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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 Wacana: Journal of the Humanities of Indonesia
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 Translanguaging and Trans-semiotizing for Students with Intellectual Disabilities Damayanti, Siti Alpiyah; Yannuar, Nurenzia; Zubaidi, Nanang; Khaerani, Nadya Shifa
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (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/kzxhjv52

Abstract

This study explores translanguaging and trans-semiotizing in employment, benefits and challenges, and situations facilitated or hindering the learning process in special needs education for students with intellectual disabilities in Indonesia. This research conducted a case study on two English teachers in SLBN 3 Banjarmasin. With a qualitative approach, with data collected through semi-structured interviews and classroom observations on intellectual disabilities classroom, for the junior high school. Results from two teachers show that both teachers use three languages; Banjar (local language), Indonesian, and English. They also employ various semiotic modes to increase students’ understanding, create a comfortable learning environment, and reduce academic pressure. The challenges faced by teachers include differences in mother tongue between teachers and students, spent time in lesson preparation and implementation. In conclusion, translanguaging and trans-semiotizing help students who have difficulty understanding vocabulary. However, excessive use without careful planning or without balancing verbal and non-verbal modes, makes students completely dependent on their mother tongue and semiotic signs, this can actually hinder verbal language skills and hinder students' progress in learning the target language.
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.
Co-Authors Adyatma, Adham Ahmad Heki Sujiatmoko Andita Eka Wahyuni Ari Subiyanto Aulia Apriana Damayanti, Siti Alpiyah Evi Eliyanah, Evi Evynurul L. Zen Evynurul Laily Zen Fathimah Azzahrah Firdausi, Maulidina Marlita Herditya Wahyu Widodo Khaerani, Nadya Shifa Khafshoh, Adira Lizaria khoirunnisa, dinda Kireina Fernanda Utomo Kukuh Prayitno Subagyo Laliyah Khairun Novia Mirjam Anugerahwati Mochamad Nasrul Chotib Nafis, Rifqi Nasirun Nanang Zubaidi Nur Annisa Haris Nur Giana Febrianti P., Juanita Maharani Permatasari, Amaliya Indah Pratiwi, Aulia Rachma Puspitasari, Titik Q. Z., Gizka Namira Rohi Qimmahtum Suharyadi Sukma, Danti Permata Waradani, Indira Rizqita Yasmina Namira Rahmania Yazid Basthomi Yusnita Febrianti