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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 170 Documents
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Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development Rorimpandey, Rinny Suryani; Wongkar, Yapi Henri; Lengkoan, Fergina; Jein, Maniku; Tatipang, Devilito Prasetyo
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/191ac619

Abstract

Fostering social-emotional skills has become an essential dimension of language education, yet English classrooms often prioritize linguistic proficiency while neglecting affective development. This study addresses that gap by investigating how the Student Teams Achievement Divisions (STAD) cooperative learning model can enhance students’ social-emotional growth, particularly in empathy, confidence, and collaboration within English learning contexts. Using a mixed-methods design, data were collected from nine students in the Nursing Department through interviews, focus groups, reflective journals, and classroom observations, complemented by pre- and post-surveys on social-emotional skills and English performance data. Students participated in structured STAD activities designed to promote cooperative interaction and shared accountability. The findings revealed meaningful gains in empathy as students demonstrated stronger mutual respect, actively supported peers, and showed greater sensitivity toward different abilities and perspectives. Their confidence in using English increased significantly, with participants reporting lower anxiety, greater willingness to speak, and stronger self-assurance in sharing ideas during group discussions. Collaboration also improved, as students expressed higher motivation, enjoyment in teamwork, and more active participation in achieving shared goals. Although challenges such as shyness and uneven participation emerged, these were outweighed by the positive interpersonal dynamics created by STAD. This study contributes evidence that incorporating STAD in English classrooms can simultaneously cultivate empathy, build confidence, and strengthen collaboration, creating inclusive learning environments that support both language acquisition and social-emotional development.
Empowering EFL Students with Adaptive Materials: Enhancing Speaking Proficiency and Confidence among Indonesian University Learners Ramasari, Maria; Ardayati, Ardayati
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/p1vcx822

Abstract

Spoken English proficiency remains a major challenge for Indonesian university students, often constrained by limited communicative practice, speaking anxiety, and a lack of adaptive learning resources. Existing studies recognize the potential of adaptive learning for improving learner autonomy, yet little research has quantified its effectiveness when embedded in textbook design. This study aimed to develop and evaluate adaptive learning materials to strengthen both spoken English perform76ance and self-confidence among EFL students in Indonesian higher education. Using a Research and Development design with the ADDIE model as adapted by Dick and Carey, the study progressed through systematic phases of needs analysis, design, development, implementation, and evaluation. Data were gathered through expert validation, student and lecturer questionnaires, and pre–post performance tests across one-to-one, small group, and large group trials. Quantitative results revealed strong validation scores from experts (87.50% for content and 88.63% for media), high practicality ratings from lecturers (87.50%) and students (86.44%), and significant gains in speaking performance and confidence after implementation. The developed textbook integrated adaptive, student-centered tasks and interactive feedback mechanisms that fostered measurable improvements in both linguistic competence and affective readiness. These findings confirm the viability of adaptive learning-based materials in bridging gaps of traditional instruction. Beyond the Indonesian context, the study demonstrates how culturally responsive adaptive resources can inform EFL pedagogy more broadly, offering scalable strategies for universities seeking to enhance communication skills and learner confidence in global academic and professional arenas.
Rethinking EFL Grammar Instruction: Enhancing Student Outcomes through Self-Assessment in EFL Classrooms Rusdi, Magfirah; Thamrin, Nur Sehang; Nadrun, Nadrun; Maghfira, Maghfira; Maf'ulah, Maf'ulah
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies (Article in Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/hr6jaz03

Abstract

Mastery of grammar, particularly subject-verb agreement in the simple present tense, remains a persistent challenge for Indonesian EFL learners due to structural differences between English and Bahasa Indonesia. Traditional methods often fail to foster deep grammatical competence. In response, this study explores the effectiveness of integrating self-assessment (SA)  as a reflective learning strategy to enhance grammatical accuracy. Employing a quasi-experimental design, this study involved 38 third-semester English education students at a public university in Central Sulawesi, Indonesia. Participants were divided into an experimental group (n=18) that received SA-integrated grammar instruction and a control group (n=20) that received conventional instruction. Over eight sessions, students in the experimental group engaged SA activities using SA guidelines and reflection tasks while learning subject-verb agreement in the simple present tense. Pre- and post-tests were administered, and data were analyzed using descriptive statistics and independent sample t-tests.  The findings revealed that the experimental group's learning achievement outperforms its counterpart, with mean post-test scores of 17.17 and 13.15, respectively. The T-test results confirmed a statistically significant difference in grammar achievement between the groups (p<0.001), favoring the SA-integrated instruction. These findings suggest that SA is an effective strategy for improving student grammar outcomes in using subject-verb agreement correctly This study underscores the value of SA as a practical and impactful approach in EFL grammar instruction and supports its integration into learner-centered curricula, particularly in alignment with Indonesia’ Kurikulum Merdeka.
Scaffolding Humor Comprehension Through Pause-and-Discuss in Indonesian EFL Classrooms Pratama, Hendi
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies (Article in Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/qmfc2w18

Abstract

This study aims to explore the effectiveness of a pause-and-discuss approach in integrating stand-up comedy into English as a Foreign Language (EFL) instruction. This qualitative case study utilized twenty-six undergraduates from an English class at an Indonesian university. Data comprised a Likert-scale survey, open-ended written reflections, and classroom discussions. Survey responses were summarized using descriptive statistics, and the qualitative data were thematically coded based on Saldana’s (2016), with  triangulation across sources. Results indicate that while learners initially experienced difficulties in processing humor due to idiomatic language, rapid delivery, and cultural references, the pause-and-discuss strategy enabled them to scaffold comprehension collaboratively, improve vocabulary retention, and enhance pragmatic awareness. Exposure to authentic stand-up performances developed learners’ intercultural competence, allowing them to compare cultural perspectives and negotiate meaning beyond textbook learning. While previous studies on humor pedagogy in EFL context have provided descriptive account without cross-source validation, this research fills that gap through a triangulated design validating the pedagogy, whereas existing studies offer descriptive accounts without cross-source checks. Broader implications suggest that humor can be deliberately integrated into curriculum design and that teacher training programs should include preparation for scaffolding humor in EFL contexts, making classrooms more engaging, culturally responsive, and learner-centered.
Interactive Digital Storybooks: A Personalized Approach to English Learning in Indonesian Primary Schools Himawati, Ulya; Mahendra, Danang; Zulfa , Laila Ngindana; Hamidaturrohmah, Hamidaturrohmah; Herningtyasari, Gadis
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies (Article in Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/g64b1x83

Abstract

In response to the growing emphasis on meaningful and student-centered English instruction in Indonesian primary schools, this study investigates the effectiveness of an Interactive English Story Book in fostering young learners’ engagement, motivation, comprehension, and autonomous learning. This study explores the potential and educational benefits of an Interactive English Story Book aimed at improving engagement, motivation, comprehension, and usability for young learners. A mixed-methods approach was utilized to combine quantitative trends with qualitative insights, facilitating a thorough understanding of learning processes.  This design was selected to triangulate perceptual data from students and educators within genuine classroom environments.  The investigation included 13 fourth-grade students from a suburban elementary school, serving as a phase to assess feasibility and user feedback.  Data collection involved the use of student questionnaires, classroom observations, and interviews. The results indicated a high level of engagement, motivation, and usability, as students reacted favorably to the visual and interactive elements.  Some minor comprehension challenges were observed in story contexts that were culturally unfamiliar, and educators reported connectivity issues in rural regions. This study presents a unique approach by integrating digital storytelling, English as a Foreign Language pedagogy, and curriculum reform, validated through mixed-method classroom research.  This provides foundational evidence for expanding digital storytelling innovations within Indonesia’s Merdeka Belajar framework and for future longitudinal studies in English as a Foreign Language.     
Teaching Maritime English for Safety Communication: Evidence from Vessel Traffic Service Operation Nursyam Nursyam; Sarce Sampe Bungin; Albertha Lolo Tandung; Rachmat Tjahjanto
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/acsp6k05

Abstract

Effective use of Maritime English is essential for maintaining navigational safety and preventing communication failures in international waters, particularly within Vessel Traffic Service environments where real time decisions influence vessel movements and risk levels. Despite the global adoption of Standard Marine Communication Phrases as a safety protocol, there remains limited empirical evidence on how these phrases are enacted in authentic operational settings and how such practices inform the teaching of Maritime English. This study investigates the real-world application of Maritime English for safety communication at Benoa Vessel Traffic Service in Indonesia. Using a qualitative descriptive design, data were generated through analysis of five communication transcripts, eleven semi structured interviews with operators, and three days of field observations. Findings reveal selective adherence to standard phrases during routine procedures, frequent shifts to simplified English and code switching in complex multilingual situations, and pragmatic prioritization of clarity and time sensitive coordination over strict protocol. These patterns highlight gaps between prescribed language taught in training and communicative realities faced by operators. The study contributes empirical insight for refining Maritime English pedagogy by integrating authentic communication tasks, simulation of multilingual scenarios, and training for adaptive yet safety-oriented language practices. In a broader context, the findings reinforce the importance of aligning ESP curriculum design with real operational discourse to support global maritime safety and enhance English language preparedness among future maritime professionals.
AI-Assisted Academic Writing in ELT: Rethinking ELT Academic Writing through Students’ Experiences with AI Chatbots Mutia Sari Nursafira; Jismulatif Jismulatif; Supriusman Supriusman; Kurniawan Kurniawan
Elsya : Journal of English Language Studies Vol. 8 No. 2 (2026): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/h5yfdz93

Abstract

The development of artificial intelligence chatbots has brought about significant changes in the academic writing practices of students at the university level. Although pre-survey results indicate that the use of AI chatbots in academic writing has become quite common among students, comprehensive scientific studies that reveal learning experiences regarding the use of AI chatbots are still limited. This study aims to disclose the Lancang Kuning university students’ learning experience toward the use of AI chatbots in supporting academic writing. This study employed a mixed-method explanatory sequential design. The quantitative phase involved 23 EFL students at Lancang Kuning University who completed perception and attitude questionnaires and an academic writing test in the form of an essay. Subsequently, the qualitative phase involved 10 students who participated in written interviews to further explore their learning experiences with AI chatbots in supporting academic writing. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through thematic analysis proposed by Braun and Clarke (2006). The findings revealed that most students demonstrated good to excellent academic writing performance. The thematic analysis identified three major themes describing students’ learning experiences with AI chatbots in academic writing: AI chatbots as multifunctional writing support tools, sources of emotional and motivational support, and objects of critical awareness regarding their limitations. These findings suggest the importance of integrating AI literacy and responsible AI use into ELT academic writing pedagogy to maximize the benefits of AI chatbots while fostering students’ critical thinking and independent writing skills.
Media Literacy as Linguistic Practice: English Foreign Language Learners Respond to Hoaxes and Hate Speech Sari Dewi Noviyanti; David Ilham Yusuf
Elsya : Journal of English Language Studies Vol. 8 No. 1 (2026): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/37r36w43

Abstract

The rapid spread of hoaxes and online hate speech has intensified the need for pedagogical approaches that extend beyond linguistic competence toward critical digital citizenship, particularly in English as a Foreign Language (EFL) contexts. This study examines EFL learners’ perceptions of integrating media literacy into English instruction and evaluates its effectiveness in enhancing critical evaluation skills, confidence, and responsible online engagement. Using a descriptive mixed-methods design, the study involved 175 undergraduate students at an Indonesian Islamic university who participated in a structured two-week media literacy intervention embedded in English reading and writing classes. Semi-structured interviews were subsequently conducted with 20 selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis. The findings indicate that approximately 90 percent of participants reported improved ability to assess news credibility, identify misinformation, and engage respectfully in online discussions. Additionally, 87 percent experienced reduced anxiety when encountering hoaxes, and 89 percent felt better prepared to respond constructively to hate speech. Qualitative analysis revealed three interrelated themes: enhanced critical awareness, increased communicative confidence, and a strengthened sense of social responsibility as digital citizens. By addressing hoaxes and hate speech concurrently within an EFL classroom, this study fills an important empirical gap in non-Western contexts, where these issues are often examined separately. The findings demonstrate that integrating media literacy into EFL instruction serves a dual function: supporting language development while fostering ethical and responsible digital participation. These results have clear implications for incorporating culturally responsive media literacy into EFL curricula. 
Unraveling the Power of Written Feedback: A Meta-Synthesis on Student Academic Writing Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/n66j6w65

Abstract

A single written comment can redirect a learner’s academic trajectory, yet evidence on which written feedback practices most effectively improve student academic writing remains dispersed across studies, contexts, and delivery modalities. This study addresses that gap by integrating findings on feedback types, feedback delivery, and contextual influences to clarify how written feedback supports academic writing development, particularly in EFL settings. Employing a qualitative meta synthesis, we reviewed 25 peer reviewed studies published between 2017 and 2024, selected through explicit inclusion criteria and appraised for methodological quality, then analysed using thematic coding to generate higher order interpretive themes. Findings show that formative feedback most consistently supports improvement because it guides revision decisions, scaffolds self-regulation, and builds writer confidence; in contrast, summative feedback and corrective feedback contribute mainly to evaluation and linguistic accuracy and are less likely to generate durable gains when used alone. Across delivery methods, teacher feedback, automated tools, and web platforms show potential, but impact is strongest when technology mediated input is paired with teacher mediation and clear explanation. The synthesis further indicates that student emotions and culturally shaped expectations condition trust, engagement, and whether feedback is translated into substantive textual change. The study contributes an integrated framework that treats feedback effectiveness as a system linking purpose, medium, affect, and context, with implications for feedback design, teacher feedback literacy, and responsible digital feedback policy in higher education. Future research should test which iterative feedback features drive lasting improvement and how hybrid human and intelligent feedback can be optimised for equitable learning.
Authentic Spoken English on YouTube: Integrating YouTube Vlogs into Mobile-Assisted Extensive Listening for EFL Students Farah Sukmawati Wahidah; Januarius Mujiyanto; Dwi Rukmini; Katharina Rustipa
Elsya : Journal of English Language Studies Vol. 8 No. 1 (2026): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/2w33z089

Abstract

Despite unprecedented access to authentic spoken English through digital platforms, EFL listening instruction still largely relies on scripted materials that inadequately represent natural speech rate, pragmatic nuance, and accent diversity, creating a persistent gap between classroom listening and real-world comprehension. Addressing this gap, the present study examines the pedagogical potential of integrating YouTube vlogs as a genre-specific resource within mobile-assisted extensive listening. The study aims to analyze learners’ perceptions, reported learning outcomes, challenges, and self-regulated strategies associated with sustained vlog-based listening beyond the classroom. Adopting a ten-week qualitative-dominant case study design, data were collected from twenty university EFL students through one hundred listening journals, closed-ended questionnaires analyzed using descriptive statistics, open-ended questionnaires, and follow-up interviews, with pattern coding applied for qualitative interpretation. Quantitative findings indicate consistently positive trends, with mean scores above 3.20 for listening comprehension, motivation, pronunciation awareness, and exposure to diverse accents, while qualitative analysis reveals three dominant themes: linguistic noticing, affective engagement, and sociocultural awareness. At the same time, learners reported recurring challenges related to fast speech, unfamiliar accents, slang, and multimodal distraction, which were mitigated through self-regulated strategies such as replaying segments, using captions, and maintaining vocabulary logs. The novelty of this study lies in explicitly positioning YouTube vlogs as a structured extensive listening genre rather than a general digital supplement. The findings contribute empirical and practice-oriented evidence for designing scalable, autonomy-oriented listening pedagogy and inform curriculum-level decisions on integrating authentic mobile-mediated input in EFL contexts.

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