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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra ELS Journal On Interdisciplinary Studies in Humanities Klasikal: Journal of Education, Language Teaching and Science ELITERATE : Journal of English Linguistics and Literature Studies
Fiviyanti Hasim
Politeknik LP3I Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EFL UNIVERSITY STUDENTS EMPLOYED A CRITERIA OF HEDGES DURING THEIR SPEAKING CLASS WITHIN THE ACADEMIC SETTING Imran Trista Udin; Zulkhaeriyah Zulkhaeriyah; Fiviyanti Hasim
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 4 No 3 (2022): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v4i3.309

Abstract

Communication becomes an essential aspect in language classroom because it bridges the meaning of a person’s ideas. Therefore, as foreign language learners, the students have to have a good understanding at how to interact effectively with other students. Regarding to this, the researcher considered it is crucial to investigate English Foreign Language (EFL) university students’ ways in communication during their speaking class which includes hedges. The objectives of the research was to find out the types of hedges employed by EFL university students during their speaking class within the academic setting. This study was conducted at Politeknik LP3I Makassar and it was focused on the students in the first semesters in subject Basic Speaking with the total participants were 23 students of one class. The method used was descriptive qualitative method. There were 3 recordings based on the students’ interactions in the classroom. The theory from Riekkinen and Svarova (2009) was used to analyze the data gain. After transcribing and analyzing the data, the results showed that the students in EFL speaking class utilized some types of hedges. The hedges used involves personal evaluation, expression of limitation, expression of hesitation, and the combine hedges. Besides, the students employ hedges for some reasons.
The Reasons for EFL University Students Employ Hedges during Their Speaking Class Imran Trista Udin; Zulkhaeriyah; Fiviyanti Hasim
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 4 (2022): December
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.271 KB) | DOI: 10.34050/elsjish.v5i4.24815

Abstract

Communication is important in language schools because it connects the meaning of a person's thoughts. As a result, as foreign language learners, students must grasp how to engage effectively with other students. In this regard, the researcher believed it was critical to explore English Foreign Language (EFL) university students' communication styles during their speaking class, which included hedges. The research aims were to discover the sorts of hedges used by EFL university students during their speaking class in an academic context, as well as the reasons why EFL university students used hedges during their speaking class. This study was conducted at Politeknik LP3I Makassar and it was focused on the students in the first semester in subject Basic Speaking with the total participants were 23 students of one class. The method used was descriptive qualitative method. There were 6 recordings in the interview sections the theory from Riekkinen and Svarova (2009) was used to analyze the data gained. After transcribing and analyzing the data, the results showed that the students employ hedges for some reasons. The first reason was to express a personal evaluation or a suggestion to put into practice for a current situation, the second reason was markers of vagueness that will enable students to express uncertainty, the third reason gained in interview section was to apply a need in a situational context such as request, seek permission, and giving advice, and the last reason was to apply politeness in requesting the attention of the hearer.
NEGOTIATING ENGLISH ACCENT IDENTITY: A STUDY PROTOCOL FOR INDONESIAN POLYTECHNIC STUDENTS Fiviyanti Hasim
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 3 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i3.89673

Abstract

English is used across multilingual settings, but accents associated with established English-speaking countries can still carry social meanings related to competence, legitimacy, and professional status. Research in Indonesia has documented both attraction to native-associated pronunciation and growing acceptance of accent diversity; however, these positions should not be treated as mutually exclusive, and evidence from vocational higher education remains context-specific. This article presents a protocol for examining how students at one Indonesian polytechnic perceive English accents and position their linguistic identities across academic, social, and anticipated professional settings. The proposed explanatory sequential mixed-methods design begins with a questionnaire and follows with purposively sampled interviews that compare participants’ accounts across contexts. The draft questionnaire covers native-accent orientation, accent identity and ownership, beliefs about intelligibility, professional accent expectations and adaptation, and social-educational influences. The instrument is provisional and requires expert review and pilot testing. No participants have been recruited for the study described here, and no empirical data, statistical results, or interview quotations are reported. The article introduces Contextual Accent Identity Negotiation as a provisional sensitising framework for analysing how prestige, identity, communication goals, and anticipated evaluation may interact. Its contribution is methodological and conceptual: it specifies how self-reported beliefs can be distinguished from actual listener comprehension, observed pronunciation behaviour, and employer practices. The protocol must be reviewed ethically and implemented with real participant data before any empirical conclusions can be drawn.
Mitigating Accent Anxiety in Students’ Public Speaking Across Face-to-Face, Online, and Virtual Contexts Fiviyanti Hasim
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 1 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i1.83037

Abstract

Accent anxiety can hinder English as a Foreign Language (EFL) students’ public speaking performance, particularly when learners anticipate negative judgment, social exclusion, or reduced intelligibility. This study compared accent anxiety across three speaking contexts, face-to-face, online, and virtual, among 183 undergraduates from three universities in Makassar, Indonesia. Using a quantitative between-subjects design, participants were randomly assigned to one context and completed an oral reading task followed by the Accent Anxiety Scale (AAS). Exploratory and confirmatory factor analyses supported the three-dimensional structure of the scale, consisting of fear of negative evaluation, fear of intergroup rejection, and intelligibility concerns. Reliability coefficients for the total scale and subscales were satisfactory. One-way ANOVA showed a significant difference in anxiety across contexts, with the highest mean in the face-to-face group and the lowest mean in the virtual group. Tukey post-hoc comparisons indicated significant differences among all three groups. These findings suggest that delivery context shapes how accent anxiety is experienced and that virtual practice environments may provide a useful preparatory stage before live presentations. For pronunciation and public speaking courses, a staged sequence from virtual rehearsal to online and face-to-face performance may help reduce anxiety while maintaining communicative practice
Co-Authors Imran Trista Udin Zulkhaeriyah Zulkhaeriyah, Zulkhaeriyah