cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Unknown,
Unknown
INDONESIA
Linguistic, English Education and Art (LEEA) Journal
Published by Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi
ISSN : 25979248     EISSN : 25973819     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 272 Documents
 23   24   25   26   27 
An Analysis of Teaching English for Young Learners by Non English Pre­­-Service Teachers Debby Yolanda Br Manullang; Trisnawati Harefa; Dennis Chandra; Darman Pangaribuan; Kartina Ramadhani Rambe
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/t3rbrm66

Abstract

This study studied how pre-service teachers without English training taught young learners at SD Antasari Medan, Indonesia. The qualitative descriptive study comprised six PGSD pre-service teachers who volunteered to teach English without formal English training. Classroom observations, semi-structured interviews, and document analysis formed the basis for thematic analysis. The results demonstrated that teachers' general pedagogical skills helped them build pleasant learning spaces by greeting students, asking questions, motivating them, and planning Indonesian-English transitions. Teachers employed repetition, modelling, songs, pictures, gestures, and online resources to engage and instruct children. Due to their first language, pupils had problems reading, spelling, writing, and pronouncing words, and classroom management and evaluation were still poor. Transferable educational abilities helped, but they couldn't replace linguistic expertise. The study highlights the importance of focused professional development, improved instructional tools, and institutional support for primary school English teaching. The results also suggest that teacher education programs should better prepare non-English teachers for English instruction and encourage reflective practice. Comprehensive and longitudinal studies should examine non-specialist teaching's long-term consequences. Keywords: English for Young Leaners; Non-specialist English Teaching; Pedagogical Competence; Pre-service Teachers; Professional Development
Understanding EFL Students’ Use of English Podcasts for Listening Skill Development Tarisa Sepdiana; Zainuddin Zainuddin; Nina Agus Hariati
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/qqhsre67

Abstract

This study investigates how EFL students use English podcasts and their perceptions of the impact of using podcasts in developing their listening skills. By using a qualitative descriptive approach, data were collected through semi-structured interviews, observations, and documentation with five students of the English Education Department at Zainul Hasan Genggong Islamic university, Probolinggo. The findings reveal that students used English podcasts as a flexible learning medium to practice listening anytime and anywhere. Students engaged in several listening activities, such as replaying the audio, focusing on difficult parts, and selecting podcast topics based on their interests. Students viewed English podcasts as an effective learning medium to support listening practice, increase motivation, and help them become more familiar with spoken English. The benefits of using English podcasts include improving listening comprehension, increasing learning motivation, providing opportunities for repeated listening practice, and helping students become more accustomed to authentic English pronunciation and expressions. Thus, it can be concluded that English podcasts serve as an effective medium to support the development of EFL students’ listening skills through exposure to authentic spoken English. Keywords: EFL students, English Podcasts, Listening skills
Mind Mapping as a Strategy to Improve Idea Organization in Writing among Grade 10 Students at SMK Telkom 2 Medan Sherine; Apryllia Cendrasa; Lilis Handayani Napitupulu; Evi Novalin Bako
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/gmxerx39

Abstract

This study investigated the effectiveness of mind mapping as a pre-writing strategy to improve idea organization in writing among Grade 10 students at SMK Telkom 2 Medan. The study employed a quasi-experimental design using a one-group pretest–posttest model involving 27 students. Data were collected through writing tests and a student perception questionnaire. The writing tests were assessed using an analytic rubric focusing on idea organization. The results showed that the mean score increased from 64.33 in the pretest to 77.93 in the posttest, indicating an improvement of 13.60 points. A paired-sample t-test revealed that the difference was statistically significant (t = 18.27, p < .001). The effect size analysis (Cohen’s d = 1.42) indicated a large effect of the treatment. The effect size analysis also indicated a strong impact of the treatment. Furthermore, the questionnaire results showed that most students had positive perceptions of mind mapping, reporting that it helped them generate ideas, organize their thoughts logically, and increase their confidence in writing. These findings suggest that mind mapping is an effective pre-writing strategy for enhancing students’ idea organization in EFL writing. Therefore, integrating mind mapping into writing instruction is recommended to support students in planning and structuring their ideas before drafting.Keywords: EFL students, idea organization, mind mapping, pre-writing strategy, writing skill
Transitivity Analysis of Students' Agency in EFL High School Students’ Recount Text Shahnaz Marshanda Putri; Galuh Kirana Dwi Areni
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/ycjrbg19

Abstract

This qualitative descriptive study examines how 33 EFL high school students in Semarang construct their agency through language in recount texts written about their shared classroom learning experience. Guided by Halliday and Matthiessen’s (2014) Systemic Functional Linguistics transitivity framework and Van Leeuwen’s (1996) Social Actor Representation theory, a total of 327 clauses were analyzed across two phases: transitivity parsing and agency identification. Findings reveal that mental processes were the most dominant process type (f=125), followed by relational (f=94), material (f=58), verbal (f=44), existential (f=4), and behavioral (f=2) processes. In terms of agency, activation (f=220) substantially outweighed passivation (f=103), indicating that students primarily positioned themselves as active, conscious experiencers—particularly as Sensers in mental clauses—despite being materially passivated as recipients of the teacher’s instructional actions. This “split-domain agency” pattern reveals a form of hidden agency that surface-level grammatical analysis alone would overlook. The findings contribute to the understanding of student-centered learning and highlight the value of combining transitivity analysis with social actor representation in uncovering EFL learners’ agentive voices in written texts. Keywords: EFL, Recount text, Student Agency, Transitivity Analysis, Writing Skill
Peer Interaction in Enhancing Students' Motivation to Learn English Among Gen Z University Students Ratu Tri Anisa; Musdizal
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/wz51f413

Abstract

This study aimed to analyze the role of peer interaction in enhancing English learning motivation among Generation Z students at the English Language Education Program of Institut Agama Islam Negeri (IAIN) Kerinci. This study employed a qualitative approach using semi-structured interviews with four students selected through purposive sampling. The data were analyzed using thematic analysis to explore how peer interaction influenced students’ motivation in learning English. The findings showed that peer interaction strengthened both intrinsic and extrinsic motivation through collaborative discussions, emotional support, academic encouragement, and positive social relationships among students. These interactions increased students’ self-confidence, active participation, and enthusiasm in learning English while also creating a supportive and comfortable learning environment. The study concludes that peer interaction plays a significant role in sustaining Generation Z students’ motivation to learn English in higher education contexts. Keywords: English learning, Generation Z, Higher education, Learning motivation, Peer interaction. 
Lost in Translation: Unraveling Grammatical Interference in Students’ Writing Fadilla Taslim; Hendrisman; Refnawati; Desfi Yenti; Afdaleni; Paramitha Suryadi
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/7ep4b439

Abstract

This study addressed the grammatical interference of Indonesian (L1) in the English (L2) writing of English as Foreign Language (EFL) students. The purpose of this study was to identify the types of Indonesian grammatical interference that occur in the writing of EFL students and to examine the factors that contribute to its occurrence. A descriptive qualitative design was employed. The participants were fourth-semester students of the English Study Program at STKIP Yayasan Abdi Pendidikan who were enrolled in the Scientific Writing course during the 2024/2025 academic year. Data were collected through a writing test, a semi-structured interview, and classroom observation, and were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing and verification. The findings reveal that the students’ L1 grammar continued to influence their L2 writing and that grammatical interference occurred in two categories: syntactical interference and morphological interference. Within syntactical interference, prepositions produced the greatest number of errors, followed by word order, while within morphological interference, the omission of determiners was the most frequent error, followed by singular–plural forms and the be-form. The observation and interviews indicated that the interference stemmed primarily from the structural differences between English and Indonesian grammar, compounded by the students’ habit of composing their ideas in Indonesian first and then translating them into English, together with their limited mastery of English vocabulary and grammar. The study concludes that reducing grammatical interference requires contrastive, form-focused instruction that explicitly addresses the structural gaps between the two languages. Keywords: EFL Writing, Grammatical Interference; Higher Education; L1–L2 Differences; Language Transfer
Exploring EFL Junior High School Students’ Experiences in Learning English Pronunciation through Maher Zain’S Songs Diva Kartika; Zainuddin; Feri Ferdiyanto
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0pjp4f76

Abstract

Pronunciation is an important aspect of English learning because it helps students communicate clearly. However, many EFL students still face difficulties in pronunciation due to limited exposure to authentic English input. This study aimed to explore junior high school students’ experiences in learning English pronunciation through Maher Zain’s songs. This study employed a qualitative descriptive design involving eighth-grade students of SMP Plus Tahdzibun Nasyiin. The participants were selected using purposive sampling. Data were collected through observation, interviews, and documentation and analyzed using Miles and Huberman’s interactive model. The findings revealed that students had positive learning experiences when learning pronunciation through Maher Zain’s songs. The songs helped students improve pronunciation accuracy, stress, intonation, and confidence. However, students also faced challenges such as fast song tempo and unfamiliar vocabulary. This study concludes that Maher Zain’s songs can be used as an effective medium for teaching pronunciation. Keywords: English songs, Maher Zain songs, Pronunciation, Students’ Experiences
Constructing Authenticity in Sponsored TIKTOK Skincare Content: A Speech Act Analysis of Indonesian Influencer Discourse Ahmad Fadli Harahap; Ronika Apriyanti Manik; Ghustiva Liani
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/qj96r129

Abstract

This study investigated how Indonesian TikTok skincare influencers constructed authenticity through speech acts in sponsored skincare content. The study was conducted because influencer authenticity has become increasingly important in digital marketing, particularly in social media environments where audiences are more aware of commercial intentions. This research aimed to analyze how speech acts functioned not only as persuasive strategies but also as linguistic resources for constructing expertise, connectedness, integrity, transparency, and originality in influencer discourse. The study employed a qualitative discourse-analytic approach by combining Speech Act Theory and authenticity theory. The data consisted of 40 sponsored skincare video transcripts uploaded by Indonesian TikTok influencers between January and December 2025. The data were collected through non-participant digital observation and analyzed using thematic discourse analysis and pragmatic analysis. The findings showed that assertive speech acts were the most dominant category, followed by expressive, directive, and commissive speech acts, while declarative speech acts were absent from the dataset. Assertive speech acts primarily constructed epistemic authority and expertise through product claims, ingredient explanations, and experiential evaluations. Expressive speech acts contributed to affective authenticity through emotional reactions, praise, humour, and gratitude expressions. Directive speech acts fostered relational engagement through conversational recommendations and instructional guidance, whereas commissive speech acts supported projected authenticity by signalling consistency and future commitment. The study concluded that authenticity in TikTok skincare discourse was not an inherent personal quality but a multidimensional communicative performance continuously negotiated through language, interaction, and platform culture. Keywords: Authenticity Construction, Digital Communication, Skincare Discourse, Speech Acts, TikTok influencers
Investigating Teacher Scaffolding in Live Online EFL Reading Beyond the Classroom Ummi Nurul Maghfiroh; Zainuddin
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z5442f10

Abstract

This study investigated the scaffolding strategies applied by a teacher during synchronous online EFL reading activities held outside the traditional classroom setting and explored students’ responses to the support provided during the sessions. A descriptive qualitative approach was employed in this research, involving one English teacher and ten members of an English Speaking Club who regularly joined online reading activities. The data were collected through observations, semi structured interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing procedures. The teacher used various scaffolding strategies during the online reading sessions, such as demonstrating reading strategies, asking guiding questions, explaining unfamiliar vocabulary, giving corrective and elaborative feedback, and encouraging interaction among students. These types of support helped students understand the reading materials more easily and motivated them to participate more actively during the learning activities. In addition, students showed behavioral, cognitive, and emotional involvement throughout the sessions. They joined discussions, answered questions, tried to understand the texts, and gradually became more confident and motivated during the learning process. The teacher’s supportive and interactive approach also contributed to creating a more comfortable and positive atmosphere during the online classes. Scaffolding helped students understand the reading materials more easily while also encouraging them to become more active, confident, and involved during the online reading sessions. In addition, flexible and responsive teacher support was important in maintaining students’ academic and emotional engagement throughout the learning activities. Keywords: Online EFL Reading, Reading Comprehension, Scaffolding Strategies, Student Engagement, Synchronous Learning
Students' Perspective on the Utilization of the Fluenday Application for Beginners to Improve Vocabulary Yoga Fadhillah; Maryati Salmiyah
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 1 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/qs30xa44

Abstract

This study aims to explore the use of the Fluenday application in enhancing English vocabulary mastery among senior high school students. Employing a qualitative approach through a case study method, the research involved 28 eleventh-grade students who actively used the Fluenday application over a four-week period, from which 10 participants were selected for in-depth interviews. Data were collected using a questionnaire consisting of 10 statements and a set of four semi-structured interview questions designed to reinforce the questionnaire findings and provide deeper insights into the learning activities within the application. Thematic analysis was used to interpret the data. The findings reveal that the use of Fluenday positively impacts students’ vocabulary acquisition. Students found it easier to learn new words through contextualized video clips and reported improved memorization through repetition-based features, personalized quizzes, and daily exercises. Moreover, students were motivated to engage with vocabulary learning due to the interactive interface and the gamified reinforcement system. Despite some challenges and dependencies such as limited access to premium features and reduced engagement with independent assignments due to reliance on the app, these obstacles did not significantly hinder the app’s overall effectiveness. Students agreed that these issues could be managed and did not obstruct their vocabulary improvement. Therefore, this study concludes that Fluenday can be considered an effective alternative medium for vocabulary learning, provided it is supported by consistent and well-targeted usage strategies. Keywords: Application, Enhancement of English Vocabulary Skills, Fluenday, Learning, Qualitative Research, Vocabulary

Page 25 of 28 | Total Record : 272

 23   24   25   26   27 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA) Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal Vol 9 No 1 (2025): Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal Vol. 8 No. 2 (2025): Linguistic, English Education and Art (LEEA) Journal Vol 8 No 1 (2024): Linguistic, English Education and Art (LEEA) Journal Vol 7 No 2 (2024): Linguistic, English Education and Art (LEEA) Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal Vol 6 No 2 (2023): Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal Vol 5 No 2 (2022): Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): Linguistic, English Education and Art (LEEA) Journal Vol 4 No 1 (2020): Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal Vol 3 No 1 (2019): Linguistic, English Education and Art (LEEA) Journal Vol 2 No 2 (2019): Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal Vol 1 No 2 (2018): Linguistic, English Education and Art (LEEA) Journal Vol 1 No 1 (2017): Linguistic, English Education and Art (LEEA) Journal More Issue