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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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Indonesian senior high school students’ fear of negative evaluation: Relationship with L2 speaking self-efficacy Adaninggar Septi Subekti; Christina Helen Indarto
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.130

Abstract

Research examining the relationship between Fear of Negative Evaluation (FNE)-a well-documented anxiety construct originating in social psychology-and second/foreign language (L2) speaking self-efficacy (SSE) remains limited, particularly within the Indonesian educational context, and especially among secondary school populations. To address this empirical gap, the present study was designed with two primary aims: first, to investigate the levels of FNE experienced by Indonesian high school students in English language classrooms, and second, to determine the extent to which FNE statistically predicts their L2 SSE. A paper-based survey was administered to a sample of 160 students enrolled at a private high school in Yogyakarta, Indonesia. Descriptive statistical analyses indicated that participants’ FNE levels ranged from moderate to high. Notably, FNE associated with peers was generally more pronounced than FNE specifically tied to classroom activities or English performance, suggesting that social evaluative concerns are particularly salient among this population. The results further revealed that students' L2 SSE fell within the low-to-moderate range, indicating limited confidence in their English-speaking abilities. Bivariate regression analysis demonstrated that FNE accounted for 18.4% of the total variance in L2 SSE, a statistically meaningful proportion, while the remaining 81.6% was attributable to factors external to the model, such as prior language achievement, teacher feedback, and individual differences. These findings carry several pedagogical implications, including the importance of cultivating a supportive classroom climate, fostering peer encouragement, and promoting positive group dynamics to mitigate students’ FNE and enhance their L2 speaking self-efficacy.
HOTS and LOTS-based assessment: The challenges faced by high school EFL teachers in assessing the students’ summative performance Ivana Arlene Wellington; Ouda Teda Ena
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.132

Abstract

Despite the Indonesian curriculum’s explicit emphasis on Higher-Order Thinking Skills (HOTS), senior high school EFL teachers continue to experience difficulties in achieving a balanced integration of HOTS and Lower-Order Thinking Skills (LOTS) within summative assessments. This study investigates the challenges encountered by senior high school EFL teachers in assessing both higher-order and lower-order thinking skills in such assessments. Employing a qualitative descriptive design, data were collected from five EFL teachers in Magelang, Central Java, through semi-structured interviews and document analysis of teacher-made tests. The findings reveal a structural imbalance in which multiple-choice items—predominantly measuring LOTS—prevail, whereas HOTS-focused tasks remain limited in scope and frequency. This imbalance is attributed to institutional policies, students’ linguistic proficiency, pandemic-induced learning gaps, and insufficient teacher training in assessment design. The study concludes that meaningful integration of HOTS is contingent upon alignment among curricular objectives, assessment formats, teacher preparedness, and student proficiency levels. Such alignment necessitates enhanced assessment literacy among teachers and the provision of comprehensive instructional scaffolding within the Indonesian EFL context.
English foreign language learners’ reluctance to speak English in higher education Fakhrurrazi; M. Fadli; Nasruddin
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.133

Abstract

Reluctance to speak English remains a persistent challenge for English as a Foreign Language (EFL) learners in higher education, where oral participation is essential for academic engagement and communicative competence. Despite years of formal instruction, a considerable number of university students continue to avoid English communication, suggesting that their reluctance extends beyond purely linguistic limitations. This study investigates the characteristics and determinants of EFL students' reluctance to speak English, with particular attention to the interplay of affective, linguistic, and contextual factors. Employing a mixed-methods design, data were collected from undergraduate EFL students at four public universities in Indonesia using a structured questionnaire containing Likert-scale items. Quantitative data were analyzed through descriptive statistics, while qualitative responses were examined using inductive thematic analysis. The findings indicate that students' speaking reluctance is a multifaceted phenomenon predominantly shaped by speaking anxiety, fear of negative evaluation, diminished self-perceived communicative competence, and instructional approaches that prioritize accuracy over interaction. Silence emerged as a context-dependent, psychologically motivated response rather than an indicator of disengagement. Institutional expectations, hierarchical classroom dynamics, and limited opportunities for low-risk oral practice further exacerbated learners' reluctance. This study advances EFL speaking research by conceptualizing speaking reluctance as an affective-interactional dimension closely linked to willingness to communicate and classroom silence in higher education settings. Pedagogically, the findings underscore the necessity for anxiety-sensitive instruction and the creation of psychologically safe communicative environments.
Stakeholder perspectives of test administration in a Bangladeshi university: A qualitative study Snigdha Sarmili Ria; Sheikh Md. Muniruzzaman
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.134

Abstract

Learner achievement benchmarks are typically operationalized through tests and assessments; however, students at newly established public universities in Bangladesh encounter a range of obstacles that hinder their academic progress. Despite receiving equivalent instruction under comparable teaching and learning conditions, learner performance varies markedly. Students, teachers, and administrators constitute the three primary stakeholder groups in any testing procedure, and their respective social and personal backgrounds, institutional contexts, and situational realities fundamentally shape assessment practices. This study investigates factors affecting test administration through semi-structured interviews with 35 participants: 26 students, 7 faculty members from the Department of English at a public university pseudonymously referred to as Padma Science and Technology University (PSTU), and two administrators—one from the department and one from the institution at large. Employing a qualitative design, the study examines both undergraduate and postgraduate programs through thematic analysis of interview data gathered from the three stakeholder groups. The results reveal substantial complexities permeating the testing process from the perspective of test takers, while also indicating that teachers and administrators encounter obstacles and appear to be operating under considerable strain. The findings provide analytic insights for anticipating testing and administrative challenges in analogous contexts, as well as for identifying areas requiring targeted intervention. The findings suggest that the prevailing situation demands heightened attention to the testing environment, reform of assessment policies, reinforcement of stakeholder roles and responsibilities, and systematic attention to other contributing factors shaping test administration as a holistic process. The research underscores the importance of context-sensitive inquiry, recognizing that each educational setting presents unique pedagogical demands.  In so doing, the study emphasizes the critical role of context-specific formulations in fostering more effective and equitable test administration within Bangladeshi higher education.
Bridging the gap between ESP theory and classroom practice: A study of vocational school teachers’ knowledge, attitudes, and instructional practices Mochamad Imron Azami; Fitri Awaliyatush Sholihah
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.137

Abstract

English for Specific Purposes (ESP) in vocational education has been considered as an essential requirement however, it is not consistently practiced within the classroom. In this context, the study explores Vocational English teachers’ conceptual awareness of ESP as well as their pedagogical understanding, orientation and practice concerning its implementation. A quantitative survey approach was employed to gather data and 30 vocational high school English teachers completed a questionnaire measuring familiarity with ESP, conceptual knowledge, perceived competence, attitudes and reported teaching practices. The results reveal that teachers are highly aware of ESP and they have a common idea about its need-analysis and field-specific orientation. Teachers in general also show the favorableness of attitudes to ESP and interest, feeling has to update their professional competence. However, this positive attitude is somewhat not realized in classroom. Although a large number of teachers claim to functionally include materials and vocabulary specific to the area, significant ESP elements such as systematic needs analysis, real material development or involvement with professionals in the industry are irregularly utilized. These results indicate that the ESP implementation in vocational schools is still an ad hoc practice and not systematic support through the curriculum. It is recommended to improve esp teachers’ conceptual understanding of esp and their practical classroom work by enhancing teacher development, instructional materials, and institutional correspondences.
Integrating local culture into web-based mobile-assisted language learning: A mixed-methods study on secondary school EFL students’ reading comprehension Vina Agustiana
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.138

Abstract

The insufficient integration of local cultural content into technology-enhanced English instruction may diminish the relevance and pedagogical effectiveness of reading activities in secondary English as a Foreign Language (EFL) classroom. This study investigated the extent to which incorporating local culture into a web-based Mobile-Assisted Language Learning (MALL) environment improves ninth-grade students' reading comprehension and examined their perceptions of its implementation. Employing a one-group pretest–posttest quasi-experimental design within a mixed-methods framework, the study involved 379 students and two English teachers at an Indonesian secondary school. Quantitative data were collected through pre- and post-tests, while qualitative and perceptual data were obtained from semi-structured interviews and a student attitude questionnaire. The results revealed a statistically significant improvement in reading comprehension, with an average N-Gain score of 0.33, indicating a moderate learning effect. Furthermore, students reported positive perceptions of the platform's cultural relevance and engagement. These findings suggest that culturally responsive MALL-based instruction can enhance both learning outcomes and learner motivation, offering practical implications for integrating local cultural content into technology-enhanced English language teaching at the secondary level.
Reconstruction of English language teaching through contemporary Islamic thought: A conceptual study Rinaldi Rinaldi; Sakhmalsyah Bahtiar; Muhammad Rhafi Harlan; Siti Amilah; Patmawati
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.139

Abstract

This conceptual paper examines the need to reconstruct English Language Teaching (ELT) paradigms within Islamic educational contexts through the lens of contemporary Islamic thought. In many religious educational institutions, ELT often faces a dichotomy between secular linguistic instruction and Islamic moral values. While previous studies have attempted to integrate Islamic values into ELT, most approaches remain additive and do not sufficiently address the philosophical foundations of language education. This study employs a qualitative conceptual research design based on systematic library research and content analysis to synthesize contemporary Islamic pedagogical principles with current ELT theories and practices. Through a process of conceptual synthesis, the research develops a theoretical framework that integrates Islamic ontological and epistemological perspectives into three key dimensions of ELT: curriculum design, instructional materials, and pedagogical practices. By de-westernizing materials and repositioning teachers as murabbi, the reconstruction offers a model where English proficiency and Islamic identity coexist synergistically. The analysis suggests that integrating Islamic values should move beyond superficial content inclusion toward a deeper philosophical realignment of language education. The proposed framework contributes theoretically to the discourse on culturally and religiously responsive ELT and offers conceptual guidance for educators in Islamic institutions seeking to balance global linguistic competence with the preservation of religious identity in the digital era.
Moral judgements and ideological positioning: A critical discourse analysis of Prabowo Subianto’s portrayal in BBC News   Nina Tiya Hara; Rusdi Noor Rosa; Rahmadsyah Rangkuti; Rahmah Fithriani; Alemina Br. Perangin-angin
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.148

Abstract

This study examines the discursive representation of Prabowo Subianto, a prominent Indonesian political figure, within a selected corpus of news articles published by the British Broadcasting Corporation (BBC). Employing Critical Discourse Analysis (CDA) as the analytical framework, the research integrated both deductive and inductive analytical approaches. The deductive phase was grounded in Martin and White's (2005) Appraisal framework, which systematically categorized evaluative language into three attitudinal resources: affect, judgement, and appreciation. The inductive phase complemented this by uncovering hidden ideologies embedded within the news texts that may not be explicitly captured by the appraisal system alone. Data annotation was conducted using the UAM Corpus Tool to ensure systematic and replicable identification of attitudinal resources. The quantitative findings reveal that judgement constitutes the most frequently deployed attitudinal resource, accounting for 53.13% of all identified occurrences, followed by affect (30.96%) and appreciation (15.89%). Within the judgement sub-category, negative judgement of propriety, which evaluates behavior according to ethical and moral standards, dominates the discourse at 30.80%, collectively portraying Prabowo as morally problematic. Negative affect, in turn, reflects public fear and anxiety toward Prabowo's personal conduct and political candidacy, while appreciation resources highlight his strategic efforts to secure voter support. The study concludes that the predominance of negative evaluations aligns with the BBC's publicly stated commitment to universal human rights and liberal democratic values. Conversely, the presence of positive evaluations suggests a concurrent journalistic effort to maintain balance and impartiality, reflecting the inherent tension between advocacy-oriented reporting and the normative ideal of journalistic neutrality. These findings contribute to the broader understanding of how international media construct political identities in non-Western contexts and underscore the ideological underpinnings of ostensibly objective news discourse.  
Technology in language teaching: Trends, approaches, and implementations  (Insights from TEwT from 2016 to 2020) Teuku Zulfikar; Emawati; Cut Fadhilah Alfa Karim
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.149

Abstract

The domain of language instruction has attracted sustained scholarly attention over the past decade, with a marked increase in research dedicated to technology-mediated language learning. This article presents a systematic review of empirical articles published in Teaching English with Technology (TEwT), a journal that has consistently featured studies on diverse technological applications in English language teaching. A retrospective analysis was conducted on 140 articles published in TEwT between 2016 and 2020. The primary objective was to identify and categorize the types of technologies or media employed in language instruction and to examine their influence on instructional processes. The findings reveal that the majority of articles comprise empirical studies that systematically investigate the effects of technological interventions on language acquisition processes. Through content analysis and systematic data coding, several patterns of technological adoption and implementation in language education were identified. The results confirm the increasing inevitability and progression of technology integration in language instruction, characterized by growing diversity in the types of technologies utilized and the emergence of novel instructional alternatives. Consequently, language educators now have access to an expanding array of technological resources. Furthermore, the accessibility of technology-mediated instruction has improved significantly, as contemporary educators and students demonstrate enhanced competency in utilizing these tools. However, the efficacy of diverse technological and media applications in language education remains context-dependent, as the outcomes of technology-mediated instruction are substantially influenced by the specific pedagogical, institutional, and sociocultural contexts in which they are implemented.
How does the government create 8% growth? A critical transitivity analysis of economic rhetoric in Indonesia Wida Mulyanti; Adi Hidayat; Mahardhika Zifana
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.150

Abstract

This study employs Fairclough's Critical Discourse Analysis (CDA) framework, integrated with Halliday's transitivity system from Systemic Functional Linguistics (SFL), to examine the economic discourse produced by Indonesia's Minister of Finance. The analytical method operationalizes Fairclough's three-dimensional model—textual analysis, discourse practice, and sociocultural practice—through the systematic application of the SFL transitivity system as its principal grammatical tool. At the textual level, transitivity analysis maps the ideational function of language by classifying 768 clauses into six process types: material (31.0%), relational (27.1%), mental (19.1%), verbal (8.7%), existential (2.3%), and behavioral (2.0%), with the remainder comprising minor and elliptical clauses. An in-depth analysis of the three dominant process types reveals distinct ideological functions. Material processes construct the state as the primary economic actor capable of generating growth through deliberate intervention. Relational processes naturalize economic challenges as objective conditions necessitating state response, rather than as outcomes of contestable policy decisions. Mental processes assert epistemic authority while simultaneously constructing a form of epistemic nationalism that challenges the legitimacy of international financial institutions. By fully integrating Fairclough's three-dimensional framework with focused transitivity analysis, this study demonstrates how economic discourse during Indonesia's governmental transition encodes a developmental state ideology, naturalizes active state intervention, and asserts postcolonial epistemic sovereignty. The findings advance CDA methodology by providing a replicable model for the integrated linguistic analysis of economic policy discourse in transitional political contexts.

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