Article Per Year (5 Year)
p-Index From 2021 - 2026
3.828
P-Index
This Author published in this journals
All Journal EKOMBIS REVIEW: Jurnal Ilmiah Ekonomi dan Bisnis EXPOSURE JOURNAL JURNAL PENDIDIKAN TAMBUSAI Didaktika: Jurnal Kependidikan Jurnal Multidisiplin Dehasen (MUDE) Jurnal Ilmiah Multidisiplin (JUKIM) Yavana Bhasha: Journal of English Language Education Cerdika: Jurnal Ilmiah Indonesia Jurnal Insan Pendidikan dan Sosial Humaniora Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora International Journal Multidisciplinary Science Indonesian Journal of Multidisciplinary Scientific Studies
Yani Lubis
Universitas islam Negeri Sumatera Utara
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 29 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 29 Documents
Search

 1   2   3 
Cognitive Load and Sentence Processing: How EFL Learners Comprehend Complex Clauses in Academic Texts Rahayu Wulandari; Khairunnisa Khairunnisa; M.Habib Rifki Nasution; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2499

Abstract

This study examines how cognitive load influences sentence processing in the comprehension of complex clauses among English as a Foreign Language (EFL) learners. It aims to explore learners’ perceptions of sentence complexity, their strategies in managing comprehension difficulties, and their awareness of the cognitive effort involved in reading academic texts. Using a qualitative phenomenological approach, ten English Education students from a university in Medan, Indonesia, participated in reading tasks containing complex academic sentences. Data were collected through think-aloud protocols and in-depth semi-structured interviews, then analyzed using discourse and thematic analysis to identify linguistic and cognitive patterns. The results indicate that complex sentence structures impose high cognitive demands, especially when multiple clauses and dense syntactic constructions are present. Learners with limited working memory capacity experienced slower reading, repeated rereading, and fragmented comprehension. To cope with these challenges, they employed strategies such as segmentation, rereading, translation, and note-taking, which helped reduce processing strain but did not fully enhance efficiency. The study concludes that comprehension difficulties arise from the interaction between cognitive load, sentence complexity, and working memory limitations, emphasizing the importance of instructional approaches that align linguistic input with learners’ cognitive capacities.
From Thought to Speech: The Psycholinguistics Process of Foreign Language Sentence Production Hawa Alfina Salsabil; Fara Audina Lubis; Sahfitri Ahwani; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2500

Abstract

This study explores the psycholinguistic processes underlying foreign language sentence production, focusing on how EFL learners transform thoughts into spoken language. Using a qualitative phenomenological approach, twelve English Education students from a university in Medan participated in speaking tasks, think-aloud protocols, and semi-structured interviews. Thematic analysis revealed three major processes: cognitive planning and conceptualization, lexical retrieval and formulation, and monitoring and repair in speech. Learners experienced high cognitive load due to limited working memory, leading to pauses, reformulations, and simplifications during speaking. To cope, they employed compensatory strategies such as segmentation, paraphrasing, and self-correction to maintain communication flow. The findings indicate that fluency and accuracy depend on the balance between linguistic knowledge and cognitive capacity. This study contributes to psycholinguistic understanding by illustrating how thought, language, and cognition interact in real-time sentence production and provides pedagogical implications for promoting automaticity and cognitive awareness in EFL speaking instruction.
Speech Production in EFL Classrooms: A Psycholinguistic Study of Planning and Fluency Muhammad Faisal Hajmi; Natasya Miranda Gihar; Laila Anum; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2501

Abstract

This study investigates speech production in EFL classrooms from a psycholinguistic perspective, with a focus on planning and fluency. Many EFL learners experience difficulty speaking fluently even when they possess adequate grammatical and lexical knowledge. This study aims to explain these difficulties by examining the cognitive processes involved in real-time speech production. A qualitative research design was employed involving undergraduate EFL students. Data were collected through classroom speaking tasks, audio recordings, semi-structured interviews, stimulated recall sessions, and field notes. The analysis focused on patterns of speech planning, lexical retrieval, monitoring behavior, and fluency disruption. The findings reveal that excessive planning, slow lexical access, strong focus on form, and low automaticity significantly reduce fluency. Learners often plan and monitor their speech simultaneously, which increases cognitive load and leads to frequent pauses, hesitation, and self-repair. The results indicate that fluency problems stem primarily from processing constraints rather than lack of language knowledge. This study highlights the importance of incorporating psycholinguistic principles into EFL speaking instruction. Teaching practices should address planning load, reduce over-monitoring, and support the development of automaticity to improve spoken fluency.
Sentence Processing Difficulties in Academic English: A Psycholinguistic Study of EFL Students Ulysa Humayrah; Novita Ritonga; Afia Nur Meiza; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2502

Abstract

This study investigates sentence processing difficulties in academic English from a psycholinguistic perspective, focusing on EFL university students. The research aims to identify how learners plan, parse, and interpret complex academic sentences during real-time reading. A qualitative approach was employed to capture cognitive processes underlying comprehension. Data were collected through academic reading tasks, think-aloud protocols, interviews, and stimulated recall sessions. The findings reveal that learners face persistent difficulties when processing syntactically complex sentences, long noun phrases, and multi-clause structures. These difficulties are closely linked to limited working memory capacity, low processing automaticity, and heavy reliance on word-by-word translation strategies. Learners often experience cognitive overload, which leads to slow reading, frequent rereading, and inaccurate interpretation of grammatical relationships. Emotional factors such as anxiety and lack of confidence also interact with cognitive load and further disrupt comprehension. The study concludes that sentence processing problems in academic English are rooted in psycholinguistic constraints rather than insufficient linguistic knowledge. The findings emphasize the need for instructional approaches that focus on improving processing efficiency, syntactic integration, and automaticity in EFL academic reading contexts.
Thinking in Silence: Cognitive Pauses and Their Role in Second Language Sentence Planning Loudya Putri Utama; Miftahul Jannah; Raudhotul Fadhilah; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2504

Abstract

Silent pauses are a frequent feature of second language speech, yet they are often interpreted as signs of low fluency. This study examines silent pauses from a psycholinguistic perspective by focusing on their role in second language sentence planning. Using a qualitative design, the study involved ten undergraduate EFL learners and collected data through oral sentence production tasks and stimulated recall interviews. Speech data were recorded and analyzed to identify silent pauses occurring before and during sentence production, while interview data were used to explore learners’ cognitive processes during these pauses. The findings show that silent pauses function as cognitive resources that support conceptual planning, lexical retrieval, and syntactic organization. Learners used silence deliberately to manage cognitive load and maintain accuracy, although these pauses were often perceived negatively due to pressure to speak fluently. The study reinforces staged models of speech production and challenges narrow definitions of fluency by highlighting silence as an integral part of second language processing. Pedagogically, the findings emphasize the importance of providing thinking time to support more accurate and complex language use.
The Role of Working Memory in Shaping EFL Learners’ Sentence Complexity Afzylianur Harahap; Alya Fadhillah Daimunthe; Putri Zahriah; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2505

Abstract

Sentence complexity is widely regarded as an indicator of second language proficiency, yet many EFL learners struggle to produce structurally complex sentences despite having adequate grammatical knowledge. This study investigates the role of working memory in shaping EFL learners’ sentence complexity from a psycholinguistic perspective. Rather than treating sentence complexity as a purely linguistic outcome, the study examines it as a product of cognitive capacity during language production. Using a qualitative design, the study involved ten undergraduate EFL learners who completed sentence production tasks followed by stimulated recall interviews. The production data were analyzed to identify patterns of sentence complexity, while the interview data were used to explore learners’ cognitive experiences during sentence construction. The findings reveal that working memory strongly constrains learners’ ability to produce complex sentences. When cognitive load increased, learners consistently simplified sentence structure by reducing clause embedding and sentence length. Learners reported difficulty maintaining multiple linguistic elements simultaneously, particularly when lexical retrieval and grammatical organization competed for limited working memory resources. As a result, learners often prioritized meaning clarity and sentence completion over structural complexity. The study also shows that learners were aware of their working memory limitations and consciously adjusted sentence structure to manage cognitive demands. These findings support resource-limited models of language production and highlight working memory as a key factor influencing syntactic performance in EFL contexts. Pedagogically, the study suggests that expectations of sentence complexity should consider cognitive constraints and task conditions. Recognizing the role of working memory can lead to more realistic instruction, better task design, and fairer assessment of learner proficiency.
The Application of Psycholinguistic Knowledge in Everyday Language Use: A Literature Review Ade Khofipah Indah Harahap; Sakinah Azzahra; Via Adelia Fitri; Yani Lubis
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.35787

Abstract

Penggunaan bahasa sehari-hari sering dianggap intuitif dan informal, namun pada dasarnya dibentuk oleh proses kognitif kompleks yang dipelajari dalam psikolinguistik, sehingga pemeriksaan sistematisnya sangat penting untuk memahami komunikasi di dunia nyata. Studi ini bertujuan untuk mensintesis literatur psikolinguistik terkini untuk menjelaskan bagaimana mekanisme kognitif beroperasi dalam penggunaan bahasa sehari-hari. Dengan menggunakan pendekatan deskriptif kualitatif yang didasarkan pada penelitian berbasis pustaka, studi ini menganalisis sumber teoritis dan empiris yang ditinjau oleh rekan sejawat melalui analisis tematik untuk mengidentifikasi konsep-konsep yang berulang terkait dengan pemahaman, produksi, prediksi, dan adaptasi bahasa. Temuan menunjukkan bahwa perilaku bahasa sehari-hari diatur oleh mekanisme kognitif yang efisien seperti pemrosesan bertahap, akses leksikal, perencanaan terbatas, dan adaptasi kontekstual, yang menjelaskan fenomena umum termasuk jeda, perbaikan diri, dan struktur yang disederhanakan dalam komunikasi lisan dan tulisan. Kesimpulannya, studi ini menunjukkan bahwa perspektif psikolinguistik menawarkan kerangka penjelasan yang koheren untuk penggunaan bahasa sehari-hari di luar konteks eksperimental dan menyarankan bahwa penelitian masa depan harus mengintegrasikan teori psikolinguistik dengan data bahasa naturalistik untuk memperdalam pemahaman terapan.
The Role of Working Memory in Second Language Comprehension: A Psycholinguistic Review Tazkiya Aulia Ibriza; Anggun Siska Pratiwi; Nurul Husna; Fauzia Amelia Br Siregar; Yani Lubis
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.36185

Abstract

Studi ini mengeksplorasi peran penting Memori Kerja (WM) dalam pemahaman Bahasa Kedua (L2) melalui tinjauan psikolinguistik. Dengan menggunakan desain penelitian pustaka kualitatif, makalah ini mensintesis teori klasik dan modern, termasuk model multi-komponen Baddeley dan teori kapasitas Daneman dan Carpenter, untuk meneliti bagaimana WM berfungsi sebagai penyimpanan sementara dan pengolah aktif masukan linguistik. Temuan menunjukkan korelasi yang kuat antara kapasitas WM dan kemahiran L2, di mana individu dengan kapasitas lebih tinggi menunjukkan kinerja yang unggul dalam penguraian sintaksis dan integrasi semantik. Lebih lanjut, tinjauan ini menyoroti sifat dinamis WM, mengungkapkan bahwa dominasinya paling menonjol pada tahap awal pembelajaran sebelum pemrosesan linguistik menjadi otomatis. Studi ini diakhiri dengan implikasi pedagogis, yang menyarankan agar pendidik merancang strategi pengajaran yang meminimalkan beban kognitif untuk mendukung pembelajar dengan kapasitas WM yang berbeda-beda.
Psycholinguistic Perspectives on Speaking Anxiety and Fluency in EFL Classrooms Agung Arif Hakim Batubara; Muhammad Akbar Rizky; Yani Lubis
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.36352

Abstract

Kecemasan berbicara tetap menjadi hambatan yang terus-menerus terhadap kinerja lisan di kelas Bahasa Inggris sebagai Bahasa Asing (EFL), bahkan di antara pembelajar dengan pengetahuan tata bahasa dan leksikal yang memadai. Banyak pembelajar EFL kesulitan berbicara dengan lancar meskipun telah lama mengikuti pengajaran, yang menunjukkan adanya kesenjangan antara kompetensi linguistik dan penggunaan bahasa secara langsung. Artikel ini bertujuan untuk menjelaskan hubungan antara kecemasan berbicara dan kelancaran lisan melalui lensa psikolinguistik. Dengan mengadopsi desain penelitian konseptual kualitatif, studi ini mensintesis studi empiris yang telah ditinjau oleh rekan sejawat yang diterbitkan antara tahun 2020 dan 2024 yang meneliti kecemasan, pemrosesan kognitif, dan kelancaran dalam konteks EFL. Analisis mengidentifikasi tema-tema yang berulang terkait dengan kontrol perhatian, kendala memori kerja, gangguan pengambilan leksikal, dan gangguan dalam perencanaan bicara. Temuan menunjukkan bahwa kecemasan berbicara berfungsi sebagai interferensi afektif kognitif yang mengurangi efisiensi pemrosesan selama produksi ucapan, yang mengakibatkan gangguan kelancaran yang terukur. Dengan mengintegrasikan bukti empiris terbaru dengan model produksi ucapan dan pemrosesan kognitif yang telah mapan, artikel ini menawarkan penjelasan yang berlandaskan teori mengapa kelancaran tetap rapuh di bawah tekanan afektif. Diskusi ini selanjutnya menunjukkan bagaimana wawasan psikolinguistik ini memberikan informasi bagi pedagogi berbicara yang memprioritaskan pengelolaan kognitif, regulasi afektif, dan pengembangan otomatisasi di kelas EFL.
Co-Authors Ade Khofipah Indah Harahap Afia Nur Meiza Afzylianur Harahap Agung Arif Hakim Batubara Alya Fadhillah Daimunthe Anggun Siska Pratiwi Arya Wiranda Asmaul Husna Aula Adnin Ritonga Ayumi Seftina Bima Bahari Cansa Namira Sitanggang Cindy Alia Ramadhany Cindy Triningsih Cut Ria Manisha Dewi Dokate Manalu Dini Aisyah Fitri Erna Fitriani Daulay Fara Audina Lubis Faris Fadillah Fatimah Azzahra Siregar Fauzia Amelia Br Siregar Febri Shaleh Siregar Hafizah Ismayati Hawa Alfina Salsabil Ismah Nazhifah Juanda Muktar Hasibuan Kezia Nur Elizanti Purba Khairun Nisa Khairunnisa Khairunnisa Laila Anum Lailatul Fitria Loudya Putri Utama M.Habib Rifki Nasution Miftahul Jannah Muhammad Akbar Rizky Muhammad Faisal Hajmi Nabila Zuhairya Nadila Adelia Putri Najah Athirah Najla Regar Natasya Miranda Gihar Novita Ritonga Nurasiah Anggini Nurul Aini Nurul Husna Puspita Maharani Putri Zahriah Rahayu Wulandari Rahmi Pitriyani Ramadhan Solin Raudhotul Fadhilah Reflina3 Rizky Ardi Pratama Rosa Anjani Sabila Kamalia Sahfitri Ahwani Sakinah Azzahra Sholihatul Hamidah Daulay Siti Sholikhah Tara Arini Tazkiya Aulia Ibriza Tiara Dwi Lestari Tiara Putri Tria Ramadani Siregar Ulysa Humayrah Via Adelia Fitri Yungki Akbar Zahwa Nazhifah Limbeng