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Rama Dwika Herdiawan
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jell.unma2019@gmail.com
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Jl. K.H Abdul Halim no.103 Majalengka Jawa Barat
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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 134 Documents
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The Effectiveness of Baamboozle as Teaching Media to Improve Students’ Reading Comprehension of Recount Text Khaeriyah; Atikah wati; Nasori Efendi
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.v10i1.18098

Abstract

This study aims to determine the effectiveness of Baamboozle in improving students’ reading comprehension of recount text. Low motivation and limited background knowledge are some of the reasons why students have difficulty understanding the text. This study used a quantitative design and was conducted at MTs Ma’arif Legok, involving 27 eighth-grade students. A pre-experimental design was employed, and the data were collected using random sampling with pre-test and post-test as the instruments. The data were analyzed using IBM SPSS Statistics version 20. Based on the results of the study, the mean score of the pre-test is 54,07 and the mean score of the post-test is 76,67. The normality test using the Shapiro-Wilk test showed that the significance values were higher than the significance level of 0.05 (0.111 > 0.05 and 0.169 > 0.05). This indicates that the data were normally distributed. Furthermore, the paired sample t-test revealed that (sig. 2-tailed) was 0.000, which is lower than the significance level of 0.05. Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. Thus, it can be concluded that the use of Baamboozle as a teaching media was effective in improving students’ reading comprehension of recount text. The researcher suggests that teachers use Baamboozle as an engaging alternative media for teaching reading comprehension. Future researchers are encouraged to examine its effectiveness in different contexts, levels, and language skills.
Perceived Contributions of Translanguaging to Vocabulary Learning and Retention in an EFL Context Fitria Aprilia; Neisya Neisya
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.v10i1.18113

Abstract

Abstract: Vocabulary learning remains a major challenge for learners of English as a foreign language, particularly in retaining newly learned words over time. While translanguaging has been widely recognized for enhancing comprehension, its role in vocabulary retention is still primarily understood from learners’ perspectives. This study investigates students’ perceptions of translanguaging in vocabulary learning and their perceived vocabulary retention in an EFL context. A descriptive quantitative survey design was employed, involving 30 students from an English Education Study Program. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using descriptive statistics, including percentage distributions and mean scores. The findings indicate that students hold highly positive perceptions of translanguaging in vocabulary learning (M = 4.26) and perceived vocabulary retention (M = 4.34). Students reported that translanguaging helps reduce perceived cognitive load, improves clarity, and helps them form stronger associations between English vocabulary and their first language, which they perceived as supporting memory and recall. The study concludes that translanguaging is perceived as an effective pedagogical strategy that potentially facilitates vocabulary learning and retention from the learners’ perspective.
Evaluating the Argument Quality of Students' Argumentative Podcasts Using the Toulmin Argument Model Elma Indriyani; Issy Yuliasri
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.v10i1.18188

Abstract

This study examines the quality of students’ arguments in argumentative podcasts by applying the Toulmin Argument Model. Although previous research has largely focused on written works such as essays, this study fills a research gap by providing empirical evidence on how arguments are constructed through video podcasts in English as a Foreign Language (EFL) classrooms. Using a qualitative descriptive research design, the researcher analyzed 28 argumentative podcasts produced by 12th-grade students at a state high school in Semarang. The analysis categorized the arguments into four levels of quality: Incomplete, Semi-Complete, Almost-Complete, and Complete. The results indicate that the incomplete pattern (consisting only of a claim and supporting data) was the most frequent, appearing in 10 units of podcasts (36%). The nearly complete pattern was found in 7 units (25%), the semi-complete pattern with 6 units (21%), and the complete pattern was found in 5 units (18%). These findings indicate varying levels of ability among high school students in presenting structured arguments in digital formats. This highlights the need for sustained guidance to maximize the use of podcasts in constructing comprehensive arguments in digital media.
Evaluating the Effectiveness of Integrated Online English Learning Models in Information Systems Study Programs Mike Amelia; Fitri Handayani
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.v10i1.18196

Abstract

The rapid digital transformation of higher education has increased the need for effective technology-enhanced English learning, particularly for Information Systems students who must access technical documentation, academic resources, and professional communication in English. This study evaluated the effectiveness of an integrated online English learning model in an Information Systems Study Program at Bina Sarana Informatika University. A mixed-method design was employed with 42 undergraduate students enrolled in an English course. Data were collected through pre-tests, post-tests, questionnaires, observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and a paired-sample t-test, while qualitative data were analyzed thematically. The model was implemented through the MyBest Learning Management System, multimedia resources, online discussions, video conferencing, and interactive assessments. The findings indicated positive student perceptions, particularly regarding access to learning materials (M = 4.48), learning flexibility (M = 4.42), and overall satisfaction (M = 4.25). Students’ mean English scores increased from 67.4 in the pre-test to 83.6 in the post-test, and the improvement was statistically significant (p < 0.05). The greatest improvement occurred in technical vocabulary, followed by reading, listening, writing, and speaking skills. Qualitative findings showed that multimedia resources, online collaboration, and flexible learning enhanced engagement, motivation, and self-regulated learning. However, challenges included internet connectivity, limited concentration, reduced interaction in some activities, and differences in digital literacy. Overall, the integrated online English learning model effectively improved students’ English achievement and provided a flexible, engaging, and learner-centered learning environment. These findings support wider use of digital learning in technology-oriented higher education programs.
Optimizing Students’ Mastery of Sentence Construction Through Jumbled Words Activities: A Study of Grade XI at MAN 2 Parepare Nurul Waliyya Alam; Munawir; Magdahalena Tjalla; Nur Asiza
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.v10i1.18267

Abstract

Grammatical knowledge plays an important role in English as a Foreign Language (EFL) learning; however, many students still experience difficulties in constructing grammatically correct sentences. This study aimed to investigate students’ sentence construction ability before and after the implementation of jumbled word activities and to determine whether there was a significant difference after the treatment. This study employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The research was conducted at MAN 2 Parepare involving 30 students of class XI A1 selected through purposive sampling. The data were collected through pre-test and post-test sentence construction tasks and analyzed using descriptive and inferential statistics. The findings showed that the students’ mean score increased from 56.43 to 76.30. The paired sample t-test also revealed a significance value of p < 0.001, indicating a significant difference between the pre-test and post-test scores. Therefore, jumbled word activities were effective in improving students’ sentence construction mastery, particularly in constructing simple and compound sentences.
A Semantic Study of Metaphorical Language in Modern Khmer Literature: The Case of Nou Hach’s Phka Sropoun Samnang Pann; Sarom Mok
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.v10i1.18410

Abstract

The main purposes of this study explore the conceptual metaphors within modern Khmer literature via the novel entitled “Phka Sropoun” and identify the types of metaphors utilized in modern literary through this novel. Employing a descriptive qualitative research design, data was systematically sampled and extracted from Nou Hach’s canonical novel entitled “Phka Sropoun”, a foundational text in the national 10th-grade Khmer literature curriculum of Ministry of Education Youth and Sport. The semantic analysis of the text identified 45 distinct figurative sentences containing 46 operational metaphorical instances. These instances were classified into 11 categories in Phka Sropoun, revealing a highly embodied and culturally grounded figurative system, respectively. The spatial metaphors constitute the dominant category, accounting for 34.78% (n = 16) of all occurrences. The structural metaphors and physiological metaphors each account for 13.07% (n = 6), grammaticalized and cultural or literary metaphors, each comprising 10.86% (n = 5), and the smaller presence of remaining categories—including technological and tactile each comprising 4.34% (n = 2), orientational, ontological, extended visual and kinetic metaphors, each comprising 2.17% (n = 1)—occur less frequently but contribute to the overall conceptual diversity of all identified expressions. The findings demonstrate that the stark hegemony of spatial metaphors within the novel entitled ``Phka Sropoun`` underscores that the novel's conceptual infrastructure is fundamentally dependent on physical and environmental dimensions to articulate abstract psychological states and narrative trajectories. Moreover, the substantial salience of physiological, structural, and cultural-literary schemas reveals a figurative matrix that is simultaneously rooted in universal embodied cognition and deeply inextricably bound to the specific socio-cultural landscape of Cambodia. Consequently, this study strongly recommends that future research scale the application of Conceptual Metaphor Theory (CMT) across a wider, diachronic corpus of 20th-century Khmer literature; such investigation is imperative to ascertain whether this rigorous reliance on spatial mapping represents an idiosyncratic stylistic signature of Nou Hach or signals a foundational, institutionalized cognitive paradigm across the modern Khmer literary tradition.
A Synthesis of Khmer Literature and Identity: A Systematic Review and Meta Analysis Tithpanha Rim; Sarom Mok; Chhumlong Sum; Som Somuny
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.v10i1.18411

Abstract

Although the actual duration of human habitation in what is now Cambodia is unknown, clay pot fragments dating back to 4,200 BC have been discovered. The animistic worship practices of the early indigenous people were later combined with Hinduism, which was introduced by Indian traders in the second century. Small kingdoms with Khmer spoken in the villages and Sanskrit at the court were established in Cambodian civilization as a result of the more developed Indian culture. The arrangement eventually led to the rise of a single great king who ruled at Angkor and was revered by local princes. Cambodia now is a different planet. Between 1970 and 1997, a number of civil conflicts and political upheavals tore away the established Buddhist social hierarchy. Within networks of patronage, a new elite of crony capitalists has emerged to replace them. The didactic components of Theravada Buddhist literature have been a crucial governing influence in Cambodia, which has been ruled by elites at least from the time of the Khmer kings in the seventh century. It explores the idea of the ideal woman at the core of the Buddhist social model, and talks about the drastic changes have experienced since the advent of internationalism.
Toxic Positivity vs. Anxiety: A Critical Discourse Analysis of Emotional Hegemony in Inside Out 2 Aulfa Reyza Ayuni Prestika; Dery Purnama Saefudin; Siti Nurani; Rita Karmila Sari
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.v10i1.18466

Abstract

The increasing prevalence of adolescent anxiety and the growing influence of toxic positivity in digital culture have intensified scholarly interest in how emotions are represented and regulated in contemporary society. While previous studies on Inside Out have primarily examined emotional development from psychological and educational perspectives, the discursive struggle between competing emotional narratives remains underexplored. This study aims to investigate the linguistic strategies employed by Joy and Anxiety, analyze their discourse struggle within Headquarters, and explain how this conflict reflects contemporary adolescent mental health experiences. Employing a qualitative approach, the study analyzes the script of Inside Out 2 using Norman Fairclough’s three-dimensional Critical Discourse Analysis framework, encompassing text, discourse practice, and sociocultural practice. The findings reveal that Joy and Anxiety construct emotional authority through contrasting discursive strategies: Joy promotes optimism, certainty, and emotional control, whereas Anxiety emphasizes vigilance, anticipation, and future-oriented concerns. Their interaction constitutes a struggle for discursive dominance over Riley’s identity formation and decision-making processes. Furthermore, this conflict mirrors broader sociocultural pressures experienced by adolescents, including social media visibility, performance-oriented expectations, and the normalization of emotional self-regulation. The study contributes to Critical Discourse Analysis by conceptualizing emotions as competing forms of emotional hegemony and offers insights for media literacy and adolescent mental health education.
AI-integrated project-based learning for speaking skill development in ESP communication classes among information system students Silvia Nanda Putri Erito; Nurhasanah Halim
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.v10i1.18480

Abstract

The integration of artificial intelligence (AI) in language learning has recently gained increasing attention, particularly in English for Specific Purposes (ESP) classrooms. This study explored students’ perceptions and experiences toward AI-assisted project-based learning for speaking skills among Information System students. The research aimed to investigate how AI tools supported students’ speaking development, presentation preparation, confidence, and learning experiences during project-based ESP activities. This study employed a qualitative descriptive design using open-ended questionnaires distributed to 45 Information System students. The collected data were analyzed using thematic analysis adapted from Braun and Clarke (2006) to identify recurring themes and patterns related to students’ experiences, speaking development, and AI integration in project-based learning activities. The findings revealed that students generally had positive perceptions toward the integration of AI tools in ESP speaking activities. AI tools such as ChatGPT, Google Gemini, ELSA Speak were perceived as supportive learning assistants that helped students improve pronunciation, grammar, vocabulary, idea organization, and presentation preparation. In addition, project-based learning activities increased students’ confidence, reduced speaking anxiety, and provided meaningful opportunities for collaborative and independent speaking practice. The study also found that several students demonstrated critical awareness regarding responsible AI usage and the importance of independent thinking during the learning process. Overall, AI-assisted project-based learning can support both students’ readiness , students’ confidence, students’ need in idea development and creates a more interactive, supportive, and student-centered learning environment in ESP class for speaking activities that can positively contribute to ESP speaking development in higher education contexts
Teachers’ Practices in Integrating Instructional Media into English Teaching in Elementary Classrooms Yentri Anggeraini; Nopa Yusnilita; Nurul Afifah
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.v10i1.18707

Abstract

Abstract: The integration of instructional media has become an important part of English teaching in elementary classrooms, particularly in supporting young learners who need engaging, interactive, and meaningful learning experiences. However, understanding how teachers integrate instructional media into daily classroom practices remains important, especially in contexts where teachers utilize various resources to support student learning. This study aims to explore teachers’ practices in integrating instructional media into elementary school teaching and to examine how these practices support students’ learning engagement and classroom participation. A qualitative case study design was employed at SD Negeri 123 OKU, Indonesia. The participants consisted of three elementary school teachers and students involved in the classroom activities. Data were collected through observations, a focus group discussion with the participating teachers, and document analysis of teaching modules. The collected data were analyzed using thematic analysis to identify patterns related to instructional media integration. The findings revealed that teachers utilized various instructional media, including visual media, audio-visual media, realia, and digital media such as LCD projectors, to support classroom instruction. The findings also indicated that instructional media encouraged students’ active participation through exploration, group activities, discussion, and hands-on learning experiences. However, the study also found that the effectiveness of instructional media depended on the selection of appropriate activities that matched young learners’ characteristics, particularly their need for interaction and movement during learning. This study highlights the importance of purposeful instructional media integration in creating engaging, meaningful, and student-centered learning environments in elementary education. The findings provide practical implications for English teachers in designing learning activities that effectively combine instructional media with appropriate pedagogical strategies.  

Page 13 of 14 | Total Record : 134

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