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Journal of English Language Studies
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 25277022     EISSN : 25415131     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language Studies is a registered journal with p-ISSN 2527-7022 and e-ISSN: 2541-5131. This journal is formally published twice annually – every March and September. It covers articles in the fields of English education (EFL/ESL), linguistics, and literature.
Arjuna Subject : -
Articles 191 Documents
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Research to Produce New Knowledge: The Case in Applied Linguistics RAIs Published in Reputable Journals Warsidi Warsidi; Firman Firman; Muhammad Affan Ramadhana
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.36272

Abstract

Reviewing earlier literature has suggested that research must produce new knowledge. However, while many linguist scholars have rhetorically analyzed the structures of research article introductions (RAIs), strategic ways and steps to produce new knowledge in RAIs have not been explicitly addressed and explored in the literature. Understanding this need calls this study by addressing three important purposes: providing comprehension of strategic ways, rhetorical steps to produce new knowledge and types of new knowledge in RAs. To execute these purposes, this study used 30 English-applied linguistic RAIs published in reputable journals. The analysis employed a genre analysis approach and used a qualitative method for reporting data analysis results. The results revealed that the authors employed three strategic ways and three rhetorical steps to produce new knowledge. Besides, they produced two types of knowledge: research-world knowledge, and real-world knowledge. These findings suggested that producing new knowledge in research articles requires strategic ways and rhetorical steps, and authors need to emphasize their research contribution to expand knowledge based on earlier research. These findings suggest that English for Academic Purposes (EAP) teachers may take these findings into their academic teaching classes for impactful research.
Integrating Automatic Speech Recognition (ASR) into a Website for EFL Speaking Practice: Needs, Design, and Evaluation Iwan Fauzi; Dina Mardiana; Orbit Thomas
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.37554

Abstract

This research examines a speech recognition product system, Automatic Speech Recognition (ASR), developed through a research and development (R&D) process based on the ADDIE (analysis, design, development, implementation, and evaluation) model. The prototype resulting from this research was an ASR tool aimed at EFL students practicing English speaking at the intermediate level. Prior to product development, researchers conducted a need analysis to determine whether the prototype would evolve into a necessary learning support tool for spoken English practice. Then, the product's feasibility was tested by reviewing two independent experts from different domains: an ICT (information and communication technology) expert and a TELL (technology-enhanced language learning) expert. To evaluate the ASR system with users, 22 EFL students were purposively recruited for the test. Results indicate that the ASR system serves as a practical application of an educational tool, providing accessibility, usability, and interactive feedback, which encourage users' engagement and language learning. However, a limitation of this study is that speech recognition accuracy, especially for non-native English speakers, remained inconsistent.
Mapping the Linguistic Landscape of Medan, Indonesia and Kuala Lumpur, Malaysia: The Case of Shop Signs Dewi Nurmala; Ayu Melati Ningsih; Devendran A/L Ramachandran
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.37021

Abstract

This study investigated the linguistic landscape of shop signs in Medan and Kuala Lumpur. The objectives focus on three points, namely, the language choice, multilingual writing, and visual aspects of shop signs. The study employed mixed-method design with data of shop signs pictures in Medan and Kuala Lumpur. Data collected using photographic documentation of shop signs. The shop signs were analysed by combining linguistic landscape analysis with language choice, multilingual writing and visual semiotic analysis. The findings identified three points. First, different language choices in Medan and Kuala Lumpur. Most language choices in Medan are monolingual and in Kuala Lumpur are bilingual and multilingual. Second, complementary multilingual writing is predominantly found in Medan while dominantly found in Kuala Lumpur. Third, most the text position as main information on shop signs in Medan are in the middle of the signs or under the signboard while in Kuala Lumpur, the text position as main information on shop signs is in the top right on signboard. The use of fonts and colours of both countries are still the same. The conclusion of the study is that linguistic diversity reflects the multicultural populations in both cities and the importance of using languages to appeal to a wide customer base.
From Scrolling to Learning: EFL Students’ Vocabulary Acquisition Through TikTok Listening Activity Pradetya Fery Hermawan; Hefy Sulistyawati
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.42403

Abstract

The process of acquiring vocabulary through listening activity is central to EFL students’ development, yet how students acquire words from informal digital platforms remains poorly understood. This study examined how EFL students experience acquiring new vocabulary through TikTok listening activities and what impact they perceive on their vocabulary development. Prior quantitative research measured learning outcomes, offering limited insight for students’ internal acquisition processes. This study adopted a qualitative narrative inquiry design, selecting two EFL students who consumed English-language TikTok content for at least one hour daily and reported perceived improvement in vocabulary and listening through the platform. Data were gathered through narrative frames and structured interviews, then analysed using Braun and Clarke’s six-phase thematic analysis. Findings show that vocabulary learning on TikTok followed a consistent sequence, starting from noticing unfamiliar words, inferring meaning from visual and contextual cues, then consolidating retention through subtitle use, video looping, and note-taking. Participants also reported growth in informal vocabulary, stronger listening comprehension in academic contexts, and greater confidence with English. These findings suggest educators can connect students’ informal digital engagement with classroom instruction and help students consolidate vocabulary across informal and academic registers.
English for Diplomatic Communication in Ethiopia: Employees’ Speaking Needs in the Ministries of Agriculture, Health and Education Bahiru Setegne Yilma; Assefa Zeru Tedla
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.42050

Abstract

This study investigated the speaking needs of employees who interact with foreign delegates in Ethiopia’s Ministries of Agriculture, Health, and Education. An explanatory mixed-methods design was employed to examine English-speaking proficiency, identify challenges and associated factors, and explore strategies for improving oral communication. The study involved 99 purposively selected employees and 33 foreign delegates selected through availability sampling. Data were collected through questionnaires, semi-structured interviews, and analysis of archived video recordings of professional and diplomatic interactions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The findings showed that employees perceived their reading and writing abilities as stronger than their listening and speaking abilities. Major speaking challenges included pronunciation, fluency, understanding foreign delegates’ pronunciation, grammar, and providing clear responses. Educational background, inadequate English training, anxiety, fear of making mistakes, and low self-confidence were major factors associated with speaking difficulties. The findings highlight the need for practical, communicative, and context-specific English education. Targeted ESP training, supportive environments, continuous professional development, and authentic language-use opportunities are recommended. The study contributes context-specific evidence to ESP research and workplace communication in international settings.
Human-machine Collaboration: Indonesian EFL Postgraduate Students’ Interactions with Generative AI in Academic Writing Nadhrah Al Na'im
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.41376

Abstract

The application of Generative Artificial Intelligence (GenAI) in academic writing is increasing. However, limited research has examined how students interact with AI during the writing process, especially among EFL postgraduate students in Indonesia. This study investigated the interaction patterns between three postgraduate students enrolled in the English Language Education Study Program at an Islamic university in Jambi, Indonesia, and ChatGPT as they completed academic writing assignments. A qualitative approach with a case study design was employed. Data were collected from ChatGPT chat logs and written reflections and subsequently analysed using the human-LLM interaction taxonomy and thematic analysis. The results identified three distinct interaction patterns: a balanced pattern in P1, where Planning and Iterating occurred in equal proportions; a facilitative pattern in P2, marked by the use of ChatGPT for direct academic support; and an evaluative pattern in P3, defined by consistent verification of the validity and credibility of ChatGPT output. Additionally, written reflections revealed cognitive dimensions not evident in the chat logs, such as information selection, source verification, and attention to academic integrity. The findings suggest that the quality of human-AI interaction may play an important role in GenAI-assisted academic writing. Pedagogically, this study recommends integrating AI literacy training into postgraduate EFL curricula. Methodologically, the combination of chat logs and written reflections offers insights into human-AI collaboration in academic writing.
“I’ve Accepted That I Have Bipolar”: The Story of Rama, An English Learner with Bipolar Disorder Wawan Setiawan; Achmad Yasin; Leny Hikmah Rentiana; Unpris Yastanti
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.42266

Abstract

This case study explores the lived story of a single English learner with bipolar disorder, focusing on his English language learning journey, the challenges he faced, the strategies he used, and his perceived identity as a learner. Guided by Clandinin and Connelly’s (2000) three-dimensional narrative inquiry framework, this study focuses on Rama, a 21-year-old English Literature student diagnosed with BD type 1, whose story was captured through three semi-structured narrative interviews. The findings show that learning English played a dual role in Rama’s life: it was both an academic pursuit and a personal coping strategy to manage emotional fluctuations. His journey moved through periods of joyful curiosity, disruption due to depressive and manic episodes, and gradual reconstruction as he regained stability and confidence. Despite facing stigma and institutional limitations, particularly when mental health affected access to academic opportunities, Rama developed adaptive strategies such as self-paced learning, interest-driven study, repetition, and participation in supportive online communities. His story highlights resilience, self-awareness, and the role that language learning played in supporting his emotional well-being. This study underscores the importance of understanding learners as emotional beings and suggests that more empathetic and flexible teaching practices may help accommodate students’ diverse psychological backgrounds.
A Rhetorical Move Analysis of Abstracts in Scopus-Indexed Risk Management Research Articles Moira Salfatihah Ramadhani; Eri Kurniawan
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.41175

Abstract

Abstracts serve as a critical persuasive tool that influences both the peer review process and readers’ perceptions of research quality. While rhetorical moves have been extensively studied across disciplines, limited attention has been given to how rhetorical structures of abstracts are realized and constructed in Scopus-indexed risk management research article associated with a co-authorship network of an established researcher. Thus, this research seeks to identify dominant rhetorical patterns that reflect shared rhetorical norms within the scope. Employing a corpus-based genre analysis combining qualitative move identification with descriptive quantitative analysis, the study utilized snowball sampling and centered on Baruch Fischhoff as a pioneering entry point to curate 100 abstracts. The data were analyzed using Hyland’s (2000) five-move model and Kanoksilapatham’s (2005) salience framework. The findings revealed high structural variability, indicating that the abstracts do not strictly follow a single canonical pattern. Move 1 (Introduction) emerged as the most dominant component (31.15%), while Move 2 (Purpose) was the least frequent (11.51%). At the step level, Move 1 Step 2 (Making topic generalization) and Move 3 Step 3 (Describing procedure and context) both carry the highest rhetorical weight (19.62%), suggesting strong contextualization and methodological transparency. The study provides valuable insights for novice researchers and ESP educators on recurring rhetorical tendencies within the sampled academic network.
Exploring Young Learners' Needs for Interactive Digital Storybooks in Primary EFL Classrooms Aulia Hidayati; Iin Inawati; Djoko Sutrisno
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.42356

Abstract

Developing children's speaking skills in primary English as a Foreign Language (EFL) classrooms is still challenging, because there are limited opportunities for meaningful oral interaction and there are no instructional materials that cater for the actual needs of learners. This study investigates the necessities, lacks, and wants of learners as the basis of designing Interactive Digital Storybook Based on Collaborative Character Education for the development of English-speaking skills. A qualitative descriptive needs analysis was employed in the analysis phase of the ADDIE model. Data were collected from 18 students in a fifth-grade English as a foreign language (EFL) class using a yes–no questionnaire and semi-structured interviews with three students at varying levels of speaking proficiency. Data were analyzed using descriptive statistics and thematic analysis. The findings show that students had high motivation for learning English but had problems with pronunciation, limited vocabulary, speaking anxiety and low confidence. Learners also indicated their preference for contextual stories, speaking activities conducted in collaboration with others, and interactive multimedia features such as audio narration, illustrations, animations and educational games. The findings provide an empirical basis for designing an Interactive Digital Storybook with contextual narratives, multimedia-supported speaking practice, collaborative learning and collaborative character education. The study highlights the need for the learners’ linguistic, affective, collaborative and technology need to be integrated in the technology-enhanced instructional materials to create meaningful and engaging speaking experiences for primary EFL learners.
Anxiety, Language, and Audience: Oral Presentation Difficulties among Acehnese EFL Teachers in Academic Conferences Putri Alifah Rasikhah; Iskandar Abdul Samad; Yunisrina Qismullah Yusuf
Journal of English Language Studies Vol 11, No 2 (2026): Available Online in September 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i2.38824

Abstract

Oral presentation skills are an important component of EFL teachers’ professional engagement because they enable teachers to communicate research findings, share pedagogical knowledge, and participate effectively in academic and professional activities. However, many EFL teachers experience considerable challenges when delivering oral presentations in such contexts. This study examines the oral presentation difficulties experienced by 50 Acehnese EFL teachers at academic conferences. Using a mixed-methods approach, data were collected through questionnaires and semi-structured interviews, focusing on three dimensions of difficulty: personal factors, presentation-related skills, and audience-related factors. The findings indicate that anxiety is the most prevalent difficulty, often accompanied by low self-confidence, particularly before academic presentations. This anxiety is largely associated with fear of failure, limited perceived language proficiency, and discomfort when addressing unfamiliar audiences. Regarding presentation-related skills, participants reported difficulties in organizing ideas coherently, maintaining speech fluency, producing accurate pronunciation, managing presentation time effectively, and selecting appropriate academic vocabulary. Additionally, audience-related factors, such as peer comparison, fear of negative evaluation, and presenting before a diverse and critical audience, further intensified these difficulties.

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