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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 260 Documents
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The Correlation Between Students’ Exposure to English Content on TikTok and Their Speaking Confidence Azmi Fadhillah, Rifa; Rahmawati, Yeni; Hamid, Ade Ismail Ramadhan
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/nfg1ex98

Abstract

This study investigated the correlation between exposure to English-language content on TikTok and the speaking confidence of English as a Foreign Language (EFL) learner. In the digital age, platforms like TikTok offer abundant informal exposure to authentic English input, yet its specific impact on affective factors like speaking confidence remains underexplored. Using a quantitative correlational design, data were collected via a questionnaire from 157 undergraduate students in the English Education Department at Universitas Muhammadiyah Kalimantan Timur. The instruments demonstrated high reliability (Cronbach’s Alpha > 0.91). Data analysis using Spearman’s rho revealed a significant positive correlation between the frequency of watching English TikTok content and self-reported speaking confidence (r = 0.608, p < 0.001). The findings suggest that even passive, informal exposure to English on social media is associated with higher levels of speaking confidence among learners. This study concludes that TikTok can serve as a supplementary informal learning resource that positively influences the affective domain of language learning. It recommends that educators acknowledge and potentially guide students’ use of such platforms to foster a more confident learning environment. Keywords: Digital Media, English as a Foreign Language, Informal Learning, Speaking Confidence, TikTok
Student Preference in American VS. British English Accents: A Survey in Non-native Speakers Ma'fiyah, Imroatul; Salsabila, Farah Alya; 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: 10.31539/4s114247

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 Google Form 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, Non-native, Students’ Preferences
English Major Students' Perceptions of Dialogue Practice in Improving Vocabulary Mastery at Universitas Negeri Semarang Mira Ardani, Dewanti; Hapsari, Christianti Tri
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/b9t5vm78

Abstract

This study aimed to examine students' perception of the use of dialogue practice in vocabulary learning in the English Education Study Program. This study uses a qualitative descriptive research design with participants selected through purposive sampling techniques. Data was collected through questionnaires and semi-structured interviews. Questionnaire data was analyzed using descriptive statistics, while interview data was analyzed qualitatively to support and explain quantitative findings. The results of the study showed that students had a positive perception of the use of dialogue practice as a vocabulary learning strategy. Most students agree that dialogue practice increases motivation, interest, and positive attitudes in vocabulary learning because it allows for the direct use of new vocabulary in meaningful communication. In terms of implementation in the classroom, dialogue practice is perceived as an interactive and collaborative activity with clear learning objectives. However, some students still feel initial discomfort in using new vocabulary for fear of making mistakes, although these feelings diminish as the intensity of the practice increases. Regarding vocabulary knowledge, dialogue practice helps students understand vocabulary contextually, including pronunciation, word meaning, and the appropriate use of vocabulary in sentences. Dialogue practice is perceived as an effective approach in vocabulary learning because it integrates cognitive, affective, and social aspects in language learning. This study recommends the application of dialogue practice in English learning as an effort to improve vocabulary mastery and active language use. Keywords: Dialogue Practice, EFL Learning, Vocabulary Learning, Student Perception, Vocabulary Mastery  
Adaptation of Madagascar Students Living in Indonesia to the Problems of Stereotypes in Intercultural Communication Tiana James, Narimalaromisa; Dewi, Rahma Surya; Sarmiati
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/wabda136

Abstract

Since the introduction of the Darmasiswa and KNB programmes and the opening of enrolment for Malagasy students in Indonesia, they have faced significant challenges in cross-cultural adaptation. This study examines stereotypes related to the origins and physical appearance of Malagasy students based on Edmund Husserl's phenomenology through a qualitative descriptive approach involving in-depth interviews, observations, and documentary studies of nine informants. The findings reveal three dimensions: stereotypical experiences (physical assessment, social labelling, impact on self-confidence); cultural intermediation strategies (acting as ‘ambassadors’, coping mechanisms, support from the Malagasy community); and the management of communication misunderstandings through linguistic adjustments and reduced speech in situations prone to prejudice. Keywords: Adaptation, Communication, Intercultural, Problem, Stereotype, Students from Madagascar
An Analysis of Teaching English for Young Learners by Non English Pre­­-Service Teachers Pangaribuan, Darman; Manullang, Debby Yolanda Br; Harefa, Trisnawati; Chandra, Dennis; Sembiring, Yenita Br; Rambe, Kartina Ramadhani
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/t3rbrm66

Abstract

This study studied how pre-service teachers without English training taught young learners at SD Antasari Medan, Indonesia. The qualitative descriptive study comprised six PGSD pre-service teachers who volunteered to teach English without formal English training. Classroom observations, semi-structured interviews, and document analysis formed the basis for thematic analysis. The results demonstrated that teachers' general pedagogical skills helped them build pleasant learning spaces by greeting students, asking questions, motivating them, and planning Indonesian-English transitions. Teachers employed repetition, modelling, songs, pictures, gestures, and online resources to engage and instruct children. Due to their first language, pupils had problems reading, spelling, writing, and pronouncing words, and classroom management and evaluation were still poor. Transferable educational abilities helped, but they couldn't replace linguistic expertise. The study highlights the importance of focused professional development, improved instructional tools, and institutional support for primary school English teaching. The results also suggest that teacher education programs should better prepare non-English teachers for English instruction and encourage reflective practice. Comprehensive and longitudinal studies should examine non-specialist teaching's long-term consequences. Keywords: English for Young Leaners; Non-specialist English Teaching; Pedagogical Competence; Pre-service Teachers; Professional Development
Leveraging Edbot.AI as a Diagnostic Assessment Tool to Enhance the Students’ English Achievement Shafa Nabila, Alya; Prastikawati, Entika Fani; Lestari, Maria Yosephin Widarti
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: 10.31539/9vr4j332

Abstract

In response to the growing need for more informative and learner-centered assessment, this study explores the use of Edbot.ai as an AI-based diagnostic assessment tool in junior high English learning. The study aims to examine the effect of Edbot.ai on students’ English achievement and to investigate students’ perceptions of its implementation. To achieve these aims, the study employed a sequential explanatory mixed-methods design using a quasi-experimental approach. To get the data, the study used English test and questionnaire. The findings reveal that the use of Edbot.ai contributed positively to students’ English achievement. Students also perceived Edbot.ai as supportive, engaging, and helpful in understanding their learning progress through timely feedback. Overall, the study indicates that AI-based diagnostic assessment can effectively support English learning outcomes. Future research is recommended to investigate the long-term impact of Edbot.ai to deepen understanding of its instructional potential. Keywords: Diagnostic Assessment, Edbot.ai, English Achievement, Students’ Perception
Mind Mapping as a Strategy to Improve Idea Organization in Writing among Grade 10 Students at SMK Telkom 2 Medan Sherine; Cendrasa, Apryllia; Lilis Handayani Napitupulu; Bako, Evi Novalin
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/gmxerx39

Abstract

This study investigated the effectiveness of mind mapping as a pre-writing strategy to improve idea organization in writing among Grade 10 students at SMK Telkom 2 Medan. The study employed a quasi-experimental design using a one-group pretest–posttest model involving 27 students. Data were collected through writing tests and a student perception questionnaire. The writing tests were assessed using an analytic rubric focusing on idea organization. The results showed that the mean score increased from 64.33 in the pretest to 77.93 in the posttest, indicating an improvement of 13.60 points. A paired-sample t-test revealed that the difference was statistically significant (t = 18.27, p < .001). The effect size analysis (Cohen’s d = 1.42) indicated a large effect of the treatment. The effect size analysis also indicated a strong impact of the treatment. Furthermore, the questionnaire results showed that most students had positive perceptions of mind mapping, reporting that it helped them generate ideas, organize their thoughts logically, and increase their confidence in writing. These findings suggest that mind mapping is an effective pre-writing strategy for enhancing students’ idea organization in EFL writing. Therefore, integrating mind mapping into writing instruction is recommended to support students in planning and structuring their ideas before drafting.Keywords: EFL students, idea organization, mind mapping, pre-writing strategy, writing skill
Empowering Students’ Social Attitudes in EFL Classroom through Teacher Talk Almas Rizkika Nabila
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/e7mab109

Abstract

The purpose of this study is to reveal the role of teacher in the form of teacher talk to empower students’ social attitudes in EFL classroom interaction as well as the difficulties that teacher faced. Through the qualitative method, this study describes the way English teacher in conveying the teacher talk during EFL interaction. The result showed that teacher used the features of teacher talk in the form of (1) praises and encouragement, (2) accepting students’ ideas, (3) asking question, (5) giving information, (6) giving direction and (7) criticizing students’ behavior. Moreover, teacher talk also empower students’ social attitude of honest, disciplined, responsible, caring, responsive and proactive. Teacher talk also represents the power for controlling students, the power to give the corrective action and the power in providing the supportive action for students. Lastly, this study also described some difficulties faced by teachers in delivering the teacher talk as well as the suggestion for future research. Keywords: Critical Discourse Analysis, Power, Social Attitudes, Teacher Talk
Face Threatening Acts (FTA) in X Comments on the Palestine Recognition by France and the UK Lisa; Ariyanti, Lisetyo; Leliana, Ayunita; Damanhuri, Adam
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: 10.31539/5wa9s380

Abstract

This research was driven by the emergence of a variety of intense reactions on social media X (Twitter) in response to the UK and French governments' policies for recognizing the sovereignty of the Palestinian state. The aim of this study is to find out what kinds of Face-Threatening Acts (FTA) strategies are employed by online users and examine how these strategies represent the sociopolitical context. The researcher analyzed 100 units of FTA data from 73 selected comments using a descriptive qualitative method and the politeness theory framework by Brown and Levinson (1987). According to the study's findings, netizens frequently employ language in a straightforward and aggressive way, preferring the Order strategy to call for humanitarian action and the Insult strategy to undermine the legitimacy of governmental power. The findings of this study demonstrate a clear polarization in the digital realm, where the use of harsh language is encouraged by the efficiency of communication on platform X and an intense sense of moral and security urgency. The researcher came to the conclusion that when it comes with truly sensitive global issues, the boundaries of politeness are frequently ignored in order to directly communicate political demands and public anger to those in authority. Keywords: Face Threatening Acts (FTAs), Palestine Recognition, Politeness Theory, X (Twitter), Political Discourse
Exploring Madrasah Ibtidaiyah Students’ English Vocabulary Learning Through Duolingo Application Silviatus Shoimah; Zainuddin, Zainuddin; Hariati, Nina Agus
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/krvf7076

Abstract

Vocabulary mastery is a fundamental challenge for young learners, particularly in Islamic elementary school environments where traditional textbook-based methods often lead to passive engagement and limited memory retention. This study aims to explore the implementation of the Duolingo application in supporting English vocabulary learning and to identify the specific learning activities facilitated by the platform. Using a qualitative descriptive research design, the study involved 26 fifth-grade students at MI Khilafiyah Syafi'iyah Zainul Hasan Genggong. Data were collected through classroom observations and semi-structured interviews with the teacher and students. The results reveal that Duolingo was successfully implemented through projector-based guided instruction, fostering a dynamic and enthusiastic classroom atmosphere. Six main types of vocabulary activities were identified: matching images, listening exercises, repetition, meaning recognition, vocabulary matching, and completing sentences. These activities utilized multimedia and gamification elements to enhance students' cognitive engagement and confidence. The study concludes that Duolingo serves as an effective pedagogical tool to overcome attention span limitations and strengthen long-term memory through sensory-based repetition. For practitioners, integrating such digital media collectively is recommended to facilitate social interaction and meaningful learning experiences. Keywords: Digital Learning, Duolingo, English Vocabulary, Madrasah Ibtidaiyah, Young Learners

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