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Nur Afifi
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nur.afifi@iainkediri.ac.id
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ireell@iainkediri.ac.id
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INDONESIA
Indonesian Review of English Education, Linguistics, and Literature
Published by Institut Agama Islam Negeri Kediri
ISSN : 30252369     EISSN : 30218101     DOI : https://doi.org/10.30762/ireell
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Review of English Education, Linguistics, and Literature (IREELL) is biannual (April and November) peer-reviewed and open access journal that publishes research within the area of English language education, linguistics, and literature in second or foreign language contexts. The journal provides a venue for the dissemination of research reports to promote scholarly exchange among teachers and researcher in the field. It encourages submissions from across disciplinary and interdisciplinary research traditions that are previously unpublished to advance knowledge, theories, or methodologies in English education and linguistics.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 72 Documents
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The Effectiveness of Let’s Read Application to Improve Student’s Speaking Skill Maulidiyah, Afita
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 3 No. 2 (2025): October 2025, Indonesian Review of English Education, Linguistics, and Literatu
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v3i2.6907

Abstract

Media plays a significant role in enhancing students’ English language skills, and the development of digital media has provided new learning tools. One such tool, the Let’s Read application, offers accessible resources for improving speaking abilities. This study aims to assess the effect of the Let’s Read application on students' speaking proficiency. A quasi-experimental design was employed, involving an experimental group and a control group. The experimental group used digital media from the Let’s Read application, while the control group used printed stories from the same application. The study sample consisted of Grade 10 students, with classes 10.2 and 10.3, each containing 30 students. Data were collected through speaking assessments conducted as pre-tests and post-tests. Data analysis was performed using SPSS version 25. Inter-rater reliability was assessed with a t-test to check for score consistency between two raters, and hypothesis testing was conducted using the Mann-Whitney U test, due to non-normality and heterogeneity in the data. The results showed that the inter-rater reliability values (Sig. 2-tailed) were all above 0.05, indicating no significant differences between raters' scores, which confirms the data's reliability. Further analysis revealed that the experimental group significantly outperformed the control group, with a mean rank score of 36.72 compared to 24.28 for the control group. The Mann-Whitney U test yielded a significance value of 0.005, indicating that the Let’s Read application effectively improved students' speaking ability.
Interrogating Native-Speakerism and Linguistic Imperialism in ELT Anwar, Md.; Ahad, Md.; Karim, Jonaydul
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 3 No. 2 (2025): October 2025, Indonesian Review of English Education, Linguistics, and Literatu
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v3i2.6933

Abstract

This study interrogates the persistent ideologies of native-speakerism and linguistic imperialism in English Language Teaching (ELT), examining how they are reproduced through material production, accent hierarchies, and assessment practices. Extending the conceptual frameworks of Holliday (2006) and Modiano (2001), the research integrates a comparative literature review with empirical qualitative investigation involving 25 ELT professionals and learners from Bangladesh, Brazil, Japan, the United Kingdom, and India. Drawing on semi-structured interviews and focus groups, the study employs thematic and critical discourse analysis to uncover how institutional policies, market forces, and internalized linguistic hierarchies reinforce the privileging of “inner-circle” norms. Findings reveal three interrelated dynamics: (1) institutional and economic constraints sustain Western material dominance; (2) learners and educators internalize accent hierarchies that equate legitimacy with proximity to native norms; and (3) teachers engage in innovative resistance strategies, such as “rubric hacking”, to challenge systemic inequalities. The study contributes to applied linguistics by bridging conceptual debates with empirical evidence, illustrating how native-speakerism operates across contexts and how educators enact localized decolonial practices. Recommendations are proposed for integrating Global Englishes and accent-equity pedagogy into ELT policy, teacher education, and assessment reform.

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