Elsya : Journal of English Language Studies
type: channel
description: Elsya : Journal of English Language Studies (E-ISSN: 2684-9224; P-ISSN: 2684-7620) is a peer-reviewed, campus-based journal, published every February, June and October. Elsya Journal disseminates knowledge and generates debate on theoretical or real-world research related to English language studies particularly in developing and emerging countries.
publisher: Universitas Lancang Kuning
language: en
publication name: Elsya : Journal of English Language Studies
issn: 2684-7620
copyright: An author who publishes in Elsya : Journal of English Language Studies agrees to the following terms: Author retains the copyright and grants Elsya Journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal. The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access). Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
items: Teaching Maritime English for Safety Communication: Evidence from Vessel Traffic Service Operation
items: Field-Driven Language Learning: Exploring Emotional Intelligence and Autonomy in Indonesian EOP Programs
items: Teaching Digital Pragmatics: Politeness Strategies and Face Negotiation in Real-Time Game-Based Interaction
items: From Augmentation to Redefinition: ICT-Integrated EFL Learning Tasks Based on SAMR Framework
items: ESP in the Digital Age: Mapping Tools, Platform, and Pedagogical Shifts in Higher Education
items: Politeness Lost in Translation? A Linguistic Study of Impolite Twitter Reactions on Bloomberg’s G20 Summit Post
items: Bridging the Contextual Realism Gap: A Learning Analytics Model for STCW-Compliant Maritime English Training
items: Rethinking EFL Grammar Instruction: Enhancing Student Outcomes through Self-Assessment in EFL Classrooms
items: Empowering EFL Students with Adaptive Materials: Enhancing Speaking Proficiency and Confidence among Indonesian University Learners
items: Interactive Digital Storybooks: A Personalized Approach to English Learning in Indonesian Primary Schools
items: Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development
items: Intercultural Awareness in English Education: Bridging Cultures for Effective Teaching and Learning in Ghana
items: Midwifery Students' Perceptions of Utilizing Artificial Intelligence (AI) for English Language Learning (ELL)
items: Scaffolding Humor Comprehension Through Pause-and-Discuss in Indonesian EFL Classrooms
items: Metonymy in Motion: How Metonymy Shapes Soccer Narratives and Enhances ELT Practices
items: Digital Learning for Young Minds: The Power of Educational Innovation in Early English Reading Mastery
items: Integrating Islamic Values and Local Wisdom in Designing English Textbook For Islamic Higher Education
items: Get Ahead with Quizizz Paper Mode: Improving Reading Comprehension of EFL Students
items: Differentiated Instruction Strategies to Enhance EFL Learning in A Mixed-Proficiency Seventh-Grade Classroom
items: Exploring Effective Reading Tasks for Senior High School: Addressing Key Gaps Using Barrett’s Taxonomy
items: Contemporary Issues in Linguistics: A Systematic Literature Review on Emoji and Emoticon
items: Cross-Cultural Echoes: Exploring Cultural Nuance through Student Translation Practices
items: Gender-Based Differences in EFL Writing: Linguistic Features in Indonesian High School Students’ Narratives
items: Bridging Cultures Through Language: Developing English-Speaking Materials for Multicultural Education Contexts
items: Leveraging MALL in Higher Education: A Study on Duolingo's Efficacy in Enhancing Language Learning Motivation
items: The Reciprocal Teaching and Reading Interest Impact on Students’ Reading Comprehension
items: Psychological Analysis of Fatih’s Character-Building in Egosentris: A Novel by Syahid Muhammad
items: Analysis of Sentence Types in Affecting College Students’ Writing Skill
items: Macao, Qatar and Jordan: A Cross-Country Exploration of Three Countries’ Literacy Enrichment Programs
items: Unveiling the Landscape of ClassDojo in Education: A Systematic Review

Teaching Maritime English for Safety Communication: Evidence from Vessel Traffic Service Operation
type: item
description: Effective use of Maritime English is essential for maintaining navigational safety and preventing communication failures in international waters, particularly within Vessel Traffic Service environments where real time decisions influence vessel movements and risk levels. Despite the global adoption of Standard Marine Communication Phrases as a safety protocol, there remains limited empirical evidence on how these phrases are enacted in authentic operational settings and how such practices inform the teaching of Maritime English. This study investigates the real-world application of Maritime English for safety communication at Benoa Vessel Traffic Service in Indonesia. Using a qualitative descriptive design, data were generated through analysis of five communication transcripts, eleven semi structured interviews with operators, and three days of field observations. Findings reveal selective adherence to standard phrases during routine procedures, frequent shifts to simplified English and code switching in complex multilingual situations, and pragmatic prioritization of clarity and time sensitive coordination over strict protocol. These patterns highlight gaps between prescribed language taught in training and communicative realities faced by operators. The study contributes empirical insight for refining Maritime English pedagogy by integrating authentic communication tasks, simulation of multilingual scenarios, and training for adaptive yet safety-oriented language practices. In a broader context, the findings reinforce the importance of aligning ESP curriculum design with real operational discourse to support global maritime safety and enhance English language preparedness among future maritime professionals.
subject: Articles
  topic: section
subject: Maritime communication
  topic: keywords
subject: Operational implementation
  topic: keywords
subject: SMCP adherence
  topic: keywords
subject: Standard marine
  topic: keywords
subject: Communication phrases
  topic: keywords
subject: Vessel traffic service
  topic: keywords
creator: Nursyam Nursyam
creator: Sarce Sampe Bungin
creator: Albertha Lolo Tandung
creator: Rachmat Tjahjanto
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-10-31
publication date: 2025-10-31
starting page: 263
ending page: 280
doi: 10.31849/acsp6k05

Field-Driven Language Learning: Exploring Emotional Intelligence and Autonomy in Indonesian EOP Programs
type: item
description: Autonomous learning has emerged as a crucial pedagogical approach for equipping students with the skills necessary to thrive in dynamic, communication-driven industries such as tourism. However, limited research exists on the implementation of autonomous English language learning through field-based practices within Indonesian religious-affiliated universities. This study examines the practice of Autonomous Learning (AL) among students in the Travel Industry Study Program at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar through a collaborative field study conducted with international students from the SIT Program. Grounded in Humanistic Learning Theory and Emotional Intelligence frameworks, this mixed-methods research investigates three core objectives: the implementation of AL in English learning, indicators of autonomy within the learning process, and the emotional impact on learners. Data were gathered through literature documentation, a student survey, and data triangulation involving program reports, academic references, and participant responses. The findings reveal that AL was effectively fostered through student-centered, collaborative field experiences that encouraged self-direction, intrinsic motivation, and emotional engagement. Despite moderate self-awareness and vocabulary limitations, students exhibited positive emotions such as joy and increased self-esteem, validating the affective benefits of the program. This study contributes to the discourse on learner autonomy by demonstrating how humanistic and experiential learning environments can bridge linguistic, cultural, and psychological gaps. It advocates for institutional support in re-establishing collaborative programs and integrating AL practices into EOP (English for Occupational Purposes) pedagogy, thereby offering a model adaptable to similar educational contexts across Indonesia and beyond.
subject: Articles
  topic: section
subject: Autonomous learning
  topic: keywords
subject: English learning
  topic: keywords
subject: EOP
  topic: keywords
subject: Field practice
  topic: keywords
subject: Pedagogy
  topic: keywords
creator: Ni Putu Ratni
creator: Syarifuddin Dollah
creator: Muhammad Basri
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-09-24
publication date: 2025-09-24
starting page: 189
ending page: 203
doi: 10.31849/jq32ny46

Teaching Digital Pragmatics: Politeness Strategies and Face Negotiation in Real-Time Game-Based Interaction
type: item
description: In the context of increasingly dynamic digital communication, multiplayer online games have evolved into socially rich environments where real-time interaction reflects complex pragmatic behavior. This study investigates how players from Southeast Asian gaming communities negotiate face and utilize politeness strategies during live voice-based gameplay. Unlike previous research that centers on text-based or asynchronous interactions, this study addresses a critical gap by examining how paralinguistic elements such as tone, laughter, and vocal exaggeration influence pragmatic choices in synchronous digital communication. Grounded in Brown and Levinson’s Politeness Theory and Goffman’s concept of face, the study analyzes 120 naturalistic voice chat interactions collected from Overwatch 2 and Dota 2 using qualitative discourse analysis and thematic coding. The results demonstrate that players frequently rely on humor, indirect expressions, and culturally rooted metaphors to manage face-threatening acts and sustain group cohesion under competitive pressure. Rather than confronting errors directly, players use strategic tone modulation to reframe criticism as shared amusement, thus preserving social harmony. The study contributes to digital pragmatics by emphasizing the performative and relational aspects of game-based interaction. These findings carry broader implications for understanding emotional regulation, intercultural communication practices, and the development of socially aware interaction systems in online platforms that prioritize rapid, collaborative exchanges.
subject: Articles
  topic: section
subject: Digital pragmatics
  topic: keywords
subject: Face
  topic: keywords
subject: Game-based language learning
  topic: keywords
subject: Intercultural pragmatics
  topic: keywords
subject: Politeness strategies
  topic: keywords
creator: Ika Agustina
creator: Rommel Sinaga
creator: Pirman Ginting
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-09-24
publication date: 2025-09-24
starting page: 174
ending page: 188
doi: 10.31849/elsya.v7i2.25061

From Augmentation to Redefinition: ICT-Integrated EFL Learning Tasks Based on SAMR Framework
type: item
description: The integration of Information and Communication Technology (ICT) into English as a Foreign Language (EFL) education is increasingly vital for fostering twenty-first-century competencies. Although digital pedagogy has gained global momentum, few studies thoroughly examine ICT integration in classroom tasks from both instructor and learner perspectives, particularly in the context of Indonesian higher education. Addressing this gap, the present study investigates the extent and depth of ICT use in EFL classrooms through the lens of the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. Employing a qualitative case study design, data were collected from ten English lecturers and 250 students across three private universities in Jakarta via classroom observations, semi-structured interviews, and document analysis. Guided by Miles and Huberman’s interactive model, the analysis triangulated findings across multiple sources. Results indicate that ICT use is concentrated at the substitution and augmentation levels, especially for reading and listening tasks. In contrast, speaking and writing activities show more advanced integration, including instances of redefinition such as multimedia storytelling and collaborative blogging. Key barriers to deeper ICT integration include uneven digital literacy, inadequate infrastructure, and limited pedagogical training. This study contributes to digital language pedagogy by mapping language skills to SAMR stages and identifying pedagogical, institutional, and policy implications. It offers actionable insights for educators and policymakers to promote more systemic, equitable, and student-centered digital learning environments in EFL contexts.
subject: Articles
  topic: section
subject: SAMR model
  topic: keywords
subject: ICT integration
  topic: keywords
subject: EFL learning task
  topic: keywords
subject: Digital pedagogy
  topic: keywords
subject: Language skills
  topic: keywords
subject: Higher education
  topic: keywords
creator: Cicih Nuraeni
creator: Sri Setyarini
creator: Pupung Purnawarman
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-09-24
publication date: 2025-09-24
starting page: 116
ending page: 139
doi: 10.31849/elsya.v7i2.26002

ESP in the Digital Age: Mapping Tools, Platform, and Pedagogical Shifts in Higher Education
type: item
description: The accelerating integration of digital tools into English for Specific Purposes (ESP) instruction has reshaped how language education addresses professional competencies across disciplines. However, a significant gap remains in understanding how these technologies are customized to meet domain-specific linguistic and communicative needs. This study investigates trends, challenges, and pedagogical implications of technology-enhanced ESP instruction in higher education between 2019 and 2025. Utilizing a PRISMA-based protocol, 21 peer-reviewed studies were selected from Scopus and Crossref, applying strict inclusion criteria focused on mobile applications, learning management systems (LMS), virtual reality (VR), and asynchronous tools. Thematic synthesis revealed that mobile apps and LMS improved learner engagement, vocabulary acquisition, and autonomy, particularly in fields such as healthcare, engineering, and tourism. VR tools showed promise in simulating professional contexts for immersive language practice. Nevertheless, barriers such as inadequate infrastructure, uneven digital literacy, and limited teacher training continue to hinder optimal implementation. Notably, few studies provided evidence on long-term outcomes or field-specific customization of digital tools, highlighting a critical gap in sustained pedagogical innovation. This study contributes a structured overview of effective practices and persistent challenges in ESP technology integration, offering strategic insights for curriculum designers, teacher educators, and policymakers. By advocating for equity-focused, professionally aligned digital instruction, the study underscores the need for tailored innovations that bridge the divide between academic language education and real-world communication demands in specialized fields.
subject: Articles
  topic: section
subject: English for specific purposes (ESP)
  topic: keywords
subject: Technology-enhanced learning
  topic: keywords
subject: Higher education
  topic: keywords
subject: Systematic literature review (SLR)
  topic: keywords
subject: Learning management systems (LMS)
  topic: keywords
subject: Pedagogical strategies
  topic: keywords
creator: Nuryanti Nuryanti
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-09-24
publication date: 2025-09-24
starting page: 158
ending page: 173
doi: 10.31849/elsya.v7i2.26395

Politeness Lost in Translation? A Linguistic Study of Impolite Twitter Reactions on Bloomberg’s G20 Summit Post
type: item
description: In the era of digital globalization, online discourse often becomes a battleground of competing ideologies, emotions, and linguistic behaviors, particularly on platforms like Twitter, now known as X. This study explores the intersection of impoliteness strategies and annotated translation techniques by analyzing forty selected user comments responding to Bloomberg’s posts about the 2022 G20 Summit in Bali, Indonesia. These comments, perceived as inappropriate or impolite, reflect not only socio-political tensions but also the complex challenges of preserving communicative intent in translation. Employing a qualitative design grounded in Culpeper’s impoliteness framework and Molina and Albir’s taxonomy of translation techniques, the study identifies three dominant impoliteness purposes: entertainment (57.5%), affective (32.5%), and coercive (10%), alongside five translation techniques including compensation, variation, modulation, literal, and transposition. A key finding reveals that the translation techniques used did not always align directly with the original communicative purpose, highlighting the translator’s interpretive agency. This research addresses a significant gap in translation studies by focusing on the nuanced function of impolite language in digital public discourse and how translation reshapes or mediates its effect. By situating translation within the dynamics of sociocultural offense and affective expression, the study contributes to a richer understanding of pragmatics in multilingual media contexts. It provides practical implications for translation practitioners, educators, and discourse analysts concerned with linguistic fidelity, cultural sensitivity, and communicative efficacy in cross-cultural digital environments.
subject: Articles
  topic: section
subject: Impoliteness strategies
  topic: keywords
subject: Annotated translation
  topic: keywords
subject: Translation techniques
  topic: keywords
subject: Digital discourse
  topic: keywords
subject: Pragmatic functions
  topic: keywords
creator: Hilma Safitri
creator: Astari Amalia Putri
creator: Dwi Erika Sari
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-09-24
publication date: 2025-09-24
starting page: 140
ending page: 157
doi: 10.31849/elsya.v7i2.18729

Bridging the Contextual Realism Gap: A Learning Analytics Model for STCW-Compliant Maritime English Training
type: item
description: This study addresses a critical gap in online SMCP training, aiming to enhance maritime safety through effective communication, aligned with STCW competency standards. Employing a mixed-methods instrumental case study design, this research involved 60 second-year cadets at an Indonesian maritime university, by purposive sampling. To control for confounding factors, their prior English proficiency was assessed using TOEFL-equivalent baseline scores. Methods: Data were triangulated from four sources: Learning Management System (LMS) logs, STCW-aligned academic transcripts, and a validated 20-item Likert-scale survey (Cronbach’s α = 0.89), complemented with semi-structured interviews (n=10) to explore cadet perceptions in depth. Analysis involved Pearson correlation assess relationships between engagement metrics and performance, complemented by thematic analysis of qualitative data. Findings reveal a strong positive correlation between radio simulation time and oral proficiency scores (r=0.61). Critically, cadets achieved lower scores in timed radio simulations (M=75%) compared to standard oral tests (M=82%). This discrepancy was explained by thematic analysis, uncovered a fundamental 'contextual realism gap' by which simulations failed to reflect real-life stresses aboard a ship, like engine noise. Moreover, technical barriers such as audio latency prevented 65% of cadets engaged in this manner from transferring their skills across tasks. The contribution of the study is the first data-driven evidence linking online engagement to STCW outcomes through an integrated diagnosis. These findings are critically significant for English for Specific Purposes (ESP) curriculum design, suggesting the use of immersive simulations with stressors and personalized, AI-driven pronunciation feedback to meet STCW operational competency standards.
subject: Articles
  topic: section
subject: English for specific purposes
  topic: keywords
subject: Learning analytics
  topic: keywords
subject: Maritime education
  topic: keywords
subject: Maritime English
  topic: keywords
subject: Online learning
  topic: keywords
creator: Dhanan Abimanto
creator: Rudi Hartono
creator: Sri Wahyuni
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-10-31
publication date: 2025-10-31
starting page: 298
ending page: 311
doi: 10.31849/t2fdj104

Rethinking EFL Grammar Instruction: Enhancing Student Outcomes through Self-Assessment in EFL Classrooms
type: item
description: Mastery of grammar, particularly subject-verb agreement in the simple present tense, remains a persistent challenge for Indonesian EFL learners due to structural differences between English and Bahasa Indonesia. Traditional methods often fail to foster deep grammatical competence. In response, this study explores the effectiveness of integrating self-assessment (SA) as a reflective learning strategy to enhance grammatical accuracy. Employing a quasi-experimental design, this study involved 38 third-semester English education students at a public university in Central Sulawesi, Indonesia. Participants were divided into an experimental group (n=18) that received SA-integrated grammar instruction and a control group (n=20) that received conventional instruction. Over eight sessions, students in the experimental group engaged SA activities using SA guidelines and reflection tasks while learning subject-verb agreement in the simple present tense. Pre- and post-tests were administered, and data were analyzed using descriptive statistics and independent sample t-tests. The findings revealed that the experimental group's learning achievement outperforms its counterpart, with mean post-test scores of 17.17 and 13.15, respectively. The T-test results confirmed a statistically significant difference in grammar achievement between the groups (p<0.001), favoring the SA-integrated instruction. These findings suggest that SA is an effective strategy for improving student grammar outcomes in using subject-verb agreement correctly This study underscores the value of SA as a practical and impactful approach in EFL grammar instruction and supports its integration into learner-centered curricula, particularly in alignment with Indonesia’ Kurikulum Merdeka.
subject: Articles
  topic: section
subject: EFL learners
  topic: keywords
subject: English language teaching
  topic: keywords
subject: Grammar skills
  topic: keywords
subject: Self-assessment
  topic: keywords
subject: Subject-verb agreement
  topic: keywords
creator: Magfirah Rusdi
creator: Nur Sehang Thamrin
creator: Nadrun Nadrun
creator: Maghfira Maghfira
creator: Maf'ulah Maf'ulah
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-10-31
publication date: 2025-10-31
starting page: 250
ending page: 262
doi: 10.31849/hr6jaz03

Empowering EFL Students with Adaptive Materials: Enhancing Speaking Proficiency and Confidence among Indonesian University Learners
type: item
description: Spoken English proficiency remains a major challenge for Indonesian university students, often constrained by limited communicative practice, speaking anxiety, and a lack of adaptive learning resources. Existing studies recognize the potential of adaptive learning for improving learner autonomy, yet little research has quantified its effectiveness when embedded in textbook design. This study aimed to develop and evaluate adaptive learning materials to strengthen both spoken English perform76ance and self-confidence among EFL students in Indonesian higher education. Using a Research and Development design with the ADDIE model as adapted by Dick and Carey, the study progressed through systematic phases of needs analysis, design, development, implementation, and evaluation. Data were gathered through expert validation, student and lecturer questionnaires, and pre–post performance tests across one-to-one, small group, and large group trials. Quantitative results revealed strong validation scores from experts (87.50% for content and 88.63% for media), high practicality ratings from lecturers (87.50%) and students (86.44%), and significant gains in speaking performance and confidence after implementation. The developed textbook integrated adaptive, student-centered tasks and interactive feedback mechanisms that fostered measurable improvements in both linguistic competence and affective readiness. These findings confirm the viability of adaptive learning-based materials in bridging gaps of traditional instruction. Beyond the Indonesian context, the study demonstrates how culturally responsive adaptive resources can inform EFL pedagogy more broadly, offering scalable strategies for universities seeking to enhance communication skills and learner confidence in global academic and professional arenas.
subject: Articles
  topic: section
subject: Spoken English
  topic: keywords
subject: Self-confidence
  topic: keywords
subject: Adaptive learning materials
  topic: keywords
subject: ADDIE model
  topic: keywords
subject: Higher education
  topic: keywords
creator: Maria Ramasari
creator: Ardayati Ardayati
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-09-24
publication date: 2025-09-24
starting page: 204
ending page: 220
doi: 10.31849/p1vcx822

Interactive Digital Storybooks: A Personalized Approach to English Learning in Indonesian Primary Schools
type: item
description: In response to the growing emphasis on meaningful and student-centered English instruction in Indonesian primary schools, this study investigates the effectiveness of an Interactive English Story Book in fostering young learners’ engagement, motivation, comprehension, and autonomous learning. This study explores the potential and educational benefits of an Interactive English Story Book aimed at improving engagement, motivation, comprehension, and usability for young learners. A mixed-methods approach was utilized to combine quantitative trends with qualitative insights, facilitating a thorough understanding of learning processes. This design was selected to triangulate perceptual data from students and educators within genuine classroom environments. The investigation included 13 fourth-grade students from a suburban elementary school, serving as a phase to assess feasibility and user feedback. Data collection involved the use of student questionnaires, classroom observations, and interviews. The results indicated a high level of engagement, motivation, and usability, as students reacted favorably to the visual and interactive elements. Some minor comprehension challenges were observed in story contexts that were culturally unfamiliar, and educators reported connectivity issues in rural regions. This study presents a unique approach by integrating digital storytelling, English as a Foreign Language pedagogy, and curriculum reform, validated through mixed-method classroom research. This provides foundational evidence for expanding digital storytelling innovations within Indonesia’s Merdeka Belajar framework and for future longitudinal studies in English as a Foreign Language.
subject: Articles
  topic: section
subject: Interactive English
  topic: keywords
subject: Story book
  topic: keywords
subject: Personalized approach
  topic: keywords
subject: English learning
  topic: keywords
subject: Indonesian primary schools
  topic: keywords
creator: Ulya Himawati
creator: Danang Mahendra
creator: Laila Ngindana Zulfa
creator: Hamidaturrohmah Hamidaturrohmah
creator: Gadis Herningtyasari
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-11-05
publication date: 2025-11-05
starting page: 281
ending page: 297
doi: 10.31849/g64b1x83

Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development
type: item
description: Fostering social-emotional skills has become an essential dimension of language education, yet English classrooms often prioritize linguistic proficiency while neglecting affective development. This study addresses that gap by investigating how the Student Teams Achievement Divisions (STAD) cooperative learning model can enhance students’ social-emotional growth, particularly in empathy, confidence, and collaboration within English learning contexts. Using a mixed-methods design, data were collected from nine students in the Nursing Department through interviews, focus groups, reflective journals, and classroom observations, complemented by pre- and post-surveys on social-emotional skills and English performance data. Students participated in structured STAD activities designed to promote cooperative interaction and shared accountability. The findings revealed meaningful gains in empathy as students demonstrated stronger mutual respect, actively supported peers, and showed greater sensitivity toward different abilities and perspectives. Their confidence in using English increased significantly, with participants reporting lower anxiety, greater willingness to speak, and stronger self-assurance in sharing ideas during group discussions. Collaboration also improved, as students expressed higher motivation, enjoyment in teamwork, and more active participation in achieving shared goals. Although challenges such as shyness and uneven participation emerged, these were outweighed by the positive interpersonal dynamics created by STAD. This study contributes evidence that incorporating STAD in English classrooms can simultaneously cultivate empathy, build confidence, and strengthen collaboration, creating inclusive learning environments that support both language acquisition and social-emotional development.
subject: Articles
  topic: section
subject: STAD
  topic: keywords
subject: Cooperative learning
  topic: keywords
subject: Social-emotional skills
  topic: keywords
subject: English classroom
  topic: keywords
subject: Communication skills
  topic: keywords
creator: Rinny Suryani Rorimpandey
creator: Yapi Henri Wongkar
creator: Fergina Lengkoan
creator: Maniku Jein
creator: Devilito Prasetyo Tatipang
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-06-29
publication date: 2025-06-29
starting page: 221
ending page: 234
doi: 10.31849/191ac619

Intercultural Awareness in English Education: Bridging Cultures for Effective Teaching and Learning in Ghana
type: item
description: Teachers understanding of culture diversity in the classroom is key to promoting learning. Therefore, there is the need for teachers to develop and implement effective pedagogical practices that foster intercultural competence in the Classroom. However, available literature suggests that while abundant anecdotal and perceptual evidence exists about the importance of understanding diversity in English as a second language classroom, information on teachers’ intercultural competence and prevalence of culturally responsive teaching practices among English language teachers is inadequate. This study therefore examined the intercultural competence teaching practices in English language classrooms in Ghanaian classrooms. Adopting the Socio-cultural Theory within a quantitative approach with a descriptive survey design, a sample of 154 English language teachers were randomly sampled from basic schools in Awutu-Senya-East municipality of Ghana. The results reveal that English language teachers in the municipality recognize the significance of intercultural competence and demonstrate capabilities to integrate culturally responsive teaching strategies within their classrooms. Furthermore, the findings indicate variations in confidence levels and practical implementation, particularly in adapting teaching methods to diverse cultural learning styles and accessing support and resources necessary for these adaptations. The findings imply that occasional but frequent professional development seminars and training sessions centred on intercultural competency teaching methods for English language teachers be carried out. Additionally, School Improvement and Support Officers (SISOs) should be trained to equip them with the knowledge to ensure constant prompting of teachers.
subject: Articles
  topic: section
subject: English language education
  topic: keywords
subject: Intercultural competence
  topic: keywords
subject: Teaching strategies
  topic: keywords
subject: Teaching practices
  topic: keywords
subject: Learning styles
  topic: keywords
subject: Culturally responsive teaching
  topic: keywords
creator: Shine Lillian Gifty Agbevivi
creator: Francis Bukari
creator: Ernest Kwesi Klu
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-05-17
publication date: 2025-05-17
starting page: 101
ending page: 115
doi: 10.31849/elsya.v7i1.24311

Midwifery Students' Perceptions of Utilizing Artificial Intelligence (AI) for English Language Learning (ELL)
type: item
description: This study aims to explore the language politeness of elementary school students in daily interactions, analyze the integration of digital literacy in Indonesian language learning, and describe the barriers in the process. Using a qualitative approach with a phenomenological design, the research was conducted at ICT Al Abidin Elementary School in Surakarta. Data was collected through observation, interview, and documentation study, the research was analyzed using Miles and Huberman's interactive technique. The results showed that students have a fairly good level of language politeness in formal contexts, but still face challenges in informal and digital interactions. The integration of digital literacy in Indonesian language learning has been comprehensively implemented, including the use of e-books, online information search, and multimedia projects. Students show a positive response to this integration. The main barriers include access to inappropriate content and challenges in teaching language politeness in digital environments. The study concludes that despite significant progress, continued efforts are needed to maximize the potential of technology in effective and relevant Indonesian language learning in the digital era.
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: English language learning
  topic: keywords
subject: Healthcare education
  topic: keywords
subject: Midwifery
  topic: keywords
subject: Student’s perceptions
  topic: keywords
creator: Sri Ningsih
creator: Yafed Syufi
creator: Amalia Lakehu
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-05-17
publication date: 2025-05-17
starting page: 90
ending page: 100
doi: 10.31849/elsya.v7i1.22565

Scaffolding Humor Comprehension Through Pause-and-Discuss in Indonesian EFL Classrooms
type: item
description: This study aims to explore the effectiveness of a pause-and-discuss approach in integrating stand-up comedy into English as a Foreign Language (EFL) instruction. This qualitative case study utilized twenty-six undergraduates from an English class at an Indonesian university. Data comprised a Likert-scale survey, open-ended written reflections, and classroom discussions. Survey responses were summarized using descriptive statistics, and the qualitative data were thematically coded based on Saldana’s (2016), with triangulation across sources. Results indicate that while learners initially experienced difficulties in processing humor due to idiomatic language, rapid delivery, and cultural references, the pause-and-discuss strategy enabled them to scaffold comprehension collaboratively, improve vocabulary retention, and enhance pragmatic awareness. Exposure to authentic stand-up performances developed learners’ intercultural competence, allowing them to compare cultural perspectives and negotiate meaning beyond textbook learning. While previous studies on humor pedagogy in EFL context have provided descriptive account without cross-source validation, this research fills that gap through a triangulated design validating the pedagogy, whereas existing studies offer descriptive accounts without cross-source checks. Broader implications suggest that humor can be deliberately integrated into curriculum design and that teacher training programs should include preparation for scaffolding humor in EFL contexts, making classrooms more engaging, culturally responsive, and learner-centered.
subject: Articles
  topic: section
subject: Collaborative learning
  topic: keywords
subject: Culture specificity
  topic: keywords
subject: humor in education
  topic: keywords
subject: Pause and discuss
  topic: keywords
subject: scaffolded teaching
  topic: keywords
creator: Hendi Pratama
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-10-31
publication date: 2025-10-31
starting page: 235
ending page: 249
doi: 10.31849/qmfc2w18

Metonymy in Motion: How Metonymy Shapes Soccer Narratives and Enhances ELT Practices
type: item
description: This study addresses a critical gap in sports linguistics by exploring the cognitive semantic role of metonymy in digital soccer journalism, an area that remains underexamined despite its pervasive use in media discourse. Using a corpus-based cognitive semantic approach, this qualitative study examines the prevalence and patterns of metonymy in soccer news articles published on Goal.com. A purposive sampling technique was employed to select 250 news articles collected from August 2021 to May 2024, providing a robust dataset for analysis. The findings reveal that "whole for part" metonymy dominates, where teams, leagues, or nations substitute for individual players or components, reinforcing collective identity and aligning with readers’ cognitive schemas. Metonymic collocations also exhibit consistent patterns, with renowned teams and leagues frequently serving as proxies for players and events, demonstrating a cognitive preference for associating collective entities with their constituents. These results highlight metonymy’s role in simplifying narratives, enhancing audience engagement, and shaping cultural representations in digital sports media. Beyond its linguistic significance, this study contributes to English Language Teaching (ELT) by demonstrating how metonymy-based corpus analysis fosters critical reading, discourse analysis, and media literacy. Sports journalism serves as an engaging pedagogical resource for teaching pragmatic competence and lexical awareness, helping learners decode implicit meanings and cognitive framing. By showcasing metonymy’s role in narrative efficiency and cognitive engagement, this study underscores its broader implications for media studies, cognitive linguistics, sports journalism, and ELT.
subject: Articles
  topic: section
subject: Metonymy
  topic: keywords
subject: Cognitive semantics
  topic: keywords
subject: Corpus analysis
  topic: keywords
subject: English Language Teaching (ELT)
  topic: keywords
subject: Media discourse
  topic: keywords
creator: Juliana Juliana
creator: Mulyadi Mulyadi
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-05-17
publication date: 2025-05-17
starting page: 74
ending page: 89
doi: 10.31849/elsya.v7i1.19515

Digital Learning for Young Minds: The Power of Educational Innovation in Early English Reading Mastery
type: item
description: Despite the growing emphasis on early childhood English literacy, research on the direct impact of educational technology on young learners' reading skills remains limited, particularly in the Indonesian context. Existing studies often focus on conventional teaching methods or generic digital tools without empirically testing the effectiveness of structured educational technology interventions. Addressing this gap, this study investigates how interactive educational technology enhances early English reading skills in preschoolers. Using a quasi-experimental design with a two-group pretest-posttest control setup, the research involved 60 children aged 5–6 years, divided into an experimental group (n=30) exposed to technology-assisted learning and a control group (n=30) using traditional methods. Data were collected through structured observational assessments and analyzed using an Independent Samples Test. Findings revealed a statistically significant improvement in the experimental group’s reading ability, as indicated by a p-value of 0.001 (<0.05), confirming that technology-based interventions effectively enhance young learners' English reading proficiency. This study contributes to the discourse on early literacy by demonstrating the role of digital tools in fostering emergent reading skills through engaging, interactive, and adaptive learning experiences. The results suggest that integrating educational technology in preschool curricula can bridge early literacy gaps and create an enriched learning environment. On a broader scale, these findings support the need for policy revisions in early education, advocating for digital inclusivity and pedagogical innovation to better equip children with foundational literacy skills in an increasingly technology-driven world.
subject: Articles
  topic: section
creator: Yesi Novitasari
creator: Elindra Yetti
creator: Mohamad Syarif Sumantri
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-05-17
publication date: 2025-05-17
starting page: 61
ending page: 73
doi: 10.31849/elsya.v7i1.22929

Integrating Islamic Values and Local Wisdom in Designing English Textbook For Islamic Higher Education
type: item
description: The integration of Islamic values and local wisdom in English language education remains underexplored, particularly in the context of Islamic higher education. Many existing textbooks lack contextual relevance, leaving a gap in materials that can support both linguistic competence and cultural identity. This study seeks to address this gap by developing an English textbook specifically for students of the Islamic Family Law Study Program, incorporating both Islamic values and the local wisdom of Tana Luwu. Using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Research and Development (R&D) model, the study engaged 50 undergraduate students and three expert validators. The findings suggest a meaningful improvement in students’ English proficiency, as indicated by pre-test and post-test results, which showed a positive learning impact. The validation process also yielded encouraging results, with expert assessments averaging 3.6/4 for content and language, and 3.4/4 for design, suggesting the textbook's strong potential with minor refinements. Student perception surveys further reinforced its effectiveness, with 91% finding the textbook useful, 88% recognizing its cultural and religious relevance, and 80% highlighting its engaging and interactive features. Qualitative feedback highlights greater motivation and a stronger connection to English and Islamic legal principles. This study contributes to culturally responsive pedagogy by providing an empirical, data-driven framework for integrating religious and local cultural values into English language education. Its broader implication lies in offering a scalable model for similar curriculum developments in other disciplines, reinforcing education's role in preserving cultural identity while enhancing linguistic competencies in Islamic higher education.
subject: Articles
  topic: section
subject: Curriculum integration
  topic: keywords
subject: English for specific purposes (ESP)
  topic: keywords
subject: English textbook
  topic: keywords
subject: Islamic values
  topic: keywords
subject: Local wisdom
  topic: keywords
creator: Wisran Wisran
creator: St. Hartina
creator: Dewi Furwana
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-05-17
publication date: 2025-05-17
starting page: 38
ending page: 60
doi: 10.31849/elsya.v7i1.22572

Get Ahead with Quizizz Paper Mode: Improving Reading Comprehension of EFL Students
type: item
description: This study explores the impact of Quizizz’s Paper Mode on the reading comprehension of English as a Foreign Language (EFL) students, addressing a gap in the literature regarding this relatively new feature. Despite the widespread use of Quizizz in digital education, its Paper Mode, which incorporates barcode scanning to assess student responses on printed quizzes, remains under-explored. Using an experimental design, the study involved two groups of eighth-grade students: an experimental group using Quizizz Paper Mode and a control group utilizing conventional media for reading comprehension activities. A total of 16 students participated, with 8 students in each group. The research employed a pre-test to measure baseline reading comprehension and a post-test to evaluate the effect of the intervention. Statistical analysis, specifically independent sample t-tests, revealed a significant difference in the post-test scores between the two groups (p=0.035), indicating that students in the experimental group showed greater improvement in reading comprehension compared to those in the control group. These results highlight the potential of Quizizz Paper Mode as an effective tool for enhancing reading comprehension, suggesting its efficacy in integrating digital features with traditional paper-based assessments. The study’s findings contribute to the understanding of hybrid learning environments, illustrating how innovative educational tools like Quizizz Paper Mode can support meaningful learning experiences and improve student performance. This research underscores the growing importance of incorporating advanced media in educational practices to foster engagement and achievement in EFL classrooms.
subject: Articles
  topic: section
subject: Quizizz paper mode
  topic: keywords
subject: Reading comprehension
  topic: keywords
subject: Interactive learning
  topic: keywords
subject: Gamification in education
  topic: keywords
subject: Hybrid learning
  topic: keywords
creator: Winda Daniati
creator: Zul Amri
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-05-17
publication date: 2025-05-17
starting page: 23
ending page: 36
doi: 10.31849/elsya.v7i1.22952

Differentiated Instruction Strategies to Enhance EFL Learning in A Mixed-Proficiency Seventh-Grade Classroom
type: item
description: In the context of EFL in Indonesian junior high schools, classrooms often comprise students with mixed proficiency levels. This poses challenges due to the heterogeneity in their initial proficiency. This study explored the practical implementation of Differentiated Instruction (DI) strategies in a seventh-grade English class with mixed competency levels and investigated students’ perceptions of the implementation in terms of its efficacy and acceptability. This study was conducted in four weeks and involved thirty-one seventh-grade students from a public Junior High School in Yogyakarta. Data were collected using a questionnaire, observation field notes, semi-structured interviews, and teaching-learning artifacts. The quantitative data were analysed descriptively, while thematic approach was employed to analyse the qualitative data. The findings showed that various DI strategies were implemented across the three learning dimensions, i.e. content, process, and product. Students generally had positive perceptions of the DI strategies as they had better learning experiences, enhanced learning motivation, and improved collaboration skills. The mean score for student satisfaction was high (M = 4.22), with product differentiation receiving the highest rating (M = 4.48). However, a concern was raised regarding the mixed-proficiency grouping. These findings suggest that carefully-designed DI strategies could enhance students’ learning experiences and minimize challenges in EFL mixed-proficiency classrooms. This study provides insights into practical implementation of DI in secondary-level EFL contexts. It also suggests that instructional practices in diverse EFL classrooms should be improved.
subject: Articles
  topic: section
subject: Differentiated Instruction
  topic: keywords
subject: Education equality
  topic: keywords
subject: EFL class
  topic: keywords
subject: Mixed-proficiency students
  topic: keywords
subject: Junior high school students
  topic: keywords
creator: Rina Astuti Purnamaningwulan
creator: Andrea Rinjani Purwanto
rights: Copyright (c) 2025 Elsya : Journal of English Language Studies
date: 2025-02-27
publication date: 2025-02-27
starting page: 1
ending page: 22
doi: 10.31849/elsya.v7i1.22076

Exploring Effective Reading Tasks for Senior High School: Addressing Key Gaps Using Barrett’s Taxonomy
type: item
description: This study addresses a critical gap in high school reading instruction by analyzing the development needs of reading comprehension tasks through the lens of Barrett’s Taxonomy. Despite its established utility in structuring comprehension levels, Barrett’s Taxonomy is underutilized in Indonesian high school curricula, leaving a gap in tasks that adequately foster inferential and evaluative skills. Aiming to bridge this gap, this research employed a cluster random sampling method to select six high schools in Padang, effectively capturing a representative sample of English teachers’ perspectives. Data were gathered through questionnaires and structured interviews with one teacher from each school, focusing on their preferences for reading task content and structure. Results reveal that teachers highly prioritize reorganization, inferential comprehension, evaluation, and appreciation, with a slightly lower emphasis on literal comprehension. Furthermore, teachers favored content areas such as significant phenomena, culture, science and technology, health, social issues, and natural disasters across various text types. Identified areas for task improvement include enhancing topic diversity, aligning texts with students' cultural backgrounds and proficiency levels, and incorporating higher-order thinking skills (HOTS). The study’s findings underscore the need for culturally relevant, cognitively engaging tasks that support both language acquisition and critical thinking skills. In the broader context, this research contributes valuable insights for curriculum developers and educators worldwide, advocating for reading tasks that align with global educational priorities to foster analytical skills, thereby preparing students to navigate complex information landscapes.
subject: Articles
  topic: section
subject: Barrett's Taxonomy
  topic: keywords
subject: Higher-Order thinking skills
  topic: keywords
subject: Senior high school
  topic: keywords
subject: Critical thinking
  topic: keywords
subject: Reading skill
  topic: keywords
creator: Elwa Junaidi
creator: Yetti Zainil
creator: Junaidi Junaidi
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-10-31
publication date: 2024-10-31
starting page: 295
ending page: 314
doi: 10.31849/elsya.v6i3.23387

Contemporary Issues in Linguistics: A Systematic Literature Review on Emoji and Emoticon
type: item
description: This research aims at reviewing the previous studies on emojis and emoticons in computer-mediated communication to provide information the extent to which they have been studied, as well as proposing a new concept for investigation and how it is implemented in research. To answer the research objectives, the author reviewed articles about emojis and emoticons published from 2012-2021. The data are collected by using an application called Publish and Perish, as well as free social networking sites ResearchGate and Academia. The findings of the previous research are then synthesized. The research results show that the differences and similarities of emojis and emoticons, as well as which of them is used more often and why one of them is preferred have been investigated. Both emojis and emoticons are used to express emotion, clarify meaning, substitute texts and punctuations. Then, the use of emojis and emoticons is influenced by social relationships, level of formality and gender, emotional relationships, social media platforms, and linguistic patterns. Despite that, emojis and emoticons are not used correctly in terms of the meaning contained in them and have not been much studied by using linguistic theories. It implies that more research on emojis and emoticons which is paired with linguistic theories is needed. For that reasons we propose that the myth which emerges as the folded hand emoji is used and why the myth emerges are studied in the future research.
subject: Articles
  topic: section
subject: CMC
  topic: keywords
subject: Linguistic
  topic: keywords
subject: Emoji
  topic: keywords
subject: Emoticon
  topic: keywords
subject: Digital Communication
  topic: keywords
subject: Semiotics
  topic: keywords
creator: Harits Setyawan
creator: Bachrudin Musthafa
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-10-29
publication date: 2024-10-29
starting page: 315
ending page: 326
doi: 10.31849/elsya.v6i3.22574

Cross-Cultural Echoes: Exploring Cultural Nuance through Student Translation Practices
type: item
description: While numerous studies have explored the methodologies of professional translators, less attention has been paid to how translation students, particularly those new to the field, navigate the complexities of translating cultural texts. This study addresses a significant gap in translation pedagogy, focusing on how advanced translation students navigate the complexities of cultural text translation, an area often overlooked compared to studies on professional translators. Employing a qualitative research design, the study analyzed the translation strategies of five advanced students tasked with translating culturally rich texts from Indonesian to English. Data were collected through semi-structured interviews and analyses of their translations. The findings reveal that 45% of the students’ strategies involved foreignization, which preserved cultural elements of the source text, while 30% used adaptation to recontextualize culturally embedded ideas for English-speaking audiences. Domestication was employed in 15% of cases to make the text more accessible, and explicit cultural explanations were used in 10% of the translations to elaborate on concepts with no direct equivalents. These results underscore the students’ conscious balancing of cultural preservation with the need for clarity. The study highlights the need to incorporate cultural competence into translation education, focusing on teaching methods that help students handle cultural nuances effectively. These findings offer valuable quantitative and qualitative insights that can inform the creation of culturally sensitive translation programs and enhance intercultural communication.
subject: Articles
  topic: section
subject: Cultural translation
  topic: keywords
subject: Translation strategies
  topic: keywords
subject: Cross-cultural communication
  topic: keywords
subject: Cultural competence
  topic: keywords
subject: Translation pedagogy
  topic: keywords
creator: Veni Roza
creator: Melyann Melani
creator: Muhammad Riko Yohansyah Zulfahmi
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-10-28
publication date: 2024-10-28
starting page: 265
ending page: 277
doi: 10.31849/elsya.v6i3.22410

Gender-Based Differences in EFL Writing: Linguistic Features in Indonesian High School Students’ Narratives
type: item
description: This study uniquely investigates gender-based differences in the linguistic features of narrative texts within the under-researched context of Indonesian high school students learning English as a Foreign Language (EFL). Focusing specifically on narrative writing, this research provides novel insights into how gender influences written expression. Using a qualitative content analysis approach, narrative texts were collected from 20 students (10 male and 10 female) enrolled in a tutoring and English course institution in Indonesia. The texts were analyzed to identify lexicogrammatical features, as outlined by Knapp (2005), with particular attention to the use of action and mental verbs. The findings revealed that male students predominantly used action verbs to describe challenging activities and responsibility, such as "fought against big waves," highlighting assertiveness and leadership traits. In contrast, female students employed more mental verbs, such as "felt happy and proud," emphasizing emotions and personal experiences, which reflected a more introspective and relational writing style. These findings highlight the alignment of gender-based differences with social norms and cultural expectations. The study suggests that using gender-sensitive methodologies in EFL teaching enhances inclusivity by addressing students’ diverse communication needs. This research makes a valuable contribution by proposing practical, gender-responsive strategies for language education.
subject: Articles
  topic: section
subject: Gender-based differences
  topic: keywords
subject: Lexicogrammar
  topic: keywords
subject: Action verbs
  topic: keywords
subject: Mental verbs
  topic: keywords
subject: EFL writing
  topic: keywords
subject: Narrative texts
  topic: keywords
creator: Miftahur Ridha
creator: T. Silvana T. Silvana Sinar
creator: T. Thyrhaya Zein
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-10-29
publication date: 2024-10-29
starting page: 278
ending page: 294
doi: 10.31849/elsya.v6i3.22528

Bridging Cultures Through Language: Developing English-Speaking Materials for Multicultural Education Contexts
type: item
description: Indonesia's rich multicultural diversity often presents challenges such as prejudice and violence, emphasizing the need for effective multicultural education to foster unity among teenagers. This study uniquely addresses this gap by developing multicultural-based English teaching materials aimed at enhancing students' vocabulary, cultural understanding, and speaking skills. Conducted at SMAN 9 Luwu with 30 eleventh-grade students and experienced teachers, the research employed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis phase highlighted a significant need for multicultural education materials, specifically to improve speaking skills. During the design and development phases, the materials were carefully crafted to incorporate multicultural themes and improve language proficiency. In the implementation phase, the materials were tested in a classroom setting, and data were collected through observations, questionnaires, and assessments. The results demonstrated substantial improvements in students' speaking abilities, with expert evaluations confirming the effectiveness and cultural relevance of the materials. The evaluation phase provided both formative and summative assessments, revealing that students not only enhanced their language skills but also developed a greater appreciation for cultural diversity. This research highlights the importance of integrating multicultural perspectives into educational resources, enhancing language proficiency and cultural competence. The findings support broader adoption of multicultural education strategies to promote equity and excellence.
subject: Articles
  topic: section
subject: Addie model
  topic: keywords
subject: English language teaching
  topic: keywords
subject: English speaking material
  topic: keywords
subject: Language proficiency
  topic: keywords
subject: Multicultural education
  topic: keywords
creator: Hidayah Hidayah
creator: Sahraini Sahraini
creator: Jufriadi Jufriadi
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-08-22
publication date: 2024-08-22
starting page: 244
ending page: 264
doi: 10.31849/elsya.v6i3.21270

Leveraging MALL in Higher Education: A Study on Duolingo's Efficacy in Enhancing Language Learning Motivation
type: item
description: This study explores the effectiveness of Duolingo, a Mobile-Assisted Language Learning (MALL) application, in enhancing English learning motivation among students from the accounting and management study programs. Non-English major students often face time constraints in formal language learning, with only 24 hours of English classes throughout their college years. This study employed a quasi-experimental design with a mixed-method approach to analyze data from 56 students who participated in a self-study program using Duolingo for six weeks. Quantitative analysis using the Wilcoxon Signed-Rank Test revealed that 85.7% of students experienced a significant increase in motivation. Qualitative findings from in-depth interviews indicated that gamification elements such as levels and leaderboards played a role in enhancing motivation and engagement. This study suggests that Duolingo presents a potential solution to time constraints in formal English education at universities.
subject: Articles
  topic: section
subject: Dualingo MALL Learning Motivation Gamification Non-English Major Students
  topic: keywords
subject: Dualingo
  topic: keywords
subject: MALL
  topic: keywords
subject: Learning motivation
  topic: keywords
subject: Gamification
  topic: keywords
subject: Non-English Students
  topic: keywords
creator: La Ode Achmad Suherman
creator: Farisatma Farisatma
creator: Krisnawati Krisnawati
creator: Nurhadi Hamka
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-10-30
publication date: 2024-10-30
starting page: 231
ending page: 243
doi: 10.31849/elsya.v6i3.22843

The Reciprocal Teaching and Reading Interest Impact on Students’ Reading Comprehension
type: item
description: This study uniquely explores the combined impact of reciprocal teaching and reading interest on reading comprehension, an intersection rarely examined. This study investigates the effectiveness of the reciprocal teaching method and students’ reading interest on reading comprehension in an Integrated Islamic School. A quasi-experimental design was employed, involving 56 students divided into an experimental group (n = 29) and a control group (n = 27). The experimental group received reciprocal teaching, while the control group followed conventional methods. Reading comprehension was assessed using a standardized reading test, and reading interest was measured through a questionnaire. The data were analyzed using t-tests and correlation analysis. The findings revealed that the experimental group performed significantly better than the control group, achieving an average reading comprehension score of 91.92, while the control group scored 77.99. This difference was statistically significant, demonstrating a strong impact of reciprocal teaching on students' comprehension abilities (p < 0.001). Moreover, students with high reading interest in the experimental group demonstrated superior comprehension, with a mean score of 94.31, compared to 91.41 in the control group. The results demonstrate the effectiveness of reciprocal teaching in boosting reading comprehension, especially for students with a strong interest in reading. The study suggests that reciprocal teaching is a valuable method for enhancing reading engagement and comprehension, offering useful insights for educators and policymakers focused on improving literacy outcomes.
subject: Articles
  topic: section
subject: Reciprocal teaching
  topic: keywords
subject: Reading interest
  topic: keywords
subject: Reading comprehension
  topic: keywords
subject: Teaching method
  topic: keywords
subject: Instructional strategies
  topic: keywords
creator: Ridwan Wahyudi
creator: Yenni Rozimela
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-10-28
publication date: 2024-10-28
starting page: 209
ending page: 230
doi: 10.31849/elsya.v6i3.22593

Psychological Analysis of Fatih’s Character-Building in Egosentris: A Novel by Syahid Muhammad
type: item
description: As current era necessitates access to information technology, people of all ages are exposed to the prevalent online hate speech. This literature analysis aims to analyse the psychological characterisation of Fatih, one of the characters in Syahid Muhammad’s novel Egosentris, to address how current social media interactions negatively affects one’s mental health. This article described characterisation and psychological conflict using the literary psychology approach based on Sigmund Freud's psychoanalytic theory, in line with the characterisation theory proposed by Nurgiyantoro (2007). Psychoanalytic theory is a staple theory of human personality that is often used in the world of literature, which is divided into three structures of human nature, i.e., id, ego, and superego. The analysis involved several steps, such as categorisation, tabulation, interpretation, inference, and validity of the data. The results of the study revealed that Fatih's personality in the Egosentris novel is kind, honest, sensitive, critical, and caring. Though in some situations, Fatih's character was found to employ some negative characters such as being stubborn, spiteful and bad-tempered. This present article also found the psychological conflict experienced by Fatih includes emotions such as anger, anxiety, fear, regret, pressure, and resentment. These kinds of psychological conflict have changed his personality to be an inclusive person. The study reflects the outcomes of psychological analysis on Fatih’s character to raise public awareness about regarding importance of noticing people’s mental health and to diminish the spread of hate comments and harmful speech to others.
subject: Articles
  topic: section
subject: Psychoanalytic
  topic: keywords
subject: Characterisation
  topic: keywords
subject: Psychological Conflict
  topic: keywords
subject: Egosentris
  topic: keywords
subject: Literature Analysis
  topic: keywords
creator: Mutia Sari Nursafira
creator: Wella Cisilya Putri
creator: Sandra Yunira
creator: Nelia Gari
creator: Budianto Hamuddin
rights: Copyright (c)
date: 2019-05-25
publication date: 2019-05-25
starting page: 1
ending page: 10
doi: 10.31849/elsya.v1i1.2461

Analysis of Sentence Types in Affecting College Students’ Writing Skill
type: item
description: College students are required to complete an undergraduate thesis as part of their final project. However, when addressing the issues students face with their limited vocabulary, their choice of proper grammar, and their syntactical or word class problems, etc., researchers seldom carried out a focused exploration on dominant sentence types. This study aims to identify the most dominant sentence type used by the students in their writing, determine the forms of sentences used within the dominant sentence type, and analyse the factors influencing students' writing. This research used a quantitative descriptive method with an innovative methodological approach, namely a fishbone diagram to analyse the underlying factors. 105 background proposals from 7th semester students in the English Department at Tadulako University participated in this study. A simple random sampling technique was employed, and questionnaires and document analysis were used as instruments to gather data. The data analysis results show that: (1) simple sentences made up the majority of the dominant sentence types used in students’ backgrounds; (2) nominal sentences were the second most common form of dominant sentences used by the students; and (3) there are three factors that impact students' writing, particularly regarding sentence types: internal and external factors. The implication of this research is the development of writing skills where sentence types are an essential part of writing. The results can aid students in crafting clear and coherent sentences, specifically how to structure sentences effectively to convey their ideas logically, avoiding run-on sentences or fragments that can obscure meaning.
subject: Articles
  topic: section
subject: English Writing
  topic: keywords
subject: Syntax
  topic: keywords
subject: Sentence Types
  topic: keywords
subject: Undergraduate
  topic: keywords
subject: Writing
  topic: keywords
creator: Barokatul Hidayah
creator: Siska Bochari
creator: H. Jamiluddin
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-07-13
publication date: 2024-07-13
starting page: 136
ending page: 150
doi: 10.31849/elsya.v6i2.19130

Macao, Qatar and Jordan: A Cross-Country Exploration of Three Countries’ Literacy Enrichment Programs
type: item
description: When assessing a country’s level of education, referring to their Programme for International Student Assessment (PISA) scores can be stated as an overused trend, one that has been criticised as PISA alone is not the most perfect way to judge a country’s readiness. To address this weakness, this study will also refer to the Progress in International Reading Literacy Study (PIRLS), another world-class test that specifically focuses on literacy, yet has been underutilised in reading-related research. This paper is a case study on three countries which have shown different levels of performances. Using PISA and PIRLS reports as the main data and general literature review to supplement the contextual details of the reported results, the analysis focused on how Macao, Qatar and Jordan employ diverse strategies to cultivate and elevate literacy skills among their students. Results show that Macao is a leader in government-led efforts that focused on developing teacher competence, Qatar develops their children’s literacy through collaboration and competition, and Jordan focuses on all language skills in balance (with few programs exclusively concerned on reading competence). The novelty of the findings is its comparison of two international assessments that have a different scope, as PISA offers a holistic view of contextual factors affecting literacy whereas PIRLS covers information that are crucial for understanding early literacy development.
subject: Articles
  topic: section
subject: Cross-country
  topic: keywords
subject: Enrichment Activities
  topic: keywords
subject: Literacy Enrichment
  topic: keywords
subject: Literature Review
  topic: keywords
subject: Reading
  topic: keywords
creator: Uspessy Shuha Cornelia
creator: Ilza Mayuni
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-06-24
publication date: 2024-06-24
starting page: 161
ending page: 171
doi: 10.31849/elsya.v6i2.17793

Unveiling the Landscape of ClassDojo in Education: A Systematic Review
type: item
description: In the backdrop of the evolving game-based educational platforms from online resources, language researchers have directed their attention toward the utilisation of ClassDojo due to its multifunctionality, which includes many features such as attendance tracking, messaging, portfolio management, games, and more. This qualitative systematic review examined the existing research on using ClassDojo in the classroom. The purposes were to provide evidence of ClassDojo for teachers, students, or parents and to identify the study characteristics, such as the publication trends, participant profiles, or the methodological approaches from the published research about ClassDojo. The initial database search used Publish and Perish (PoP) version 8 and identified as many as 174 published research. However, twenty-three journal articles were selected after conducting the screening process by applying inclusion and exclusion criteria. Results from the analysis of 23 articles found that articles released in 2021 (n = 6) were the most frequently used in this systematic review study. Then, for the education level of participants, the elementary education settings received the most attention (n = 6). Additionally, experimental design (n = 7) was the methodology most frequently employed by the study under investigation. Furthermore, the reviewed studies also show that ClassDojo is mainly used as a teaching and learning media (n = 8). Thus, the productive use of ClassDojo was recommended because it can effectively manage student behavior, promote positive classroom management, and enhance parent engagement. Therefore, ClassDojo can potentially enhance online interaction in the class and provide a community to share classroom activities privately or publicly among teachers, students, and parents.
subject: Articles
  topic: section
subject: ClassDojo
  topic: keywords
subject: Educational tool
  topic: keywords
subject: Game-based platform
  topic: keywords
subject: LMS
  topic: keywords
subject: Systematic review
  topic: keywords
creator: Delitya Islamy Putrie
creator: Urai Salam
creator: Dwi Riyanti
rights: Copyright (c) 2024 Elsya : Journal of English Language Studies
date: 2024-04-23
publication date: 2024-04-23
starting page: 185
ending page: 208
doi: 10.31849/elsya.v6i2.18422