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NUR FADILLAH NURCHALIS
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nurfadillahnurchalis@stainmajene.ac.id
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+6285342027771
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LETS: Journal of Linguistics and English Teaching Studies
Published by Sekolah Tinggi Agama Islam Negeri Majene
ISSN : 27154408     EISSN : 27154416     DOI : https://jurnal.stainmajene.ac.id/index.php/lets/ar
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LETS: Journal of Linguistics and English Teaching Studies (p-ISSN: 2715-4408, e-ISSN: 2715-4416) is an open access and peer-reviewed journal published biannually by English Program of Education and Teaching Training Department of State Islamic College of Majene, West Sulawesi. LETS: Journal of Linguistics and English Teaching Studies publishes research papers which focus on the following issues: (a) language learning, teaching, and assessment, (b) second language acquisition, (c) language curriculum and material development, (d) linguistics and applied linguistics, (e) cultural issues in language studies, and English literature and cultural studies.
Arjuna Subject : Umum - Umum
Articles 104 Documents
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Politeness Strategies in Cross-Cultural Academic Communication between Mandailing Natal Students and Culturally Diverse Lecturers Yahsya, Akhrif; Santoso, Didik; Antonio, Joemar; Suadi, Suadi
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2193

Abstract

Although politeness in academic communication has been widely discussed in pragmatic studies, limited research has examined how students from local cultural backgrounds employ politeness strategies when interacting with lecturers from different cultural backgrounds in Indonesian higher education settings. This gap is important to address because differences in cultural norms and communication styles may lead to misunderstandings and affect the effectiveness of lecturer–student interaction. This study aims to investigate the politeness strategies used by Mandailing Natal students when interacting with lecturers from different cultural backgrounds at STAIN Mandailing Natal. This study employed a qualitative pragmatic research design with a sociopragmatic approach. The participants consisted of 15 Mandailing Natal students and 6 lecturers from non-Mandailing cultural backgrounds. The data were collected through classroom observations, audio-recorded lecturer–student interactions, academic consultation recordings, semi-structured interviews, and field notes. The data were analyzed using pragmatic discourse analysis based on Brown and Levinson’s politeness theory. The findings reveal that students predominantly employed negative politeness strategies, including indirect expressions, hedging, apologetic forms, and softened statements to show respect and minimize imposition toward lecturers. Students frequently avoided direct disagreement and tended to communicate cautiously due to cultural values emphasizing respect for authority and social harmony. In contrast, lecturers generally used more direct communication styles when giving feedback, instructions, and asking questions. These differences in communication styles sometimes created misunderstandings during classroom discussions and thesis supervision sessions. Students often hesitated to ask for clarification, while lecturers sometimes interpreted students’ silence as passiveness or lack of preparation. The study concludes that politeness strategies in lecturer–student interaction are strongly influenced by cultural values, social hierarchy, and academic roles. The findings highlight the importance of pragmatic and intercultural awareness in higher education communication in order to reduce misunderstandings and support more effective academic interaction.
Indonesian EFL Pre-Service Teachers' Experiences in Developing Speaking Skills in the Pedagogy of Speaking Course Ariyani, Amra; Aeni, Nur; Amaliah, Suci
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2253

Abstract

This qualitative case study examines how Indonesian EFL pre-service teachers experienced the development of speaking skills in a Pedagogy of Speaking Course and how these experiences contributed to their early professional readiness. The study responds to the need for speaking pedagogy courses that support not only oral participation but also pedagogical awareness among future English teachers. Data were collected through classroom observations, semi-structured interviews with ten fourth-semester English education students, and reflective journals across four sequenced course activities: a personal speaking task, picture-based storytelling, speaking-teaching strategy mapping, and peer teaching. Using reflexive thematic analysis, data were triangulated across observations, interviews, and journal entries. The findings showed that students' speaking development progressed from personal speaking tasks to collaborative meaning-making and peer teaching. Although students encountered affective, linguistic, cognitive, and pedagogical challenges, they addressed these through self-regulation, peer collaboration, writing-based planning, digital and textual resources, and lecturer feedback. Furthermore, the course also helped students reframe and reinterpret speaking activities as vital pedagogical strategies for their future classrooms. The study concludes that a Pedagogy of Speaking Course can function as both a speaking-practice space and an early professional formation site when designed through sequenced tasks, written planning support, peer collaboration, reflective follow-up, and explicit links between speaking activities and teaching practice.
Rethinking Multicultural EFL Instruction in Indonesian Junior High Schools: Teachers’ Challenges and Classroom Realities Mohammad Sata, Mohammad Rafii; Abduh, Amirullah; Baa, Sultan; Wahyuddin
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2259

Abstract

Multicultural instruction has become increasingly important in English as a Foreign Language (EFL) classrooms as students bring diverse cultural, linguistic, and social backgrounds into the learning process. However, its classroom implementation remains challenging, particularly in junior high school contexts where teachers must balance language objectives, student diversity, curriculum demands, and limited institutional support. This study employed a qualitative case study design to investigate teachers’ challenges in implementing multicultural instruction in Indonesian junior high school EFL classrooms. Data were collected through classroom observation, semi-structured interviews, and document analysis involving English teachers, school principals, and MGMP Head. The data were analysed thematically to identify recurring patterns related to teachers’ challenges. The findings reveal three major challenges: limited institutional support, teachers faced a lack of multicultural teaching materials, and Student diversity in Classroom Interaction. The study concludes that multicultural instruction in Indonesian EFL classrooms operates as an adaptive and contextualized pedagogical practice that requires stronger institutional support, culturally relevant resources, and sustained teacher professional development in interacting students’ diversity. The findings imply the need for stronger school support, localized multicultural materials, and continues teacher training to strengthen inclusive classroom practice. However, due to the limited number of participants and the specific junior high school context, further research involving broader settings and larger participant group is needed to provide more comprehensive insight into multicultural instruction.
Transformation of English Language Teaching in Elementary Schools: Analysis of Teacher Pedagogical Competence through TPACK Farikah
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2299

Abstract

The digital transformation of English Language Teaching (ELT) requires elementary teachers to integrate technology with sound pedagogy rather than to add it as a surface-level enhancement. Yet little is known about how non-specialist teachers of young learners enact such integration, and conventional evaluations tend to assess technological and pedagogical competence in isolation. This exploratory study investigates the perceived and enacted pedagogical competence of elementary English teachers through the Technological Pedagogical Content Knowledge (TPACK) framework and a multimodal lens. A convergent mixed-methods design was applied, in which a descriptive quantitative strand (a self-report questionnaire) and a qualitative strand (interviews and structured observation) were collected concurrently and then merged for interpretation, with 55 elementary English teachers in Magelang Regency, Indonesia, selected through purposive sampling across three career stages. Data were collected through a 12-indicator self-report questionnaire (five-point Likert scale), semi-structured interviews with 15 teachers, and structured observations of 18 lessons coded against a TPACK-multimodal rubric; the quantitative and qualitative strands were merged through a joint display. Self-report means were uniformly high (4.0-4.4), with the lowest scores in the integrative dimensions Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK, both 4.0). Observation evidence, however, diverged from these perceptions: in most lessons technology functioned as substitution (displaying static text or playing audio) rather than transformation, and only about one fifth of observed lessons showed simultaneous integration of technology, pedagogy, and language content. Multimodal practice was dominated by the visual mode, with audio and gestural modes used less and assessed inconsistently. The study contributes an evidence-based mapping of the gap between perceived and enacted TPACK in primary ELT and offers proportionate implications for sustained, practice-based teacher professional development. Because the findings rest on self-report and a bounded sample, they are interpreted as indicative rather than conclusive, and no claims are made about student learning outcomes.

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