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English Language in Focus (ELIF)
Published by Universitas Muhammadiyah Jakarta
ISSN : -     EISSN : 26223597     DOI : https://doi.org/10.24853/elif.x.x.xx-xx
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
English Language in Focus (ELIF) Journal conceptually concerned on an interdisciplinary field of English Applied Linguistics and Literature, including: Bilingualism Multilingualism Conversation Analysis Contrastive Linguistics Sign Linguistics Language Assessment Literacies Discourse Analysis Language Pedagogy Second Language Acquisition Language Planning and Policy Interlinguistics Stylistics Language Teacher Education Pragmatics Forensic Linguistics Translation Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 137 Documents
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Medical-Adapted Fable in Teaching English for Nursing Purposes Ferra Dian Andanty; Rahmat Setiawan
English Language in Focus (ELIF) Vol. 8 No. 1 (2025): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.1.1-12

Abstract

English proficiency is essential in nursing education, as nurses must communicate medical information accurately while demonstrating empathy and ethical awareness. However, many English for Specific Purposes (ESP) courses remain limited to vocabulary and grammar memorization, neglecting contextual and humanistic aspects of learning. This study introduces medical-adapted fables as an alternative medium for English instruction in nursing. Employing a mixed-method exploratory–descriptive design, data were gathered from 150 nursing students in Surabaya through questionnaires, complemented by interviews with three participants for deeper insights. Findings reveal that students could recognize key medical vocabulary such as blood pressure (80%), infection (76.7%), and diagnosis (74.7%), along with medical devices including thermometer (86.7%), stethoscope (83.3%), and syringe (80.7%). Ethical communication values were also strongly perceived, particularly empathy (88%), active listening (84.7%), and confidentiality (76.7%). Perception scores exceeded 4.2 on a Likert scale, indicating positive responses toward storytelling as a learning tool. Interviews further highlighted that fables provided memorable and emotionally engaging contexts, fostering confidence and sensitivity in English use. The novelty of this research lies in integrating narrative pedagogy into ESP for nursing, offering promising implications for vocabulary learning, ethical awareness, and global communication readiness.
Students’ Anxiety in Undergraduate Thesis Writing Ari Prasetyaningrum; St Ayu Suraya; Astrid Dwi Maulani; Laila Wati
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.115-124

Abstract

Undergraduate thesis is the final task that must be submitted by students of the English Study Program at Hamzanwadi University as proof of their achievement in conducting scientific research. However, the process of writing an undergraduate thesis often causes anxiety since the students come from an English as a Foreign Language (EFL) context. This study aimed to analyze the level and types of anxiety. A descriptive quantitative approach was used in this study. The study involved 20 students as participants. The researchers distributed questionnaires to identify the students’ anxiety level and types of anxiety during the process of undergraduate thesis writing. According to the findings from the questionnaires, the students experienced a severe level of anxiety, with the dominant types being somatic anxiety, followed by cognitive anxiety and avoidance behaviour. Therefore, it is necessary to provide strategies to improve students’ competence and self-confidence so that they can produce a qualified final task.
Tindak Tutur Larangan dan Strategi Kesantunan pada Rambu Kereta LRT–Bahasa Inggris: Analisis Pragmatis Wuriy Handayani; Sri Arfani
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.81-92

Abstract

This study investigates prohibitive speech acts and politeness strategies in Indonesian–English bilingual signage used in the LRT Jabodebek system from a pragmatic perspective. Prohibition signs in public transportation function not only as informational messages but also as regulatory tools that shape passenger behavior in order to maintain safety, order, and comfort. Adopting a qualitative descriptive-analytical approach, the data consist of written prohibition signs collected from stations, train carriages, and supporting facilities through documentation techniques. The analysis is based on Speech Act Theory (Austin, 1962; Searle, 1975), the concepts of directness and indirectness (Blum-Kulka, House, & Kasper, 1989), and Brown and Levinson’s (1987) politeness theory. The findings show that prohibitive speech acts are realized through various linguistic forms, ranging from highly direct imperatives to more impersonal declarative constructions. Safety-related prohibitions tend to employ stronger illocutionary force, whereas comfort-related prohibitions incorporate politeness strategies as a form of mitigation. The use of bilingual signage also enhances clarity and accessibility for diverse passengers, supporting more effective public communication in multilingual transportation settings.
Grammatical Cohesion in Digital Fiction: A Study of Darkest Fears on Wattpad Luh Putu Eka Elia Utari; Dewa Ayu Kadek Claria; I Nyoman Muliana
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.93-102

Abstract

This research investigates the types and functions of grammatical cohesion found in the story Darkest Fears on Wattpad. In this study, the theory proposed by Halliday and Hasan (1976) in their book Cohesion in English was applied as the analytical framework. The data source of this research is the Darkest Fears story on Wattpad, which consists of 29 chapters. A descriptive qualitative method was employed to address the research problem. The results show that all types of grammatical cohesion are present in the story, namely reference, substitution, ellipsis, and conjunction. Furthermore, each type performs different functions within the text. Reference functions as a directional device that helps readers understand the context being referred to. Substitution replaces elements in the text with alternative forms, while ellipsis omits elements by leaving them implicit or zero. Finally, conjunction functions to relate and connect elements within the text.
Enhancing University Students’ English Speaking through MALL: Integrating the Practice English Speaking Talk Application Anis Setiyanti; Suharsiwi Suharsiwi
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.103-114

Abstract

English has become a global lingua franca that plays a crucial role in academic, professional, and intercultural communication, leading higher education institutions to emphasize English speaking competence as an essential graduate skill. However, many university students still experience considerable difficulties in speaking English fluently due to limited vocabulary, pronunciation challenges, lack of confidence, and insufficient exposure to authentic communication environments. The rapid advancement of mobile technology has introduced Mobile-Assisted Language Learning (MALL) as an innovative pedagogical approach that enables flexible, autonomous, and interactive language learning. This study aims to enhance university students’ English-speaking ability through the integration of the Practice English Speaking Talk application within a MALL framework using a Classroom Action Research design. The research involved 32 undergraduate students and was conducted in two cycles consisting of planning, acting, observing, and reflecting stages, with data collected through speaking performance tests, classroom observations, interviews, and learning documentation. The findings indicate significant improvement in students’ speaking competence, with the average speaking score increasing from 58.1 in the pre-cycle stage to 68.8 in Cycle I and further improving to 79.9 in Cycle II. Student participation increased from 46% to 88%, while speaking confidence improved from 40% to 85%, alongside improvements in fluency, pronunciation accuracy, vocabulary mastery, grammatical competence, participation, confidence, and learner autonomy. These findings suggest that mobile-assisted speaking applications provide an effective pedagogical solution for enhancing communicative competence in higher education English instruction.
English Language Needs of Electrical Engineering Students: A Journal-Based ESP Perspective Asti Gumartifa; Indah Windra Dwie Agustiani
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.125-134

Abstract

The purpose of this study is to examine Electrical Engineering students’ perceptions of essential English skills and the conceptualization of learning needs and goals within a journal-based ESP context related to academic and professional demands. This study employed a descriptive qualitative design involving 35 Electrical Engineering students enrolled in a one-semester English course. The learning process was structured into six meetings through group discussions and presentations based on English-language journal article texts aligned with the syllabus. Data were collected through interviews and a Likert-scale questionnaire to address the research questions. The results revealed that 80.7% of students participated in the English course to improve their English-speaking skills, although 48% still identified speaking as their primary learning difficulty. Journal article-based ESP learning functions as a pedagogical strategy that shapes students' perceptions of English learning needs and goals in alignment with academic and professional demands. These findings highlight the need to reconceptualize ESP curriculum design by positioning discipline-specific academic practices through reading activities. The findings also contribute to improving students’ English speaking and reading skills to support academic learning processes in higher education.
Expressive Speech Acts of Sadness in The Diary of a CEO Podcast: Integrating Speech Act Theory and Cognitive Appraisal Dwi Zahara Nuraisyah; Dadan Rusmana; Andang Saehu
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.15-26

Abstract

Expressive speech acts allow speakers to communicate emotions and attitudes, particularly in podcast conversations involving personal storytelling. Limited scholarly attention has been given to the explicit and implicit expression of sadness and its relationship with experiences of loss. This qualitative study examines expressions of sadness in selected episodes of The Diary of a CEO Podcast. The data comprised 38 utterances produced by Simon Cowell, Mo Gawdat, and Liam Payne. Searle’s Speech Act Theory guided the identification of utterances with an expressive function, and Lazarus and Folkman’s Cognitive Appraisal Theory supported the classification of the forms of harm and loss represented in the speakers’ narratives. The analysis identified six categories: Loss of a Loved One, Loss of Identity, Loss of Self-esteem or Social Esteem, Loss of Something Personally Valued, Loss of a Meaningful Relationship, and Loss of a Valuable Goal or Commitment. Loss of a Loved One was the most frequent category (39.5%), followed by Loss of Identity (31.6%). The results also showed that 35 utterances (92.1%) expressed sadness explicitly, whereas three utterances (7.9%) conveyed it implicitly through metaphors or rhetorical questions. The findings indicate that sadness was predominantly communicated openly and was mainly associated with bereavement and identity disruption.
Face-Threatening Acts and Mitigation Strategies in the Context of Physical Discomfort: A Pragmatic Analysis of the YouTube Talk Show Hot Ones Devika Fatimah Azzakhro; Irman Nurhapitudin; Andang Saehu
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.1-14

Abstract

Face management plays an important role in interview interaction, especially when speakers need to maintain their public image in challenging situations. Previous studies have examined Face-Threatening Acts (FTAs) and politeness strategies in different interview settings. However, little attention has been paid to how FTAs and mitigation strategies develop as speakers experience increasing physical discomfort. The YouTube talk show Hot Ones provides a unique setting in which guests answer interview questions while eating increasingly spicy food. This study examines the types of FTAs and the mitigation strategies used by the host and guests in three Hot Ones episodes featuring Ariana Grande, MrBeast, and Jennie. Using qualitative discourse analysis based on Brown and Levinson's politeness theory, the study analysed 37 FTAs. The findings show that positive-face threats were much more common (33 cases) than negative-face threats (4 cases). Positive politeness was the most frequently used mitigation strategy, followed by off-record, negative politeness, and bald-on-record. Although all bald-on-record strategies occurred during the final stage of the challenge, positive politeness remained the dominant strategy throughout the interviews. The findings also show that physical discomfort forms part of the interactional context in which speakers negotiate face, but it does not determine their pragmatic choices. This study extends research on face management by showing how embodied experience and digitally mediated interaction shape face negotiation in entertainment interviews.
The Implementation of Think-Pair-Share to Improve Students’ Speaking Skills: A Classroom Action Research Yulia Nur Azizah; Leil Badrah Zaki; Willy Santi Puji Pangastuti
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.57-72

Abstract

Speaking skills remain a challenge for many students because of low self-confidence, limited vocabulary, and limited opportunities to participate actively in classroom learning. Therefore, learning strategies are needed to encourage students’ participation and speaking practice. This study aimed to explore the implementation of the Think-Pair-Share (TPS) strategy in English speaking activities and describe changes in students’ speaking performance and classroom participation. This study used Classroom Action Research (CAR), conducted in one cycle with three meetings and involving 20 Grade 11 students. Data were collected through a pre-test, post-test, classroom observations, field notes, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that the mean speaking score increased from 66.75 in the pre-test to 80.25 in the post-test, with improvement across pronunciation, communication ability, fluency, grammar, and vocabulary. Classroom observations and interviews also showed that students became more active and confident in using English during TPS activities. The stages of thinking individually, discussing ideas with a partner, and sharing them with the class provided students with opportunities to prepare their ideas before speaking. These findings suggest that TPS can support students’ speaking performance and classroom participation within the context of this study.
Peningkatan Kosakata dalam Konteks EFL: Tinjauan Sistematis tentang Strategi dan Teknologi Kontemporer.docx Bharadah Mega Bintang Gardha Mukti; Alief Noor Farida
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.27-42

Abstract

Vocabulary knowledge is fundamental to English as a Foreign Language (EFL) proficiency, yet improving learners' vocabulary remains a persistent challenge. This study systematically synthesizes contemporary instructional approaches and technologies used to improve vocabulary in EFL contexts between 2016 and 2026. Following the PRISMA 2020 guidelines, studies were identified through a systematic search of the Scopus database and screened using predefined eligibility criteria. A total of 57 empirical studies met the inclusion criteria and were analyzed using comparative narrative synthesis. The review examined instructional approaches, technology use, learning outcomes, and emerging research trends. Technology-supported approaches, particularly mobile-assisted language learning, artificial intelligence (AI), digital flashcards, and computer-assisted language learning, were the most frequently investigated interventions. Among the included studies, 26 reported significant improvements in vocabulary outcomes, 11 reported mixed findings, and 20 reported non-significant results. Overall, positive outcomes were associated with instructional approaches that promoted repeated exposure, active retrieval, meaningful cognitive engagement, and contextualized vocabulary use rather than with technology alone. However, evidence on vocabulary depth and long-term retention remains limited because relatively few studies employed delayed post-tests. This review contributes to the literature by providing a comparative synthesis of pedagogical and technology-enhanced approaches within a single analytical framework. The findings offer evidence-based guidance for vocabulary instruction while highlighting the need for more longitudinal, context-sensitive, and theoretically informed research in EFL contexts.

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