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Linguistic, English Education and Art (LEEA) Journal
Published by Universitas Prima Indonesia
ISSN : 25979248     EISSN : 25973819     DOI : https://doi.org/10.31539/leea.v4i2.1851
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) as an information and communication media for practitioners, researchers and academics who are interested in the field and development of linguistic, english education, and art
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 239 Documents
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Strengthening Students’ English Reading Skills and Motivation Through Flipped Classroom Strategy Using Whatsapp (WA) as a Learning Media Sungkur, Sensianus; Ardiasih, Lidwina Sri; Saehu, Andang
Linguistic, English Education and Art (LEEA) Journal Vol. 8 No. 2 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i2.14968

Abstract

This study employs a quasi-experimental design to explore the effectiveness of the Flipped Classroom strategy in enhancing students' reading skills and motivation using the WhatsApp platform. The quasi-experimental technique measures the measurement results before and after treatment. In addition, this study also seeks a correlation between reading skills and reading motivation. The research participants were seventh graders of a Junior High School in Tana Tidung who were randomly selected into experimental and control classes. The instruments used in this study were a pre-post reading skills test and a pre-post reading motivation questionnaire on two dimensions, namely intrinsic and extrinsic. Both instruments have been tested for validity and reliability before being used in the study. The results showed that the significant value (2 tailed) or (P) of the post-class reading comprehension test obtained by the experimental and control classes was 0.001, which is smaller than 0.05. It is confirmed that there is a significant difference and the quality of the experimental class' results in reading comprehension, which is higher than the control class. Thus, the Flipped Classroom strategy has an impact on improving reading skills. All significant values (2 tailed) or (P) of the post-reading motivation questionnaire in both dimensions obtained by the experimental and control classes also showed significant difference as they reached 0.001, which is smaller than 0.05. In addition, the quality of the experimental class' reading motivation results were higher than the control class. Thus, the Flipped Classroom strategy has a good impact on increasing reading motivation. Meanwhile, the significance values of the Pearson correlation of the post-reading skill test and the post-reading motivation questionnaire in both dimensions obtained by the experimental class are 0.882, 0.629, and 0.522. The control class obtained 0.286, 0.151, and 0.069. These values are more than 0.05. Thus, this shows that students' reading skills are not correlated with reading motivation in the control class. So, it can be concluded that the Flipped Classroom strategy is very appropriate for improving reading skills and reading motivation using WhatsApp platform, but there is no relationship between reading skills and reading motivation. Keywords: Flipped Classroom Strategy, Reading Motivation, Reading Skill, WhatsApp.
The Effect of Project-based Learning on the Improvement of Listening Skills in Junior High School Students Nifriza, Ifna; Rahmalia, Indah; Reswary, Dahayu Annora
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/zrmxnw51

Abstract

This study aims to determine the effect of Project-Based Learning (PBL) on the improvement of English listening skills in junior high school students. The research method used is a quasi-experimental design with a pretest-posttest control group. The research sample consists of 60 junior high school students divided into two groups: an experimental group that applies PBL and a control group that uses conventional teaching methods. Data were collected through listening tests before and after the treatment. Data analysis using a t-test showed a significant improvement in the listening skills of students taught with PBL compared to the control group. These findings indicate that PBL is effective in enhancing the English listening skills of junior high school students. The implication of this study is the importance of implementing innovative teaching methods such as PBL in English language teaching. Keywords: English, Junior High School Students, Listening Skills, Project-Based Learning
meningkatkan Kosakata dan Prestasi Akademik melalui Pembelajaran Kelompok di Kalangan Siswa Sekolah Dasar EFL: sebuah studi di sebuah sekolah dasar di semarang Santoso, Lutfia Aulia; Ambarini, Ririn; Wahyu Widiyanto, Muhammad
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i3.15429

Abstract

This mixed-method study explores the impact of group learning on vocabulary acquisition and English academic performance among sixth-grade primary school students. While vocabulary knowledge is foundational to language competence and overall academic achievement, traditional instruction methods often rely on rote memorization, which may not align with young learners' cognitive and social development. Drawing upon Sociocultural Theory (Vygotsky), Cooperative Learning Theory (Slavin), and Vocabulary Acquisition Theory (Nation), this study positions vocabulary learning as a socially mediated process best facilitated through structured group interaction. A quasi-experimental design with pre- and post-tests was employed to compare vocabulary retention between a group-based learning cohort (n = 30) and a control group receiving traditional instruction (n = 30). Complementary qualitative data were collected via focus group discussions and in-depth interviews. Quantitative results revealed a statistically significant improvement in the experimental group’s vocabulary and English performance scores. Thematic analysis identified key mechanisms of group learning effectiveness, including peer support, motivation, active participation, and confidence-building. Findings indicate that group learning not only enhances lexical retention but also fosters a psychologically safe and motivationally rich environment for language development. Moreover, low-performing and introverted students exhibited disproportionate gains, suggesting the inclusivity and adaptability of group learning strategies. This study contributes to the limited body of empirical research on collaborative vocabulary instruction in Southeast Asia and offers practical implications for curriculum design, teacher training, and inclusive language pedagogy in primary education. Keywords: Collaborative Learning, Group Learning, Peer Scaffolding, Primary Education, Student Motivation
Students' Perspective on the Utilization of the Fluenday Application for Beginners to Improve Vocabulary Fadhillah, Yoga; Salmiyah, Maryati
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/wsge0v77

Abstract

This study aims to explore the use of the Fluenday application in enhancing English vocabulary mastery among senior high school students. Employing a qualitative approach through a case study method, the research involved 28 eleventh-grade students who actively used the Fluenday application over a four-week period, from which 10 participants were selected for in-depth interviews. Data were collected using a questionnaire consisting of 10 statements and a set of four semi-structured interview questions designed to reinforce the questionnaire findings and provide deeper insights into the learning activities within the application. Thematic analysis was used to interpret the data. The findings reveal that the use of Fluenday positively impacts students’ vocabulary acquisition. Students found it easier to learn new words through contextualized video clips and reported improved memorization through repetition-based features, personalized quizzes, and daily exercises. Moreover, students were motivated to engage with vocabulary learning due to the interactive interface and the gamified reinforcement system. Despite some challenges and dependencies such as limited access to premium features and reduced engagement with independent assignments due to reliance on the app, these obstacles did not significantly hinder the app’s overall effectiveness. Students agreed that these issues could be managed and did not obstruct their vocabulary improvement. Therefore, this study concludes that Fluenday can be considered an effective alternative medium for vocabulary learning, provided it is supported by consistent and well-targeted usage strategies.   Keywords: Application, Enhancement of English Vocabulary Skills, Fluenday, Learning, Qualitative Research, Vocabulary.
Using Problem-based Learning Strategy to Enhance Students’ Speaking Skill in MAN 1 Lubuklinggau Luthfiyyah, Anggun; Fiani, Ani; Episiasi
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kajaf563

Abstract

This research aimed to investigate the effectiveness of the Problem-Based Learning (PBL) strategy in enhancing students' speaking skills at MAN 1 Lubuklinggau. The study employed a pre-experimental research design using a one-group pre-test and post-test model. A total of 44 students from class XI.1 were selected through cluster sampling. Data were collected using a speaking performance test. The findings revealed that the average pre-test score was 44.59 and increased to 79.77 in the post-test. Statistical analysis using a paired sample t-test showed a t-count of 21.32, which was significantly greater than the t-table value of 2.016 at a 0.05 significance level. These findings support the conclusion that the PBL strategy significantly improves students' speaking skills and fosters a more engaging learning environment. Keywords: Asking and Giving Opinion, Problem-Based Learning Strategy, Senior High School Speaking Skill, Teaching Students.
An Analysis of Deixis in Fast X Movie (2025) Gustiana, Resti; Adawiyah, Siti Saadatul
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/pj9xgz79

Abstract

The purpose of the study explores the phenomenon of deixis defined in linguistic terms as expressions whose interpretation is relative to the context of the utterance (e.g., speaker, time, and place) in the movie Fast X. The objective is to categorize and analyze the usage of deictic expressions based on Levinson’s (1983) classification: personal deixis (e.g., I, you), spatial deixis (e.g., here, there), temporal deixis (e.g., now, then), discourse deixis (e.g., this, that referring to parts of the text), and social deixis (e.g., sir, madam indicating social status). Using a descriptive qualitative method, the researcher collected data by transcribing character dialogues from the film. Language data were analyzed in terms of deixis reference, contextual dependency, and pragmatic function. The study finds that personal deixis is the most dominant type, reflecting the interpersonal dynamics and narrative perspective. This study highlights the importance of deixis in cinematic language, significance of deixis in enhancing coherence and engagement in film storytelling. Keywords: deixis, levinson’s theory, pragmatics, linguistics.
Teacher Strategies for Implementing Communicative Language Teaching in Second-Grade EFL Classrooms in a Pesantren-based Educational Setting Vatha Nabilla, Noor; Ruminda; Juhana
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/tkcss803

Abstract

This study investigates the implementation of the Communicative Language Teaching (CLT) approach by an English teacher in a second-grade EFL classroom within a pesantren-based educational setting in Indonesia. It aims to find out the teacher's teaching strategies to develop communicative competence, particularly in speaking. Through a qualitative research design, the study employed classroom observations across six meetings and a semi-structured interview with the teacher to explore the instructional strategies used, the challenges faced, and the outcomes achieved through the adoption of CLT. Findings reveal that while both the teacher and students initially faced difficulties adapting to the CLT method due to the teacher’s lack of prior experience and the students’ unfamiliarity with student-centered learning, gradual progress was evident. The teacher employed various communicative activities such as role-play, peer interviews, picture narration, and guessing games, which encouraged students to speak more confidently and spontaneously. The “help a friend” strategy, real-life contextual materials, and reduced correction during speech further fostered a supportive environment for language development. The study demonstrated that CLT could enhance student engagement, confidence, and oral proficiency. It offers valuable insights for educators aiming to shift from traditional instruction to more communicative, learner-centered approaches in culturally embedded environments. Keywords: Communicative Language Teaching, Teaching Method, Teaching Strategy, Speaking Skill
TEACHING ENGLISH AS A FOREIGN LANGUAGE AT ELEVENTH GRADE USING ACTIVE KNOWLEDGE SHARING (AKS) STRATEGY Sawitry, Maryanti
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/a3r2s810

Abstract

Active knowledge sharing (AKS) is one of the active learning strategies that encourages students to be active in discussing their knowledge as the process of learning English as a foreign language. It is used for enhancing students' abilities in reading and speaking comprehension. This research was conducted to investigate how active knowledge sharing can be used by the teacher in the English classroom. The researcher collaborated with the teacher conducting the learning process in a class by using a classroom action research design; it used three cycles in implementing the strategy while teaching narrative text in an English class. Each cycle included four stages: plan, act, observe, and reflect. The data were obtained qualitatively and quantitatively. Qualitatively, the data used students’ and teachers' notes about the class activity, which became a reflection for the researcher in revising the next cycle. Students' achievement in the reading test was the quantitative data. The research showed some improvements in students’ speaking participation in discussions, students’ reading achievement, and students’ vocabulary acquisition.   Keywords: narrative text, active knowledge sharing, reading and speaking comprehension
Types and Characteristics of Code-switching in Twitter Posts by Humanities Students of Universitas Sumatera Utara Fiesta Sinaga, Tantiara; Sinambela, Berlian Hasian Keyla; Sembiring, Inggrid Gavrila Beru; Rangkuti, Rahmadsyah
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 1 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/qgz71w17

Abstract

This study investigates the types and characteristics of code-switching employed by students from the Faculty of Humanities at Universitas Sumatera Utara (USU) in their Twitter posts. Drawing on Gumperz’s (1982) conversational functions, the research explores how code-switching operates as a communicative strategy rather than a random alternation between Indonesian and English. The data were collected from naturally occurring tweets and analyzed qualitatively. The findings reveal that intra-sentential switching is the most dominant type, reflecting high bilingual competence and a fluid integration of English into Indonesian discourse. Code-switching among USU Humanities students also exhibits distinctive pragmatic traits—English is frequently used for emphasis, emotional expression, and message qualification, while Indonesian maintains interpersonal warmth and contextual familiarity. Unlike patterns found in Jakarta youth discourse, their switching is content-driven and cognitively motivated, functioning as a tool for nuanced expression rather than identity display. These characteristics highlight a unique bilingual style rooted in intellectual engagement and reflexive awareness, suggesting that academic bilingualism fosters a sophisticated, meaning-oriented mode of linguistic hybridity. Keywords: Code-switching; Sociolinguistic; Twitter

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