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All Journal Parole: Journal of Linguistics and Education Indonesian Journal of Applied Linguistics (IJAL) Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of Language and Literature Journal of English Language, Literature, and Teaching (J-ELLiT) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Voices of English Language Education Society KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Linguistik Indonesia Acuity : Journal of English Language Pedagogy, Literature and Culture Suar Betang Polingua : Scientific journal of Linguistics, Literature and Language Education ASEAN Journal of Community Engagement Ethical Lingua: Journal of Language Teaching and Literature Didaktika: Jurnal Kependidikan ENGLISH FRANCA : Academic Journal of English Language and Education NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Wacana: Journal of the Humanities of Indonesia Studies in English Language and Education
Nurenzia Yannuar
Universitas Negeri Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Exploring The Speaking Anxiety Among English Language Education Undergraduate Students at Universitas Negeri Malang Nur Giana Febrianti; Nurenzia Yannuar; Yusnita Febrianti
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2224

Abstract

Speaking anxiety is a prevalent challenge in foreign language learning that can hinder students’ ability to communicate effectively. This study investigates the causes of speaking anxiety among undergraduate students in the English Language Education program at Universitas Negeri Malang. Employing a qualitative descriptive design, data were collected from 11 participants through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and semi-structured interviews. The data were analyzed using thematic analysis to identify recurring patterns and factors contributing to students’ anxiety. The findings reveal three primary sources of speaking anxiety: communication apprehension, test anxiety, and fear of negative evaluation. Students reported experiencing physiological symptoms such as a rapid heartbeat, nervousness, and fear of being mocked, which significantly influenced their classroom participation and speaking performance. These results highlight the urgent need for supportive pedagogical strategies that not only enhance students’ linguistic competence but also address their psychological and emotional well-being. The study contributes to a deeper understanding of the multidimensional nature of speaking anxiety and provides insights for educators in developing effective interventions to foster more confident English communication among students.
Indoglish in Naturally Occurring Post Class Peer Talk: Structural Patterning and Interactional Functions among Master EFL Learners Ahmad Yugita Ishaq; Evyurul Laily Zen; Nurenzia Yannuar
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6359

Abstract

Research on Indoglish has largely concentrated on social media discourse, written language practices, and broad educational setting, remaining spontaneous peer interaction comparatively underexplored. Addressing this gap, this study examines Indoglish as natural peer talk in post class discussion among master’s students. By applying a qualitative sociolinguistic design, the study draws on naturally occurring spoken interaction recorded after class amd transcribed using Turboscribe. The dataset consists of nine audio recordings, involving 20 EFL master students , with each recording lasting approximately 20-30 minutes. The data were investigated to identify recurrent structural patterns in bilingual utterances and to define their sociolinguistic sig in context The findings reveal three fundamental patterns: Indonesian Matrix with English insertion, Hybrid or mixed framed structures, and English Matrix with Indonesian insertion. These patterns prove that Indoglish in post class peer discussion is not a random alternation of linguistic elements, but systematic and interactionally meaningful practice. The analysis further reveals that such bilingual patterning allows learners to negotiate meaning, express stance, maintain interactional flow, and strengthen peer solidarity in informal academic discourse. By shifting attention from predominantly written and digitally mediated indoglish to naturally occurring spoken discourse, this study contributes to the sociolinguistic comprehending of bilingual language practice among EFL learners and highlight post class peer discussion as a productive site for investigating multilingual meaning making.
Examining the effects of Project-Based Learning on EFL learners’ reading achievement: The role of learner self-regulation Selamet Riadi Jaelani; Nunung Suryati; Yazid Basthomi; Nurenzia Yannuar; Dian Resty Pratiwi Ahmad; Endah Ratnaningsih
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1059

Abstract

This study examined how Project-Based Learning (PJBL) and Problem-Based Learning (PBL) affect EFL learners’ reading, with a particular emphasis on interactions with learners’ characters (high and low). The study employed a quasi-experimental design with 64 senior high school students from two classes. The students were divided into experimental and control groups. The data was collected using a 60-item reading comprehension test. The results were analyzed statistically, including Tukey’s HSD test, to examine significance and interaction effects. PJBL relies heavily on self-motivation and discipline; the results indicated a statistically significant mean difference of -14.56 (p < 0.05) between students with low character and those with high character. This suggests that PJBL was not effective for low-character learners, especially those who struggle with self-regulation. Low-character students in PJBL scored significantly lower than high-character students in PBL, with a mean difference of -7.66 (p < 0.05). In contrast, high-character students in PJBL performed significantly better than low-character students in PBL, with a mean difference of 11.91 (p < 0.05). They also outperformed high-character students in PBL, with a mean difference of 6.91 (p < 0.05). Therefore, PJBL is more effective for high-character learners because it requires independence. However, there was no significant distinction between PJBL and PBL for low-character learners (mean = 2.66, p > 0.05), indicating that these students require additional support in all educational settings. To maximize reading outcomes in the EFL context, our findings emphasize the importance of aligning instructional strategies with learner characteristics.
“Message in A Bottle”: Discovering Fanilect within Taylor Swift’s Fandom Dinda Khoirunnisa; Nurenzia Yannuar; Yazid Basthomi; Nanang Zubaidi
Journal of Language and Literature Vol 25, No 1 (2025): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i1.10042

Abstract

This study delves into the use and impact of fanilect, a specialized form of language, within Taylor Swift’s fandom on TikTok. By employing discourse analysis, it examines the various forms and functions of fanilect in this digital community. The findings reveal four key types of fanilect: jargon, which consists of specific terms and phrases used only within the fan group; intertextual references, where fans incorporate Taylor Swift's lyrics or cultural references into their interactions; routine interactions, such as repeated behaviors or phrases during events or online discussions; and multimodal communication where fans express themselves through a combination of text, images, and videos. Furthermore, the study identifies fanilect's roles in shaping the dynamics within the Swiftie fandom. First, it contributes to identity formation, helping fans identify themselves as part of the community. Second, it establishes power structures, where knowledge of fanilect signifies status within the fandom. Third, fanilect fosters community building by encouraging emotional connections and shared experiences. Lastly, it enhances creative expression, allowing fans to engage with the fandom in varied and artistic ways. This research provides critical insights into how fanilect influences community interactions and identity within Taylor Swift’s fanbase, offering broader implications for understanding linguistic practices in digital fan cultures.
Co-Authors Adyatma, Adham Ahmad Heki Sujiatmoko Ahmad Yugita Ishaq Andita Eka Wahyuni Ari Subiyanto Aulia Apriana Damayanti, Siti Alpiyah Dian Resty Pratiwi Ahmad Dinda Khoirunnisa Endah Ratnaningsih Evi Eliyanah, Evi Evynurul L. Zen Evynurul Laily Zen Evyurul Laily Zen Fathimah Azzahrah Firdausi, Maulidina Marlita Herditya Wahyu Widodo Khaerani, Nadya Shifa Khafshoh, Adira Lizaria Kireina Fernanda Utomo Kukuh Prayitno Subagyo Laliyah Khairun Novia Mirjam Anugerahwati Mochamad Nasrul Chotib Nafis, Rifqi Nasirun Nanang Zubaidi Nunung Suryati Nur Annisa Haris Nur Giana Febrianti P., Juanita Maharani Permatasari, Amaliya Indah Pratiwi, Aulia Rachma Puspitasari, Titik Q. Z., Gizka Namira Rohi Qimmahtum Selamet Riadi Jaelani Suharyadi Sukma, Danti Permata Waradani, Indira Rizqita Yasmina Namira Rahmania Yazid Basthomi Yusnita Febrianti