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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.
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Articles 38 Documents
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Metaphors for advice messages in online sermons delivered by global Islamic preachers Cipto Wardoyo; Zalifa Nuri
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.87

Abstract

Research on metaphor in religious discourse is essential, particularly in practical contexts such as preaching, where metaphor serves as a key vehicle for conveying abstract spiritual experiences and moral guidance. Despite its importance, metaphor use in religious settings remains underexplored, especially in digitally mediated forms of religious communication. This study investigates the use of metaphorical language in twenty Islamic online sermons focused on the theme of family. A balanced corpus was compiled, comprising sermons from ten male and ten female Islamic preachers, with the aim of analyzing the metaphors embedded in advice-oriented discourse. The inclusion of both genders allows for a comparative examination of potential differences in metaphorical expression between male and female preachers. The findings reveal that female preachers employ metaphors more frequently than their male counterparts. Furthermore, structural metaphors drawing on source domains related to future benefits—such as building, finance, and plants—are prominently used by both groups when conveying advice. These results suggest that while gender may influence the frequency of metaphor use, certain conceptual metaphors are shared across genders in the context of Islamic family-oriented preaching. The study contributes to the growing field of metaphor studies in religious discourse and highlights the need for further research on gender and metaphorical framing in digital religious settings.
From expectation to reality: A study on self-efficacy and motivational adjustment of Indonesian pre-service English teachers in cross- cultural teaching in Thailand Juthathip Mingkun; Andrea Rinjani Purwanto; Chelvino Dimas Hardita; Legisia Euvania; Concilianus Laos Mbato
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.90

Abstract

Cross-cultural teaching experiences, while often challenging, offer significant developmental value for pre-service teachers. Participants in such programs frequently encounter cultural norms and instructional contexts that diverge from their prior expectations. Despite the growing prevalence of international teaching practicums, empirical research specifically examining the expectation–reality gap in cross-cultural teaching remains limited. To address this gap, the present study investigates how Indonesian pre-service English teachers experience shifts between their initial expectations and classroom realities during a one-month teaching placement in Chiang Rai, Thailand. In addition, the study explores how such teaching experiences influence the participants' professional confidence and motivation. Employing a qualitative descriptive design, the researchers recruited five participants and conducted semi-structured interviews. The data were analyzed thematically to identify recurring patterns and emergent themes. The findings indicate that participants experienced uncertainty and diminished confidence when confronted with unanticipated classroom events and cultural differences. Over time, however, the cross-cultural environment served as a catalyst for rebuilding both confidence and motivation, suggesting that such challenges can be reframed as opportunities for professional growth within international English language teaching contexts. The study concludes by emphasizing the necessity of preparing pre-service teachers not only in pedagogical skills but also in cultural awareness and adaptability prior to participation in international practicum programs.  
Who learns more independently? Gender-based perspectives on English learning autonomy in university settings Suryanto Suryanto; Diah Savitri; Turki Alsolami; Bolormaa Shinjee
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.91

Abstract

This study investigated gender-based differences in English learning autonomy among Indonesian university students enrolled in an English Language Education Department. A total of 108 students (52 males, 56 females) participated in the study. Employing a quantitative research design, data were collected using a validated questionnaire that assessed six dimensions of learner autonomy. Descriptive statistics and an independent-samples t-test were used for data analysis. The findings revealed that male students demonstrated a moderate level of autonomy (M = 2.93), which was comparable to that of female students, who also exhibited a moderate level of autonomy (M = 2.89). The t-test indicated no statistically significant difference between genders (t(106) = 0.454, p = 0.650), with a small effect size (d = 0.09). These results suggest that gender does not function as a determining factor of learner autonomy within this specific educational context. Rather, learner autonomy appears to be more substantially influenced by individual and contextual variables, including motivation, metacognitive skills, and institutional support. The study highlights the importance of designing inclusive, learner-centered instructional strategies that foster autonomy for all students, irrespective of gender. In general, these findings contribute to the growing body of research emphasizing that learner autonomy is a dynamic, developable construct shaped primarily by educational practices rather than demographic differences.  
Non-linguistic teaching behaviors in English language teaching: A systematic mapping review of measures and reported outcomes Danny Dermawansyah; Tryanti R. Abdulrahman
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.96

Abstract

This systematic mapping review synthesizes 44 empirical studies published between 2010 and 2025 to examine how nonlinguistic teaching behaviors—increasingly relied upon in English language teaching (ELT) to guide attention, support meaning-making, and shape classroom interaction—are defined, operationalized, and linked to reported outcomes in ELT settings. Seven behavioral categories emerge from the evidence base: kinesics, oculesics, proxemics, haptics, paralinguistics, chronemics, and appearance or artifacts. These behaviors are measured using observation-based, perception-based, research-driven, and technology-assisted methods, resulting in a multimodal corpus that nonetheless exhibits a strong weighting toward kinesic features. Reported associations cluster across three outcome domains: classroom processes, student engagement, and perceived teacher effectiveness. However, outcome labels are frequently broad, and measurement granularity varies considerably, limiting analytical precision and cross-study comparability. The review identifies significant gaps in contextual coverage, construct alignment, and methodological consistency, indicating a field that is empirically active yet uneven in its development. To advance both theoretical rigor and instructional relevance, future research should establish clearer construct definitions, implement more robust multimodal measurement strategies, and adopt context-sensitive designs capable of elucidating the mechanisms through which nonlinguistic behaviors relate to learning-relevant processes.  
YouTube English Channel as a learning medium: Its effect on students’ speaking skills of Islamic senior high school   Faurina Anastasia; M. Riskiyadi Siregar; Najiyah Jasmin; M. Mukhlis; Nur Aliyah
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.120

Abstract

This study addresses a persistent challenge in English language instruction: although speaking proficiency is a core competency, many learners face barriers such as low self-confidence, limited access to varied learning media, and inadequate opportunities for active practice. The present research investigates the effect of using a YouTube-based English Channel as a learning medium on the speaking skills of students at an Islamic Senior High School. A quasi-experimental design was employed, involving two intact classes: XI MIA 1 (experimental group), which received instruction using a YouTube English Channel, and XI MIA 4 (control group), which was taught without the use of this medium. Speaking performance was assessed through video-recorded tests measuring five sub-skills: pronunciation, grammar, vocabulary, fluency, and comprehension. The experimental group demonstrated a mean gain of 5.71 points (from 67.26 to 73.03), whereas the control group showed only a marginal increase of 0.94 points (from 68.72 to 69.56). These results indicate that the integration of the YouTube English Channel yielded substantially greater improvement in speaking skills compared to conventional instruction. The study concludes that YouTube-based media contribute to a more contextualized, engaging, and interactive learning environment, thereby facilitating more optimal development of students’ oral proficiency. Pedagogically, the findings support the integration of digital media into English language teaching. Future research is encouraged to extend the contextual scope, include more diverse participant samples, and examine additional affective variables such as learner motivation and self-confidence.
Needs analysis of English learning in an eastern Indonesian junior high school: A study in NTT Yeni Savitri; Thedy Hardi Manafe; Refka Darmayanthi Putri Mahisa; Dwiyani Pratiwi
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.121

Abstract

The absence of tailored English instructional materials for beginner learners in underserved regions may impede students' linguistic development. This study addresses this gap by identifying the specific learning needs of junior high school students in Kupang, East Nusa Tenggara (NTT), Indonesia. Employing an explanatory sequential mixed-methods design, data were collected from 27 purposively selected students at a public school in Kupang through online surveys and focus group interviews. Quantitative data were analyzed using frequency distribution, while qualitative data were subjected to thematic analysis. The quantitative findings revealed that 66.7% of students prioritized the development of speaking skills, despite persistent difficulties attributed to limited vocabulary knowledge. Additionally, 63% of respondents expressed a preference for technology-mediated English instruction. Thematic analysis of qualitative data generated five key themes: the need for oral communication competence, vocabulary constraints, preference for ICT-integrated learning, extrinsic motivational orientation, and the perceived value of audiovisual resources. In conclusion, English curriculum development and instructional material design for junior high school students in eastern Indonesia—particularly in NTT—should prioritize the reinforcement of communicative competence through systematic vocabulary and pronunciation instruction, complemented by the strategic integration of information and communication technology (ICT).
Gendered textual paralanguage in Indonesian skincare brand discourse Kennia Wikanditha; Paramita Widya Hapsari Wikanditha; Anita Rusjayanti Wikanditha
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.123

Abstract

This study investigates the role of textual paralanguage (TPL) in constructing gendered meaning within Instagram captions produced by Indonesian skincare brands. In response to a paucity of research on how gendered communication is realized through written paralinguistic features in established digital discourse—particularly where emotional expression and identity construction are salient—this study integrates discourse analysis with a sociolinguistic framework of gender. Employing a qualitative discourse-analytic design complemented by descriptive analysis, the study examines a purposively selected corpus of sixty Instagram captions from six Indonesian skincare brands, evenly divided between those targeting female (n = 30) and male (n = 30) audiences. Each caption serves as a unit of discourse and is analyzed using Luangrath et al.’s (2017) typology of textual paralanguage, comprising voice qualities, interpersonal resonance, typographic symbolism, visual kinesics, and punctuation cues. Frequency mapping identifies dominant patterns, while interpretive analysis focuses on the functional role of these features in conveying gendered meaning within their discursive contexts. Findings indicate five principal categories of TPL, each exhibiting distinct gendered tendencies. Captions oriented toward female audiences tend to be more expressive and relationally oriented, whereas those targeting male audiences are characteristically more concise and restrained, mirroring prevailing Indonesian sociocultural norms of femininity and masculinity. Collectively, the results demonstrate that TPL serves not merely a decorative function but a constitutive role in meaning-making within digital discourse. By systematically linking gendered TPL patterns to local ideologies of gender, this study advances linguistic scholarship on how written paralinguistic cues instantiate culturally specific gender norms in online brand communication.
Feeling like different persons: Becoming English teachers through overseas teaching internships Isna Agustin; Nurfitri Longdaeva; Elok Putri Nimasari; Ana Maghfiroh
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.127

Abstract

This study examines the professional identity development of Indonesian pre-service English teachers during a short-term international teaching internship in Southern Thailand, specifically exploring how participants perceived themselves as becoming "different persons" through this intercultural experience. Although existing research has established the role of intercultural encounters in shaping teacher identity, limited attention has been directed toward understanding how brief yet intensive overseas teaching placements contribute to emerging professional identities through processes of reflective meaning-making. Employing a collaborative narrative inquiry approach, the study analyzed written reflective narratives and semi-structured interview data collected from six Indonesian pre-service English teachers. The analysis focused on how professional identity construction unfolded through participants' everyday intercultural classroom experiences. The findings reveal that participants experienced substantial shifts in professional self-understanding, evidenced by expanded intercultural awareness, negotiated emotional and pedagogical challenges, and the development of adaptive teaching practices in response to unfamiliar classroom norms, multilingual interactions, and local school expectations. Critically, identity development did not result from intercultural exposure alone but emerged through sustained, reflective engagement with intercultural encounters throughout the internship period. This study contributes to the field of English language teacher education by highlighting the pedagogical and affective value of short-term international teaching internships and underscoring the necessity of structured intercultural preparation, guided reflection, and robust institutional support in fostering pre-service teachers' professional learning.
Language representation in the linguistic landscape of Islamic higher education campuses in East Java   Agwin Degaf; Zainur Rofiq; Raisa Fachira
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.128

Abstract

Campus signage functions not only as a navigational and informational tool but also as a semiotic medium through which language, identity, and institutional values are communicated and internalized within the quotidian fabric of academic life. Although scholarly discourse has increasingly addressed issues of national integration, global engagement, and the use of religious language in higher education, these linguistic patterns remain insufficiently examined within the context of Indonesian Islamic universities. This study addresses this gap by investigating how language choices on university signage reflect broader ideological, pedagogical, and institutional orientations. Focusing on the linguistic landscapes of three Islamic higher education institutions in East Java, the research maps the display patterns, combinatory strategies, and functional differentiation of Indonesian, English, and Arabic across campus signs. Employing qualitative methods, including the documentation of 147 signs and semi structured interviews with campus stakeholders, the study examines how multilingual signage is interpreted and internalized by its users. The findings indicate a patterned coexistence of the three languages: Indonesian ensures communicative accessibility, English signals global academic aspirations, and Arabic invokes religious and intellectual heritage. These languages do not operate in isolation but interact in layered and symbolic configurations that reflect each institution’s distinct identity and educational mission. The study underscores the need for intentional signage design to reinforce institutional identity, enhance communication effectiveness, and support informal language learning. Future research may extend these findings by examining multilingual signage in other educational contexts or by assessing the impact of sign redesign on user interpretation and engagement.
Digital literacy research trends and collaborations in EFL classrooms: A bibliometric analysis of language learning transformation Farhaini Uswah; Bambang Widi Pratolo; Ani Susanti
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.129

Abstract

The rapid advancement of digital literacy has catalyzed the transformation of technology-based English as a Foreign Language (EFL) instruction. Nevertheless, comprehensive mappings of research trends, thematic focal points, and current scholarly collaborations remain insufficiently integrated. Moreover, the scarcity of empirical research has often compelled teachers and learners to develop technological innovations independently. This study seeks to delineate the trajectory of digital literacy research within technology-based EFL learning, focusing on prevailing themes, patterns of research collaboration, and projected directions. Employing a qualitative bibliometric approach, this study analyzes 55 documents indexed in Scopus over the past five years, with data visualization conducted using RStudio. The findings reveal a pronounced emphasis on cognitive enhancement, the predominance of Mobile-Assisted Language Learning (MALL) and self-directed learning as the most highly cited concepts, the emergence of two principal thematic clusters—digital literacy with learning autonomy, and digital literacy with Computer-Assisted Language Learning (CALL)—as well as a robust regional collaboration network within Southeast Asia. These results confirm that digital literacy, EFL, and CALL constitute the core thematic foundations of technology-mediated language learning. Concurrently, the findings underscore the necessity for further research employing mixed-methods designs to develop a more holistic understanding of how to foster sustainable innovation in EFL learning grounded in digital literacy.

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