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Nur Afifi
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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 It encourages submissions from across disciplinary and interdisciplinary research traditions that are previously unpublished to advance knowledge, theories, or methodologies in English education and linguistics.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 79 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.
Lexical Landscape of Climate Change Discourse in Bangladeshi National Newspapers: A Corpus Linguistic Analysis Shaikh, Hasan; Obaidullah, Dr. Md.
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 1 (2026): April 2026, Indonesian Review of English Education, Linguistics and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i1.8151

Abstract

As climate vulnerability intensifies and environmental debates become increasingly politicized, Bangladeshi national newspapers assume a pivotal role as discursive arenas where climate change is articulated through the socio-political idioms of the nation-state. To investigate how this articulation takes shape, the study applies corpus linguistic methods to a purposefully compiled dataset comprising nearly 350 opinion essays and news reports, amounting to approximately 400,000 tokens, published across three leading Bangla dailies between 2020 and 2025. The analysis reveals a hybridized discursive framework in which scientific credibility is interwoven with emotive resonance, temporal urgency, and developmental-nationalist logic. Rather than foregrounding global mitigation policies, newspapers localize the discourse centering lived vulnerability, infrastructural resilience, and collective agency to foster a participatory, if elite-mediated, climate consciousness. Keyword and concordance patterns further expose an economic framing that underscores aid dependency, financial risk, and global injustice, while simultaneously promoting Bangladesh as a resilient, technologically optimistic, and morally authoritative actor. The discourse privileges policy and academic voices, often marginalizing grassroots and ecological perspectives in favor of narratives that align with neoliberal development agendas. Ultimately, the study argues that Bangladeshi media reconfigures climate change as both an existential peril and a developmental opportunity functioning less as neutral chroniclers and more as discursive architects of a climate-resilient nationalism embedded in global political ecologies.
Investigating the Speech Functions Used in Thewizardliz Youtube Videos and Its Implication in Speaking Skill Learning Hidayat, Sabrina Aulia
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 1 (2026): April 2026, Indonesian Review of English Education, Linguistics and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i1.8203

Abstract

Digital platforms have significantly expanded access to authentic English input, yet the pedagogical potential of speech functions in YouTube motivational monologues remains underexplored. This study investigates the types and distribution of speech functions in TheWizardLiz's YouTube videos and examines their implications for speaking skill development in EFL contexts. Employing a descriptive qualitative design, data were drawn from three purposively selected videos and supplemented by semi-structured interviews with four English Education students. Speech functions were classified using Holmes' (2013) framework and cross-referenced with Austin's (1962) and Searle's (1979) speech act theory. A total of 166 utterances were identified across four functional categories: directive (81; 48.8%), referential (41; 24.7%), expressive (36; 21.7%), and phatic (8; 4.8%). Metalinguistic and poetic functions were absent. The dominance of directive functions reflects the motivational genre's rhetorical goal of behavioral change. Pedagogically, exposure to these speech functions supports learners' pragmatic awareness, public speaking development, and communicative confidence. The study proposes concrete classroom applications including speech function identification tasks, imitation practice, and role-play activities grounded in Genre-Based Approaches.
The Use of Technology as a Learning Medium for Young Learners: An Effort to Enhance Children's Engagement and Understanding Sa'adah, Lailatus; Yebi, Briel Leva; Yupitasari, Marlina
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 1 (2026): April 2026, Indonesian Review of English Education, Linguistics and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i1.8216

Abstract

The rapid growth of digital technology has significantly impacted the educational landscape, particularly in language learning for young learners. This study aims to explore the use of digital media as a learning tool to enhance engagement and understanding in English language acquisition. A literature review methodology was employed to gather and analyze data from relevant studies, including journal articles, books, and research reports published between 2021-2024. The findings suggest that interactive digital platforms, such as YouTube, TikTok, and educational apps like Canva and Wordwall, play a crucial role in fostering language skills, increasing motivation, and supporting independent learning among young bilingual learners and Generation Z students. These digital tools not only facilitate language learning but also contribute to character development and the reinforcement of affective values. Additionally, the research highlights the effectiveness of these technologies in creating an engaging and flexible learning environment, which is particularly relevant in post-pandemic contexts and areas with limited resources. The study concludes that the integration of digital media in English language education is vital for creating a dynamic, student-centered learning experience, making it an essential component of contemporary educational strategies
The Phonology of Edo Ideophones Omozuwa, Victor Edosa; Edionhon, E̩dosa James
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 1 (2026): April 2026, Indonesian Review of English Education, Linguistics and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i1.8221

Abstract

This study addresses the inadequately documented phonological behaviour of ideophones in E̩do, an E̩doid language of Southern Nigeria, where these forms are often noted but lack detailed analysis. It aims to provide a systematic account of the segmental and suprasegmental features, as well as the phonological processes, that characterize E̩do ideophones. Data were obtained through oral interviews with competent native speakers, and the analysis is situated within the framework of basic linguistic theory allowing for a direct description of attested forms in natural speech. Structurally, ideophones exhibit a wider syllable range, extending from disyllabic to predominantly polysyllabic forms, thereby contrasting with the typically shorter non-ideophonic lexicon. While E̩do generally restricts consonant clustering, limited cluster-like sequences arise through glide formation in ideophonic forms. Therefore, this study contributes to a clearer understanding of the phonological structure of E̩do ideophones and underscore their structural markedness within the language.
Unveiling the Speaking Strategies of High-Achieving EFL Students: A Case Study on the Implementation of 'Aqeel & Chung' Framework Soviyah; Munawaroh, Isna Rodiana Binti
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 1 (2026): April 2026, Indonesian Review of English Education, Linguistics and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i1.8223

Abstract

High-achieving EFL students consistently outperform peers in oral assessments, yet the integrated strategic mechanisms underlying their success remain underexplored in the literature. This study aims to identify, describe, and analyze the multidimensional public speaking strategies employed by top-performing students in an Advanced Speaking course. A qualitative case study design was employed. Four students from the English Education Department of a private university in Yogyakarta, Indonesia, were selected through purposive sampling based on consistently high oral examination scores. Data were collected via semi-structured interviews and observation of recorded presentations, and then analyzed through thematic coding cross-referenced with the Aqeel & Chung (2024) framework. Findings reveal that high-achieving students operate through a coordinated, three-dimensional strategy system: (1) Structure & Preparation (scripting, outlining, strategic topic selection, and pre-dawn memorization); (2) Internal Regulation via the Three Cs (cultivating awareness, collecting thoughts through strategic silent pausing, and calming nerves); and (3) Vocal & Non-Verbal Delivery (pitch modulation, posture, eye contact, and audience redirection). Public speaking success among high-achieving EFL students is not incidental but emerges from deliberate, systemic, and self-regulated practices spanning pre-, during-, and post-performance phases. These findings have direct implications for redesigning speaking pedagogy to incorporate metacognitive and self-regulatory training alongside conventional rhetorical instruction.
Religious Politeness in Subtitling: A Brown and Levinson Analysis of Kiai’s Utterances in Sang Kiai Pratama, Ikke Dewi
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 1 (2026): April 2026, Indonesian Review of English Education, Linguistics and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i1.8341

Abstract

This research analyzes the realization of politeness strategies in the Indonesian – English subtitles of Sang Kiai movie, focusing on how authority and power relations between Kiai Hasyim Asy’ari and his santri at Tebu Ireng Islamic boarding school, are represented in translation. Using a descriptive design with an ethnographic approach, the study analyzes 49 utterances drawn from the interactions between Kiai Hasyim Asy’ari and his santri in the source and target texts using Brown and Levinson’s politeness framework. The findings reveal that there are three recurrent patterns: (1) preservation of politeness strategy, (2) shift in politeness strategy, and (3) preservation of strategy with sub-strategic shift. The dominant pattern is preservation of politeness strategy, particularly in the use of bald on record and positive politeness, which reflects the institutional authority of Kiai Hasyim Asy’ari. The study shows that the subtitling largely maintains the power asymmetry inherent in pesantren discourse, suggesting that authority works as a key basis in the realization and translation of politeness strategies.
Students' Engagement in Learning Listening Skills through Plotagon Story Fitriyah, Nurjihan Najwa; Ahmada, Adib
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 1 (2026): April 2026, Indonesian Review of English Education, Linguistics and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i1.8428

Abstract

This study investigates students' engagement in learning listening skills through the use of Plotagon Story in an EFL context. While previous studies have primarily focused on learning outcomes and speaking skills, this research examines engagement as a multidimensional process consisting of behavioral, emotional, and cognitive dimensions. A descriptive qualitative case study design was employed, involving 20 junior high school students and one English tutor at the ASYEE Basic Course Club in Banyuwangi. Data were collected through classroom observations and semi-structured interviews with both students and the tutor, and analyzed using thematic analysis. The findings indicate that the use of Plotagon Story contributes to increased student engagement, particularly in terms of active participation, positive emotional responses, and the use of cognitive strategies such as contextual inference and selective attention. However, the results also reveal variations in engagement levels, including instances of distraction and cognitive difficulty, suggesting that the effectiveness of multimodal learning depends on task design and learner characteristics. This study highlights that engagement in digital learning environments is dynamic and context-dependent rather than uniformly positive. It also extends the use of animation-based storytelling from speaking to listening contexts. The findings suggest that educators should carefully integrate multimedia tools to balance engagement and comprehension. Future research is recommended to explore long-term effects and broader educational settings.

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