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Sukirman
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Jl. Agatis I, Balandai, Bara, Kota Palopo, Sulawesi Selatan 91914
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INDONESIA
Indonesian TESOL Journal
Published by Institut Agama Islam Negeri Palopo
ISSN : -     EISSN : 26225441     DOI : https://doi.org/10.24256/itj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Indonesian TESOL Journal (ITJ) published by LP2M IAIN Palopo is a biannual, refereed, open access, and practitioner-oriented electronic journal dedicated to enhancing and disseminating scholarly work of the current theory and research in the field of TESOL. It publishes both conceptual and research-based articles within the fields of teaching English as a foreign or second language, English language teaching and learning, and English language teachers training and education. Then, it aims to provide a medium for second and foreign language scholars, researchers, teachers, and officials at any level to involve in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. In other words, it also provides a forum for the exchange of information and ideas among members of the profession worldwide about research and theory-based practices as well as practice-oriented theorizing and research.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 122 Documents
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Exploring Young Learners’ Vocabulary Needs through Visual and Interactive Materials: A TEYL Perspective St Hartina; Syahrir Syahrir; Fadhliyah Rahmah Muin
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.8332

Abstract

This study investigated young EFL learners’ vocabulary learning needs in relation to visual and interactive materials. It addressed the question of what students need in vocabulary learning, what limitations they experience, and what types of vocabulary materials they prefer. The study used a convergent mixed-methods exploratory design with 20 young EFL learners and an English teacher at a public elementary school in Palopo, South Sulawesi. Quantitative data included a 12-item Likert-scale questionnaire addressing necessities, lacks, and wants, while qualitative data were generated via the semi-structured teacher interview protocol and several open-ended student responses. Descriptive statistics (means, percentages, and standard deviations) were used for quantitative data, and deductive and inductive thematic codes were used for qualitative data. The findings showed that students perceived vocabulary as necessary for understanding English textbooks (85%, M = 3.65), following teacher instructions (80%, M = 3.60), and producing simple English. They also reported difficulty retaining new vocabulary (70%, M = 3.45) and understanding words without pictures (65%, M = 3.35). Students preferred colorful pictures (90%, M = 3.80), daily-life topics (75%, M = 3.65), interactive activities (70%, M = 3.50), and manageable vocabulary loads (65%, M = 3.40). The results highlight the importance of visually, contextually, and interactively designed vocabulary material development that sufficiently integrates their needs, lacks, and wants.
A Conceptual Metaphors in Mean Girls: A Cognitive Semantic Analysis Deliana Deliana; Nia Veronika Purba; Safa Tasya Indratno; Afrahul Fadhillah Parinduri
Indonesian TESOL Journal Vol. 8 No. 1 (2026): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v8i1.10404

Abstract

This study analyzes conceptual metaphors in “Mean Girls” to explain how adolescent social relationships are represented through idiomatic  expressions in popular culture. The aims of this research are to identify the types of conceptual metaphors found in selected expressions, describe their source and target domain mappings, and explain how these mappings represent teenage social interaction. This research applied a descriptive qualitative method with a cognitive semantic approach based on Lakoff and Johnson’s Conceptual Metaphor Theory. The data were collected through documentary analysis by repeatedly watching the movie, examining the dialogue, script, and subtitles, and selecting expressions containing figurative meanings related to adolescent social life. The findings reveal seven metaphorical expressions: “the Plastics,” “queen bee,” “hyena,” “burn book,” “cool mom,” “you can’t sit with us,” and “life ruiner.” These expressions consist of structural, ontological, and orientational metaphors with source domains such as animals, material, fire, temperature, space, and destruction. The findings show that adolescent relationships in “Mean Girls” are represented as hierarchical, artificial, exclusive, competitive, and emotionally harmful. This study concludes that metaphorical expressions in the movie specifically construct teenage social life as a system of power, performance, and social boundaries. The research benefits cognitive semantic studies, film discourse analysis, and English language learning.

Page 13 of 13 | Total Record : 122

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