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All Journal EKOMBIS REVIEW: Jurnal Ilmiah Ekonomi dan Bisnis EXPOSURE JOURNAL Didaktika: Jurnal Kependidikan Jurnal Multidisiplin Dehasen (MUDE) Journal of General Education and Humanities 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 Jurnal Sains Student Research International Journal Multidisciplinary Science Indonesian Journal of Multidisciplinary Scientific Studies Journal of Innovative and Creativity JELT Journal of English Education, Teaching and Literature JALC : Journal of Applied Linguistics and Studies of Cultural Jurnal Pendidikan dan Sastra Inggris Journal of Constitutional, Law and Human Rights Poetica Lingua: Journal of Literary and Linguistic Research
Yani Lubis
Universitas islam Negeri Sumatera Utara
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Students' Difficulties in Learning English Phonology among Fourth Semester Students of the English Education Department Yani Lubis; Karunia Amanda Z; Shinta Nurfidha
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 4 (2026): Agustus: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i4.11505

Abstract

English phonology is an important subject in the English Education Department because it helps students understand the sound system of the English language. Through the study of phonology, students learn about speech sounds, phonetic symbols, stress, and intonation. However, many students still encounter difficulties in learning English phonology due to the complexity of its concepts and the differences between English and their first language. This study aims to identify the difficulties experienced by fourth-semester students of the English Education Department in learning English phonology and to explore the factors that contribute to those difficulties. This study employs a descriptive qualitative approach. The participants are fourth-semester students of the English Education Department who have taken phonology-related courses. Data are collected through questionnaires and interviews to obtain information about students' learning experiences. The findings are expected to show that students face difficulties in understanding phonetic transcription, distinguishing English speech sounds, applying stress and intonation patterns, and pronouncing unfamiliar sounds. In addition, factors such as limited practice, lack of confidence, and first-language influence may contribute to these difficulties. The results of this study are expected to provide useful information for lecturers and students in improving the teaching and learning process of English phonology.
The Influence Of Regional Dialects And Accents On The English Phonological Competence Of EFL Students Yani Lubis; Aulia Rahma; Dillo Sarwana; Fika Mardiani; Putri Afsila Balqis Barus
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 4 (2026): Agustus: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i4.11506

Abstract

The purpose of this study is to see how regional dialects and accents affect the phonological ability of EFL (English as a Foreign Language) students in Indonesia. The background of this research lies in the sociolinguistic situation in Indonesia where students usually master the regional language as their first language before starting to learn English. Phonological interference, which impacts students' pronunciation abilities, can be caused by differences in phonological systems between the first language and English. The focus of this study was to find the types of phonological aberrations in students' English pronunciation. Data were obtained through observation of pronunciation, documentation of speech results, and analysis of the form of sound realization of EFL students. Data analysis was carried out by data reduction methods, phonological error classification, interpretation, and conclusion drawn. The results showed that regional accents and dialects had a significant effect on students' phonological abilities. Sound substitution (sound substitution), phonological simplification (phonological simplification), epenthesis (addition of sounds), final consonant removal (final consonant removal), and orthographic impact on pronunciation are some of the major forms of phonological error. The primary cause of these errors is first language (L1) interference, specifically the structural and phonotactic differences between the students' native regional languages and the English phonological system. According to this study, the goal of learning pronunciation is not to eliminate accents, but to improve a person's comprehension so that they can communicate well in English.
Pronounciation Variations: A Study on Accents and Dialects Yani Lubis; Mutiara Sasmitha Gemilang; Amelia Azzahra; Razwa Syakira Zuhrifa Munthe
Journal of Literary and Linguistic Research Vol. 1 No. 2 (2026): : May: Poetica Lingua: Journal of Literary and Linguistic Research
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/6xhg3b42

Abstract

This study investigates pronunciation variation as a fundamental dimension of linguistic diversity, focusing on the relationship between accents and dialects within sociolinguistic and phonological perspectives. Pronunciation differences are frequently shaped by phonetic processes, geographical separation, social stratification, and cultural identity formation, making them significant indicators of both linguistic and social variation. The study aims to examine the structural characteristics of pronunciation variation, particularly rhoticity and vowel shifts, while clarifying the conceptual distinction between accents and dialects. A qualitative descriptive design employing a literature review approach was used, drawing upon scholarly books, peer-reviewed journal articles, and authoritative studies in phonetics, phonology, and sociolinguistics. The findings reveal that pronunciation variation is a systematic and rule-governed linguistic phenomenon rather than a deviation from standard language norms. Accents primarily reflect differences in phonetic and phonological realization, whereas dialects encompass broader variations in lexical, grammatical, and syntactic features. The analysis further demonstrates that pronunciation patterns function as markers of social identity, cultural continuity, and community affiliation. These findings contribute to a deeper understanding of linguistic diversity and the sociocultural significance of speech variation in contemporary globalized societies.
Language Processing in EFL Learners: A Psycholinguistic Study of Lexical Access and Sentence Comprehension Zahwa Nazhifah Limbeng; Khairun Nisa; Faris Fadillah; 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.v5i1.2498

Abstract

This study investigates language processing in EFL learners from a psycholinguistic perspective, with a focus on lexical access and sentence comprehension. Many EFL learners experience persistent comprehension difficulties despite years of formal instruction. This study aims to explain these difficulties by examining underlying cognitive processes rather than surface-level performance. The research employed a qualitative design involving undergraduate EFL students. Data were collected through think-aloud protocols, semi-structured interviews, reading comprehension tasks, and field notes. The analysis applied thematic procedures to identify patterns related to word retrieval, processing strategies, and sentence parsing. The findings reveal five dominant issues: delayed lexical access, reliance on word-by-word processing, difficulty with complex sentence structures, heavy dependence on first-language translation, and low automaticity in language processing. These factors interacted to increase cognitive load and disrupt real-time comprehension. The results indicate that comprehension failure stems primarily from processing constraints rather than insufficient grammatical knowledge. The study highlights the importance of incorporating psycholinguistic principles into EFL instruction. Teaching practices should prioritize processing efficiency, repeated exposure, and incremental sentence comprehension. By aligning pedagogy with how learners process language cognitively, EFL instruction can become more effective and sustainable.
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.
Co-Authors Achmad Ridwan Afia Nur Meiza Afzylianur Harahap Ajrul Khair Aldo Suriadi Alya Fadhillah Daimunthe Amelia Azzahra Ariqqah Raihana Arya Wiranda Asmaul Husna Asti Ananta Aula Adnin Ritonga Aulia Rahma Ayumi Seftina Azura Fazira Bima Bahari Cansa Namira Sitanggang Cindy Alia Ramadhany Cindy Triningsih Cut Ria Manisha Dewi Dokate Manalu Dillo Sarwana Dimas Dimas Dinda Gustiana Dinda Sundana Dini Aisyah Fitri Dzakiyah Darajat Elvida Futri Mahara Erna Fitriani Daulay Fara Audina Lubis Faris Fadillah Fatimah Azzahra Siregar Febri Shaleh Siregar Fika Mardiani Hafizah Ismayati Hanafi Aryunsyah Indarto Hanyan Zhu Hawa Alfina Salsabil Herika Dalimunthe Ismah Nazhifah Juanda Muktar Hasibuan Karunia Amanda Z Kezia Nur Elizanti Purba Khairun Nisa Khairunnisa Khairunnisa Laila Anum Lailatul Fitria Loudya Putri Utama M.Habib Rifki Nasution Miftahul Jannah Muhammad Faisal Hajmi Mutiara Qalbiyah Marfa Mutiara Sasmitha Gemilang Nabila Zuhairya Nadila Adelia Putri Nahdiyah Rizqoh Najah Athirah Najla Regar Nasywa Sakinah Natasya Miranda Gihar Novita Ritonga Nurasiah Anggini Nurul Aini Puspita Maharani Putri Afsila Balqis Barus Putri Humaira Putri Zahriah Queen Latifa Dalimunthe Rahayu Wulandari Rahmi Pitriyani Raifa Naswa Khodijah Ramadhan Solin Raudhotul Fadhilah Razwa Syakira Zuhrifa Munthe Reflina3 Ricky Dian Saputra Rismayani Marpaung Rizky Ardi Pratama Rizky Ummi Thahirah Nasution Rosa Anjani Sabila Kamalia Sahfitri Ahwani Salwa Aulia Chaniago Selva Rizky Akmalia Shafira Hasan Hasibuan Shinta Nurfidha Sholihatul Hamidah Daulay Siti Sholikhah Tara Arini Tiara Dwi Lestari Tiara Putri Tria Ramadani Siregar Ulysa Humayrah Widya Maharani Wirda Lestari Pasaribu Yulia Hidayat Yungki Akbar Zahwa Nazhifah Limbeng ⁠Irpi Octia Pebrianti