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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Education Trend Issues Lingeduca: Journal of Language and Education Studies
Evi Martiningsih
Politeknik Angkatan Laut
Religion Humanities Education

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The Influence of Learning Motivation, Vocabulary Mastery, Self-Confidence, and Classroom Interaction on Students' English-Speaking Ability Suhardianto Suhardianto; Evi Martiningsih; Petrus Jacob Pattiasina; Shaumiwaty Shaumiwaty
International Education Trend Issues Vol. 4 No. 1 (2026): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v4i1.1513

Abstract

This study examined the influence of learning motivation, vocabulary mastery, self-confidence, and classroom interaction on students' English-speaking ability. A quantitative correlational design was employed. The population comprised junior and senior high school students in Indonesia during the 2025/2026 academic year, from which 96 students were selected through simple random sampling. Data were collected using questionnaires measuring learning motivation, self-confidence, and classroom interaction, a vocabulary mastery test, and a speaking performance assessment. Before analysis, all instruments underwent validity and reliability testing. The data were analyzed using descriptive statistics and multiple linear regression in IBM SPSS Statistics after the assumptions of normality, linearity, multicollinearity, and homoscedasticity had been assessed. The results showed that learning motivation, vocabulary mastery, self-confidence, and classroom interaction each had a positive and statistically significant influence on students' English-speaking ability. Collectively, the four independent variables significantly explained students' speaking performance, with the regression model accounting for 73.5% of the variance in English-speaking ability. Vocabulary mastery was the strongest predictor, followed by classroom interaction, learning motivation, and self-confidence. These findings indicate that improving students' speaking competence requires an integrated instructional approach that promotes vocabulary development, strengthens learning motivation and self-confidence, and facilitates meaningful classroom interaction. The study offers practical implications for English teachers seeking to design more effective communicative language-learning environments.
VOICING HYBRIDITY: A CRITICAL DISCOURSE ANALYSIS OF CODE-SWITCHING AND IDENTITY CONSTRUCTION AMONG THIRD-CULTURE YOUTH ON SOCIAL MEDIA Evi Martiningsih; Andres Villanueva; Jessica Green; Sitti Agustina
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.2632

Abstract

Third-Culture Youth (TCY), a growing global demographic, navigate complex hybrid identities. Their use of code-switching (CS) on social media a key “third space” is a central yet often misunderstood discursive practice, frequently stigmatized rather than analyzed as a sophisticated mechanism for identity construction. This research utilizes Critical Discourse Analysis (CDA) to investigate the specific functions of code-switching as a strategic discursive resource employed by TCYs to construct and perform hybrid identities in digitally-mediated environments. A qualitative, netnographic methodology was employed, analyzing public social media content (N=1,284 artifacts) from 45 purposively sampled TCY informants across Instagram, TikTok, and Twitter (X). Fairclough’s CDA framework was applied to link linguistic texts to social practices. Findings reveal CS is a normative practice (present in 82% of data). Two primary functions were identified: (1) In-Group Signaling to establish community boundaries, and (2) ‘Affective/Nuanced Expression’ to convey cultural-emotional concepts (e.g., natsukashii) deemed untranslatable in English. Code-switching is not a linguistic deficit but a sophisticated, learned mechanism for “voicing hybridity.” TCYs strategically deploy CS as a resilient social practice to perform a coherent ‘third culture’ identity, actively challenging dominant monolingual ideologies.
Co-Authors Agustina, Sitti Andres Villanueva Jessica Green Petrus Jacob Pattiasina Shaumiwaty Shaumiwaty Suhardianto Suhardianto