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All Journal JURNAL KONFIKS EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Register : Journal of English Language Teaching and Learning of FBS UNIMED eScience Humanity Journal Mudabbir: Journal Research and Education Studies Yavana Bhasha: Journal of English Language Education Excellence Innovative: Journal Of Social Science Research Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Jurnal Ilmu Sosial, Humaniora dan Seni Nanggroe: Journal of Scholarly Service Philosophiamundi : Journal of Global Humanistic Studies EduInovasi: Journal of Basic Educational Studies Tarbiatuna: Journal of Islamic Education Studies
SIREGAR, DEASY YUNITA
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Pengaruh Proses Observasi Magang Terhadap Motivasi Mahasiswa Siregar, Deasy Yunita; Ismayati, Hafizah; Nur Ain Nun; Jannah, Miftahul; Aulia, Sirrul
Philosophiamundi Vol. 1 No. 1 (2023): Philosophiamundi August 2023
Publisher : PT. Kreasi Karya Majakata

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Abstract

Preparing interns to become professional educators is the program's first priority. This includes a protracted process that begins with locating and observing a school and ends with candidates being able to stand and teach in class according to the needs and desires of their pupils. Preservice teachers need to be well-versed in four areas: 1) pedagogy, 2) professionalism, 3) social competence, and 4) personality. This study aims to shed light on how an internship programme might enhance these abilities. This study employed exploratory and descriptive approaches to analyse secondary data collected through surveys. Students in the English Language Studies major contributed data for this study. Students whose first internship was in an English language training programme were the topic of this study. As a component of Internship Programme I, learning process observation helps students develop a sense of educational identity and improves their academic competence in the classroom. Effective and responsive teaching abilities, as well as an understanding of the strategies necessary to become competent educators who can adapt to varied school situations, are the goals of this exercise, which is designed to help interns improve these talents. First language education internship programme English is a programme that seeks to enhance students' proficiency and enthusiasm for learning the English language.
HelloTalk Users’ Interpretation of Language Cues: A Mixed-Method Case Study Borneo, N. Aini Hasyim Munthe; Harahap, Mutiara Salsabila; Siregar, Deasy Yunita
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1300

Abstract

As language learning shifts to digital platforms, the absence of non-verbal signals creates linguistic ambiguity that risks intercultural misunderstanding. This study examines how HelloTalk users interpret language registers and apply Communication Accommodation Theory (CAT) within a mixed-purpose digital ecosystem. Using a Concurrent Mixed-Method approach, data were collected from ten B2+ users via Likert scales and thematic analysis. Findings reveal strong register awareness for serious topics (mean=4.30), yet significant ambiguity exists when interpreting formal language in casual chat (s=1.29), hindering pragmatic interlanguage development. Qualitatively, the primary barrier to decoding cues is not linguistic structure, but phonetic factors such as non-standard accents and rapid speech. The study concludes that effective accommodation is constrained by these phonetic hurdles and conflicting digital cues. These results offer critical insights for Mobile Assisted Language Learning (MALL) development, highlighting the need for interfaces to better mediate paralinguistic elements in peer-to-peer digital interactions.
The Use of Formal Language in English Debate Forums on YouTube Siregar, Deasy Yunita; Maryam, Annajmi Mastari; Aiya, Naliza; Septiani, Nasywa Dwi; Fataya, Azzurra; Mahrani, Eka; Salsabila, Alfia
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2296

Abstract

This study examines the use of formal language in English debate forums on YouTube by analyzing authentic utterances produced by debaters and moderators in formal debate settings. Using a qualitative descriptive approach, this research analyzes three debate videos, including Youth Leadership Debate competitions and a Harvard student debate held at the John F. Kennedy Jr. Forum. The data consist of selected utterances taken directly from debate transcripts that reflect formal language use in openings, argumentation, disagreement, and closing statements. Brown and Levinson’s Politeness Theory is employed to explain how speakers manage disagreement while maintaining professionalism and social harmony. The findings show that formal language in debate forums is realized through institutional greetings, structured argument framing, mitigated criticism, and evaluative closing statements. Expressions such as formal audience address, guided argument markers, and indirect disagreement demonstrate that formality in debate goes beyond basic politeness and is shaped by academic and institutional norms. This study highlights the importance of formal spoken English in debate contexts and suggests that debate videos on YouTube provide valuable data for analyzing academic oral discourse.
The “Grammar Police” Phenomenon in English Use: The Impact of Informal English Corrections on PBI UINSU Students’ Self-Confidence Siregar, Deasy Yunita; Harahap, Syasi Aulya; Zawhara, Zawhara; Damanik, Denaida Hidayah; Ariela, Diva Nahda; Sherina, Dea
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2312

Abstract

The “Grammar Police” phenomenon, in which people fix grammar faults in casual communication without being asked, has emerged as a result of the widespread usage of English in informal contexts. Even while grammatical correction is a crucial component of learning a language, improper correction in casual settings can have an impact on students’ emotional states and self-esteem. This study looks into how students in the State Islamic University of North Sumatra (UINSU) English Education Study Program (PBI) feel about themselves after receiving informal grammar correction. 21 PBI students who were chosen by convenience sampling participated in a survey as part of a quantitative research design. A 13-item Likert-scale questionnaire was used to gather data, and descriptive statistics were used for analysis. The results demonstrate that students’ confidence and willingness to use English informally are negatively impacted by informal grammar corrections, which frequently cause emotions of unease, anxiety, and dread of making mistakes. Additionally, students favor personalized, courteous, and encouraging grammar feedback. The study comes to the conclusion that maintaining students’ confidence in casual English speaking requires sympathetic and context-appropriate grammar correction.
The Difference Between Everyday Listening and Academic Listening in English Learning Saragih, Nur Annisa Ameliya; Surbakti, Alika Nathania; Hafida, Isma; Siregar, Deasy Yunita; Andini, Atika Dwi
Philosophiamundi Vol. 4 No. 1 (2026): Philosophiamundi February 2026
Publisher : PT. Kreasi Karya Majakata

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Abstract

Listening is widely recognized as a fundamental skill in English language learning because it serves as the primary channel through which learners receive linguistic input. Through listening, learners are exposed to vocabulary, grammatical structures, pronunciation patterns, and discourse features that shape overall language development. In everyday life, listening enables individuals to engage in social interaction, interpret meaning, and respond appropriately in informal communication. In academic contexts, particularly at the university level, listening plays a more complex and demanding role, as it supports learning, knowledge construction, and academic success. Despite its importance, many English as a Foreign Language (EFL) learners assume that listening skills developed through daily communication are sufficient for academic purposes. This assumption often leads to difficulties when learners encounter academic spoken discourse, such as lectures, academic discussions, and presentations, which are linguistically denser and cognitively more demanding. This article aims to examine the differences between everyday listening and academic listening in English learning. Using a qualitative descriptive approach based on a literature review, this study synthesizes theoretical perspectives and empirical findings related to listening comprehension. The findings indicate that everyday listening is spontaneous, context-dependent, and interaction-oriented, whereas academic listening is formal, goal-driven, and requires specific cognitive and strategic skills, including identifying main ideas, recognizing discourse structure, and taking notes. The article argues that academic listening competence does not automatically develop from everyday listening experience and therefore requires explicit attention in English
The Role of Vocabulary Knowledge In Improving Listening Accuracy Sari, Feby Wulan; Lubis, Angga Dinata; Rambe, Putri Auliasyah; Siregar, Indah; Siregar, Deasy Yunita
Philosophiamundi Vol. 4 No. 1 (2026): Philosophiamundi February 2026
Publisher : PT. Kreasi Karya Majakata

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Abstract

Vocabulary knowledge has long been recognized as a crucial component of language proficiency. In the context of listening skills, vocabulary plays a significant role in enabling learners to recognize spoken words, interpret meaning, and accurately comprehend oral input. This journal article aims to examine the role of vocabulary knowledge in improving listening accuracy among language learners. Using a comprehensive review of relevant theories, empirical studies, and pedagogical perspectives, this paper discusses how vocabulary size, depth of vocabulary knowledge, and lexical processing influence listening comprehension accuracy. The discussion also highlights implications for language teaching and learning, particularly in English as a Foreign Language (EFL) contexts. The findings suggest that strengthening learners’ vocabulary knowledge significantly enhances their listening accuracy and overall communicative competence.
STUDENTS’ PERCEPTION OF USING THE MANGO LANGUAGES APPLICATION IN PRACTICING CONVERSATIONS TO IMPROVE SPEAKING SKILLS Ismail, Muhammad; Siregar, Deasy Yunita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42404

Abstract

mpetency in the 21st century, yet many Indonesian students face challenges such as limited practice, low confidence, and lack of opportunities in class. This study explored students’ perceptions of using the Mango Languages application to practice conversations and enhance speaking skills. Using a qualitative phenomenological approach, data were collected from 15 English education students through questionnaires and semi-structured interviews. Thematic analysis revealed five themes: enhanced confidence, vocabulary and pronunciation development, flexibility and accessibility, motivation and engagement, and challenges and limitations. Based on these identified themes, Mango Languages showed potential in reducing students’ anxiety, improving pronunciation accuracy, and supporting independent learning. However, challenges such as limited conversation topics, lack of direct teacher feedback, and technical barriers were also reported. Therefore, Mango Languages was best positioned as a supplementary tool for improving speaking skills in higher education when integrated with classroom instruction..
Co-Authors Adelia, Devi Adinda Dea Nazhira Afia Nur Meiza Aisyah, Ade Aiya, Naliza Andini, Atika Dwi Anggini, Nurasiah Ardi, Ahmad Rizky Ariela, Diva Nahda Arini, Tria Aulia, Sirrul Azra, Afifah Azra, Tsabitha Bahari, Bima Barus, Putri Anantasari Bidadari, Lintang Borneo, N. Aini Hasyim Munthe Dalimunte, Hafifah Hasyanah Dalimunthe, Alya Fadhillah Dalimunthe, Herika Damanik, Denaida Hidayah Daulay, Sholihatul Hamidah Dea Saharani Desry Nurliana Fadhila Fadhilah, Raudhotul Fadila, Nazifah Ayu Fahri, M. Aidyl Fahriza, Icha Faira, Nasywa Fataya, Azzurra Fatimah Azzahra Febrianti, Irpi Octia Fidiani, Aliyah Fitria, Nadiya Gadis Anggun Fitrah Gani, Liyundzira Fikroh Hafida, Isma Hamidiyah, Masita Harahap, Afzylianur Harahap, Gairah Riski Harahap, Indah Permata Sari Harahap, Mutiara Salsabila Harahap, Syasi Aulya Harahap, Zulkarnain Hasibuan, Shafira Hasan Hasibuan, Syafira Hasan Hastuti, Nur Annisa Rini Hawa Alfina Salsabila Hawa, Pratiwi Ismayati, Hafizah Jasmine Siahaan, Rizki Putri Khairani, Lutfi Putri Khairani, Rizki Putri Yunisa Khairun Nisa Khairunnisa Khodijah, Raifa Naswa Laila Anum Lubis, Angga Dinata Lubis, Nurul Hidayah Lubis, Rahma Fitri Yani Lutfi Putri Khairani Mahara, Elvida Futri Mahrani, Eka Manik, Putri Fadillah Maryam, Annajmi Mastari Matondang, Rasid Saleh Miftahul Jannah Moh. Ismail Nabila Zuhairya Nadila Adelia Putri Najla Regar Napitupulu, Maya Farhanna Nasution, Nisa Fahria Nasution, Rizky Ummi Thahirah Nasution, Sofiyani Nasution, Tuti Alawiyah Ramadani Natasya Miranda Gihar Neifa, Khanaya Nur Ain Nun Nur Elizanti Purba, Kezia Pebrianti, Irpi Octia Puspita Maharani Putri, Lia PUTRI, TIARA Qoyyimah, Nadya Dinul Rahayu Wulandari Raihana, Ariqqah Rambe, Audy Serina Nahda Rambe, Putri Auliasyah Rana May Zuhra Rangkuti, Sakila Khairiah Renjani, Adeliya Putri Rizkiara, Ine Rizky, M. Akbar Rizky, Septiana Sabilla, Sonia Sahfitri Ahwani Salmanda, Dandi Salsabila, Alfia Salsabila, Dhea Saragih, Nur Annisa Ameliya Sarahseti, Dian Fanny Sari, Feby Wulan Septiani, Nasywa Dwi Sherina, Dea Siahaan, Muhammad Hasan Agara Siahaan, Rizki Putri Jasmine Siregar, Alya Syahlani Siregar, Amanda Siregar, Ayu Juniaty Siregar, Huda Hizkia Ahmad Siregar, Indah Siregar, Kevin Alfansyah Siregar, Paiz Fatah Siregar, Prita Anggina Sari Sitompul, Zahwa Aini Bulan Sulistia, Noni Surbakti, Alika Nathania Syafira, Syafira Syahrani, Rahelia Juwita Tanjung, Nadila Tobing, Sarah Davina L Utama, Loudya Putri Wani, Anis Syafa Widyana, Airen Yasmin, Feby Annisa Yusriani, Yusriani Yusuf, Syaifullah Zakiah, Rina Zawhara, Zawhara Zhani, Vira Ulfia