation presents varying experiences and challenges, especially in rural settings where resources and training opportunities are limited. This study aims to explore an English teacher’s perspectives and challenges in implementing the Merdeka Curriculum in a rural school setting. By using a qualitative case study approach, the research was conducted at one of the rural junior high schools in Seluma, Bengkulu Province, where the new curriculum began to be applied in 2024. Data were collected through semi-structured interviews with the only English teacher in the school, selected purposively due to her direct involvement with the curriculum. The findings revealed that the teacher has positive perspectives about the Merdeka Curriculum, which appreciates its flexibility, emphasis on student-centered learning, and support for differentiated instruction. In addition, the teacher also faced several challenges, including limited infrastructure, high preparation demands, and a lack of continuous training, especially in rural areas with poor internet access. Despite these challenges, the teacher showed creativity and adaptability by using local resources and peer collaboration with other teachers. This study highlights the importance of providing support and professional development to help rural teachers implement the Merdeka Curriculum effectively