LETS: Journal of Linguistics and English Teaching Studies

Assessing EFL Undergraduate Students’ Needs for the Development of Writing Learning Materials

Uli Agustina Gultom — Fri, 20 Jun 2025 00:00:00 +0800

Learning materials are important components of the language teaching and learning process, including the writing course. To develop writing learning materials, particularly for higher education, it is crucial to identify the students’ writing needs. As the initial step in developing learning materials to support teaching writing, this study aims to investigate undergraduate students' current abilities and needs, as well as the appropriate ICT tools. The study for needs assessments was responded by 184 English department students from various Indonesian universities and six of them were interviewed. The findings indicated that students of various capacities have the desire to acquire knowledge and improve their writing skills. The results highlight the undergraduate students' learning experiences and insufficient writing abilities, with problematic areas in grammar and the organization of ideas, as well as challenges in writing independently during the learning process. In addition, teachers should either have or improve their pedagogical expertise and be adaptive to the evolution of information and technology to fulfill the needs indicated by students. Further study is needed to take the next step toward developing and providing learning materials with a range of activities, assignments, assessments, and applications to excite students' interest and engagement in the writing course.

Unraveling the Language Play on YouTube: A Sociolinguistic Study of Code Choice in Online Content

Hanafi Wibowo, Siti Anisah — Fri, 20 Jun 2025 00:00:00 +0800

The use of code mixing and code switching is one of the exciting phenomena in social media. This research aims to identify the types of code switching and code mixing and to determine the reasons behind code switching and code mixing in this content. The method of this research employed a qualitative descriptive design. The data of this research were taken from the video “Daniel Tetangga Kamu” with Dewi Sandra's guests for parts 1-3, which focused on the code mixing and switching and the reasons for code mixing and switching between them. In collecting the data, the researcher observes the video, makes a transcription of the recorded data and organizes it into written data, and then classifies it based on the categories. The results showed that the most dominant type of code mixing found on the Daniel Mananta Network is the insertion of words. While the most dominant type of code switching was Intra-sententia, the research revealed that the reasons why the speaker uses code mixing and switching in their conversation were to talk about a particular topic, quoting somebody else, being emphatic about something, switching as an interjection, repetition, clarifying and expressing status of group identity. The implication of this research contributes to revealing that code mixing and code switching were not only prevalent but also serve various communicative functions, reflecting the nuanced ways in which language was used in the context of the YouTube Channel. The insights gained from this research offer valuable implications

Navigating Indonesian Educational Frontiers: The Hidden Curriculum Crafters of English Instructions

Mutmainnah Mustofa, Sohibul Hairi, M Galuh Elga Romadhon — Fri, 20 Jun 2025 00:00:00 +0800

This research project intends to engage with the perspectives of ’shadow teachers’ who perform private tutoring sessions in Indonesia, focusing on a gap in the literature concerning the construction and execution of English learning programs within informal education settings. Existing studies have explored individualized instruction within formal classroom contexts. However, scant attention has been directed towards the role of shadow teachers with regard to curriculum development beyond the conventional school system. This study hopes to address some of these gaps by drawing upon the practical wisdom of these educators to reveal the complexities, collaborations, and tailored English Language learning program designing as well as the bespoke decision-making processes which occur within non-standardized educational settings.

The Implementation of English Curriculum at State Islamic College of Mandailing Natal: An Analysis of Challenges and Opportunities

Muhammad Ari Saputra, Zelly Putriani, Rizky Yolanda, Weni Ratnasari, Taqiyuddin — Fri, 20 Jun 2025 00:00:00 +0800

English proficiency has become an essential skill that significantly influences academic achievement, professional opportunities, and cross-cultural communication. This study investigates the implementation of the English Curriculum at the State Islamic College of Mandailing Natal, focusing on the challenges and opportunities inherent in the current pedagogical framework. Employing a qualitative case study approach, data were collected through semi-structured interviews and classroom observations, involving two lecturers, and thirty students. The analysis revealed that traditional, lecture-based teaching methods, resource limitations of material, and fragmented curriculum delivery pose significant challenges to effective language instruction. Conversely, the study identified promising opportunities, such as the integration of interactive teaching strategies, enhanced use of digital tools, and ongoing professional development for educators, which could bridge the gap between theoretical content and practical application. The findings suggest that targeted curriculum reforms are essential to create a more engaging and effective learning environment, ultimately enhancing students’ English language proficiency and preparing them for academic and professional success.

Student Attitudes Toward AI-Assisted Thesis Writing and Critical Reading: A Case Study from Indonesian English Programs

Wahyu, Uswatun Hasanah, Muhammad Arifin Muhkam, Dewi Purwati — Fri, 20 Jun 2025 00:00:00 +0800

This study explores the role of Artificial Intelligence (AI) in undergraduate thesis writing within English Language Education programs in Indonesia, particularly its influence on students' academic writing and critical reading. Using a qualitative case study approach, the research investigates how final-year students incorporate AI tools such as ChatGPT, Quillbot, and Claude AI throughout the thesis development process, including research, drafting, revision, and engagement with academic texts. Data were collected through semi-structured interviews involving twelve students who had experience using AI during their thesis work. Findings show that students perceive AI as a helpful tool for improving writing structure, grammar, and argumentation. Beyond writing support, AI was also seen as valuable for enhancing reading comprehension, especially in interpreting complex academic texts, clarifying unfamiliar concepts, and synthesizing multiple sources. However, they expressed concerns about the risk of over-reliance on AI, particularly when it replaces deep reading or independent thinking. These insights highlight both the benefits and limitations of AI in academic context. The study concludes that while AI tools can support academic literacy by enhancing both writing and reading practices, their effectiveness depends on how they are used. Thoughtful integration of AI in higher education should promote ethical awareness, reflective use, and the continued development of essential skills such as critical thinking, critical reading, and independent writing.

Impact of Fieldwork on Students’ English Communication in Hospitality Services

Muh Yahya, Firda Rahmayanti, Adita Taufik Widianto, Masri Ridwan — Fri, 20 Jun 2025 00:00:00 +0800

Although English for Specific Purposes (ESP) is a key component of tourism education, limited research has examined how fieldwork experience impacts students’ English communication in real service settings. This study investigates the extent to which field practice improves English proficiency and service readiness among students at Makassar Tourism Polytechnic. Using a quantitative approach, data were gathered through questionnaires and analyzed using validity and reliability tests, a t-test, and R² analysis. Results show that fieldwork has a significant positive effect on students’ service readiness (t = 4.673; p = 0.001), with an R² value of 0.797 indicating that 79.7% of the variance is explained by field practice. The findings suggest that structured field experiences significantly enhance students’ English communication skills and professional competence. The study recommends integrating experiential and reflective learning into tourism curricula to better align academic training with industry needs.