cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nurdin Amin
Contact Email
nurdin.amin@ar-raniry.ac.id
Phone
+6281362789911
Journal Mail Official
englisia.journal@ar-raniry.ac.id
Editorial Address
Building B Complex, 1st Floor Faculty of Islamic Education and Teaching - Ar-Raniry State Islamic University, Banda Aceh Jl. Syeikh Abdul Rauf Darussalam, Banda Aceh, 23111, Banda Aceh, Indonesia. Email: englisia.journal@ar-raniry.ac.id
Location
Kota banda aceh,
Aceh
INDONESIA
Englisia
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 25276484     EISSN : 23392576     DOI : https://doi.org/10.22373/englisia
Core Subject :
Englisia Journal (EJ) is open access and peer-reviewed journal that considers any original scientific article that expands the field of language studies in English Language Teaching and various other related applied linguistics themes. The journal publishes articles of interest to language teachers, practitioners, and language researchers. Manuscripts must be original and educationally interesting to the audience in the field. The goal is to promote concepts and ideas developed in this area of study by publishing relevant peer-reviewed scientific information and discussion. This will help language practitioners to advance their knowledge for greater benefit and output in their professional contexts.
Arjuna Subject : -
Articles 38 Documents
 1   2   3   4 
The impacts of self-regulation and language learning anxiety on the English competence of university students in Aceh, Indonesia Septhia Irnanda; Sabrina Sabrina; Cut Mulia Zuhra; Nora Fitria; Zaiyana Putri
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.122

Abstract

Previous research has established that self-regulation plays a critical role in successful language acquisition. In parallel, language learning anxiety has been widely examined, though its influence is often understood through its negative relationship with self-regulatory abilities, suggesting that anxious learners struggle to deploy effective learning strategies. However, the direct and interactive effects of these two psychological constructs on English language achievement remain underexplored, particularly within Indonesian higher education contexts. To address this gap, the present study investigated the nature and extent to which language learning anxiety and self-regulation influence English language learning achievement among Indonesian EFL learners. Participants were 151 first-year university students from three faculties at Universitas Serambi Mekkah, Aceh, Indonesia, selected through cluster sampling. Data were collected using three instruments: (1) a validated self-regulation questionnaire, (2) a validated English language learning anxiety scale, and (3) a standardized test measuring general English competence. Regression analyses were employed to examine the predictive relationships among these variables. The findings showed that neither self-regulation nor language learning anxiety significantly predicted overall English competence. However, self-regulation showed a slightly greater contribution to English achievement than language learning anxiety, although neither effect was statistically significant. Notably, language learning anxiety significantly predicted self-regulation scores, indicating that anxious learners may struggle with self-regulatory capacity. Additionally, a weak positive correlation emerged between language learning anxiety and reading performance. These findings suggest that language learning anxiety does not directly determine competence success or failure; rather, it functions as a significant predictor of self-regulatory capacity and selectively influences specific language sub-skills such as reading comprehension.
School-based language revitalization in practice: Implementing programs for the preservation of East Makian Ikram Senen; Roswita M. Aboe
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.32

Abstract

This study examines the implementation of a language revitalization program for East Makian, an endangered language, within senior high school settings. It further investigates the discrepancy between policy directives and actual classroom practices, given the language’s persistent endangered status. The primary objectives are threefold: to determine the program’s effect on students’ cultural awareness and interest; to assess its impact on the number of proficient speakers; and to identify the facilitating and hindering factors affecting program implementation. A mixed-methods explanatory sequential design was employed, involving 183 student participants and five key informants across three schools. Findings indicate that the program’s overall impact was rated as Good (34.68), characterized by a significant increase in students’ cultural awareness and interest. The program’s effectiveness was also rated as Good (34.48); however, this was structurally constrained by the absence of a formal curriculum. Supporting and impeding factors received a rating of Fairly Good (33.80), with teacher commitment identified as a key facilitator, while the lack of a standardized curriculum remained a major barrier. Notably, no statistically significant difference was observed between the group exposed to the program and the non-exposed group (t = 0.052, p = 0.958). These results suggest that while the program positively influences attitudinal outcomes, it does not lead to measurable improvements in students’ productive language skills.
Directive and expressive speech acts in king’s choice game chat: A cyberpragmatic analysis Agus Eko Cahyono; Putri Rahmawati Nur Afifah; Raudatul Nurul Insan
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.43

Abstract

This study examines the use of directive and expressive speech acts within the digital communication context of the mobile game King’s Choice, with a particular focus on how players interact across alliance, team, and kingdom chats. The investigation is theoretically grounded in Searle’s (1969) speech act theory-specifically his taxonomy of directive and expressive illocutionary acts-and Yus’s (2001, 2011) framework of cyberpragmatics, which provides analytical tools for understanding how online communication is shaped by multimodality and platform-specific affordances. Employing a qualitative descriptive methodology, the study analyzes 38 excerpts extracted from naturalistic in-game chat logs. The analysis reveals that directive speech acts manifest in various forms, including requests, commands, suggestions, advice, warnings, and prohibitions. Pragmatically, these directives serve to coordinate collective strategies, delegate in-game responsibilities, and maintain group cohesion during competitive events. Expressive speech acts are identified as apologies, compliments, expressions of joy, disappointment, regret, anger, and hope. These expressives function centrally in managing emotional states and negotiating interpersonal relationships within the game’s socially competitive environment. Notably, both speech act categories are frequently mediated by multimodal elements-such as emojis and stickers-which modulate illocutionary force and convey paralinguistic cues otherwise absent in text-based chat. This study extends extant research on platform-mediated communication by demonstrating how directive and expressive speech acts simultaneously fulfil strategic coordination and social bonding functions. In doing so, it highlights the interplay between linguistic pragmatics, multimodal affordances, and digitally situated interaction in contemporary gaming contexts.
Teaching critical thinking as a stand-alone course: A case study in the Indonesian ELT context Ajeng Inayatul Ilahiyah
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.49

Abstract

This study examines the pedagogical practice of teaching Critical Thinking (CT) as an independent course within the context of English Language Teaching (ELT). A qualitative research approach was employed to obtain in-depth, context-rich data. The research was conducted in a Critical Thinking and Problem Solving (CTPS) course within the English Education Department at a higher education institution. Data were collected through three complementary methods: semi-structured interviews, classroom observations, and document analysis. The findings reveal that students were introduced to the fundamental concepts of critical thinking and were systematically trained to become critical thinkers through explicit instructional approaches. The explicit instruction model enabled learners to develop structured reasoning skills and apply analytical frameworks to authentic problems. Students' critical thinking achievement was assessed using an argumentative writing grading rubric adapted from the Utah ELA Core Academy, which evaluates the clarity, coherence, and logical strength of written arguments. Based on these findings, this study recommends that critical thinking be offered as a stand-alone course across higher education institutions. Such an approach ensures that students receive dedicated, systematic training in higher-order thinking skills, which are essential for academic success and professional readiness. Incorporating CT as an independent component within curricula addresses a critical gap in preparing graduates to navigate complex, real-world challenges effectively.    
Beyond display and referential questions: Teacher questioning as contingent scaffolding in Indonesian EFL reading instruction Masduki Masduki; Anton Haryadi; Dadang Zakaria
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.56

Abstract

Teacher questioning plays a pivotal role in shaping classroom interaction and fostering cognitive engagement in English as a Foreign Language (EFL) context. This qualitative multiple-case study investigates how Indonesian university EFL instructors employ questioning practices in reading comprehension courses, focusing on question types, interactional strategies, and their influence on student responses. Grounded in cognitive engagement theory and classroom discourse analysis, data were collected through non-participant classroom observations, audio-visual recordings, field notes, and semi-structured interviews with two instructors at the Language Center of Universitas Muhammadiyah Malang. A total of 412 question–response units were analyzed using thematic coding and descriptive frequency analysis. The findings reveal a predominance of display questions, whereas referential and procedural questions occurred less frequently. However, referential and probing questions generated longer, more inferential, and cognitively elaborated student responses. Translation, repetition, and strategic pausing emerged as core scaffolding strategies that mediated comprehension and participation. The study demonstrates that effective questioning resides not merely in the proportion of display versus referential questions, but rather in their strategic sequencing and adaptive modification according to learners' proficiency levels and classroom dynamics. By highlighting the dialogic and scaffolding functions of teacher questioning, this research contributes to classroom discourse scholarship and offers practical implications for fostering balanced, cognitively engaging reading instruction in EFL higher education contexts.
Shaping professional identity across borders: Indonesian pre-service EFL teachers in Philippine classroom   Arilia Triyoga; Ikmi Nur Oktavianti; Muhamad Argi Afriandi
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.64

Abstract

The professional identity of prospective English teachers plays a pivotal role in enhancing the quality of educators in Indonesia, which in turn exerts a significant influence on the nation's overall educational outcomes. This study aims to (1) explore the teaching experiences of prospective English teachers from Muhammadiyah universities (EFL pre-service teachers) during their teaching practicum in the Philippines, and (2) describe how this transnational teaching experience contributes to the development and transformation of their professional identity. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, document analysis (including teaching practicum reports and reflective journals), and reflection journal entries maintained throughout the program. Participants were Muhammadiyah University students who completed a one-month teaching practicum in schools in the Philippines. Data analysis was conducted using thematic techniques, guided by the theoretical framework of teacher professional identity, enabling the mapping of students' experiences into key themes relevant to identity formation. The findings reveal that pre-service teachers encountered linguistic and cultural differences, novel pedagogical practices, pedagogical challenges accompanied by coping strategies, as well as emotional and professional adjustments during the SEA-Teacher program in the Philippines. Furthermore, this transnational exposure contributed to their professional identity development through shifts in their perception of the teaching profession, enhanced pedagogical confidence, and identity negotiation within a global context.      
Integrating teacher and AI-generated feedback to enhance EFL academic writing: A mixed-methods study of performance and perceptions Putri Hindun Anifayakun Shahab; Ilham; Irwandi
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.72

Abstract

Academic writing presents considerable challenges for English as a Foreign Language (EFL) learners, particularly in mastering higher-order skills such as idea development and organization, as well as lower-order skills including vocabulary, grammar, and writing mechanics. Although instructor feedback provides valuable contextual and rhetorical support, it is frequently constrained by limited time and heavy workloads. In contrast, AI-based feedback offers prompt and detailed language corrections but lacks the capacity for in-depth conceptual and rhetorical evaluation. This study investigates the impact of combining lecturer and AI-generated feedback on EFL students' academic writing achievement and examines their perceptions of this hybrid approach. An explanatory sequential mixed-methods design was implemented with 25 fifth-semester EFL students. Participants completed a pre-test, participated in an integrated feedback intervention, took a post-test, and subsequently responded to a questionnaire and semi-structured interviews. Quantitative findings revealed a statistically significant increase in overall writing scores from 67.56 to 79.48 (p < 0.001), with a very large effect size (Cohen's d = 1.78). Improvements were evident across all analytic writing components. Qualitative results indicated positive student perceptions, with lecturer feedback identified as conceptually clarifying and AI feedback as technically beneficial. Overall, the integrated feedback model effectively strengthened both linguistic accuracy and rhetorical development in EFL academic writing.
Beyond alternation: The primacy of insertion in Qania Fanani’s YouTube code mixing in social media discourse Saiful Akmal; Nisrin; Asma
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.78

Abstract

This study investigates the linguistic phenomenon of code-mixing as exemplified in the YouTube content of Qania Fanani, with particular focus on its typological manifestations and the socio-communicative factors that motivate its use. The theoretical framework adopted is drawn from Muysken’s (2013) taxonomy, which delineates code-mixing into distinct structural categories. Employing a qualitative research design grounded in textual analysis, this study examines transcribed data extracted from four selected vlogs. The analysis reveals that insertion constitutes the predominant code-mixing type, occurring 250 times, whereas alternation appears with markedly lower frequency, at 29 instances. These distributional patterns suggest that Qania Fanani’s linguistic practice is characterized by a strategic and naturalistic deployment of code-mixing to achieve communicative functions such as enhanced clarity, discursive emphasis, and stylistic variation. Furthermore, the study identifies key social factors underpinning these patterns, most notably the speaker’s multilingual competence and the presence of lexical gaps, which together point to a high degree of metalinguistic awareness and flexible bilingual proficiency. The findings underscore the organic integration of code-mixing as a discursive resource among digital content creators, facilitating audience engagement and navigation across linguistically diverse communicative contexts. In doing so, this research contributes to the broader understanding of social media as a site of dynamic and situated language practice. Future research is encouraged to examine the receptivity of such code-mixed practices among viewers, particularly regarding potential influences on language preference, comprehension, and the pedagogical implications for language learning within digitally mediated environments.  
Bridging the proficiency gap: A needs analysis of Indonesian maritime cadets’ speaking skills for ESP course design Dhinar Sari; Nur Hidayanto Pancoro Setyo PutroNur Hidayanto Pancoro Setyo Putro
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.80

Abstract

This study aims to identify the speaking skills needs of maritime cadets by examining target needs, learning needs, and the discrepancies between current instructional practices and the communicative demands of the maritime industry. A needs analysis approach was employed within the English for Specific Purposes (ESP) framework, utilizing a mixed-methods design. Quantitative data were collected through a questionnaire administered to maritime cadets, while qualitative data were gathered via semi-structured interviews with two Maritime English lecturers. The findings indicate that the majority of cadets demonstrate only a basic level of speaking proficiency, whereas the expected level for effective maritime communication is at least intermediate. Key communicative situations requiring English speaking skills include giving instructions and commands on board, as well as engaging in social interactions among crew members. Regarding learning needs, cadets show a preference for interactive speaking activities, including simulations, role-plays, presentations, and pair discussions. Nevertheless, several obstacles persist, such as limited vocabulary, pronunciation difficulties, low self-confidence, and insufficient opportunities for speaking practice. The study further identifies multiple learning gaps, including disparities in proficiency levels, limited speaking practice, inconsistencies in instructional delivery, and a lack of digital media specifically designed to support speaking practice in maritime contexts.
EFL students’ efficacy and anxiety in speaking English Fatayatul Hanani Safrul; Habiburrahim Habiburrahim; Janice Orrell; Zamzami Zainuddin; Muhammad Safwan Safrul
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/s31k1t03

Abstract

ABSTRACT - The ability to speak English confidently remains a major challenge for many learners in English as a Foreign Language (EFL) context. While previous research has established links between speaking anxiety and self-efficacy, less attention has been given to how learners interpret their own accents and how these perceptions influence their willingness to communicate. This qualitative study explores the experiences of eight Acehnese EFL university students in relation to speaking self-efficacy, foreign language anxiety, accentedness, and intelligibility. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that participants differed considerably in how they defined successful spoken communication. Some regarded intelligibility and mutual understanding as the primary goals of speaking, whereas others associated successful communication with achieving a native-like accent. For many participants, fear of negative evaluation emerged as a significant source of anxiety, leading to avoidance of speaking opportunities and reduced confidence. The study also found that the pursuit of native-like pronunciation was often linked to broader concerns about social recognition, legitimacy, and status rather than communication alone. In addition, inconsistencies between teachers’ stated emphasis on intelligibility and the continued use of native-speaker models contributed to uncertainty and heightened anxiety among learners. The findings suggest that speaking self-efficacy is shaped not only by linguistic competence but also by learners’ perceptions of how their speech is evaluated by others. The study highlights the importance of creating classroom environments that value intelligibility, acknowledge linguistic diversity, and support learners in developing confidence as legitimate English users. Such approaches may help reduce anxiety and encourage more active participation in spoken communication.  

Page 1 of 4 | Total Record : 38

 1   2   3   4 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities