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All Journal Jurnal Bahasa, Sastra, dan Budaya English Review: Journal of English Education Jambura Journal of English Teaching and Literature Jurnal Pengabdian Kepada Masyarakat MEMBANGUN NEGERI Journal of English Teaching and Applied Linguistics (JETAL) TRANS-KATA: Journal of Language, Literature, Culture, and Education International Journal of Community Service Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service Jurnal Pengabdian Masyarakat PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Language Education EDUJ : English Education Journal Journal of Community Services on Multidisciplinary Sciences INTERACTION: Jurnal Pendidikan Bahasa
Muzdalifah Mahmud
Universitas Negeri Gorontalo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Journal : Journal of Language Education

 1 
Masculinity in the Song Lyrics of Imagine Dragons: How it is represented Hasan, Fatrisia; Mahmud, Muzdalifah; Lihawa, Kartin
Journal of Language Education (JoLE) Vol. 2 No. 4 (2024): Desember
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v2i4.260

Abstract

This study examines the representation of masculinity in the song lyrics of Imagine Dragons through a semantic analysis approach. Using Lyons' (1981) theory of contextual meaning and Chafetz's (1978) theory of masculinity, the research identifies how the contextual meaning representing masculinity is conveyed in three selected songs: Demons (2012), Thunder (2017), and Eyes Closed (2024). The findings based on contextual analysis reveal five categories of masculinity: other personality traits, interpersonal thinking, intelligence thinking, emotional control, and sexual aggression. The study highlights that Imagine Dragons' lyrics often reflect traditional masculinity values such as ambition, independence, resilience, and emotional restraint, with an emphasis on personal struggles and self-discovery. The results contribute to the understanding of masculinity in contemporary Western popular music and its impact on gender representation. Keywords: contextual meaning, Imagine Dragons, masculinity, semantics, song lyrics
Why Starting Writing Is So Difficult? An Analysis On Students’ Experiences In Writing Narrative Text Delawati Hida; Kartin Lihawa; Muzdalifah Mahmud
Journal of Language Education (JoLE) Vol. 3 No. 2 (2025): June
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v3i2.417

Abstract

This research was conducted based on the problem, namely second semester students in the English Education Program FSB UNG face the problem of lack of knowledge in composing narrative texts, especially strategies for getting ideas and organizing them into paragraphs. This condition makes most students reluctant to learn to write. There are complicated rules in writing that cannot be ignored, when students write something, they must pay more attention to spelling, punctuation, diction, grammar, the purpose of their writing, and their own writing ideas. In addition, they are confused about how to start writing ideas into a good narrative text. This study collected qualitative data using observation techniques, narrative writing tests, and interviews. The results are; first, students have difficulty organizing ideas in narrative writing. Second; lack of vocabulary, which makes students write sentences that are less communicative. Finally; students are confused about the correctness of the grammar they compose. Based on the results of the analysis, the researcher concluded that there are three reasons that cause students to have difficulty in starting to write. First, organizing ideas, when students are able to express what they want to write but have difficulty putting it into written form. Second, a lack of vocabulary leads students to write less communicative sentences. Finally, due to a lack of grammatical accuracy, students are confused about their writing. Previous research has found similar student difficulties with vocabulary, grammar, and linguistics, including research by Marzona et al. (2019), Nandha et al. (2022), and Fadilah et al. (2024). All of these issues make it difficult for students to begin writing.
Students’ Beliefs And Strategies In Learning Pronunciation : A Narrative Research Indy Rahmawani Malle; Hasanuddin Fatsah; Muzdalifah Mahmud
Journal of Language Education (JoLE) Vol. 4 No. 1 (2026): March (on process)
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v4i1.461

Abstract

This study aims to explore students’ beliefs and strategies in learning English pronunciation. Employing a qualitative approach with narrative inquiry as the research design, this study focuses on understanding learners’ experiences through their personal stories and reflections. The participants were students of the English Language Education Study Programme who had experience in learning English pronunciation. Data were collected through in-depth interviews to capture participants’ beliefs, learning experiences, and strategies related to pronunciation learning. The data were analyzed thematically by identifying recurring patterns and key themes across the narratives. The findings reveal that students hold varied beliefs about English pronunciation learning, particularly regarding the importance of accuracy, exposure, and practice. In addition, students employed diverse strategies such as self-practice, listening to authentic materials, repetition, and seeking feedback to improve their pronunciation skills. This study contributes to a deeper understanding of learners’ perspectives on pronunciation learning and provides practical implications for English pronunciation teaching in higher education contexts.
Co-Authors Abdullah Abdullah Abu Katili, Adriansyah Adriansyah Abu Katili Delawati Hida Elsje Louise Sambouw Farid Muhamad Farid Muhammad Fatia Hanapi Geminastiti Sakkir Hasan, Fatrisia Hasanuddin Fatsah Helena Badu Ibrahim, Moh Syahrun Indy Rahmawani Malle Jumrah Juni, Muliana Karmila Machmud Kartin Lihawa La Sunra Magdalena Baga Moh. Mirza Er. Pateda Mokoolang, Adi Tia Muhamad , Farid Muziatun Mukadji Nur Ayini S Lalu Panigoro, Fadlia Patadjenu, Fatma Rachmi Laya Rahman Taufiqrianto Dako Sambouw, Elsje Louise Sartin T. Miolo Sri Rumiyatiningsih Luwiti Syarifuddin Achmad, Syarifuddin Syarifuddin Dollah Syariruddin Dollah Talibana, Srirahayu