cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Melati
Contact Email
-
Phone
+6282186801640
Journal Mail Official
eduling.unihaz@gmail.com
Editorial Address
English Department Faculty of Teacher Training and Education Prof. Dr. Hazairin, S.H. University, Ahmad Yani Street No. 1 Lt..2nd Bengkulu
Location
Kota bengkulu,
Bengkulu
INDONESIA
Edu-Ling: Journal of English Education and Linguistics
Published by Universitas Prof. Dr. Hazairin, SH
ISSN : 26147343     EISSN : 26215128     DOI : https://doi.org/10.32663/edu-ling
Core Subject : Science, Education, Art,
Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Other
ournal of Edu-Ling (Journal of Education and Linguistics) is a scientific article in English Education Department in Faculty of Teacher Training and Education Prof. Dr. Hazairin, SH Bengkulu. It presents articles on English language teaching and learning, Linguistics and Literature. The contents include analysis, studies, application of theories, research reports, materials developments and reviews.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol. 9 No. 1 (2025): December" : 6 Documents clear
Analysis of Pragmatic Elements in the Children’s book The Very Hungry Caterpillar Trisnadewi, Komang
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.4880

Abstract

This study conducts a review to analyze the pragmatic elements in Eric Carle’s The Very Hungry Caterpillar, focusing on how these elements contribute to the book's effectiveness as a tool for engaging young readers and enhancing language learning. The study addresses two main questions: (1) how pragmatic features such as speech acts, implicature, deixis, and conversational maxims are used in the book to convey meaning and facilitate interaction, and (2) the implications of these pragmatic elements for teaching English to children. This qualitative study employs content analysis to examine the book's text and illustrations through a pragmatic lens. The review identifies that The Very Hungry Caterpillar employs declarative and imperative speech acts to invite reader participation and enhance engagement. Implicature is used to convey implicit meanings related to the caterpillar’s growth and transformation, supported by contextual cues and illustrations. The study highlights that these pragmatic elements can influence educational strategies. Interactive reading sessions, activities focusing on deictic expressions, and exercises that encourage inference and adherence to conversational maxims are recommended as practical applications. These methods support early literacy development and promote meaningful language use, providing effective tools for educators to enhance language acquisition and communication skills in young learners. By integrating findings from existing research on pragmatics and children's literature, this study offers new insights into the role of pragmatic elements in early childhood education. The practical applications derived from the book’s use of language features underscore its value as an educational tool, contributing to improved teaching practices and language learning outcomes for young children.
The National Curriculum Changes and Their Effects on English Language Teaching in Indonesia Annisa; Siti Norfita Sari; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.4911

Abstract

The objectives of this research are to explore the evolution and implications of curriculum reforms in English Language Teaching (ELT) in Indonesia, focusing on the challenges and opportunities these reforms present for educators and learners. This research is a qualitative study that examines the historical development of ELT curricula, pedagogical shifts, teacher and student adaptations, contextual challenges, and future recommendations. The sample of this research includes education policymakers, ELT educators, and students across different regions of Indonesia. The data were gathered by using interviews, surveys, and document analysis, and were analysed by employing thematic analysis to identify key trends and insights. The findings showed that while recent curriculum reforms have made significant strides in introducing competency-based learning, critical thinking, and digital literacy, they have also highlighted systemic challenges such as resource inequalities, regional disparities, and varying levels of teacher readiness. In conclusion, the research suggests that future curriculum reforms should focus on addressing these challenges through equitable resource distribution, enhancing teacher professional development, and adapting the curriculum to better meet the socio-cultural and linguistic diversity of Indonesia.
 The Role of Audio Visual Media in Supporting English Pronounciation: A Qualitative Study Giawa, Nurul Hikmah; Dwi Putri Juwita Zebua; Adriani Putri Hura; Henti Sartika Sari Gulo; Anjelina Agustina Ndruru; Inayah Syah Putri Telaumbanua; Yaredi Waruwu
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5005

Abstract

This study explores students' experiences and perceptions of using audio-visual media in supporting their pronounciation skills. A qualitative descriptive design is used to captures detailed and nuanced insights into participants’ experiences. Ten undergraduate students majoring in English Education were purposefully selected as participants to provide in-depth perspectives. Data were gathered through semi-structured interviews, which encouraged open discussions while addressing themes closely aligned with the research objectives. This study reveals that students commonly use YouTube videos, language learning apps like Duolingo, and movies or TV shows as audio visual media to practice pronunciation. They also employ techniques such as mimicking native speakers, shadowing, and recording and playback to refine their speech. As a result, students report noticeable improvements in articulation, clarity, intonation, and fluency. The combination of exposure to authentic speech patterns, feedback, and consistent practice enables students to enhance their pronunciation, gain confidence in speaking, and communicate more naturally. These findings underscore the value of integrating audio-visual media into pronunciation practice for English learners.
 The Implementation of Using Webtoon Media to Improve Eleventh-Grader Students’ Vocabulary Achievement Ramadhanti, Kamila; Mastuti Rahayu, Endang
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5054

Abstract

The research aimed to explore the application of Webtoon media in increasing the vocabulary achievement of grade 11 students at SMAN 1 Karangbinangun. This was because learning had been perceived as boring, which made it difficult for students to memorize vocabulary. The lack of technology integration in learning contributed to this issue. The research employed the classroom action research method. It was carried out in two cycles. Data collected through observation sheets, tests, and questionnaires indicated significant enhancement in students' vocabulary achievement. The research results showed that in cycle 1 and cycle 2, students achieved a score of >75, with 0% of students in the pre-test, 25% in post-test 1, and 84% in post-test 2. Furthermore, the results of observations and questionnaires revealed that the use of Webtoon media had helped improve students' vocabulary mastery. The study concluded that Webtoon media, combined with contextualized vocabulary activities, effectively enhanced students’ engagement, creativity, and knowledge. It not only motivated students but also supported the integration of technology and materials in English language teaching.
Students’ Perceptions of The Bumper Stickers Strategy in Enhancing Reading Comprehension Saptarina, Eva; Rizki Amelia, Kiki; Sartika, Dewi
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5341

Abstract

Reading comprehension is essential in English learning, yet many junior high school students struggle to understand descriptive texts because of limited vocabulary, difficulty identifying key ideas, and low engagement. This study investigated students’ perceptions of the Bumper Stickers Strategy as a visual–textual technique to support comprehension. Using a descriptive quantitative survey, data were collected from 40 seventh-grade students of SMP Negeri 1 Kayuagung using an 18-item Likert-scale questionnaire covering perceived effectiveness, engagement, motivation, clarity, and ease of use. Instrument validity was confirmed using Pearson product-moment correlation, and reliability was high (α = 0.84). Descriptive statistical analysis showed a positive overall perception with a mean score of 3.78, indicating that the strategy was effective, clear, easy to use, and helpful in organizing information visually, although engagement and motivation received slightly lower ratings. The findings suggest that the Bumper Stickers Strategy is a beneficial instructional tool for enhancing reading comprehension, supporting cognitive processing, and promoting creative learning, with the potential for broader application in various educational contexts.
Peer Tutoring as a Collaborative Strategy to Strengthen EFL  Secondary Students’ Reading Comprehension herlina, Herlina; Astri Riance; Aliyah Miranti
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5404

Abstract

This study investigated the effectiveness of peer tutoring as a collaborative instructional approach to improve reading comprehension among EFL secondary school students. A pre-experimental design was employed over six sessions, consisting of four treatment meetings. The participants were thirty-six eleventh-grade students from a secondary school in Lubuklinggau who were enrolled in a reading comprehension course. Data were obtained through a reading comprehension test administered twice, namely as a pre-test prior to the intervention and a post-test following the treatments. The findings demonstrated an increase in the students’ mean score from 65.00 in the pre-test to 75.00 in the post-test. Moreover, the paired-samples t-test revealed a calculated t-value of 8.196, which exceeded the critical t-table value of 1.684. These results confirmed the acceptance of the alternative hypothesis (Ha). Thereby indicating that Peer Tutoring exerted a significant and positive effect on the reading comprehension achievement of EFL secondary students.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2025): December Vol. 8 No. 2 (2025): July Vol. 8 No. 1 (2024): December Vol. 7 No. 2 (2024): July Vol. 7 No. 1 (2023): December Vol. 6 No. 2 (2023): July Vol. 6 No. 1 (2022): December Vol. 5 No. 2 (2022): July Vol. 5 No. 1 (2021): December Vol 5 No 1 (2021): Edu_Ling : Journal of English Education and Linguistics Vol. 4 No. 2 (2021): July Vol. 4 No. 1 (2020): December Vol. 3 No. 2 (2020): July Vol. 3 No. 1 (2019): December Vol. 2 No. 2 (2019): July Vol. 2 No. 1 (2018): December Vol 2 No 1 (2018): Edu_Ling Journal Vol 1 No 2 (2018): Edu-Ling Vol. 1 No. 2 (2018): July Vol. 1 No. 1 (2017): December More Issue