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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LingTera Studies in English Language and Education English Review: Journal of English Education
Andri Wardana
Mae Fah Luang University
Humanities Education Languange, Linguistic, Communication & Media

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Investigating EFL Undergraduate Learners' Preferred Input and Tasks for Extensive Listening in Digital Learning Rizaldy Hanifa; Honesty Yonanda Ayudhia; Devy Kurnia Alamsyah; Andri Wardana; Siti Rahimah Yusra
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.133294

Abstract

This study investigates university students' preferences regarding listening inputs and tasks in Extensive Listening (EL) activities within an English as a Foreign Language (EFL) context, emphasizing the impact of Information and Communication Technology (ICT) on language acquisition. The main objective was to identify engaging and effective English Language inputs and tasks that facilitate language comprehension. Data were collected from 217 EFL students in the English Language and Literature Department at a state university in West Sumatera using an online questionnaire consisting of 63 closed-ended items, which were analyzed through descriptive statistics. The findings indicate a preference among students for well-organized materials, a moderate speech rate, and exposure to various accents. Students found familiar topics and concrete information easier to comprehend; however, they valued the intellectual engagement provided by abstract or novel themes. Learners appreciated visual aids and acknowledged the cognitive advantages of audio-only exercises, highlighting the importance of a balanced approach in educational design. These insights indicate that educators ought to integrate explicit instruction with opportunities for independent learning by providing a range of listening materials suited to various comprehension levels. To improve engagement and learning outcomes, English Language activities must incorporate both familiar and innovative content, along with diverse linguistic elements that challenge and support the development of students' listening skills. This approach may cultivate a more dynamic, ICT-enhanced learning environment that effectively enhances EFL listening proficiency.
Interaction and language development through group work: Indonesian EFL learners’ perspectives at an Australian university Siti Rahimah Yusra; Rizaldy Hanifa; Andri Wardana; Riki Muhamanda
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.95128

Abstract

This study investigates how Indonesian EFL learners are supported by group work interactions during study abroad at an Australian university. The study employed a descriptive qualitative design, driven by the Interaction Hypothesis, the Output Hypothesis, and Sociocultural Theory. Data were collected from a questionnaire completed by 15 graduate students. The questionnaire consisted of 19 Likert items and three open-ended questions addressing performance, learning opportunities, and language comprehension. Open-ended responses were discussed qualitatively with little inference, while Likert-type results were summarized descriptively. Regular group work increased speaking opportunities, enhanced lexical acquisition through peer modeling and simple explanations, and encouraged metacognitive regulation, as well as boosting communicative confidence. However, perceived gains in complexity and accuracy were inconsistent, reflecting differing perspectives on corrective feedback, unequal psychological safety, and challenges arising from peer dominance and peer grouping. Maximum benefits may be obtained when roles equalize access to task scope, tasks require joint approval, feedback is delivered through self-respect-preserving scripts, brief planning–monitoring–evaluation checkpoints are inserted, and peer networks extend beyond nationality-based circles. This study explains how peer interactions are transformed by modified input, encouraged output, and mediated participation in a multilingual and multicultural higher education environment by centering lived experiences and identifying sociocultural moderators.
Cross-cultural communication challenges among pedicab drivers and vendors with foreign tourists in Aceh, Indonesia Dian Fajrina; Andri Wardana; Diana Achmad; Laily Nurul Adnin
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37180

Abstract

In the context of globalization, English plays a pivotal role, particularly in the tourism industry, where daily interactions with foreign visitors are common. This study investigates the motivations, challenges, and efforts of pedicab drivers and vendors when communicating with foreign tourists at the Tsunami Museum and Ulee Lheue Port in Banda Aceh, Indonesia. Utilizing a qualitative descriptive approach, data were gathered through interviews with eight respondents: four pedicab drivers and four vendors. This studys findings reveal that pedicab drivers and vendors have a complex use of English, reflecting their motivations, challenges, and efforts to improve their language skills. The respondents expressed a strong desire to engage with foreign tourists, promote their products, and conduct tours, often motivated by positive interactions. However, they faced significant challenges, such as word recall, understanding foreign accents, and unfamiliar vocabulary, often relying on basic English or Indonesian for communication. To address these issues, they are making efforts to enhance their English proficiency through interactions with tourists and peers, demonstrating a commitment to improving communication and better serving their customers. The study emphasizes the need for improved language support in the tourism sector and offers valuable insights for educators. It accentuates the importance of increasing students awareness of Englishs practical relevance, especially for those pursuing careers in tourism and other globalized fields.
UNPACKING MEANING-MAKING IN HYUNDAI’S 2016 SUPER BOWL AD: A MULTIMODAL TRANSITIVITY ANALYSIS Imam Hanafi; Andri Wardana; Sopian; Rosa Kusuma Arum; Marlina Angelica Artanti
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.118

Abstract

This study addresses the following research questions: how are transitivity processes distributed across linguistic, visual, and auditory modes; how do transitivity frames construct meanings of power, control, and surveillance; and how do auditory elements interact with other modes to reinforce persuasive meaning in video commercials? Using a qualitative multimodal discourse analysis approach, the study integrates Halliday and Matthiessen’s (2014) transitivity system with Baldry and Thibault’s macro-analytical framework. The Hyundai Super Bowl 2016 commercial was segmented into 67 frames, of which 20 were selected based on camera shifts, participant interaction, product visibility, and salient multimodal features. The findings show that material processes account for 50% of the clauses (9 out of 18), positioning the car as the central Actor, while relational processes construct positive attributes associated with the product. Visual strategies, such as low-angle shots and dynamic camera movement, reinforce meanings of power and control, while auditory elements, including wolf howls, tyre screeches, and alarm sounds, contribute to themes of surveillance and protection. Persuasive meaning emerges from the coordinated interaction of semiotic modes across transitivity frames. The study extends multimodal discourse analysis by incorporating auditory resources and offers pedagogical implications for teaching students to analyse how multiple semiotic modes jointly construct meaning in media texts.
Co-Authors Devy Kurnia Alamsyah Dian Fajrina Diana Achmad Honesty Yonanda Ayudhia imam hanafi Laily Nurul Adnin Marlina Angelica Artanti Riki Muhamanda Rizaldy Hanifa Rosa Kusuma Arum Siti Rahimah Yusra Sopian