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Journal of English Education and Linguistics
Published by Sekolah Tinggi Agama Islam Negeri Mandailing Natal
ISSN : 27222667     EISSN : 27218236     DOI : -
Core Subject : Education, Social,
Social Sciences Other
All topics related to education, teaching english, english and general linguistics, english and applied linguistics, discourse analysis, english and general literature. https://jurnal.stain-madina.ac.id/index.php/je2l/Focus-and-Scope
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 151 Documents
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Struggling to Speak: A Case Study of Students’ Barriers in English Public Speaking Supriyanto, Supriyanto; Ilham , Ilham; Edi, Edi; Bafadal, Moh. Fauzi
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This study investigates the challenges students face in developing their English public speaking skills and identifies the factors that influence their performance. Using a descriptive qualitative approach and a case study design, data were collected through semi-structured interviews and classroom observations involving third-semester students of the English Education Study Program. The data were analyzed using an inductive approach through Miles and Huberman’s interactive model. The findings reveal four major categories of challenges. Preparation-related difficulties emerged as students often lacked adequate rehearsal, resulting in disorganized delivery and low confidence. Linguistic barriers, including limited vocabulary, grammatical inaccuracy, pronunciation problems, and disrupted fluency, further affected their ability to express ideas clearly. Psychological factors such as anxiety, shyness, and fear of negative evaluation also played a crucial role in hindering performance. Additionally, environmental and social constraints, such as limited speaking opportunities and insufficient support from peers and lecturers, restricted students’ development of speaking competence. Overall, the study highlights that students’ public speaking challenges are multidimensional. It emphasizes the need for comprehensive instructional support that integrates preparation strategies, linguistic development, confidence-building techniques, and increased speaking practice.
Improving English Speaking Skills Using Creative Crafting Media Kania Paswa Clearesta; Musiman, Musiman; Sih Pratiwi, Dyah
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This study investigates the use of creative handicraft media to improve the English speaking skills of eighth-grade students at SMP Surya Dharma 2 Bandar Lampung. The research was conducted in response to students’ difficulties in speaking English, particularly related to low confidence, limited vocabulary, and fear of making mistakes. Handicraft activities were incorporated into speaking lessons to provide students with meaningful learning experiences and to encourage active participation. The results show that the use of creative handicraft media positively influences students’ speaking performance and classroom involvement. This study demonstrates that creative handicraft media can be an effective learning alternative in junior high school English classes, as it helps create a more engaging learning atmosphere and supports students in developing confidence when speaking English.
Digital Tools in English Language Learning: Navigating Strategies and Challenges Vanesa Agatha Indria Putri; Ginanjar Anjaniputra, Agung
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This systematic literature review explores the strategies and challenges involved in integrating technology into the English learning process, with a focus on the perspectives of teachers and students. Although many studies have highlighted the benefits of technology in English teaching and learning, systematic reviews that compile strategies and challenges from both teacher and student perspectives are still limited. Both perspectives are crucial, as teachers determine pedagogical implementation and students respond to technology in learning practice. This study analyzes17 peer-reviewed journal articles published between 2022 and 2025and synthesizing key findings on how strategies and challenges of digital tools in English language teaching and learning. These studies reveal that technology offers substantial benefits such as increased engagement, creativity, and accessibility, but its implementation faces various obstacles. These obstacles include limited ICT proficiency, insufficient administrative and technical support, infrastructure deficiencies (particularly in rural settings), low levels of digital literacy, student autonomy issues, and concerns over academic integrity. Educators have adopted adaptive strategies including ongoing professional development, peer collaboration, reflective teaching practices, and blended learning models to address these barriers, while the students form peer support networks to improve their digital learning experiences. This review highlights the importance of a comprehensive, multi-levelapproach that combines individual skill development with systemic infrastructure, policy support, and inclusive educational practices. In conclusion, this review calls for a shift from mere technology adoption to a deeper pedagogical transformation.
Exploring EFL Students’ Perceptions of Purposeful Listening Strategies in a Listening for Professional Context Course Badu, Helena; Basalama, Nonny
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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This article explores EFL students’ perceptions of purposeful listening strategies implemented in a Listening for Professional Context course at Universitas Negeri Gorontalo. This study used a convergent mixed-methods design; data sources were collected from 23 students in an English Language Education Study program through Likert-scale questionnaires, followed by open-ended reflections. Findings reveal that structured listening cycles were perceived to develop students’ focus, metacognitive awareness, strategic autonomy, and engagement with authentic listening materials, suggesting a perceived shift toward more active listening. Pre-listening activities facilitated mental readiness and reduced initial cognitive load, while-listening strategies promoted active processing and real-time monitoring, while post-listening reflection enhanced metacognitive awareness and learner autonomy. Students reported that listening tasks became more manageable and meaningful when guided by explicit strategies, even when working with authentic professional audio texts. These results underscore the importance of integrating purposeful listening cycles into EFL listening instruction, particularly in contexts employing authentic professional materials. The study is limited by a small sample size and reliance on self-reported data. However, it contributes context-specific insight into the use of purposeful listening cycles in the Listening for Professional Context course, with implications for EFL curriculum design and strategy-oriented listening instruction in higher education.
Exploring Cognitive Engagement in EFL Descriptive Writing: A Case Study Using Mindomo-Assisted Mind Mapping Fahmi, Kalimul; Asih Wigati, Fikri; Pujiawati, Nia
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This research aims to explore the process of teaching and students’ cognitive engagement in writing descriptive texts using the mind mapping technique with the Mindomo application. This research used a qualitative approach. This research was conducted in one of the public junior high schools in Karawang. The participants were nine seventh-grade students selected from one class to represent low, medium, and high levels of cognitive engagement during the descriptive writing process. Data were collected through classroom observation, interviews, and documentation. The data were analyzed by using thematic analysis. The findings indicate that the implementation of mind mapping contributed to different manifestations of students’ cognitive engagement during the writing process. Students demonstrated task management and strategic planning through visual organization of ideas, engaged in self-monitoring and revision while developing their texts from mind maps, and showed continued engagement through peer feedback and help-seeking behaviors. Students’ emotional responses were identified as contextual factors that supported persistence during the writing process. Future research could involve more participants or different text types to extend these findings.
Exploring Potential Factors Affecting ESP Students’ Oral Communication Skill in Speaking Class Across Gender Mandasari, Mellati
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This study aims to explore the factors influencing English for Specific Purposes (ESP) students’ oral communication skills in speaking classes, with particular emphasis on gender differences among Public Administration students at STIA Lppn Padang. Employing a qualitative research approach, the study involved 32 Public Administration students enrolled in an ESP speaking course. Data were collected through classroom observations and semi-structured interviews. The findings reveal that female students demonstrated stronger oral communication performance than their male counterparts, as evidenced by higher levels of motivation, greater self-confidence, and more effective management of speaking anxiety. In addition, female students were more responsive to teacher support, more actively engaged in peer interaction, and better able to utilize the classroom environment to enhance their speaking skills. In contrast, male students showed lower engagement, limited preparation, and reduced confidence in oral communication tasks. These findings indicate that gender differences in ESP speaking performance are context-dependent and shaped by an interaction of psychological and social factors. Pedagogically, the results suggest the need for ESP instructors to adopt gender-responsive teaching strategies, such as varied speaking tasks, structured peer collaboration, and supportive feedback mechanisms, to promote equitable participation and enhance oral communication skills among all students. 
Questioning Strategies Used by Debate Hosts in Mata Najwa and Kick Andy Harahap, Fathul Jannah Harahap; Saragih, Erikson; Parasian, Nehemia Anugrah
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This research aimed to identify the questioning strategies used by debate hosts in Mata Najwa and Kick Andy and to investigate how these strategies influenced the flow of dialogue, issue framing, and the quality of informants’ responses. This research used a descriptive qualitative method. The results showed that Najwa Shihab employed five types of questions, namely opening questions, informative questions, Socratic questions, controlling questions, and rhetorical questions. These question types were used to build rapport, obtain factual explanations, stimulate critical thinking, ensure clarity, and provide subtle critique. Andy F. Noya employed six types of questions, consisting of opening questions, informative questions, Socratic questions, directing questions, alternative questions, and closing questions. These strategies functioned to guide the discussion, clarify political positions, and maintain structured and balanced interactions. The findings indicated that both hosts effectively managed the direction and focus of the conversation, prevented digression from key topics, and enhanced audience understanding of complex legal and political issues. The implications of this research indicated that people could apply effective questioning in daily life to understand complex information and evaluate issues critically. This research contributes to discourse analysis by highlighting the role of questioning strategies in public and political debates, while offering practical insights for hosts, journalists, and educators to guide discussions.
A Literature Review on Culture-Based Digital Storytelling to Enhance EFL Students’ English Writing Skills Arifah, Tanalina; Wijayatiningsih, Testiana Deni; Setiawan, Anjar
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This study explores the potential of culture-based digital storytelling as a pedagogical approach to enhancing English writing skills among learners of English as a Foreign Language (EFL) by integrating multimodal learning features with culturally familiar narratives. Adopting a literature review methodology, the study synthesizes findings from 27 peer-reviewed journal articles published between 2010 and 2024 that examine EFL writing challenges, instructional strategies, digital storytelling practices, and the incorporation of cultural materials in language learning. The synthesis reveals that EFL learners frequently encounter difficulties in idea generation, textual coherence, and linguistic accuracy, challenges that are often exacerbated by cognitive overload and affective barriers. The reviewed studies indicate that digital storytelling supports writing development by providing multimodal scaffolding through the integration of visual, auditory, and textual modes, which enhances learners’ comprehension, engagement, and narrative organization. In addition, the use of culturally familiar narratives, particularly local folklore, facilitates conceptual understanding, reduces cognitive demands, and fosters emotional connection with writing tasks. The findings suggest that culture-based digital storytelling constitutes a mutually reinforcing instructional model in which multimodal support and cultural relevance jointly address both cognitive and affective dimensions of writing. This integrated approach enables learners to construct and express ideas more meaningfully in written form. The study concludes that culture-based digital storytelling offers a pedagogically sound framework for strengthening EFL learners’ narrative writing competence and emphasizes the need for further empirical research to investigate its classroom implementation and effectiveness across diverse educational contexts.
Learning From Peers: Students’ Perceptions of Peer Teaching in Basic Grammar for ESP Courses Laser
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This study explores students’ perceptions of peer teaching in a Basic English for Specific Purposes (ESP) course in an Indonesian private university. The research investigates how peer teaching influences learners’ understanding of grammar and vocabulary, their confidence, and their classroom engagement. Using a qualitative descriptive design, data were collected through a focus group discussion with six fifth-semester students. Findings reveal that peer teaching creates a relaxed learning atmosphere that reduces anxiety and increases students’ willingness to ask questions. Participants reported deeper comprehension of grammar when peers provided simplified explanations, although complex structures still required clarification from the lecturer. Peer interaction increased students’ confidence, encouraged active participation, and strengthened their learning autonomy. However, participants emphasized the need for better tutor preparation, clearer guidelines, and stronger lecturer support to ensure accuracy and coherence during instruction. The study concludes that peer teaching effectively complements lecturer-led instruction by fostering supportive learning environments and enhancing grammar-focused learning. The implications highlight the importance of structured peer-teaching design, adequate tutor training, and balanced integration with teacher-led explanations to maximize learning outcomes in ESP contexts.
Developing Religious Moderation-Based Reading Materials for English Instruction at MA Awaluddin Kubu Raya Kholifuddin Roma; Segu, Segu
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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Abstract

This study focuses on developing English instructional materials based on religious moderation for students at MA Awaluddin Kubu Raya. Itused a design and development approach, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The work was limited to the first three stages, which are Analysis, Design, and Development, to create and validate the new learning materials through expert evaluation. While the ADDIE framework provided a clear and thorough process for development, the later stages of implementation and classroom assessment were not conducted. These remaining phases are noted as important next steps and a key limitation of this study. The materials were designed by integrating linguistic elements with the four pillars of religious moderation, namely national commitment, tolerance, non-violence, and appreciation of local culture. The product was validated by three experts: an English language content expert, an education specialist, and a religious moderation expert from the Forum for Religious Harmony (FKUB). The results indicate a feasibility level of 95.00%, categorized as highly appropriate, with scores of 96.75% for content, 93.25% for linguistic aspects, and 95.00% for design and media. The final product, Reading Comprehension Lessons Based on Religious Moderation, comprises ten thematic reading units designed to foster tolerance, national values, peaceful interaction, and cultural respect. The findings confirm that the developed materials are strong in both theory and content, according to expert evaluation. They are therefore deemed suitable and ready for initial implementation and pilot testing with students. The product offers a validated model as an alternative resource for English language teaching in madrasah settings.

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