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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 383 Documents
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Investigating the Amount and Goals of Using Social Networks Among Students of Bamyan University: A Historical Analysis Akbari, Najibullah; Samimi, Shirali
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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: 10.52217/8nrnj493

Abstract

The study of social networks, which have been around for a relatively short time, is a topic of interest to many students and researchers. The use of these emerging networks spans a wide spectrum from personal relationships to global relationships. This phenomenon has become a full-fledged subject in social and media research. The present study aims to investigate the extent and purposes of using social networks among students of Bamyan University. The research method is descriptive and survey-based. The statistical population of the study is made up of students of Bamyan University, and from the statistical population of 8,100, 367 people were selected as a statistical sample. The researcher created a questionnaire as a data collection tool. The research findings showed that 36.5 percent of Bamyan University students use social networks to a large extent. The results also show that 32.7% of them always use social networks to communicate with their family, 17.2% always use them for entertainment and fun, and 33% use them to follow vacancies and find jobs. According to the statistics, we can say that the main purposes of students using social networks are: Spending time and entertainment, keeping in touch with family and friends, finding a job, and registering for vacancies are among the goals of social media users among Bamyan University students. In addition to the aforementioned goals, secondary uses such as keeping in touch with the university, finding scholarships, getting informed about news, staying up to date, and being featured are also among the goals of social media users among Bamyan University students. In addition, it was found that there is a relationship between the variables of the amount of use and the purposes of using social networks, and the gender and marital status of students.
The Effect of Vocabulary Journals on Eleventh-Grade Students’ Vocabulary Mastery at SMK Trisakti Jaya Bandar Lampung Fitriana, Shafa; Nurchurifiani, Eva; Herlisya, Destia
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/bph91393

Abstract

This research aimed to determine the influence of using vocabulary journals on students’ vocabulary mastery at the eleventh grade of SMK Trisakti Jaya Bandar Lampung in the academic year 2024/2025. The research used a quantitative method with a quasi-experimental design. The sample consisted of two classes: XI AKL as the experimental class (16 students) and XI MM as the control class (22 students), totalling 38 students. The experimental class was taught using vocabulary journals, while the control class was taught using conventional media. The data were collected through pre-test and post-test and analyzed using SPSS, including tests of normality, homogeneity, and an independent sample t-test. The result of the Independent Sample t-Test showed a significance value (Sig. 2-tailed) of 0.000, which is less than α = 0.05. This indicates a significant difference in vocabulary mastery between the experimental and control classes. The mean difference was 15.523, with a 95% confidence interval ranging from 10.564 to 20.481. Therefore, H₀ is rejected and Ha is accepted. It can be concluded that the use of a vocabulary journal has a significant influence on students’ vocabulary mastery. The average post-test score of the experimental class was 79.25, which was higher than the control class’s score of 63.73. This indicates that students taught using vocabulary journals achieved better vocabulary mastery than those taught using conventional media.
Distribution of Cognitive Levels Analysis in Reading Exercises of English for Nusantara Textbook Agesti, Ervinda; Kholid, M. Ridho; Suryawati, Sri Suci
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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: 10.52217/5n7hkz16

Abstract

Reading exercises in textbooks play an important role in shaping students’ cognitive experiences, particularly in English language learning. However, the levels of cognitive processes required by textbook reading exercises need to be systematically analyzed to identify the cognitive orientation being developed. This study aims to analyze the distribution of cognitive process levels in reading exercises in the English for Nusantara Grade VIII textbook based on the Revised Bloom’s Taxonomy framework. This study employed a qualitative descriptive approach using content analysis techniques. The data consisted of reading tasks found in the textbook, with a total of 140 tasks identified. Seventeen tasks were excluded because they did not meet the criteria of the Cognitive Process Dimension (CPD), resulting in 123 specific reading tasks being analyzed. Each task was classified into the six levels of cognitive processes in the Revised Bloom’s Taxonomy through verbatim tabulation and theory-based judgment, which were verified through expert judgment by English teachers. The results indicate that the distribution of cognitive process levels is dominated by Remembering (43.09%) and Understanding (36.59%). Applying (2.44%), Analyzing (10.57%), and Evaluating (7.32%) appear in smaller proportions, while no reading tasks were found at the Creating level (0.00%). In conclusion, the reading exercises in the English for Nusantara Grade VIII textbook are oriented toward low- to mid-level cognitive processes, with limited opportunities for the development of higher-order thinking skills. Therefore, more cognitively balanced reading exercises are needed to optimize the role of reading activities in learning.
An Analysis of Speech Acts in the Movie Avengers: Endgame Windriani, Dian; Ainiyaya, Siti; Istiara, Febriyantina; Zulianti, Hajjah
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/vteg9390

Abstract

This study aims to identify the types of illocutionary speech acts and determine the most dominant type used in the movie Avengers: Endgame. This research employed a descriptive qualitative method using Searle’s theory of speech acts as the analytical framework. The primary data consisted of dialogues spoken by selected characters, namely Tony Stark, Steve Rogers, Thanos, and Scott Lang. Data were collected through observation and note-taking techniques, followed by classification and analysis using content analysis procedures. The findings revealed that five types of illocutionary acts were present in the movie: declarative, assertive, expressive, directive, and commissive. A total of 64 utterances were identified, consisting of 4 declaratives (6%), 16 assertives (25%), 7 expressives (11%), 34 directives (53%), and 3 commissives (5%). Among these, directives were found to be the most dominant type. This dominance indicates that the characters frequently use language to give commands, make requests, and direct actions, reflecting power relations and strategic interactions within the storyline. The findings contribute to a better understanding of how speech acts function in cinematic discourse and highlight the importance of pragmatic competence in interpreting meaning in context.
From Monologue to Dialogue: How Classroom Talk Shapes Communicative Learning in ELT Sultana, Sadia; Usha, Ummay Habiba
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/c3zghf43

Abstract

This study examines the role of classroom discourse in shaping communicative learning in Bangladeshi English Language Teaching (ELT) classrooms. Grounded in sociocultural and interactionist perspectives, the study adopts a mixed-methods design to explore both discourse patterns and participants’ perceptions. Data were collected from five secondary and tertiary classrooms involving approximately 150 students and 30 teachers through classroom observations, questionnaires, interviews, and pre- and post-task assessments. The findings reveal that classroom interaction remains predominantly monologic, with Teacher Talking Time significantly exceeding Student Talking Time. Despite this, both students and teachers demonstrate a strong preference for dialogic interaction. Quantitative results indicate that students feel more confident and engaged during pair and group activities, while qualitative data highlight persistent barriers such as fear of making mistakes, large class sizes, and exam-oriented instruction. Teachers acknowledge the importance of communicative competence but report challenges in implementing Communicative Language Teaching (CLT) due to contextual constraints, including limited time and institutional expectations. The study identifies a clear gap between communicative pedagogical ideals and classroom realities, resulting in a hybrid instructional environment where Grammar-Translation Method (GTM) practices coexist with CLT principles. These findings suggest that enhancing dialogic classroom talk is essential for fostering learners’ communicative competence. The study contributes to the literature by highlighting classroom discourse as a critical mechanism of learning rather than a peripheral feature of instruction. It also underscores the need for pedagogical and structural reforms to support sustainable dialogic practices in ELT contexts.
Does Moral Practice Matter in Restraining Juvenile Delinquency and Drug Addiction in the Socialization Process? Hossain, Alomgir
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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: 10.52217/83ss2d71

Abstract

This study examines the role of moral practice in restraining juvenile delinquency and drug addiction within the socialization process. Adolescence is a critical developmental stage in which individuals are highly influenced by family, peers, educational institutions, and broader social environments. Using a qualitative research design, this study collected primary data through in-depth interviews and focus group discussions with juveniles, including those involved in delinquency and substance use, while secondary data were obtained from academic literature, legal documents, and relevant reports. The data were analyzed using thematic analysis to identify key patterns related to moral development and deviant behavior. The findings reveal that moral practice, particularly when reinforced within family environments through supervision, communication, and religiosity, plays a crucial protective role in reducing involvement in delinquent activities and drug use. Adolescents raised in morally structured and religiously oriented families demonstrated stronger self-control and resistance to negative behaviors. In contrast, weak parental supervision, unstable family conditions, peer pressure, and exposure to harmful digital content were identified as major risk factors contributing to delinquency and addiction. The study also highlights that religiosity functions as a supportive mechanism by strengthening internal moral beliefs and guiding behavior, although its effectiveness depends on broader social contexts. Overall, the study concludes that moral practice is most effective when integrated with strong social support systems. Therefore, comprehensive prevention strategies should incorporate family-based moral education, school engagement, and community interventions to address the root causes of juvenile delinquency and drug addiction.
Cultural Interference in Indonesian Folktale Writing in Japanese Puspitosari, Dwi; Setiawati, Ai Sumirah; Rochim, Julita Fahrul; Kaede, Toguchi; Ananto, Tohru Tanaya Paramudya
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/tbb2t643

Abstract

This study examines cultural interference in Indonesian folktale writing in Japanese produced by university-level learners of Japanese as a foreign language. The research aims to identify patterns of cultural interference and to describe how Indonesian cultural concepts are transferred, adapted, or inadequately represented in Japanese narrative texts. Employing a qualitative descriptive approach, the study analyzes 39 folktales written by Indonesian students at intermediate to upper-intermediate proficiency levels. The data were analyzed at lexical, grammatical, and discourse levels using contrastive analysis, error analysis, interlanguage analysis, and contrastive rhetoric. The findings reveal that cultural interference occurs consistently across all texts. Lexical interference is reflected in inappropriate word choice and the use of culturally bound terms without adequate adaptation. Grammatical interference appears in inconsistent sentence-final forms, inaccurate tense and aspect marking, and frequent misuse or omission of particles. At the discourse level, interference manifests through abrupt subject shifts, non-natural sentence structures, and insufficient contextual introduction of characters and settings, which disrupt narrative coherence. The study demonstrates that cultural interference in foreign language writing extends beyond linguistic error and represents learners’ ongoing intercultural negotiation. The findings highlight the importance of integrating cultural discourse awareness into Japanese language writing instruction, particularly in narrative-based learning contexts.
The Effect of Wordwall Digital Games on Students’ Vocabulary Achievement at Grade V of SD Negeri 4 Padangkerta Lita, Ni Ketut Paula; Budiarta, Luh Gd Rahayu; Dambayana, Putu Eka
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/g3ctdm21

Abstract

The purpose of this study was to see whether the use of the Wordwall digital games as a learning medium had a significant effect on the vocabulary achievement of V-grade students at SD Negeri 4 Padangkerta. This study employed a quantitative approach using a quasi-experimental with a post-test only design. The participants of this study were fifth-grade students from the experimental and control groups with a total sample of 68 students. Data was collected through a post-test and analyzed using the SPSS 26.0 program. Based on the descriptive statistical analysis, the results showed that the experimental group achieved a higher mean score (M = 88.82) than the control group (M = 52.56). Furthermore, the results of the Mann–Whitney U test showed a significant difference between the experimental group and the control group (Sig. (2-tailed) = 0.000, p < 0.05), with a large effect size (r = 0.87), indicating that the treatment had a meaningful effect on students' vocabulary achievement. Therefore, the alternative hypothesis (Hₐ) was accepted, and the null hypothesis (H₀) was rejected. These findings imply that the use of Wordwall digital games as a technology-based learning can be an effective learning medium to support vocabulary development and enhance student engagement in English learning at the elementary school level.
Sundanese Swear Words in Reza Auditore’s YouTube Videos: A Sociolinguistic Study Dara, I Putu Kordiawan Bayu; Paramarta, I Made Suta; Ramendra, Dewa Putu
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/ztmky758

Abstract

Language plays a crucial role in reflecting social identity and interaction, particularly in digital communication contexts. This study investigates the use of Sundanese swear words in Reza Auditore’s YouTube videos from a sociolinguistic perspective. While previous studies have primarily focused on swear words in face-to-face communication, limited attention has been given to their use in online media. Therefore, this research aims to identify the types, functions, and social factors influencing the use of swear words in digital discourse. This study employed a descriptive qualitative design using a case study approach. The data were collected from nine selected YouTube videos through observation and note-taking techniques. The analysis followed Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings revealed twelve Sundanese swear words categorized into four types: intelligence-based, animal-related, sexist, and racist terms. Among these, intelligence-based swear words were the most frequently used. In terms of function, swear words served four main purposes: emotional expression, abusive expression, social bonding, and attention-getting, with emotional expression being the most dominant. Furthermore, the use of swear words was influenced by four social factors: social context and environment, social relationships and intimacy, emotional expression and stress, and media and popular culture. The findings suggest that swear words in digital communication are not merely offensive but function as expressive and relational tools that contribute to audience engagement and identity construction. This study highlights the dynamic role of language in online environments and provides insights into sociolinguistic practices in digital media.
The Comparison Between Balinese and South Korean Swear Words in Terms of References Used Suari, Ni Putu Pradnya; Budasi, I Gede; Sari, Rima Andriani
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): 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/a3hwht14

Abstract

The objective of this research is to compare the references in swear words in South Korean and Balinese. A comparative descriptive qualitative research design with document analysis was employed in this study. The data for this study were gathered from previous studies, which focused on Balinese swear words in informal Standard Korean (Pyojuneo) and Balinese language spoken in Buleleng regency. The findings show that both Balinese and South Korean swear words share several similar reference domains, including sexual activities, excretion, religion or supernatural beings, social conditions, concrete objects, abstract concepts or situations, body parts, animals, actions, and professions. Although Balinese swear words tend to refer more to animals, mythical beings, and personal characteristics based on local cultural beliefs, South Korean swear words tend to have more varied expressions referring to sexual behavior and personal attacks. The findings of this study indicate that although the two languages share common taboo domains of reference, the cultural interpretations and sensitivities of these references differ, as do the sociocultural norms of South Korean and Balinese societies. In conclusion, understanding the similarities and differences in references between Balinese and South Korean languages can help speakers avoid misinterpretation in communication.

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