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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

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

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.

The implementation of AI-based image recognition application in slang translation to develop a project-based learning model Bania, Allif Syahputra; Faridy, Najihatul; Al Tasa, Fiza Rauzika; Mulyani
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.v13i1.32149

The advent of AI-powered machine translation technology, particularly text-capture tools such as Google Lens, necessitates that younger generations develop competency in utilizing these applications. This study explores the integration of such technology into translation pedagogy through a digital project-based learning (PjBL) model, designed to enhance translation skills within an interactive educational framework. Translation performance was evaluated using a rubric assessing three key criteria: accuracy, acceptability, and readability. The research objectives were twofold: (1) to evaluate the quality of slang translation produced by students using Google Lens, and (2) to assess students’ understanding and application of this AI tool within a PjBL framework. A mixed-methods approach was employed, following a define-design-develop-disseminate (4D) model. Data were collected through validated tests administered to 75 English education students, organized into five groups. The findings indicate that the overall translation quality of slang terms was poor, with six out of ten target words receiving low scores. A moderate quality level was achieved for two words, and good quality for another two. Conversely, students demonstrated a strong operational understanding of the AI application, reporting familiarity and proficiency in its use for text capture and translation. This discrepancy highlights a gap between technical tool mastery and the critical application required for producing contextually appropriate translations, particularly of informal language like slang.

Interpreting pedagogical beliefs: English language teaching in Islamic educational institutions Ilyas, Hamzah Puadi; Tarmini, Wini
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.v13i1.32156

Within Islamic educational institutions, English language instruction embodies a dual focus: the cultivation of linguistic proficiency and the transmission of ethical and spiritual values. This qualitative phenomenological study investigates the pedagogical beliefs of English teachers in Madrasah Aliyah (Islamic senior high schools) and their subsequent enactment in classroom practice. The research addresses two core questions: (1) What epistemological and pedagogical beliefs underpin their approach to English language teaching? and (2) How are these beliefs operationalized in instructional strategies and teacher-student dynamics? Conducted across three urban centers in Indonesia—Jakarta, Bogor, and Tangerang—the study engaged eleven experienced English teachers, each with over five years of service. Data were gathered via semi-structured interviews and non-participant classroom observations, then subjected to thematic analysis. Findings reveal that teachers conceptualize English not merely as a global lingua franca but as a vehicle for fostering ethical conduct and spiritual consciousness. This belief system manifests in pedagogical actions such as adapting secular textbook content, intentionally embedding Islamic principles into lessons, and modeling values of respect and integrity. The study concludes that a strong alignment exists between teacher belief and pedagogical practice within this faith-based context. It underscores the necessity for teacher education programs to explicitly bridge English language teaching methodologies with Islamic educational philosophy and calls upon curriculum developers to design materials that integrate linguistic and moral-ethical learning objectives.

Students’ listening comprehension problems and coping strategies in TOEFL tests Syahabuddin, Khairiah; Sa'i, Sa'i; Azizah, Azizah; Faradhila, Faradhila; Al-Darary, Tijan
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.v13i1.32179

Listening comprehension is widely acknowledged as a critical component of second language proficiency, yet many learners continue to experience substantial difficulty in this skill, particularly in high-stakes assessment contexts such as the TOEFL. Despite its importance, research continues to highlight a gap in understanding the specific challenges faced by learners and the strategies they adopt to manage these demands. Accordingly, this study sought to explore the types of listening difficulties encountered by students during the TOEFL and to identify the strategies they employ to address them. Using a descriptive qualitative approach, data were collected from twenty undergraduate students who had previously taken the TOEFL through structured interviews and documentation analysis. The findings revealed several recurring challenges, including reduced concentration, unclear speaker voice, low audio quality, rapid delivery of speech, and unfamiliar vocabulary. Participants reported managing these difficulties through increased exposure and practice, maintaining stronger focus throughout tasks, utilizing top-down strategies such as identifying main ideas, and applying inferencing and prediction to anticipate information. Overall, the study illustrates the multifaceted nature of TOEFL listening challenges and emphasizes the value of explicit listening strategy instruction and regular practice within language programs. Future research involving more diverse learner populations is recommended to strengthen the generalizability and applicability of these findings.

Emotion regulation and support mechanism in pre-service English teachers’school-based practicum Sanjaya, Paschalis Kurniawan; Kuswandono, Paulus
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.v13i1.32205

The school-based practicum constitutes a critical component of teacher education, affording pre-service teachers authentic pedagogical experiences within actual classroom environments. Notwithstanding the established implementation of the Teaching Practice Program (PLP) in Indonesia, scholarly inquiry into emotion regulation and support mechanisms within this context remains limited. This study therefore seeks to investigate the emotional challenges encountered by pre-service English teachers during their practicum, the strategies they employ to regulate these emotions, and the support mechanisms that facilitate this process. Guided by the following research questions: (1) How do pre-service English teachers regulate their emotions in response to the affective challenges encountered during the school practicum? and (2) What support mechanisms contribute to their emotional management and professional development? the research is theoretically framed by emotion regulation theory, emotional labor theory, and communities of practice theory. A qualitative phenomenological methodology was employed, utilizing semi-structured interviews for data collection. Findings indicate that pre-service teachers frequently experience negative affective states, including anxiety, self-doubt, stress, and frustration. In response, they deploy an array of regulation strategies, such as meticulous planning, cognitive reappraisal, attentional deployment, and situational suppression. The study further highlights the essential function of structured support systems, which provide crucial emotional and instrumental assistance through mentorship, constructive feedback, and collaborative engagement.

Evaluating assessment practices in English programs: A study at Islamic higher education Chamisah, Chamisah; Ridhwan M Daud
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.v13i1.32217

This study examines the landscape of language assessment approaches within undergraduate English Education programs at Islamic higher education institutions. Employing a descriptive qualitative methodology grounded in a systematic literature-based analysis, the research outlines predominant trends, persistent challenges, and emergent opportunities in contemporary assessment practices. The findings indicate a continued dominance of traditional, summative assessment models, which persists despite national policy initiatives advocating for a paradigm shift toward formative, authentic, and technology-enhanced evaluation. Significant impediments to the adoption of these innovative approaches are identified, encompassing limited instructor assessment literacy, insufficient institutional support structures, and inadequate technological infrastructure. Conversely, the analysis notes a growing recognition of the potential inherent in digital assessment tools to transform pedagogical evaluation. In conclusion, the study proposes strategic recommendations, including targeted professional development for educators, systematic curricular reform, and the strategic integration of educational technology. These measures are suggested as essential for aligning assessment frameworks with the principles of communicative language teaching and the exigencies of 21st-century education. The implications of this research emphasize the necessity for systemic, context-sensitive reform to develop assessment models that more effectively foster language acquisition in the unique milieu of Islamic higher education.

Digital storytelling with Acehnese cultural values: A pathway to developing English writing competence Syuja, Sarair; Trisnawati, Ika Kana; Yuniarti, Yuniarti; Taufik, Taufik
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.v13i1.32222

Proficiency in English academic writing is a critical competency for university students; however, pedagogical approaches often lack cultural relevance, which can impede engagement and skill development. This study investigated the efficacy of Digital Storytelling (DST) grounded in Acehnese local wisdom as a means to enhance students’ writing skills and reinforce their cultural identity. The pedagogical intervention explicitly encouraged students to integrate traditional Acehnese cultural elements, such as Meugang and Peusijuk, into their English compositions, thereby forging a meaningful connection between language acquisition and cultural heritage. Employing a quasi-experimental design, the research involved a purposive sample of 20 English major students from universities across Aceh. Writing proficiency was measured via pre-test and post-test assessments, while a supplementary questionnaire captured students’ perceptions of the DST methodology. Data were analyzed using SPSS software, applying both descriptive and inferential statistics. A Wilcoxon signed-rank test indicated a statistically significant improvement in overall writing performance, confirming the intervention's effectiveness. Findings demonstrate that students successfully incorporated Acehnese cultural narratives into their writing and reported heightened motivation, engagement, and enjoyment throughout the process. Specific gains were noted in vocabulary expansion, narrative idea generation, and confidence in English self-expression. However, development in technical aspects of writing—such as text organization and coherence—was only moderate, suggesting that DST may be more effective for stimulating cultural engagement and creative expression than for mastering formal writing conventions. These results underline the value of culturally responsive pedagogies in second language writing instruction.

Psychological determinants of student achievement in a short-term TOEFL workshop Jailani, Ahmad; Kamaliasari, Sri; Susilawati; Kurniati
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.v13i1.32223

This study examines the relationships between three psychological constructs—interest, anxiety, and grit—and academic achievement within a short-term TOEFL preparation workshop. Using a quantitative correlational design, data were collected from 18 prospective English teachers at a state Islamic college in Riau, Indonesia. Participants completed Likert-scale questionnaires measuring interest, anxiety, and grit, alongside pre- and post-intervention TOEFL tests. Spearman’s rank correlation analysis revealed no statistically significant associations between any of the psychological factors and achievement gains. Interest demonstrated a weak negative correlation (ρ = -0.370, p = 0.131), while anxiety (ρ = 0.022, p = 0.931) and grit (ρ = 0.032, p = 0.899) exhibited negligible positive correlations. Linearity tests further confirmed the absence of significant relationships. These findings challenge prevalent assumptions regarding the direct predictive power of psychological traits on short-term test performance in intensive preparation contexts. Instead, they suggest that variables such as instructional quality, baseline language proficiency, and contextual support systems may exert a greater influence on outcomes in brief, focused interventions. Although interest, anxiety, and grit are well-established correlates of long-term academic success, this study indicates their limited role in explaining achievement variance within condensed training formats. The study concludes by recommending further investigation into a broader range of cognitive, instructional, and situational factors that may impact TOEFL performance, particularly in English as a Foreign Language (EFL) settings characterized by limited resources or geographic isolation.

When mother tongue shapes target language prosody: Suprasegmental transfer from Banjarese to English Fadillah, Ridha; Ridha, Muhammad
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.v13i1.32272

This study examines the influence of Banjarese prosodic features on English suprasegmental performance (stress, rhythm, and intonation) among undergraduate EFL students at UIN Antasari Banjarmasin. While these features are critical for intelligibility, they remain under-addressed in EFL instruction. Using a qualitative approach, seven native Banjarese speakers were purposively selected and engaged in semi-structured interviews that elicited both metalinguistic reflections and spoken English samples. Data were transcribed and subjected to content analysis. Results indicate systematic L1 transfer manifesting in three primary patterns: (1) a tendency toward final-syllable stress placement, (2) reduced intonational variation, and (3) a syllable-timed rhythmic structure. These prosodic transfers were found to compromise speech naturalness and intelligibility. Participants reported employing compensatory strategies—including auditory imitation, self-monitoring, and corrective feedback—to mitigate these challenges. The study contributes to second language acquisition theory by documenting suprasegmental transfer in a previously underexplored linguistic community. It further argues for the explicit integration of suprasegmental instruction within Indonesian higher education curricula. Pedagogical recommendations include rhythm-focused drilling, prosodic shadowing tasks, and metacognitive reflection to enhance phonological awareness. The research concludes that fostering prosodic competence is essential for developing communicative proficiency in multilingual EFL contexts.

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Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota banda aceh,

Aceh

INDONESIA