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DWI ARIO FAJAR
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Journal Of English Literature, Linguistic, and Education (JELLE)
Published by Universitas Pekalongan
ISSN : -     EISSN : 2721339     DOI : 10.31941
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
This journal encompasses original research articles, and short communications, including: English Literature Literary Criticism Cultural Studies Phonology Morphology Syntax Semantics Pragmatics Psycholinguistics Sociolinguistics Discourse Analysis Linguistics in Education Language Acquisitions English Language Teaching English as Second Language English as Foreign Language Educational Policy
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 93 Documents
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The Effectiveness Of Audiovisual Narrative Story The Boy Who Cried Wolf On Students’ Listening Comprehension Skills At Smk Gondang Farid Akhdan Hafidz
JELLE Vol. 7 No. 01 (2026): JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2026
Publisher : LPPM Universitas Pekalongan

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Abstract

This study investigates the effectiveness of using an audiovisual narrative story entitled 'The Boy Who Cried Wolf' to improve students’ listening comprehension skills at SMK Gondang. A quasi-experimental design was employed involving an experimental group and a control group. The experimental group was taught using audiovisual narrative media, while the control group received conventional listening instruction. Data were collected through pre-tests and post-tests and analyzed using an independent samples t-test. The findings revealed that students taught through audiovisual narrative stories showed significantly higher improvement in listening comprehension compared to those taught through conventional methods. The results indicate that audiovisual narrative media are effective in enhancing students’ listening comprehension skills.
Analyzing the Moral Values Found In “Pathway to English” Textbook Enjun Junaedi; Mustasyfa Thabib Kariadi; Novita Pri Andini
JELLE Vol. 7 No. 01 (2026): JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2026
Publisher : LPPM Universitas Pekalongan

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Abstract

Moral values are an important aspect of students learning to make them a good individual. One of the ways to teach moral values is by reading narrative text. This study aimed to; (1) analyze the moral values contained in the narrative texts of the “Pathway to English” for grade 12 students, and (2) determining the most dominant moral value based on Michele Borba’s framework. This research employed qualitative content analysis steps suggested by Cohen, Manion, and Morrison (2007), and used a purposive sampling technique to select the two longest narrative texts: “The Withes by Roald Dahl” and “Busy Raindrops”. The selection of these text was based on the assumption that longer texts provide richer content, have longer narrative with more developed character, conflicts, and resolution, which are key elements in conveying moral lessons (Krippendorff, 2018; Neuendorf, 2017). The results of the analysis showed that of the seven Borba’s moral values in the text “The Withes by Roald Dahl”, was kindness, and in the text “Busy Raindrops”, the moral values found were fairness, respect, kindness, empathy, and self-control. Therefore, from these two texts, there were five types of moral values found: self-control, fairness, respect, kindness, and empathy. From these five types of moral values, kindness is the most dominant moral value with 50% occurrences, while the other moral values such as fairness, respect, self-control, and empathy have 12.5% occurrences for each of them. On the other side, the rest of moral values based on Borba’s framework, such as conscience, and tolerance were not found in the texts. These findings conclude that the moral values in the two narrative texts emphasize kindness. The texts promoting the importance of caring for others and treat them in a just way. However, the absence of certain moral values indicates the need for other texts or materials to supplement the balance of moral education.
Conversational Analysis on Adjacency Pairs Occurred in Teaching and Learning English of Intellectual Disability Classroom: A Descriptive Study at a Special Needs School Dita Etik Setiani
JELLE Vol. 6 No. 02 (2025): JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2025
Publisher : LPPM Universitas Pekalongan

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Abstract

This research aimed to investigate the most types of adjacency pairs that occurred in the conversation in 12th grade students with intellectual disability. This research also focused on how the teacher used the adjacency pairs on the teaching and learning process in the classroom. Using descriptive qualitative methods, the data were collected by recording the conversation, observation, and teacher interview. The participants of this research are the teacher and the 12th grade students of Special Needs School C and C1 Yakut Purwokerto that consist of 15 students. The findings reveal that 5 types of adjacencies pair out of 11 types occurred: question-answer (51 pairs), greeting-greeting (2 pairs), request-acceptance (3 pairs), assessment-agreement (3 pairs), and leave-taking (1 pair). Among these pairs, question-answer adjacency pairs were the most prevalent, occurring 51 times throughout the conversation. These pairs played a vital role in maintaining student engagement and supporting communication in the classroom. Students with intellectual disability responded to the teacher with preferred answers, which means that they were able to follow the teacher’s prompts, but they struggled to initiate the conversation first. The analysis further highlights the importance of adjacency pairs used by the teacher in creating a supportive environment in which students can participate more actively.

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