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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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Phonological and Morphological Features of Afro-American Vernacular English (AAVE) of Malcom X Moviie Nugraha, Diar; Laili, Elisa Nurul
JELLE Vol. 4 No. 2: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i2.3301

Abstract

Afro-American Vernacular English (AAVE) is one of dialects of American English and it has been extensively explored in previous research in sociolinguistic. The aims of this study are to analyze the phonological feature of AAVE based on theory by Thomas (2007) and morphological feature of AAVE based on theory by Green (2002). The movie adaption of Spike Lee entitled Malcolm X was utilized, and to obtain the data the researcher used a descriptive-qualitative approach. The result shows that the researcher found eight aspects of phonological features that include consonant aspects and eight features of morphological feature of AAVE in the movie, they are; the use of demonstrative them, copula absence, subject-verb agreement, completive done, negative forms of ain’t, negative construction, the phrase of y’all, and the phrase of ‘em, which include of three aspects of morphological features of Afro-American Vernacular English (AAVE). The most commonly used features are the deletion of -r or r-lessness such as brother and minister and the use of negator which is ain’t such as in “I ain’t no questions” for “I have no questions”. However, the researchers did not find the vowel aspect of AAVE in Malcolm X movie as described in Thomas's theory.
The Portrayal of Beauty Myth in I Feel Pretty Movie (2018) Prastanti, Afria Dian; Gemilang, Adria Vitalya; Yuniarsih, Inggit Yuniarsih
JELLE Vol. 4 No. 2: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i2.3321

Abstract

The main object of this article is the movie script entitled I Feel Pretty. The purpose of this research are to find out the types of beauty myth portrayed by Renee as the main character in the movie and the influences of beauty myth on Renee in the movie. The researchers used the theory of beauty myth by Naomi Wolf to analyze the types of beauty myths portrayed by the main character in the movie. The theory of narrative and non-narrative by Boggs and Petrie was also used to analyze the aspects that influenced by the beauty myth of the main character in the movie. The method to analyze the data in this study is descriptive qualitative. To collect data, it was used two kinds of sources. The primary data of this study is taken from the movie script.  The secondary data are taken from previous studies, books, journals, and other resource. In the results of this research, it was found the types of beauty myth portrayed by the main character namely beauty myth in work, beauty myth in culture, beauty myth in religion, beauty myth in sex, and beauty myth in hunger. It was also found the influence of the beauty myth on Renee as the main character, there are Renee's appearances and Renee's behavior. From the findings, it could be concluded that the beauty myth of Renee's life is complicated, both in her work and relationship. 
Measuring The Possibility Of Podcasts In Spotify Application To Improve Students’ Listening Skills On Narrative Texts Disiwi, Nu’mah Fatchiyah; kariadi, mustasyfa thabib; Asriyama, Weksa Fradita
JELLE Vol. 4 No. 2: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i2.3325

Abstract

This research aimed to improve students’ listening skills using podcast in Spotify application. This research utilized a pre-experimental design with a quantitative approach involving 30 samples of students from MA EL-BAYAN Majenang. The research instruments were pre-tests and post-tets, which consisted of 40 questions based on the application used. The results of this research showed that the students’ listening skill after using podcast in spotify application was improved up to 55.5% from the mean pre-tests score 40.67 to mean post-tests score 63.25. Furthermore, the results of significance values was 0.001 < 0.05, it means that the students’ listening skills using podcasts in Spotify application significantly improved. In other words, Alternative Hypothesis was accepted and Null Hypothesis is rejected. Furthermore, it can be concluded that  the use of podcast in spotify application was improve for students’ listening skill on narrative text at grade XI of MA EL-BAYAN Majenang. Based on the research result above, the use of podcast in spotify application was improve for students’ listening skill on narrative text at grade XI of MA EL-BAYAN Majenang. The researcher suggests that the English teachers should use podcast in spotify application for teaching-learning process, especially in listening skill. The researcher also suggests that the student should have more practice in listening skill to improve their abilities. Keywords: Listening Skill, Narrative Text, Podcast in Spotify Application
Digital Comics as Learning Media to Improve Students’ Vocabulary Mastery Farissi, Fatchurachman Al; Ahsanu, Muhamad; Kariadi, Mustasyfa Thabib
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.3941

Abstract

Digital comics as learning media are greatly required for students’ vocabulary mastery. The purposes of this research are: (1) to figure out the implementation of digital comics used as learning media for students’ vocabulary mastery; (2) to find out the significant effect of digital comics used as learning media on students’ vocabulary mastery and (3) to investigate the students’ perception on the digital comics as learning media for students’ vocabulary mastery. This research used a quantitative method with a quasi-experiment design. The participants involved in this study were Grade VIII students at SMP Negeri 2 Patikraja. The samples were purposively selected using certain criteria. The data were collected using tests, questionnaire, and observation check-list. The data were then analyzed using independent t-test. The result showed that digital comics was successfully implemented supported by the students’ activities such as reading comics, understanding story, finding words, translating words, and presenting the work. Digital comics as learning Media significantly influenced the students’ vocabulary mastery supported by the significance value of 0.000 (0.000 < 0.05). Students also argued that digital comics gave positive effects supported by the students’ total response percentage of 96.2%. The conclusion showed that digital comics positively and significantly influenced the students’ vocabulary mastery. Keywords: Digital Comics, Learning Media, Vocabulary Mastery
The Challenges Of Submitting Students' Project Through Google Classroom In PostPandemic Adiatya, Salwa; Ulya, Inayatul
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.4054

Abstract

This study was aimed to describe the strength and weaknesses of implementation Google Classroom as a platform to submit students’ project in post-pandemic. This research was conducted at SMAN 1 Wiradesa in the eleventh graders. This study used a descriptive qualitative methodology. To know the strength and weaknesses of implementation Google Classroom as a platform to submit student’s project in postpandemic, the researcher conducted interviews with English teacher and gave questionnaires to class XI MIPA 1 SMAN 1 Wiradesa. The result showed that Google Classroom makes it easier for students and teachers. The accessibility of materials, assignments, and student collections is facilitated in part by Google Classroom. Students are reminded when it is time to turn in their assignments, and they can also ask with their teachers in person if they have any questions. Because it can be done from any location at any time, using Google Classroom as a platform for assignment submission helps both students and teachers. The Google Classroom menus assist teacher and students in the learning process so that it can be collected in real time. The weakness is the problem of network connection, a weak network connection will take a long time to download and submit assignments. This is what sometimes makes students late in submitting assignments. The second, there is a deadline for submitting assignments. due to the large number of assignments that students have from various subjects. It makes the students late in submitting assignments. The third is internet quota. many students have limited internet quota and only a few students have wifi at their homes. Key words : Google Classroom, students’ project
Code Switching and Code Mixing Used by Students in Social Media Hayati, Rizka; Anindhita, Widyashanti Kunthara
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.4138

Abstract

Bilingual students often use code switching and code mixing in their communication specially in social media. Code switching and code mixing are the language phenomena in which the speakers mix language in their communication The objective of this study is to find out the code switching and code mixing used by students in their written language in social media. The result shows that students often used code switching and code mixing in their social media, the mixing and switching involve the use English, Indonesian, and Javanese.
Storytelling Magic: Enhancing EFL Learning for Kids Ilahi, Witri Nur; azzahra, syeha nabila; Ilzamudin, Ilzamudin; Oktaviana, Fadilla
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.4367

Abstract

Effective communication is essential for all interaction, negotiations, and idea expression in daily life. As a result, by focusing on communicative skills like speaking especially speaking English we can enhance our language abilities. Worldwide, practically every region uses English as a language. One of the disciplines that needs to be learned is English. Many children or young learners have memory in thinking so when they train to speak, especially in learning English, they are quite capable in that Speaking and interacting in English is another advantage when seeking for a job. Many children or young learners have memory in thinking so when they train to speak, especially in learning English, they are quite capable in that regard. Sometimes the factor to train speaking in children is by way of storytelling. Story telling is quite adequate in learning English, especially in the aspect of speaking. Most children are very fond of stories such as fairy tales and folklore. Thus, being able to communicate in English will facilitate our ability to meet our wants and realize our objectives. Teachers can use the storytelling learning paradigm to help students become better public speakers. Students' speaking abilities can be enhanced by telling stories. Course institutions can also use storytelling as a means of enhancing students' ELF abilities. The aim of this study is to ascertain how using the Story Telling learning paradigm in classes affects students' ability to speak English more fluently. Using literature review approaches, such as examining and summarizing relevant publications, this research employs literature studies to gather data from numerous sources of connected journals and books. The study's findings demonstrated that using the Story Telling learning paradigm improved participants' ability to speak English.Keywords: Speaking abilities, ELF, and storytelling learning model, kids, Public SpeakingreferencesKylene, B., & Heinemann, B. (2009). When Kids Can ’ t Read : What Teachers Can Do Chapter 1 : Introduction Chapter 2 : Understanding Struggling Readers. Idea.
THE IMPLEMENTATION OF 'TYPOMAN GAME' TO TEACH VOCABULARY (Descriptive Qualitative Research) kholil, mahmud
JELLE Vol. 5 No. 02: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i02.4673

Abstract

Mastery of English vocabulary is crucial for high school students' communication skills and academic success. However, some students in Indonesia face challenges in mastering English vocabulary, primarily due to a lack of exposure during their elementary school years. Therefore, this research aims to investigate the implementation of the edutainment game "Typoman Game" as a tool to enhance students' vocabulary skills at MTS Salafiyah Yapensa Jenggot. This study adopts a descriptive qualitative research design, collecting data through direct observation and in-depth interviews with students and English teachers. Data were analyzed thematically to understand the effectiveness of the 'Typoman Game' in improving students' vocabulary mastery. The implementation of the 'Typoman Game' in the learning process involved collaboration between teachers and researchers and demonstrated its effectiveness in enhancing students' vocabulary skills. Challenges such as game complexity and time constraints were addressed by providing guidance and adapting game content. Nonetheless, high levels of student engagement and interaction proved the game's success as a learning tool. This research concludes that the 'Typoman Game' is effectively used in English vocabulary learning in high schools, despite facing some challenges. Through collaboration between teachers and researchers, the game can enhance students' interest in language learning and create meaningful learning experiences.Keywords: Typoman Game, English vocabulary, edutainment, high school students, innovative learning methods Penguasaan kosakata bahasa Inggris merupakan hal penting bagi siswa sekolah menengah untuk kemampuan komunikasi dan kesuksesan akademis. Namun, beberapa siswa di Indonesia menghadapi tantangan dalam menguasai kosakata bahasa Inggris, terutama karena kurangnya paparan selama tahun-tahun pendidikan dasar mereka. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki implementasi permainan edutainment "Typoman Game" sebagai alat untuk meningkatkan keterampilan kosakata siswa di MTS Salafiyah Yapensa Jenggot. Penelitian ini mengadopsi desain penelitian kualitatif deskriptif dengan mengumpulkan data melalui observasi langsung dan wawancara mendalam dengan siswa dan guru Bahasa Inggris. Data dianalisis secara tematik untuk memahami efektivitas permainan 'Typoman Game' dalam meningkatkan penguasaan kosakata siswa. Implementasi permainan 'Typoman Game' dalam proses pembelajaran melibatkan kerjasama antara guru dan peneliti serta menunjukkan efektivitasnya dalam meningkatkan keterampilan kosakata siswa. Tantangan seperti kompleksitas permainan dan batasan waktu diatasi dengan memberikan bimbingan dan menyesuaikan konten permainan. Meskipun demikian, tingkat keterlibatan siswa dan interaksi yang tinggi membuktikan keberhasilan permainan sebagai alat pembelajaran. Penelitian ini menyimpulkan bahwa permainan 'Typoman Game' efektif digunakan dalam pembelajaran kosakata Bahasa Inggris di sekolah menengah, meskipun menghadapi beberapa tantangan. Dengan kolaborasi antara guru dan peneliti, permainan ini dapat meningkatkan minat siswa dalam pembelajaran bahasa dan menciptakan pengalaman belajar yang bermakna. Kata kunci: Typoman Game, kosakata bahasa Inggris, edutainment, siswa sekolah menengah, metode pembelajaran inovatif.
Biographical Criticism Significance in Dante Alighieri’s Inferno for Literary Research Subject Putri, Silvia Eka; Permanasari, Pradnya
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.4680

Abstract

Biographical criticism is easier to do to literary works that reflect the author’s biography. This research used qualitative research. In this research, interview and Inferno were the data sources. Three lecturers of Pekalongan University are the interviewees of this research. The objective of this research is to find out the significance of biographical criticism analysis for Literary Research subject of Pekalongan University. The result showed that this research can enrich students understanding about biographical criticism. This research also can be an example or reference to introduce biographical criticism to students. However, the novel is quite old to be an example. Instead of using novel which written long time ago, the writer can choose latest novel which more related to the students. The presentation of the findings needs to be shortened to show a compacted and concise form to save students’ time in reading this.
English Language Teaching (ELT) for Students with Visual-Spatial Learning Style Fitria, Tira Nur; Simbolon, Nurmala Elmin
JELLE Vol. 5 No. 02: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i02.4916

Abstract

This study describes English Language Teaching (ELT) for students with a visual-spatial learning style. This approach describes the characteristics of the phenomenon being studied in detail, in this case, ELT for students with a visual-spatial learning style. This study uses a qualitative descriptive. The analysis shows that visual-spatial learners process information primarily through visual and spatial methods, excelling in visualizing concepts and demonstrating proficiency in spatial tasks like map reading and object manipulation. They prefer learning through visual media such as diagrams and videos, which aid in their retention of information. Educators can optimize teaching for these learners by leveraging their strengths. In teaching English, strategies like using pictures, diagrams, and graphs to illustrate grammar and vocabulary help students connect English words with concrete visuals, thereby enhancing comprehension. Multimedia tools such as videos and interactive whiteboards engage students actively and facilitate understanding through visual simulations. Physical models and digital applications provide hands-on experiences that deepen their grasp of abstract English concepts. Activities like creating mind maps and storyboards reinforce learning through visual representation, fostering thorough understanding. Project-based tasks encourage creativity and holistic learning through visual presentations and concept maps, while image-based discussions improve language proficiency by linking words with visual contexts. Implementing color coding and visual systems supports systematic organization and recall of information, benefiting grammar and vocabulary learning. Creative endeavors such as creating comics or artworks allow students to express their language skills innovatively, motivating deeper engagement. By integrating these methods, educators create enriching and effective learning experiences tailored to visual-spatial learners, supporting their mastery of the English language while nurturing their strengths.

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