Article Per Year (5 Year)
p-Index From 2021 - 2026
1.884
P-Index
This Author published in this journals
All Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Cakrawala Ilmiah JEPAL (Journal of English Pedagogy and Applied Linguistics) Teaching English and Language Learning English Journal Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora Jurnal Pendidikan, Bahasa dan Budaya
Lusiana Suciati Dewi
Universitas Subang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
Journal : teaching english and language learning english journal

 1 
Students’ Language Production in Duolingo-Based Learning: A Qualitative Study in Mobile-Assisted Language Learning Context Rendi Nurhidayat; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11005

Abstract

Second language learning is a complex process involving cognitive, linguistic, and social dimensions, particularly within the framework of Second Language Teaching (SLT), which emphasizes a balance between linguistic accuracy and communicative language use. In recent years, mobile-assisted language learning (MALL) has significantly influenced learning practices by enabling flexible access to materials beyond the classroom and increasing learners’ exposure to the target language. One widely used application in this context is Duolingo, which provides structured, pattern-based exercises to improve vocabulary and grammatical accuracy. However, previous studies have primarily focused on learning outcomes, with limited attention to how learners produce language after engaging with such exercises. This study aims to analyze students’ language production abilities following their interaction with Duolingo. It employed a descriptive qualitative approach with a process-oriented classroom observation design involving two junior high school students learning English as a foreign language. Data were collected through observation checklists, field notes, and students’ language output during and after learning sessions, focusing on grammar, vocabulary, fluency, pronunciation, and coherence. The findings indicate that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns. Although fluency and pronunciation were relatively adequate in familiar contexts, both participants showed limitations in producing varied and coherent sentences independently, highlighting the need to integrate communicative activities.
Cognitive Processing of Meaning in Language in Brain during English Comprehension Ira Tiara Rahayu; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11037

Abstract

Language is a complex cognitive system that functions not only as a means of communication but also as a mental process occurring in the human brain. This study examines the cognitive processing of meaning within a linguistic framework in the brain during English comprehension among English as a Foreign Language (EFL) learners. The study focuses on how learners actively process and construct meaning when exposed to English input. From a neurocognitive perspective, this process involves the interaction of multiple brain regions responsible for language processing, memory retrieval, semantic interpretation, and contextual integration, indicating that comprehension is supported by distributed neural networks rather than a single localized area. The study uses a qualitative approach with a think-aloud protocol to capture learners' cognitive processes in real-time while completing a video-based comprehension task. The findings indicate that comprehension involves dynamic cognitive activities such as translating, inferring meaning, predicting content, and utilizing contextual and visual cues. These processes demonstrate that language comprehension is not passive but requires active mental engagement and the integration of prior knowledge with new input. In addition, the brain continuously coordinates these processes through simultaneous neural activation, enabling learners to construct meaning efficiently. The study highlights that multiple cognitive mechanisms operate simultaneously in the brain during language comprehension. Furthermore, the study emphasizes the importance of focusing on learners' internal processing rather than solely on the final comprehension outcome. The results provide deeper insights into how language is processed in the brain and suggest that teaching strategies should align with brain-based learning principles, supporting active cognitive engagement to enhance the effectiveness of language learning.
Exploring Learning Strategies and Emotional Responses among Child and Adult EFL Learners: A Qualitative StudyThis study investigates the English learning experiences of child and adult learners in Indonesia within the framework of Second Language Acquisit Saadah Al Afiah; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11047

Abstract

This study investigates the English learning experiences of child and adult learners in Indonesia within the framework of Second Language Acquisition (SLA). Although age-related differences in language learning have been widely discussed, limited research has explored how learners from different age groups experience English learning in real classroom contexts. This study employed a qualitative approach involving semi-structured interviews with two elementary school students and two university students. Thematic analysis revealed two major findings. First, child learners predominantly relied on teacher-guided instruction and interactive classroom activities such as songs and videos, while adult learners demonstrated greater autonomy through the use of digital resources, films, and online materials. Second, both groups experienced positive emotions toward English learning; however, their motivational sources differed, with children driven by enjoyable activities and adults by academic and future-oriented goals. Despite this, both groups reported anxiety and fear of making mistakes, particularly in speaking. The findings highlight that English learning is shaped by the interaction of cognitive, affective, and contextual factors. This study emphasizes the importance of adapting English instruction to learners’ developmental and emotional needs.
Challenges Faced by Children and Adults in Learning English as a Second Language Berliana Salsabila; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11049

Abstract

Learning English has become increasingly important in the global era, particularly in educational and professional contexts. However, learners of different ages often experience distinct challenges in acquiring English. This study aims to identify and compare the challenges faced by children and adult learners in learning English. This study employed a qualitative approach using semi-structured interviews with four participants consisting of two children and two adult learners. The data were analyzed using thematic analysis to identify key themes related to linguistic, psychological, behavioral, and environmental challenges. The findings reveal that children mainly experience difficulties in vocabulary and speaking, along with feelings of shyness and nervousness. In contrast, adult learners face more complex challenges, particularly in grammar and pronunciation, as well as higher levels of anxiety and lack of confidence. Additionally, children tend to rely on classroom learning, while adult learners demonstrate more autonomous learning through various media. Environmental factors also influence both groups, with children having limited exposure and adults having more opportunities but still facing psychological barriers. In conclusion, age differences significantly affect the challenges in learning English, suggesting the need for age-appropriate teaching strategies to improve language learning outcomes.
Co-Authors Anggiana Yulyanti Berliana Salsabila Deta Febrianty Dwi Aryani Salsabila Zaqiyyah Gina Nurpalah IMAS OOM UMIASIH Ira Tiara Rahayu Muhammad Anjar Nugraha Rendi Nurhidayat Saadah Al Afiah Sari Lestari Slamet Wahyudi Yulianto Virgin Noor Vadillah