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INDONESIA
JOURNAL OF ENGLISH FOR ACADEMIC
Published by Universitas Islam Riau
ISSN : 23562404     EISSN : 24511446     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English for Academic (J-SHMIC) is English Study Program Journal of Teacher Training and Education Faculty at Islamic University of Riau. It publishes manuscripts in printed and online versions within the fields of English Language Teaching and learning, Applied Linguistics, and Literature. The journal is issued twice a year in February and August.
Arjuna Subject : -
Articles 236 Documents
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"Star" by Nadin Amizah: A semiotic and Semantic Analysis of Meaning Construction, Moral Messages, and Pedagogical Potential Ninda Mitsna, Aqilah; Faiza, Hawa; Nur, Hidayat
J-SHMIC : Journal of English for Academic Vol. 13 No. 2 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(2).29630

Abstract

Songs have become an influential aspect of present-day society. In this regard, the researchers examine the significances of song in relation with educational purpose. This study aims to analyze meaning construction, moral messages, and pedagogical potential within the lyrics of the song Star by Nadin Amizah through semiotic and semantic perspectives. This study employs qualitative-interpretive approach, with the integration of semiotic analysis based on Saussure’s signifier-signified framework and semantic analysis based on Leech’s theory of meaning, particularly in conceptual and affective meanings. The findings show that affective meaning is predominantly found in the song lyrics, reflecting emotional comfort, sincerity, and interpersonal ability to comprehending. The meaning construction is reinforced through the use of symbolic words found in the song lyrics. Moral messages conveyed in Star are aligned with Lickona’s moral value theory, particularly reflecting interpersonal relations. In term of pedagogical implications, the researchers have analyzed it through several related studies. This discovery suggest that song lyrics have some significances not merely as poetic and artistic expresions, but also as meaningful medium of literary learning and moral development.
Peer-Supported Practice Strategy in Overcoming Public Speaking Anxiety (PSA) Among Students Solihati, Tri Agustini Solihati; Mulyanti, Wida; Juslitiana, Risma; Eko, Eko; Alfarizky Santosa5, Muhammad; Samrotussani, Yusti
J-SHMIC : Journal of English for Academic Vol. 13 No. 2 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(2).29849

Abstract

This study investigated the effectiveness of the Peer-Supported Practice Strategy (PSPS) in reducing Public Speaking Anxiety (PSA) among university students using a sequential explanatory mixed-methods design. Quantitative data were gathered from 29 students enrolled in a Public Speaking course via pre- and post-test 12-item PSA questionnaires, followed by qualitative semi-structured interviews. A Paired-Sample T-Test revealed a statistically significant reduction in overall anxiety levels post-intervention (), with mean scores decreasing from 45.93 to 39.28. Additionally, an Independent-Sample T-Test indicated no significant difference in anxiety reduction between beginner () and advanced () learners (), confirming that PSPS benefited both groups equitably. Qualitative findings elaborated that PSPS served as an emotional buffer providing psychological safety for beginners, while acting as a constructive refining tool for advanced learners. Synthesizing these outcomes demonstrates that structured peer support effectively mitigates speech apprehension by fostering a supportive, low-stakes practice environment.
Integrating Formulaic Sequences into an Explicit Instruction of IELTS Speaking Performance Aridasarie, Zwesty; Sahiruddin; Hamamah
J-SHMIC : Journal of English for Academic Vol. 13 No. 2 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The mastery of Formulaic Sequences (FS) for IELTS speaking test is one prominent aspect of achieving a high band score. The overtly published scoring rubric of IELTS speaking test, including the one in printed course books or available online, highlights that band 7.0 requires the wide range of style and collocation in practice. However, the teaching of FS has not yet been done explicitly in many classroom practices to meet the level in fluency and automaticity. Explicit instructions were evident to be effective for learners to gain knowledge and vocabulary bank that later contribute to better speaking competence. The present study investigates how the FS is acquired by employing explicit instructions in an IELTS speaking preparation class and to eventually ensure if the FS can promote fluency and automaticity. The classroom action research was conducted with observation and focus group discussion. Two cycles were implemented to ensure the acquisition of FS was done effectively and to encourage students to produce the FS more naturally at the end of every mock test in the class. The findings unveiled positive results towards the introduction of FS in both cycles and the FS was successfully acquired as evident from the test conducted at every cycle of the interventions. The explicit instructions represented in every intervention headed towards the more use of FS the students could present in their talk for IELTS speaking Part 2.
A Needs Analysis of Field-Specific Listening Material Preferences among Vocational EFL Students Isa, Muhammad
J-SHMIC : Journal of English for Academic Vol. 13 No. 2 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(2).29933

Abstract

Multimodal listening resources are often recommended for vocational English for Specific Purposes (ESP) classrooms, but studies of learner preference typically treat vocational learners as a single group, even though ESP theory holds that instruction should match the specific needs of each learner group rather than a generic one. This study compared three vocational tracks, hospitality, tourism, and content creation, on their general preference for multimodal input and on the specific listening content and challenges they report. Data came from a bilingual questionnaire comprising 10 Likert-scale items and 4 open-ended items, completed by 76 Critical Listening students in a D3 English Study Program in East Java, Indonesia. Track membership was inferred from students' open-ended responses, yielding a single-track subsample of 47 for group comparison (hospitality n=12, tourism n=16, content creation n=19). Kruskal-Wallis tests found no statistically significant differences between tracks on any preference item, indicating that a general preference for multimodal input was not detectably different across tracks in this sample. Content analysis of the open-ended responses, however, showed clearly different content preferences and reported challenges: hospitality students favored staff-guest service scripts, tourism students favored tour-guiding and travel-narration material, and content-creation students favored vlogs, interviews, and social media content, with content-creation respondents also reporting more connectivity and distraction-related difficulties. Together, these findings suggest a practical distinction for ESP course design: the format of listening instruction can remain multimodal across a shared course, while the content it carries may still need to be differentiated by occupational track.
Exploring EFL Students' Perceptions of Authentic Online Conversation through Episoden and Speaky for Speaking Practice Sutrah; Darwis, Nirwana; Nurul Ilmi HL, Siti
J-SHMIC : Journal of English for Academic Vol. 13 No. 2 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(2).30033

Abstract

This qualitative case study addresses the limited comparative research on Episoden and Speaky by exploring senior high school EFL students’ perceptions of using these two authentic online conversation applications to support their speaking practice. Thirty-five eleventh-grade students used both platforms to converse with native English speakers and fellow learners abroad, either through live face-to-face video calls (Episoden) or through voice notes, voice calls, and text chat (Speaky). Data were collected through an open-ended, semi-structured questionnaire and analysed using inductive thematic analysis, in which responses were open-coded and grouped into broader categories to identify recurring patterns. Nearly all students described initial anxiety when first speaking with an unfamiliar interlocutor, which most reported as diminishing with repeated exposure: 27 of the 35 responses were coded as reporting perceived gains in speaking confidence and motivation, while 8 were coded as reporting little or no perceived change. Episoden was perceived as more spontaneous but more anxiety-inducing, whereas Speaky was perceived as more flexible and comfortable for less confident speakers; accent comprehension, limited vocabulary, unstable internet connectivity, and sustaining conversation topics were identified as recurring challenges. All 35 students expressed willingness to continue the activity, provided teachers offer adequate guidance and do not make live video conversation mandatory. These findings offer comparative, learner-derived evidence on how differing modes of authentic online conversation are perceived to support EFL speaking confidence, with implications for sequencing platform use in the Indonesian senior high school context.
Exploring the Barriers and Challenges in Utilizing Technology for Enhancing Speaking Skills among English Department Students in Pekanbaru. Idayani, Andi; Satriani, Estika; Kurniawati, Elis; Ninda, Rahmah
J-SHMIC : Journal of English for Academic Vol. 13 No. 2 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore the use of technology in enhancing EFL speaking skills, identify the barriers encountered by students, and propose strategies for effective integration. The research was conducted at three private universities in Pekanbaru, Indonesia, involving English Department students. Using a qualitative research design, data were collected through classroom and online observations, open-ended questionnaires, and semi-structured interviews with students and lecturers. The data were analyzed using thematic analysis. The findings show that technology is commonly used in speaking instruction; however, its application is largely limited to individual and form-focused activities such as pronunciation practice, presentation preparation, and assignment submission. Interactive and communicative uses of technology remain limited. Several challenges were identified, including technical and infrastructural constraints, pedagogical misalignment, psychological and affective barriers, and varying levels of digital literacy. The study concludes that effective technology integration requires pedagogically driven practices, institutional support, improved digital literacy, and attention to learners’ affective needs.

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