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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 286 Documents
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Emotional Geographies of an EFL Teacher Agency in Transforming Bangka Manuscripts into Interactive Multimodal Materials for Rural Learners Hilda Rakerda; Resti Amalia; Nostalgianti Citra Prystiananta
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/44bmp239

Abstract

This study investigateed the emotional geographies of an EFL teacher’s agency in developing and teaching BookCreator-based reading materials derived from philological and historical interpretations of Bangka manuscripts. Employing narrative inquiry, the study examined the teacher’s stories, reflections, and classroom experiences through Hargreaves’ dimensions of emotional geography, including moral, sociocultural, professional, physical, and political dimensions. The findings revealed that the teacher’s agency was shaped by emotional ambivalence. Pride in preserving Bangka heritage was accompanied by anxiety about simplifying manuscript knowledge, designing interactive digital materials, and engaging learners with low motivation to study English and limited aspirations for higher education. BookCreator emerged not merely as a technological platform but as a mediating pedagogical space where local history, English literacy, multimodal design, and teacher emotion intersected. This study suggested that culturally sustaining digital EFL pedagogy in peripheral contexts depends not only on technological innovation but also on teachers’ emotional negotiations with curriculum demands, local knowledge, institutional expectations, and student realities, contributing to international debates on teacher agency and equitable digital learning. Keywords: Digital materials development, Emotional geography, Interactive book, Local culture, Narrative inquiry
EFL Classroom Speaking Anxiety: A Comparative Qualitative Study of International and Indonesian Freshmen Arif Rahman Hakim; Syifa Khuriyatuz Zahro; Buyun Khulel
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/2v07b635

Abstract

This study explored and compared EFL classroom speaking anxiety among Indonesian and Thai international freshmen in the same multicultural university classroom. Using a comparative qualitative design, the study involved eight purposively selected first-year students at Universitas Islam Darul ‘Ulum Lamongan, comprising four Indonesian freshmen and four Thai international freshmen. Data were collected through semi-structured interviews and analysed thematically. Both groups reported test anxiety, fear of negative evaluation, and communication apprehension. Indonesian freshmen reported more immediate anxiety in spontaneous speaking, lecturer questioning, and public exposure, whereas Thai students reported more anticipatory anxiety, formal presentation pressure, and fear of being misunderstood. Low confidence, limited vocabulary, fear of mistakes, lecturer pressure, peer evaluation, task demands and intercultural interaction affected anxiety. Both groups used preparation, emotion regulation, peer support and temporary avoidance, but Indonesian students used more avoidance and Thai students used a wider range of problem-focused strategies. The results suggest the importance of supportive speaking activities and structured peer support in multicultural EFL classrooms. Keywords: coping strategies; EFL speaking anxiety; Indonesian freshmen; Multicultural classroom; Thai international freshmen
Translation Techniques of Political Satire Elements in George Orwell’s Animal Farm into Indonesian Vondra Sihite; Sri Wahyuni; Dyah Nugrahani
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/jcng4a58

Abstract

This study examined the translation techniques used to convey political satire in Animal Farm by George Orwell into Indonesian. The research applied a qualitative descriptive approach based on Molina and Albir’s framework of translation techniques. The data consisted of satirical expressions identified in the English source text and their Indonesian translation by Bakdi Soemanto. The analysis showed that several techniques are used in translating political satire, with literal translation often used to maintain the original meaning and stylistic features of the source text, while modulation helps adjust expressions so that they sound more natural in Indonesian. Other techniques, such as transportation and adaptation, are also found but occur less frequently. The findings suggested that the translator attempts to preserve the satirical tone and ideological criticism embedded in the original text while ensuring that the translation remains clear and accessible for Indonesian readers. This study contributed to translation studies by highlighting how different translation techniques can influence the transfer of satire and ideological meaning across languages. Keywords: Animal farm, Political satire, Translation studies, Translation techniques.
Woman Representative in Song “Tutur Batin” and “Sumpah Mati”: Exiestensialist Feminist Studies of Simone de Beauvoir Fatmatul Iman; Baiq. Rismarini Nursaly; Roni Amrulloh
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/9h96kx68

Abstract

This article examined the representation of women in the lyrics of two songs, “Tutur Batin” and “Sumpah Mati,”, using Simone de Beauvoir's existentialist feminist framework as formulated in The Second Sex (1949), especially in concept of immanence, transcendence, and the position of women as the Other (Liyan). Close Reading was used in this study to explore how “I´ within each set of lyrics, the position established in a power relation with "you"—as well as how that position shifts or remains static throughout the lyrics. The analysis revealed that the two songs exhibit significantly different patterns of existential movement. “Tutur Batin” presented a linear-dialectical narrative structure: moving from a state of immanence (woman as an object subject to judgment and restriction), through a phase of rejecting external definitions, toward full transcendence (woman as an autonomous subject charting her own life path). Conversely, 'Sumpah Mati' presented a circular narrative structure: the awareness of the need to be free repeatedly emerges, yet it never materialized into concrete action. Consequently, the 'I' in these lyrics remained trapped in the position of the other, despite verbally expressing a desire to break free from it. A comparison of these two songs reveals that transcendence, within the Beauvoirian framework, was not a state achieved through mere intention, but rather through concrete actions that break the cycle of dependence on external validation. Keywords: Existentialist feminism, Immanence, Representation of women, Simone de Beauvoir, Transcendence
The Impact of Disneysong Authentic Audiovisual Content on EFL Students’ Listening Comprehension Elsa Purnama Suri; yeni rahmawati; Nurwadani abdul wahid; shafira asti agmal; Dzul Rachman; Khusnul Khatimah
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/k7ra9935

Abstract

This study investigated the impact of authentic comprehension and explored their perceptions of its implementations. Utilizing a quantitative pre-experimental approach with a one-grup pretest-posttest design, the study sampled fourth semester English Language Education Undergraduate Students (N =34) at the Muhammadiyah University of East Kalimantan (UMKT) who possessed intermediate TOEFL Listening scores. Data were collected through a 40-item objective listening test administered before and after a four-session instructional treatment, alongside a 4-point Likert scale perception questionnaire. A paired- sample t-test conducted in SPSS revealed a statistically significant improvement in listening proficiency, with the mean score drastically increasing from 55.51 in the pre-test to 83.31 in the post-test ($t = -10.283$, $p = 0.000$). Questionnaire findings further confirmed highly positive student perceptions (>90% agreement across all indicators), with the affective dimension (interest and motivation) scoring the highest, while the accessibility dimension highlighted minor technical hurdles related to internet dependency (10% disagreement). The study concludes that authentic Disney audiovisual content serves as an effective, adaptive, and anxiety-reducing instructional tool capable of optimizing listening outcomes in higher education classrooms. Keywords: Authentic Audiovisual Content, Cognitive Theory of Multimedia Learning, Disney songs, EFL Students, Listening Comprehension
Reading Ability of Students with Intellectual Disabilities at SLB AC Dharma Wanita Sidoarjo Novi Diksianti; Ruri Fadhilah Kurniati; Ana Christanti; Evi Mahsunah; Masyitah Noviyanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0hbsk138

Abstract

This qualitative case study described the English reading ability of tenth-grade students with moderate and severe intellectual disability at SLB AC Dharma Wanita Sidoarjo and the strategies their English teacher uses to teach them. Seven students, four classified with moderate and three with severe intellectual disability, took part together with the English teacher responsible for their instruction. Data came from a teacher questionnaire, a structured interview, and documentation combined with a field verification visit, analysed through the interactive model of data condensation, display, and conclusion drawing. Findings showed a gap between the two categories that Frith's stage model of reading acquisition describes as a difference in strategy rather than speed: students with moderate intellectual disability were transitioning from the alphabetic stage toward the orthographic stage, producing whole words such as gud moni for good morning but consistently dropping final consonants, while students with severe intellectual disability remained at the logographic stage, with only a narrow, copy-based foothold in the alphabetic stage. To teach reading, the English teacher combined four strategies, adapted English instruction, multisensory instruction, the Visual Auditory Kinesthetic Tactile (VAKT) method, drilling and repetition, and scaffolding with visual support, adjusting the intensity of support to each category rather than applying one procedure to the whole class. The study concludes that reading instruction in special education English classes needs a level-by-level account of reading ability to calibrate support to each student's severity category. Keywords: Intellectual disability, Reading ability, Teaching strategies.

Page 29 of 29 | Total Record : 286

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