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Journal Corner of Education, Linguistics, and Literature
Published by CV. Tripe Konsultan
ISSN : 2807355X     EISSN : 28073568     DOI : https://doi.org/10.54012/jcell
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal Corner of Education, Linguistics, and Literature (JCELL) is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: Education Psychology, Adult Education, Education Administration, Educational Planning and Theories, Curriculum Study, E-Learning, Higher Education, Pedagogy, Special Education, Teaching and Reading Skills, English Language Teaching, Literature Study, Applied Linguistics, Language Teaching Skills, Language Acquisition, Bilingualism, Language Assessment, Communicative Language Teaching (CLT), Task Based Language Teaching (TBLT), Translation Studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2024): November" : 10 Documents clear
Assessing the Gaps in Macro Skills: A Needs Analysis among Third-Year Psychology Students Ngo, Cristy Grace A.; Reyes, Maria Shiela E.; Ganzon, Janica Rei T.; Felix, Daniella Joy G.; Bacaca, Julliana Amor P.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.321

Abstract

This quantitative study employed a needs analysis approach which aimed to identify, aid, and present the problem with the proficiency in reading, writing, speaking, and listening skills of third-year Psychology students. 50 respondents from the psychology department in a private non-sectarian academic institution were randomly surveyed to gather the requisite data. Results showed that the respondents need guidance across various language competencies. Their reading skills are at the frustration level, listening skills are at the proficient level, and writing and speaking skills are at the moderate level. This study suggests customized instructional approaches which can significantly improve the receptive and productive English language skills of third-year psychology students, thereby empowering them to achieve greater academic and professional success. These findings underscore the effectiveness of ESP programs in enhancing the language skills required for psychology students and of similar academic contexts.
ESP Needs Analysis of Macroskills of Social Work Students Ngo, Cristy Grace A.; Mabale, Almira Luz M.; Maspara, Carylle Maxine; Montalbo, Jury Rose C.; Alcayde, Frances Arabella B.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.324

Abstract

This quantitative study employed needs analysis then revealed the preferred learning aids and learning activities, and the level of proficiency in reading, listening, writing, and speaking of 50 social work students in a private academic institution. Findings revealed that students showed a strong enthusiasm for visual and audiovisual aids as learning tools and lectures and class discussions as learning activities. Moreover, among the four macro skills, the students excel in reading comprehension at C1 level but face challenges in the affective domain; writing skills at B1 level, with strengths in content but struggles in organization; listening proficiency at B2 level, highlighting difficulties with accents and vocabulary; and speaking skills range from A2 to B1 levels, with stronger interaction skills at B2 level, indicating a need for improvement in fluency and coherence. These insights suggest that the social work students are capable of simple communicative English and are more inclined toward traditionalist and conceptual learning. Furthermore, students need more application activities that showcase their listening and speaking skills, as well as more contextualized and immersive learning activities and aids that incorporate variation and encourage spontaneous production.
Exploring the Usage of Emotional Skills Development in the Poetry of Rajab Ibrahimi Stanikzai, Sultan Mohammad; Kalon, Abdul Wahid; Maroofi, Safiullah
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.334

Abstract

This study explores the use of emotional skills development in the poetry of Rajab Ibrahimi, a significant contemporary Persian poet known for his profound emotional expressions. The objective is to analyze how Ibrahimi employs emotional skills such as empathy, self-awareness, and emotional regulation to enhance the reader's connection to the themes of love, loss, and resilience within his work. Utilizing a qualitative methodology, the research involves closely reading selected poems, focusing on language, imagery, and thematic elements that illustrate emotional complexity. The analysis reveals that Ibrahim’s poetry not only articulates personal feelings but also catalyzes readers to engage in emotional reflection and growth. Specific examples highlight how his nuanced use of metaphor and symbolism fosters empathy, inviting readers to explore their emotional landscapes. The findings suggest that Ibrahim’s work has significant pedagogical implications; it can be utilized in educational contexts to promote emotional intelligence and skills development. Ultimately, the study concludes that Rajab Ibrahim’s poetry transcends artistic expression, offering a vital platform for emotional awareness and development, thus enriching the discourse on the interplay between literature and emotional skill cultivation.
Exploring the Interplay of Beauty: Shelley's and Dickinson's Poems through Mead's Theoretical Framework Jesudas, Roseline
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.341

Abstract

This study uses a symbolic interaction approach, specifically based on George Herbert Mead's ideas, to examine how Percy Bysshe Shelley's "Hymn to Intellectual Beauty" and Emily Dickinson's poem, “I died for beauty—but was scarce,” connect on certain themes. Using a qualitative approach that combines analysing the texts with considering the poets' social backgrounds, this research delves into how the poets express their views on beauty, truth, and mortality through symbolic interactions. This study shows that Shelley and Dickinson use beauty to explore deep questions about existence, reflecting their personal challenges and connections to society. The results of the study suggest that both poets go beyond just liking beauty; they use it as a platform for deep philosophical and emotional discussions that align with Mead’s ideas about the self and society. This analysis helps the readers see how symbolic interactions in poetry influence our experiences and cultural interpretations, shedding light on why these works are still important in today's conversations about beauty and identity.
The Crucial Points of Subtextual Analysis in Contemporary Literary Criticism Pasopati, Rommel Utungga; Wijaya, Kusuma; Andharu, Devito; Fadillah, Muhammad Reza Ishadi; Ananta, Bintang Ryan
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.343

Abstract

This paper explores the crucial aspects of subtextual analysis in contemporary literary criticism. Modern literary criticism tends to play on the definitional aspects of literary works, but subtextual analysis goes beyond by regarding implied meanings. The idea is that meanings are waiting to be revealed by the audience. Through explorative approach and qualitative method, the analysis of this article revolves on the strategies, the critical roles, and the instance of subtextual analysis in literary analysis. The strategies of subtextual analysis involve engaging the audience to foster a personal connection with literary works, synthesizing and correlating meanings within literary works, encompassing empathetic engagement with the narrative, and developing diverse perspectives from the audience's vantage point. The critical roles of subtextual analysis consist of facilitating deeper implications through insinuated meanings, enhancing meanings in intrinsic and extrinsic dimensions of literary works, unveiling repressions presented within the text, facilitating exploration of anticipated interpretations and underlying meanings, adopting interdisciplinary approach, engaging with societal dimensions of literary works, perceiving literary works beyond any definition, and propelling co-texts, hypertexts, hypo-texts, and intertexts. In conclusion, subtextual analysis underlines possibilities in literary analysis by comparing various implied meanings related to humans’ identities in particular.
Constructing Ethnolinguistic Identities: A Critical Examination of Language and Power Dynamics in Diasporic Communities Nuristani , Sarwar; Dadman, Enayatullah; Stanikzai , Sultan Mohammad
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.339

Abstract

This research investigates the complex interplay between language and power in the formation of ethnolinguistic identities within diasporic communities. As globalization accelerates, diasporic groups navigate a complex landscape where traditional linguistic practices intersect with new socio-political realities. This study aims to critically examine how language functions as a tool for negotiating identity and power within these communities, emphasizing the role of language ideologies and practices in shaping social dynamics. The primary objectives are to explore how language serves as a medium for the construction and negotiation of ethnolinguistic identities and to understand the influence of power relations on these processes. Specifically, the study seeks to identify the ways in which language practices reflect and challenge power structures within diasporic contexts and how these practices contribute to the formation of collective and individual identities. This research is a multi-sited ethnographic approach,and integrates discourse analysis across several diasporic communities. Findings reveal that language serves as a strategic resource for negotiating social status and ethnic belonging. Diasporic individuals employ code-switching, language reclamation, and multilingualism to assert identity and resist assimilation pressures. The study highlights how language ideologies both reinforce and contest existing power structures, demonstrating the dynamic role of language in shaping ethnolinguistic identities amidst shifting socio-political landscapes.
Gender Differences in Saudi EFL Undergraduate Students’ Perceptions toward the Impact of Collaborative Writing Alrayes, Layan Ali
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.340

Abstract

Given the importance of collaborative writing, it has been generally investigated and discussed in different educational aspects. Gender difference is a factor that could contribute to the impact of collaborative writing. Therefore, the current study tried to illuminate the perceptions of gender differences among Saudi EFL undergraduate students regarding the effect of collaborative writing on written and social skills. Therefore, the study utilized an online survey adapted from previous studies and modified to fix the statements to the study's aims. The survey was distributed online  on Telegram via different channels, and (N = 74 Saudi undergraduate students) attending different universities in Saudi Arabia, with an equal number of 37 females and males, took part in the study. Furthermore, the independent sample t-test was used to analyze the data, and the results showed no statistically significant difference in the perceptions of both genders toward the impact of collaborative writing on both written and social development. These findings suggest further studies in this regard by employing more than one instrument to gain more in-depth data about how gender differences and cultural and educational background might impact the perceptions of students toward collaborative writing.
A Pragmatic Analysis of Undergraduate Male and Female Students’ Politeness Strategies in Initiating and Terminating Conversations Online Castro, Jasmine Hannah C.; Duray, Sitti Amina; Tanguihan, Kate Angulie; Syting, Christian Jay O.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.345

Abstract

This study examines the politeness strategies employed by male and female undergraduate students in online interactions, focusing on conversation initiation and termination. A pragmatic analysis was conducted using House and Kasper's (1981) linguistic politeness theory alongside Miles and Huberman's model for data interpretation. The findings indicate that male students predominantly used committers, consultative devices, and downtoners to initiate conversations, while employing downtoners, understaters, and politeness markers for termination. In contrast, female students utilized committers, consultative devices, politeness markers, and playdowns for initiation, and committers, playdowns, and politeness markers for termination. Applying Brown and Levinson's (1987) politeness theory, male students mainly favored positive politeness, negative politeness, and bald-on-record strategies during initiation, while employing both positive and negative strategies for termination. Female students exhibited a preference for positive and negative politeness strategies, along with off-record strategies for initiation, relying solely on positive politeness for termination. These findings highlight distinct gender-specific communication patterns in online environments, providing valuable insights for linguistics, communication studies, and gender studies. The results can guide educators, policymakers, and practitioners in developing inclusive and effective communication strategies tailored to digital learning contexts.
Analysis of Learning Styles Based on Indonesian Language Learning Outcomes in Elementary School Students Purbayani, Rini; Nugraha, Anggi Purwa; Ali, Nabila Nurhaliza
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.346

Abstract

Understanding students' learning styles is a key factor in effective learning, as it helps teachers optimize the teaching and learning process and improve student success. This study aims to examine the relationship between students' learning styles and learning outcomes in the Indonesian language subject. The research uses a survey method with a sample of 46 fifth-grade elementary school students using saturated sampling techniques. The results indicate that the majority of students have a kinesthetic learning style (43.5%), followed by visual learning styles (30.4%) and auditory styles (26.1%). The learning outcomes of visual learners are higher compared to the others, with an average score of 84.3 in the good category, while auditory learners perform better than kinesthetic learners but lower than visual learners, with an average score of 81.4 in the fair category, whereas kinesthetic learners have lower results compared to the others, with an average score of 79.5 in the fair category. This suggests that a teaching process that does not consider the diversity of learning styles can negatively impact students' learning outcomes. Therefore, teachers need to pay attention to students' learning styles to enhance learning effectiveness so that students' learning outcomes can be optimal.
The Mediating Effect of Language Exposure to the Student Interaction and Sociolinguistic Competence of Senior High School Students Montalbo, Jury Rose C.; Antiporta, Mae Anne; Mangana, Chania Lnn M.; Engay Jr., Danilo G.
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 2 (2024): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i2.352

Abstract

Understanding the importance of student interactions influences the process of improving sociolinguistic competence, especially since it plays a crucial role in English proficiency. This study examined whether language exposure mediates the relationship between student interactions and sociolinguistic competence among senior high school students. Data were collected from 179 respondents through adapted questionnaires assessing students' interaction, language exposure, and sociolinguistic competence. Mediation analysis using the Sobel test was conducted to test the hypothesized mediation model. Student interaction was significantly related to sociolinguistic competence, language exposure was significantly associated with sociolinguistic competence, and student interaction was significantly related to language exposure. The indirect effect of language exposure on student interaction and sociolinguistic competence significantly indicated that language exposure mediated the relationship between student interaction and sociolinguistic competence. The intervention showed the consideration of language exposure in improving students' sociolinguistic competence, especially at school. Since the study provided pieces of evidence for the mediating role of language exposure in the relationship between student interaction and sociolinguistic competence, allowing and encouraging the students to be more exposed to the language as they interact using English may be a promising avenue for enhancing sociolinguistic competence, particularly in aiming students' overall English proficiency.

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