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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 Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Journal on English as a Foreign Language (JEFL) 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 Academic Journal Perspective : Education, Language, and Literature ETERNAL: English Teaching Journal Jurnal bahasa, sastra, seni, dan pengajarannya Studies in English Language and Education
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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Linguistic Adaptation in Heritage Tourism: English Expressions and Workers’ Perceptions in Kampoeng Heritage Kajoetangan, Malang Talita Lathifatur Rahman; Evynurul Laily Zen
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 21, No 1 (2026): 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.v21i1.41523

Abstract

In the heritage tourism sector, English is regularly recontextualized into a localized form, usually used in practice rather than as a marker of formal fluency. Using Jaworski’s (2010) Tourism Discourse and Kachru’s (1990) World Englishes, this research analyzes how daily English expressions are positioned across several tourism professions and how local workers attach pragmatic, economic, and symbolic meanings to the language. This research is based on qualitative data collected through semi-structured interviews and observations with eight participants representing four main tourism professions— ticket sellers, tour guides, food vendors, and souvenir shop sellers—in Kampoeng Heritage Kajoetangan, Malang City, East Java Province, Indonesia. The findings show that English functions as a pragmatic communicative tool, a hospitality strategy, and a framework for local adaptation. Participants primarily used functional and repetitive expressions for greetings, transactions, and the development of tourism impacts, while maintaining a highly instrumental perception of the language. Ultimately, this research indicates a critical need for context-based English-language training for local tourism workers, prioritizing practical interaction routines over formal grammar proficiency.
Machine translation errors as learning resources: Developing an English-Indonesian dataset for English language teaching Firqo Amelia; Aenor Rofek; Evynurul Laily Zen
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.v13i2.1076

Abstract

This study aims to develop an Indonesian Grammatical Error Correction (GEC) dataset using Statistical Machine Translation (SMT) and Sederet.com as the primary source of grammatical errors. Additionally, this research seeks to identify the types of errors in Indonesian translations of English sentences produced by Machine Translation (MT) that can serve as learning resources in English language teaching. This study extracts data from social media (X) as texts and processes them across three main stages to construct a GEC dataset. The first stage involves data collection, comprising the source, target, and control texts. The second stage consists of translation error analysis, which is conducted using Nord’s (2005) Translation Problems Theory. The third stage involves data annotation, which is performed using the UAM CorpusTool software. To identify translation errors, this study compared MT translations with those of professional translators, which were then validated by professional editors. The findings revealed that linguistic errors, particularly those related to semantics, diction, synonymy, conjunctions, and prepositions, were the most prevalent and relevant categories for inclusion in the dataset. These errors were identified through comparisons between the target and control texts and were subsequently annotated. Through the stages of schema creation, data input, error labelling, and correction insertion, a fully annotated corpus was produced. The implications of this study extend to both research and pedagogy. The dataset model supports the advancement of Indonesian GEC systems and offers teachers authentic materials to engage learners in translation-based activities.
Multimodal scaffolding in critical reading: Pedagogical insights from Indonesian EFL learners Arum Puspitasari; Moh. Kholilurrahman Jailani; Yazid Basthomi; Suharyadi Suharyadi; Evynurul Laily Zen
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.42721

Abstract

Scaffolding through multimodality is increasingly popular inEnglish as a Foreign Language (EFL) settings, providing newopportunities for critical reading proficiency creation withvisual, audio, and text resources. Thus, this study examines thephenomena of multimodal scaffolding among Indonesian EFLundergraduate learners in a tertiary reading course, the criticalreading course. The study used a descriptive qualitativeresearch design, collecting data from 29 English LanguageTeaching (ELT) major students through reflective journals, focusgroup discussions, and classroom observation notes to gain indepthinsights into their experiences and perspectives.Through thematic analysis approach, several themes werefound from participants' reflections and discussions: (1)multimodal texts promoted student engagement and sustainedinterest; (2) visual and audio elements facilitatedcomprehension of abstract/intricate concepts; and (3) the nonlinearcomposition of multimodal texts complicated multimodalanalysis due to limited exposure. The findings reveal thatmultimodality serves as both an effective critical readingscaffold and a cognitive complication for interpretation,meaning that multimodal literacy must be explicitly taught.Ultimately, this study contributes to the research gap in criticalliteracy and multimodal literacy in the EFL higher educationcontext with practical pedagogical recommendations based onthe learner perspective.
EFL students Keke Febrian Harimurti; Yazid Basthomi; Evynurul Laily Zen
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.
Co-Authors Abidah, Khilda Husnia Aenor Rofek Amri, Misbahul Andi Rusgandi, Muhammad Arum Puspitasari Bunga Almia Gane Sari Devi Puspitasari Devi Puspitasari Diba Ramadhana Edi Suharyadi Evi Eliyanah Febrianti, Della Firqo Amelia Harimurti, Keke Febrian Harits Masduqi Imatufariq, Siti Radibah Ira Maria Fran Lumbanbatu Karkono Karkono Keke Febrian Harimurti Luthfi Farihatun Nisa’ Majid, Rusni Hi. Maria Hidayati Maria Hidayati, Maria Marshalina, Afifah Masitha Rahma Masrokhin Masrokhin Masrokhin, Masrokhin Metaria, Metaria Moh. Kholilurrahman Jailani 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, Suharyadi Talita Lathifatur Rahman Utami Widiati Yani, Achmad Yazid Basthomi Yusnita Febrianti Zalva Fajhira Shabrina Putri