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SALEE: Study of Applied Linguistics and English Education
Published by STAIN Sultan Abdurrahman Kepulauan Riau
ISSN : 27159795     EISSN : 27161617     DOI : https://doi.org/10.35961/salee
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
SALEE (Study of Applied Linguistics and English Education) journal publishes articles related to English language teaching and learning, language assessment, language curriculum and material development, linguistics and applied linguistics, and cultural issues in language education.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "vol. 7 no. 1 (2026)" : 6 Documents clear
Women Representation in Barbie 2023: A Critical Discourse Analysis Siti Hanifatur Rohmah; Rohmani Nur Indah
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.1600

Abstract

One manifestation of gender injustice is the unequal representation of women in the entertainment and media industries particularly in movies. In Barbie 2023, the characters play a substantial role in depicting the reality of gender issues. This research aims to analyze how women are represented in the 2023 Barbie film. It employed Critical Discourse Analysis involving an in-depth analysis of the grammar, narrative structure, word usage, and social context of the discourse representing gender injustice. The study is done to reveal how discourse can influence the formation of thought, culture, and power in society.  The main data for this research is the film and its dialogue transcriptions. The analysis process focuses on in-depth analysis of conversations between characters and their interactions in order to reveal how female figures are depicted in the story. Sara Mills' discourse analysis theoretical framework is applied to dissect the choice of diction and sentence structure used to represent women, alongside the theory of subject position, object, and reader position. In line with the principles of CDA, which bridges textual analysis with broader socio-political critique, this study also incorporates feminist and gender theory to explore how these linguistic choices and positional roles perpetuate patriarchal power structures and ideologies within the societal context reflected in the film. The research results demonstrated gender biases and stereotypes in film dialogue, which reflected the condition of gender inequality in wider society. Analysis reveals that language actively reinforces existing power structures and gender disparities. These findings highlight the need for continued critical examination of gender representations in media. Future research should build on this work by applying evolving perspectives, such as intersectional feminism or queer theory, to analyze a wider array of cinematic works. This will foster an ongoing scholarly dialogue and provide deeper insights into the complex construction of gender in popular culture.
From Wetlands to the World: Internationalizing Banjar Folktales through a Digital English Learning Module Rina Listia; Noor Eka Chandra; Roaini Shaunaa; Nur Ifadloh; Afifah; Hilal Syahrani; Wahyu Stefanus Hendrawan
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.2436

Abstract

This study investigates the development of an interactive e-module based on South Kalimantan folktales to enhance English language learning while internationalizing and preserving the local values of the Banjar tribe. Grounded in Hutchinson and Waters’ (1987) framework of needs analysis, data were collected through questionnaires distributed to high school students (n = 159). The analysis explored five dimensions: (1) the need for digital materials; (2) interest in folklore-based learning; (3) understanding of local wisdom; (4) the relevance of folktales to ELT; and (5) expectations for e-module design. Findings reveal that students strongly support the integration of folktales into digital materials, valuing interactive multimedia features, bilingual formats, and cultural reflections. The study highlights the potential of folklore-based digital resources not only to foster English proficiency but also to strengthen cultural identity and internationalize indigenous heritage. The implications suggest that digital pedagogy can serve as a bridge between global education and local wisdom, positioning cultural-based e-learning as a contemporary response to both educational and intercultural challenges.
Social Media and Politeness in Adolescent Language Practices: A Sociolinguistic Perspective Dery Saefudin; Prima Santosa; Kartono Kartono; Siti Nurani; Shadam Pratama
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.2488

Abstract

This study aims to analyze the relationship between social media use and language politeness among students at SMP N 222 East Jakarta, considering that social media serves as a socialization space that influences teenagers’ linguistic interactions. The study uses a quantitative approach with a correlational design and involves 180 students from grades 7 to 9. Data were collected through a Likert-scale questionnaire and analyzed using descriptive statistics and Spearman’s non-parametric correlation test because one of the variables was not normally distributed. The results show that students have a fairly high level of social media use (M = 3.5406) and a high level of language politeness (M = 4.2044). The Spearman correlation test revealed a weak but significant positive relationship between social media use and language politeness (r = 0.209, p = 0.005), indicating that the more students engage with social media, the more likely their language politeness increases, although the effect is small. These findings confirm that social media can function as a social space supporting polite linguistic behavior. The implication for education is the need for digital literacy and supervision of online interactions by schools and parents to guide teenagers’ language behavior in a positive way.
Enhancing Students’ English Engagement and Competence Through Educative Games Aryawira Pratama; Retno Wulan; Melli Kusmaningrum; Masita Arianie; Khoirunnisa
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.2500

Abstract

Educational game-based learning has become increasingly prevalent in global educational contexts, extending beyond traditional English classrooms and contributing to increased student motivation, engagement, and competence. This study examined the effectiveness of integrating educational games into English language learning compared with conventional teaching methods in a junior high school in Jambi Province, Indonesia. English instruction at the junior high school level often faces challenges, particularly because many students enter secondary education with limited prior exposure to English. To address this issue, the present study investigated the use of several educational game applications—Duolingo, Quizlet, ABCmouse, and Kahoot—to improve English language skills among seventh-grade students over one semester. The research employed a quantitative experimental design involving 58 students divided into two groups: an experimental group (n = 29) that used educational games and a control group (n = 29) that received conventional instruction. Data were collected through pre-tests and post-tests assessing vocabulary, grammar, and communicative competence. Statistical analysis using an independent samples t-test revealed no significant difference between groups at the pre-test stage (t = 0.45, p = 0.65). However, after the intervention, the experimental group demonstrated significantly higher post-test scores (M = 73, SD = 4) than the control group (M = 65, SD = 6), with a significant difference (t = ?6.334, p < 0.001) and a large effect size (d = 1.63). These findings indicate that integrating educational games can substantially enhance students’ engagement and English language proficiency. Practically, this study highlights the potential of combining multiple educational game applications to support technology-integrated English instruction and improve learning outcomes in Indonesian secondary schools.
Investigating Peer Interaction in Enhancing English Speaking Skills Among Senior High School Students Lula Aula Dzukhriyah; Siswana
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.2302

Abstract

English speaking ability is a crucial yet challenging skill for students in English as a Foreign Language (EFL) context. This study aims to investigate the impact and specific mechanisms of peer interaction in enhancing English speaking skills among Indonesian senior high school students. Employing a qualitative case study design, data were collected through in-depth, semi-structured interviews with six purposively selected students from a class characterized by frequent peer-based activities. The data were analyzed using thematic analysis involving systematic coding and constant comparative analysis to ensure interpretive rigor. The results indicate that peer interaction exerts a positive holistic impact, with 67% of participants reporting improvements in technical aspects such as fluency, vocabulary acquisition, and grammatical accuracy. Beyond linguistic gains, the analysis revealed that success is driven by an interconnected set of mechanisms. The foundation is Emotional Support in a Supportive Environment, which fosters increased motivation and psychological safety. This dynamic is further enhanced by Motivation Through Interaction Via Competition and put into practice through Active Engagement and Knowledge Exchange Through Feedback, culminating in tangible speaking skill enhancement. The study concludes that peer interaction is an invaluable pedagogical strategy that synergistically combines emotional support and collaborative practices to master a new language.
Comprehending Polysemous Words in Context: A Mixed-Methods Study of EFL Students' Performance, Difficulties, and Comprehension Strategies Rita Erlinda; Anggun Fatimah Zahra; Martin Kustati
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.3106

Abstract

This study investigated Indonesian senior high school EFL students' performance in comprehending polysemous words in context, the difficulties they encountered, and the strategies they employed to infer contextually appropriate meanings. An explanatory sequential mixed-methods design was adopted involving 107 eleventh-grade students. Quantitative data were collected through a 28-item contextual polysemous vocabulary test developed from authentic contexts found in two official English textbooks, Bahasa Inggris for Change and Bahasa Inggris Tingkat Lanjut. Qualitative data were subsequently obtained through semi-structured interviews with students representing high, moderate, and low-performing groups to explain the quantitative findings. The quantitative results showed that students demonstrated moderate overall performance (M = 60.15), with 47.7% of the participants categorized as low and very low performers. Item-level analysis revealed considerable variation in students' comprehension across individual polysemous words. Based on the types of polysemy, students showed slightly better performance on regular than on irregular polysemous words. Nevertheless, the difference was not statistically significant (p = .056), indicating comparable comprehension across the two types of polysemy. The qualitative findings identified five major sources of difficulty: unfamiliarity with polysemous words, overreliance on dominant meanings, first language interference, limited exposure to multiple meanings, and difficulty distinguishing semantic nuances among answer options. Students employed five principal strategies to overcome these challenges: dictionary use, context analysis, pair discussion, answer-choice analysis, and guessing, with dictionary use emerging as the most frequently reported strategy. These findings underscore the importance of explicit instruction on polysemy and contextual meaning inference to strengthen students' semantic competence and vocabulary learning in EFL classrooms.

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