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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 89 Documents
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A Comprehensive Program Evaluation of the Thesis Boot Camp Implementation: Impact on Thesis Writing Ability and Pedagogical Challenges in English Education at IAIN Palopo Husnaini; Wahibah; Kalsum; Ermawati
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1602

Abstract

Thesis writing is a major challenge for undergraduate students, often leading to delays in graduation. This study examines the impact of a Thesis Writing Boot Camp on students’ abilities and identifies the challenges faced by 33 students from the English Language Education Study Program at IAIN Palopo. Using a descriptive quantitative approach, data were collected via questionnaires from 23 respondents. Findings revealed that strongly positive outcomes: a high majority of participants reported satisfaction (73.9% satisfied/very satisfied), found materials relevant (82.6% relevant/highly relevant), and rated facilitators highly (91.3% good/excellent). The program also led to significant self-reported improvements in understanding thesis structure (73.9% improved/significantly improved) and increased writing confidence (65.2% confident/very confident). Mentoring sessions were deemed highly beneficial (82.6% beneficial/highly beneficial), and the program received a strong endorsement (60.9% highly likely to recommend). However, challenges persisted, including insufficient time allocation for some sessions (as noted by 8.7% of respondents), only moderate gains in confidence and understanding among a substantial subgroup (34.8%), and an uncomfortable learning environment for a minority (8.7%). The study concludes that structured, intensive Boot Camp is highly effective, and recommendations are provided for program enhancement, including extending session duration and improving the learning environment to optimize outcomes.
Gender and Modality Effects on EFL Speaking Anxiety: A Study of Online and Traditional Classrooms at UIN Alauddin Makassar Asnur, Sardian Maharani; Nagauleng, Andi Mukarramah; nahdhiyah, nahdhiyah; Waris, Ahmad Mustamir
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1796

Abstract

This study aims to examine how gender and learning modality (traditional vs. online class) influence speaking anxiety among fourth-semester students of the English Language and Literature Department. A total of sixty students, comprising 30 males and 30 females, participated in the study by completing a modified Foreign Language Classroom Anxiety Scale (FLCAS). The data were analyzed using descriptive statistics and independent-samples t-tests. The results show that speaking anxiety was consistently higher in the traditional classroom than in the online class across all FLCAS subscales, with significant differences favouring lower anxiety in online classes (p < .001). Gender differences were descriptive but not statistically significant in the traditional class, indicating that the high-pressure nature of face-to-face communication elevated anxiety similarly for both groups. In contrast, a significant gender difference emerged in the online class for the Fear of Negative Evaluation subscale (p = .033), with female students reporting stronger evaluative concern. Overall, the findings indicate that speaking anxiety is shaped more by learning modality than by gender, and that online settings may reduce certain anxiety triggers for learners. However, the limited sample size calls for further studies with larger and more diverse populations to improve the generalizability of the findings
Adopting and Adapting AI for EFL Teaching in Indonesian Higher Education Hasanah, Uswatun; Jabu, Baso; Baa, Sultan
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1800

Abstract

Like a double-edged sword of technology, the swift development of Artificial Intelligence (AI) in English Language Teaching (ELT) has generated both benefits and drawbacks. While AI offers efficiency, personalization, and diverse learning resources, its integration requires critical consideration of pedagogical, ethical, and contextual factors. This study investigates how EFL educators in Indonesian higher education perceive, adopt, and adapt AI tools in their teaching, focusing on acceptance, practical use, perceived risks, and training needs. This study applied a qualitative case study approach, in which five lecturers with previous experience in using AI for language teaching were interviewed through a semi-structured format. The collected data were examined using thematic analysis, guided by the Technology Acceptance Model (TAM) and the framework of professional development theory. Findings reveal varied acceptance levels, such as some educators demonstrate a high adoption tendency, others adopt it selectively to align with pedagogical goals, and some engage in critical adoption with verification. Reported benefits include time savings in material preparation, enhanced engagement, and increased flexibility., Meanwhile, concerns involve content accuracy, over-reliance by students, reduced teacher–student interaction, and uneven digital infrastructure. Most participants expressed the need for targeted, practice-oriented training, particularly in designing AI-assisted learning media. The research highlights that institutional support, clear ethical frameworks, and continuous professional training are essential to guarantee that AI functions as a supportive tool rather than substituting teachers’ expertise.  Beyond highlighting varied adoption tendencies and training needs, this study informs the development of professional development programs and ethical guidelines tailored to the realities of Indonesian higher education. While the study is limited to a small number of lecturers in a single context, it opens pathways for comparative and longitudinal research that can further enrich global understanding of AI integration in EFL education.
Teachers’ Beliefs of Culture in Intercultural Language Learning: A study in North Maluku Husain, Balqis; Rd. Safrina; Gandana, Isti Siti Saleha
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1822

Abstract

This study investigates EFL teachers' conceptualizations of culture and intercultural language learning (ILL) and examines how cultural values are reproduced in classroom practices. This research was conducted as a qualitative single-case exploratory study involving two senior high school EFL teachers from North Maluku, Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and document analysis, and analyzed thematically. The findings reveal distinct differences in how the teachers conceptualize culture and implement ILL. One teacher adopts a reflective and critical approach aligned with Byram's concept of critical cultural awareness, emphasizing integrating local culture and small 'c' culture through experiential learning. This approach reflects a dynamic view of culture (culture as verb) and actively seeks to balance the influence of target cultures with local values. In contrast, the other teacher views culture as static (culture as noun), focusing on Big' C' culture and pragmatic linguistic access, relying heavily on digital resources without direct intercultural experiences. Reflections in this approach remain cognitive and affective but are not fully translated into pedagogical practice. These findings demonstrate how personal experience, access to learning resources, and pedagogical orientation shape teachers' beliefs and practices. The study underscores the need for professional development programs to strengthen teachers' critical cultural awareness and contextually relevant intercultural practices, while also highlighting the importance of equitable access to intercultural learning opportunities to reduce overreliance on digital or conventional materials.
Educational Speaking Technology Tools in English Pronunciation khoiriyah, khoiriyah; Sholahuddin, Muhammad Firza Thoriq; Ananta, Benny Dele Bintang
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1834

Abstract

Pronunciation is essential for effective oral communication, yet it is often underemphasized in EFL classrooms due to teachers’ limited time, confidence, and resources. Digital tools such as YouGlish and Merriam-Webster provide authentic pronunciation models and phonetic sopport that can enhance students’ pronunciation learning. This study investigated the effectiveness of educational speaking technology in pronunciation instruction and examined the perceptions of English language learners in using the technology during their learning process. A mixed-methods design was employed involving 21 students enrolled in the Speaking for Informal Interaction course. Data were collected through pronunciation pre- and post-tests and questionnaires, including open-ended items, to capture students’ perceptions. Quantitative data were analyzed using SPSS, while qualitative data from open-ended responses were examined through thematic analysis. The findings indicated a significant improvement in students’ pronunciation performance after using the educational technology tools. Students also reported gains in overall speaking ability, especially in pronunciation, vocabulary use, and confidence. The tools’ authentic pronunciation examples and phonetic guides contributed greatly to these improvements. The results lead to the conclusion that incorporating educational speaking technology into language teaching can substantially enhance pronunciation skills. A balanced approach that combines technology with guided practice is recommended to maximize learning benefits and minimize potential confusion for learners.
Translating Love: An Analysis of Love Languages and Translation Techniques in Aku Jati Aku Asperger Arbain, Arbain
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1858

Abstract

This study examines how love languages are expressed and translated in the Indonesian film Aku Jati Aku Asperger, focusing on the maintenance of emotional meaning across cultural and linguistic boundaries. The research aims to identify how different forms of affection are represented in the film and how translation techniques contribute to preserving emotional authenticity in the English subtitles. Using a qualitative descriptive method, the study analyzes Indonesian dialogues and their English translations to examine the relationship between linguistic choice and emotional expression. A total of 110 dialogue units were selected and categorized based on five types of love languages: Words of Affirmation, Acts of Service, Receiving Gifts, Quality Time, and Physical Touch. The analysis reveals that Words of Affirmation appear most frequently, reflecting the direct and sincere emotional style of the main character, followed by Acts of Service and Quality Time. The most frequently applied translation techniques are literal translation, established equivalent, and modulation, which help maintain both linguistic clarity and emotional resonance. These techniques ensure that the translated dialogues convey similar levels of empathy and intimacy as the original. The study highlights that effective film translation requires not only linguistic accuracy but also emotional sensitivity to achieve meaningful cross-cultural communication.
Taboo as Oral Discourse and Cultural Code: Performative Communication of Moral and Ecological Values in Bugis Society Suparman, Suparman; Abdullah Syukur; Tsamratul’aeni, Tsamratul’aeni
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1860

Abstract

This study aims at examining the phenomenon of taboo in Bugis society through an anthropolinguistic perspective. tTaboo is understood as a prohibition or taboo transmitted orally, functioning as a social, religious, and ecological mechanism to regulate behavior and to maintain communal harmony. By using a qualitative approach within the paradigm of linguistic ethnography, this research involved 12 key informants in Luwu Regency, South Sulawesi. Data were collected through participant observation, in-depth interviews, and documentation of taboo texts. The analysis was conducted through data reduction, thematic classification, and anthropological interpretation. The findings reveal four main dimensions of Bugis taboo: (1) religious integrating local customs with Islamic teachings; (2) social emphasizing ethics of mutual assistance and norms of interaction; (3) health-related particularly prohibitions concerning pregnant women and children; and (4) ecological functioning as local knowledge for natural resource conservation. Bugis taboo is shown to function not merely as an oral tradition, but also as a performative speech act that regulates behavior, instills moral values, and preserves local wisdom. These findings affirm the contribution of taboo as an important component of intangible cultural heritage while enriching cross-cultural studies of taboo.
Developing and Evaluating a Project-Based Academic Vocabulary Flipbook Integrating Papuan Local Wisdom: Validity, Practicality, and Effectiveness -, Heriyanti; Pasandalan, Sittie Noffaisah; Rahmawati, Fitria; Yuliana; Andini Putri Cahyani; Rumasukun, Halima
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1886

Abstract

Academic vocabulary is essential for university students’ success in scientific reading and writing, yet instructional approaches remain largely conventional and insufficiently connected from students’ cultural contexts. This study aimed to develop and evaluate a project‑based academic vocabulary flipbook integrating “Papuan local wisdom” for the English Education Study Program at Universitas Muhammadiyah Sorong. The flipbook was developed using the ADDIE model through needs and curriculum analysis, instructional design, multimedia content creation using “Canva”, “YouTube”, and “Heyzine”, limited implementation with 20 students, and expert as well as user evaluation. Data were collected via questionnaires, expert validation rubrics, interviews, and pre‑ and post‑tests, and were analyzed descriptively and using a paired‑sample t‑test. The findings show high validity, with subject matter experts assigning a mean of 3.85 (“excellent”) for content, and media experts 3.82 (“excellent”) for technical quality; students rated the flipbook “good” (mean 3.41) across instructional and technical aspects. For practicality, experts and students reported overall scores of 96.18%, 95.57%, and 84.94% (“very practical”). Pre‑ and post‑tests showed an average gain of 10.30 points (from 55.10 to 65.40) in academic vocabulary scores, with t(19) = ‑3.884, p = 0.001, indicating a significant improvement. Qualitative feedback highlighted the flipbook’s “clarity, engagement, and cultural relevance” and its role in helping students correctly use academic vocabulary in meaningful, project‑based contexts. In sum, the developed flipbook is valid, practical, and effective for enhancing academic vocabulary learning in a culturally responsive manner.
Integrating Islamic Contextual Authentic Materials in English Language Learning for Islamic Community Development Students Munir, Nurasia; Sahril, Sahril; Munir, Bayanudin
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): 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.v7i1.1900

Abstract

Authentic materials are learning materials that are not specifically created for educational purposes but are used in the real world, such as texts, audios, videos, and other sources (Fitria, 2022; Fitriana et al., 2019). Integrating Islamic contextual authentic material into English language learning can help students develop English language skills while strengthening their understanding of Islamic values in a global context. This study examines the integration of Islamic contextual authentic materials into English Language Learning for students of Islamic Community Development at the State Islamic University (UIN) Datokarama Palu, Indonesia. Using a qualitative descriptive design, data were collected through classroom observations and semi-structured interviews with two lecturers and nineteen students. The findings indicated that authentic materials grounded in Islamic contexts, such as the Qur’an and Hadith, videos, Islamic songs, and English texts on social issues related to Islamic themes, enhance students’ motivation, improve their linguistic skills, and strengthen their spiritual identity. However, challenges include a lack of suitable materials and difficulty balancing linguistic authenticity with religious sensitivity. The study recommends structured teacher training, institutional repositories of Islamic authentic materials, and curriculum guidelines aligning English learning with Islamic community development competencies.

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