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All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching English Education Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English IJoLE: International Journal of Language Education Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of Innovation in Educational and Cultural Research Journal of English Teaching and Learning Issues SALEE: Study of Applied Linguistics and English Education Journal of English Language and Education Journal of General Education and Humanities JEELS (Journal of English Education and Linguistics Studies) Jurnal Pemberdayaan Masyarakat Muslim Education Review JELLT (Journal of English Language and Literature Teaching) Eduvest - Journal of Universal Studies UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Abdimas ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching Contemporary Issues on Interfaith Law and Society Journey: Journal of English Language and Pedagogy
zulfa Sakhiyya
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Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Social Sciences Other

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IT-BISA on English proficiency and digital literacy skills: Delving into students’ views and teacher’s reflections Didit Kurniadi; Issy Yuliasri; Sri Wahyuni; Zulfa Sakhiyya
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7195

Abstract

This study introduces IT-BISA (IT-Based Integrated Skills Approach), an innovative pedagogical approach to improve EFL university students’ English proficiency and digital literacy. IT-BISA integrates all four language skills with digital tools, creating a learning environment that supports language development and digital competence. This study aims to explore how IT-BISA was implemented in a TEFL course and examine its perceived impact from both the teacher’s and students’ perspectives. A qualitative research design included students’ views and the teacher’s reflective journals (early, middle, and end-of-semester). While simple percentage data were used to describe student responses, the primary analysis involved thematic analysis of reflections and survey comments. The findings revealed that 86% of students reported improvement in speaking confidence, 80% perceived progress in reading comprehension, and 90% indicated increased ability to use digital tools for academic purposes. Additionally, 88% described the learning experience as engaging and motivating. The students showed notable growth in English proficiency and confidence, particularly in speaking and reading. Moreover, their ability to use digital tools for learning also improved. Students viewed the IT-BISA-based learning as engaging, practical, and motivating. Thematic findings further reveal increased classroom interaction, stronger learner agency, and greater responsibility for independent learning. Teacher reflections also identified challenges related to technological adaptation and varying levels of digital readiness. The approach contributes to ongoing conversations about meaningful technology integration and an integrated skills approach in language education.
Attitude Analysis in Taylor Swift’s Commencement Speech at New York University 2022 Nur Mufidah; Widhiyanto Widhiyanto; Zulfa Sakhiyya
Eduvest - Journal of Universal Studies Vol. 5 No. 8 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i8.52010

Abstract

This study examines how Attitude, as part of the Appraisal framework proposed by Martin and White (2005), is realized in Taylor Swift’s 2022 commencement speech at New York University. Through a qualitative descriptive approach, this research explores how the speaker uses evaluative language to construct interpersonal meaning and engage the audience. The focus is on the three sub-types of Attitude that are Affect, Judgment, and Appreciation, which correspond to expressions of emotion, evaluations of behavior, and assessments of phenomena, respectively. A total of 266 clauses from the speech were analyzed, with 172 identified as containing Attitude expressions. The findings show that positive Attitude overwhelmingly dominates the speech, especially through Affect, reflecting Swift’s strategy to foster empathy, motivation, and solidarity. Judgment is often used to present personal growth and moral insight, while Appreciation is employed to frame life experiences as meaningful. This study contributes to discourse analysis by highlighting how a non-traditional speaker like Taylor Swift constructs educational meaning through personal storytelling. It also demonstrates how celebrity speeches can fulfill the interpersonal and inspirational goals of academic ceremonies, offering a valuable case for Appraisal-based analysis in popular and educational discourse.
Politeness and Impoliteness Strategies in Requests in The Office and The IT Crowd TV Series Risma Putri Windani; Zulfa Sakhiyya
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.8158

Abstract

Politeness is one aspect in communication that helps people maintain harmony in interactions and avoid social conflicts. In performing speech act that is inherently face-threatening, such as request, politeness strategies are used to help minimizing the threat to the addressee’s face. This study explores the manifestation of politeness and impoliteness strategies in making requests portrayed in American TV Series The Office and British TV Series The IT Crowd along with the similarities and the differences between them. This study used qualitative research approach and content analysis method. By drawing on Brown and Levinson’s (1987) politeness strategies and Culpeper’s (1996) impoliteness strategies, findings show that the most frequently used politeness strategy in delivering requests is bald on-record in both series. Negative politeness emerges as the second most frequently used, followed by positive politeness, whereas off-record strategies are the least employed. In terms of impoliteness, the result shows that bald on-record impoliteness is the most frequently used super-strategy in both series and off-record impoliteness becomes the least employed super-strategy. Despite the similarities regarding the use of politeness and impoliteness, some notable differences were also observed. In The Office, there is greater variation of positive politeness strategies employed, whereas in The IT Crowd, the variation is more apparent in the use of negative politeness. Furthermore, other differences were also found regarding the second and third most common strategy of impoliteness. In The Office, negative impoliteness emerges as the second most commonly employed strategy, followed by positive impoliteness. Whereas in The IT Crowd, the second most used strategy is positive impoliteness, followed by negative impoliteness. These similarities and differences are related to the background culture and humor style of each series.
Navigating the Labyrinth of ESL: A Case Study on Linguistic Barriers and Autonomous Strategies among Indonesian English Education Students Fadilah, Indah Nafsiyatul; Sakhiyya, Zulfa
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i2.3002

Abstract

This study investigates the barriers that English education students have when learning English as a second language (ESL) and the strategies they use to face their obstacles. The data were collected using a descriptive qualitative approach that employed a case study design. Researchers utilized semi-structured questionnaires and conducted in-depth interviews with English education students from Semarang State University. The participants were purposively selected from the sixth and eighth semesters, with seven students from each semester, as they had previously completed the course “Introduction to Second Language Acquisition (SLA)”. The conditions ensure that students have a good understanding  of the main theoretical concepts of second language acquisition. Students have may problems such as language-related problems (grammar, speaking, writing problems) and non-linguistic problems (anxiety, insecurity, fear of failure, and inconsistent motivation). Problems are compounded by distractions from the native language and lack of real language experience. To overcome these issues students employ various learning strategies such as self-study, targeted practice, social media engagement, vocabulary building, as well as the use of resources like translation apps, language learning platforms and AI chatbots. The results demonstrate that the successful ESL learning requires emotional control of academic behavior, learner independence and a positive social environment. The findings indicate that ESL acquisition is a complex process that should consider both linguistic and non-linguistic factors. The emphasis is on learning strategies, with psychological support and technology-enhanced learning.
Empowering Future Leaders through Literacy: A Comprehensive Workshop for Elementary School Educators Alief Noor Farida; Zulfa Sakhiyya; Pasca Kalisa; Girindra Putri Dewi Saraswati; Issy Yuliasri
Jurnal Abdimas Vol. 28 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/h2w0nr73

Abstract

Building students’ literacy skills needs to be done as early as possible. Elementary school students are at the perfect age of getting much exposure to literacy. Therefore, teachers need to be able to do some activities in the classrooms that build literacy skills. However, not all teachers know and apply the teaching techniques proposed by the Ministry of Education and Culture in school literacy movement. This community service aimed to address the needs of elementary school teachers, members of Bawana Alit group, in Tembalang, Semarang, on literacy teaching techniques. The goal was to empower these members with practical skills in implementing literacy teaching techniques in their classroom, depending on their students’ literacy levels. This workshop involved some stages, including preparation and implementation. The participants now have more effective literacy teaching strategies to be applied in their classrooms.
ChatGPT-Based Debate Coursebook for Enhancing Islamic University Students’ Argumentative Skills: Strengths, Challenges, and Alternatives Suciati, Suciati; Sakhiyya, Zulfa; Trisanti, Novia; Arifani, Yudhi
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.34960

Abstract

The rapid advancement of generative Artificial Intelligence has opened new possibilities for improving speaking and debate instruction in higher education. This study aimed to investigate the implementation of “ChatGPT-based Debate Coursebook” in a second-semester Debate and Critical Thinking class, focusing on its strengths, challenges, and proposed improvements from both students and classroom observers. This research employed a qualitative case study design, involving 7 student participants and 2 observers from the English Education Department at a State Islamic University in Indonesia. Data were collected through semi-structured interviews, classroom observations, document analysis, and field notes. In addition, data analysis involved thematic coding, frequency analysis, and triangulation of data sources to ensure trustworthiness. The findings indicated that the coursebook provided clear structure, strengthened argumentation skills, and increased engagement, particularly through the integration of ChatGPT for independent practice and feedback. Nevertheless, several challenges emerged, including limited class time, initial difficulty understanding the Australasian Parliamentary Debate format, uneven or excessive reliance on ChatGPT, and limited live feedback. Students and observers recommended the addition of multimedia support, clearer scaffolding for ethical AI use, structured practice schedules, improved pronunciation and fluency activities, and more explicit assessment rubrics. Based on these insights, the study recommends developing AI-assisted materials that are multimodal, ethically guided, and supported by stronger lecturer scaffolding to balance AI use and foster deeper critical thinking.
Rhetorical Moves and Structural Patterns in the Background of the Study Sections of EFL Master's Theses Anita Apriliyani Ningrum; Zulfa Sakhiyya
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3800

Abstract

This study investigates the rhetorical structures realized in the Background of the Study sections of EFL master’s theses using Swales’ (1990, 2004) Create-A-Research-Space (CARS) model. Unlike previous studies that primarily focused on move identification, this study examines rhetorical structures in terms of moves and steps as well as their frequency, sequence, and completeness. Employing a qualitative genre-analysis approach, the study analysed 49 Background of the Study sections selected from EFL master’s theses. The data were coded using Bunton’s adaptation of the CARS model to identify rhetorical moves and steps and subsequently analysed for their frequency, sequence, and completeness. The findings reveal that all three CARS moves are present, with Move 1 (Establishing a Territory) dominating the corpus and accounting for 73% of all move occurrences. Within this move, Step 3 (Reviewing Previous Research) and Step 2 (Making Topic Generalizations) occur most frequently. In contrast, Moves 2 and 3 are less frequently realized and are often only partially developed. Furthermore, 45 out of 49 theses (91.8%) follow the conventional Move 1–Move 2–Move 3 sequence, indicating a strong tendency toward the expected rhetorical progression. However, considerable variation exists in the completeness of move realization, particularly in establishing research gaps and justifying the need for the study. These findings suggest that EFL master’s students generally follow the conventional rhetorical organization of the Background of the Study but vary substantially in realizing its communicative purposes. The findings further indicate that rhetorical effectiveness depends not only on structural conformity but also on the extent to which research gaps, justifications, and significance are rhetorically developed. The study contributes to genre-analysis research by providing empirical evidence on rhetorical structures and patterns in EFL master’s thesis writing and offers pedagogical implications for academic writing instruction and thesis supervision.
Native-speakerism in English teacher recruitment in Indonesian schools Stanley Chris Voorsmit; Zulfa Sakhiyya
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.25645

Abstract

Despite growing recognition of the limitations of native-speakerism in English language education, Indonesian schools continue to grapple with it. This study investigates Indonesian schools’ perspectives on recruiting English teachers, specifically examining attitudes toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs). Using a survey administered to 73 Indonesian school administrators, the research explored perceptions of teaching abilities, the capacity to address student learning difficulties, and departmental preferences regarding NESTs versus NNESTs. Respondents rated their agreement with Likert-scale statements concerning native and non-native speaker teaching abilities and recruitment preferences. The findings revealed that while NESTs were sometimes preferred, there was no consistent pattern of prioritizing them over qualified NNEST candidates, particularly within schools with an international curriculum. These findings contribute to ongoing discussions surrounding the phenomenon of native-speakerism within Indonesian English as a Foreign Language context. They highlight the complexities inherent in teacher recruitment practices and suggest that professional qualifications, rather than native-speaker status, should be the primary basis for teacher recruitment decisions, ultimately benefiting students through access to highly qualified educators regardless of their linguistic background.
English Vocabulary Notebooks and EFL Students’ Vocabulary Mastery Across Different Motivation Levels Rika Kusuma Dewi; Zulfa Sakhiyya
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 3 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jr8gkb25

Abstract

Vocabulary mastery plays an important role in English as a Foreign Language (EFL) learning, yet evidence comparing vocabulary notebooks with dictionary-based instruction while considering students' learning motivation remains limited. This study investigated differences in vocabulary achievement between students taught using an English Vocabulary Notebook (EVN) and an Indonesian-English Dictionary (IED), while examining the role of learning motivation. A quasi-experimental pre-test-post-test study was conducted with 71 eighth-grade students from two intact classes in one Islamic junior high school. Two purposively selected classes were assigned to different instructional media, with one class using the EVN and the other using the IED. The intervention consisted of two instructional meetings between the pre-test and post-test. Students' learning motivation was measured using a questionnaire administered before the intervention, and students were ranked according to their total motivation scores, with those in the upper half classified as highly motivated and those in the lower half classified as low motivated. Post-test vocabulary scores were analyzed using a two-way ANOVA after the assumptions of normality and homogeneity of variance were satisfied. Both instructional groups demonstrated higher post-test than pre-test vocabulary scores. The analysis revealed significant main effects of instructional media, F(1, 67) = 92.16, p < .001, ηp² = .725, and learning motivation, F(1, 67) = 17.23, p < .001, ηp² = .330. No significant interaction between instructional media and learning motivation was found, F(1, 67) = 7.041, p = .112, ηp² = .166, indicating that the study did not provide sufficient statistical evidence that the relationship between instructional condition and vocabulary achievement differed between the two motivation groups. These findings indicate that significant differences were observed between the two instructional conditions, although the groups differed in their baseline vocabulary achievement. However, because instructional media were assigned to intact classes rather than randomly to individual students, the findings should be interpreted with appropriate caution when considering causal inferences.
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Agustien, Helena I.R. Ainur Rosyidah Azmie Putry Ali Masyhar Alief Noor Farida Amalia Rosaline Angga Pratama Armadi Putra Anggita, Mohammad Anjas Anita Apriliyani Ningrum astuti, lidiana Aulia Khoirunnisa Ayu Jeanretno Tiara Putri Azadat Wiqoyatin Nur Didit Kurniadi Dwi Herwindha Mahanani Dwi Rukmini Eko Heriyanto Endang Susilowati Fadilah, Indah Nafsiyatul Fahrur Rozi Faridi, Abdurrachman Farouk Imam Arrasyid Frimadhona Syafri Frimadhona Syafri Fujiono, Fujiono Girindra Putri Dewi Saraswati Hajar Munawaroh Handayani, Indah Hartono Hartono Hartono, Rudi Harunika, Arian Pramesta Hendi Pratama Hendrawaty, Nurmala Henrikus Joko Yulianto Husna, Fanni Hanifah Hustarna . Intan Satriani Issy Yuliasri Jajang Nooralam Januarius Mujiyanto Januarius Mujiyanto, Januarius Jarwanto Jarwanto Kurniawan Yudhi Nugroho, Kurniawan Yudhi Lita Liviani Taopan Manuhutu, Natalia Maria Kartika Primaquinna Sejati Maskanah Mohammad Lotfie Maulida, Nabiela Moore, Leslie Muhammad Luthfi Mursid Saleh Mursid Saleh Mursid Saleh Natalia Manuhutu Natalia Manuhutu Novia Trisanti Novia Trisanti Nur Mufidah Nyoman Karina Wedhanti Pangestika, Anindya Pasca Kalisa Paudel , Dolendra Perwari Melati Akmilia Puji Astuti Puji Astuti Puji Astuti Ratih Inayah, Ratih Restiana, Vionita Iken Rika Kusuma Dewi Rika Setyawati Riski, Riski Risma Putri Windani Rudi Hartono Rudi Hartono Saputro, Ahmad Bowo Saqifanty, Awanda Bramantika Sari, Riski Norita Seftika Seftika Seftika Seftika Seful Bahri Sembiring, Shafa Salsabila Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Stanley Chris Voorsmit Suciati Suciati Suciati Sumartono , Sumartono Suwandi Suwandi Syamsul Arifin Utama, Afrian Restu W, Widhiyanto Wahyuni , Sri Wahyuni, Sri Wardi, Tati Widhiyanto Yudhi Arifani Yuliati - Yuni Dwi Susanti