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All Journal JURNAL KONFIKS EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Edulitics (Education, Literature, and Linguistics) Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI JURNAL MANAJEMEN PENDIDIKAN Register : Journal of English Language Teaching and Learning of FBS UNIMED eScience Humanity Journal Mudabbir: Journal Research and Education Studies Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) Yavana Bhasha: Journal of English Language Education Excellence Eduvest - Journal of Universal Studies 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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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..
Teachers’ Talk: Expectations and Challenges in Using the Hablo App in EFL Clasroom Tambunan, Rahma Laila; Siregar, Deasy Yunita
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9999

Abstract

The integration of digital technology in education has become a global phenomenon that is changing the paradigm of learning in the 21st century. In Indonesia, the adoption of mobile learning applications such as Hablo App shows an increasing trend in line with the national digital literacy agenda. Teachers, as the main implementers, face a dilemma between the transformative potential of technology and the reality of technical and pedagogical constraints in the field. This study used an exploratory qualitative case study design with a purposive sampling approach involving two teachers who had implemented the Hablo App. Data collection involved observation and interviews was administered to gather specific data about usage patterns, satisfaction levels, and technical difficulties. This study emphasizes the expectations and challenges of teachers regarding the use of the Hablo App in classroom. These findings hold significant implications for educational app developers, language educators, and policymakers aiming to optimize digital learning.
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, Ahmad Amin Dalimunte, Hafifah Hasyanah Dalimunthe, Alya Fadhillah Dalimunthe, Herika Damanik, Denaida Hidayah Daulay, Sholihatul Hamidah Dea Saharani Desry Nurliana Eka Putri, Aldilla Rozias 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 Muhammad 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 Somanawattana , Chanata Sulistia, Noni Surbakti, Alika Nathania Syafira, Syafira Syahrani, Rahelia Juwita Tambunan, Rahma Laila 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