cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rama Dwika Herdiawan
Contact Email
ramadwika@gmail.com
Phone
+6285321286889
Journal Mail Official
jell.unma2019@gmail.com
Editorial Address
Jl. K.H Abdul Halim no.103 Majalengka Jawa Barat
Location
Kab. majalengka,
Jawa barat
INDONESIA
JELL (Journal of English Language Learning
Published by Universitas Majalengka
ISSN : -     EISSN : 25991019     DOI : https://doi.org/10.31949/jell
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of English Language Learning (JELL) is a peer-reviewed journal published in Indonesia by English Education Study Program, Faculty of Teacher Training and Education, Universitas Majalengka. This journal is published twice a year: November and June. The scopes of the journal include, but not limited to, the following topic areas: education policy, English curriculum, EFL methodology, teaching and learning strategies, evaluation and assessment, TEYL, classroom action research, translation, teaching media and ICT, applied linguistics, ELT materials development, linguistics, pragmatics, critical discourse analysis, and literature. The journal is published in online version.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 131 Documents
 8   9   10   11   12 
Learner Perceptions in Using Social Media in Learning Writing Testiana Deni Wijayatiningsih; Silvia Nanda Putri Erito
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13860

Abstract

This research examines how English as a foreign language (EFL) students see social media for learning English, focusing on writing, intrinsic motivation, and self-directed study. Sixty students participated in the quantitative study by filling out a Likert-scale questionnaire. According to the results, most students think social media may help them learn a new language. Perceived benefits include enhanced writing abilities, increased drive, and the encouragement of independent study. Many who took the survey even saw social media as a possible substitute for more conventional forms of education. When it came to motivation and autonomous learning, there was the most significant degree of agreement. Some still think social media material is not rigorous enough for academic writing classes. A few pupils also brought up problems with digital literacy and a lack of contact with native speakers. Despite the promising future of social media in English as a foreign language (EFL) education, the study stresses the need for careful integration to supplement more traditional forms of instruction.
Exploring Gender Differences in English Learning Strategies Among Students at University Najla Oktavia Efendi; Dzul Rachman; Ade Ismail Ramadhan Hamid; Yeni Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13916

Abstract

This study investigates gender-based differences in the use of English language learning strategies among students at Universitas Muhammadiyah Kalimantan Timur. Employing a mixed-methods design, the research gathered quantitative data through a modified Strategy Inventory for Language Learning (SILL) questionnaire and qualitative data via semi-structured interviews. Forty students (20 males and 20 females) participated in the survey, while four were interviewed to explore their learning experiences in depth. The findings indicate that female students employ a wider variety of strategies, particularly in metacognitive, affective, and social domains. Male students showed a preference for cognitive and compensation strategies. The study highlights the importance of gender-sensitive pedagogical approaches to enhance English learning outcomes.
The Implementation of Interactive Learning Through ICT in English Language Education for Junior High School Students Alvina Damayanti; Dzul Rachman; Yeni Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13921

Abstract

This study investigates the implementation of interactive learning through Information and Communication Technology (ICT) in English language education for junior high school students. Employing a mixed-methods approach, the research aims to explore how ICT is applied in English classrooms, the challenges faced by teachers and students, and its effectiveness in enhancing students’ understanding and motivation. Data were gathered through interviews with English teachers and questionnaires completed by students. The findings reveal that teachers use various digital platforms such as Quizizz, Padlet, YouTube, and Word wall to create engaging and interactive learning environments. These tools are effective in increasing students’ participation, improving comprehension, and supporting vocabulary acquisition. Students responded positively, indicating that ICT-based learning made lessons more enjoyable and easier to follow. However, several challenges were identified, including classroom management difficulties and the need for continuous teacher training in digital pedagogy. The study concludes that while ICT integration offers substantial benefits in motivating students and improving learning outcomes, its success relies on teachers’ digital competence and institutional support. The results highlight the need for strategic implementation, regular professional development, and appropriate infrastructure to ensure sustainable and effective use of ICT in English language education.
Improving Student’s Narrative Text Writing Skills Using Short Videos Shofia Alya Dzakiriah; Dzul Rachman; Ibrahim
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13930

Abstract

Writing narrative texts poses significant challenges for many EFL students, including difficulties in organizing ideas, using appropriate vocabulary, and applying correct grammar. This study explores the effectiveness of short videos in improving students’ narrative text writing skills, focusing on creativity, vocabulary, and writing structure. A quasi-experimental design with a one-group pre-test and post-test was used. The participants were 36 eighth-grade students from a junior high school. Data were collected using writing tests and questionnaires administered before and after the intervention. During the treatment, students were taught narrative writing through short video media, designed to provide visual and auditory input to stimulate ideas and model narrative structures. The results demonstrated a significant improvement in students' narrative writing performance, with average scores increasing from 51.53 in the pre-test to 80 in the post-test. Statistical analysis using the Wilcoxon Signed-Rank Test and Paired Samples t-Test confirmed the effectiveness of the intervention. Questionnaire findings also indicated increased motivation, engagement, and understanding of narrative elements. These outcomes suggest that integrating short videos into EFL writing instruction can enhance students’ creativity, enrich their vocabulary, and strengthen their ability to construct coherent narratives. The findings advocate for more dynamic and multimodal teaching approaches to support students in developing effective writing skills.
The Influence of Fear of Making Mistakes on Students’ Self-Confidence and Engagement in English Classroom Presentations at MTs Muhammadiyah 1 Samarinda Shabrina Nur Fadillah; Ade Ismail Ramadhan Hamid; Abdul Halim
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13972

Abstract

This study examines how the fear of making mistakes influences students’ self-confidence and engagement in English classroom presentations. Speaking anxiety is one of the main psychological obstacles in EFL learning, often driven by fear of negative evaluation, low language proficiency, and past negative experiences. Using a qualitative descriptive method, this research involved eighth-grade students at MTs Muhammadiyah 1 Samarinda who had participated in English speaking tasks. Data were collected through semi-structured interviews to explore their emotional responses, anxiety sources, and coping strategies. The results show that most students experience nervousness and hesitation, primarily due to fear of being judged, making errors, or lacking vocabulary. These factors reduce their confidence and lead to lower participation. However, many students attempt to overcome their fear through calming techniques and self-encouragement. The study also found that peer support and teacher involvement significantly affect student motivation and willingness to speak. These findings highlight the need for supportive classroom environments that encourage risk-taking and normalize mistakes as part of learning. Teachers are advised to provide regular speaking practice, positive reinforcement, and collaborative learning activities to reduce anxiety and enhance student engagement in English presentations.
Random Drawing Strategies in Procedural Text Learning Trian Pamungkas; Risma Khairun Nisya; Pipik Asteka; Ima Siti Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13973

Abstract

This study aims to explore and describe the application of the syntax of random drawing strategies in learning procedural texts at the higher education level. The image randomization strategy is a visual-based method that requires students to arrange a sequence of images that have been randomized into a series of logically sequenced procedures, then convert them into the form of a procedural text. This study uses a qualitative descriptive approach, with data collection techniques through the watch-record method. This technique is applied by directly observing the learning process and recording student interactions, behaviors, and work results during the activity. The subject in this study is a second-semester student from the Indonesian Language and Literature Education Study Program at Majalengka University. Data was collected through class observation and documentation in the form of student writing. The findings of the study show that the randomized drawing strategy contributes positively to improving students' understanding of the structure of the procedural text, practicing the skills of systematically drafting steps, and encouraging active participation in the learning process. In addition, this strategy is considered interesting and helps students in developing logical and structured thinking skills more effectively. Keywords: random images, procedure text, qualitative methods, watch-note
The Relationship Between Reading Speed and Comprehension: A Diagnostic Study with AceReader Titin Kustini
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14037

Abstract

This diagnostic study investigates the relationship between reading speed and reading comprehension among Indonesian EFL learners, Fourth-semester students of the Communication Science Study Program, Faculty of Social and Political Sciences, using the digital assessment tool, AceReader. Thirteen participants completed three reading texts, each followed by comprehension questions. Reading speed (wpm) and comprehension scores (%) were recorded and averaged. Descriptive analysis revealed mean reading speeds of 107.8, 143.2, and 131.5 wpm across the three texts, and comprehension means of 75%, 55.8%, and 63.5%, respectively. The standard deviation values indicate moderate to high variability in both reading speed and comprehension. Linear regression analysis showed no statistically significant relationship between reading speed and comprehension (R² = 0.005, p = 0.820). These results suggest that reading speed alone does not predict comprehension ability. The study highlights the complexity of reading fluency in EFL contexts and calls for a more integrated approach to reading instruction and assessment.
A Pragmatic Analysis of Interjections in the Wild Child Movie: Types and Functions Essie Setianingtyas Yuniardi; Widhiyanto
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14079

Abstract

Language plays an essential role in human communication. Human communication itself involves the exchange and negotiation of thoughts and information. In general, sometimes people encounter difficulties in expressing their feelings and emotions, and this is where interjections serve as essential linguistic tools. This study investigates the types and pragmatic functions of interjections in the Wild Child movie, using the framework from Ameka (1992) to identify how they are used in the movie. The film was selected due to its rich intentional use of colloquial language and reflects authentic teenage communication. Using a descriptive qualitative approach, this study analysed the movie script categorized as interjections by grouping them into two main types, primary and secondary, and then identifying their pragmatic functions, such as emotive, cognitive, conative, and phatic. This proposes that interjections in the movie function not only as tools to help express emotions but also to manage interaction, maintain social bonds, and convey mental states. The study confirms that interjections' function depends on the context, regardless of their form. These insights support a deeper understanding of pragmatic language use features and emphasize the educational value of interjections in improving learners’ communicative competence.
Urban Nature as a Learning Context: Impacts on Literacy, and Intrinsic Motivation in Primary School Students Dery Purnama Saefudin; Mulyadi; Restoeningroem; Gundah Noor Cahyo
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14243

Abstract

Literacy skills are a fundamental foundation in the academic development of elementary school students. However, conventional teaching methods often fail to engage students and foster their motivation to learn. This study aims to evaluate the effectiveness of learning through urban park exploration in improving students' literacy skills and intrinsic motivation. The research used a quantitative approach with a one-group pretest-posttest design, involving 50 third-grade students at Sekolah Alam Indonesia Cipedak. Data were collected through literacy tests and motivation questionnaires, and analyzed using descriptive statistics and a paired sample t-test. The results showed an increase in literacy scores from an average of 46.10 to 53.32, with a t-test result of t = -7.178, p = 0.000 (p < 0.05). Students’ intrinsic motivation was also high, with an average score of 4.04 (SD = 0.402). These findings suggest that real-world environmental exploration can enhance literacy while also fostering students’ internal drive to learn. This model supports Vygotsky’s sociocultural theory of learning and offers an alternative that is contextual, active, and enjoyable for elementary school students.
Students’ Use of Simple Present Tense in their Descriptive Writing: An Error Analysis Putri Nur Hafizhoh; Winny Agustia Riznanda; Hariana Amalia
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14378

Abstract

This study investigated the types of errors made by the seventh-grade students at SMP N 26 Palembang on the use of the Simple Present Tense on descriptive writing, and determined the most dominant type of errors. Employing a descriptive quantitative research design, the research involved a writing task completed by 35 students. To analyze the data, the surface strategy taxonomy proposed by Dulay et al. (1982) was applied. The analysis revealed that misformation errors were the most prevalent, constituting 55.75% of total errors, followed by omission errors at 28.31%, addition errors at 9.73%, and misordering errors at 6.19%. These findings indicated significant challenges faced by the students in grasping grammatical structures, particularly in verb forms and sentence construction. The study underscored the necessity for targeted instructional strategies to address these common errors, suggesting that enhanced grammar teaching could lead to improve writing skills. The insights gained from this research serve as a valuable resource for educators aiming to refine their teaching methods and help the students achieve a better understanding of the Simple Present Tense in English writing

Page 10 of 14 | Total Record : 131

 8   9   10   11   12 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 1 (2026) Vol. 9 No. 2 (2025) Vol. 9 No. 1 (2025) Vol. 8 No. 2 (2024) Vol. 8 No. 1 (2024) Vol. 7 No. 2 (2023) Vol. 7 No. 1 (2023) Vol. 6 No. 2 (2022) Vol. 6 No. 1 (2022)