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Elsya : Journal of English Language Studies
Published by Universitas Lancang Kuning
ISSN : 26847620     EISSN : 26849224     DOI : https://doi.org/10.31849
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELSYA Journal of English Language Studies (Theory and Application) is a triannual publication journal for all those involved in English Language Studies, whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as Linguistics, Literature, and Education in English context. ELSYA journal aims to provide a medium for informed discussion of the principles and practice which determine the ways in which English is taught, learnt and explored around the world. It also provides a forum for the exchange of information and ideas among members of the profession worldwide.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 156 Documents
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Students’ Perceptions on the Effectiveness of the Taboo Game in Enhancing English Vocabulary Acquisition Lestari, Sri Dewi; Damanik, Emeliya Sukma Dara
Elsya : Journal of English Language Studies Vol. 6 No. 2 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i2.19819

Abstract

The integration of game-based learning methods in language education has been explored to varying extents, yet there remains a significant gap in understanding how specific games like the Taboo Game can impact English vocabulary acquisition among junior high school students. This study aims to address this gap by examining students' perceptions of using Taboo to enhance their English vocabulary. Participants included 34 junior high school students from MTs Madrisatul Ikbar during the first semester of the 2023/2024 academic year, with a subset of 12 students selected for interviews. A purposive sampling technique was employed to identify participants. The study utilized a descriptive method with a qualitative approach, collecting data through observation sheets, questionnaires, and interviews. Findings indicate that the majority of students perceived the Taboo Game positively, noting improvements in vocabulary retention, increased engagement, and reduced anxiety in learning English. Despite some differing opinions, the overall consensus highlighted the game's effectiveness and enjoyment as a learning tool. This study underscores the potential of Taboo as an engaging and effective method for enhancing English vocabulary skills in a junior high school setting.
Bridging Cultures Through Language: Developing English-Speaking Materials for Multicultural Education Contexts: Hidayah, Hidayah; Sahraini, Sahraini; Jufriadi, Jufriadi
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.21270

Abstract

Indonesia's rich multicultural diversity often presents challenges such as prejudice and violence, emphasizing the need for effective multicultural education to foster unity among teenagers. This study uniquely addresses this gap by developing multicultural-based English teaching materials aimed at enhancing students' vocabulary, cultural understanding, and speaking skills. Conducted at SMAN 9 Luwu with 30 eleventh-grade students and experienced teachers, the research employed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis phase highlighted a significant need for multicultural education materials, specifically to improve speaking skills. During the design and development phases, the materials were carefully crafted to incorporate multicultural themes and improve language proficiency. In the implementation phase, the materials were tested in a classroom setting, and data were collected through observations, questionnaires, and assessments. The results demonstrated substantial improvements in students' speaking abilities, with expert evaluations confirming the effectiveness and cultural relevance of the materials. The evaluation phase provided both formative and summative assessments, revealing that students not only enhanced their language skills but also developed a greater appreciation for cultural diversity. This research highlights the importance of integrating multicultural perspectives into educational resources, enhancing language proficiency and cultural competence. The findings support broader adoption of multicultural education strategies to promote equity and excellence.
Cross-Cultural Echoes: Exploring Cultural Nuance through Student Translation Practices Roza, Veni; Melani, Melyann; Zulfahmi, Muhammad Riko Yohansyah
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.22410

Abstract

While numerous studies have explored the methodologies of professional translators, less attention has been paid to how translation students, particularly those new to the field, navigate the complexities of translating cultural texts. This study addresses a significant gap in translation pedagogy, focusing on how advanced translation students navigate the complexities of cultural text translation, an area often overlooked compared to studies on professional translators. Employing a qualitative research design, the study analyzed the translation strategies of five advanced students tasked with translating culturally rich texts from Indonesian to English. Data were collected through semi-structured interviews and analyses of their translations. The findings reveal that 45% of the students’ strategies involved foreignization, which preserved cultural elements of the source text, while 30% used adaptation to recontextualize culturally embedded ideas for English-speaking audiences. Domestication was employed in 15% of cases to make the text more accessible, and explicit cultural explanations were used in 10% of the translations to elaborate on concepts with no direct equivalents. These results underscore the students’ conscious balancing of cultural preservation with the need for clarity. The study highlights the need to incorporate cultural competence into translation education, focusing on teaching methods that help students handle cultural nuances effectively. These findings offer valuable quantitative and qualitative insights that can inform the creation of culturally sensitive translation programs and enhance intercultural communication.
Gender-Based Differences in EFL Writing: Linguistic Features in Indonesian High School Students’ Narratives Miftahur Ridha; T. Silvana Sinar, T. Silvana; Zein, T. Thyrhaya
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.22528

Abstract

This study uniquely investigates gender-based differences in the linguistic features of narrative texts within the under-researched context of Indonesian high school students learning English as a Foreign Language (EFL). Focusing specifically on narrative writing, this research provides novel insights into how gender influences written expression. Using a qualitative content analysis approach, narrative texts were collected from 20 students (10 male and 10 female) enrolled in a tutoring and English course institution in Indonesia. The texts were analyzed to identify lexicogrammatical features, as outlined by Knapp (2005), with particular attention to the use of action and mental verbs. The findings revealed that male students predominantly used action verbs to describe challenging activities and responsibility, such as "fought against big waves," highlighting assertiveness and leadership traits. In contrast, female students employed more mental verbs, such as "felt happy and proud," emphasizing emotions and personal experiences, which reflected a more introspective and relational writing style. These findings highlight the alignment of gender-based differences with social norms and cultural expectations. The study suggests that using gender-sensitive methodologies in EFL teaching enhances inclusivity by addressing students’ diverse communication needs. This research makes a valuable contribution by proposing practical, gender-responsive strategies for language education.
Contemporary Issues in Linguistics: A Systematic Literature Review on Emoji and Emoticon: Setyawan, Harits; Musthafa, Bachrudin
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.22574

Abstract

This research aims at reviewing the previous studies on emojis and emoticons in computer-mediated communication to provide information the extent to which they have been studied, as well as proposing a new concept for investigation and how it is implemented in research. To answer the research objectives, the author reviewed articles about emojis and emoticons published from 2012-2021. The data are collected by using an application called Publish and Perish, as well as free social networking sites ResearchGate and Academia. The findings of the previous research are then synthesized. The research results show that the differences and similarities of emojis and emoticons, as well as which of them is used more often and why one of them is preferred have been investigated. Both emojis and emoticons are used to express emotion, clarify meaning, substitute texts and punctuations. Then, the use of emojis and emoticons is influenced by social relationships, level of formality and gender, emotional relationships, social media platforms, and linguistic patterns. Despite that, emojis and emoticons are not used correctly in terms of the meaning contained in them and have not been much studied by using linguistic theories. It implies that more research on emojis and emoticons which is paired with linguistic theories is needed. For that reasons we propose that the myth which emerges as the folded hand emoji is used and why the myth emerges are studied in the future research.
The Reciprocal Teaching and Reading Interest Impact on Students’ Reading Comprehension Wahyudi , Ridwan; Rozimela, Yenni
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.22593

Abstract

This study uniquely explores the combined impact of reciprocal teaching and reading interest on reading comprehension, an intersection rarely examined. This study investigates the effectiveness of the reciprocal teaching method and students’ reading interest on reading comprehension in an Integrated Islamic School. A quasi-experimental design was employed, involving 56 students divided into an experimental group (n = 29) and a control group (n = 27). The experimental group received reciprocal teaching, while the control group followed conventional methods. Reading comprehension was assessed using a standardized reading test, and reading interest was measured through a questionnaire. The data were analyzed using t-tests and correlation analysis. The findings revealed that the experimental group performed significantly better than the control group, achieving an average reading comprehension score of 91.92, while the control group scored 77.99. This difference was statistically significant, demonstrating a strong impact of reciprocal teaching on students' comprehension abilities (p < 0.001). Moreover, students with high reading interest in the experimental group demonstrated superior comprehension, with a mean score of 94.31, compared to 91.41 in the control group. The results demonstrate the effectiveness of reciprocal teaching in boosting reading comprehension, especially for students with a strong interest in reading. The study suggests that reciprocal teaching is a valuable method for enhancing reading engagement and comprehension, offering useful insights for educators and policymakers focused on improving literacy outcomes.
Leveraging MALL in Higher Education: A Study on Duolingo's Efficacy in Enhancing Language Learning Motivation Suherman, La Ode Achmad; Farisatma, Farisatma; Krisnawati, Krisnawati; Hamka, Nurhadi
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.22843

Abstract

This study explores the effectiveness of Duolingo, a Mobile-Assisted Language Learning (MALL) application, in enhancing English learning motivation among students from the accounting and management study programs. Non-English major students often face time constraints in formal language learning, with only 24 hours of English classes throughout their college years. This study employed a quasi-experimental design with a mixed-method approach to analyze data from 56 students who participated in a self-study program using Duolingo for six weeks. Quantitative analysis using the Wilcoxon Signed-Rank Test revealed that 85.7% of students experienced a significant increase in motivation. Qualitative findings from in-depth interviews indicated that gamification elements such as levels and leaderboards played a role in enhancing motivation and engagement. This study suggests that Duolingo presents a potential solution to time constraints in formal English education at universities.
Exploring Effective Reading Tasks for Senior High School: Addressing Key Gaps Using Barrett’s Taxonomy Junaidi, Elwa; Zainil, Yetti; Junaidi, Junaidi
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.23387

Abstract

This study addresses a critical gap in high school reading instruction by analyzing the development needs of reading comprehension tasks through the lens of Barrett’s Taxonomy. Despite its established utility in structuring comprehension levels, Barrett’s Taxonomy is underutilized in Indonesian high school curricula, leaving a gap in tasks that adequately foster inferential and evaluative skills. Aiming to bridge this gap, this research employed a cluster random sampling method to select six high schools in Padang, effectively capturing a representative sample of English teachers’ perspectives. Data were gathered through questionnaires and structured interviews with one teacher from each school, focusing on their preferences for reading task content and structure. Results reveal that teachers highly prioritize reorganization, inferential comprehension, evaluation, and appreciation, with a slightly lower emphasis on literal comprehension. Furthermore, teachers favored content areas such as significant phenomena, culture, science and technology, health, social issues, and natural disasters across various text types. Identified areas for task improvement include enhancing topic diversity, aligning texts with students' cultural backgrounds and proficiency levels, and incorporating higher-order thinking skills (HOTS). The study’s findings underscore the need for culturally relevant, cognitively engaging tasks that support both language acquisition and critical thinking skills. In the broader context, this research contributes valuable insights for curriculum developers and educators worldwide, advocating for reading tasks that align with global educational priorities to foster analytical skills, thereby preparing students to navigate complex information landscapes.
Metonymy in Motion: How Metonymy Shapes Soccer Narratives and Enhances ELT Practices Juliana, Juliana; Mulyadi , Mulyadi
Elsya : Journal of English Language Studies Vol. 7 No. 1 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i1.19515

Abstract

This study addresses a critical gap in sports linguistics by exploring the cognitive semantic role of metonymy in digital soccer journalism, an area that remains underexamined despite its pervasive use in media discourse. Using a corpus-based cognitive semantic approach, this qualitative study examines the prevalence and patterns of metonymy in soccer news articles published on Goal.com. A purposive sampling technique was employed to select 250 news articles collected from August 2021 to May 2024, providing a robust dataset for analysis. The findings reveal that "whole for part" metonymy dominates, where teams, leagues, or nations substitute for individual players or components, reinforcing collective identity and aligning with readers’ cognitive schemas. Metonymic collocations also exhibit consistent patterns, with renowned teams and leagues frequently serving as proxies for players and events, demonstrating a cognitive preference for associating collective entities with their constituents. These results highlight metonymy’s role in simplifying narratives, enhancing audience engagement, and shaping cultural representations in digital sports media. Beyond its linguistic significance, this study contributes to English Language Teaching (ELT) by demonstrating how metonymy-based corpus analysis fosters critical reading, discourse analysis, and media literacy. Sports journalism serves as an engaging pedagogical resource for teaching pragmatic competence and lexical awareness, helping learners decode implicit meanings and cognitive framing. By showcasing metonymy’s role in narrative efficiency and cognitive engagement, this study underscores its broader implications for media studies, cognitive linguistics, sports journalism, and ELT.
Differentiated Instruction Strategies to Enhance EFL Learning in A Mixed-Proficiency Seventh-Grade Classroom Purnamaningwulan, Rina Astuti; Purwanto, Andrea Rinjani
Elsya : Journal of English Language Studies Vol. 7 No. 1 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i1.22076

Abstract

In the context of EFL in Indonesian junior high schools, classrooms often comprise students with mixed proficiency levels. This poses challenges due to the heterogeneity in their initial proficiency. This study explored the practical implementation of Differentiated Instruction (DI) strategies in a seventh-grade English class with mixed competency levels and investigated students’ perceptions of the implementation in terms of its efficacy and acceptability. This study was conducted in four weeks and involved thirty-one seventh-grade students from a public Junior High School in Yogyakarta. Data were collected using a questionnaire, observation field notes, semi-structured interviews, and teaching-learning artifacts. The quantitative data were analysed descriptively, while thematic approach was employed to analyse the qualitative data. The findings showed that various DI strategies were implemented across the three learning dimensions, i.e. content, process, and product. Students generally had positive perceptions of the DI strategies as they had better learning experiences, enhanced learning motivation, and improved collaboration skills. The mean score for student satisfaction was high (M = 4.22), with product differentiation receiving the highest rating (M = 4.48). However, a concern was raised regarding the mixed-proficiency grouping. These findings suggest that carefully-designed DI strategies could enhance students’ learning experiences and minimize challenges in EFL mixed-proficiency classrooms. This study provides insights into practical implementation of DI in secondary-level EFL contexts. It also suggests that instructional practices in diverse EFL classrooms should be improved.

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