cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmawati
Contact Email
rahmawati@unprimdn.ac.id
Phone
+6281370467488
Journal Mail Official
rahmawati@unprimdn.ac.id
Editorial Address
Jl.Gunung Sari Kelurahan Karya Bakti Kecamatan Lubuklinggau Timur II Kota Lubuklinggau Sumatera Selatan
Location
Kota medan,
Sumatera utara
INDONESIA
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 260 Documents
 22   23   24   25   26 
Analysis of Coherence and Cohesion in Narrative Paragraphs of SMAN 4 Singaraja XI Grade Students Yulia Angelina Putri, Putu Ayu; Adnyani, Ni Luh Putu Sri; Ramendra, Dewa Putu Ramendra
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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: 10.31539/4512v856

Abstract

This research aimed to analyze exposure related to the coherence and cohesiveness of paragraph texts of SMAN 4 Singaraja students in the 2024/2025 academic year, especially in class XI K. The research method used was mixed method consisting of qualitative and quantitative descriptive methods. The quantitative descriptive method was used to answer the first objective, and the qualitative descriptive method was used to achieve the second objective.  Data were collected through document collection, namely narrative text assignments. Furthermore, the data were analyzed descriptively. In general, the study showed that the average coherence level of students' narrative writing reached 77.13%, which was categorized as ‘good’. This means that most students were able to convey the topic quite clearly and relevantly, using appropriate supporting details, and well-organized purpose and structure. However, topic development was still not maximized and the flow between sentences was sometimes not smooth. In cohesion device, students generally showed use of cohesion, especially lexical cohesion which reached around 60%, as well as conjunctions and references which reached 20% each. Keywords: Coherence, Cohesion, Narrative Paragraph
Revisiting the implementation of Independent and Cambridge Curriculum in English Subject for Secondary Education; A Case Study in an Islamic Public School in Batam Lievi Darwan, Arya Putra
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/z767rt70

Abstract

This research seeks to explore the implementation of the Merdeka Curriculum alongside the Cambridge International Curriculum in the English subject at MAN Insan Cendekia Batam, focusing specifically on the integration of Islamic values into teaching. Using a qualitative case study method, data were gathered through semi-structured interviews and rubric evaluation to understand instructional techniques, evaluation methods, and value incorporation in depth. The results show that English educators successfully integrate the dual curriculum through the use of student-focused, practical activities like job application tasks and interview practice, which enhance communicative skills and personal growth. Islamic values were not just explicitly taught but also integrated seamlessly into classroom practices, promoting comprehensive development. In spite of obstacles like managing curriculum requirements, varying student skill levels, and relating global topics to local contexts, the research emphasizes effective strategies such as gradual scaffolding, teamwork in learning, and innovative lesson design. The research finds that intentional curriculum development and reflective instruction can facilitate the effective execution of dual curricula in Islamic public schools, enhancing both global preparedness and spiritual authenticity. Keywords: Merdeka Curriculum, Cambridge International Curriculum, English Language Teaching, Islamic Values, Curriculum Integration, 21st-Century Skills, Islamic Public School
Factors Influencing Omni-Channel Experience and Its Impact on Brand Love and Customer Loyalty Butar Butar, Audi Putranto; Kustiawan, Unggul
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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: 10.31539/8v0zhg39

Abstract

This study focuses on the Omnichannel Strategy, which is necessary to enhance brand love and its impact on customer loyalty in fulfilling consumer satisfaction with the experience of purchasing food at Padang restaurants. The purpose of this study is to determine the influence of channel service configuration, integrated interaction, and customer empowerment on the omni-channel experience; to analyze the effect of the omni-channel experience on brand love; and to analyze the effect of brand love on customer loyalty. This research serves as a development of previous similar studies that have not extensively explained the research object of online market customers who purchase Padang food through online markets in Tangerang. The contribution of this study is expected to provide information at both the theoretical level of marketing management and in practical marketing strategies that have a positive impact on consumers as well as the consumers studied. Data collection in this study was conducted using a survey method, in which questionnaires were distributed online. Respondents were selected using a purposive sampling method targeting Padang restaurant customers who purchased Padang dishes through GoFood in Tangerang. For the analysis, the Variance-Based Structural Equation Modeling (PLS-SEM) method was employed using the SmartPLS application. The results of this study have proven a positive influence between channel service configuration, integrated interaction, and customer empowerment on the omni-channel experience. Furthermore, the omni-channel experience was also found to affect brand love, and ultimately, brand love influences both behavioral loyalty and attitudinal loyalty.   Keywords – Attitudinal Loyalty, Behavioral Loyalty, Brand Love, Channel Service Configuration, Customer Empowerment, Integrated Interaction, Omnichannel Experience  
English Education Teaching Practice Program: Classroom Interaction and Classroom Language Analysis Nuroida Ainun Azizah; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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/hgeccr22

Abstract

This paper aimed to fill this gap by analyzing the forms of interaction during classroom learning among English Education students while they were conducting teaching practice in junior high schools for a period of two months. The researchers used a quantitative descriptive approach to analyze seven teaching videos ranging from fifty minutes to one hour in length using Flanders Interaction Analysis Categories (FIAC, 1970) and Salaberri's (1995) eight classroom language categories. Data were coded using Microsoft Excel and were analyzed using SPSS to find the frequency, mean, and proportion of occurrence. The key findings show that interactions were dominated by teacher-dominated or direct influence, with an average of (68.83%, SD=13.61) and indirect influence, with an average of (31.17%), with only one video focusing on student-centred interaction (I/D ratio=1.11%). Between Salaberri's (1995) categories, the spontaneous situation category was dominant (48.78%), followed by social interaction (18.36%) and basic instruction (13.09%), whereas error handling was not found at all or was non-existent (0%). These findings indicate that prospective teachers are overly reliant on direct instructional use of language, which limits opportunities for communication. The conclusions of this study can be used to inform teacher training programs to improve indirect influence strategies and error correction skills for a more effective EFL classroom interaction. Keywords: Classroom Language, Classroom Interaction, EFL Indonesia, Teaching Practice, Preservice Teachers
The Correlation between the Use of CHATGPT Voice Chat Feature on Pronunciation Among Students at University Level Ahil Zen, Muhamad Zaki; Adzra, Nasywa Devina; Az-Zahra, Asaku Nona
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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: 10.31539/4ayt7k16

Abstract

This study aimed to examine the correlation between the use of the ChatGPT voice chat feature and pronunciation improvement among university level EFL learners. Using a qualitative literature study design, the research analyzed findings from recent peer-reviewed publications focusing on AI-based pronunciation tools, speech-recognition feedback and learners’ perceptions of ChatGPT-assisted speaking practice. The review shows that ChatGPT voice interaction contributes positively to segmental pronunciation features by providing immediate and accessible corrective feedback, supporting learners’ confidence and motivation in oral practice. The findings also indicate that pronunciation gains particularly in suprasegmental elements such as stress, intonation and rhythm remain modest and less stable compared to improvements in other speaking components. The study concludes that ChatGPT voice chat has a meaningful yet partial impact on pronunciation development, functioning effectively as a supplementary tool when integrated with structured instruction rather than as a standalone method. Keywords: AI-assisted learning, ChatGPT Voice Chat, EFL learners,  Pronunciation    
Exploring Character Development in Indonesian Students: A Qualitative Analysis of the Merdeka Curriculum in English Language Teaching (ELT) hadijah; Sunra , La; Dollah, Syarifuddin
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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/cn8zv273

Abstract

The implementation of the Merdeka Curriculum in Indonesia has redefined the landscape of English Language Teaching (ELT) by emphasizing character development alongside linguistic competence. This study investigates how the curriculum promotes the six dimensions of the Pancasila Student Profile faith and noble character, global diversity, cooperation, independence, critical thinking, and creativity within ELT contexts at the secondary school level. Employing a qualitative design, data were collected through textbook analysis, classroom observations, and interviews with English teachers across three junior high schools in East Java. Content analysis was applied to examine how character values were integrated into ELT materials and classroom practices. The findings revealed that while noble character and cooperation were strongly emphasized in both textbooks and teacher practice, global diversity and critical thinking received limited attention. Teachers adapted activities to contextualize character values, yet constraints such as exam-oriented culture and limited teacher training hindered deeper integration. This study contributes to the growing literature on ELT and character education, highlighting the need for balanced representation of character dimensions. Implications are provided for policymakers, teachers, and material developers to enhance the holistic goals of the Merdeka Curriculum. Keywords: Character Development, ELT, Merdeka Curriculum, Pancasila Student Profile, Qualitative Study
Student Preference in American VS. British English Accents: A Survey in Non-Native Speakers Alya Salsabila, Farah; Loviliana, Julietta; Putri, Salma Diva Herlinda
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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: 10.31539/0nssbw51

Abstract

Indonesia is a country that does not use English as its primary language, and accent has emerged as a linguistic factor that influences understanding and the way Indonesian students view their language skills in social and academic contexts. English Accents play a major role in Students learning. Previous studies indicate that students in Indonesia are generally more familiar with and adapted to American accents due to the national education system's incorporation of several American-accented instructional materials. This research employs a qualitative case study design, the qualitative research relies primarily on the collection of the qualitative data. The research is precisely conducted with questionnaires via GoogleForm and interviews. The questions were carefully made and had about 15 items, and the questionnaire (in Google Form format) was given to the 37 students. The students selected to interview were non-native English learners in the age range of 13–18, who have studied and been exposed to English for five to ten years or even more to both American and British English through various media. The findings show a strong preference for American English, mainly by media exposure, perceived ease of understanding and the relevance for global communication.  Students think American English is more modern and useful, while British English seems more formal and prestigious but less used. Although many students learn American English in a formal learning environment, their media consumption further strengthens this preference, students also said that schools should start by teaching one accent like American English, to give a strong base before bringing in other accents. At the end students recognize the functional benefits of both accents, yet more students think that American English is more helpful for their future academic or job prospects. Keywords: Accents, American English, British English, Students’ Preferences, Non-native
Students’ Perception on the Use of U-dictionary to Support Vocabulary Retention Halimathusadiah, Halimathusadiah; Zuraida, Zuraida
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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/zdnyhx37

Abstract

The purpose of this study was to find out the students’ perception on the use of U-Dictionary toward the vocabulary ability. In research, a well-structured research design is essential. The results of this study indicate that students' perceptions of the use of U-Dictionary were generally positive. The majority of respondents stated that U-Dictionary is effective in helping their vocabulary ability, especially because of features. Contextual features such as example sentences and synonyms play an important role in vocabulary retention. Accessibility was the main reason for using U-Dictionary. The app's ability to be used in offline mode was considered a major advantage, especially for students with limited internet access. U-Dictionary has a greater impact on their vocabulary ability and reading comprehension, but is less significant in developing overall speaking and writing skills. Preferably students can maximize to utilizing U-Dictionary not only as an instant translation tool, but also actively utilizing supporting features. Keywords: Students, Perception, U-Dictionary, Vocabulary
Discourse Markers in Nate Bargatze’s Extended Interview on CBS Sunday Morning Anggi Cahyani Pramudita; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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/wh1s9338

Abstract

This study aimed to analyze the use of discourse markers (DMs) in a media interview titled Extended Interview: Comedian Nate Bargatze, published on the CBS Sunday Morning YouTube channel. The focus of this study is to identify discourse markers in the interview and classify them based on type and function. A qualitative descriptive method was employed, with data collected from the transcript of the interview video. The data were analyzed using Fraser’s (2009) framework to identify discourse marker types and Crible and Degand’s (2019) framework to examine their functions. The findings show that three types of discourse markers, which are elaborative, inferential, and contrastive marker, were found a total of 413 times. Elaborative markers appeared most frequently, with 224 occurrences, followed by inferential markers with 92 occurrences and contrastive markers with 56 occurrences. Furthermore, eight discourse marker functions were identified: addition, consequence, reduction, contrast, temporal, condition, alternative, and concession. In conclusion, discourse markers in interviews play an important role in maintaining coherence, organizing conversation, and sustaining the flow of interaction. Keywords: Discourse Markers, Media Interview, Spoken Discourse
Teaching English in Junior High School in Southern Thailand: Challenges Experienced by Pre-service Indonesian Teachers Lutvia, Lutvia; Khatimah, Khusnul; Puspita, Rani Herning
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): 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/j2a0e239

Abstract

This study investigated the obstacles faced by Indonesian pre-service English teachers during their teaching practicum and the underlying causes at junior high schools in Southern Thailand. Semi-structured interviews were conducted with three Indonesian pre-service English teachers undertaking their practicum at junior high schools in Southern Thailand to gather qualitative case study data. Six interconnected categories of issues exist: linguistic barriers (students' restricted vocabulary and pronunciation difficulties stemming from Thai, Malay, and Patani Malay); communication barriers (language disparities and dependence on translation); psychological barriers (students' apprehension regarding errors); and classroom engagement challenges (disinterest and diminished focus due to multilingual cognitive processes). Five contributing factors included restricted English exposure beyond the classroom, first language influence resulting in phonological interference, a curriculum-proficiency mismatch leading to systemic barriers, monotonous teacher-centered methodologies with insufficient learning media, and structural constraints such as time and facilities. Southern Thailand possesses a multitude of languages, rendering it distinctive within Thai EFL. Students were required to attain proficiency in Thai, Malay, Patani Malay, and Arabic before acquiring English as a fifth language. The results indicated that challenges in multilingual education are systemic, necessitating context-specific pedagogical approaches, enhanced training for novice educators, curriculum modifications to align with students' proficiency levels, and improved institutional support for junior high school teaching, including time and technological resources. Keywords: English Teaching Challenges, Pre-service Teachers, Southern Thailand

Page 25 of 26 | Total Record : 260

 22   23   24   25   26 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal Vol 9 No 1 (2025): Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal Vol. 8 No. 2 (2025): Linguistic, English Education and Art (LEEA) Journal Vol 8 No 1 (2024): Linguistic, English Education and Art (LEEA) Journal Vol 7 No 2 (2024): Linguistic, English Education and Art (LEEA) Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal Vol 6 No 2 (2023): Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal Vol 5 No 2 (2022): Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): Linguistic, English Education and Art (LEEA) Journal Vol 4 No 1 (2020): Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal Vol 3 No 1 (2019): Linguistic, English Education and Art (LEEA) Journal Vol 2 No 2 (2019): Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal Vol 1 No 2 (2018): Linguistic, English Education and Art (LEEA) Journal Vol 1 No 1 (2017): Linguistic, English Education and Art (LEEA) Journal More Issue