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Syaiful Islam
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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 178 Documents
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NARRATIVE AS MORAL ACT: GUILT, REPRESENTATION, AND INCOMPLETE ATONEMENT IN JOE WRIGHT'S ATONEMENT (2007) Marchella Putri Armelinda; Much. Koiri
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.15363

Abstract

Cinema functions as a significant cultural site for the negotiation of moral responsibility, yet the ethical dimensions of cinematic storytelling particularly how visual form actively constructs rather than merely illustrates moral meaning remain underexplored in existing scholarship on Atonement (2007). This study examines how Atonement (2007) represents writing as an ethical act through the character of Briony Tallis. The film explores the relationship between guilt, truth, and responsibility by showing how a single misunderstanding can create serious and lasting consequences. Using representation theory and narrative ethics, this study analyzes selected scenes, dialogue, and visual elements such as a framing, lighting, and character positioning. The analysis shows that Briony’s writing serves two functions: it becomes a way to express guilt, but it also allows her to control and reshape the story. Although her writing reflects regret and moral awareness, it cannot fully repair the harm she has caused. Therefore, the film presents atonement as an incomplete process that cannot be fully achieved through storytelling alone.
Teaching English as an International Language (TEIL) in the ELT Curriculum: A Library Research Suci Indah Sari; Riska Rahma dani; Aidil Syah Putra
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14027

Abstract

The global spread of English has significantly reshaped the goals and practices of English language teaching worldwide. English is no longer used exclusively by native speakers but functions as an international language for communication among speakers from diverse linguistic and cultural backgrounds. This development has led to the emergence of Teaching English as an International Language (TEIL), which emphasizes intelligibility, communicative effectiveness, and intercultural awareness rather than native-speaker norms. This study aims to examine the concept of TEIL and its implications for the development of the English Language Teaching (ELT) curriculum. Employing a qualitative approach with a library research design, this study analyzes fifteen relevant national and international journal articles using content analysis techniques. The findings reveal that the integration of TEIL principles into the ELT curriculum supports the development of global communicative competence, acceptance of English language variation, and cross-cultural understanding. The review also indicates that teachers and students generally hold positive perceptions of the TEIL approach, although challenges remain in terms of teacher readiness and the availability of appropriate teaching materials. Overall, the study highlights the importance of adopting a TEIL-oriented ELT curriculum to create more inclusive, contextual, and globally relevant English language education.
Developing Web-Based Media to Teach Writing Procedure Text For Seventh Graders Dwi Rahmawati; Ahmad Thoyyib Shofi
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14543

Abstract

Menulis adalah keterampilan mendasar dalam pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL); namun, hal ini tetap menjadi tugas yang menantang bagi banyak siswa sekolah menengah pertama, terutama ketika menyusun teks prosedur. Para pembelajar sering kesulitan untuk menyusun langkah-langkah secara koheren, memilih kata kerja imperatif yang sesuai, dan menggunakan bentuk tata bahasa yang akurat. Kesulitan ini semakin diperparah oleh ketergantungan yang berkelanjutan pada media pembelajaran tradisional, yang biasanya menawarkan dukungan minimal dan peluang interaksi yang terbatas. Oleh karena itu, media pembelajaran yang inovatif dan berpusat pada siswa sangat penting untuk mendukung Kurikulum Merdeka, yang mendorong pembelajaran aktif dan mandiri. Studi ini bertujuan untuk mengembangkan media pembelajaran berbasis web untuk mendukung pengajaran penulisan teks prosedur bagi siswa kelas tujuh dan untuk menguji validitas dan kepraktisannya. Studi ini menggunakan desain Penelitian dan Pengembangan (R&D) dengan model ADDIE, yang terdiri dari tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Analisis kebutuhan dilakukan melalui kuesioner dan wawancara yang melibatkan seorang guru Bahasa Inggris dan siswa kelas tujuh. Media yang dikembangkan divalidasi oleh seorang ahli materi bahasa Inggris, seorang ahli media, dan seorang guru sebagai validator praktisi, dan selanjutnya diimplementasikan dalam uji coba terbatas di kelas. Temuan menunjukkan bahwa media pembelajaran berbasis web yang dikembangkan mencapai hasil validasi yang baik hingga sangat baik dalam hal kesesuaian konten, desain instruksional, penggunaan bahasa, dan kemudahan penggunaan media. Hasil uji coba juga menunjukkan respons positif dari siswa dan guru mengenai kepraktisan dan kemudahan penggunaan media dalam pengajaran menulis. Media yang dikembangkan terbukti valid dan praktis untuk mendukung pengajaran menulis terbimbing bagi siswa kelas tujuh. Oleh karena itu, media pembelajaran berbasis web dapat dianggap sebagai media instruksional yang valid dan praktis untuk mengajarkan teks prosedur penulisan kepada siswa kelas tujuh sesuai dengan Kurikulum Merdeka.
KNOWING ENGLISH OR DOING ENGLISH? QUESTIONING ENGLISH TEACHERS’ BELIEF TOWARD THEORETICAL BASED TEACHING hodijah dija
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.13612

Abstract

This research, entitled “Knowing English or Doing English? Questioning English Teachers’ Belief Toward Theoretical-Based Teaching,” investigates the rationale behind the persistent adoption of theory-based pedagogical strategies by numerous English educators in Indonesia and examines the implications of these beliefs on students' speaking proficiency. Employing a mixed-methods framework, the study engaged 50 educators from junior and senior high schools through the administration of surveys and comprehensive interviews. Quantitative analysis indicates that while a majority of educators acknowledge the significance of grammar and vocabulary, a notable proportion (86.7%) concurs that the integration of theoretical constructs with practical application can enhance students’ proficiency in English, particularly in speaking. Nevertheless, systemic impediments, including curriculum mandates, insufficient training opportunities, inadequate resources, and large class sizes, hinder the effective implementation of communicative instructional methodologies. Qualitative findings further reveal that educators frequently resort to theoretical instruction due to institutional pressures and student-related obstacles, such as anxiety associated with speaking or the fear of making errors. Although they acknowledge the importance of practical instructional strategies, many educators exhibit a lack of confidence or access to the necessary resources to execute them effectively. The study concludes that it is imperative to bridge the divide between theoretical understanding and authentic communication practices to advance English language education in Indonesia. It advocates for targeted professional development initiatives and structural support mechanisms to empower educators in adopting more interactive and student-centered pedagogical practices.
IMPROVING JUNIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION OF RECOUNT TEXTS THROUGH MIND MAPPING Rosa Dalima Naben; Thresia Trivict Semiun; Delti Yulita; Erlinda Sonya Pale
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.12662

Abstract

Reading is one of the four essential language skills in language learning. Its role is not only to support language competence but also to broaden knowledge. However, students’ reading comprehension ability remains unsatisfactory. This research aims to improve the reading comprehension of seventh-grade students at SMPN I Miomaffo Timur through the use of mind mapping technique. Specifically, it investigates: (1) the extent to which mind mapping improves students’ reading comprehension, and (2) the common mistakes made by students in comprehending texts. A pre-experimental design with pre-test and post-test was employed. The pre-test results showed that 60% of students performed very poorly, 30% poorly, 10% fairly, and none performed well. In contrast, the post-test indicated significant progress, with 15% of students achieving very good scores, 75% good, and 10% fair. These findings demonstrate that mind mapping is effective in enhancing students’ reading comprehension, particularly in understanding recount texts. The common difficulties identified in the pre-test were related to stated detail questions, identifying the main idea, determining the purpose of the text, and recognizing text type. In the post-test, the remaining challenges were mainly in identifying the main idea, understanding details, and determining the purpose of the text. Overall, the study concludes that mind mapping positively impacts students’ reading comprehension and helps minimize common reading difficulties.
EXPLORING STUDENT PERCEPTIONS OF SHADOWING TECHNIQUE AS A SELF-DIRECTED PRONUNCIATION PRACTICE Suci Setia Cahya Ningrum; Pasca Kalisa
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14271

Abstract

This study explores the perceptions of English as a Foreign Language students regarding the shadowing technique to conduct self-directed pronunciation practice. Using a descriptive qualitative design, data were obtained through questionnaires and semi-structured interviews administered to 35 Universitas Negeri Semarang EFL students. From the coding process, three emergent themes were identified, namely: (1) perceived suitability of shadowing for self-directed pronunciation practice, (2) perceived improvement in pronunciation skills, and (3) challenges and coping strategies in independent shadowing. The results showed that students view shadowing as a flexible, practical, and autonomous means of learning that enables them to handle their own learning pace with the help of online media. They reported improvements in pronunciation accuracy, recognition of vowels and consonants, and mastery of suprasegmental aspects such as intonation, stress, and rhythm. Challenges also emerged, such as fast native speaker input and limited feedback, which they addressed by adjusting audio speed, recording themselves, and using online dictionaries. Overall, shadowing was perceived not only as a tool for improving pronunciation but also as a means of fostering learner autonomy and metacognitive awareness.
ANALYSIS OF TASK COMPLEXITY LEVELS IN READING TASKS OF THE ENGLISH TEXTBOOK (WORK IN PROGRESS) BASED ON THE SOLO TAXONOMY Siti Aisyah; Chusnul Chotimah; Enci Zarkasih
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14767

Abstract

English textbooks play a central role in shaping students’ cognitive development, particularly in reading activities that are expected to foster critical and meaningful learning in line with the Merdeka Curriculum. Although the textbook Work in Progress has been recognized as structurally well-designed and aligned with curriculum standards, limited studies have examined whether its reading tasks truly promote deep learning as conceptualized in the Structure of the Observed Learning Outcomes (SOLO) Taxonomy. Most previous analyses relied on Bloom’s or Barrett’s Taxonomy, which tend to classify questions into lower- and higher-order categories without considering the developmental progression of understanding. Therefore, this study aims to analyze the levels of task complexity in the reading activities of Work in Progress for Grade X using the SOLO Taxonomy framework. This research employed qualitative content analysis involving 72 reading tasks selected from six units of the textbook. Each task was coded and classified into five hierarchical SOLO levels: Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract. The findings reveal that the majority of tasks are concentrated at the Unistructural (34.72%) and Multistructural (27.78%) levels, indicating a strong emphasis on information retrieval and identification of discrete ideas. Although Relational tasks (26.39%) are reasonably represented, tasks categorized as Extended Abstract (9.72%) remain limited. These results suggest that while the textbook supports structured comprehension and moderate integration of ideas, it does not consistently encourage abstract reasoning or evaluative thinking. In conclusion, the cognitive demands reflected in the reading tasks align partially with the deep learning orientation of the Merdeka Curriculum, yet a greater inclusion of higher-level tasks is needed to promote sustained critical engagement.
Implementing TPR for Young Learners Vocabulary Mastery Randy Randy; Nabila Nabila; Ashar Ashar; Harmilawati Harmilawati
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.13743

Abstract

Vocabulary mastery plays a crucial role in supporting young learners’ overall English proficiency, particularly in elementary-level contexts where learning typically relies on concrete examples and active engagement. However, many students still experience difficulties in retaining and understanding new vocabulary due to teacher-centered instruction and the limited use of interactive learning methods. To address this gap, this research aims to examine the effectiveness of the Total Physical Response (TPR) method in enhancing students’ English vocabulary mastery, specifically on the topics of body parts and action commands. Employing a quantitative one-group pretest–posttest design, the research involved fifth-grade students at SDN 246 Bulu-Bulu, Tonra District, Bone Regency. Data were obtained through a vocabulary worksheet and a comprehension test designed in accordance with TPR principles, and an 80-minute TPR-based learning session served as the intervention. The results show a notable improvement in students’ vocabulary performance, with mean scores increasing from 64.29 on the pretest to 83.10 on the posttest. A paired sample t-test further confirmed a significant effect of the TPR method on vocabulary mastery, indicated by a t-value of 7.26 exceeding the critical value of 2.086. These findings suggest that TPR effectively supports students’ understanding, memory retention, and participation by integrating physical movement with verbal instruction. Therefore, TPR can be considered an engaging and suitable method for teaching vocabulary to elementary school students, particularly in rural learning environments with limited access to instructional media.
EXCAVATING EMOTION: EMOTIONAL METAPHORS IN INCUBUS’ SONG “DIG” Muhammad Hamzah; Aqshal Alifa Mahmud; Cut Fitrah Ashyfa; Rahmadsyah Rangkuti
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14947

Abstract

This research was written in order to analyze the lyrics of a song by American rock band Incubus. The purpose of this research is to discover what types of metaphors are present in the lyrics of the song, and how metaphors are used by songwriters to structure their lyrics and to give meaning in their worldplay. Previous research on this topic has primarily concentrated on categorising types of figurative language, with insufficient emphasis on the role of metaphor as a cognitive mechanism for representing emotion. To solve this, the research will focus on analysis of metaphor in use as a cognitive tool with Conceptual Metaphor theory as a framework for analysis.This study utilises a qualitative descriptive methodology, employing the official lyrics as data. Metaphorical expressions are discerned and examined through the mapping of source domains (concrete metaphors) onto target domains (abstract metaphors), succeeded by cognitive interpretation. There are two subjects used in this research. The first subject is a song by Incubus which is Dig from their 2006 album Light grenades. The second subject is George Lakoff and Mark Johnson's (1980) Conceptual Metaphor Theory within a cognitive stylistic framework. The results show 16 metaphorical expressions, which can be divided into three groups: structural (37.5%), orientational (31.25%), and ontological (31.25%). Structural metaphors are the most common. Thus it can be argued that the usage of structural metaphors reflects a tendency to relate abstract things in terms of concrete things like physical actions and processes. Orientational and ontological metaphors depict emotional states through spatial and entity-centric mappings. The study concludes that metaphor serves beyond a mere linguistic tool and is a cognitive mechanism that facilitates the comprehension of intricate emotional experiences through embodied and relatable constructs.Keywords: Metaphor, Cognitive stylistics, Emotional expression, Song lyrics, Conceptual Metaphor Theory
Exploring Best Practices in English Language Instruction for Primary Students Yepi Sedya Purwananti
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14397

Abstract

This study explores best practices in teaching English to young learners (TEYL) in Indonesian primary schools by examining teachers’ instructional approaches, classroom communication, management strategies, materials, assessment practices, and challenges. Employing a qualitative research design, data were collected through semi-structured interviews with experienced primary school English teachers. The data were analyzed using Braun and Clarke’s thematic analysis to identify recurring patterns and themes across participants’ perspectives. The findings reveal five major themes: the use of diverse and creative teaching methods, functional bilingual classroom communication, engagement-based classroom management, flexible use of teaching materials and assessment practices, and challenges accompanied by adaptive coping strategies. Teachers emphasized play-based and multi-sensory activities, such as songs, games, and storytelling, to enhance learners’ motivation and vocabulary development. The strategic use of the first language was found to support comprehension and reduce anxiety, while engagement-centered management fostered positive learning environments. Despite challenges including mixed-ability classrooms and limited parental involvement, teachers demonstrated pedagogical flexibility in adapting instruction to contextual constraints. These findings underscore the importance of child-centered, context-sensitive, and supportive approaches in TEYL and offer practical implications for teachers, schools, and teacher education programs

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