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
 24   25   26   27   28 
Adaptation of Madagascar Students Living in Indonesia to the Problems of Stereotypes in Intercultural Communication Narimalaromisa Tiana James; Rahma Surya Dewi; Sarmiati
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/wabda136

Abstract

Since the introduction of the Darmasiswa and KNB programmes and the opening of enrolment for Malagasy students in Indonesia, they have faced significant challenges in cross-cultural adaptation. This study examines stereotypes related to the origins and physical appearance of Malagasy students based on Edmund Husserl's phenomenology through a qualitative descriptive approach involving in-depth interviews, observations, and documentary studies of nine informants. The findings reveal three dimensions: stereotypical experiences (physical assessment, social labelling, impact on self-confidence); cultural intermediation strategies (acting as ‘ambassadors’, coping mechanisms, support from the Malagasy community); and the management of communication misunderstandings through linguistic adjustments and reduced speech in situations prone to prejudice. Keywords: Adaptation, Communication, Intercultural, Problem, Stereotype, Students from Madagascar
Leveraging Edbot.AI as a Diagnostic Assessment Tool to Enhance the Students’ English Achievement Alya Shafa Nabila; Entika Fani Prastikawati; Maria Yosephin Widarti Lestari
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: 10.31539/9vr4j332

Abstract

In response to the growing need for more informative and learner-centered assessment, this study explores the use of Edbot.ai as an AI-based diagnostic assessment tool in junior high English learning. The study aims to examine the effect of Edbot.ai on students’ English achievement and to investigate students’ perceptions of its implementation. To achieve these aims, the study employed a sequential explanatory mixed-methods design using a quasi-experimental approach. To get the data, the study used English test and questionnaire. The findings reveal that the use of Edbot.ai contributed positively to students’ English achievement. Students also perceived Edbot.ai as supportive, engaging, and helpful in understanding their learning progress through timely feedback. Overall, the study indicates that AI-based diagnostic assessment can effectively support English learning outcomes. Future research is recommended to investigate the long-term impact of Edbot.ai to deepen understanding of its instructional potential. Keywords: Diagnostic Assessment, Edbot.ai, English Achievement, Students’ Perception
Empowering Students’ Social Attitudes in EFL Classroom through Teacher Talk Almas Rizkika Nabila
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/e7mab109

Abstract

The purpose of this study is to reveal the role of teacher in the form of teacher talk to empower students’ social attitudes in EFL classroom interaction as well as the difficulties that teacher faced. Through the qualitative method, this study describes the way English teacher in conveying the teacher talk during EFL interaction. The result showed that teacher used the features of teacher talk in the form of (1) praises and encouragement, (2) accepting students’ ideas, (3) asking question, (5) giving information, (6) giving direction and (7) criticizing students’ behavior. Moreover, teacher talk also empower students’ social attitude of honest, disciplined, responsible, caring, responsive and proactive. Teacher talk also represents the power for controlling students, the power to give the corrective action and the power in providing the supportive action for students. Lastly, this study also described some difficulties faced by teachers in delivering the teacher talk as well as the suggestion for future research. Keywords: Critical Discourse Analysis, Power, Social Attitudes, Teacher Talk
Face Threatening Acts (FTA) in X Comments on the Palestine Recognition by France and the UK Lisa; Lisetyo Ariyanti; Ayunita Leliana; Adam Damanhuri
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: 10.31539/5wa9s380

Abstract

This research was driven by the emergence of a variety of intense reactions on social media X (Twitter) in response to the UK and French governments' policies for recognizing the sovereignty of the Palestinian state. The aim of this study is to find out what kinds of Face-Threatening Acts (FTA) strategies are employed by online users and examine how these strategies represent the sociopolitical context. The researcher analyzed 100 units of FTA data from 73 selected comments using a descriptive qualitative method and the politeness theory framework by Brown and Levinson (1987). According to the study's findings, netizens frequently employ language in a straightforward and aggressive way, preferring the Order strategy to call for humanitarian action and the Insult strategy to undermine the legitimacy of governmental power. The findings of this study demonstrate a clear polarization in the digital realm, where the use of harsh language is encouraged by the efficiency of communication on platform X and an intense sense of moral and security urgency. The researcher came to the conclusion that when it comes with truly sensitive global issues, the boundaries of politeness are frequently ignored in order to directly communicate political demands and public anger to those in authority. Keywords: Face Threatening Acts (FTAs), Palestine Recognition, Politeness Theory, X (Twitter), Political Discourse
Exploring Madrasah Ibtidaiyah Students' English Vocabulary Learning through Duolingo Application silviatusshoimah; Zainuddin; Nina Agus Hariati
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: 10.31539/1yr8hb33

Abstract

This study aimed to explore the implementation of the duolingo application in supporting english vocabulary learning and to identify the specific learning activities facilitated by the platform. Using a qualitative descriptive research design, the study involved 26 fifth-grade students at mi khilafiyah syafi'iyah zainul hasan genggong. Data were collected through classroom observations and semi-structured interviews with the teacher and students. The results reveal that duolingo was successfully implemented through projector-based guided instruction, fostering a dynamic and enthusiastic classroom atmosphere. Six main types of vocabulary activities were identified: matching images, listening exercises, repetition, meaning recognition, vocabulary matching, and completing sentences. These activities utilized multimedia and gamification elements to enhance students' cognitive engagement and confidence. The study concludes that duolingo serves as an effective pedagogical tool to overcome attention span limitations and strengthen long-term memory through sensory-based repetition. For practitioners, integrating such digital media collectively is recommended to facilitate social interaction and meaningful learning experiences. Keywords: Digital Learning, Duolingo, English Vocabulary, Madrasah Ibtidaiyah, Young Learners
Exploring Madrasah Ibtidaiyah Students’ English Vocabulary Learning Through Duolingo Application Silviatus Shoimah; 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/krvf7076

Abstract

Vocabulary mastery is a fundamental challenge for young learners, particularly in Islamic elementary school environments where traditional textbook-based methods often lead to passive engagement and limited memory retention. This study aims to explore the implementation of the Duolingo application in supporting English vocabulary learning and to identify the specific learning activities facilitated by the platform. Using a qualitative descriptive research design, the study involved 26 fifth-grade students at MI Khilafiyah Syafi'iyah Zainul Hasan Genggong. Data were collected through classroom observations and semi-structured interviews with the teacher and students. The results reveal that Duolingo was successfully implemented through projector-based guided instruction, fostering a dynamic and enthusiastic classroom atmosphere. Six main types of vocabulary activities were identified: matching images, listening exercises, repetition, meaning recognition, vocabulary matching, and completing sentences. These activities utilized multimedia and gamification elements to enhance students' cognitive engagement and confidence. The study concludes that Duolingo serves as an effective pedagogical tool to overcome attention span limitations and strengthen long-term memory through sensory-based repetition. For practitioners, integrating such digital media collectively is recommended to facilitate social interaction and meaningful learning experiences. Keywords: Digital Learning, Duolingo, English Vocabulary, Madrasah Ibtidaiyah, Young Learners
The Influence of the BALAGAR Strategy on the 3rd Grade Students of SD Negeri 006 Sosor Gonting in Understanding Sentence Meaning Hutkem Repelina; Rudy; Yenita Br Sembiring
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/fda3qq59

Abstract

This study aimed to determine the effect of the BALAGAR (Read Scene Picture) strategy on the sentence meaning comprehension ability of 3rd-grade students at UPT SD Negeri 006 Sosor Gonting and to compare the learning outcomes of students using the BALAGAR strategy with those using conventional methods. This study used a quantitative method with a quasi-experimental design. The research population involved all 35 third-grade students from UPT SD Negeri 006 Sosor Gonting, divided into experimental and control classes. Data collection techniques were carried out thru pretest and posttest, observation, and questionnaires. Data analysis was conducted using SPSS 29 software thru normality tests, homogeneity tests, hypothesis tests, and N-Gain analysis. The research results indicate that the BALAGAR strategy significantly affects the improvement of students' sentence meaning comprehension skills. This is evidenced by the hypothesis test results with an Asymp. Sig value < 0.05, thus H₀ is rejected and H₁ is accepted. The average score of the experimental class increased from 67.65 to 90.59, while the control class decreased from 46.11 to 40.56. The N-Gain analysis results for the experimental class obtained an average score of 0.7216 with a high category, while the control class obtained a score of -0.3068. Thus, the BALAGAR strategy has proven effective in improving the sentence meaning comprehension skills of third-grade elementary school students.  Keywords: BALAGAR Strategy, Read Picture Plays, Sentence Meaning Comprehension, Reading Literacy, Interactive Learning. Keywords: BALAGAR Strategy, Read Picture Plays, Sentence Meaning Comprehension, Reading Literacy, Interactive Learning.
From Policy to Practice: Teachers’ Perception of the Implementation of Merdeka Curriculum at Vocational High Schools in Lubuklinggau Yulfi; Ayu Oktaviani; Episiasi
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/dzxqmn34

Abstract

The aim of this research was to investigate English teachers’ perceptions about the implementation of the Merdeka Curriculum at vocational high schools in Lubuklinggau. This research used a descriptive qualitative method. English Teachers at several vocational high schools in Lubuklinggau who implemented the Merdeka Curriculum were included as subjects in the research. The schools were SMK Negeri 2 Lubuk Linggau, SMK Negeri 3 Lubuk Linggau, and SMK Negeri 4 Lubuk Linggau. In collecting data, questionnaires and interviews were used. Data from the questionnaire were analyzed using descriptive statistics. Interview data were reviewed descriptively to yield reliable, trustworthy findings. The result of this study was useful for evaluating the Education Office of Lubuklinggau and all elements that proposed the implementation of the Merdeka Curriculum. It showed that, among the English teachers’ perceptions toward the implementation of the Merdeka Curriculum, 4 English teachers were in the very good category, with a percentage of 66.66%. However, 2 English teachers were in the good category (33.33%). While there is no English teacher for the fair, bad, and very bad category (0%). It means that most of the English teachers at Vocational schools in Lubuklinggau who implemented the Merdeka Curriculum have a very good understanding and perception of its implementation at their schools. There are some important points related to English teachers’ perceptions, such as the fact that they are the main factor in determining the success of implementing the curriculum, so optimal socialization and training are very important for them. The government can also give greater attention to the provision of facilities and infrastructure for each school to support the learning process. Keywords: English Subject, Implementation, Merdeka Curriculum, Perception
EFL Learners Experiences in Using Real Life Application to Improve English Speaking Skills Rena Dwi Indra Suwandana; Muhammad Hifdil Islam; 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/eaqw5g60

Abstract

This study sought to investigate EFL learners' experiences with real-life apps and their impact on English speaking ability. This study used a descriptive qualitative method with four seventh-semester English Education Department students who actively used real-world applications for speaking practice. Semi-structured interviews and observations were used to collect the data, which was then analysed thematically. The findings demonstrated that real-life applications helped learners improve their speaking skills by providing authentic communication experiences, flexible learning options, and interactive speaking practice. The programmes improved learners' pronunciation, vocabulary knowledge, fluency, and communication confidence through continual speaking exposure and meaningful interaction. Furthermore, the findings revealed that real-life applications decreased speaking fear and encouraged students to participate more actively in communication events. The study concludes that real-life applications can be effective tools for improving English speaking skills in EFL learners because they foster communicative, learner-centered, and authentic learning environments that support both linguistic and psychological aspects of speaking development. Keywords: Authentic Communication, EFL Learners, English Learning, Real-life Applications, Speaking Skills
Investigating the Relationship between Reading Strategies and Reading Comprehension Achievement among Eleventh-Grade Students Indry Kaseger; Virginia Gabrella Sengkey
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: 10.31539/67vv8j53

Abstract

This study aimed to figure out the level of students’ reading strategies use and the level of the students’ reading comprehension. This study was also to figure out the correlation between students’ reading strategy use and their reading comprehension. This study employed a quantitative, descriptive design to determine the levels of both variables and a correlational design to examine the correlation between them. The instrument of this study was adapted from Mokhtari and Sheorey (2002) for the survey of reading strategies and the reading comprehension section in the TOEFL Junior Standard Test to measure students’ reading comprehension. This study was conducted on 45 students of the XI grade of one of the high schools in North Sulawesi. The result showed that the students' reading strategies were in the medium level (M=3.48) and their reading comprehension was at the very least level (M=51.11). Finally, it was found that there was a significant correlation between students’ reading strategies use and their reading comprehension, as the result showed p=.022 < 0.05, r=.342. Thus, it is important for the students to be aware of the importance of reading strategies and apply these strategies to have better reading comprehension. Keywords: Students’ Reading Strategies, Students’ Reading Comprehension

Page 27 of 28 | Total Record : 272

 24   25   26   27   28 

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