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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
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Reframing English Curriculum Policy: A Comparative Analysis between Indonesia and the United States for Local Instructional Design Hilwa Waniza; Ira Maisarah
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: 10.31539/2w0ane02

Abstract

This article aims to compare the secondary school English curriculum in Indonesia and the United States to identify differences in curriculum orientation, instructional design, and assessment practices. Using a Systematic Literature Review (SLR) approach, ten academic articles and official curriculum documents published between 2020 and 2025 were examined. The findings show that Indonesia’s curriculum remains centralized and exam-oriented, which limits teacher autonomy and reduces opportunities for authentic, student-centered learning. Meanwhile, the U.S. curriculum emphasizes flexibility, critical thinking, formative assessment, and multicultural integration, allowing greater adaptation to students’ needs. Based on this comparison, the study concludes that curriculum development in Indonesia requires selective adaptation of key elements such as teacher empowerment, localized flexibility, performance-based assessment, and balanced cultural representation. The article contributes to curriculum discourse by offering a comparative perspective that can inform policymakers and English educators in designing a more adaptive and competence-based English curriculum for secondary education. Keywords: English Curriculum; Comparative Education; Curriculum Design; Instructional Policy; Curriculum Development
The Correlation between the Use of CHATGPT Voice Chat Feature on Pronunciation Among Students at University Level Muhamad Zaki Ahil Zen; Nasywa Devina Adzra; Asaku Nona Az-Zahra
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: 10.31539/4ayt7k16

Abstract

This study aimed to examine the correlation between the use of the ChatGPT voice chat feature and pronunciation improvement among university level EFL learners. Using a qualitative literature study design, the research analyzed findings from recent peer-reviewed publications focusing on AI-based pronunciation tools, speech-recognition feedback and learners’ perceptions of ChatGPT-assisted speaking practice. The review shows that ChatGPT voice interaction contributes positively to segmental pronunciation features by providing immediate and accessible corrective feedback, supporting learners’ confidence and motivation in oral practice. The findings also indicate that pronunciation gains particularly in suprasegmental elements such as stress, intonation and rhythm remain modest and less stable compared to improvements in other speaking components. The study concludes that ChatGPT voice chat has a meaningful yet partial impact on pronunciation development, functioning effectively as a supplementary tool when integrated with structured instruction rather than as a standalone method. Keywords: AI-assisted learning, ChatGPT Voice Chat, EFL learners,  Pronunciation    
Exploring Character Development in Indonesian Students: A Qualitative Analysis of the Merdeka Curriculum in English Language Teaching (ELT) hadijah; La Sunra; Syarifuddin Dollah
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/cn8zv273

Abstract

The implementation of the Merdeka Curriculum in Indonesia has redefined the landscape of English Language Teaching (ELT) by emphasizing character development alongside linguistic competence. This study investigates how the curriculum promotes the six dimensions of the Pancasila Student Profile faith and noble character, global diversity, cooperation, independence, critical thinking, and creativity within ELT contexts at the secondary school level. Employing a qualitative design, data were collected through textbook analysis, classroom observations, and interviews with English teachers across three junior high schools in East Java. Content analysis was applied to examine how character values were integrated into ELT materials and classroom practices. The findings revealed that while noble character and cooperation were strongly emphasized in both textbooks and teacher practice, global diversity and critical thinking received limited attention. Teachers adapted activities to contextualize character values, yet constraints such as exam-oriented culture and limited teacher training hindered deeper integration. This study contributes to the growing literature on ELT and character education, highlighting the need for balanced representation of character dimensions. Implications are provided for policymakers, teachers, and material developers to enhance the holistic goals of the Merdeka Curriculum. Keywords: Character Development, ELT, Merdeka Curriculum, Pancasila Student Profile, Qualitative Study
Student Preference in American VS. British English Accents: A Survey in Non-Native Speakers Farah Alya Salsabila; Julietta Loviliana; Salma Diva Herlinda Putri
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: 10.31539/0nssbw51

Abstract

Indonesia is a country that does not use English as its primary language, and accent has emerged as a linguistic factor that influences understanding and the way Indonesian students view their language skills in social and academic contexts. English Accents play a major role in Students learning. Previous studies indicate that students in Indonesia are generally more familiar with and adapted to American accents due to the national education system's incorporation of several American-accented instructional materials. This research employs a qualitative case study design, the qualitative research relies primarily on the collection of the qualitative data. The research is precisely conducted with questionnaires via GoogleForm and interviews. The questions were carefully made and had about 15 items, and the questionnaire (in Google Form format) was given to the 37 students. The students selected to interview were non-native English learners in the age range of 13–18, who have studied and been exposed to English for five to ten years or even more to both American and British English through various media. The findings show a strong preference for American English, mainly by media exposure, perceived ease of understanding and the relevance for global communication.  Students think American English is more modern and useful, while British English seems more formal and prestigious but less used. Although many students learn American English in a formal learning environment, their media consumption further strengthens this preference, students also said that schools should start by teaching one accent like American English, to give a strong base before bringing in other accents. At the end students recognize the functional benefits of both accents, yet more students think that American English is more helpful for their future academic or job prospects. Keywords: Accents, American English, British English, Students’ Preferences, Non-native
Students’ Perception on the Use of U-dictionary to Support Vocabulary Retention Halimathusadiah Halimathusadiah; Zuraida Zuraida
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/zdnyhx37

Abstract

The purpose of this study was to find out the students’ perception on the use of U-Dictionary toward the vocabulary ability. In research, a well-structured research design is essential. The results of this study indicate that students' perceptions of the use of U-Dictionary were generally positive. The majority of respondents stated that U-Dictionary is effective in helping their vocabulary ability, especially because of features. Contextual features such as example sentences and synonyms play an important role in vocabulary retention. Accessibility was the main reason for using U-Dictionary. The app's ability to be used in offline mode was considered a major advantage, especially for students with limited internet access. U-Dictionary has a greater impact on their vocabulary ability and reading comprehension, but is less significant in developing overall speaking and writing skills. Preferably students can maximize to utilizing U-Dictionary not only as an instant translation tool, but also actively utilizing supporting features. Keywords: Students, Perception, U-Dictionary, Vocabulary
Discourse Markers in Nate Bargatze’s Extended Interview on CBS Sunday Morning Anggi Cahyani Pramudita; Christianti Tri Hapsari
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/wh1s9338

Abstract

This study aimed to analyze the use of discourse markers (DMs) in a media interview titled Extended Interview: Comedian Nate Bargatze, published on the CBS Sunday Morning YouTube channel. The focus of this study is to identify discourse markers in the interview and classify them based on type and function. A qualitative descriptive method was employed, with data collected from the transcript of the interview video. The data were analyzed using Fraser’s (2009) framework to identify discourse marker types and Crible and Degand’s (2019) framework to examine their functions. The findings show that three types of discourse markers, which are elaborative, inferential, and contrastive marker, were found a total of 413 times. Elaborative markers appeared most frequently, with 224 occurrences, followed by inferential markers with 92 occurrences and contrastive markers with 56 occurrences. Furthermore, eight discourse marker functions were identified: addition, consequence, reduction, contrast, temporal, condition, alternative, and concession. In conclusion, discourse markers in interviews play an important role in maintaining coherence, organizing conversation, and sustaining the flow of interaction. Keywords: Discourse Markers, Media Interview, Spoken Discourse
Teaching English in Junior High School in Southern Thailand: Challenges Experienced by Pre-service Indonesian Teachers Lutvia Lutvia; Khusnul Khatimah; Rani Herning Puspita
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/j2a0e239

Abstract

This study investigated the obstacles faced by Indonesian pre-service English teachers during their teaching practicum and the underlying causes at junior high schools in Southern Thailand. Semi-structured interviews were conducted with three Indonesian pre-service English teachers undertaking their practicum at junior high schools in Southern Thailand to gather qualitative case study data. Six interconnected categories of issues exist: linguistic barriers (students' restricted vocabulary and pronunciation difficulties stemming from Thai, Malay, and Patani Malay); communication barriers (language disparities and dependence on translation); psychological barriers (students' apprehension regarding errors); and classroom engagement challenges (disinterest and diminished focus due to multilingual cognitive processes). Five contributing factors included restricted English exposure beyond the classroom, first language influence resulting in phonological interference, a curriculum-proficiency mismatch leading to systemic barriers, monotonous teacher-centered methodologies with insufficient learning media, and structural constraints such as time and facilities. Southern Thailand possesses a multitude of languages, rendering it distinctive within Thai EFL. Students were required to attain proficiency in Thai, Malay, Patani Malay, and Arabic before acquiring English as a fifth language. The results indicated that challenges in multilingual education are systemic, necessitating context-specific pedagogical approaches, enhanced training for novice educators, curriculum modifications to align with students' proficiency levels, and improved institutional support for junior high school teaching, including time and technological resources. Keywords: English Teaching Challenges, Pre-service Teachers, Southern Thailand
The Correlation Between Students’ Exposure to English Content on TikTok and Their Speaking Confidence Rifa Azmi Fadhillah; Yeni Rahmawati; Ade Ismail Ramadhan Hamid
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/nfg1ex98

Abstract

This study investigated the correlation between exposure to English-language content on TikTok and the speaking confidence of English as a Foreign Language (EFL) learner. In the digital age, platforms like TikTok offer abundant informal exposure to authentic English input, yet its specific impact on affective factors like speaking confidence remains underexplored. Using a quantitative correlational design, data were collected via a questionnaire from 157 undergraduate students in the English Education Department at Universitas Muhammadiyah Kalimantan Timur. The instruments demonstrated high reliability (Cronbach’s Alpha > 0.91). Data analysis using Spearman’s rho revealed a significant positive correlation between the frequency of watching English TikTok content and self-reported speaking confidence (r = 0.608, p < 0.001). The findings suggest that even passive, informal exposure to English on social media is associated with higher levels of speaking confidence among learners. This study concludes that TikTok can serve as a supplementary informal learning resource that positively influences the affective domain of language learning. It recommends that educators acknowledge and potentially guide students’ use of such platforms to foster a more confident learning environment. Keywords: Digital Media, English as a Foreign Language, Informal Learning, Speaking Confidence, TikTok
Student Preference in American VS. British English Accents: A Survey in Non-native Speakers Imroatul Ma'fiyah; Farah Alya Salsabila; Julietta Loviliana; Salma Diva Herlinda Putri
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: 10.31539/4s114247

Abstract

Indonesia is a country that does not use English as its primary language, and accent has emerged as a linguistic factor that influences understanding and the way Indonesian students view their language skills in social and academic contexts. English Accents play a major role in Students learning. Previous studies indicate that students in Indonesia are generally more familiar with and adapted to American accents due to the national education system's incorporation of several American-accented instructional materials. This research employs a qualitative case study design, the qualitative research relies primarily on the collection of the qualitative data. The research is precisely conducted with questionnaires via Google Form and interviews. The questions were carefully made and had about 15 items, and the questionnaire (in Google Form format) was given to the 37 students. The students selected to interview were non-native English learners in the age range of 13–18, who have studied and been exposed to English for five to ten years or even more to both American and British English through various media. The findings show a strong preference for American English, mainly by media exposure, perceived ease of understanding and the relevance for global communication.  Students think American English is more modern and useful, while British English seems more formal and prestigious but less used. Although many students learn American English in a formal learning environment, their media consumption further strengthens this preference, students also said that schools should start by teaching one accent like American English, to give a strong base before bringing in other accents. At the end students recognize the functional benefits of both accents, yet more students think that American English is more helpful for their future academic or job prospects. Keywords: Accents, American English, British English, Non-native, Students’ Preferences
English Major Students' Perceptions of Dialogue Practice in Improving Vocabulary Mastery at Universitas Negeri Semarang Dewanti Mira Ardani; Christianti Tri Hapsari
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/b9t5vm78

Abstract

This study aimed to examine students' perception of the use of dialogue practice in vocabulary learning in the English Education Study Program. This study uses a qualitative descriptive research design with participants selected through purposive sampling techniques. Data was collected through questionnaires and semi-structured interviews. Questionnaire data was analyzed using descriptive statistics, while interview data was analyzed qualitatively to support and explain quantitative findings. The results of the study showed that students had a positive perception of the use of dialogue practice as a vocabulary learning strategy. Most students agree that dialogue practice increases motivation, interest, and positive attitudes in vocabulary learning because it allows for the direct use of new vocabulary in meaningful communication. In terms of implementation in the classroom, dialogue practice is perceived as an interactive and collaborative activity with clear learning objectives. However, some students still feel initial discomfort in using new vocabulary for fear of making mistakes, although these feelings diminish as the intensity of the practice increases. Regarding vocabulary knowledge, dialogue practice helps students understand vocabulary contextually, including pronunciation, word meaning, and the appropriate use of vocabulary in sentences. Dialogue practice is perceived as an effective approach in vocabulary learning because it integrates cognitive, affective, and social aspects in language learning. This study recommends the application of dialogue practice in English learning as an effort to improve vocabulary mastery and active language use. Keywords: Dialogue Practice, EFL Learning, Vocabulary Learning, Student Perception, Vocabulary Mastery  

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