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Mukhlash Abrar
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INDONESIA
Langue
Published by Universitas Jambi
ISSN : -     EISSN : 29885728     DOI : https://doi.org/10.22437/langue.v1i2.
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of Langue (Language and Education) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. The aim of this journal publication is to provide a platform for the international scholars, academicians and researchers to share the research findings and conceptual ideas in the fields of language and education. The journal publishes research articles and reviews in the area of language and education, including Teaching English to the Speakers of Other languages (TESOL), Teaching English as Foreign language (TEFL), Language Skills, Second Language Acquisition (SLA), Multilingualism, Curriculum Design and Development, Applied Linguistics, Teaching English for Young Learners (TEYL), English for Specific Purposes (ESP), Phonology, Morphology, Syntax, Semantics and Pragmatics and Language Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 44 Documents
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The Habit of watching English movies in improving vocabulary: What do the students say? Adrefiza, Adrefiza; Wulandari, Kiki; Haryanti, Reny
Langue (Journal of Language and Education) Vol. 3 No. 1 (2024): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i1.38146

Abstract

This study investigates students' perceptions of how watching English movies influences vocabulary development. A descriptive qualitative approach was used, involving a questionnaire completed by 50 students and semi-structured interviews with eight purposefully selected students from the English Language Education Study Program (ELESP) at the Faculty of Education, Universitas Jambi. Findings reveal that students perceive a positive impact from the habit of watching English movies, indicating it as beneficial for vocabulary enhancement. The selected participants met two criteria: regular experience watching English movies and completion of core courses in Listening, Speaking, Reading, Grammar, and Vocabulary. The study highlights improvement primarily in receptive and productive vocabulary, especially in informal language, idioms, and slang. It is recommended that lecturers integrate English movie watching into classroom activities or suggest it as a supplementary tool to foster vocabulary growth and overall language proficiency.
English for Specific Purposes for Accounting Students at One of Vocational High Schools in Batanghari Ismalinda, Siti
Langue (Journal of Language and Education) Vol. 3 No. 1 (2024): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i1.26599

Abstract

This study aims to explore the perceptions of accounting students regarding the English textbooks used in accordance with the Merdeka Belajar Curriculum. The research employed a descriptive quantitative method, involving twenty-five accounting students. Data were collected using a Google Form questionnaire. The findings revealed that the twelfth-grade students agreed that the English textbook aligned well with their major. They noted that the material, vocabulary, grammar, reading passages, and speaking exercises were relevant to accounting. Furthermore, the exercises in the textbook were considered appropriate and in line with the Merdeka Belajar Curriculum, making the textbook highly suitable for accounting students.
Improving Students’ Speaking Skill Through Role Play Technique of a Vocational High School in Sungai Penuh Septiawan, Wawan
Langue (Journal of Language and Education) Vol. 3 No. 1 (2024): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i1.29783

Abstract

In international relations, English language skills are very important to be able to participate in the wider world of work. Speaking skills are measured by the ability to carry out conversations in the language. This fact makes teachers think that speaking skills must be mastered by their students. This research was designed in classroom action research. This aimed to improve students' speaking skills among vocational school students in Sungai Penuh. A total of twenty-eight (28) participants were involved and carried out through two cycles. Each cycle consists of three meetings. The first and second meetings of each cycle were used to implement role-play techniques. Meanwhile, the last meeting of each cycle is for the speaking test. During this research, the researcher was assisted by a collaborator. Collaborator is a teacher who teaches English at a vocational school in Sungai Banyak. The instruments of this research are questionnaires and speaking tests. The results of this study showed that students' speaking skills improved significantly. This is proven by the average student scores. In cycle I, student achievement was 70.14, cycle II 82.28. Before researchers conducted this research, the average student score was 60.78. These results indicate that role playing techniques can improve students' speaking skills. Improving students' speaking skills is influenced by several factors. Namely: components of effective learning, classroom management and student awareness themselves.
Using Digital Games to Improve Students' Vocabulary Mastery: A Classroom Action Research at SD IT Permata Insani Islamic School Kota Jambi Makrub, Makrub
Langue (Journal of Language and Education) Vol. 3 No. 1 (2024): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i1.30211

Abstract

This research aimed to (1) identify whether digital games can improve students' vocabulary mastery abilities, and (2) to determine students' interest in learning vocabulary mastery using digital games. This research was conducted at SD IT Permata Insani Islamic School. This research was conducted in August–September 2023 through Classroom Action Research. It consists of two cycles, each cycle had four meetings. There are two types of data in this research, namely qualitative and quantitative data. Qualitative data was obtained by conducting direct observations in the classroom. Questionnaires, documentation and field notes were also used in conducting research. Quantitative data was student scores obtained from the test in each cycle. In analyzing quantitative data, descriptive statistics are used. In analyzing qualitative data, It is involved; (1) Data Reduction (2) Data Display (3) Drawing conclusions and verification. The research results showed that: 1) digital games improve students' vocabulary mastery. The increase of students’ vocabulary mastery can be seen from the average score of the previous semester of 54.00; test 1 in the first cycle was 60 and the average of test 2 in the second cycle was 73. 2) Digital game techniques applied in class can also increase students' interest, interaction, self-confidence and motivation in class activities. Based on research results, teaching vocabulary using digital game methods is a suitable technique for improving students' vocabulary mastery. This study can be used as a reference for teachers in improving the quality of teaching by implementing techniques to improve students' vocabulary mastery abilities.
An Analysis of Lecturers’ Reinforcement at English Education Department State Islamic of University Sulthan Thaha Saifuddin Jambi Silvinia, Merlisa
Langue (Journal of Language and Education) Vol. 3 No. 1 (2024): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i1.37200

Abstract

This study aimed to explore the use of reinforcement strategies by lecturers during English teaching in the first semester at the English Education Department of the State Islamic University of Sulthan Thaha Saifuddin Jambi. A qualitative case study design was employed, using two data collection methods: an observation checklist and interviews. Five lecturers, each with over eight years of teaching experience in the department, participated in the research. Data were analyzed through three key stages: data reduction, data display, and conclusion drawing. The findings revealed that the lecturers used two types of reinforcement in the English Language Teaching (ELT) classroom: verbal and non-verbal. Verbal reinforcement included the use of words and sentences, while non-verbal reinforcement involved gestures, proximity, and smiles. Reinforcement was delivered in four ways: individually, in groups, through physical proximity, and through a combination of verbal and non-verbal strategies. The most commonly used form of reinforcement was adapted based on students’ performance and classroom conditions.
Students' Perception of Anxiety in Learning Speaking at Students Higher Education Andestina, Dini Eka
Langue (Journal of Language and Education) Vol. 3 No. 1 (2024): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i1.30683

Abstract

This study investigates students’ anxiety in learning to speak English at State Islamic University Sulthan Thaha Saifuddin Jambi. It aimed to identify the factors contributing to students’ anxiety in speaking. A case study design was employed, involving five participants—two males and three females—who were selected using purposive sampling based on specific criteria. Data were collected through online interviews and analyzed descriptively to answer the research question. The findings revealed four key factors contributing to students’ speaking anxiety: lack of confidence, limited vocabulary, pronunciation difficulties, and fear of making mistakes.
Teacher's Technique in Teaching Vocabulary to Young Learners at an Elementary School Bangko Malik, Adam Daisa; Soma, Robi; Saharudin, Saharudin; Bansa, Yorina An'guna
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.45823

Abstract

Vocabulary is a very important aspect of a language that a beginner language learner needs to master. School teachers who teach English as a foreign language at elementary schools applied eclectic vocabulary teaching methods that they believe to be effective to teach their students. The researchers recruited an English teacher to be the research participant. This research aimed to examine teacher’s technique in teaching vocabulary to young learners in an elementary school Bangko. A qualitative case study design was applied to obtain information through interview and observation. The findings from the interview indicated that the teacher applied many kinds of techniques in teaching vocabulary to the first-grade learners of an elementary school Bangko. The interview result showed that the teacher used many kinds of techniques. In addition, from the result of observation, it was shown that the teacher applied song technique, personalization technique, realia technique, gesture technique, and picture technique in teaching vocabulary. The learners were guided by the teacher to follow some activities. Materials introduction and application of the techniques occurred in the classroom. The techniques in teaching vocabulary to young learners were applied to create exciting environment for the learners. Besides, the learners were able to participate in captivating activities as they learned vocabulary. In conclusion, teaching activities during teaching vocabulary to young learners exciting atmosphere. They were suitable to be given to young learners as an alternative way of teaching vocabulary.    
Enhancing Teacher Quality in Indonesia: A Systematic Literature Review of the PPG Prajabatan Program Perspectives Kurniadi, Tedy
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.43683

Abstract

This systematic literature review (SLR) explores the Pendidikan Profesi Guru (PPG) Prajabatan in Indonesia, a crucial initiative aimed at enhancing teacher quality and effectiveness. Established under the Ministry of Education Regulation No. 87 of 2013, the PPG program serves as a mandatory professional education pathway for aspiring teachers, focusing on improving their pedagogical knowledge and teaching skills. The review synthesizes perspectives from various stakeholders regarding the program's effectiveness, challenges, and areas for improvement, particularly analyzing studies published between 2018 and 2024.The findings reveal that while the PPG program significantly enhances teaching skills and confidence among participants, challenges persist, particularly concerning training facilities and support systems. Many alumni expressed dissatisfaction with logistical aspects of the program, indicating a need for improvements. Additionally, while interactive teaching methods proved beneficial, limitations in language proficiency development were noted. The review concludes that addressing these challenges is essential for maximizing the program's impact on educational quality in Indonesia. Future iterations should focus on enhancing facilities, fostering greater engagement among participants and coordinators, and integrating more language-focused activities to improve communication skills within a multilingual context.
Deconstructing Beauty: A Critical Discourse Analysis of Why You Think You’re Ugly by Melissa Butler Lestari, Kurnia; Sartika, Delita; Hustarna
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v3i2.43936

Abstract

One of the most important areas of focus in English instruction, especially at higher levels, is the ability to interpret and assess the underlying meanings of written and spoken texts, particularly those that deal with social issues. To help students develop their critical thinking and discourse analysis skills, teachers can include real-world materials like TED Talks in English language instruction. Through a critical discourse lens, this study examines how Melissa Butler's TED Talk, Why You Think You're Ugly, questions prevailing beauty standards. The study focuses on the descriptive and explanatory elements of Fairclough's framework while analyzing the textual elements and social contexts of Butler's discourse. Data were collected from the video transcript and categorized using Hall's beauty framework to emphasize themes such as body size, face traits, skin tone, and hair texture. The findings showed that Butler used rhetorical strategies and personal storytelling to critique linear beauty norms, expose the emotional toll of conformity, and advocate for a more inclusive vision of beauty. Her discourse emerged as a counter-narrative, resisting Eurocentric ideals and affirming cultural identity and self-acceptance. Ultimately, the study underscores the role of discourse in shaping social perceptions and supports the ongoing movement toward equity in beauty representation.
The Implementation of Drilling Technique for Improving Pronunciation of Culinary Students Daniel Lucky; Fajaryani, Nunung; Handayani, Reli
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Nowadays, the use of the drilling technique integrated with native speaker audio as a teaching aid is considered effective in overcoming pronunciation problems. This research investigates the implementation of the drilling technique to improve the pronunciation of culinary students at a vocational high school in Jambi. A Classroom Action Research (CAR) method was used, involving 33 students from the XI Culinary II class at SMKN 6 Kota Jambi. The research was carried out in two cycles, incorporating pre-tests, post-tests, observations, and interviews. The findings show significant improvement in the students’ pronunciation and engagement after the application of the drilling technique. The study concludes that drilling can be a highly effective method for enhancing students’ pronunciation skills in English language learning.

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