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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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AI and Academic Discourse: Students’ Linguistic Perceptions of AI-Assisted Academic Writing in Higher Education Asri Kandi; Durratul Hikmah
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/fh5z5858

Abstract

Artificial intelligence is rapidly transforming academic writing practices in higher education, reshaping how students generate ideas, construct arguments, and refine academic discourse. Despite the increasing adoption of AI tools in educational environments, limited research has explored how students themselves interpret the linguistic role of artificial intelligence in shaping their academic writing processes. Addressing this gap, the present qualitative study investigates students’ linguistic perceptions of AI assisted academic writing and examines how these perceptions influence writing behavior in higher education contexts. Data were collected from thirteen university students using preliminary observation, open ended online questionnaires, and in depth semi structured interviews to capture participants’ experiences with AI tools during the completion of academic assignments. The data were analyzed through thematic qualitative analysis, incorporating triangulation across multiple data sources to ensure credibility and depth of interpretation. The findings reveal that students predominantly perceive artificial intelligence as a linguistic support system that assists in idea generation, vocabulary expansion, grammatical accuracy, discourse organization, and revision of academic texts. AI also functions as a verification mechanism that strengthens students’ confidence in the clarity and correctness of their writing. However, the results simultaneously reveal a dual dynamic in which the efficiency and convenience of AI technologies may encourage greater reliance on automated assistance and reduce engagement in deeper analytical reasoning during the writing process. The originality of this study lies in its focus on students’ linguistic perceptions of AI mediated academic writing rather than technological performance or learning outcomes. The findings contribute to current discussions on AI mediated academic literacy and provide important implications for English language teaching by highlighting the need for balanced pedagogical strategies that integrate AI as a supportive learning resource while preserving students’ critical thinking, academic integrity, and intellectual autonomy in contemporary digital learning environments.
Integrating Literary Semantics into ELT: Exploring How Lexical and Contextual Semantics Construct Socio-Economic Meanings Imelda Oliva Wissang
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/cpfffd70

Abstract

Literary texts offer rich linguistic resources for examining how language constructs social and economic realities, yet their potential for semantic analysis within English Language Teaching remains underexplored. Previous studies on Hawa Panas  have primarily emphasized narrative structure and social criticism, leaving a gap in understanding how socio-economic meanings are linguistically encoded and how such analysis can inform language pedagogy. Addressing this gap, the present study investigates how lexical and contextual semantics construct socio economic meanings in the short story Hawa Panas by Silvester Petara Hurint, with particular attention to its relevance for ELT. Employing a qualitative descriptive method, the study analyzes words, phrases, clauses, and narrative excerpts using lexical and contextual semantic approaches. The findings reveal that economic monopoly, unfulfilled political promises, power ambition, and market manipulation are systematically produced through patterned language use that legitimizes domination, marginalization, and inequality. These meanings are unified by the metaphor of “Hawa Panas ,” which functions semantically to represent accumulated social tension and moral decay. The originality of this study lies in its integration of literary semantics with socio economic interpretation and language education, positioning literature as a medium for teaching meaning, ideology, and critical awareness. The study contributes to semantic and literary scholarship by demonstrating how meaning functions as a socially embedded practice shaped by ideology and power relations. It further advances ELT pedagogy by positioning literary semantics as a resource for developing learners’ semantic awareness, critical literacy, and understanding of language as a tool of socio-economic representation.
Verbal Engagement in ELT Classrooms: Classroom Climate and Speaking Behaviour in Papuan EFL Preservice Teachers Amalia Lakehu; Yafed Syufi; Novita Angelie Taroreh; Sri Ningsih
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: 10.31849/7h8mem84

Abstract

This study investigated the verbal communication behaviours of English Education students at the University of Papua (UNIPA) during the 2024/2025 academic year. Effective communication skills are critical for graduates, particularly in conveying scientific knowledge to broader audiences. However, observations at UNIPA revealed a prevalent pattern of passive communication among students, with only a small fraction actively participating in classroom discussions. Two main issues were addressed in this study: the trends and patterns in the verbal communication behaviours among students and the factors that significantly influence these behaviours. Using a survey approach, data were collected from 35 students (42.86% male, 57.14% female) through structured questionnaires, employing stratified random sampling combined proportional allocation and equal allocation to ensure representativeness. Key variables, such as self-concept, lecturer credibility, and classroom communication dynamics, were studied in relation to their influence on students’ verbal interactions. Furthermore, this study employed descriptive statistical tests in order to identify relations and trends among these variables.  The results showed that the students had an average active engagement rate of 45.71% in asking questions and 48.57% in responding to them. Moreover, highly correlated were students’ impressions of lecturers’ trustworthiness and classroom communication environment with passive communication practices. More student engagement was linked, specifically, to more favourable classroom environments and greater opinions of lecturer trustworthiness. The study concluded that student involvement may be much raised by encouraging a more dynamic and inclusive classroom atmosphere as well as by strengthening lecturer-student relationship. These results provide practical implications for teachers, especially at UNIPA, by highlighting the importance of adopting strategies that support active learning. This include creating an encouraging classroom environment and improving teaching effectiveness. Therefore, teacher can better equip students with the skills and confidence needed to succeed in both their professional careers and social responsibilities.  
Digital Phonological Visuals: Supporting Primary Learners’ Early Oral English Competence & Development Lulu Jola Uktolseja; Melda Agnes Manuhutu
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/r4nc9x58

Abstract

Early oral English competence is a fundamental foundation for children’s academic participation and social communication. However, primary EFL classrooms in Indonesia continue to face challenges such as limited English exposure, memorization-oriented pedagogy, and insufficient phonology-focused learning media aligned with young learners’ developmental needs. Although digital media is increasingly used in language education, empirical evidence remains limited on how phonological visual support can be systematically integrated with adaptive learning frameworks to enhance early speaking development at the primary level. To address this gap, this study developed and evaluated a Digital Phonological Visuals (DPV) based adaptive learning framework to support elementary students’ English-speaking development. A sequential explanatory mixed methods research and development design was employed, guided by the 4D model. The intervention involved total sampling of 55 sixth-grade students at YPK Klasaman 2 Elementary School, Sorong City. Data were collected through pre- and post-speaking tests assessing pronunciation, fluency, and basic accuracy, complemented by questionnaires and systematic classroom observations. Quantitative results demonstrated a substantial improvement in speaking performance, with mean scores increasing from 44.2 in the pretest to 84.9 in the posttest, yielding a high normalized gain of 0.71. Regression analysis further showed a strong relationship between the DPV-based adaptive learning framework and speaking development (R = 0.93; R² = 0.865). Qualitative findings supported these results, revealing increased learner engagement, enhanced phonological awareness, and greater confidence in oral production. This study contributes a phonology grounded, classroom feasible adaptive digital model with implications for inclusive early EFL speaking in resource constrained primary education contexts.
Examining the Alignment of the Writing Test with Diverse Learners’ Writing Competencies through Readability Test Nur Muthmainnah; Ahmad Bukhori Muslim; Ika Lestari Damayanti
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/cmyf8z79

Abstract

Arranging a writing test without considering students’ level of understanding of the test items may lead to misunderstandings during the test, particularly in a class with diverse writing abilities. This research aims to explore students’ insights to enhance the quality of writing tests as an attempt to avoid misunderstandings regarding writing test questions and instructions by utilising readability tests. The assessment was conducted at a private Islamic secondary school, where students exhibited a range of writing abilities. A total of 19 students participated in this evaluation. Data were collected through the following process: (1) students read and completed the writing test; (2) they filled out a readability test to identify their comprehension of the writing test questions and instructions; (3) the gathered data were classified into three categories (writing comprehension test, writing skill test, and test suitability). The results indicated that six students did not understand the writing test in Sections A and B due to their limited vocabulary. However, they demonstrated a better understanding of the writing test instructions (Section C), even though they had not fully utilised the provided vocabulary list for writing. Overall, the students felt that the writing test was suitable for their level of learning. In summary, readability assessments can serve as an alternative means to identify varied students’ understanding of writing test questions and instructions. This finding is beneficial for teachers in designing writing tests that accommodate students with varying writing competencies. Given that many students struggle with comprehending writing questions and instructions, teachers can assist this process by providing translations of the instructions.
Exploring Digital English Exposure: Motivational Dynamics and Mental Health in Junior Secondary EFL Contexts Listyani Listyani
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/caqr0v76

Abstract

In an era when adolescents’ linguistic practices and emotional lives are increasingly mediated by digital platforms, understanding how social media shapes both language learning and psychological wellbeing has become an urgent educational priority. Although prior research has examined social media in EFL contexts and, separately, adolescent mental health, few studies have integrated these dimensions within a single analytical framework, particularly at the junior high school level in Indonesia. Addressing this gap, the present study investigates how digital English exposure through social media mediates the dynamic relationship between motivation to learn English and students’ mental wellbeing. Adopting a descriptive qualitative design, the research involved 220 Indonesian junior high school students, three English teachers, and two psychologists. Data were collected through questionnaires and semi structured interviews and analyzed inductively using thematic analysis. The findings reveal that platforms such as TikTok and Instagram function as dominant motivational spaces by providing authentic input, multimodal engagement, and low-pressure opportunities for incidental learning. At the same time, social media exerts differentiated psychological effects, ranging from emotional relief and confidence building to fatigue and stress depending on patterns of use. Importantly, the study demonstrates a cyclical interrelationship in which positive emotional states reinforce motivation, while motivated engagement enhances wellbeing. By offering empirical evidence from an integrated qualitative framework, this study contributes to interdisciplinary scholarship at the intersection of applied linguistics and educational psychology and provides pedagogical insights for designing digitally responsive and psychologically informed EFL practices in broader global contexts.
Eco-Consciousness and Human-Nature Relations in Contemporary British Drama: An Ecocritical Study of Selected Plays Ayu Melati Ningsih; Vera Kristiana; Dewi Nurmala; Risnawaty Risnawaty
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/pbwkdn65

Abstract

Environmental crisis has become a lived condition that reshapes cultural imagination, ethical reasoning, and everyday language about the more-than-human world. Despite the rapid growth of ecocriticism, contemporary British drama remains comparatively underexamined, since existing work often prioritizes novels and climate fiction or focuses narrowly on theatrical performativity and environmental symbolism rather than the textual construction of eco-consciousness across multiple plays. To address this gap, this qualitative descriptive study investigates how eco-consciousness and human nature relations are articulated in three contemporary British plays, Colder Than Here by Laura Wade, Greenland by Moira Buffini et al., and Earthquakes in London by Mike Bartlett, focusing on how dramatic texts construct eco-consciousness and human–nature relations. Methodologically, the research employs qualitative close reading and systematic coding of dialogues, monologues, stage directions, and setting descriptions, guided primarily by Garrard’s ecocritical concepts and informed by Buell’s environmental criticism. The findings reveal convergent patterns across the corpus: anthropocentric ideology is normalized through everyday language that frames nature as a resource for development; ecological awareness and environmental ethics surface through characters’ moral reasoning, grief, and responsibility narratives; and human–nature interconnectedness is dramatized as an affective and social condition in which ecological loss disrupts relationships, well-being, and imagined futures. By combining comparison with close textual evidence, the study offers an original contribution to ecocriticism and contemporary drama studies, demonstrating how British theatre provides a distinctive cultural arena for articulating ecological anxiety, ethical deliberation, and sustainability discourse within the wider environmental humanities.
ELT for Inclusive Character Education: Religious Moderation Practices in Southwest Papua Islamic Schools Misnariah Idrus; Hasbulllah Hasbulllah; Toja Rumauw Rumauw; Vera Venita
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/xmn2qf21

Abstract

 English language teaching (ELT) is increasingly positioned as a pedagogical space where language competence, intercultural awareness, and inclusive character formation are developed together. In Islamic schools, ELT concerns not only listening, speaking, reading, and writing proficiency, but also how learners use English to negotiate difference, express respect, and participate responsibly in plural societies. Yet, empirical studies on religious moderation in Indonesian ELT remain limited, particularly in Southwest Papua, and few systematically connect moderation values with specific language skills. This study examined the integration of religious moderation values in English learning at MAN Kota Sorong and Darul Hufadz Islamic Boarding School in Sorong Regency, Southwest Papua. Using an explanatory sequential mixed methods design, data were collected from 52 proportionally selected students out of 522 through a 40 item Likert scale questionnaire, followed by semi structured interviews with six purposively selected students. The study focused on national commitment, tolerance, nonviolence, and acceptance of diverse traditions as integrated into listening, speaking, reading, and writing. The findings showed high implementation (M = 4.21), with tolerance as the strongest indicator (M = 4.40) and speaking as the most prominent skill domain (M = 4.35). Conversely, acceptance of diverse traditions (M = 4.12) and writing (M = 4.09) required stronger support through localized materials, reflective prompts, and clearer scaffolding. This study offers an original ELT based integration model that positions English classrooms as sites for moderation oriented communication, curriculum innovation, teacher preparation, and peaceful intercultural engagement in multilingual and multicultural education.
Exploring Learner Needs in ELT: A Multimodal 3H Perspective on Sustainability-Oriented Learning Nuzuliatin Nisa Utami; Sary Silvhiany; Rita Inderawati
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: 10.31849/321ptr16

Abstract

Sustainability topics are increasingly integrated into English language teaching due to their potential to support both language learning and environmental awareness. Effective material design, however, requires a clear understanding of learners’ needs, which remains limited, especially when considering cognitive, affective, and behavioural aspects together. This study aims to address this gap by profiling junior high school learners using the Head, Heart, and Hands (3H) framework to guide sustainability-oriented material design. A mixed-methods approach was applied within a needs analysis framework. Quantitative data were collected through surveys involving 114 students, while qualitative data were obtained from an interview with an English teacher. Survey data were analysed using frequencies and percentages, supported by Present Situation Analysis, Deficiency Analysis, and Target Needs Analysis, while interview data were examined thematically. Findings show that students respond positively to sustainability topics and prefer multimodal resources such as videos, games, quizzes, and infographics. Despite this, they face challenges in vocabulary and grammar and depend on teacher explanation. The 3H mapping indicates the need for accessible content, emotionally engaging materials, and structured action-based tasks. The study highlights the importance of integrated multimodal design to support language development and sustainability awareness.  
Error Analysis of Silent Letter Mispronunciations Among Indonesian EFL Students Abdussalam Sulayman Barzakh; Frans Sayogie; Ahmad Suhaili; Muhammad Farkhan
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/ehnjb821

Abstract

This study aims to investigate the pronunciation errors made by Indonesian English as a Foreign Language (EFL) learners when pronouncing English words containing silent letters and to explain the factors contributing to these errors. This issue is critical since English orthography often lacks a direct correspondence between graphemes and phonemes, creating significant pedagogical hurdles for non-native speakers. A descriptive-qualitative method was deployed, involving students from SMAN 12 Kota Tangerang as research participants. The instruments consisted of structured pronunciation tasks where participants were asked to pronounce 30 selected English words representing 15 distinct types of silent letters. The collected audio data were transcribed phonetically and analyzed using the Surface Strategy Taxonomy within the error analysis framework proposed by Dulay, Burt, and Krashen (1982). The results demonstrated that pronunciation errors occurred across four systematic forms: addition, misformation, omission, and misordering. The most dominant type of error was addition, where learners explicitly pronounced letters that should remain silent—such as the /b/ in subtle or the /l/ in almond. The findings revealed that these persistent errors were largely influenced by three main factors: learners’ heavy reliance on English orthography, limited exposure to authentic spoken input, and negative interlingual transfer from Bahasa Indonesia, which employs a transparent and highly phonetic spelling system. Consequently, these findings suggest that an increased focus on explicit pronunciation instruction, extensive communicative listening practice, and heightened phonetic awareness is critically needed to help Indonesian EFL learners overcome persistent phonological interference caused by silent letters in English.    

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