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International Journal of English Education and Linguistics (IJoEEL)
Published by Universitas Nurul Jadid
ISSN : 26562030     EISSN : 26856638     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The aim of this Journal is to promote a principle approach to research on language and related concerns by encouraging inquiry into the relationship between theoretical and practical studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 178 Documents
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The Use of Code-Switching by Secondary School Students’ in English Speaking Class Saidah Mardliyah; Nailul Authar; Mujad Didien Afandi
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.12814

Abstract

This study aims to investigate the use of code-switching, a linguistic phenomenon in which a person switches languages or language varieties alternately in a conversation or interaction among secondary school students in Sidoarjo. This study used a qualitative approach, utilising interviews to identify the affecting factors behind students' code-switching and explore students' perceptions of the function of code-switching in the English classroom. The findings show that code-switching significantly enhances students' speaking instruction in a rural, bilingual environment by recognising code-switching as a learning tool and a reflection of students' needs. In addition, students reported positive experiences, showing increased motivation and engagement. This research highlights students' language gaps to transform into a fun interaction tool in classroom learning.
An Analysis of Interpersonal Meaning in Senior High School Students' Discussion Essays Marisa Dwi Puspitasari
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.15082

Abstract

Interpersonal meaning plays a crucial role in academic writing, particularly in discussion essays that encourage students to present arguments and engage readers. However, research on these texts remains limited. This study aims to analyze interpersonal meaning in eleventh-grade students’ discussion essays through the system of mood and modality in Systemic Functional Linguistics. This study employs a qualitative descriptive method by analyzing 14 essays at the clause level. The results indicate that the declarative mood is the most dominant, with 404 positive clauses and 30 negative ones., while the interrogative and imperative moods are used sparingly. Regarding modality, modalization was more dominant than modulation. This indicates that students tend to express their opinions cautiously. Overall, students’ understanding is quite good, but their application still needs improvement.
A Conceptual Review of Speaking Practice and Learner Confidence in EFL Classrooms Devandra Raffy Nugraha; Arif Suryo Priyatmojo
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.13781

Abstract

Speaking is widely regarded as a crucial skill in English as a Foreign Language (EFL) learning; however, many learners experience difficulties in speaking due to psychological factors such as anxiety and low confidence. Although previous studies have discussed speaking skills and learner confidence extensively, their relationship is often addressed implicitly rather than through a clear conceptual explanation. This article aims to examine the relationship between speaking practice and learner confidence in EFL classrooms from a theoretical perspective. Employing a library-based and conceptual research design, this study synthesizes relevant theories, including Self-Efficacy Theory, the Affective Filter Hypothesis, and the Willingness to Communicate framework. The discussion suggests that systematic and meaningful speaking practice can serve as a source of positive learning experiences that enhance learners’ confidence and reduce affective barriers to communication. As learners’ confidence develops, their willingness to engage in speaking activities increases, creating a positive cycle between practice and confidence. This conceptual discussion provides a theoretical foundation for designing speaking activities that support both learners’ oral development and affective readiness to communicate in EFL classroom contexts.  
Rethinking English Teaching in the AI Era: English Educators' AI Literacy and Practice Bontisesari Bontisesari; Renta Renta; Irma Rasita Gloria Barus
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14418

Abstract

This study examines English educators’ AI literacy and teaching practices in the AI era, focusing on how English teachers and English lecturers understand, use, and ethically manage AI in English language teaching. Adopting a qualitative case study design, the study involved questionnaire data from 27 English educators and semi-structured interviews with five participants from diverse educational contexts. The questionnaire explored educators’ AI awareness, pedagogical use of AI, and ethical practices, while interviews provided in-depth insights into educators’ experiences and professional decision-making. Questionnaire data were analyzed descriptively, and interview data were analyzed thematically. The findings indicate that English educators demonstrate moderate AI awareness and strong ethical sensitivity; however, their pedagogical use of AI remains cautious, selective, and largely teacher-mediated. AI tools were primarily used for instructional preparation and text-based language support, particularly in writing and reading. Student-facing AI use and assessment-related integration were limited due to concerns about academic integrity, overreliance, and learning quality. Despite high ethical awareness, many educators reported uncertainty in evaluating AI-assisted student work and establishing clear boundaries for acceptable AI use. The study concludes that English educators’ AI literacy is pedagogical and contextual rather than primarily technical. Meaningful AI integration in ELT requires professional development and institutional support that prioritize pedagogical judgment and ethical guidance over technical training alone.
Students’ Perception on the Causes and Effects of English Speaking Anxiety Arsy Aqilah Ramadanis; Nailul Authar
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.12985

Abstract

This study addresses the significant issue of English speaking anxiety among students, which affects their language learning and communication skills. Despite various studies on this topic, there remains a discrepancy between theoretical strategies and their practical application in classrooms. This research aims to explore students’ perceptions of the causes and effects of English speaking anxiety and the strategies used by teachers to overcome it in class IX-C of Rahmat Surabaya Junior High School. Employing a descriptive qualitative method, data were collected through observations and semi-structured interviews. The findings show that most students experience speaking anxiety primarily due to fear of making mistakes, concern about negative feedback, and low self-confidence. Anxiety symptoms are evident physically (trembling hands, sweating, increased heart rate), cognitively (difficulty thinking clearly, forgetting words), and behaviorally (avoiding eye contact, reluctance to speak in public). These symptoms significantly affect students’ classroom participation and self-confidence. To mitigate anxiety, teachers use strategies such as offering regular speaking opportunities, providing positive feedback, modifying learning activities to be more engaging, and applying relaxation techniques before speaking tasks. Peer support also contributes to lowering anxiety levels. The study concludes that creating a supportive and psychologically safe learning environment is essential for improving students’ English speaking competence. These findings provide valuable insights for educators and schools in developing more effective, inclusive strategies to address speaking anxiety in English classes.
A QUALITATIVE STUDY ON THE APPROPRIATENESS OF VOCABULARY IN THE GRADE IX ENGLISH TEXTBOOK: PERSPECTIVES OF TEACHERS AND STUDENTS Lulu Angguni; Suharmoko Suharmoko; Miftahulfadlik Dabamona
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.15220

Abstract

Vocabulary appropriateness in EFL textbooks remains underexamined in eastern Indonesia, where regional disparities in English exposure and limited supplementary resources create conditions distinct from those commonly discussed in the literature. This study examined teacher and student perspectives on vocabulary in the Grade IX English textbook published by Intan Pariwara (Bahasa Inggris untuk SMP/MTs Kelas 9) at MTs Negeri Kota Sorong, West Papua a context where English is largely confined to the classroom involving six participants recruited through purposive sampling: two English teachers and four Grade IX students, whose combination enabled triangulation between instructional context and lived experience. Data were collected via semi-structured interviews in Bahasa Indonesia and analyzed using the thematic analysis framework of Naeem et al. (2023), with theoretical grounding in Nation (2024), McGrath (2016), and Beck et al. (2013), yielding four themes: perceived difficulty, vocabulary type, adequacy of support, and learning and teaching strategies. Teachers rated the vocabulary as moderately difficult, while students consistently described it as difficult, particularly the academic and scientific vocabulary in report texts, much of which falls into Tier 2 and Tier 3 categories. Both groups considered in-text support insufficient, as glossaries were absent, per-unit word lists were limited, and scaffolding was minimal, leading students to rely on tools such as Google Translate and ChatGPT not out of preference but due to limited alternatives a pattern teachers also acknowledged while both teachers further noted that vocabulary disconnected from students' lived experiences increases cognitive burden in settings with minimal English exposure outside school. Overall, the textbook was considered only partially appropriate, and recommended priority revisions include the addition of per-unit vocabulary lists, explicit scaffolding for report text vocabulary, and a comprehensive end-of-book glossary.
IMPROVING GRAMMAR AND VOCABULARY THROUGH WAYGROUND: A QUASI-EXPERIMENTAL STUDY Nurfitrah Nurfitrah; Ambo Dalle; Abdul Haris Sunubi; Arqam Arqam; Magdahalena Tjalla
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.13915

Abstract

Grammar and vocabulary are fundamental components of English proficiency, as they underpin learners’ ability to comprehend and produce meaningful language across all skills. However, despite their importance, classroom practices, particularly in junior high schools, often rely on conventional assessment methods that provide limited engagement and delayed feedback, resulting in suboptimal learning outcomes. Although previous studies have highlighted the potential of gamified digital platforms such as Wayground to increase student motivation, empirical evidence measuring their direct impact on grammar and vocabulary achievement remains limited, especially in Indonesian secondary education contexts. This study aimed to examine the effectiveness of the Wayground application in improving students’ grammar and vocabulary mastery. Employing a quasi-experimental design with a non-equivalent control group, the study involved eighth-grade students at MTs DDI Baru Polman, divided into an experimental group taught using Wayground and a control group taught through conventional methods. Data were collected through pretests and post-tests and analyzed using the Mann–Whitney U test due to non-normal data distribution. The findings revealed a statistically significant difference between the two groups, with the experimental group achieving higher post-test scores (M = 77.44) than the control group (M = 65.12), and a moderate effect size (r = 0.352). These results indicate that Wayground is more effective than traditional instruction in enhancing students’ grammar and vocabulary achievement. Therefore, Wayground can be considered a viable digital assessment tool to support grammar and vocabulary learning in junior high school English classrooms.
Indirect Language Learning Strategies in Academic Speaking Class Anisa Nurul Amri
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14530

Abstract

AbstractEffective communication in academic contexts requires not only linguistic proficiency but also the strategic use of learning approaches that support speaking performance. This study aimed to investigate the use of indirect strategies, namely metacognitive, affective, and social strategies among EFL students in a Speaking for Academic Purposes class at UIN Mahmud Yunus Batusangkar. A descriptive quantitative design with a cross-sectional survey was employed. The population consisted of 46 fifth-semester students of the English Teaching Department, selected through total sampling, with 45 valid respondents. Data were collected using a closed-ended questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL) with 55 items. The instrument was validated using Aiken’s V (0.77, valid) and showed high reliability (Cronbach’s Alpha = 0.975). Descriptive statistics were used for data analysis. The findings revealed that students “usually” employed indirect strategies in their academic speaking, with a high overall mean. Specifically, metacognitive strategies (M = 117.07), affective strategies (M = 49.29), and social strategies (M = 45.80) all fell within the “usually used” category. These results indicate that students actively planned, monitored, and evaluated their performance, regulated their emotions, and engaged in cooperative interactions. The study highlights the importance of integrating indirect strategies into EFL pedagogy to strengthen students’ academic speaking competence. Keywords: academic speaking, indirect learning strategies, metacognitive strategies, affective strategies, social strategies

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