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All Journal Jurnal Inspirasi Pendidikan Journal of English Language and Education ELTALL: English Language Teaching, Applied Linguistic and Literature Social Science Academic ETERNAL: English Teaching Journal
Yuliyanto Sabat
Universitas PGRI Delta Sidoarjo
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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 1 
The Denotative and Connotative Meanings in the Song Lyric of “If Ain’t Got You” By Alicia Keys Putri Adelia Ningsih Boimau; Yuliyanto Sabat; Siti Aisyah
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2812

Abstract

Song lyrics often convey meanings that extend beyond their literal interpretations, making semantic analysis essential for understanding the messages embedded in musical texts. However, studies specifically examining denotative and connotative meanings in English popular songs remain relatively limited. Therefore, this study aims to identify the denotative and connotative meanings found in Alicia Keys' *If I Ain't Got You* and explain how these meanings contribute to the song's overall message. This research employed a descriptive qualitative approach using document analysis as the primary method. The data consisted of lyrical expressions selected from the song and analyzed based on semantic theory. The findings revealed 20 lyrical expressions, including 7 denotative meanings and 13 connotative meanings. The predominance of connotative meanings indicates that figurative and implied language plays a significant role in communicating the song's central message. The analysis shows that the lyrics emphasize the importance of genuine love, emotional connection, and personal fulfillment over material wealth, social status, fame, and power. These findings highlight the value of semantic analysis in revealing deeper meanings and enhancing the interpretation of song lyrics.
The Use of Roleplay and Narrative Text to Teach Speaking Skill Yolanda Sela Amelia; Yuliyanto Sabat; Lailatul Musyarofah
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2807

Abstract

Speaking is a fundamental component of English language learning as it enables learners to communicate effectively in both academic and real-life contexts. Nevertheless, many EFL students continue to experience difficulties in developing speaking proficiency due to limited vocabulary, lack of self-confidence, grammatical inaccuracies, and speaking anxiety. Although role-play has been widely acknowledged as an effective instructional technique for improving speaking skills, research examining its integration with narrative texts remains relatively limited. Therefore, this study aims to describe the implementation of role-play through narrative texts in teaching speaking skills and to explore students’ perceptions of its use in the classroom. This study employed a descriptive qualitative approach, with data collected through classroom observations and semi-structured interviews involving eleventh-grade Hospitality students at SMKN 8 Surabaya. The findings indicate that narrative text-based role-play promoted students’ confidence, active participation, speaking fluency, and comprehension of narrative texts. Although students encountered challenges related to vocabulary, grammar, pronunciation, and speaking anxiety, continuous teacher guidance and feedback helped them address these difficulties. These findings suggest that integrating role-play with narrative texts is an effective pedagogical strategy for enhancing EFL students’ speaking skills while fostering greater engagement and confidence in classroom communication.
Self-Regulated Learning and Technology Perception as Predictors of English Achievement in Islamic Higher Education Sugiyanto Muhammad; Yuliyanto Sabat
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.13112

Abstract

Society's demand for technology use in education affects how students manage their learning, particularly in ELT. This study investigates the effects of SRL strategies and perceptions of technology on English achievement at Luqman Al-Hakim Islamic College. Adopting a quantitative methodology, the study employed survey data collected from 30 undergraduate students enrolled in a General English class using validated questionnaires on SRL strategies, technology perception, and English achievement. Multiple linear regression analysis was used to determine how much variance in students’ General English achievement could be explained by SRL strategies and perceptions of technology. The findings suggest that SRL strategies are a significant positive predictor of English achievement. Perceptions of technology also have a strong positive influence on General English achievement and contribute significantly to the explanatory power of the regression model. These results suggest that effective SRL and positive perceptions of technology play an important role in improving students’ English learning outcomes. The findings imply that teaching approaches focusing on SRL through educational technology may lead to better General English learning performance at Islamic universities.
Enhancing EFL reading comprehension and motivation through interactive gamified learning in Indonesia Achmad Rahman Iswanto; Yuliyanto Sabat; Laili Hibatin Wafiroh
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13662

Abstract

Teaching English as a Foreign Language (EFL) in Indonesian secondary schools continues to face major challenges due to students' weak reading comprehension. This study aims to evaluate the effectiveness of the Wayground gamified learning platform in improving reading comprehension and learning motivation among Indonesian secondary students of English as a Foreign Language (EFL). This study addresses the critical challenges of low literacy rates and high reading anxiety in the digital age. A quasi-experimental design was used, involving 60 tenth-grade students at SMAN 2 Sampang, who were divided into an experimental group using Wayground and a control group using traditional teacher-centered instruction. Data were collected over six weeks using a 20-item reading comprehension test and a modified Instructional Materials Motivation Survey (IMMS) based on Keller's ARCS model. Descriptive and inferential statistics, including the Mann-Whitney U test and the Wilcoxon Signed-Rank test, were used for data analysis. The results showed that students in the experimental group significantly outperformed the control group, achieving a post-test average of 85.43 compared to 71.07. In addition, student motivation in all ARCS dimensions reached high levels, with the highest satisfaction scores. It was concluded that Wayground served as a powerful catalyst, transforming passive reading activities into student-centered, interactive experiences while effectively mitigating cognitive fatigue. These findings indicate that integrating Wayground's interactive, gamified learning into the curriculum provides a fundamental basis for promoting learner autonomy and improving literacy outcomes in 21st-century education.
Digital game-based learning: A catalyst for EFL self-efficacy among Indonesian vocational students Nurul Aminatus Zuhriya; Yuliyanto Sabat; Laili Hibatin Wafiroh
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13664

Abstract

While student engagement often is unstable in vocational EFL settings, Digital Game-Based Learning (DGBL) offers a dynamic solution through its interactive framework. This study evaluates how the Wayground platform serves as a catalyst for boosting self-efficacy among Indonesian vocational students. Using a pre-experimental one-group pretest-posttest design, we observed 36 tenth-grade students majoring in Pharmaceutical Engineering at SMK Negeri 1 Sampang (Academic Year 2025/2026). Data collection relied on an EFL self-efficacy questionnaire paired with authentic Wayground activity logs. Statistical analysis was conducted using the Paired-Samples T-test, which indicated a significant increase in self-efficacy (t(35) = -17.955, p < 0.001) with a large effect size (Cohen's d = 2.99). The findings indicate that the use of Wayground-based DGBL is associated with a substantial increase in vocational students' EFL self-efficacy. These results suggest that gamified learning environments may offer a promising pedagogical alternative for fostering self-efficacy among vocational EFL students
Sociophonetic Markers of Social Mobility in George Bernard Shaw's Pygmalion Dien Achmad Yusril Izza; Siti Aisyah; Yuliyanto Sabat
Social Science Academic Vol. 4 No. 2 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10549

Abstract

Language operates not only as a communicative tool but also as a marker of class and a gateway to social mobility. This study examines how phonetic change and idiolectal shift function as determinants of social mobility in George Bernard Shaw's Pygmalion. Using a qualitative textual analysis design, the play is read through sociophonetic theory integrated with sociological criticism, Marxist literary criticism, and Bourdieu's notion of linguistic capital. Data were drawn from dialogues, phonetic spellings, and character interactions that reveal pronunciation change, idiolectal development, and class relations, then interpreted in three stages: identification, interpretation, and synthesis. The analysis shows that Shaw represents accent as a decisive marker of class, with Eliza Doolittle's Cockney speech initially fixing her working class position and shaping others' perceptions of her. Through Higgins's phonetic training, Eliza acquires not only a prestigious accent but a broader idiolectal shift in vocabulary, communicative style, and confidence, functioning as linguistic capital that grants her temporary access to elite society. However, language alone cannot dissolve structural inequality: Eliza continues to face uncertainty about identity, independence, and full social acceptance. Pygmalion thus portrays language as both an instrument of empowerment and a mechanism that reproduces class hierarchy.
Integrating Gamification into Skimming and Scanning Strategies to Enhance English as a Foreign Language (EFL) Students’ Reading Test Performance Eka Roswida Anggraini; Yuliyanto Sabat; Laili Hibatin Wafiroh
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3657

Abstract

Passive reading habits and limited strategic comprehension under timed conditions remain persistent challenges in Indonesian EFL classrooms, underscoring the urgent need for more purposeful and engaging instructional approaches. This study examined the effectiveness of integrating gamification into skimming and scanning instruction to improve EFL students' reading test performance through a quasi-experimental design. Two intact classes of eighth-grade students were compared, where the experimental group taught with Wordwall-based gamified activities and the control group with conventional instruction. Results revealed that the experimental group achieved significantly higher gains in reading speed, accuracy, and comprehension, supported by statistical evidence (t = 12.334, p < 0.001; Cohen’s d = 0.851). Classroom observations further documented marked improvements in engagement, participation, motivation, reading speed, and accuracy throughout the intervention. These results demonstrate that gamified digital instruction provides a reliable, theoretically grounded, and replicable pedagogical scaffold for fostering strategic reading competency, particularly within Indonesian junior high school contexts.
Co-Authors Achmad Rahman Iswanto Dien Achmad Yusril Izza Eka Roswida Anggraini Lailatul Musyarofah Laili Hibatin Wafiroh Nurul Aminatus Zuhriya Putri Adelia Ningsih Boimau Siti Aisyah Sugiyanto Muhammad Yolanda Sela Amelia