The Role of Internet to Bridge Language Gaps in Learning English as a Foreign Language in Solo's Multilingual

Abstract

This study investigates the role of the internet in bridging language gaps and enhancing English as a Foreign Language (EFL) instruction within Solo's multilingual context.The focus is on how internet resources aid students in navigating between Bahasa Jawa, Bahasa Indonesia, and English, reflecting the multilingual dynamics of EFL classrooms.Utilizing a qualitative approach, semistructured interviews were conducted with students from grade XII public senior high schools in Solo, Central Java.The findings reveal that the internet plays a significant role in facilitating language learning by providing access to diverse resources and interactive platforms.It is reported that internet tools help them create more engaging and culturally relevant lessons, which cater to the multilingual backgrounds of the students.Students highlighted that online resources offer immediate feedback, diverse learning materials, and opportunities for practicing English in real-world contexts, which are crucial for mastering a foreign language.Moreover, the study shows that the internet supports students in developing digital literacy skills, which are essential for effective language learning in the 21st century.The use of internet-based learning tools helps students seamlessly transition between languages, enhancing their overall language proficiency and confidence in using English.This research underscores the importance of integrating internet resources in EFL education to address the unique linguistic needs of students in multilingual settings.Future studies should explore the long-term impacts of internet use on language acquisition and its potential integration with traditional teaching methods to create a more holistic and effective EFL learning environment.

INTRODUCTION
In recent years, the role of the internet in education has become increasingly prominent, offering new opportunities and challenges for language learning.This shift is particularly significant in the context of teaching English as a Foreign Language (EFL) in multilingual regions such as Solo, Central Java, Indonesia.In Solo, students navigate a complex linguistic landscape where Bahasa Jawa is used in daily communication, and Bahasa Indonesia serves as the first language, while English is taught as a foreign language.This multilingual environment poses unique challenges for both students and educators in effectively teaching and learning English.
The integration of the internet into EFL instruction offers a promising solution to these challenges by providing diverse and interactive learning resources that can cater to the linguistic needs of students.The internet's potential to enhance language learning has been widelyrecognized, with studies highlighting its benefits in providing immediate feedback, authentic language use, and access to a vast array of educational materials (Sun, 2011;Warschauer & Healey, 1998).These resources are particularly valuable in a multilingual context, where students must navigate and reconcile multiple languages.
Generation Z, the cohort of students currently in secondary education, is known for its digital nativity and preference for interactive and technology-driven learning methods (Seemiller & Grace, 2016).This generation's familiarity with digital tools makes the internet an effective medium for language instruction.The use of internet-based resources in EFL classrooms can facilitate more engaging and relevant learning experiences, aligning with the preferences and learning styles of today's students.
Curriculum Merdeka, an educational reform initiative in Indonesia, emphasizes studentcentered and flexible learning approaches.It aims to move away from rigid, standardized testing towards more formative assessments that provide ongoing feedback and support individual student growth (Kemdikbud, 2020).Within this framework, the internet can play a crucial role in supporting the development of speaking and writing skills in English by offering tools that cater to the diverse linguistic backgrounds of students in Solo.
This study aims to investigate how the use of the internet aids students in navigating between Bahasa Jawa, Bahasa Indonesia, and English, thereby enhancing their EFL skills.By conducting semistructured interviews with students from grade XII public senior high schools in Solo, we seek to understand the practical implications of internet use in a multilingual classroom setting.The research will explore the experiences and perceptions of students, providing insights into the effectiveness of internet-based resources in bridging language gaps and improving language proficiency.

METHOD Research Design
This study adopts a qualitative research design to explore how the internet aids students in navigating between Bahasa Jawa, Bahasa Indonesia, and English in EFL classrooms within Solo's multilingual context.The focus is on understanding the practical implications and effectiveness of internet-based resources in enhancing language proficiency.Semi-structured interviews with students were utilized to gather in-depth insights.

Participants
The participants in this study are 10 students from the same schools, representing a diverse range of backgrounds and proficiency levels in English.

Sampling Method
A purposive sampling method was employed to select participants who have direct experience with using internet resources such as Youtube, TikTok, Instagram, Facebook and Films in their EFL instruction or learning.This method ensures that the selected participants can provide relevant and detailed insights into the research questions.

Data Collection
Data was collected through semi-structured interviews, which allowed for flexibility and depth in exploring the participants' experiences and perspectives.The interview guides were designed to cover key themes, including: 1) Experiences with Internet Resources: How students use internet tools which connect to Youtube, Instagram, Facebook, TikTok and Films in their EFL instruction and learning, 2) Impact on Language Proficiency: Perceived changes in students' abilities to navigate between Bahasa Jawa, Bahasa Indonesia, and English, 3) Motivation and Engagement: How internet resources influence students' motivation and engagement in language learning, 4) Challenges and Opportunities: Difficulties encountered and the potential benefits of using internet resources in a multilingual classroom setting.
The interviews were conducted in person and recorded with the consent of the participants.Each interview lasted approximately 30-45 minutes.

Data Analysis
Thematic analysis was used to analyze the interview data.The steps involved in the analysis were: 1) Transcription: Transcribing all recorded interviews verbatim, 2) Coding: Initial coding of the transcripts to identify significant patterns and themes, 3) Theme Development: Grouping related codes into broader themes that address the research questions, 4) Review and Refinement: Reviewing and refining the themes to ensure they accurately represent the data.

Ethical Considerations
Ethical approval was obtained from the relevant institutional review board.Participants were informed about the purpose of the study, their right to confidentiality, and the voluntary nature of their participation.Informed consent was obtained from all participants, and data confidentiality was maintained throughout the research process.

RESULTS AND DISCUSSION
The role of the internet in education has expanded significantly, providing new methodologies and tools that can be particularly beneficial in language learning contexts.For regions like Solo, Central Java, where students are multilingual, the integration of internet resources in learning English as a Foreign Language (EFL) presents unique opportunities and challenges.This literature review examines how the internet aids students in navigating between Bahasa Jawa, Bahasa Indonesia, and English, focusing on the multilingual dynamics of EFL classrooms.

The Role of the Internet in Language Learning
The internet offers a myriad of resources that enhance language learning by providing authentic language experiences and immediate feedback.According to Sun (2011), internet-based language learning allows students to access diverse and interactive materials, which are crucial for developing language proficiency.Warschauer and Healey (1998) also highlight that the internet supports various language learning activities, such as listening, speaking, reading, and writing, which can be tailored to meet the needs of different learners.

Internet-Based EFL Instruction
Research has shown that internet-based instruction can significantly improve EFL learning outcomes.For instance, Aydin (2007) found that students using internet resources in their language studies were more engaged and motivated.The interactive nature of these resources, combined with multimedia elements, caters to the learning preferences of Generation Z students, who are accustomed to digital environments (Seemiller & Grace, 2016).These tools facilitate a more dynamic and immersive learning experience, which is essential for mastering a foreign language.

Multilingual Dynamics in EFL Classrooms
In multilingual classrooms, students often face the challenge of switching between languages.The internet can serve as a vital tool in helping students navigate these linguistic transitions.Bakar, Latif, and Ya'acob (2010) suggest that online resources can enhance metalinguistic awareness, enabling students to reflect on and manipulate linguistic structures across different languages.This is particularly relevant for students in Solo, who must balance the use of Bahasa Jawa, Bahasa Indonesia, and English.

Curriculum Merdeka and EFL Education
The Indonesian educational reform, Curriculum Merdeka, emphasizes flexible and studentcentered learning approaches.It aims to shift from rigid standardized testing to formative assessments that provide continuous feedback and support individual student growth (Kemdikbud, 2020).The integration of internet-based learning tools aligns well with the principles of Curriculum Merdeka, offering personalized and adaptive learning experiences that can cater to the diverse linguistic needs of students.

Student Perspectives
Understanding the perspectives of students is crucial in evaluating the effectiveness of internet-based EFL instruction.The study appreciate the availability of up-to-date and diverse teaching materials on the internet, which helps them create more engaging lessons (Leu, Kinzer, Coiro, & Cammack, 2004).Students benefit from the interactive features of online resources, such as instant feedback and real-world language practice opportunities, which enhance their learning experience (Lai & Kritsonis, 2006).
The interviews conducted with students in grade XII public senior high schools in Solo revealed several key insights into the role of the internet in navigating multilingual dynamics and enhancing EFL instruction.

Enhancement of Language Proficiency
a. Students reported significant improvements in students' English language proficiency due to the use of internet resources.Students were able to access a widerange of authentic materials, including youtube, instagram, facebook, tiktok, films, videos, articles, and interactive exercises, which helped in reinforcing their language skills.b.Students expressed that the internet provided them with opportunities to practice English in real-world contexts, such as through language exchange platforms and online forums, which enhanced their confidence and fluency.

Navigating Between Languages
a.The internet played a crucial role in helping students navigate between Bahasa Jawa, Bahasa Indonesia, and English.The study observed that students could use online translation tools and bilingual resources to understand and translate content between languages.
b. Students mentioned that online resources such as youtube, instagram, facebook, tiktok, films, dictionaries, translation apps, and bilingual educational websites were particularly useful in understanding complex English texts by providing translations and explanations in Bahasa Indonesia and sometimes in Bahasa Jawa.

Motivation and Engagement
a.The use of internet-based learning tools significantly increased student motivation and engagement.The study reported that students were more enthusiastic about participating in class activities and completing assignments when they involved the use of internet resources.
b. Students highlighted that the interactive nature of online tools, such as quizzes, games, and multimedia content, made learning English more enjoyable and engaging.

Digital Literacy Skills
a.The study found that using internet resources not only improved language skills but also enhanced students' digital literacy.The study noted that students became more proficient in using various digital tools and platforms, which is an essential skill in the 21st century.
b. Students acknowledged that they learned how to effectively search for information, evaluate the credibility of online sources, and utilize digital tools for learning purposes.

Challenges and Opportunities
a. Despite the benefits, several challenges were identified.The study pointed out issues such as inconsistent internet access and varying levels of digital literacy among students.These challenges sometimes hindered the effective use of internet resources in the classroom.b.However, students agreed that with proper training and infrastructure improvements, these challenges could be mitigated.Teachers emphasized the need for continuous professional development to effectively integrate internet-based tools into their teaching practices.

Discussion
The findings of this study align with previous research highlighting the positive impact of internet resources on language learning (Sun, 2011;Warschauer & Healey, 1998).The internet's ability to provide immediate feedback, authentic language use, and diverse learning materials supports the development of English language proficiency in multilingual settings.
The enhancement of digital literacy skills observed in this study is consistent with Seemiller and Grace's (2016) findings that Generation Z students benefit from technology-driven learning methods.This indicates that integrating internet resources into EFL instruction not only aids language learning but also equips students with essential digital skills.
The challenges identified, such as inconsistent internet access and varying levels of digital literacy, echo the concerns raised by Jones (2001).Addressing these challenges through targeted training and infrastructure improvements is crucial for maximizing the benefits of internet-based EFL instruction.
The study also underscores the importance of tailoring internet resources to meet the linguistic needs of students in multilingual contexts.The use of bilingual resources and translation tools helps students navigate between languages, enhancing their overall language proficiency.This finding supports Bakar, Latif, and Ya'acob's (2010) suggestion that online resources can enhance metalinguistic awareness and facilitate linguistic transitions.
In conclusion, the integration of internet resources in EFL instruction offers significant advantages in enhancing language proficiency, navigating multilingual dynamics, and developing digital literacy skills.While challenges exist, they can be addressed through proper training and infrastructure improvements.Future research should explore the long-term impacts of internet use on language acquisition and investigate strategies for overcoming the identified challenges.

CONCLUSION
The study "The Role of Internet to Bridge Language Gaps in Learning English as a Foreign Language in Solo's Multilingual Context" demonstrates the significant impact of internet resources in enhancing EFL instruction within a multilingual environment.Internet resources provide diverse and interactive learning materials that help students navigate between languages, improving their overall language proficiency.The alignment of internet-based learning tools with Curriculum Merdeka further supports effective EFL education in Indonesia.Future research should focus on overcoming the challenges of internet use in classrooms and exploring its long-term impact on language acquisition.The findings highlight several key benefits of integrating internet-based tools into language teaching, particularly in the context of Solo, where students navigate between Bahasa Jawa, Bahasa Indonesia, and English.

Key Findings
1. Enhancement of Language Proficiency: Students observed substantial improvements in English language skills due to the diverse and interactive nature of internet resources.These tools provided students with authentic materials and real-world practice opportunities, boosting their confidence and fluency in English.

Navigating Multilingual Dynamics:
The internet played a critical role in helping students transition between their native languages and English.Online translation tools, bilingual resources, and educational websites facilitated a better understanding of English texts and allowed for seamless language navigation.

Increased Motivation and Engagement:
The use of interactive online tools significantly increased student engagement and motivation.The engaging nature of quizzes, games, and multimedia content made learning English more enjoyable and effective.

Development of Digital Literacy:
The integration of internet resources not only enhanced language skills but also improved students' digital literacy.Students became more adept at using digital tools and platforms, a crucial skill in the modern educational landscape.
5. Challenges and Opportunities: Despite the benefits, challenges such as inconsistent internet access and varying levels of digital literacy were identified.Addressing these issues through targeted training and infrastructure improvements is essential for the successful integration of internet-based learning tools.

Implications for EFL Instruction
The study underscores the importance of incorporating internet resources into EFL instruction to meet the unique linguistic needs of students in multilingual settings.Integrating these resources to include bilingual and translation tools can further enhance students' language proficiency.The findings also highlight the need for continuous professional development for teachers to effectively utilize these tools and overcome the associated challenges.

Future Research
Future studies should explore the long-term impacts of internet use on language acquisition and investigate strategies for addressing the identified challenges.Additionally, research could focus on developing and testing specific internet-based interventions tailored to the needs of multilingual EFL learners.
In conclusion, the integration of internet resources in EFL education offers significant advantages in enhancing language proficiency, navigating multilingual dynamics, and developing essential digital literacy skills.By addressing the challenges through proper training and infrastructure improvements, educators can create a more effective and engaging EFL learning environment that supports the diverse needs of students in multilingual contexts like Solo.