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All Journal PREMISE: Journal of English Education and Applied Linguistics Jurnal Basicedu ELITE Journal: Journal of English Linguistics, Literature, and Education Pioneer: Journal of Language and Literature SALEE: Study of Applied Linguistics and English Education J-Lalite: Journal of English Studies Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Social Learning (IJSL) Journal of English Education and Linguistics AKM: Aksi Kepada Masyarakat Al-Lisan: Jurnal Bahasa Jurnal Pustaka Mitra : Pusat Akses Kajian Mengabdi Terhadap Masyarakat Mudabbir: Journal Research and Education Studies Jurnal Basicedu Journal of Research in English Language Teaching and Linguistics Advances In Education Journal Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Suadi Suadi
STAIN Mandailing Natal, Indonesia
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Local Language Barriers in pronouncing English words: A Case study among Mandailingnese students Siregar, Ayu Meita Puteri
ELITE JOURNAL Vol 6 No 1 (2024): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

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Abstract

This study addresses the challenges faced by Mandailingnese students in pronouncing English words. The interference of the Mandailing language in English poses several difficulties for these students. Therefore, this study aims to identify the specific problems encountered by Mandailing students. Conducted at STAIN Mandailing Natal in the Family Law Study Program, this research adopts a qualitative research design with a case study approach. The instruments utilized include an oral test involving the reading of three different texts, supported by audio recordings, and interviews to explore students' pronunciation challenges in English. The researchers identified various issues affecting Mandailing students' pronunciation, including linguistic interference from the Mandailing language, misconceptions, lack of motivation to study, environmental factors, ineffective study habits, limited access to modern technology, economic constraints, and a lack of awareness regarding the importance of English language proficiency. From these findings, it can be inferred that Mandailing students encounter numerous hurdles in pronouncing English words, leading to decreased confidence and interest in the language. Therefore, educators and institutions are urged to address these challenges to support Mandailing students effectively.
DEVELOPING A TEACHING BOOK ‘ENGLISH FOR MATH’ BASED ON LOCAL WISDOM Siregar, Ayu Meita Puteri; Sahyoni, Sahyoni; Suadi, Suadi
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i2.12065

Abstract

This study introduces an innovative approach to English for Specific Purposes (ESP) by developing an English for Mathematics textbook infused with local wisdom. This novel integration bridges the gap between linguistic competence and cultural relevance in mathematics education. Employing the Research and Development method, this work addresses a critical gap in ESP materials by embedding indigenous knowledge into mathematical English instruction, a unique contribution to the field. Participants from the Mathematics Education Study Program at STAIN Mandailing Natal provided insights through questionnaires, validation sheets, and interviews, with data analyzed using descriptive statistics. The findings reveal a strong student need for a textbook that integrates mathematical English vocabulary, communicative teaching methods, and skill-based tasks in speaking and reading. The integration of local wisdom enhances student engagement. It promotes culturally responsive learning, making the textbook distinct from standard ESP materials. Expert reviews affirmed its high quality in terms of content, design, and language. Student responses highlighted its practicality, interactivity, and creativity, reflecting its educational innovation. This study contributes to the global ESP field by demonstrating that localized content can enhance English skills in specific disciplines, providing a model adaptable to other contexts. The textbook emerges as a groundbreaking tool for culturally sustaining mathematics education.
The Utilization of Digital Technology for English Literacy Improvement in Islamic Senior High Schools Suadi, Suadi; Siregar , Ayu Meita Puteri; Arwin, Arwin; Majid, Ikhwanuddin Abdul
International Journal of Social Learning (IJSL) Vol. 5 No. 3 (2025): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v5i3.440

Abstract

The utilization of digital technology is perceived as significant in the English learning process. This research aimed to investigate the utilization of digital technology for English literacy improvement among Class XII Islamic senior high school students. A mixed-method approach was applied by involving 60 students with purposive sampling. The results showed that Islamic senior high school students (Madrasah aliyah) spent an average of 1 to 3 hours a day using digital technology platforms, used YouTube the most frequently, trained their English by singing along to videos accessed from digital technology platforms, and used digital technology in an autodidactic manner. Contradictorily, most respondents claimed they seldom utilized digital technology for English-language content conversation. Moreover, the result revealed six benefits of adopting digital technology for English language literacy, compared to 6 drawbacks. The conclusion is that digital technology is relevant for English learning.
An Analysis of Deixis in The “Elemental” Movie Zelkasih, Renda; Suadi, Suadi; Pratiwi, Resdilla
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.v5i2.2054

Abstract

This research aims to analyze the types and the factor influence of deixis found in the Elemental movie. The study applies Levinson’s theory of deixis, which classifies deixis into five categories: person, time, place (location), discourse, and social deixis. This research employs a qualitative descriptive method. The data are collected from the movie script of Elemental Movie (2023), focusing only on the characters’ spoken dialogues. Each deictic expression found in the script was identified, categorized, and analyzed based on Levinson’s Theory. The first findings show that a total of 320 deixis were found in the movie, consisting of 191 person deixis, 37 time deixis, 45 place deixis, 26 discourse deixis, and 21 social deixis. Person deixis is the most dominant, indicating that personal relationships and speaker-hearer references play a central role in the film. Second findings, the study identifies several contextual factors that influence deixis usage, including participant roles, usage function, levels of intimacy, formality/informality, and social status. These factors contribute to how deixis is used to reflect dynamics, emotional expressions, and narrative flow within movie.
The relationship between students’ learning motivation and their speaking performance Suadi; Owusu Mensah
Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i1.4

Abstract

Speaking proficiency is a crucial yet often difficult goal for English language learners, particularly in EFL (English as a Foreign Language) contexts where opportunities for authentic communication are limited. While motivation is widely recognized as a key factor in language learning, its specific link to speaking performance has not been sufficiently explored. This study addresses that gap by investigating the relationship between students’ learning motivation and their English-speaking performance, with a focus on identifying which motivational aspects most influence oral language development. The study adopted a quantitative, correlational-comparative design and involved undergraduate EFL students enrolled in intermediate-level speaking courses at a private university in Indonesia. Data were gathered through a standardized motivation questionnaire and a structured speaking test aligned with international language proficiency benchmarks. The analysis was conducted using SmartPLS 4.0 to assess both the validity of the constructs and the strength of the hypothesized relationships. The findings revealed a clear and positive relationship between learning motivation and speaking performance. Students who demonstrated higher levels of motivation consistently achieved stronger results in their speaking tasks and exhibited greater fluency, confidence, and coherence. Additionally, those with strong motivation tended to show more consistent performance and greater emotional resilience during speaking activities. These results highlight the importance of integrating motivational support into language instruction. Educators are encouraged to adopt learner-centered approaches that foster autonomy, goal-setting, and emotionally supportive learning environments. This study contributes to the growing body of research in English Language Teaching by offering empirical evidence that motivation is a powerful predictor of speaking success and by providing practical insights into how teaching strategies can be optimized to enhance learners’ communicative competence.
A Cross Cultural Understanding of English-Speaking Cultures: British, American, Australian, and Canadian Perspectives Nur Indah Ramadhani Nasution; Suadi
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

The findings reveal that each culture possesses its unique communication techniques, shaped by its social and historical context. American culture values directness, originality, and efficiency in communication, whereas British culture prioritises politeness and indirectness. Canadian culture is a mixture of civility and multicultural awareness, but Australian culture is characterised by informality, humour and equality. Such differences have a real impact on how people use English in everyday life, including how they communicate their ideas, make requests, and relate to others. Ignoring cultural context when using language might lead to misunderstandings. Therefore, attaining effective communication requires cultural awareness. This study emphasises how crucial it is to incorporate cultural awareness into English language instruction to foster intercultural competency. In conclusion, English is not culturally neutral, and being aware of cultural differences can enhance communication in international settings.
Cultural Representation and User Perceptions in Indonesian English Textbooks: A Mixed-Method Analysis Suadi Suadi; Muhammad Ari Saputra; Ayu Meita Puteri Siregar; Zelly Putriani
J-Lalite: Journal of English Studies Vol 7 No 1 (2026): June 2026
Publisher : Program Studi Sastra Inggris Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jes.2026.7.1.18109

Abstract

This study is urgent because English textbooks in Indonesia play a central role in shaping readers’ linguistic development and intercultural awareness, yet existing materials are still insufficiently evaluated in terms of how culture is represented and perceived. A qualitative approach with a mixed-method analysis was employed. First method was conducted for analysing cultural content on three English educational textbooks: When English Rings a Bell for Grades VII and VIII, and Think Globally, Act Locally for Grade IX based on the frameworks of Cortazzi and Jin (1999), Silvia (2014), Moran (2001), and Yuen (2011)’s cultural model. Second method was by applying thematic analysis on result of a semi-structure interview by involving 18 respondents who are actively engaged in an academic setting from 6 different educational institutions in Indonesia to gain their cultural views on English textbooks. The findings of cultural types (the origin of culture) showed 156 appearances in total, comprising 60 (38.5%) appearances of source culture, 6 (3.8%) of target culture, 7 (4.5%) of international target culture, and 83 (53.2%) of culture-free content. Moreover, cultural elements (the forms of culture) showed 156 appearances. Of these, 107 (68.5%) were categorized as product, 43 (27.5%) as practice, 2 (1.3%) as perspective, and 4 (2.5%) as person. Thematic analysis on the data of semi-structured interview shows cultural contents were inseparably crucial integrated in English educational textbooks for users’ better understanding of English mastery and inclusive culture. Ultimately, this study recommends English educational textbooks should emphasize the integration of culturally inclusive materials to enhance readers’ English skill and promote the English non-native speakers’ engagement through culturally relevant instruction.
Integrating Local Cultural Heritage and Religious Values into an Arabic Textbook for Mathematics Education Students at STAIN Mandailing Natal Tauhid; Suadi; Ayu Meita Puteri Siregar; Abdullah Umar Al-Haj Ibrahim
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 13 No. 1 (2026): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v13i1.34

Abstract

هدفت هذه الدراسة إلى تطوير كتاب مدرسي عربي للرياضيات (العربية للرياضيات) لطلاب برنامج تعليم الرياضيات بالجامعة العربية للعلوم التطبيقية في مانديلينغ ناتال ناتال. استخدمت الدراسة منهجية البحث والتطوير (R&D) باستخدام نموذج ADDIE، الذي يتألف من مراحل التحليل والتصميم والتطوير والتنفيذ والتقييم. شمل المشاركون 26 طالبًا جامعيًا، ومحاضرين اثنين في اللغة العربية، ومحاضرين اثنين في الرياضيات، وخبيرين اثنين في ثقافة المنديلينغ والقيم الإسلامية. جُمعت البيانات من خلال استبيانات تحليل الاحتياجات، واستمارات تقييم الخبراء، واستبيانات إجابات الطلاب، والمقابلات، والملاحظات الصفية، وحُللت باستخدام منهجية مختلطة. كشفت النتائج أن الكتاب المدرسي المُطور حقق درجات عالية جدًا في تقييم الخبراء من حيث جدوى المحتوى (91.2%)، والجودة اللغوية (89.5%)، ودمج قيم ثقافة المنديلينغ والمبادئ الإسلامية (92.8%). أشارت التجربة الميدانية المحدودة إلى أن الكتاب المدرسي كان عمليًا وسهل الفهم وفعالًا في تعزيز مشاركة الطلاب في مهارات اللغة العربية وفهمهم للمصطلحات الرياضية. تُسلط هذه الدراسة الضوء على أهمية منهجية اللغة العربية للأغراض الخاصة (ASP) المدمجة مع الحكمة المحلية والقيم الدينية في تدريس اللغة العربية في مؤسسات التعليم العالي الإسلامية. الكلمات المفتاحية: اللغة العربية في الرياضيات، اللغة العربية لأغراض محددة، نموذج ADDIE، تطوير الكتب المدرسية، ثقافة اللغة الماندرينية
Differences In Social Habits Between British And American People Salsabila; Asla Alayya; Riska Rahmadhani; Rahmat Fais; Suadi
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

This research examines the differences in social habits between British and American societies in four main aspects: communication style, attitude toward time, politeness, and patterns of social interaction, with implications for English language learning in Indonesia. Using a descriptive qualitative approach with a multi-method design, primary data were collected thru in-depth interviews with 15 key informants (British-American expatriates in Indonesia) and observations of 12 authentic video vlogs, supplemented by a review of 30 peer-reviewed journals (2015–2026). The results show that the British apply indirect-formal communication (understatements, sarcasm), moderate punctuality with a sacred queuing culture, traditional restraint in politeness, and slow interaction via small talk about the weather; conversely, Americans are direct-explicit (open praise), absolute time-is-money, friendly-informal politeness (small talk, touch), and quick networking. The findings align with Edward T. Hall's theory of high-context (British) vs low-context culture (American) and Hofstede's dimensions. The contribution of the research is the development of cultural code-switching for Indonesian EFL learners to reduce cross-cultural misunderstandings, with recommendations for role-play scenarios and AI digital modules. Future research is suggested to include field ethnography in the UK-US.
English Morphological Awareness and Cultural Mindset in Indonesian College Students’ Descriptive Text Writing: Challenges, Strategies, and Digital Technology Utilization Suadi Suadi; Fitriani; Sulaiman
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2886

Abstract

English morphological awareness, cultural mindset, writing experience, and digital technology utilization significantly influence writing development, yet their interaction effects remain underexplored. Integrated investigation of morphological, cultural, experiential, and technological influences on writing development remains warranted. This study employed qualitative descriptive study. A total of 92 non-EFL Indonesian undergraduate students voluntarily participated in this study. The findings revealed morphological errors in students’ descriptive texts, comprising derivational and inflectional errors. Inflectional errors predominantly involved incorrect present-tense forms, followed by incorrect noun formation, comparative forms, third-person singular verb forms, and adverb formation. Moreover, students demonstrated that cultural mindset can influence vocabulary choice, word formation, expressions, focus of description, and the details students include in their descriptive texts. With regard to writing experience, most participants perceived English writing as challenging due to limited writing practice, inadequate vocabulary mastery, grammatical inaccuracy, and low self-confidence. To address these difficulties, participants identified several effective strategies, including peer feedback, regular writing practice, gradual writing development from simple structures, vocabulary enrichment, extensive reading, grammar improvement, and confidence building. The participants also reported that digital applications, such as Grammarly, grammar checker, DeepL, Google Translate, Duolingo, and ChatGPT, positively supported their writing development. This study concludes that integrated morphological awareness, cultural understanding, learning strategies, and digital technologies strengthen English writing proficiency.
Co-Authors Abdullah Umar Al-Haj Ibrahim Anggoro, Kiki Juli Arwin Arwin Asla Alayya Diah Safitri Armin Fitriani Majid, Ikhwanuddin Abdul Muhammad Ari Saputra Nur Indah Ramadhani Nasution Owusu Mensah Parulian Siregar Rahim Seri Hanida Rahmat Fais Rahmi Seri Hanida Resdilla Pratiwi Riska Rahmadhani Sahyoni, Sahyoni Salsabila Siregar, Ayu Meita Puteri Sulaiman Tauhid Tauhid Zelkasih, Renda Zelly Putriani