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International Journal of English and Applied Linguistics (IJEAL)
Published by Information Technology and Science
ISSN : -     EISSN : 27979482     DOI : https://doi.org/10.47709/ijeal.v1i1.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Aim and Scope International Journal of English and Applied Linguistic (IJEAL) is an International Journal that is published three times a year, namely in April, August, and December. IJEAL publishes manuscripts within the fields of: 1. English Language Teaching and Learning 2. Linguistics and Applied linguistics 3. English Literature 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 293 Documents
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LOL with Syntax: Teaching Grammar through Western Memes Maulina, Puput Anggun; Afri, Evan; Zulyani, Lidhya; Anwar, Rury Fadilah; Derin, Tatum
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7643

Abstract

This study aimed to analyze how Western memes were used as an innovative medium for teaching English grammar in the English as a Foreign Language (EFL) context. The study addressed the limited empirical synthesis on multimodal, humor-based resources for grammar teaching in digital learning environments. Using a systematic literature review guided by the PRISMA protocol, twenty five empirical articles published between 2020 and 2025 were selected from Scopus, Google Scholar, DOAJ, and ERIC databases. The review showed that meme based grammar instruction increased students’ motivation and emotional engagement and reduced learning anxiety through the integration of humor, visual supports, and culturally relevant content. The use of memes also fostered active participation and a more democratic classroom climate. However, the findings revealed age related differences: younger learners were more enthusiastic and readily aligned with meme culture, whereas older learners required clearer explanations of cultural references to benefit optimally. Overall, the synthesis indicated that Western memes were effective in enhancing grammatical understanding and long-term retention when implemented consistently and integrated with explicit instructional activities. These results suggested that memes could function not merely as entertainment but as a meaningful pedagogical tool that connects cognitive, affective, and social dimensions in English language learning. Implications for teachers and curriculum designers include the need to select culturally accessible memes and to scaffold their use with clear linguistic objectives
Enhancing Junior High School Student’s English Speaking Skill through Problem-Based Learning Lestari, Endang; Nurwahyuni, Oktria; Al Arfan, Adam
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7793

Abstract

This study examines the effectiveness of Problem-Based Learning (PBL) in improving Junior High School students’ English speaking skills. The research was motivated by students’ low speaking achievement, particularly in expressing likes and dislikes. A Classroom Action Research design based on the Kemmis and Taggart model was employed, comprising planning, action, observation, and reflection phases. The participants were 20 seventh-grade students. Data were collected through classroom observations, documentation, and field notes, and analyzed using descriptive quantitative methods. The findings indicate a steady improvement in students’ speaking performance across research cycles. In the pre-cycle phase, only 30% of students met the minimum mastery criterion, with an average score of 63.5. This figure increased to 50% in Cycle I and reached 90% in Cycle II, exceeding the predetermined success criterion of 80%. The results demonstrate that the implementation of PBL significantly enhances students’ English speaking skills. In addition to improving learning outcomes, PBL fostered students’ critical and analytical thinking, self-confidence, pronunciation accuracy, intonation, and speaking fluency. These findings suggest that PBL is an effective instructional model for developing speaking competence in English language learning.
The Enhancing English Language Teaching Through Phonetic-Based Assessment Strategies among Iraqi EFL Students Al- Yasir , Sahar Sabbar Zamil
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7915

Abstract

This study investigates the impact of phonetic-based assessment strategies on enhancing English language proficiency among Iraqi EFL (English as a Foreign Language) students. This study uses a mixed-method approach, combining quantitative surveys and qualitative interviews with 150 undergraduate students from the University of Al-Turath. Quantitative data were gathered through structured tests and phonetic assessments, while qualitative data were obtained from semi-structured interviews examining students’ experiences and attitudes toward phonetic learning. The findings show that phonetic-based assessment enhances students’ pronunciation accuracy, listening comprehension, and language confidence, while also increasing motivation and engagement through clear guidance and corrective feedback. The study underscores the need to systematically integrate phonetic evaluation into English language curricula, with recommended practices including minimal pair activities, phoneme-focused drills, and regular pronunciation assessment. Although limited to a single university context, this research contributes evidence-based insights for improving pronunciation instruction and assessment in EFL higher education in Iraq
A Corpus-Assisted Qualitative Analysis of Slang Expressions in Dreamworks’ The Boss Baby: Family Business Yulianto, Andrias; Dira, Benito
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.8070

Abstract

One of the varieties in language is slang, an informal style of language, characterized by constantly shifting vocabulary and its impact in strengthening group unity and social identity. This research investigated slang in an animated film by DreamWorks, The Boss Baby: Family Business using a qualitative approach. Through a qualitative research design, the researchers applied a corpus-assisted method. Data were gathered by repeatedly watching the film, extracting slang expressions from the dialogues, and validating meanings through slang dictionaries. The findings suggested a total of 40 slang words exist in the film, revealing six distinct aspects: clipping, compounding, acronyms, blends, metaphor, and affixation. This research also examined four particular types of slang: society slang, slang in publicity, slang in school and university, and medical slang. The most prevalent categories were publicity slang (13 items) and society slang (18 items). According to the findings, the most common types are clipping and compounding, which are employed to enunciate social belonging, lightheartedness, and closeness. Characters' slang choices diversified systematically, enabling the creation of their identities, allowing exchanges, and storylines. The study arrives at the conclusion that slang is a planned, multipurpose language strategy utilized in the movie that boosts audience engagement and character growth. Yet, this research was limited to a single cinematic element and prioritized primarily on character utterances within a particular context. On the grounds of that, future scholars are encouraged to broaden the scope by delving into comparative explorations throughout different movie genres or examining the development of slang in long-form media such as television series. Keywords: Characteristics of Slang Language, Slang language, Sociolinguistics, The Boss Baby: Family Business, Types of Language
Figurative Language in English Song “Die With A Smile” Viewed A Conceptual Metaphor Theory Hilda Rachma Aprilyanti; Yudy Prasetyo; Siti Aisyah
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.7917

Abstract

This research aims to identify the types of figurative language and to describe the conceptual meanings based on Conceptual Metaphor Theory in the song “Die With a Smile” by Lady Gaga and Bruno Mars. This study employed a descriptive qualitative method using a cognitive semantic approach. The data were analyzed by classifying the types of figurative language and mapping metaphoric expressions into source and target domains based on Conceptual Metaphor Theory proposed by Lakoff & Johnson (1980). The results show that the song contains metaphor, hyperbole, personification, simile, and repetition, with metaphor as the most dominant type. Based on Conceptual Metaphor Theory, the metaphors are categorized into structural, ontological, and orientational metaphors, with structural metaphors appearing most frequently. Dominant conceptual meanings include “love is a journey,” “love is war,” and “death as fulfillment,” representing emotional struggle, loyalty, urgency, and satisfaction in romantic relationships. These metaphors demonstrate how abstract emotions and romantic experiences are conceptualized through concrete and embodied human experiences. This study concludes that figurative language in the song plays an important role in expressing human cognition, emotions, and life experiences through metaphorical structures, making Conceptual Metaphor Theory (CMT) an effective framework for identifying and describing meaning in popular song lyrics.
A Pragmatic Analysis of Deixis on Song Lyrics “Espresso” By Sabrina Carpenter Aizzatul Nazula; Yudy Prasetyo; Yuliyanto Sabat
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.7950

Abstract

Pragmatics studies how meaning is understood in context, and deixis is an important part of it because it connects language with person, time, place, discourse, and social relationships. Song lyrics contain many context dependent expressions, so they are suitable for pragmatic analysis. This study aims to identify the types of deixis and explain their contextual meanings in the song “Espresso” by Sabrina Carpenter. This study used a descriptive qualitative method. The data were taken from the song lyrics and consisted of words, phrases, and sentences that contain deixis expressions. The analysis was based on the theories of Yule (1996) and Levinson (1983), who classify deixis into person, time, place, social, and discourse deixis. The results show that all five types of deixis appear in the song. Person deixis is the most dominant type, especially the use of I and you, which shows interaction between the singer and the addressee and highlights the singer’s identity. Time deixis explains when events happen, while place deixis describes movement and direction that support the lively tone of the lyrics. Social deixis shows closeness through terms of address, and discourse deixis connects ideas in the lyrics to make the message coherent. These findings show that deixis in song lyrics does not only function as reference but also expresses identity, emotions, and interpersonal relationships. This study helps readers understand how contextual meaning is built in popular song lyrics from a pragmatic perspective and shows the role of language in shaping meaning in music.
Deconstruction of Heroism in the Film Deadpool and Wolverine (2024): Derrida’s Deconstruction Approach Ahmad Rabani; Paramita Kusumawardhani; Fiza Asri Fauziah Habibah
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore the deconstruction of heroism in ‘Deadpool and Wolverine’ (2024) through Jacques Derrida’s theory of deconstruction. Unlike traditional superhero narratives, which emphasize virtue, order, and sacrifice, this film introduces ambiguity, irony, and moral complexity as central to the modern heroic identity. The research applies a qualitative method with a deconstructive discourse analysis approach to uncover how the film dismantles the binary oppositions between hero/antihero, good/evil, morality/amoralism, and order/chaos. The analysis reveals that both Deadpool and Wolverine are constructed as liminal figures, heroes who simultaneously embody and negate the attributes of heroism. The film subverts the myth of moral purity and exposes the fluidity of values in contemporary society. The study concludes that Derrida’s concepts of difference, binary opposition, and logocentrism effectively reveal how ‘Deadpool and Wolverine’ destabilizes the notion of fixed identity, redefining heroism as a dynamic negotiation between meaning, irony, and self- awareness.
Fragile Masculinity in Fair Play: Gender Dynamics in The Workplace I Gusti Ayu Mahatma Agung
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.7988

Abstract

This study examined the representation of fragile masculinity in the film Fair Play by focusing on how masculine identity was constructed in a competitive professional setting. The study aimed to explore how rigid masculine expectations related to success, status, and authority shaped emotional and relational conflict. The analysis was guided by the Expectancy–Discrepancy–Threat Model of Masculine Identity. The model conceptualized masculinity as an identity that depended on external validation and became unstable when expectations were not met. A qualitative research design was applied, using the film as the primary data source. The findings showed that masculinity was initially constructed through strong workplace expectations that equated competence and ambition with masculine worth. These expectations were later disrupted by changes in professional hierarchy and performance failure, creating a discrepancy between masculine ideals and lived reality. As this discrepancy intensified, masculinity was perceived as being under threat, which triggered responses such as rigidity, blame, domination, and violence. The study demonstrated that these responses were shaped by environments that rewarded competition and showed low tolerance for vulnerability. Overall, the findings highlighted fragile masculinity as a relational and context-dependent process with significant emotional and social consequences.
Students Writing Ability Test According To CEFR Standards using Argumentative Text Ronal Rendy Yuleo Pasaribu; Hendi Pratama
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.8027

Abstract

This study examines the extent of 12th-grade students' writing skills by evaluating their performance against the CEFR standards. The primary objective was to identify whether students in their final year of secondary school can achieve B2 proficiency in writing argumentative texts. The study addresses a critical research gap by focusing on 12th-grade students as a transitional group, a population often underrepresented in university-level studies. Using qualitative fieldwork methods, data were collected through questionnaires to explore the underlying factors influencing writing success. The theoretical framework was based on the Common European Framework of Reference for Languages (CEFR) scales, and the analysis focused on components such as thesis clarity, organization, and language use. Findings indicated that although some students demonstrated strong content development, many still struggled with the linguistic mechanics necessary for B2 consistency. Quantitative analysis revealed significant proficiency gaps, with twenty-three respondents performing at the B1 level and only four students reaching the B2 threshold. Diagnostic profiles identified limited academic vocabulary and a fear of grammatical errors as key factors hindering students' ability to develop complex argumentative structures. By identifying these specific barriers, this study provides pedagogical insights for educators to refine their teaching strategies and align classroom assessments with international benchmarks to support students in their transition to higher education. Ultimately, the results establish a valuable diagnostic profile for future curriculum development and targeted writing interventions.
Teachers' Awareness and Implementation of Gender Sensitivity in the Using of EFL Textbooks Afifatul Amala Alkhotiyah; Nuskhan Abid
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.8120

Abstract

This study aims to explore teachers' awareness and implementation of gender-sensitive language practices in the use of English as a foreign language (EFL) textbooks in secondary schools in Indonesia. This study uses a qualitative method with a case study design. The research participants consisted of secondary school teachers who actively teach English using EFL textbooks as the main material for daily learning. Data were collected through semi-structured interviews with teachers who met the criteria and were willing to participate in this study without coercion. Data were analyzed using thematic analysis to identify the main patterns that emerged from the interview results. The results of the study show two main findings. First, teachers are aware of gender representation, imbalance, and stereotypes in textbooks, and realize that textbooks are not entirely neutral materials. Second, this awareness is manifested in teaching practices through material modification, the use of gender-neutral language, character role adjustments, and critical discussions with students. These findings indicate that teachers act as pedagogical agents who can transform teaching materials to be more inclusive. This study also emphasizes the importance of gender literacy and pedagogical reflection in language education.

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