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IJLHE: International Journal of Language, Humanities, and Education
Published by STKIP PGRI Bandar Lampung
ISSN : 29634520     EISSN : 29860369     DOI : https://doi.org/10.52217/ijlhe.v5i2.1027
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
IJLHE: International Journal of Language, Humanities, and Education is a journal devoted to language and literature researchers, humanities, as well as practitioners in the field of education. IJLHE Journal is managed by the Institute for Research and Community Service STKIP PGRI Bandar Lampung which is responsible for the Master Program in Indonesian Language Education. All publishing processes follow the procedures for scientific writing and editing involving expert reviewers from various countries.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 367 Documents
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Communicating Ideal Social Institution: A Reading of Francis Bacon’s Of Judicature Singh , Alka
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1825

Abstract

Francis Bacon's essay "Of Judicature" is a probe into valuable insights regarding the office of a judge and the concept of justice. Bacon emphasizes the importance of judges being knowledgeable, impartial, and courageous in their decision-making. They should possess a deep understanding of the law and its applications. He considers a Judge’s position as a reasonable centre holding the faith and trust of the people in a society. Judges play a crucial role in upholding justice and ensuring that the legal system functions fairly and efficiently. Bacon stresses the need for judges to maintain their integrity and independence, avoiding external influences and personal biases. The Essay “Of Judicature”, views justice as a fundamental principle of society, which is essential for maintaining order and stability, where he highlights the importance of justice. The present paper offers a reading of Bacon’s ‘Of Judicature’ in understanding the Office of Judges as an important social institution in guiding the people to opt for the right action on the right path and constructively strengthening the human psychology in institutionalizing faith and trust of the people in the legal system.
Structure and Openness in Literary Semiotics: A Comparative Study of Greimas, Eco, and Barthes Amraj, M. Akbar Kurtubi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1828

Abstract

This article offers a comparative analysis of three foundational figures in literary semiotics: Algirdas Julien Greimas, Umberto Eco, and Roland Barthes. Drawing on the philosophical traditions of Hegel, Kant, and Nietzsche, the study examines how each theorist articulates distinct approaches to textual meaning, structure, and interpretation. Greimas develops a rationalist framework centered on structural semantics and coherence; Eco positions himself between rationalism and postmodern multiplicity by proposing a model of textual openness constrained by interpretive competence; and Barthes advocates for the primacy of the signifier and the aesthetics of polysemy, resisting conceptual closure through a Nietzschean lens. Methodologically, the article employs close reading and comparative conceptual analysis to highlight epistemological tensions and intersections among the three thinkers. Ultimately, the study maps the evolution of literary semiotics as a dynamic dialogue between structure and openness, coherence and ambiguity, authorial intention and readerly participation
Reading Comprehension Challenges Among Bilingual Students: Teachers’ Perspectives and Pedagogical Recommendations Andriani, Diyah Iis
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1833

Abstract

Reading comprehension is a fundamental component of academic success, yet bilingual students often face distinct challenges in this area, particularly in contexts where the language of instruction differs from their home language. This qualitative study investigates the reading comprehension difficulties encountered by bilingual primary school students in Indonesia, drawing on the experiences and insights of 20 classroom teachers from Tangerang Selatan, Banten. Through semi-structured interviews, the study identifies key barriers to comprehension including limited vocabulary, language interference, and low parental involvement—factors often exacerbated by socioeconomic constraints and large family sizes. The study also explores the impact of these difficulties on students’ performance in other subjects, as well as the strategies teachers employ to mitigate these challenges. Teachers propose solutions such as adapting textbooks, increasing family engagement, providing professional development in bilingual education, and enhancing early childhood programs. These findings contribute to a nuanced understanding of bilingual students' literacy development in Indonesia and underscore the need for context-sensitive educational interventions.
Empowering Listening Comprehension through Pre-Listening Strategies: An Action Research Study on EFL Learners Ruisah
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1836

Abstract

Listening comprehension remains one of the most challenging language skills for English as a Foreign Language (EFL) learners. This action research study explores the impact of pre-listening language learning strategies on the listening comprehension skills of first-semester students at Universitas Pamulang. A total of 35 students participated in a structured intervention comprising three cycles of strategy-based listening instruction. Data were collected through observation forms, researcher-practitioner journals, and semi-structured interviews. Descriptive and content analyses were employed to interpret the data. The findings reveal that the explicit teaching of pre-listening strategies significantly improved learners’ motivation, comprehension, and engagement with listening tasks. Students reported increased confidence, enhanced understanding of listening texts, and reduced anxiety. Although a few learners faced challenges in recalling prior knowledge or vocabulary, the majority expressed positive attitudes toward the approach. The study highlights the value of incorporating pre-listening strategies as an integral component of EFL instruction to support listening development and learner autonomy.
Analyzing Coherence and Cohesion in Eleventh Graders’ Descriptive Paragraphs at SMA N 1 Sawan Dewi, Ni Kadek Kasandra; Adnyani, Ni Luh Putu Sri; Ramendra, Dewa Putu
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1845

Abstract

This study aimed to analyze how eleventh-grade students of SMA Negeri 1 Sawan in the 2024/2025 academic year construct coherent paragraphs and how they apply cohesive devices in their writing. This study employed a mixed-methods approach, which combines qualitative and quantitative descriptive techniques. Data collection was carried out through the documentation of 22 paragraphs written by students, but only 20 of these paragraphs met the analysis criteria. The main instruments in this study were the coherence assessment rubric and the cohesion frequency table. According to the findings of this study, 90% of the paragraphs were found to be coherent, with an average coherence score of 84.35%. However, 10% did not have adequate coherence. The most frequently used cohesive devices included references, substitutions, ellipsis, conjunctions, and lexical cohesion, with references and conjunctions being the most prevalent. These findings highlight the importance of targeted teaching strategies in enhancing students' writing competence, particularly in developing logical flow and sentence connectivity within an academic context. Therefore, this study concludes that although most students can construct coherent and cohesive descriptive paragraphs, there is still a need for improvement in the application and variation of cohesive devices.
Exploring Teachers’ Motivational Strategies: Validation and Application of the Teachers’ Student Motivation Scale (TSMS) Nurdin; Misbahillah, Al Khansa Nova
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1846

Abstract

This study investigates the motivational strategies employed by teachers through the application of the Teachers’ Student Motivation Scale (TSMS), a psychometrically validated instrument designed to assess teachers’ approaches to student motivation. The TSMS comprises 32 scenario-based items categorized into four sub-dimensions: high-level control, moderate-level control, moderate-level autonomy support, and high-level autonomy support. Utilizing a 5-point Likert scale, the scale captures the frequency and appropriateness of teachers’ motivational behaviors. The study evaluates the reliability and validity of the TSMS, reporting satisfactory internal consistency (Cronbach’s alpha ranging from 0.75 to 0.78 across sub-dimensions) and significant correlations with the Student Locus of Control Scale, indicating meaningful relationships between motivational strategies and students’ locus of control. Data analysis, including independent samples t-tests, explores variations in motivational strategies by teacher gender. Findings highlight the role of control and autonomy-supportive strategies in fostering student motivation, with implications for teacher training and educational practice. This research contributes to the understanding of motivational aspects in educational settings and offers an appropriate tool for future studies.
When Words Fail: Exploring Speaking Anxiety Among ESL Learners Tampubolon, Muhammad Ahsan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1849

Abstract

This study examined the speaking anxiety levels and sources among 130 English as a Second Language (ESL) students at Universitas Pamulang, across basic and intermediate courses. Speaking competence is crucial in today's globalized world, yet anxiety often hinders learners' confidence and participation. Using a quantitative survey, the adapted "Sources of Speaking Anxiety for Learners of English as a Second Language Scale" by Young (1990) was administered. Descriptive statistics, t-tests, and ANOVA were used to analyze the data, looking at anxiety levels and their connection to gender and proficiency. Results showed that over half of the students (53.49%) experienced some speaking anxiety. Interestingly, no significant differences were found based on gender or overall proficiency, except for one specific item: intermediate learners showed higher anxiety when interacting with peers of the opposite sex. The primary sources of anxiety identified were fear of making mistakes, unfamiliarity with topics, fear of evaluation, and limited vocabulary. Conversely, speaking with classmates and engaging in role-play activities were less anxiety-provoking. These findings highlight the need for educators to address both the psychological and teaching aspects of language instruction. The study recommends implementing learner-centered approaches, interactive speaking tasks, and supportive classroom environments to alleviate performance pressure. The results have implications for developing more inclusive and effective ESL instruction, especially where students have limited English exposure outside the classroom. Future research could benefit from qualitative data and larger, more diverse samples.
Critical Thinking and Productive Language Skills: A Literature-Based Approach Sagimin, Eka Margianti
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1851

Abstract

In the evolving landscape of higher education, the development of critical thinking (CT) has emerged as a fundamental educational objective, particularly in foreign language instruction. While considerable attention has been given to integrating CT into receptive language activities such as reading and listening, productive skills—namely speaking and writing—remain underexplored in this regard. This article investigates the effectiveness of targeted instructional strategies and technologies designed to foster CT during productive language learning tasks. Drawing on a structured framework encompassing mental operations and cognitive phases (activation, comprehension, and reflection), this study identifies and systematizes pedagogical methods that simultaneously develop linguistic proficiency and CT competencies. These include essay writing, structured discussion, conceptual mapping, clustering, annotation, forecasting, and project-based learning, all aligned with higher-order cognitive functions such as analysis, synthesis, evaluation, and decision-making. The study concludes that intentional integration of CT-promoting strategies into productive language skills instruction significantly enhances learner engagement, autonomy, and cognitive agility. The findings underscore the need for continued pedagogical innovation and offer practical implications for language educators aiming to bridge linguistic and critical competencies in university settings.
The Use of Animated Video Media in Teaching Fairy Tales to Lower Grade Students at MI Ma’arif NU 01 Kajongan Rahma, Annisa Auwla; Suharto, Abdul Wachid Bambang
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1852

Abstract

The use of fairy tale materials in Indonesian language instruction is aimed at achieving predetermined competency standards. To meet these standards, a solid understanding of theoretical concepts is essential. In order to minimize misunderstandings in the delivery of theoretical content, the use of appropriate instructional media is necessary. This study aims to describe the implementation of animated video media in teaching fairy tale content to lower grade students. Employing a qualitative research method with a case study approach, the study was conducted at MI Ma’arif NU 01 Kajongan. Data were collected through observation, interviews, and documentation. Data analysis was carried out using an interactive model comprising data reduction, data display, and conclusion drawing. The findings indicate that teachers are able to integrate animated video media effectively in the instruction of fairy tales by adhering to key principles of media utilization during the planning, implementation, and evaluation phases. These findings imply that incorporating engaging multimedia resources can enhance young learners’ comprehension and motivation in language learning.
Social Media’s Impact on Indonesian Language Literacy Among SDN 1 Purbalingga Lor Students Wuryanti, Siwi Tami; Suharto, Abdul Wachid Bambang
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1853

Abstract

Literacy skills in the Indonesian language are defined as an individual's ability to understand, use, and analyse Indonesian in various contexts. With diverse features such as text, images, and videos, social media is considered capable of providing an interactive space for reading, writing, discussing, and enriching vocabulary and language comprehension. However, the use of social media by students is predominantly dominated by entertainment activities that offer minimal educational value. The content consumed often employs non-standard language, excessive abbreviations, or even disregards grammatical rules. This study employs descriptive qualitative research. The subjects of this research are 34 fifth-grade students from SDN 1 Purbalingga Lor, comprising 22 female and 12 male students. Data will be collected through three methods: observation, interviews, and literature review. The findings of this research indicate that social media has a complex influence on the Indonesian language literacy skills of students at SDN 1 Purbalingga Lor. The positive impacts of social media include the enhancement of language skills such as increased accessibility, language opportunities, and content creation. However, the challenges faced include the use of non-standard language, a decline in language skills, and difficulties in processing information, which can hinder formal learning.

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