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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 186 Documents
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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.
Translanguaging for Transformation: Identity, Equity, and Pedagogical Resistance in Nepalese ELT Classrooms Rauteda, Khem Raj
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 2 (2025): September 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.v11i2.12202

Abstract

Translanguaging refers to the dynamic, natural, and purposeful mixing of multiple languages in communication. It has become popular among English language teachers in multilingual settings. It promotes learner agency and acknowledges individual identities and experiences. However, some teachers still mistakenly view multilingualism as a barrier rather than an asset in English Language Teaching (ELT). Despite the advantages of translanguaging in ELT, little empirical research has been done on its use in Nepalese ELT classrooms, especially when it comes to the teachers' perspectives. The study aims to investigate the roles of translanguaging in ELT classrooms and to analyze the teachers' experience of using translanguaging in ELT classrooms. Employing the phenomenological research design, the researcher purposively selected three English language teachers teaching in three different public schools in the Sunsari district for in-depth interviews. The interviews were recorded, transcribed, coded, categorized, and analyzed thematically. The study found that teachers affirm students' identities and promote an inclusive learning environment by using translanguaging as a transformative tool. The study additionally shows how teachers challenge the exclusive English and mix multiple languages to create a translingual space that empowers students and fosters equity in the classroom. The study concluded that translanguaging is a flexible approach to ELT that enhances student engagement and understanding of content. It implies that teachers in multilingual contexts adopt a translingual pedagogical approach to embrace diversity, promote social justice, and empower their students.
Lecturers’ Feedback as a Tool of Power: A Critical Discourse Analysis of Lecturer Feedback in Classrooms Wiguna, Riefki Fajar Ganda; Felayati, Safrina Arifiani
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 2 (2025): September 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.v11i2.11602

Abstract

The types of conversations we hold or avoid with students determine the relationship that we design in our class. Lecturer feedback plays a central role in shaping the learning process, but it also functions as a site where power dynamics are enacted. This paper explores the power relations embedded in language used in lecturer feedback through the lens of critical discourse analysis (CDA). By analyzing how feedback positions students and constructs their identities, this study seeks to uncover the implicit hierarchies and authority structures present in the classroom discourse of the English Literature Study Program Class. The analysis relies on five power bases: referent, reward, expert, legitimate, and coercive. The data were collected by observing six classroom sessions during this time, and feedback instances were transcribed and compiled. In total, approximately 30 feedback examples were selected for in-depth analysis. These include both oral and written feedback that was considered representative of recurring discursive features. The finding shows that lecturer feedback not only reflects power dynamics but also influences the construction of student identity. Furthermore, the feedback that the lecturer provided negatively impacted the learning behavior due to overusing antisocial-based language, which included legitimate and coercive feedback. This feedback also built the students’ identity as incapable learners.
Language of Wider Communication as a Propeller of Early Warning and Early Response in Yobe State Gbeyonron, Clifford Irikefe
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 2 (2025): September 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.v11i2.9969

Abstract

This work aims to establish the efficacy of language of wider communication (LWC) in coordinating early warning and early response in emergencies in Yobe State, a seemingly fragile state recovering from a fleeting insurgency. To achieve this, a researcher-made questionnaire and a semi-structured interview schedule were respectively administered to 110 and twenty-two 22 respondents who have been participating in  Community Peace and Safety Partnership (CPSP) meetings – platforms supported by the British Council and funded by the European Union (EU) in 11 out of the 17 Local Government Areas (LGAs) in the state – to ascertain the use of Hausa language (which is an LWC in the state) in the coordination of the meetings and the implication of that in emergency and conflict management. Similarly, participatory observation was utilized by the researcher to find the language(s) used on the platforms to coordinate the meetings. It was found that the use of the LWC has not only made emergency and conflict management inclusive but also helped in reducing conflicts and risks in the LGAs the platforms are active. This work recommends that for early warning and early response to be effective in a fragile state, the LWC should be prioritized. However, other languages should be developed to enable them to actualize their linguistic rights to participate in public discourse and emergency management.
Persuasion, Face-Threatening Acts, and Mitigation Strategies in Southeast Nigeria Haggling Encounters Ugwu, Justus Chidi; Agbo, Elizabeth Ebere; Nnamani, Obiageli Cynthia
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 2 (2025): September 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.v11i2.10833

Abstract

Given the fact that haggling could provide the opportunity for deceit,the seller employs different persuasive strategies to convince the, already alerted, buyer to patronise them. However, despite such persuasive strategies, there could be communication breakdown because of distrust and suspicion among the interactants. Such communication breakdown requires a repair for a successful haggling encounter.This study looks at the main artistic modes and pragmatic strategies of persuasion used in southeast Nigerian markets to identify the pragmatic techniques that are used to mitigate threatened face in market encounters. The data consist of ninety sampled haggling experiences involving wholesalers (15), retailers (15), apprentices (15), and customers (45), taken from the five states that comprise Southeast Nigeria. The data analysis draws on Aristotle's threefold method of persuasion, paying close attention to the pathos and logos of his rhetorical appeals, and Mey’s (2001) theory of pragmatic acts.  The analysis shows that there is strong presence of logos in the data, with a predomination of the pathos component of the rhetorical appeals. The research also indicates that while face-threatening acts are practed through questioning, comparing, and doubting, it is also mitigated through apologising, euphemising and blame transfer. 
Minor Characters’ Influences on Belly’s Emotional Maturity in Jenny Han’s The Summer I Turned Pretty Christiana, Merry; Mulatsih, Maria Vincentia Eka
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 2 (2025): September 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.v11i2.11902

Abstract

Emotional maturity plays a significant role in the behavior of individuals. Jenny Han’s novel The Summer I Turned Pretty depicts emotional maturity through its characters. This study aims to analyze the influences of minor characters on the main character’s emotional maturity, formulated through the question: “What are the influences that the minor characters bring toward Belly’s emotional maturity?”. To answer the question, the writers applied the theory of emotional maturity. This study employed the New Criticism approach along with the close reading method, as it dealt with the theory of emotional maturity. Data were collected using a library research technique, in which the novel served as a primary source, while supporting books, journals, and articles were used as secondary sources. The findings of this study revealed that Conrad, Jeremiah, and Susannah, as the minor characters, significantly influenced Belly’s emotional maturity. Belly underwent five levels of FitzMaurice’s emotional maturity, namely:  emotional responsibility, honesty, openness, assertiveness, and understanding. These five levels of emotional maturity experienced by Belly were influenced by Conrad, Jeremiah, and Susannah. By understanding the development of Belly’s emotional maturity, the readers can reflect on themselves and apply the positive behaviors exhibited by Belly.
The Students’ Problem in Creative Writing Course Octavia, Tarisa
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 2 (2025): September 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.v11i2.9674

Abstract

This study describes the students' problems in the creative writing course. Knowing these problems can help lecturers find out students' weaknesses in writing. Therefore, the researcher is interested in investigating the problems that exist when writing. The purpose of this research is to find out students' problems in writing in the Creative Writing Course. The researcher used quantitative descriptive methods. The population was taken from PGRI Wiranegara University English Language Education Study Program students’ classes 2020, 2021, and 2022, with a total of 89 students. Data collection through a questionnaire was carried out over 5 days using Google Forms from May 17th, 2024, to May 21st, 2022. Interviews were conducted on May 29th, 2024. Documentation was conducted on May 29th, 2024. There were 9 students interviewed, and they were chosen randomly. The researcher gave 15 questions through a questionnaire and gave 6 questions during interviews about students' writing problems. The results of this research show that students experience problems related to linguistic, cognitive, psychological, and pedagogical aspects. In this research, the dominant aspects are linguistic and cognitive. It is hoped that these findings can help students to minimize the difficulties they face, and lecturers can determine a suitable teaching style for students.

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