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INDONESIA
Englisia Journal
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 18 Documents
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Search results for , issue "vol 13 no 1 (2025)" : 18 Documents clear
Navigating the linguistic gap: Exploring translanguaging through the eyes of Indonesian mechanical engineering students Retnowaty, Retnowaty
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.28745

Abstract

This paper examines the gap between theoretical support for translanguaging in multilingual education and limited understanding of student perspectives, particularly in English for Specific Purposes (ESP) contexts in Indonesia. Indonesian engineering students’ perceptions of translanguaging practices in ESP courses was investigated, hypothesizing that students would view translanguaging positively while recognizing contextual appropriateness concerns. Data was collected from 61 Indonesian engineering students through an online questionnaire and analyzed to understand perceptions of translanguaging in academic contexts. Results indicated most students supported translanguaging as an intuitive strategy that increases confidence, motivation, and comprehension of technical concepts, with high mean scores affirming its value for inclusivity and overcoming language barriers in complex engineering subjects. Students reported translanguaging enhanced engagement through facilitating group work, peer support, and discussions, though some participants associated it with English deficiency. Findings suggest strategic implementation of translanguaging can address language barriers and enhance engineering education while preparing students for global professional environments. However, instructors should be mindful of some students' concerns about appropriate contexts for translanguaging use, particularly regarding casual situations and classroom expectations.
Subtitled, streamed, and spoken: Virtual immersion as a pedagogical framework for foreign language learning Setyanto, Aji; Kewuel, Hipolitus Kristoforus; Prawoto, Sigit; Ismi Prihandari
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.30952

Abstract

This study examines the impact of virtual immersion on foreign language acquisition among Indonesian university students. It specifically explores how learners utilize digital environments—including streaming platforms, social media, and language applications—to develop linguistic proficiency and intercultural competence, and investigates methods for integrating these informal practices into formal curricular structures. Grounded in theories of Second Language Acquisition (SLA), sociocultural theory, and task-based language teaching, the research employed a quantitative-descriptive design. Data were collected via a structured questionnaire administered to 164 multilingual undergraduates studying English, Japanese, French, Chinese, and Korean. Analysis using descriptive statistics and thematic coding revealed that participants actively engage with subtitled media, online communities, and language apps, reporting significant gains in vocabulary and grammatical recognition. However, development in productive skills, particularly oral proficiency, remained limited without scaffolded interaction and feedback. While students exhibited high motivation through self-directed content selection, they identified a critical need for institutional scaffolding, educator training, and technological support. These findings informed the development of a five-component Virtual Immersion Integration Framework, which synergizes authentic digital content, collaborative tasks, intercultural pedagogy, motivational design, and instructional support. This study contributes to the domain of technology-enhanced language learning by providing an evidence-based, scalable model to align informal digital immersion practices with formal higher education curricula in multilingual settings.
Linguistic landscape and visitors’ perception of written information at museums in Bali Susianti, Hartanti Woro; Ni Kade Juli Rastitiati; I Gusti Ngurah Agung Suprastayasa
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.31210

Abstract

This study examines the linguistic landscape (LL) of several museums in Bali, with a particular focus on language contestation, underlying linguistic ideologies, and visitor perceptions. It explores how written information is presented, the languages prioritized, and how these linguistic choices reflect identity construction and social functions within museum spaces. The research employs a qualitative design, incorporating photographic documentation, direct observation, and visitor interviews conducted across multiple museums. The findings indicate that multilingual signage is a defining feature of these museums, most commonly combining Indonesian with English or other foreign languages such as Japanese, German, and Dutch. Balinese script is also present, though often used to convey information in Indonesian rather than in the Balinese language. The instrumental function of LL is reflected in the strategic use of foreign languages to accommodate international visitors, while its symbolic or indexical function emerges in the use of Indonesian and Balinese script as markers of national and local identity. Visitor feedback suggests that while much of the written information is clear and useful, issues remain regarding font size, aesthetics, and accessibility. Overall, the study highlights how LL in Bali’s museums embodies both communication practices and broader cultural, ideological, and institutional dynamics.
Enhancing pronunciation skills through British Council Podcasts: Learners’ beliefs and learning experiences Sukarni, Semi; Sudar, Sudar; Vezner, Irina
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.31313

Abstract

This study investigates the implementation of British Council Podcasts to enhance pronunciation skills and explores learners' beliefs regarding this pedagogical tool. Employing a Classroom Action Research (CAR) design comprising planning, acting, observing, and reflecting phases, the research involved 27 first-semester students of the English Language Education Department at Purworejo Muhammadiyah University. Data were collected through pronunciation tests, observations, and questionnaires. Quantitative data were analyzed using descriptive statistics, while qualitative data from observations were analyzed thematically. The findings indicate a notable improvement in students' pronunciation skills, with the mean score increasing from 68.4 in Cycle 1 to 76.8 in Cycle 2. Furthermore, questionnaire results revealed a high mean score of 3.95, indicating that students hold positive beliefs about using podcasts for pronunciation learning. In conclusion, British Council Podcasts are an effective and positively perceived medium for enhancing pronunciation skills among EFL learners.
Feedback as a tool for academic independence: A study on EFL students’ research project writing at NUBTK Shaikh, Hasan
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.31718

Abstract

This study investigates feedback as a scaffolded, mediational process within the framework of Vygotsky’s Sociocultural Theory (SCT), examining its role in the research writing development of EFL students at the Northern University of Business and Technology Khulna (NUBTK). A cross-sectional survey was administered to 30 students who had completed EFL research projects in 2024, utilizing a 15-item online questionnaire. Descriptive analysis of the data reveals that feedback serves a dual mediational function: it scaffolds both structural coherence and linguistic accuracy while simultaneously facilitating the internalization of complex academic concepts, thereby fostering critical thinking and argumentation skills consistent with SCT's concept of guided cognitive challenge. The findings further indicate that verbal feedback is perceived as the most effective modality for synchronous, interactive mediation, whereas written feedback demonstrates greater variability in its perceived impact. Feedback also functions as a significant motivational and affective catalyst, bolstering student confidence and supporting their progression toward autonomous academic writing. The timeliness and individualization of feedback were identified as critical moderators of its perceived effectiveness. While this study offers insights into student perceptions, its generalizability is constrained by the cross-sectional design, reliance on self-reported data, and single-institution sample. The implications suggest the need for a balanced, multi-modal feedback regimen—integrating verbal, written, and technology-mediated approaches—aligned with SCT principles of scaffolding and gradual internalization. Future research should employ longitudinal designs and incorporate triangulated data from feedback providers to develop a more comprehensive understanding and to inform effective pedagogical policies and practices.
Enhancing EFL students’ engagement through Canva talk up media in a pesantren-based school Andina Silvi Amalia, Andina Silvi Amalia; Dwi Fita Heriyawati , Dwi Fita Heriyawati
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.31954

Abstract

This study was motivated by low levels of student engagement in English language learning within Pesantren-based (Islamic boarding school) educational settings, a context often characterized by conventional pedagogy and a scarcity of interactive instructional media. The research aimed to analyze the efficacy of Canva Talk Up media as a tool for enhancing engagement among English as a Foreign Language (EFL) students in this specific environment. Employing a qualitative descriptive design, the study involved one English teacher and four tenth-grade students at a Pesantren in East Java. Data were gathered through semi-structured interviews, non-participant classroom observations, and document analysis, and subsequently analyzed using thematic analysis. The findings indicate that the implementation of Canva Talk Up media significantly increased student engagement. This was facilitated by its visually compelling design, interactive features, and provision of an enjoyable platform for language practice. Concurrently, the teacher demonstrated enhanced proficiency in integrating technological, pedagogical, and content knowledge (TPACK). The study concludes that Canva Talk Up is an effective pedagogical tool for fostering student participation in this context, notwithstanding persistent challenges such as limited internet connectivity and device availability. The implications highlight the necessity for targeted teacher professional development and improved institutional investment in technological infrastructure to optimize the integration of digital learning media within Pesantren-based schools. 
Teacher’s translanguaging technique in vocational schools: does it influence EFL students’ competence? Arif, Muhammad; Yulia, Yuyun; Hidayati, Sari
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.31989

Abstract

Translanguaging has emerged as a pivotal pedagogical approach, facilitating bilingual and multilingual practices that affirm the dynamic and flexible nature of language use in educational settings. This qualitative case study investigates the implementation of translanguaging techniques by an English teacher at Vocational High School 2 Wonosari. Data were collected through non-participant classroom observations and semi-structured interviews with a single teacher participant, selected through a purposive sampling. Thematic analysis of the data revealed that the teacher strategically employed translanguaging for key pedagogical functions, including concept explanation, instruction delivery, student motivation, and responsive feedback. These practices were further categorized into three distinct techniques: inter-sentential, intra-sentential, and tag translanguaging. From the teacher’s perspective, translanguaging served to diminish linguistic barriers, support vocabulary acquisition, and foster a more supportive and engaging classroom climate. The study concludes that translanguaging represents a strategic and effective pedagogical resource in multilingual EFL contexts, provided it is implemented flexibly and with sustained emphasis on target language exposure.
Compliments styles across gender in artists’ Instagram comments: A study of language and emoji usage Insan, Raudatul Nurul; Agus Eko Cahyono
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32005

Abstract

Language serves a pivotal role in social interaction, including the performance of compliments as a key speech act for building rapport. This study conducts a sociolinguistic analysis of gendered differences in language style and emoji use within compliment exchanges on Instagram. Employing a descriptive qualitative methodology, the research utilizes a documentation approach to collect a corpus of 160 comments, evenly sampled from male and female users. These comments were extracted from ten Hollywood celebrity Instagram accounts (specifically, actors known for superhero film roles, each with over 10 million followers). Guided by Tannen’s (1990) Genderlect Style Theory, the analysis reveals significant gendered patterns. In same-gender interactions, men predominantly employ a “report talk” style, characterized by informative and referential language, whereas women favor “rapport talk,” which is more affiliative and collaborative. However, in cross-gender interactions, both genders demonstrate stylistic flexibility, utilizing a more balanced mix of report and rapport talk. Regarding paralinguistic features, male users show a greater tendency toward evaluative emojis, while female users more frequently employ expressive emojis. In terms of compliment topics, aligned with Holmes’s (1986) taxonomy, both men and women directed compliments across all major categories: appearance, ability/performance, possessions, and personality/friendship, indicating a shared thematic repertoire despite stylistic divergence.
Layers of fear: A typology of speaking anxiety among EFL proposal presenters Basith, Ghinan Nafsiha; Fitrisia, Dohra; Fitriani, Siti Sarah; Samad, Iskandar Abdul
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32114

Abstract

English as a Foreign Language (EFL) learners frequently encounter significant challenges in developing oral proficiency, particularly within high-stakes academic contexts such as seminar proposal presentations. While speaking constitutes a fundamental dimension of language competence, many students exhibit difficulties in verbal communication despite the global prominence of English. This quantitative study investigates the speaking anxiety experienced by EFL students at UIN Ar-Raniry Banda Aceh, focusing on three distinct dimensions: communication apprehension, test anxiety, and fear of negative evaluation. Data were collected via standardized questionnaires from twelve participants across two cohorts (2017 graduates and 2021 active students), all of whom had completed seminar proposal presentations. Findings indicate that communication apprehension was the most prevalent form of anxiety, with all participants reporting moderate levels, manifested through behavioral cues such as hesitation, reduced eye contact, and note dependency. Test anxiety was also prominent, with 92% of respondents experiencing moderate symptoms, including physiological reactions (e.g., trembling, stammering) and cognitive difficulty in handling impromptu questions. In contrast, fear of negative evaluation was reported at low levels, potentially attributable to a supportive classroom environment and familiar audiences. These results underscore the multifaceted nature of speaking anxiety and its substantial influence on learner confidence in academic presentation settings. The study concludes by emphasizing the necessity for targeted pedagogical interventions designed to mitigate these affective barriers and enhance the oral communicative competence of EFL learners.
Structural classification of lexical bundles in Indonesian EFL textbooks for senior high school: A corpus-based study Garini, Selza Azzahra; Oktavianti, Ikmi Nur
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32131

Abstract

Lexical bundles are fundamental to fostering language fluency and facilitating proficient academic writing, particularly within English as a Foreign Language (EFL) context. However, their prevalence and pedagogical utility in Indonesian EFL textbooks at the secondary level remain underexplored. This study examines the deployment of three-word lexical bundles in Indonesian senior high school EFL textbooks (grades 10–12) aligned with the Kurikulum Merdeka. Adopting a corpus-based methodology, the research employs AntConc software to analyze the frequency, structural composition, and functional distribution of identified bundles. The corpus consists of texts drawn from officially sanctioned textbooks corresponding to the new curriculum. Analysis revealed 53 distinct lexical bundles across the three grade levels. Structurally, noun phrase (NP)-based bundles predominated, followed by verb phrase (VP)-based and prepositional phrase (PP)-based bundles. These findings indicate a deliberate, graded progression in the linguistic complexity of the textbooks, which appears designed to scaffold the development of students’ academic language proficiency. This research contributes to a deeper understanding of lexical bundle integration in EFL instructional materials, underscores their pedagogical significance, and provides insights for future curriculum development and language teaching methodologies.

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