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All Journal JURNAL PENDIDIKAN TAMBUSAI Mudabbir: Journal Research and Education Studies
Arini, Tria
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Education Social Sciences Other

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Pragmatic Failures and their Consequences in the EFL Classroom Siregar, Amanda; Arini, Tria; Siregar, Paiz Fatah; Siahaan, Muhammad Hasan Agara; Siregar, Deasy Yunita
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk mengeksplorasi kegagalan pragmatik dan dampaknya dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL) di lingkungan kelas. Melalui pendekatan kualitatif, data dikumpulkan melalui observasi langsung terhadap diskusi, debat, dan interaksi antara mahasiswa dan dosen, serta wawancara semi-terstruktur untuk memahami persepsi peserta terkait kegagalan pragmatik. Hasil penelitian menunjukkan bahwa kegagalan pragmatik yang umum terjadi meliputi transfer pragmatik dari bahasa asli, kesalahan strategi kesopanan, dan kesulitan dalam memahami humor serta ungkapan idiomatik. Selain itu, masalah dalam pengelolaan giliran berbicara sering menyebabkan miskomunikasi dalam diskusi kelompok. Studi ini juga menemukan bahwa pengajar seringkali lebih fokus pada akurasi gramatikal dibandingkan aspek pragmatik, sehingga mengabaikan peluang untuk meningkatkan kompetensi pragmatik siswa. Temuan ini menyoroti pentingnya mengintegrasikan pengajaran pragmatik dalam pembelajaran EFL untuk membantu siswa mengembangkan kemampuan komunikasi yang lebih efektif.
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 Lubis, Yani Siahaan, Muhammad Hasan Agara Siregar, Amanda SIREGAR, DEASY YUNITA Siregar, Kevin Alfansyah Siregar, Paiz Fatah