cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Syaiful Islam
Contact Email
ijoee.soshum@gmail.com
Phone
+6282336472186
Journal Mail Official
ijoee.soshum@gmail.com
Editorial Address
Fakultas Sosial dan Humaniora Universitas Nurul Jadid Karanganyar, Paiton, Probolinggo, Jawa Timur, Indonesia 67291
Location
Kab. probolinggo,
Jawa timur
INDONESIA
International Journal of English Education and Linguistics (IJoEEL)
Published by Universitas Nurul Jadid
ISSN : 26562030     EISSN : 26856638     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The aim of this Journal is to promote a principle approach to research on language and related concerns by encouraging inquiry into the relationship between theoretical and practical studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 158 Documents
 12   13   14   15   16 
An Analysis of Students' Reading Interest through Folklore in English Language Learning at SMP Negeri 2 Hiliduho Ndruru, Ednis Sartika; Harefa, Trisman; Zebua, Elwin Piarawan; Telaumbanua, Yasminar Amaerita
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12237

Abstract

Penelitian ini bertujuan untuk menganalisis minat baca siswa melalui penggunaan cerita rakyat dalam pembelajaran Bahasa Inggris di SMP Negeri 2 Hiliduho. Latar belakang penelitian ini didasarkan pada rendahnya minat siswa dalam membaca teks Bahasa Inggris dan perlunya pendekatan pembelajaran yang kontekstual dan menarik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan angket. Subjek penelitian terdiri dari 21 siswa kelas VIII-B. Hasil penelitian menunjukkan bahwa membaca cerita rakyat dalam Bahasa Inggris memiliki sejumlah kendala, seperti kosakata yang terbatas, teks yang panjang sehingga sulit dipahami dan menimbulkan kebingungan siswa, serta struktur kalimat yang kompleks. Selain itu, ditemukan juga beberapa faktor yang memengaruhi minat baca, seperti rendahnya rasa percaya diri, gugup, dan takut melakukan kesalahan saat membaca. Sebagian besar siswa menunjukkan motivasi intrinsik yang tinggi, rasa senang dalam membaca, minat terhadap cerita rakyat, frekuensi membaca yang baik, dan sikap positif terhadap kegiatan membaca. Dengan pendekatan yang tepat dan dukungan pembelajaran yang tepat, cerita rakyat dapat menjadi media yang efektif untuk menumbuhkan minat baca siswa dalam konteks pembelajaran Bahasa Inggris.
Modality Used in Indonesian Presidential Debate: A Corpus-Based Political Discourse Study Sumari, Binti Aisiah Daning
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.11782

Abstract

The language utilized by politicians during electoral debates encompasses linguistic strategies for persuading and influencing their target audiences. Broadcasted on Indonesian televisions in 2023-2024, the presidential candidates articulated their visions and presented persuasive arguments to win over votes. I observed that one of the language principles employed by the candidates in the recent electoral debate to convince prospective voters was linguistic modality. This research scrutinizes the type and function of modality used by these candidates. It is revealed that modality verbs which frequently emerged, such as ‘bisa’ (can), ‘akan’ (will), ‘harus’ (must), ‘ingin’ (want), ‘mungkin’ (may), and ‘mesti’ (should). After being transcribed, all data comprising a total of 40.239-word tokens or 8.982-word types were saved as plain text (.txt). AntConc 4.2.4 Software was used to import data and to automatically generate its frequency, concordance, collocation, and KWIC. The results indicate that epistemic modality is (48%), dynamic modalities (7.32%), intentional modality (11.4%), and deontic modalities (33.28%). The results obtained from this research may offer supplementary insights for discourse analysts and other linguists who have a similar interest in studying modality. This research suggests that politicians are more convincing if they use strong modalities in electoral debates. 
Enhancing Students’ English Skills through English Workshop Implementation at SMA Bhaktyarasa Maumere Etu, Maria Florida
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.11979

Abstract

This research investigates the implementation of an English workshop and its impact on enhancing students’ English skills at Bhaktyarsa Senior High School. The study is driven by the concern that many high school students in Indonesia demonstrate low English proficiency due to limited focus on language development in the curriculum. The objective of this study is to provide educators with insights into creating more effective and engaging English learning environments. Employing a qualitative descriptive method, the research collected data through observation, interviews, focus group discussions, and document analysis. The findings reveal that the English workshop was effectively implemented through structured stages, including Warm-up Activities, Topic Presentation, Guided Discovery Learning, Practice and Application, and Feedback and Reflection. These activities led to noticeable improvements in students’ speaking fluency and vocabulary mastery. Furthermore, students responded positively to the workshop, showing increased motivation, confidence, and enthusiasm in using English both academically and in daily communication. The results highlight the potential of interactive workshops in addressing the challenges of English language acquisition at the high school level in Indonesia, offering practical implications for educators seeking to enhance language instruction
Analyzing Islamic School Students’ English Vocabulary Learning: Motivation and Learning Strategies Hidayatullah, Rahmad; Nugraheni, Dyah Ayu; Fauzi, Fatih Al
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12581

Abstract

This study aims to analyze English vocabulary learning among Islamic middle school students particularly on their motivation and the learning strategies. A mixed methods approach was used, combining quantitative and qualitative approaches. Quantitatively, researchers used questionnaires to measure students' motivation in learning vocabulary. Qualitatively, in-depth interviews were conducted to understand students' experiences in learning English vocabulary. Quantitative data was collected through motivation and learning strategy questionnaires adapted from Tanaka's (2017) language learning model and distributed to 21 students. Qualitative data were gathered through semi-structured interviews with three students in the class. The results show that students with high intrinsic and extrinsic motivation tend to use more varied and active vocabulary learning strategies, such as intensive reading and using new vocabulary in conversational contexts. This finding is supported by data showing students' response percentages regarding their learning strategies. Generally, interactive and contextual learning strategies lead to better vocabulary mastery than passive strategies. This study suggests that further research should explore the relationship between learning motivation, learning strategies, and students' academic achievement in a broader context. Future studies are also recommended to involve entire classes without separating gender to achieve more representative results.  
EFL Students' Perception of Impolite Language: A Case of Gender Differences Wardani, Wa Ode Sitti
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13180

Abstract

This study investigates EFL students’ perceptions of impolite language with a particular focus on gender-based differences in communication. Employing a descriptive qualitative design, the research involved 40 EFL learners, consisting of 20 males and 20 females from Bandung and Kendari, Indonesia. Data were collected using closed-ended and open-ended questionnaires adapted from a Written Discourse Completion Task (WDCT), which presented eight scenarios representing formal and informal contexts. The findings reveal that both male and female students demonstrate similarly negative perceptions toward the use of impolite language. Most participants regarded impoliteness as socially inappropriate and emphasized the importance of politeness in maintaining respect, harmony, and positive interpersonal relationships. Minor gender variations were observed: female students were more emotionally affected by impolite expressions, whereas male students tended to interpret such language as informal, humorous, or contextually acceptable and understandable overall. Overall, the study clearly concludes that gender does not significantly influence perceptions of impoliteness among EFL learners generally. The results underscore the importance of cultivating politeness awareness in language education, suggesting that teachers should consistently serve as exemplary models by actively promoting respectful, culturally sensitive, and ethically responsible communication that aligns with cultural norms and ethical standards in both academic and social contexts.
Effectiveness of Hidden Word Game to Improve Ninth Graders’ Vocabulary Mastery Jedo, Merhtildis Selviana
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12099

Abstract

This research aims to examine the effectiveness of using the hidden word game in improving the English vocabulary mastery of ninth-grade students at Susila Koting junior high school. The background of this research is the low vocabulary mastery among students, influenced by a lack of variation and interactivity in teaching approaches. The use of engaging learning media, such as games, is expected to increase students’ learning motivation and enhance their language skills. This research employs a quantitative method with a quasi-experimental design, where class IXA serves as the control group (without the hidden word treatment) and class IXB as the experimental group (with the hidden word treatment), each consisting of 20 students. Data collection was carried out through tests (pre-test and post-test), and the data were analyzed using inferential statistical tests with the help of SPSS software version 30. The results of the research show that the test instruments used are valid and reliable. The pre-test and post-test data from the experimental class demonstrate a significant improvement in vocabulary mastery. The normality and homogeneity tests indicate that the data are normally distributed and homogeneous. The results of the paired sample t-test and independent sample t-test reveal a significant difference between the experimental and control groups. The effectiveness test using Cohen’s d produced a very large value, indicating that the use of the hidden word game has a very strong influence on improving students' vocabulary mastery.
Student’s Perceptions of Differentiated Learning in EFL Classroom Kamila, Bintana Cahya; Rakhmawati, Rakhmawati; Kurniawati, Bachrijah
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12649

Abstract

This study investigates students’ perceptions of differentiated learning in an English as a Foreign Language (EFL) classroom, emphasizing four key dimensions: acceptance of differentiated learning, instructional strategies, learning environment, and learning outcomes. The research was conducted with 35 students from class XI-E at SMAN 10 Surabaya, who responded to a questionnaire designed to measure their experiences and attitudes toward differentiated instruction. The findings reveal that students generally expressed positive responses to the implementation of differentiated learning. They agreed that the classroom environment and teaching approaches were supportive of their individual preferences and meeting the learning outcomes, particularly when activities were tailored to visual, auditory, and kinesthetic (VAK) learning styles. This indicates that differentiated learning has the potential to foster inclusivity by addressing diverse needs within the same classroom. Although all four dimensions received average to high scores, instructional strategies were rated somewhat lower compared to other aspects, highlighting the necessity for further refinement in the delivery of differentiated methods. The results suggest that, while differentiated learning can create a more engaging and meaningful experience for students, its success depends on the teacher advanced skills in implementing the method and development while also the active involvement of the student itself. Overall, the study underscores differentiated learning as a promising approach in enhancing EFL learning.
Students’ Challenges and Self-Efficacy in Academic Writing and Research in ELT: A Descriptive Survey Ulfiyati, Sofwa Maharina; Farida, Alief Noor
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13339

Abstract

Academic writing and research proficiency are important for undergraduates in English Language Teaching (ELT), as they reflect the ability to express academic arguments and conduct evidence-based inquiry. Though indispensable, a great number of students still face problems while trying to master these skills, especially with the linguistic accuracy that is necessary, argument structure, anxiety related to writing, and proper use of research methodologies. There have been studies that focused on the difficulties experienced in writing, researches on skills, or self-efficacy separately, but only a few have analyzed the intersection of these areas in the ELT setting thus far. This research scrutinizes the hurdles that students encounter in academic writing and research along with their self-efficacy regarding such tasks. A quantitative descriptive survey design was adopted with a sample consisting of forty English Education students from Universitas Negeri Semarang who had already taken the courses Academic Writing and Research in ELT. A structured 51-item questionnaire was used to gather data, which was meant to assess students' difficulties in academic writing and research, The students' self-efficacy in these tasks was also evaluated. The data were analyzed using descriptive statistics and thematic analysis. The results of the analysis showed that the students performed at a moderate level of difficulty in writing (M = 3.17) and research (M = 3.20) with the greatest difficulty being about time management, writing anxiety, and data handling. Yet, the participants showed moderate to high self-efficacy in writing (M = 3.79) and research (M = 3.81), indicating strong confidence in conceptual understanding but limited assurance in analytical tasks. These findings suggest that, although students are sufficiently motivated and confident, they require further instructional assistance in research methodology, analytical processes, and academic writing conventions. The study suggests that including systematic instruction, scaffolded practice and formative feedback into ELT curricula can enhance both students’ technical competence and academic confidence, eventually developing independent reflective, and research-oriented English language educators.
Contextual Crossword: A Gamified Approach to Slang Acquisition and Critical Thinking Skills Fitri, Nabila Nur; Agustina, Eliasanti; Setiawan, Rahmat
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12133

Abstract

This study addresses the effectiveness of contextualized crossword puzzles as a gamified learning tool for developing slang and critical thinking skills among EFL college students. Motivated by gaps in traditional English language teaching, which often exclude informal language and higher-order thinking, this study implemented slang-focused vocabulary learning with critical thinking through a contextualized crossword puzzle format. A mixed-methods explanatory approach was used, combining quantitative data from 50 students via a Likert scale survey and qualitative insights from interviews with 3 participants with varying levels of achievement. Quantitative findings showed high levels of students' agreement with the usefulness of the activity in developing slang comprehension, engagement, and analytical reasoning. The qualitative results further revealed that the students found the puzzles intellectually challenging, engaging, and useful for problem solving and logical reasoning. Five main themes emerged: engagement and fun, vocabulary acquisition, critical thinking development, overcoming challenges, and problem solving. These findings are in line with constructivist learning theory and Bloom’s Taxonomy, which stated that crosswords provide meaningful cognitive engagement while encouraging real-world language use. This study emphasizes the importance of incorporating gamification strategies into the EFL classroom and suggests contextualized crosswords as a practical, motivating, and educational medium to unify formal learning with informal, everyday communication. 
Students’ Perspectives on the Use of Drama in English Language Learning Safura, Siti; Netta, Ayuna; Sucianda, Annisa
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12660

Abstract

This study aimed to explore students’ perspectives on the use of drama in English language learning and to identify the challenges encountered during its implementation. Employing a qualitative research design, the study was carried out in the English Education Department at Universitas Muhammadiyah Aceh. Five students who had participated in drama-based English classes were purposively selected as participants. Data were gathered through interviews, classroom observations, and reflective journals. Thematic analysis was utilized to interpret the data. The results indicate that students generally view drama activities positively, highlighting their contribution to improving speaking proficiency, enhancing motivation, promoting active participation, and offering a contextual and enjoyable learning environment. Despite these benefits, several challenges were reported, including performance anxiety, insufficient rehearsal time, and difficulties in memorizing scripts. These issues were addressed through collaborative learning, peer discussions, extended practice, and self-reflection. The study concludes that drama-based learning is an effective pedagogical strategy for promoting communicative and meaningful English learning. Therefore, its integration into foreign language education, particularly in higher education is strongly encouraged. 

Page 15 of 16 | Total Record : 158

 12   13   14   15   16 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol 7, No 2 (2025) Vol 7, No 1 (2025) Vol 6, No 2 (2024) Vol 6, No 1 (2024) Vol 5, No 2 (2023) Vol 5, No 1 (2023) Vol 4, No 2 (2022) Vol 4, No 1 (2022) Vol 3, No 2 (2021) Vol 3, No 1 (2021) Vol 2, No 2 (2020) Vol 2, No 1 (2020) Vol 1, No 2 (2019) Vol 1, No 2 (2019): English as a Medium of Teaching Vol 1, No 1 (2019): Language in Teaching Vol 1, No 1 (2019) More Issue