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INDONESIA
Indonesian Journal of English Language Studies (IJELS)
Published by Universitas Sanata Dharma
ISSN : 2442790X     EISSN : 21750895     DOI : http://dx.doi.org/10.24071/ijels
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The Indonesian Journal of English Language Studies (IJELS, online and print versions, is a journal dedicated to contribute to the improvement of English Language Studies in Indonesia. It is intended to contribute to human progress and development by way of English Linguistics, Literature, Education and other relevant sub-disciplines. It is expected that IJELS will bring a new color of knowledge sharing to enrich the flourish of English Language teaching and studies. Hopefully, the journal would reach as many people as possible.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 8 Documents
 1 
Search results for , issue "Vol 11, No 1 (2025): March 2025" : 8 Documents clear
Students' Perception of the Role of Collaborative Learning in Promoting Language Mediation Skill in Translation Course Kuswandari, Dwi Septi; Setyaningrahayu, Indri Retno
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.9635

Abstract

Collaborative learning has been applied in language learning. One part of language teaching is translation, a language mediation skill involving transfer of meaning from one language to another. Past literature has revealed that although collaborative learning gives many advantages to students in the translation class, there is still limited research discussing the potential effects of collaborative learning on students' translation skills as language mediation. This study aims to fill this gap by investigating the students' perception of collaborative learning's potential effects in enhancing language mediation skills. A questionnaire consisting of some close-ended and open-ended questions was distributed to 62 participants who were fourth-year students of the English Education Program at Universitas Kristen Satya Wacana, Indonesia. The data analysis indicated that students gave moderately to highly positive responses on the impacts of collaborative learning on their translation. The research overall revealed that collaborative learning had considerable impacts on students' translation competence, especially in extra-linguistic, strategic, and bilingual competence.
Ethnocentric Hate Speech as an Impediment to National Development in Nigeria: Implications for Peaceful Communication Onoja, Peter; Gbeyonron, Clifford Irikefe
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.9983

Abstract

Nigeria is a heterolingual, multi-religious, multi-ethnic, and multicultural country. The constitution of the country allows freedom of expression. Despite having English as a lingua franca, Nigerians use their respective indigenous languages. The inability of the citizens to manage this diversity has led to the use of ethnocentric hate speech by members of different linguistic groups against one another. This is inimical to national development. This intervention aimed to establish the effect of ethnocentric hate speech on national development in Nigeria and how applied peace linguists can serve as advocates of peaceful communication. Applied peace linguistics plays the role of facilitating dialogue and conflict resolution in Nigeria. It assists in ensuring peaceful communication and counter speech. Thus, ensuring early warming on speeches that can escalate violence. A questionnaire was administered to 900 respondents in the townships from January to July 2024. The researchers also conducted focus group discussion sessions with 19 groups of eight (8) participants in 19 townships in Nigeria. The major finding of the study indicates that an overwhelming majority of the respondents detest ethnocentric hate speech. They agree that ethnocentric hate speech engenders suspicions and phantom tolerance in society, thus an impediment to national development. Phantom tolerance is characterised by the pretence that one is tolerating another while, in reality, one hates the other. This study concludes that peaceful communication should be encouraged in the school curriculum and made a norm for general interaction in the country to build trust and foster national development. 
Representation of Women in Jo March's Character in the Novel Little Women: A Feminist Study Rahmawati, Nurul; Anjany, Shagita Maulady
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11617

Abstract

Louisa May Alcott's Little Women is an American novel that describes the lives of women in the 19th century, when many social inequalities between men and women existed. Starting from these problems, the purpose of this research is to analyze the feminist values represented by the character Jo March. It examines the forms of social injustice and discrimination against women depicted in the novel as a reflection of women's real-world issues. It also explores and unveils the forms of resistance by the female characters. The primary data source is the novel Little Women by Louisa May Alcott, which is analyzed using Beauvoir's existentialist feminism approach and qualitative descriptive method. The results of the research show the existence of gender injustice, which limits women’s space through gender stereotypes, subordination of women, and objectification of women. The forms of resistance that demonstrate women's existence include fighting subordination, working to achieve financial independence, and becoming influential figures in society.
Exploring Trauma, Memory, and Identity Formation in ‘The School for Good Mothers’ by Jessamine Chan Rouabhia, Ridha; Makhlouf, Amro
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11305

Abstract

This article examines the links between trauma and memory and implications for identity in Jessamine Chan's novel, The School for Good Mothers. It describes how intergenerational trauma impacts Frida (the protagonist) and her interactions with Harriet from the respective perspectives of psychoanalytic trauma theory and pluralistic trauma models. Based on the analysis, Frida's identity and behaviours are significantly shaped by unresolved childhood trauma and social expectations related to motherhood. Hence, the novel critiques institutional approaches to dealing with trauma that rely on surveillance and standardisation as opposed to identifying and resolving deeper psychological issues. For example, the continued monitoring presented in the novel is a form of ongoing traumatisation and mirrors contemporary concerns about privacy, autonomy, and mental health. This research contributes to the field of trauma studies by focusing on trauma as a complexity of experiences based on individual experiences, traumatic experiences within family systems, and external societal pressures, particularly in the experiences of mothers. Lastly, this research illustrates, through multiple lenses, why trauma should be treated individually and how universalised approaches to trauma are limited at best when addressing complex trauma in institutional contexts.
English Language Teachers' Knowledge, Use, and Perceived Effectiveness of Action Research for Professional Development Rauteda, Khem Raj
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11514

Abstract

In light of evolving pedagogical frameworks and increasing challenges in English Language Teaching (ELT), effective professional development is essential for teachers striving to enhance their practices. Action research is a pivotal strategy for teachers' professional development, fostering an adaptive learning environment through reflective pedagogy. While teachers have implemented action research, its engagement among secondary-level English language teachers remains underexplored, particularly regarding their knowledge, use, and perceptions of its role in professional growth. The study aimed to identify secondary-level English language teachers’ knowledge, use, and perceived effectiveness of action research as a tool for professional development. The research employed a quantitative survey approach, focusing on English language teachers in private and public schools in Nepal, with a particular emphasis on those in the Sunsari district. A sample of 200 teachers was selected using a simple random sampling strategy, and a structured questionnaire was administered online via Google Forms. The collected data were analyzed using a bivariate analysis approach with SPSS. A chi-square test was conducted to assess the association between the variables, while Phi was employed to determine the significance of these relationships. The study examined the association between independent variables (such as sex, level of teaching, type of school, and academic qualification) and dependent variables (including use of action research, knowledge of action research, and perceived effectiveness of action research). The findings indicated no significant statistical association between the independent and dependent variables. However, the study concluded that the majority of teachers perceived action research as valuable for problem-solving, increasing professional confidence, promoting career advancement, fostering transformative agency, and enhancing teacher collaboration. It suggests that teachers could benefit from more effectively integrating action research into their teaching practices for professional development and transformation.
Challenges in Teaching English Consonant Clusters to Non-Native Speakers: A Phonological Approach Permata, Divia Atma; Sabil, Salsabila; Rohmana, Wahyu Indah Mala
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.10753

Abstract

This study explores how non-native English speakers, especially Indonesian learners, pronounce consonant clusters. Differences in their native phonological systems often cause these difficulties, leading to the addition of vowels or the omission of consonants, which impacts communication. The purpose of this study is to understand non-native speakers’ challenges when pronouncing consonant clusters in English. In addition, it also aims to find effective methods to address these issues. This qualitative descriptive study explored the phonological issues of consonant clusters taught by English teachers to non-native speakers. The data were collected through an online Google Forms survey that asked teachers about their experiences, opinions, and teaching methods. Only half of the twenty English teachers had received specific phonological training, and the majority had limited teaching experience, according to the survey. The results suggested that to improve pronunciation, more targeted teaching strategies such as phonetic drills and the use of multimedia tools are needed. Slow sound repetition and audio or video examples, which were the teaching methods evaluated, were found effective. Sound repetition was slightly preferred because of its active practice approach. This study emphasizes the importance of instruction tailored to students' needs and suggests the use of technology to improve the quality. Through a flexible and adaptive approach, it is hoped that students’ English language skills can improve significantly.
Challenges of Teaching Legal English at a Law Higher Education Institution – Lecturers’ Voices Nhạc, Hương Thanh; Đinh, Phương-Hoa Thị
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11933

Abstract

English for Specific Purposes (ESP) plays a crucial role in language education, catering to the specific linguistic and communicative needs of learners in various professional and academic fields. In the context of globalization, legal English, a type of ESP language among legal professionals, has emerged as a vital component in law training programs in recent years. However, despite its growing importance, teaching legal English presents major challenges. Using a mixed-methods approach, data were collected through surveys and semi-structured interviews with legal English lecturers at a law higher education institution. The findings identify that while instructors acknowledge the importance of legal language and legal content several significant obstacles were addressed, including learners’ insufficient knowledge of English and laws, distinctive features of legal English language and law content topics, limited teaching material resources and varying student language proficiency levels.  as well as the lack of specialized training for instructors. Based on these insights, the study proposes a set of practical recommendations for professional development, material adaptation, and pedagogical strategies to maximize the quality and effectiveness of legal English education.
Voice of America in the Classroom: Assessing Its Educational Value for Listening Comprehension in High School English Classes Ayuaneka, Debi; Sujarwati, Iis
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11540

Abstract

This study examines the relationship between the use of Voice of America (VOA) videos and students' listening comprehension in English language courses through a mixed-methods explanatory sequential design, addressing the ongoing debate on the effectiveness of authentic media in language learning. Given the increasing reliance on digital content for language acquisition, this study explores whether VOA videos offer measurable advantages over traditional listening materials in debating issues: why is it significant? The research includes quantitative data collection involving listening comprehension tests and surveys with Likert-scale questionnaires, followed by qualitative data gathered through structured interviews. Quantitative analysis using SPSS and Pearson correlation indicates a weak positive relationship between VOA video use and listening performance (r = 0.108, p = 0.651), which is statistically insignificant. Qualitative insights suggest that VOA videos provide exposure to authentic pronunciation, intonation, and accents, and may contribute to increased motivation for learning. Thematic analysis identifies challenges, such as the speed of speech and the presence of technical terminology. In general, the students' listening comprehension scores showed improvement, with a median score of 80/100. The findings suggest that integrating authentic video materials like VOA into language instruction may have pedagogical value while also highlighting limitations for broader applicability.

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