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Excellence
Published by Universitas Alwashliyah Medan
ISSN : 2807638     EISSN : 2807210     DOI : https://doi.org/10.47662/EJEEE
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Excellence: Journal of English and English Education publishes research article studying foreign language as main object. Scopes of the journal consist of : - Linguistics: Phonology, Morphology, Syntax, Semantics, Discourse Analysis, Psycholinguistics, Sociolinguistics, and Critical Discourse Analysis. - Literature: Comparative Literature, English Literature Studies - Education : English Language Teaching, Language Acquisition, Learning Development Model
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 132 Documents
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Enhancing EFL Students’ Recount Writing through Canva-Assisted Multimodal Learning: A Descriptive Qualitative Study at Junior High School Level Asrul, Nurmahyuni; Sibarani, Berlin
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1351

Abstract

This qualitative study examines the integration of Canva as a digital learning tool to enhance English as a Foreign Language (EFL) students’ recount writing skills at the junior high school level. The study was conducted at SMP Shafiyyatul Amaliyyah and involved 30 seventh-grade students engaged in Canva-based writing projects. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews, documentation of students’ written products, and open-ended questionnaires. Data analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that Canva fostered higher student engagement, improved organization of recount texts, stimulated creative expression, and enhanced learners’ confidence in writing English. Although challenges such as limited internet access and vocabulary constraints were observed, Canva proved to be an effective pedagogical tool when supported by appropriate instructional scaffolding. This study contributes to EFL writing pedagogy by providing qualitative evidence on the role of digital multimodal tools in genre-based writing instruction.
Qualitative Insights into Speaking Skill Development Through Debating Ginting , Hestika; L.Simanjuntak, Winaria Peggy
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1353

Abstract

Speaking skill is one of the most challenging aspects of English as a Foreign Language (EFL) learning. This qualitative study investigates how debating activities have an effect on undergraduate students’ speaking skill development. Seven undergraduate students majoring in English Literature in Sekolah Tinggi Bahasa Asing Persahabatan Internasional Asia (STBA-PIA) participated in semi-structured interviews. Thematic analysis revealed four major themes: (1) difficulties in speaking English, including vocabulary, grammar, pronunciation, and anxiety; (2) improvement in speaking skills through debating, particularly fluency, vocabulary, pronunciation, and grammar; (3) enhancement of confidence, motivation, and anxiety management; and (4) development of argumentation and critical thinking skills. The findings imply that debates are an effective pedagogical strategy fostering language skills, cognitive, and socio-emotional development. Implications for teaching include integrating structured debates in EFL classrooms to improve speaking skills and promote learner autonomy. The study also shows the importance of qualitative methods to better understand learners’ perceptions and experiences in language learning.
The Language of Resilience: Ecolinguistics Insights into Psychological Coping with Environmental Crisis Puji Hariati
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1270

Abstract

This study explores the role of language in fostering psychological resilience amid the global environmental crisis. The problem addressed lies in the lack of interdisciplinary research connecting ecolinguistics and ecopsychology to understand how linguistic expressions, metaphors, narratives, and discursive frames, function as coping mechanisms for eco-anxiety and ecological grief. Using a qualitative method with Critical Discourse Analysis (CDA), the study analyzed textual and interview data from eco-activists, educators, and individuals experiencing environmental distress. Four major themes emerged: narratives of connection, metaphors of regeneration, emotional reframing, and linguistic activism. Findings reveal that language serves not only as a communicative medium but also as a therapeutic and symbolic tool that transforms despair into agency and grief into growth. The study concludes that cultivating a “language of resilience” is essential to strengthen both psychological well-being and ecological consciousness in facing planetary trauma. Keywords: Ecolinguistic, Psychological, Environmental
Analysis Of "Si Bulus-Bulus Si Rumbuk-Rumbuk" (1872) By Willem Iskandar: An Ecolinguistics Study Muhammad Hasyimsyah Batubara; Amrin Saragih; Sumarsih Sumarsih; I Wy. Dirgeyasa; Widya Andayani
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1283

Abstract

The interaction between the Mandailing people and their natural environment is represented in the text Si Bulus-Bulus Si Rumbuk-Rumbuk (1872) by Willem Iskandar, which is examined in this work from an ecolinguistic standpoint. This research uses lexical and discourse analysis to find ecological terminology, metaphors, and tales that represent the Mandailing people's holistic worldview of the 19th Century, which views people, animals, and plants as interrelated. It was also discovered that the Si Bulus-Bulus Si Rumbuk-Rumbuk text had embedded local knowledge values and sustainable cultural practices, such as care for the environment and the proscription of overexploitation. By demonstrating that classic literary works may be a helpful source of ecological information, the study's results advance the field of ecolinguistics. Additionally, by incorporating conventional ecological knowledge into contemporary discourse, this study presents a fresh viewpoint for advancing environmental sustainability. This research affirms the significance of conserving regional languages and cultures to maintain ecological values in the face of global environmental issues by establishing a connection between the past and present.
the Indonesian Undergraduate TEFL Students' Experiences with “Replika; My AI Friend” As a Media In Learning Speaking Kania Anisah
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1286

Abstract

This is a new author guidelines and article/manuscript template of EXCELLENCE Journal of English and English Education – published by English Education Study Program since year 2021 publication. Article should be started by Title of Article followed by Authors Name and Affiliation Address and abstract. This abstract section should be typed in font size of 10 pt and number of words of 150-200. Special for the abstract section, please use normal margin. The single spacing should be used between lines in this article. If article is written in Indonesian, the abstract should be typed in Indonesian and English (Italic). If article is written in English, the abstract should be typed in English and Indonesian (Italic). The abstract should be typed as concise as possible and should be composed of: problem statement, method, scientific finding results, and short conclusion. The abstract should only be typed in one paragraph and one-column format.
Improving Students’ Reading Skill through Webtoon Application: A Classroom Action Research at SMP Nurul Hasaniah Percut Sei Tuan Dwi Suci Amaniarsih; Berlin Sibarani
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1292

Abstract

This study aims to improve the reading comprehension skills of seventh-grade students at SMP Nurul Hasaniah, Percut Sei Tuan by using the Webtoon application as a learning medium. The study employed Classroom Action Research (CAR) following the Kemmis and McTaggart model, which consists of planning, acting, observing, and reflecting stages across two cycles. The research instruments included reading comprehension tests, observation sheets, field notes, documentation, and brief interviews. The findings revealed a significant improvement in students’ reading comprehension. The average score increased from 56.8 in the pre-cycle to 71.2 in Cycle I, and to 83.4 in Cycle II. The percentage of students achieving the Minimum Mastery Criterion (≥ 70) rose from 24% to 68% in Cycle I, and reached 92% in Cycle II. The use of Webtoon also enhanced students’ motivation, engagement, and enthusiasm during reading activities. Its multimodal features—visuals, dialogues, and narrative structure—effectively supported students’ understanding of context, vocabulary, and storyline. Therefore, Webtoon can be considered an effective alternative digital learning medium for improving junior high school students’ reading comprehension.
An Analysis of the Students' Ability to Translate Short Text Nurhalimah Nurhalimah
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1297

Abstract

This study examines how well fourth- and sixth-semester students at UPMI Medan can translate short stories as part of their assignment in the Indonesian-English Interpretation subject study. The translation used five methods: Borrowing, Literal Translation, Transcription, Modulation, and Adaptation. The text analysis was based on the acceptability rating instrument and readability rating instrument theories. To determine the final score, the translation assessment guidelines by Machali (2000: 119-120) were used. The results show that the students' translation skills are at a moderate level, with their ability, their direct translations are acceptable, and the overall quality of their translation is also acceptable. The benefit of this study is to determine the extent of students' abilities in translating texts, so that they can be followed up and directed to areas where they are lacking in translation
HelloTalk Users’ Interpretation of Language Cues: A Mixed-Method Case Study N. Aini Hasyim Munthe Borneo; Mutiara Salsabila Harahap; Deasy Yunita Siregar
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1300

Abstract

As language learning shifts to digital platforms, the absence of non-verbal signals creates linguistic ambiguity that risks intercultural misunderstanding. This study examines how HelloTalk users interpret language registers and apply Communication Accommodation Theory (CAT) within a mixed-purpose digital ecosystem. Using a Concurrent Mixed-Method approach, data were collected from ten B2+ users via Likert scales and thematic analysis. Findings reveal strong register awareness for serious topics (mean=4.30), yet significant ambiguity exists when interpreting formal language in casual chat (s=1.29), hindering pragmatic interlanguage development. Qualitatively, the primary barrier to decoding cues is not linguistic structure, but phonetic factors such as non-standard accents and rapid speech. The study concludes that effective accommodation is constrained by these phonetic hurdles and conflicting digital cues. These results offer critical insights for Mobile Assisted Language Learning (MALL) development, highlighting the need for interfaces to better mediate paralinguistic elements in peer-to-peer digital interactions.
Students’ Perception of Self-Confidence in Speaking English as a Foreign Language in the Classroom Indah Sari; Doni Efrizah; Nabilah Yolanda
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1304

Abstract

This study aimed to explore students' perceptions of self-confidence in speaking English as a foreign language within classroom settings. Utilizing qualitative methods, data were collected through administration of questionnaires to 5th semester students of Technology and Information System Study Program at Institut Teknology Sawit Indonesia (ITSI) Medan intake 2025-2026. Then, the study applied Miles, Huberman and Saldana’s steps (2014) in analysing the data. The results showed that most students had positive and good perception of self-confidence in speaking English in the classroom. Moreover, it revealed that self-confidence significantly influences students' willingness to engage in spoken communication. Factors contributing to self-confidence include supportive classroom environments, peer interactions, and effective teaching strategies. Furthermore, the study highlights the importance of fostering a positive atmosphere that encourages risk-taking in language use, ultimately enhancing students' speaking abilities. Implications for educators include the need to implement practices that build self-confidence and promote active participation in language learning. Keywords: perception, self-confidence, speaking, English
Teachers’ Perception of Tongue Twisters in Teaching Phonology and Listening Sholihatul Hamidah Daulay; Lainatusshifa Saragih; Wildan As’at Taufik Hasibuan
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1311

Abstract

This study investigated teachers’ perception of using tongue twisters in teaching phonology and listening in an EFL context. Using a qualitative descriptive design, data were collected through a semi-structured interview with an English teacher who had experience implementing tongue twisters in pronunciation and listening classes. The findings reveal that the teacher perceives tongue twisters as an effective tool for enhancing phonological awareness, improving articulation, and increasing students’ sensitivity to phonemic contrasts. The teacher also believes that tongue twisters support listening development by strengthening learners’ ability to discriminate minimal pairs, recognize stress and rhythm patterns, and attend to detailed sound differences. Despite these benefits, several challenges were identified, including students’ shyness, difficulties in selecting level-appropriate tongue twisters, limited class time, and learners’ tendency to prioritize speed over accuracy. Overall, the results indicate that tongue twisters serve as a motivating and practical strategy that links pronunciation and listening practice, although their success depends on careful planning and pedagogical adaptation. The study highlights the need for teacher training in pronunciation pedagogy and suggests integrating tongue twisters with other phonological and listening activities to optimize learning outcomes.

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