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All Journal JURNAL PENDIDIKAN TAMBUSAI Mudabbir: Journal Research and Education Studies
Siregar, Kevin Alfansyah
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Education Social Sciences Other

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Politeness and Impoliteness in Digital Communication: A Pragmatic Study in English Barus, Putri Anantasari; Zhani, Vira Ulfia; Siregar, Kevin Alfansyah; Rizky, M. Akbar; Siregar, Deasy Yunita
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Strategi kesantunan dan ketidaksantunan dalam komunikasi digital dianalisis melalui pendekatan pragmatik, dengan fokus pada pola linguistik dalam bahasa Inggris di berbagai platform. Pendekatan kualitatif digunakan untuk mengumpulkan data dari media sosial, email, dan aplikasi pesan yang dianalisis menggunakan teori kesantunan dan ketidaksantunan. Hasil penelitian menunjukkan pentingnya penanda linguistik, seperti emoji dan indikator nada, serta pengaruh variasi budaya, dinamika kekuasaan, dan norma platform terhadap praktik komunikasi. Kesantunan mendukung kerja sama, sementara ketidaksantunan sering digunakan untuk konflik atau dominasi, tergantung pada konteks dan anonimitas. Temuan ini berkontribusi pada pemahaman perilaku pragmatik di ruang virtual dan menawarkan wawasan untuk mendorong interaksi digital yang efektif dan hormat.
Language Anxiety and Its Impact on Speaking Fluency: A Psycholinguistic Perspective on EFL Students Arini, Tria; Amalia, Murni; Siregar, Kevin Alfansyah; Lubis, Yani
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2088

Abstract

Language anxiety has become a central focus in understanding the challenges faced by English as a Foreign Language (EFL) students, particularly in speaking activities that require rapid cognitive processing. From a psycholinguistic perspective, anxiety is viewed not only as an emotional reaction but also as a factor that interferes with the mental mechanisms essential for fluent speech production. When learners experience anxiety, their working memory capacity is reduced, making it more difficult to retrieve vocabulary, organize ideas, and construct sentences smoothly in real time. As a result, their speaking fluency is negatively affected, demonstrated through increased hesitations, pauses, self-corrections, and reduced speech rate. Anxiety also heightens self-monitoring, causing learners to focus excessively on potential errors rather than on effective communication. Furthermore, fear of negative evaluation often leads students to avoid speaking tasks, limiting exposure to meaningful interaction and hindering fluency development. Understanding how anxiety disrupts cognitive processing provides important insights for educators in designing supportive, low-stress learning environments. This psycholinguistic perspective highlights the need for instructional strategies that reduce anxiety and promote confidence to improve EFL learners’ oral fluency.
Co-Authors Amalia, Murni Arini, Tria Barus, Putri Anantasari Lubis, Yani Rizky, M. Akbar SIREGAR, DEASY YUNITA Zhani, Vira Ulfia