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Rama Dwika Herdiawan
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jell.unma2019@gmail.com
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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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Speech Act in the Song Fateh by Vanguard and Doyz as a Medium of Social Criticism Kinanti Dwiqalsa Paundrianagari; Adip Arifin
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.v9i2.16597

Abstract

This study analyzes the song Fateh by Morgue Vanguard and Doyz as a medium of social criticism using John Searle’s speech act theory. The song emerged amidst the Indonesian student protests in 2024, opposing the revision of the Regional Election Law, which was perceived as reinforcing oligarchy. The analysis of Fateh's lyrics identifies 42 lines categorized into five types of speech acts: representative acts (18 lines), directive acts (9 lines), expressive acts (6 lines), commissive acts (5 lines), and declarative acts (4 lines). Representative acts depict social realities of injustice, while directive acts call listeners to engage in collective action. Expressive acts convey emotions of anger and frustration, commissive acts reflect commitment to ongoing resistance, and declarative acts assert the social changes needed. The findings reveal that Fateh serves not only as a critique of social inequality but also as a tool for building solidarity and encouraging change through collective action.
Empowering Learner Soft Skills in Digital Teaching: A Study of Teacher Perspectives Yentri Anggeraini; Fitria Aprilia; Muhammad Yazir; Lianasari; Nopa Yusnilita
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.v9i2.17000

Abstract

The necessity of soft skills for digital native learners is paramount, underscoring the urgency of integrating them into pedagogical processes to equip students with essential life competencies for navigating the digital age. This study investigates English educators' perspectives and implementation strategies for fostering eight key soft skills (communication, collaboration, critical thinking, creativity, adaptability, emotional intelligence, leadership, and time management) within the English as a Foreign Language (EFL) classroom. A mixed-methods approach was employed, gathering data from 35 English teachers using both interviews and a closed-ended questionnaire. The qualitative and quantitative analysis revealed that teachers successfully implement a range of project-based and interactive activities. Specifically, the findings demonstrate that activities such as peer tutoring, role-playing, mini drama projects, group presentations, reader's theatre, and self-peer feedback are effective in empowering all eight targeted soft skills in EFL learners. The study concludes that diversified and project-based activities are highly effective pedagogical tools for the simultaneous development of a broad spectrum of soft skills in the digital teaching environment. These findings offer practical implications for curriculum designers and educators seeking to enhance soft skill development in language education.
The Effectiveness of Total Physical Response (TPR) in Improving English Instruction Comprehension for Sixth-Grade Students Muchammad Sofyan Firman Syah; Syaefani Arif Romadhon
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.v9i2.17031

Abstract

This research aims to investigate the effectiveness of the Total Physical Response (TPR) method in increasing sixth-grade students' understanding of English instructions. The background of this study was the low ability of students at SD Muhammadiyah 1 Brebes to respond to teacher commands without translation. This study employed a quantitative approach with a pre-experimental design, specifically the One-Group Pretest-Posttest Design. The sample consisted of 16 sixth-grade students selected through purposive sampling in the academic year 2025. Data were collected using a listening comprehension test administered before and after the treatment. The data analysis revealed a significant improvement in student performance. The mean score of the pre-test was 52.18, while the mean score of the post-test increased to 80.31. The results indicate that the TPR method successfully helped students internalize English meaning through physical movement and reduced their learning anxiety. It is concluded that Total Physical Response is an effective strategy to enhance listening comprehension and student engagement among young learners.
Negotiating Humanity through Innocence and Experience in William Blake’s Poetry Nia Kurniawati; Kuswara; Dewi Sukmarawati
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.v10i1.17076

Abstract

Abstract: This study explores how William Blake represents humanity through the concepts of innocence and experience in Songs of Innocence and Songs of Experience. Using a qualitative interpretive approach, the study analyzes selected paired poems to examine how moral awareness, emotional development, and humanitarian concerns are constructed through poetic contrast. The analysis is conducted through close reading and intertextual comparison, focusing on imagery, tone, and symbolic opposition between innocence and experience. The findings show that Blake does not present innocence and experience as opposing states, but as interconnected stages of human consciousness. Innocence is associated with trust, emotional openness, and moral hope, while experience reveals suffering, social injustice, and ethical failure. Through this tension, Blake invites readers to reflect on moral responsibility, empathy, and the impact of authority and social institutions on human life. The study argues that Blake’s poetic vision highlights humanity as a process shaped by moral struggle rather than fixed moral certainty. By combining textual analysis with a humanistic and reader-oriented perspective, this research contributes to literary studies by showing how Blake’s poetry continues to offer ethical insight into the human condition.
Utilizing Drama Projects in Facilitating Speaking Proficiency Among Indonesian Non-English Department Students Titin Purwaningtyas; Fury Yulia Damayanti; Rohmatul 'Adzima
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.v9i2.17120

Abstract

This study examines the integration of a drama project that can benefit students' speaking learning outcomes in the context of a higher education setting. Drama projects provide real-life material and a supportive learning environment that allows students to perform and interact with others as they practice the dialogue script. This study aims to (1) describe the implementation process of the drama project in the classroom and (2) examine students' motivation, creativity, and collaboration during its implementation. The participants were 35 intermediate-level students from non-English departments enrolled in an intensive English course at a private university in Surakarta. The research used a qualitative design. The researcher obtained the data through semi-structured interviews, an open-ended questionnaire, and classroom observation. The findings indicated that the drama project positively affected students’ speaking performance. The project also enhanced higher levels of motivation, creativity, and collaboration throughout the learning process. Meanwhile, students’ low performance is affected by several factors, including feeling shy and nervous about acting in front of the camera, limited editing skills, and time constraints. The research findings imply that integrating the drama project is beneficial for facilitating short-term intensive English programs that enhance students’ university communicative competence. Keywords: Drama, Project-Based Learning, Speaking Proficiency, Intensive English Course
Newmark’s Translation Methods in Indonesian Translation of NIKI’s “La La Lost You” Windi Azahra; Widhiyanto
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.v9i2.17488

Abstract

Song lyric translation plays a crucial role in enabling audiences to access meaning and emotional expression across languages, particularly within digital platforms such as YouTube. Despite the extensive application of Newmark’s translation methods in translation studies, limited research has specifically examined their use in Indonesian song subtitles distributed through online lyric channels. This study aims to identify the Newmark translation methods employed in the Indonesian subtitles of NIKI’s song “La La Lost You” on the Indolirik YouTube channel and to analyze how these methods convey meaning and emotional nuance from English into Indonesian. Adopting a qualitative descriptive approach, the data were collected from the original English lyrics and their Indonesian subtitles and analyzed using Newmark’s translation method framework. The findings indicate that communicative translation is the most frequently applied method, followed by free translation, semantic translation, and faithful translation. Communicative translation is predominantly utilized to render emotional expressions, idiomatic language, and implicit meanings, while free translation emphasizes emotional states by reducing surface textual elements. Semantic and faithful translations appear in lines with relatively straightforward meanings that require minimal modification. These findings suggest that the translator prioritizes audience comprehension and emotional accessibility, reflecting the influence of YouTube as a digital consumption context and highlighting communicative translation as an effective strategy in digital song subtitling.
A Systematic Literature Review on Second Language Acquisition through the Lens of Complex Dynamic Systems Theory: Mapping Research Contexts, Methodological Trends, and Thematic Findings Puspito Rizky Wahani; Widhiyanto
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.v10i1.17573

Abstract

Abstract: Recent advances in second language acquisition research highlight contextual and interconnected developmental processes, but qualitative and process-oriented studies grounded in Complex Dynamic Systems Theory (CDST) remain limited and insufficiently synthesized. This study reviews qualitative CDST-informed SLA research published between 2015 and 2025 to map research context, methodological trends, and major thematic findings. A qualitative systematic literature review was conducted across various databases and utilized reference management software, following the PRISMA guidelines framework for Systematic Reviews and Meta-Analyses. Data were thoroughly analysed employing the inductive thematic synthesis and descriptive mapping. The findings indicate that CDST-informed research consistently conceptualizes L2 development as a nonlinear, variable, and context-sensitive process, with implications for process-oriented research and pedagogy.
Unlocking Reading Comprehension through Flashcards: An Experimental Study Junia Bella Safitri; Testiana Deni Wijayatiningsih; Riana Eka Budiastuti
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.v10i1.17631

Abstract

Many students in one private junior high school in Central Java experienced difficulties in reading comprehension, which adversely affected their academic performance. Preliminary observations indicated that only approximately 40% of students demonstrated adequate comprehension skills. This study aimed to examine the effect of flashcard-based instruction in enhancing students’ reading comprehension. A quasi-experimental pretest–posttest design was employed, involving two groups of eighth-grade students: an experimental group receiving flashcard-based instruction and a control group receiving conventional teaching, with 24 students in each group. Data were collected through reading comprehension tests and a structured questionnaire. The findings revealed that the experimental group obtained a higher mean posttest score (M = 81.66) compared to the control group. However, the Mann–Whitney U test indicated that the difference between the groups was not statistically significant (p > .05). Despite the absence of statistical significance, the experimental group consistently demonstrated higher performance trends. Furthermore, questionnaire responses showed overwhelmingly positive student perceptions, highlighting the practicality, engagement, and motivational benefits of flashcards. These findings suggest that flashcard-based instruction has pedagogical value in supporting reading comprehension and learner engagement in private junior high school contexts.
The Effectiveness of VocabARy Web-AR as English Learning Media for Students of SMP Negeri 3 Wonosalam Ubaidillah Ube; Iin Baroroh Ma'arif
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.v10i1.18008

Abstract

This study investigates the effectiveness of VocabARy, a Web-based Augmented Reality (Web-AR) platform, in enhancing students’ English vocabulary mastery. The research employed a mixed-methods sequential explanatory design involving 26 eighth-grade students at SMP Negeri 3 Wonosalam Jombang. Quantitative data were collected through pre-test and post-test, while qualitative data were obtained from questionnaires, interviews, and observations. The findings revealed a significant improvement in students’ vocabulary mastery. The mean score increased from 26.61 in the pre-test to 80.73 in the post-test, with a standard deviation decrease from 9.52 to 7.58, indicating more consistent performance. The paired sample t-test showed a statistically significant difference (p < 0.01), confirming the effectiveness of the intervention. Furthermore, the N-Gain score reached 0.7454 (high category), demonstrating substantial learning improvement. Qualitative findings indicated that students perceived VocabARy as useful, easy to use, and motivating. The integration of Web-AR technology provides an interactive and engaging learning experience. Therefore, VocabARy is considered an effective and innovative tool for vocabulary learning in EFL contexts.
Developing Explore C-Play: A Game-Based E-Worksheet for Cambridge Lower Secondary English Learners Harbiah Hilda Amalia; Ulfa Wulan Agustina
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

Abstract

This research aimed to develop an interactive digital learning medium entitled Explore C-Play (English Practice, Lower Secondary Assessment with Cambridge Playful Learning) based on e-worksheet for international students at Aqobah International School. The research employed a Research and Development (R&D) design using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were lower secondary international students, while the data were collected through needs analysis, expert validation, interviews, and questionnaires. The developed product integrates gamebased activities using the LiveWorksheets platform to support four English skills: listening, speaking, reading, and writing, in accordance with the Cambridge Curriculum and Playful Learning approach. The results of the study indicated that Explore C-Play is feasible and effective as a learning medium. Material expert validation reached 93%, categorized as excellent, while media expert validation obtained 81%, categorized as very good. In addition, students’ responses showed a very positive perception with an average score of 98%, indicating high motivation, engagement, and interest in learning English through the developed e-worksheet. These findings demonstrate that game-based digital worksheets can enhance students’ participation and understanding in English learning. Therefore, Explore C-Play can be used as an effective supporting learning medium for international lower secondary students implementing the Cambridge Curriculum.

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