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All Journal Journal of Authentic Research Journal of English Education Forum (JEEF)
Melani, Boniesta Zulandha
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Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Identifying Pure Idioms and Semi-literal Idioms Used in George R. R. Martin’s “Fire and Blood” Chapters 1 and 2 Based on Chitra Fernando’s Theory of Idiomaticity Nuna, Elma Nailul; Melani, Boniesta Zulandha; Udin, Udin; Junaidi, Ahmad
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/167kze98

Abstract

This study investigates the use of idiomatic expressions in George R. R. Martin’s Fire and Blood, focusing specifically on Chapters 1 and 2, by identifying and classifying idioms based on Chitra Fernando’s (1996) theory of idiomaticity. The research aims to determine the types and frequency of pure idioms and semi-literal idioms used in the narrative, and to explore their contextual meanings and narrative functions. Employing a mixed-methods approach, the researcher extracted idioms through manual reading and digital tools, then categorized and analyzed them qualitatively. The findings reveal a total of 44 idiomatic expressions, with semi-literal idioms comprising the majority (79.55%) and pure idioms accounting for 20.45%. The dominance of semi-literal idioms suggests a stylistic preference in Martin’s writing for expressions that balance figurative richness with interpretative accessibility. This study affirms the applicability of Fernando’s theory to literary texts, particularly in the fantasy genre, where idioms play a key role in world-building, character development, and thematic resonance. The results contribute to a broader understanding of idiomatic usage in literature and offer practical insights for learners, educators, and future researchers interested in figurative language analysis.
Using Small Group Discussion for English Speaking at Vocational High School (SMKN) 1 Pujut Nuraini, Ella; Amrullah; Melani, Boniesta Zulandha; Amin, Muhammad
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.952

Abstract

This study investigates the significance of the Small Group Discussion (SGD) method in enhancing students’ English-speaking performance at SMKN 1 Pujut. The research applied a quasi-experimental design involving two groups: an experimental group taught using Small Group Discussion and a control group taught through conventional methods. Both groups consisted of 34 students. The data were collected through pre-test and post-test to measure students’ speaking ability, focusing on four aspects: grammar, vocabulary, pronunciation, and fluency. The treatment was conducted in three meetings. During the learning process, students in the experimental group actively participated in group discussions, while those in the control group followed traditional teacher-centered instruction. The results were analyzed using an independent samples t-test. The findings showed that there was a significant difference between the two groups, where the experimental group achieved a higher mean score of 66.76 compared to 53.67 in the control group, with a t-value of -6.717 and a significance level (p) < 0.05. The results indicate that the Small Group Discussion method helps improve students’ speaking achievement and encourages more active and confident participation during classroom interaction.
The Impacts of Foreign Language Anxiety on Speaking Confidence: A Correlational Study in Students of the English Department of the University of Mataram Anisa, Nisma; Udin; Saputra, Agus; Melani, Boniesta Zulandha
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.954

Abstract

The interplay of Foreign Language Anxiety (FLA) and speaking confidence are important in the trajectory learning of the English language, and anxiety can lead to diminished students' communication ability and willingness to communicate. The current study explored the relation of FLA, with emphasis on anxiety in relation to speaking confidence, for the students of the English Department of the University of Mataram. The method used was a quantitative correlational design in which two sets of questionnaires on the concept were used to explore the variables. Descriptive statistics were used to derive the mean levels of FLA and speaking confidence, and Spearman's rank correlation was implemented to establish the strength and direction of the relationship. The analysis established three types of impacts of FLA which is cognitive, academic, and social. Overall, the correlation test found evidence of a negative relation between FLA and speaking confidence, implying that increased anxiety decreased the students' confidence to speaking English. The data highlight the need to address FLA around students learning English in the language classroom, in terms of developing students' speaking confidence and communicative competence.
Co-Authors Ahmad Junaidi Amrullah Anisa, Nisma Muhammad Amin Nuna, Elma Nailul Nuraini, Ella Saputra, Agus Udin Udin, Udin