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Evan Afri
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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 282 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.

Page 29 of 29 | Total Record : 282

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