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M Saleh Yahya Himni
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Jln. Pendidikan No. 1 Kabar Selatan, RT. 02/RW. 38 Sakra, Lombok Timur, Nusa Tenggara Barat 83671
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Asshika: Journal of English Language Teaching and Learning
Published by Saniya Institute
ISSN : -     EISSN : 3025809X     DOI : https://doi.org/10.65190/asshika
Core Subject : Education, Social,
Education Social Sciences
ASSHIKA: Journal of English Language Teaching and Learning, a peer-reviewed journal This journal is a platform for researchers, scholars, and practitioners in the field of English education to publish and disseminate their original research and studies. The journal aims to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. Since 2023, the Saniya Institute has been publishing the journal online. The primary scope and focus of the journal include English Language Teaching and Learning Strategy (ELTLS), Teaching English in the four skills of listening, speaking, reading, and writing, Technology-Enhanced ELT, Language Testing and Assessment, English Applied Linguistics, and Second Language Acquisition (SLA). Contributions in the form of original research, reviews, literature reviews, conference proceedings, case reports, short communications, theses, letters to the editor, and editorials are encouraged.
Arjuna Subject : Umum - Umum
Articles 61 Documents
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Implementing an English Day Program to Support Students’ Public Speaking: A Qualitative Case Study at an Indonesian Junior High School Safitri Pangesti Dewi; Tina Priyantin; Poppy Sofia Hidayati
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i1.432

Abstract

In Indonesian schools, particularly in Bogor, the English Day program mandates weekly English use to enhance speaking skills. This qualitative case study examines how the program is implemented to support public speaking at Ibnu Hajar Islamic Junior High School. Participants included eighth- and ninth-grade students (n=4 for interviews), selected for their active engagement during observations. Data were collected via classroom observations (four weeks, eight sessions) and semi-structured interviews. Thematic analysis revealed two primary activities presentations and storytelling that foster public speaking. Students prepared materials, practiced nonverbal cues (e.g., body language, intonation), and delivered structured talks (opening, body, closing). Although occasional code-mixing with Bahasa Indonesia occurred, teachers reinforced English use through vocabulary drills as mild reinforcement, leading to improvements in pronunciation, vocabulary, and confidence. The program creates a supportive environment for real-world English application, though limitations included unobserved activities like debates. Findings underscore the program's role in building communicative competence.
Enhancing Students’ Engagement and Speaking Skills through Interactive Activities in English Language Teaching: Teachers’ and Students’ Perspectives Honey Jean Saura; Pit Dhale Capao; Liera Campos; Shelou Marie Bubuli; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.435

Abstract

This literature review explores traditional and innovative English teaching activities that enhance students’ engagement and speaking skills. Thirty peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically. Traditional approaches such as role-playing, storytelling, language clubs, and group discussions, together with innovative practices like vlog creation, gamified learning, mobile-assisted learning, and TikTok-based tasks, have been found effective in improving fluency, confidence, and motivation. Both teachers and students expressed positive attitudes toward these activities. However, long-term implementation across diverse contexts remains underexplored. This review highlights the importance of blended pedagogical approaches and calls for future research into sustainable engagement-based English instruction.
Language Anxiety among EFL Learners: A Review of Causes and Effects Hydie Claire Gapo; Cryshia Vyneth Antolijao; Renalyn Angob; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.440

Abstract

This paper reviews various studies on students' fear of using the English language, commonly known as language anxiety. Many students, especially non-native speakers, experience anxiety when speaking English due to fear of making mistakes, being judged, or lacking confidence. This review analyzed 21 articles published between 2011 and 2024 that investigate students' anxiety in language learning and its effects, organized thematically and in chronological order. All the key influences such as psychological factors, emotional responses, environmental influences, and the cultural factors that affect students’ fear of using the English language will be examined on how they are interconnected with each other. The findings show that language anxiety can seriously harm a student’s academic performance and self-confidence. The review suggests that supportive, friendly, and less judgmental learning environments can help students become more comfortable and confident in using English. It is recommended that further research is needed to develop tailored interventions and include diverse learner populations and every factor that could potentially contribute to the student’s English language anxiety, not only focusing on one factor.
Improving Speaking Skills Through Communicative Language Teaching (CLT): A Literature Review Gregian Carl Judilla; Reyna Mae Morre; Marven cayanong; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.441

Abstract

Communicative Language Teaching (CLT) is an approach that prioritizes meaningful interaction and student engagement to enhance language proficiency particularly in speaking. In today’s globalized world, where communication is key, CLT proves valuable for English as a Second Language (ESL) learners who often struggle with limited vocabulary, low confidence, and insufficient speaking practice. This literature review, analyzing 30 studies from 2017 to 2025, affirms CLT’s effectiveness in boosting fluency, accuracy, vocabulary, and confidence through interactive activities such as role-plays and discussions. It also fosters creativity, autonomy, and enjoyment in learning. Despite these benefits, challenges like overcrowded classrooms, limited resources, insufficient teacher training, and student anxiety can hinder CLT’s success. To address these, the study recommends enhanced teacher training, resource-rich and supportive environments, confidence-building activities, and integrating CLT into broader educational policies, including MTB-MLE in the Philippines. In conclusion, CLT is not just a technique, it’s a transformative approach that empowers learners to use language with confidence and real-world purpose.
Classroom Interaction and Second Language Speaking Fluency: A Systematic Review Mary Rose Dayanan; Angel Rhaine Jakosalem; Jean Lica Quimco; Joemar Miñoza; M. Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.442

Abstract

This systematic review explores the role of classroom interaction in enhancing second language (L2) speaking fluency. Twenty-one peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically from ERIC, Scopus, and Google Scholar databases. Findings indicate that teacher-student and peer-to-peer interactions significantly improve learners’ confidence, engagement, and oral fluency. Structured classroom dialogue and feedback foster natural speech development, while collaborative tasks such as group discussions and role-plays encourage communicative competence. However, anxiety, fear of criticism, and large class sizes remain barriers to participation. The review suggests adopting balanced interactive strategies, low-stakes speaking tasks, and supportive classroom environments enhanced by digital tools to optimize fluency outcomes. Future studies should explore long-term impacts and the integration of emerging technologies in L2 pedagogy.
Enhancing EFL Students' Recount Text Writing Performance: Challenges and Strategies in Indonesian Classroom Settings Dian Novi Isroyana; M Saleh Yahya Himni
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 2 (2025): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i2.446

Abstract

The present study examines the writing performance of students in an English as a Foreign Language (EFL) classroom setting with regard to recount texts. Recount texts enable readers to gain insight into past events through the presentation of a series of events in a linear sequence. This study examines a phenomenon pertaining to students' writing performance of recount text in an EFL classroom setting. The objective of this study is to examine students' performance in the composition of study texts. This study employed a descriptive qualitative research design. The findings indicate that numerous challenges were encountered during the learning process, which negatively impacted the students' writing abilities. The students encountered difficulties in constructing sentences and conveying their ideas. The findings are presented below: One student demonstrated excellence, two students were classified as suitable, five students were placed in the fair category, and eight students were classified as less proficient. In light of these findings, the researcher asserts that students' writing performance in recount texts remains a point of improvement.
The Effect of the Principal’s Leadership Style and work Environment on the Performance of Madrasah Aliyah Teachers in East Sakra Muh. Thahirul Hakim
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 2 (2025): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i2.455

Abstract

The research aims to analyse the effects of leadership style and work environment on the performance of Madrasah Aliyah teachers in East Sakra. This study is quantitative. The sample in this study comprises 123 teachers from Madrasah Aliyah. The data analysis employed in this study was quantitative, which uses numerical data and statistical methods to test hypotheses. Multiple linear regressions were used in this study's statistical analysis. The results indicate that the principal’s leadership style, the work environment, and the performance of Madrasah Aliyah teachers in East Sakra are all rated as good. The principal's leadership style had a significant positive effect on the performance of Madrasah Aliyah teachers in East Sakra (p-value < 0.05). The work environment had a significant positive effect on the performance of Madrasah Aliyah teachers in East Sakra (p-value < 0.05). A madrasah principal was always a school leader whose primary role was to serve as a guiding force, influencing teachers and staff to undertake tasks that ensured a successful learning process. The work environment often expected in schools is one in which the school and its surroundings support teaching and learning in a healthy, relaxed, calm, and friendly manner.
An Analysis of Figurative Meaning Translation in “Just Give Me a Reason” Ririn Tasumbey; Indah Afrianti; Dewa Made Agustawan
Asshika: Journal of English Language Teaching and Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.463

Abstract

Figurative meaning often presents challenges in translation, especially in song lyrics where meaning, emotion, and artistic expression must be conveyed simultaneously. This study examines the translation methodology for the figurative meanings in the bilingual song lyrics “Just Give Me a Reason” by Pink featuring Nate Ruess and its Indonesian version, “Berilah Aku Satu Alasan.” The objective of this research is to identify the types of figurative expressions used in the original lyrics and to analyze the translation methods applied in rendering them into Indonesian. This study employs a qualitative descriptive method. The data consist of figurative expressions found in the English lyrics and their corresponding translations in Indonesian. The analysis focuses on how the figurative meanings are transferred and whether the original sense is maintained. The findings reveal that several translation methods are used, including literal translation, adaptation, and paraphrasing. While some figurative expressions are preserved, others are modified to achieve naturalness and clarity in the target language. In conclusion, the translator employs flexible methods to balance meaning accuracy and lyrical acceptability.
An Analysis of English Language Teacher Training Needs: A Case Study in Primary Schools of East Lombok Regency Rini Marliana; Azmussya&#039;ni
Asshika: Journal of English Language Teaching and Learning Vol. 1 No. 1 (2023): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v3i1.468

Abstract

This study aims to analyze the training needs of English teachers in elementary schools in Lombok Timur Regency. The results showed that English teachers in elementary schools in Lombok Timur Regency have sufficient competence, especially in social and personality aspects, but still need significant improvement in professional aspects (language proficiency and material development) and pedagogical competence (implementation of innovative teaching methods). Teachers' training needs are very high, especially in material development, improving language proficiency (particularly speaking and listening), and developing teaching methodologies. Teachers have high motivation to participate in training, but feel that the training they have attended so far has been less relevant and less practical. Other findings also revealed that teachers experience limitations in language proficiency, teaching materials, teaching methods, and access to technology. Based on these findings, English teacher training programs in elementary schools in Lombok Timur Regency should be comprehensively designed, with a focus on improving language proficiency, developing teaching materials, adopting innovative teaching methodologies, and using technology. They should be practical, applicable, relevant, measurable, and sustainable. This study provides important implications for designing more effective training programs that meet the needs of elementary school English teachers.
Lexical, Syntactic, and Terminological Errors in Arabic-English Legal Translation among Undergraduate Students Mowafg Abrahem; Abdulrauf Atia; Laylay Hasan; Karima Elhaj; Entisar Alatrish; Safa Alrumayh; Zaynab Omar
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 2 (2025): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i2.470

Abstract

This study examines the main error patterns found in Arabic-English legal translation among undergraduate students at the Faculty of Languages and Translation, University of Zawia, Libya. It seeks to identify the most frequent lexical, syntactic, and terminological errors in students’ translations and to explain these errors in relation to legal translation competence and teaching needs. The study used a corpus-based descriptive error-analysis design. Sixty undergraduate students enrolled in legal translation courses participated in the study. Each student translated a selected legal text from Arabic into English under controlled classroom conditions, and the translated scripts were compiled into a learner corpus for analysis. The findings showed a total of 538 errors across three main categories: terminological, syntactic, and lexical. Terminological errors were the most frequent, representing 45.2% of all errors, followed by syntactic errors at 31.8%, while lexical errors accounted for 23.0%. The results showed that students had the greatest difficulty in rendering specialized legal concepts accurately, maintaining terminological consistency, and distinguishing technical legal meanings from ordinary vocabulary. Syntactic difficulties also appeared in sentence structure, word order, passive voice, and the handling of complex legal clauses. The study concludes that students’ problems in legal translation may stem from limited exposure to authentic legal discourse, insufficient training in legal terminology, and overreliance on general translation strategies. The findings underline the need for more specialized, genre-based, and terminology-focused legal translation instruction in Libyan higher education.

Page 6 of 7 | Total Record : 61

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