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This Author published in this journals
All Journal Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Education and Linguistics
Akhrif Yahsya
STAIN Mandailing Natal
Languange, Linguistic, Communication & Media Social Sciences Other

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Politeness Used by Islamic Education Department Administration Staff of State Islamic University North Sumatra. Postgraduate School of the State University of Medan Akhrif Yahsya
Journal of English Education and Linguistics Vol. 1 No. 1 (2020): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v1i1.139

Abstract

The objectives of this study is to find out what and how the using of politeness strategies used by Islamic Education Department Administration Staff and why they use it when interact with the students by using Brown and Levinson theory. This research is qualitative study. The data is gathered from administration staff who work in Islamic Education Department of State Islamic University North Sumatra. To get the data the researcher used sound recorder to find out the use of politeness strategies. From the analysis, the researcher found that there are four politeness strategies used by administration staff when they interact to the students. They are greeting, question, command, and request. The most of strategies used in the field are bald on record rather than positive and negative politeness strategy. They used these strategies to save the time, because there are so many students have to be served. The other reason is diversity age and avoiding the ambiguity. The staff sometimes uses positive and negative politeness strategies. They used positive politeness especially for recognized students to make closeness and friendly when they ask them to do something and they used negative politeness strategies to save face student awareness when the staff tried to judge students by doing mistake. The implication of this study is to increase the using of positive politeness strategies when administration staff talk to the students. This is because the positive politeness strategies can minimize Face Threatening Acts to endeavor a harmony in social interaction.
How Mastery of Linking, Reduction and Assimilation Predicts EFL Learners’ TOEFL Listening Proficiency Fitriani Fitriani; Akhrif Yahsya
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2051

Abstract

TOEFL is an international benchmark of academic English proficiency, yet its listening section remains the most demanding because it requires the rapid, real-time processing of natural speech. The difficulty intensifies when connected-speech features—linking, reduction, and assimilation—shift word boundaries and alter pronunciations, posing considerable challenges for test-takers. This study examined how learners’ mastery of these features relates to their listening performance, particularly in TOEFL, using a convergent mixed-method design. Learners completed a TOEFL-like listening test and a connected-speech test developed from a connected-speech analysis of the listening materials. Results indicated that connected-speech skills significantly predicted listening comprehension, with linking generally easier to process, while reduction and assimilation frequently caused misperceptions. These findings highlight that limited mastery of connected speech directly affects listening performance and underscore the need for targeted, feature-specific instruction. Pedagogically, to enhance listening instruction—especially in TOEFL preparation training—the curriculum should integrate intensive practice with authentic materials that train students to comprehend and produce connected speech, thereby improving their listening performance and maximizing their TOEFL listening outcome.
Co-Authors Fitriani Fitriani