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All Journal Jurnal Visi Ilmu Pendidikan RETORIKA: Jurnal Ilmu Bahasa Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan k@ta Voices of English Language Education Society JEES: Journal of English Educational Study Linguistik Indonesia Scope: Journal of English Language Teaching REiLA: Journal of Research and Innovation in Language LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Ethical Lingua: Journal of Language Teaching and Literature ABSYARA: Jurnal Pengabdian Pada Masyarakat JOLLT Journal of Languages and Language Teaching Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Academic Journal Perspective : Education, Language, and Literature ETERNAL: English Teaching Journal
Evynurul Laily Zen
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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GENDER-BASED SPEAKING ANXIETY IN ONLINE ENGLISH AS FOREIGN LANGUAGE POSTGRADUATE STUDENTS Majid, Rusni Hi.; Amri, Misbahul; Zen, Evynurul Laily
Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i1.9275

Abstract

Speaking anxiety became one of the common problems faced by EFL students at any level. This study aims to determine the speaking anxiety level among postgraduate EFL students as well as the contributing factors to speaking anxiety in the setting of online learning. The data were collected from 20 respondents through a questionnaire adapted from Horwitz. The respondents are postgraduate EFL students from the 2023 batch at one of the universities in Malang. The survey was chosen to collect the data. The questionnaire was distributed through WhatsApp. In analyzing the data, the researcher used SPSS-24. The finding revealed that male students have moderate speaking anxiety, and the dominant factors causing it were fear of communication, next comes test anxiety, and fear of negative evaluation. In contrast, female students have significant levels of speaking anxiety. Variables contributing to their speaking anxiety involve fear of negative evaluation. The next one is anxiety in communication and test anxiety. Because of that, it can be stated that female students have a higher level of anxiety compared to male students. The results can help educators in teaching online learning to understand students' anxiety based on their gender.
Exploring higher order and lower order thinking skills in Indonesian junior high school ELT textbooks Shabrina, Dinda Bunga; Basthomi, Yazid; Zen, Evynurul Laily
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.29201

Abstract

English textbooks play a pivotal role in supporting English as a Foreign Language (EFL) learning, particularly for junior high school students. Critical thinking skills are essential for enhancing students’ English language proficiency. This study investigates the representation and frequency of Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) in instructional questions within the Grade VII Indonesian ELT textbook (2017 revised edition) published by Kemendikbud, widely used in Indonesian public schools. Employing a qualitative content analysis approach, this study utilized the revised Bloom’s Taxonomy to analyze the data, which were quantified into percentages and frequencies. Findings reveal a higher prevalence of LOTS compared to HOTS in the textbook’s instructional questions. Consequently, teachers are encouraged to creatively adapt these questions to foster critical thinking. Additionally, future textbook authors should prioritize integrating more HOTS-based questions to enhance students’ critical thinking skills in ELT contexts.
Beyond the ‘Uh-Oh’ Moment: Refusal Strategies in a Young EFL Learner’s Extensive Reading Responses Zalva Fajhira Shabrina Putri; Utami Widiati; Evynurul Laily Zen
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1876

Abstract

Understanding refusal strategies utilized by young learners in learning English as a foreign language (EFL) is essential for teachers to foster more effective interaction in the classroom. The present study explores how a young EFL learner applies refusal strategies when interacting during extensive reading (ER) activities. Data were collected through real-time observations, the learner’s diaries, and a parent interview, and further analyzed using thematic analysis. The findings revealed how the young EFL learner applied more direct refusals, influenced by the learner’s developmental traits. Indirect refusals, which appeared mostly as avoidance, emerged frequently only during the initial ER sessions. Refusals, regardless, did not appear as frequent towards the end of ER sessions as the learner became comfortable and confident with the teacher’s scaffolding. Considering the findings, the current study suggests future studies to investigate how refusal strategies are applied by young EFL learners in a larger group, which may be influenced by different developmental traits, learning situations, and language proficiencies, to further generalize the findings.
The Correlation Between Students' Introverted and Extroverted Personality Types and Their Speech Error Probability Febrianti, Della; Kweldju, Siusana; Zen, Evynurul Laily
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14533

Abstract

Speaking is often considered as complex compared to the other three language skills. When engaged in speaking, individuals must produce speech in a limited timeframe, resulting in a brief gap between understanding words and verbalizing them. Consequently, speech errors remain common. Several factors may attribute to the speech errors occurrence, including the affective factor of personality. The present study aims to explore the correlation between students' personalities, specifically introverts and extroverts, and their speech error probability. A descriptive quantitative design and correlational method were employed, involving 26 undergraduate students of the English Education Department at Universitas Islam Darul ‘Ulum Lamongan, enrolled in a Speaking for Academic Purposes course. The Eysenck Personality Inventory (EPI) was utilized as the primary instrument, along with oral test of speech errors following the theory proposed by Clark and Clark (1977). Pearson Product-Moment Correlation analysis revealed a significance (2-tailed) value of 0.836 (>0.05), indicating no statistically significant correlation between personality type and speech error frequency. The correlation coefficient of -0.043 further suggested a weak negative relationship. These findings contribute to psycholinguistic research in EFL contexts by suggesting that personality traits, while influential in broader communicative behavior, may not directly impact students' linguistic processing accuracy in oral tasks. This insight supports the idea that effective spoken communication in EFL learning can be achieved regardless of individual personality types. Future studies are encouraged to expand the sample size and include more diverse student populations to validate and extend these findings.
THE USE OF DISCOURSE MARKERS IN SENIOR HIGH SCHOOL EFL STUDENTS"™ ESSAY WRITING ACROSS GENDER Sari, Ardiana; Basthomi, Yazid; Zen, Evynurul Laily
Jurnal Visi Ilmu Pendidikan Vol 17, No 3 (2025): Oktober 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v17i3.81517

Abstract

Discourse markers (DM) are a growing area of study in gender and language. Scholars have not extensively discussed the relationship between gender and the use of DMs by senior high school students in EFL essays. Therefore, this study aimed to investigate the use of DMs in male and female students"™ essays. This study involved 39 male students"™ essays and 46 female students"™ essays. This study analyzed the differences and similarities in the use of DMs based on Fraser"™s classifications (1999 and 2010) and the inappropriate use of DMs by male and female students. This research revealed that female students used a greater number of DMs and male students used more variations of DMs in their essays. The most frequent DMs used by male and female students are elaborative discourse markers. Semantic incompletion was the most common issue found in applying DMs. Consequently, the teaching practice and teaching material related to DMs require more attention from the teachers.
Slips of the Tongue in EFL Spoken Production: A Multilingual Analysis Across Age, Gender, and Speech Setting Rohi Qimmahtum; Nurenzia Yannuar; Zen, Evynurul Laily
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29365

Abstract

EFL learners in Indonesia, who typically speak a local mother tongue and Bahasa Indonesia as the national language due to the country’s linguistic diversity, often face additional challenges when speaking English, classified as a foreign language, leading to an increased likelihood of slip-of-the-tongue (SOT) errors. This descriptive qualitative study aims to identify the types and frequencies of SOT produced by Indonesian multilingual speakers in EFL spoken production and to investigate whether SOT occurrence is influenced by age, gender, and speech settings (prepared vs. unprepared). Twelve participants were divided into two age groups (13–19 and 20–35), consisting of three males and three females. Data from recorded readings and interviews were transcribed and analyzed, revealing 250 total SOT occurrences. The findings show that all eight SOT types proposed by Caroll (2007) were present, with substitution as the most frequent (79 instances), followed by deletion (65), anticipation (36), perseveration (23), addition (20), exchange (15), and shift and blend as the least frequent (7 each). The 13–19-year-old group produced more SOTs overall than the 20–35-year-old group, while females produced more SOTs than males. Regarding speech settings, the younger group (13–19) generated more SOTs in prepared speech, whereas the older group (20–35) produced more unprepared speech. The prominence of specific SOT types suggests that future research should explore how juggling multiple linguistic systems shapes speech production and error patterns.
EFL students Harimurti, Keke Febrian; Basthomi, Yazid; Zen, Evynurul Laily
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.5640

Abstract

Despite multiple studies that have broadly highlighted the positives of employing metacognitive reading strategies, there remains an absence of the rationale for adopting the reading strategy based on the students' perspectives. The present study aims to look into first-year EFL students' preferences for using metacognitive reading strategies as part of an extensive reading (ER) program at one of the public universities in Malang, Indonesia. The data were acquired from both quantitative and qualitative data sources. The fundamental data were garnered from a quantitative online survey, and the results were counted using descriptive statistics. Semi-structured interview sessions with six participants were carried out to collect qualitative data, and the results served as a means to strengthen the primary data. The results revealed that the problem-solving reading strategy proved to be the most commonly used in the ER program, followed by global and support reading strategies. The reading strategies advanced students' reading comprehension. Students could also strengthen their language skills, particularly reading comprehension, vocabulary acquisition, and writing abilities. The study findings implied considering an alternative teaching strategy and understanding how students find it most helpful to assist them in a supervised ER program.
CONTRASTIVE PHONOLOGICAL FEATURES OF SINGLISH ON SELECTED YOUTUBE VIDEOS Imatufariq, Siti Radibah; Zen, Evynurul Laily; Masduqi, Harits; Masrokhin, Masrokhin
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 17, No 1 (2022): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v17i1.16035

Abstract

The present study is intended to investigate the contrasting phonological features of Singlish with the specific aim of finding out how the pronunciation of vowels in Singlish differs from Standard English and the potential factors influencing the Singlish vowel pronunciation. Five YouTube videos containing 19 targeted words uttered by three Singlish speakers became the data source. The auditory analysis method was used to find distinctive vowels between Singlish and Standard English. The descriptive qualitative method was then used to determine the factors influencing the Singlish phonological differences. The results show that Singlish speakers tended to change the /ə/ to /ɜː/, not be able to distinguish the /ə/ and /e/ and have no rules in long and short vowel systems. All these differences are likely a result of contact language situations in Singapore that has been in place for years.
A CORPUS-BASED ANALYSIS ON MULTILINGUAL CHILDREN'S NARRATIVES IN INDONESIAN CONTEXTS Laily Zen, Evynurul
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 15, No 1 (2020): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v15i1.7731

Abstract

Children’s narratives have served as an effective diagnostic tool for teachers and researchers to engage to a variety of language acquisition and development aspects. Previous works have extensively assessed this type of language production along two dimensions; story memory and story quality in which the first concerns on children’s ability to accurately reproduce units of information within the story, while the second emphasizes their understanding of story structures. Our analysis focuses on the second where we carefully look at two categories; orientations (person, time, place, connectors, etc) and evaluation (personal judgment). Our data were based in part on a limited corpus of multilingual written production of 261 third graders in 6 primary schools in east java, Indonesia. This dataset contained the production of both personal narratives in which our participants had to write their personally experienced event of school holiday and fictional narratives where they had to rewrite a short video story of a perfect father’s day. To generate the targeted expressions from our relatively large datasets, we utilized a corpus tool of AntConc. Our analysis has echoed several findings. In terms of ‘person’ orientation, our participants were consistent in orienting their personal narratives with ‘I’ and their fictional narratives with ‘dad/father’. The emergence of the word ‘home’ in the first place was particularly interesting as a key to explain ‘place’ orientation that it translates a place to start and end the activities in children’s point of view. The word ‘after’ and ‘then’ to connect events were heavily found in our data that it illustrates the pedagogical need to enrich their lexical knowledge. Finally, at the expense of being multilingual, evidence of code-mixing was also apparent in our participants’ English narratives that this may posit pedagogical implication too.
AFIKS TIDAK BAKU DALAM BAHASA INDONESIA RAGAM INFORMAL Zen, Evynurul Laily
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 6, No 1 (2011): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v6i1.1300

Abstract

This paper discusses the form and meaning of conjunctive relation and how conjunctive relation is translated from source language into target language. The different system of amongst languages  in forming words, sentences or paragraph might  represent  peculiar form and meaning. As a part of element in determining logical meaning, conjunctive relation can be in the  form of conjunction, verb, noun, preposition and implicit. Those forms signal how unity of a text constructed. In translation, the use of conjunctive relation forms frequently make problem for translators since it  is closely related to logical meaning in a text.  In translating text, different meaning between two  languages should be occasionally translated into different form and meaning of the two languages. To understand a text comprehensively, a reader must know the unity of a text. One of the aspects to determine unity of a text in translation is conjunctive relation. The unity of a text can be covered with the conjunctive relation which signal logical relation among clauses, sentences and paragraph, so that in translation cohesiveness of a text is interpreted well both in source text and target text.
Co-Authors Abidah, Khilda Husnia Amri, Misbahul Andi Rusgandi, Muhammad Bunga Almia Gane Sari Devi Puspitasari Diba Ramadhana Edi Suharyadi Evi Eliyanah Febrianti, Della Harimurti, Keke Febrian Harits Masduqi Imatufariq, Siti Radibah Ira Maria Fran Lumbanbatu Karkono Karkono Luthfi Farihatun Nisa’ Majid, Rusni Hi. Maria Hidayati Maria Hidayati, Maria Marshalina, Afifah Masitha Rahma Masrokhin Masrokhin Masrokhin, Masrokhin Metaria, Metaria Moh. Safii Muflihah Muhimatul Murtafi'ah Muttahidah Nunung Suryati Nurenzia Yannuar Ratih, Elisa Rohi Qimmahtum Rosi, Fahrur Rully Aprilia Zandra Salma Azzahidah Sari, Ardiana Shabrina, Dinda Bunga Siti Nurjannah Siti Radibah Imatufariq Siusana Kweldju Suharmanto Suharmanto, Suharmanto,, Suharmanto, Utami Widiati Yani, Achmad Yazid Basthomi Yusnita Febrianti Zalva Fajhira Shabrina Putri