Teaching English and Language Learning English Journal

Language Exposure and Writing Ability : A Correlational Study in English Learning Context

Lusyani Mardiyanti Nur , Lena Sastri, Absharini Kardena, Elsi Amiza — Thu, 19 Feb 2026 00:00:00 +0700

This research investigated the correlation between students’ language exposure and their writing ability. It was motivated by several issues identified among students, such as difficulties in expressing ideas effectively, inconsistencies in writing styles possibly influenced by different levels of language exposure, and a lack of familiarity with proper writing structures. The objective of this research was to determine whether there is a significant correlation between students’ language exposure and their writing ability among eighth-grade students. A correlational research design was employed in this research. The population consisted of 80 eighth-grade students, and total sampling was used to include all participants. The instruments used were a questionnaire and a writing test. The questionnaire contained 23 items to measure students’ language exposure, while the writing test required students to write a recount text based on one of four given topics. The data were analyzed using the Pearson Product Moment correlation through SPSS. The findings revealed a correlation coefficient of 0.755, indicating a strong and positive relationship between students’ language exposure and their writing ability. The results suggest that greater exposure to the English language significantly contributes to the improvement of students’ writing ability. It can be concluded that enhancing students’ engagement with English through various forms of exposure plays an important role in developing their writing proficiency.

IDENTIFYING FREQUENT SPELLING ERROR FOR YOUNG LEARNES OF PPA DELADA IO-126 HELEFANIKHA, GUNUNGSITOLI IDANOI (A PSYCHOLINGUISTICS STUDY)

Thu, 19 Feb 2026 00:00:00 +0700

Spelling is an important component of English writing skills, especially for early learners. Repeated spelling errors not only indicate limited writing ability, but also reflect the cognitive processes involved in language acquisition and comprehension. This study aims to reanalyze the spelling errors of young learners at PPA Delada IO-126 Helefanikha, Gunungsitoli Idanoi, from a psycholinguistic perspective with a focus on orthographic knowledge. This study uses secondary data obtained from previous research on spelling errors. The data were analyzed by linking types of spelling errors, such as letter substitution, letter omission, and letter sequence errors, with the domains of language acquisition and language comprehension. The results showed that the dominant spelling errors were related to learners' weak orthographic knowledge, which indicated a negative relationship with their ability to acquire and comprehend written language. This study concludes that spelling errors are a representation of mental processes in language learning and have important implications for teaching English spelling to early learners.

Banggai Folktales as Reading Materials for Developing Students’ Critical Literacy

Thu, 19 Feb 2026 00:00:00 +0700

Folktale has considerable potential as English reading material, not only for fostering students’ cultural awareness but also for developing their critical literacy. In the current digital era, students are exposed to massive amounts of information that cannot be fully controlled, making critical literacy an essential skill. A critical lens enables students to analyze texts and information thoughtfully before forming judgments or taking action. This study, then, intended to analyze the potential Banggai folktales as English reading materials for developing students’ critical literacy. It applied a qualitative content analysis. The source of the data was Banggai folktales texts written in English. The researchers play vital roles as the main instrument for collecting and analyzing the data. The four dimensions of critical literacy—disrupting the commonplace, interrogating multiple viewpoints, focusing on sociopolitical issues, and taking action and promoting social justice— were used as the analytical framework. Peer debriefing was conducted to maintain the trustworthiness of the study. The results indicate that three Banggai folktales can effectively engage students across all four dimensions of critical literacy. To sum up, Banggai folktales have strong potential as alternative English reading materials to develop students’ critical literacy and encourage them to critically engage with complex and problematic social issues.

Literal Reading Difficulties among freshmen Indonesian EFL Students: A Survey-Based Investigation

Herman Resyadi, Ferawaty Syam — Thu, 19 Feb 2026 00:00:00 +0700

Literal reading, which involves understanding information explicitly stated in a text, is a foundational component of reading comprehension and is essential for higher-level reading skills. Despite its importance, limited research has examined students’ challenges at this basic level of comprehension in the Indonesian EFL context. This research employed quantitative descriptive. The participants were 68 first-year university students enrolled in an English course at a university in Indonesia. Data were collected using a self-developed questionnaire consisting of eight Likert-scale. The findings reveal that many students experience persistent difficulties in literal reading comprehension. High proportions of neutral responses across items indicate uncertainty and inconsistent confidence in processing explicitly stated information in English texts. Difficulties were particularly evident in sentence-level comprehension, identifying textual relationships, and verifying information based on clear textual evidence. Although understanding basic WH-information appeared less problematic, students’ overall literal reading skills remained unstable. The conclusion is that literal reading skills cannot be assumed to be fully developed among university-level EFL learners. Explicit instruction, targeted vocabulary support, and structured reading activities are recommended to strengthen students’ foundational reading comprehension.

Analysis of Factors Influencing the Lack of Motivation of Stigmatized Students in Learning English with a Psychological Approach at MA Muhammadiyah Suprapto in Bengkulu City

Desva Andusti, Washlurachim Safitri, Dian Susyla — Thu, 19 Feb 2026 00:00:00 +0700

Learning motivation is a critical internal drive determining academic success, yet it remains a significant challenge for stigmatized learners. This study aims to identify the psychological factors contributing to low learning motivation among stigmatized students and examine the effectiveness of a psychological-empathic approach in enhancing their motivation in English language learning. Conducted at MA Muhammadiyah Suprapto Bengkulu City, this descriptive qualitative research involved eight students as research subjects. Data were collected through classroom observations, semi-structured interviews, and documentation during the School Field Experience Program (PLP II). The findings reveal that low motivation is driven by internal factors such as emotional pressure from unstable family backgrounds and low self-esteem and external factors, specifically negative social labeling and a lack of emotional support. However, the implementation of a psychological approach, characterized by active listening, emotional validation, and empathetic interpersonal interactions, significantly reduced academic anxiety and fostered students' self-confidence. The results showed a notable shift in student behavior from passivity to active engagement and increased participation in communication-based tasks. This study concludes that a psychological-empathic approach is a central factor in restoring the learning enthusiasm of stigmatized students by creating a safe and inclusive emotional climate. These findings suggest that emotional recovery through humanistic teacher-student relationships is a fundamental prerequisite for academic engagement in foreign language learning.

The Sociolinguistics Perspectives on Gastronomy of Nias Culinary

Thu, 19 Feb 2026 00:00:00 +0700

This research looks at how Nias culinary names represent sociolinguistic meanings in the gastronomy of Nias traditional foods. The study examines three issues: (1) how Nias culinary names function as a symbol of identity, (2) how they reflect variation and change in naming practices, and (3) how they transmit cultural knowledge across generations. As a result, the research seeks to explain the sociolinguistic functions encoded in the naming reasoning for Nias food items. Using a qualitative descriptive approach, data were gathered from community explanations of thirteen Nias cuisine names and analyzed using theme coding based on Wardhaugh and Fuller’s (2015) sociolinguistic elements. The findings show that all culinary names use local Li Niha/ Nias name naming, which indicates affiliation and group participation. Several names also exhibit systematic variation and change due to process-based naming patterns, contextual use in adat and hospitality contexts, and minimal evidence of modernity and cross-food comparability. Most artifacts also serve as cultural transmission instruments, conserving intergenerational information regarding preservation techniques, traditional culinary skills, customary etiquette, and historical survival practices. These findings indicate that Nias gastronomy is a linguistic cultural archive in which food naming promotes identification, adapts to social settings, and preserves historical values.

Gamified Quizzes as Media to Enhance Students’ English Reading Comprehension Skills

Fitri Damanik, yenita br sembiring, Valentina, Ira, Merry Susanty Br Tarigan — Thu, 19 Feb 2026 00:00:00 +0700

This study examines how gamified quizzes can support junior high school students in improving their English reading comprehension. Using a qualitative approach, the research gathered rich insights from 25 students through interviews, focus group discussions, classroom observations, and weekly reflective journals. Throughout the lessons, students engaged with reading activities that included interactive game elements such as points,timers, and leaderboards. The findings show that these gamified quizzes helped students understand texts more effectively, especially when identifying main ideas, recognizing supporting details, and making inferences. Students reported that the instant feedback and engaging format made them more willing to reread passages and reflect on their answers. The study also found a noticeable increase in students’ motivation. Many who previously felt bored or uninterested in reading became more enthusiastic when tasks were presented as challenges. In addition, students demonstrated stronger critical-thinking habits, such as analyzing information more carefully and discussing different interpretations with their peers. Overall, the study suggests that gamified quizzes not only make reading activities more enjoyable but also encourage deeper thinking and more consistent engagement. These results highlight the potential of gamification as a meaningful addition to traditional reading instruction.

DEVELOPING FOOD STORYTELLING MATERIAL OF ENGLISH FOR TOURISM

Thu, 19 Feb 2026 00:00:00 +0700

This study aims to develop food storytelling materials within the context of tourism in Nias, as an effort to optimize the untapped culinary potential. Using the ADDIE model, the research formulates engaging narratives to enhance tourist appeal. Trial results at the Museum Pusaka Nias indicate that 87,4% of visitors felt more inclined to try local food after interacting with the storytelling materials. The developed materials effectively educate tourists about the ingredients and cooking processes of Nias cuisine while serving as a communicative tool to convey local culture and traditions. This study recommends an increase in stakeholder awareness regarding the benefits of storytelling in promoting tourism, as well as the importance of collaboration among academics, practitioners, and the community to create authentic and sustainable culinary experiences. These findings emphasize that innovation in the presentation of culinary stories can enhance tourism marketing and preserve the cultural heritage of Nias.

Whatsapp and Wordplay: Gamified English Learning in Nonformal Classroom

Dina Fitria, Sujito — Thu, 19 Feb 2026 00:00:00 +0700

English vocabulary mastery presents a significant challenge for nonformal education students characterized by heterogeneous backgrounds and limited face-to-face instructional time. This study explores the effectiveness of gamified vocabulary challenges through WhatsApp in improving vocabulary mastery among Grade XI students at PKBM Arrohmah Demak Package C program. Employing a pre-experimental design with one-group pretest-posttest, the research involved 40 students participating in a two-week gamification program with structured daily and weekly tasks. Data were collected through standardized vocabulary tests and participation tracking via WhatsApp platform. Analysis using paired sample t-test and Pearson correlation revealed significant improvement in mean scores from 56.2 to 74.8 with participation rates reaching 87.5%. The multidimensional assessment system measured timeliness, completeness, accuracy, and creativity with an overall achievement of 77.4%. A strong positive correlation was identified between participation levels and learning achievement. Findings confirm that integrating gamification and mobile learning through WhatsApp effectively enhances vocabulary mastery in nonformal education contexts. This platform offers high accessibility and flexibility suitable for adult learner characteristics. Despite its effectiveness, challenges such as limited internet access and low student creativity require attention in future digital learning implementations.

The Improving English Speaking Skills Through Tour Guiding Practice at Tundrumbaho Megalith Stone, Idanotae, South Nias

Afore Tahir Harefa , Zakiah Tafonao Hia, Rezeki Mendrofa, Jethrialdo Waruwu — Thu, 19 Feb 2026 00:00:00 +0700

English speaking skills play a crucial role in cultural tourism settings where tour guides serve as mediators between visitors and local heritage. However, in many cultural tourism sites, including Tundrumbaho Megalith Stone in South Nias, limited English proficiency and the lack of contextual learning materials hinder effective tour guiding practices. This study aims to develop an English tour guide book based on the historical and cultural heritage of Tundrumbaho as a medium to support future speaking practice. Employing a Research and Development (R&D) approach in its initial stages, the research focused on needs analysis, cultural documentation, and preliminary product design. Data were collected through semi-structured interviews with traditional custodians and community members, as well as field observations at the Tundrumbaho site. The findings reveal that the site contains rich historical narratives related to ancestral leadership, megalithic traditions, and symbolic cultural values, yet these narratives are not communicated effectively to foreign visitors due to linguistic limitations. The needs analysis indicates the necessity for contextual English materials that integrate cultural content, tourism vocabulary, and communicative functions relevant to tour guiding tasks. The study concludes that the development of an English tour guide book is feasible and strategically important for enhancing speaking competence, supporting cultural tourism, and preserving local heritage. Further stages of R&D involving expert validation and product testing are recommended to measure the guidebook’s effectiveness in improving English speaking skills.

Developing Gamification Strategies to Boost English Speaking Skills

Thu, 19 Feb 2026 00:00:00 +0700

Speaking skill is a crucial component of English language learning; however, many EFL students experience anxiety, low confidence, and limited opportunities to practice oral communication. This study aims to develop gamification strategies to boost English speaking skills among third-semester students of the English Education Study Program at Universitas Nias. The study employed a Research and Development (R&D) design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were ten students selected from one class with a total population of thirty-eight students. Data were collected through speaking tests, observation checklists, questionnaires, and documentation. The findings indicate that the developed gamification strategies increased students’ motivation, participation, confidence, and speaking fluency. These results suggest that gamification, when systematically designed, can serve as an effective instructional strategy for improving English speaking skills in higher education EFL contexts.

Onomatopoeia in Comic Discourse: A Descriptive Study of Dead Days by Dey

Andi Mulyani, A. Tenrinia Asmanur, Rahmat J — Thu, 19 Feb 2026 00:00:00 +0700

Abstract

This study examines English onomatopoeia in the comic Dead Days by Dey. It aims to identify the types of onomatopoeia and to analyze readers’ ability in understanding their meanings. This research used a descriptive qualitative method. The data were collected from 45 episodes of the comic and a questionnaire given to 30 students of the English and Literature Department at Alauddin State Islamic University of Makassar in the 2017/2018 academic year. The results show that direct onomatopoeia is the most common type, with 20 words identified, followed by 10 associative onomatopoeia words. No exemplary onomatopoeiawas found. The analysis of the questionnaire indicates that the students’ ability to understand the meaning of onomatopoeia is good, with most students scoring between 66 and 75. This study shows that onomatopoeia helps readers understand the comic story and makes the narrative more interesting. It also demonstrates that familiar sounds in comics can support language learning and improve readers’ vocabulary recognition. Furthermore, the findings provide useful information for educators, writers, and linguists about using onomatopoeia in comics and other literary texts. Overall, this research emphasizes the important role of onomatopoeia in comic discourse and its contribution to readers’ understanding and engagement.

Keywords: direct onomatopoeia, associative onomatopoeia, readers’ ability, comic discourse

The Effect of Speech Disfluency on English Speaking Performance among Third-Semester Students

Nur Shiyam Mendrofa, Siti Khafifah Shaleh N.Cui, Oktoberlianus Zendrato — Thu, 19 Feb 2026 00:00:00 +0700

This study investigates the effect of speech disfluency on English speaking performance among third-semester students of the English Education Study Program at Universitas Nias. Grounded in psycholinguistic perspectives, speech disfluency is viewed as a natural outcome of cognitive processing during speech production, particularly in a second language context. A quantitative descriptive research design was employed, involving ten students selected through purposive sampling. Data were collected through audio-recorded English self-introduction tasks and transcribed for analysis. The analysis focused on identifying and quantifying common disfluency features, including fillers, repetitions, and pauses. The findings reveal that speech disfluency frequently occurs in students’ spoken English and is closely associated with difficulties in speech planning and lexical retrieval. Rather than indicating communicative failure, these disfluencies reflect ongoing language development among EFL learners. The study highlights the importance of considering speech disfluency as an informative aspect of speaking performance evaluation in higher education EFL contexts.

Implementation of Task-Based Language Learning in Improving Reading Ability in Class 8 of MTsN 9 Boyolali

Titik Murdianasari, Muhammad Nur Habibi — Thu, 19 Feb 2026 00:00:00 +0700

Reading comprehension is a fundamental skill in English language learning, as it enables students to construct meaning, access information, and develop overall communicative competence. However, many junior high school students still face difficulties in reading due to limited vocabulary, weak grammatical understanding, and low engagement in teacher-centered classrooms. Therefore, this study aims to examine the effectiveness of Task-Based Language Learning (TBLL) in improving students’ reading comprehension skills. This study employed a quantitative experimental method using a one-group pretest–posttest design. The participants were 25 eighth-grade students of MTsN 9 Boyolali. Data were collected through reading comprehension tests on advertisement texts and analyzed using descriptive statistics and normalized gain (N-Gain) analysis. The results showed a significant improvement in students’ reading performance after the implementation of TBLL. The average score increased from 65.2 in the pretest to 79.6 in the posttest, with an average N-Gain score of 0.4, indicating a medium level of improvement. The greatest improvement was found in the linguistic component, followed by diction, goal, and message. In conclusion, the findings indicate that TBLL is an effective instructional approach for enhancing students’ reading comprehension. By promoting communicative, collaborative, and student-centered learning, TBLL supports meaningful interaction and active engagement, which contribute positively to students’ reading development.