Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Educate : Journal of Education and Learning Young Journal of Social Sciences and Humanities
Sarah Theodora Wahyuni Lumbantobing
Universitas HKBP Nommensen Pematangsiantar
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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A Conceptual Analysis of Linguistic, Organizational, and Affective Challenges in EFL Descriptive Writing Sarah Theodora Wahyuni Lumbantobing; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1582

Abstract

This study aims to conceptually examine the linguistic, organizational, and affective challenges encountered by EFL learners in writing descriptive texts. Employing a qualitative conceptual approach, the study critically synthesizes findings from relevant empirical and theoretical studies on EFL writing, with particular attention to the Indonesian context. The analysis reveals that students’ writing difficulties are not solely rooted in linguistic limitations such as grammar and vocabulary, but are also closely associated with weaknesses in text organization and affective factors, including writing anxiety, low self-confidence, and fear of making errors. Importantly, these challenges are found to be interrelated, whereby linguistic difficulties tend to intensify affective barriers, which subsequently hinder learners’ ability to organize ideas coherently. The theoretical contribution of this study lies in its integrative conceptual framework that positions linguistic, organizational, and affective dimensions as mutually reinforcing components of EFL writing difficulties, extending previous research that has predominantly examined these aspects in isolation. The study concludes that pedagogical responses to EFL writing challenges should adopt a holistic approach that simultaneously addresses language form, text structure, and learners’ emotional engagement in the writing process.
Semantic Ambiguity Affects Interpretation in Everyday Conversations Sarah Theodora Wahyuni Lumbantobing; Bernieke Anggita Ristia
Young Journal of Social Sciences and Humanities Vol. 1 No. 2 (2025): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66867/yjssh.v1i2.148

Abstract

Semantic ambiguity is a pervasive feature of natural language that arises when words, phrases, or sentences carry multiple possible interpretations. This study aims to explore the nature, types, and communicative implications of semantic ambiguity in everyday conversations through a descriptive qualitative approach and library research method. Findings indicate that semantic ambiguity manifests in lexical, structural, and pragmatic forms, which may cause confusion if not resolved using contextual cues, prosodic elements, or clarification strategies. However, ambiguity is not merely a communication obstacle it also serves as a rhetorical device in humor, advertising, indirect speech, and cross-cultural interactions. Understanding how ambiguity operates in language enhances our awareness of context, social dynamics, and cultural variation in meaning-making. This study contributes to the field of linguistics by emphasizing the importance of pragmatic competence and interpretive flexibility in effective communication.
Co-Authors Bernieke Anggita Ristia Selviana Napitupulu