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Rama Dwika Herdiawan
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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
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The Perception of Morphological Awareness on Reading Comprehension in EFL Students: A Study on University-Level Strategies for Morphological Processing in Reading Zidan Erky; Dzul Rachman; Rani Herning Puspita; 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.v9i1.14409

Abstract

This study investigates the perception of morphological awareness and its relationship to reading comprehension among EFL university students using a mixed-methods approach. A total of 57 participants completed questionnaires and reading comprehension tests, followed by interviews with 5 selected respondents. The quantitative findings revealed that students generally held positive perceptions of morphological awareness, with mean scores ranging from 2.84 to 3.28, and demonstrated strong reading comprehension performance (M = 80.24, SD = 6.014). A Pearson correlation analysis showed a statistically significant but modest positive relationship between morphological awareness and reading comprehension (r = 0.293, p = 0.027), and the questionnaire used had acceptable internal consistency (Cronbach’s Alpha = 0.744). The qualitative results reinforced these findings by illustrating that students frequently used morphological strategies such as word decomposition and contextual guessing to make sense of unfamiliar words. Participants also expressed that these strategies enhanced their reading confidence and reduced reliance on dictionaries or translation tools. Furthermore, many students advocated for greater emphasis on morphological instruction in English reading classes, especially in academic settings. These results suggest that morphological awareness contributes meaningfully to EFL learners’ reading development and supports the integration of morphology-based strategies in language education curricula.
The Use Of Simon Says Game To Improve Students’ Vocabulary Mastery In Learning English At Sma 1 Juwana Linda Rahmawati; Arso Setiaji; Ajeng Setyorini
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.14976

Abstract

Game-based learning is an innovative method that boosts vocabulary learning through increased student engagement. This research aims to (a) find out students' vocabulary mastery before they participate in vocabulary practice using the Simon Says game. (b) find out students' vocabulary mastery after they participate in vocabulary practice using the Simon Says game. (c) know significant difference in vocabulary mastery before and after they participate in vocabulary practice using the Simon Says game. This research used a quantitative method with a pre-experimental study in one group pre-test post-test design. The research data was collected using a multiple choice pre-test and post-test measurement technique consisting of 20 multiple choice items. The population of this research was the class X of SMA 1 Juwana in Academic Year 2024/2025. The sample of this research was 32 students of class X-6. The results of this study indicate an increase in scores, with the average pre-test score rising from 57.03 to 83.59 in the post-test. This improvement is supported by the SPSS analysis, which shows a significance value (Sig.) of 0.00, indicating a statistically significant difference before and after the implementation of the Simon Says game in learning vocabulary at SMA 1 Juwana.
The Students' Vocabulary Mastery: Mnemonic or Translation Technique Nike Widia; Ikariya Sugesti; Sirniawati
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.15327

Abstract

This study explores the comparative effectiveness of mnemonic techniques versus translation methods in enhancing vocabulary mastery among students learning English as a Foreign Language (EFL). A common issue faced by EFL learners is limited vocabulary knowledge, which impedes their ability to follow teacher instructions and complete classroom tasks effectively. Mnemonic techniques, which leverage associative memory and repetition, are posited to enhance vocabulary retention and understanding more efficiently than conventional translation approaches. A quantitative research methodology was employed, utilizing a quasi-experimental design. The participants consisted of seventh-grade junior high school students, assigned to two groups: the experimental group, taught using mnemonic techniques, and the control group, instructed through translation techniques. Vocabulary mastery was assessed using pre-tests and post-tests administered before and after the intervention. The findings revealed a significant improvement in the vocabulary scores of the experimental group, with an average increase of 25.42 points, compared to a 10.88-point gain in the control group. These results indicate that mnemonic techniques are more effective in improving vocabulary mastery, particularly among beginner-level EFL learners.
Student Engagement in Project Based Learning Activities Revana khatarina Salsadilla; Ikariya Sugesti; Sirniawati
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.15380

Abstract

This study aims to analyze student engagement through a project-based learning model in a seventh grade EFL classroom. This research used a qualitative approach with a case study method to gain an in-depth understanding of how students engage in learning activities when using the PjBL model, where data was collected through observation, open ended questions interviews, and documentation. The research participants consisted of 34 seventh grade students in a junior high school. The results showed that the use of project-based learning model in EFL classroom can provide significant learning engagement for students in English learning process. The PjBL model encourages students to play an active role in learning by involving them in meaningful and contextualized tasks. Project-based learning has been shown to enhance students' enthusiasm, boost their self-confidence, foster creativity, and strengthen both independent and collaborative learning abilities. This study recommends the application of project-based learning in EFL contexts, especially in an effort to improve students’ ability to speak and write in English.
Visualizing History: Narrative and Discourse Analysis of Historical Dioramas at Museum Sejarah Nasional Indonesia Dery Saefudin; Mulyadi; Siti Nurani
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.15596

Abstract

Museums are not only places to display historical objects, but also powerful spaces that shape how people understand the past through stories, language, and images. This study explores how ideological messages are built through written texts and visual elements in the dioramas of the National Museum of Indonesian History. Using a qualitative approach, the research combines narrative analysis based on Tzvetan Todorov’s five narrative stages and Stuart Hall’s theory of representation. Data were collected through observation and photo documentation of 51 dioramas across four main historical periods. The findings show that the museum presents Indonesian history in a clear but state-centered way, emphasizing national pride, anti-colonial struggle, and male heroism. The texts often use nationalistic and elite-centered language, promoting a single dominant view of history. This excludes other voices, such as those of women, local communities, and ordinary people. The study shows that museums do more than inform. They help shape public understanding of history. Therefore, it is important to examine museum language critically to promote a more inclusive national narrative.
Teaching Strategy in English Speaking Class Tiarannisa Putri Lestari; Julianthi Zefana Silitonga; Ayonia Jelita Boru Sinaga; Erma Sujiyani; Muhammad Subhan Fikri
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16046

Abstract

This study aimed to explore the lecturer’s teaching strategies in the speaking class at Universitas Palangka Raya. This study used a qualitative research design. The participant in this study was one of the lecturers who taught in the Intermediate English-Speaking Class during the 2nd semester. The instruments used were a field note and an interview guide. The study found that the lecturer employed various strategies to teach speaking skills, depending on the topic of the day. The lecturer employed seven strategies throughout the class activity. In the opening, the lecturer would use icebreakers as a warm-up. In the core activity, the lecturer would employ techniques such as brainstorming, drilling, pair work, role-playing, and group work. At the end of the class, the lecturer would play a game named “Exit Ticket”. This study is recommended for lecturers or teachers as a reference for teaching speaking skills.
Learners’ Perceptions of Genre-Based Pedagogy in EFL Writing Su-Jen Lai
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v10i1.16119

Abstract

Genre-based pedagogy, grounded in Vygotsky’s sociocultural theory, has been widely implemented in ESL/EFL contexts but remains underexplored in Taiwan and other Asian countries. This study examined Taiwanese undergraduates’ perceptions of genre-based writing instruction and its effectiveness in improving English writing proficiency. Participants consisted of three groups of students enrolled in a compulsory English Reading and Writing course offered by the Colleges of Medicine, Engineering, and Management. Using a mixed-methods design, data were collected from course materials, student questionnaires, and semi-structured interviews. Instruction focused on composing descriptive, comparison–contrast, and cause-and-effect paragraphs, with tasks contextualized to each discipline. Findings indicated that genre-based pedagogy was applied flexibly across all groups, leading to notable improvements in students’ writing performance. Participants reported increased confidence, greater awareness of genre structures, and enhanced ability to organize ideas effectively. Attitudes toward peer feedback varied by proficiency level, while teacher guidance and individual writing practice were viewed as particularly beneficial. These findings underscore the importance of adapting genre-based instruction to diverse learner profiles and proficiency levels. The study provides empirical support for the pedagogical value of genre-based writing instruction in EFL higher education, offering practical implications for curriculum design, classroom practice, and future research on genre-focused approaches in similar Asian contexts.
The Use of Baamboozle to Improve Vocabulary Mastery of High School Students Rahma Hidayatul Tafiana; Th. Cicik Sophia Budiman; Ajeng Setyorini
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16242

Abstract

This study investigates the use of Baamboozle as a digital learning tool to enhance vocabulary mastery among 10th-grade students at SMA Negeri 1 Mranggen. The research employs a pre-experimental design involving a pre-test and post-test to assess students’ vocabulary mastery before and after the intervention. The findings reveal that students initially demonstrated low vocabulary mastery, with many categorized as “poor” or “very poor.” Following a two-week intervention utilizing Baamboozle, results indicate a significant improvement in students’ vocabulary scores, with a notable increase in the number of students achieving “good” and “excellent” classifications. Statistical analysis confirms a significant difference between pre-test and post-test scores, highlighting the positive impact of interactive and gamified learning on vocabulary acquisition. The study underscores the importance of engaging teaching methods to foster student motivation and enhance learning outcomes in language education.
AI for Coherent Writing: Supporting EFL learners’ Text Structure Development Mike Amelia; Fitri Handayani
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16284

Abstract

The integration of Artificial Intelligence (AI) into education has reshaped language learning, particularly in writing. This study examines the effect of AI-assisted writing analysis on the structural coherence of English as a Foreign Language (EFL) students’ academic essays. Using a quasi-experimental design, thirty undergraduate students at Universitas Terbuka participated in pre- and post-tests and completed a perception questionnaire based on the Technology Acceptance Model (TAM). Quantitative results revealed significant improvement in structural coherence, especially in organization and use of transitions. Students also reported high perceived usefulness and ease of use of AI tools. These findings suggest that AI-assisted feedback can effectively enhance writing coherence when integrated into process-oriented instruction, while emphasizing the need for teacher guidance and critical engagement. The study highlights the pedagogical and ethical implications of incorporating AI into higher education writing contexts.
Exploring the Impact of Generative AI Tools on English Writing Skills among English Education Exploring the Impact of Generative AI Tools on English Writing Skills among English Education Students : A Case Study of Students at Universitas Muhammadiyah Semarang (UNIMUS) Silvia Nanda Putri Erito; Testiana Deni Wijayatiningsih
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16302

Abstract

The integration of generative artificial intelligence (AI) tools, such as ChatGPT, Grammarly, and QuillBot, has transformed the way students develop and refine their writing skills in higher education. This study aims to explore how English Education students at the University of Muhammadiyah Semarang (UNIMUS) perceive and utilize these tools to enhance their English writing competence. Using a qualitative research design, data were collected through an open-ended questionnaire distributed to 23 students who had experience using AI-based writing assistants. The responses were analyzed thematically following Braun and Clarke’s (2021) framework to identify patterns in students’ perceptions, experiences, and challenges. The findings indicate that while students view AI tools as helpful companions for improving grammar, vocabulary, and text organization, they also acknowledge risks such as overreliance and reduced creativity. These insights emphasize the importance of promoting AI literacy and responsible tool usage among future English teachers. Overall, the study contributes to the ongoing discussion on digital transformation in English language education and offers practical implications for integrating AI-assisted writing tools in higher education settings. Keywords: generative AI, English writing skills, English Education students, ChatGPT, qualitative research

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