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International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities

ijellacush
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Published by Universitas Palangka Raya

ISSN : - EISSN : 29628725 DOI : 10.59024

Core Subject : Humanities, Education, Art, Social,

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Educational technology,Educational development,Learning and Teaching,Curriculum, Media & Technology Education,Learning Environment,Social Education,Educational Approach,Educational Methods, Education Policy and Development,Education Administration,Educational Assessment and Evaluation,Educational Leadership,Educational Administration and Educational Evaluation,Educational Materials,Professional Development of Teachers and Tutors, Gender and Education,Educational Theory,Special Education and Cross-Cultural Education,Professional Development and Continuing Education,Teaching Theory Language and Humanities Education.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 179 Documents

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Total Physical Response as an Instructional Strategy for Enhancing Vocabulary Learning Among Young EFL Learners Andrieco Septya Firmansyah; Feri Ferdiyanto; Moh. Hifdil Islam
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 2 (2026): May: International Journal of Education, Language, Literature, Arts, Culture, a
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i2.1948

This study aimed to determine the effectiveness of the Total Physical Response (TPR) method in improving the English vocabulary mastery of young EFL learners at SD Zainul Hasan Genggong, Probolinggo. Employing a quantitative approach with a one-group pre-test and post-test design, the research involved 28 sixth-grade students selected through purposive sampling. Data were collected using a 20-item vocabulary test administered before and after the TPR intervention, and analyzed using descriptive statistics. The findings revealed a significant improvement in students' vocabulary mastery. Prior to the treatment, the pre-test mean score was only 12.50, with most students categorized as poor. Following the implementation of the TPR method, the post-test mean score surged to 88.57, shifting the majority of students into the excellent category. This substantial increase of 76.07 points indicates that integrating physical movements with verbal instructions effectively enhances vocabulary retention and comprehension. In conclusion, the TPR method is highly effective in improving young learners' English vocabulary mastery by transforming passive memorization into an interactive, engaging, and meaningful learning experience.

The Role of Beauty Pageants in Developing English Speaking Skills and Self-Confidence Among Beauty Pageant Participants Nabila Tanisa; Yeni Rahmawati; Dzul Rachman
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 1 (2026): February: International Journal of Education, Language, Literature, Arts, Cultu
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i1.1976

The ability to communicate effectively in English and to demonstrate strong self-confidence is essential for beauty pageant participants, particularly in activities involving public interaction. Beauty pageants have evolved beyond competitions focused solely on physical appearance by emphasizing communication skills, leadership, public speaking, and social advocacy. These characteristics position beauty pageants as meaningful environments for developing English-speaking competence and self-confidence. This study investigates the contribution of beauty pageants to the development of English-speaking skills and self-confidence among beauty pageant participants. An explanatory sequential mixed-methods design was employed. Quantitative data were collected via questionnaires administered to 100 participants who had participated in beauty pageants or pageant auditions between 2022 and 2026. Qualitative data were subsequently obtained through semi-structured interviews with six participants representing high, medium, and low questionnaire score categories. Descriptive statistics were used to analyze the quantitative data, while thematic analysis was used to analyze the qualitative data. The findings indicate that beauty pageants contribute positively to the development of English speaking skills by providing authentic opportunities for public speaking, interviews, advocacy presentations, and interpersonal communication. The study also reveals that repeated participation, continuous practice, and constructive feedback help participants develop greater self-confidence when communicating in English. These findings highlight the potential of beauty pageants as experiential learning environments that support both communication competence and personal development.

Teachers’ Barriers to ICT Integration in English Language Teaching: A Case Study at an Inclusive Junior High School Novita Cahya Ramadhan; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1791

The integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) has become essential in modern education. Despite the benefits, many teachers still face significant barriers when using technology in classroom instruction, particularly in inclusive school settings. This study aimed to investigate the barriers that English teachers face in integrating ICT at SMP N 10 Pekalongan, an inclusive junior high school where technology use remains minimal. A qualitative case study design was employed. Data were collected through semi-structured interviews with two English teachers, non-participant classroom observations, and document analysis of lesson plans. The data were analyzed using thematic analysis, guided by Ertmer's and Bingimlas's barrier frameworks, TPACK, and SAMR. The findings revealed that the main barriers were first-order, particularly limited devices, an unstable internet connection and a lack of ICT training for one of the teachers. Second-order barriers were minimal, as both teachers displayed positive attitudes and high levels of confidence. The level of ICT implementation reached the 'Modification' level of the SAMR model. Technical issues, for example video buffering due to an unstable internet connection, disrupted the flow of the classroom, and some students appeared not to take the lessons seriously. This study concludes that inclusive schools with low technology adoption should prioritise addressing first-order barriers before expecting transformative technology integration at the Redefinition level of SAMR.

Peer Judgement and Speaking Anxiety in English Oral Performance: A Micropolitical Perspective in the EFL Classroom Diva Febiyanti; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1792

One of the biggest issues that students in English as a Foreign Language (EFL) class still face is speaking anxiety, especially when it comes to oral performance exercises. The previous study has largely concentrated on internal psychological issues and has rarely investigated how students’ silence behavior during speaking activities is influenced by peer judgment and classroom micropolitics. Therefore, the purpose of this research was to find out how students’ fear oof making mistakes is influenced by peer judgement, whether micropolitical interactions influence students’ silence during oral performances and how the classroom environment influences students’ willingness to speak English. 26 eleventh-grade students from SMAN 1 Pekalongan participated in this study, which used a qualitative descriptive design. Thematic analysis was used to examine the data, which were gathered through open ended format questionnaire and classroom observation. The findings showed that students’ fear receiving a poor grade and speaking anxiety were elevated by peer judgement, which include laughing, whispering, gossiping and making fun of pronunciation errors. The findings also demonstrated how classroom micropolitics caused unequal participation patterns, with confident students taking the lead and less confident students choosing to keep quiet during oral performance. Also, the classroom environment had a significant impact on students’ desire to speak since students felt less confident while speaking in noisy and unsupportive settings. In general, peer interaction, the classroom environment and classroom micropolitical dynamics all contributed to the social construction of speaking anxiety.

Investigating Speaking Anxiety in EFL Classrooms: A Case Study of Grade VIII Students Mohammad Rey Gemilang; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1819

Speaking anxiety remains a common challenge for students learning in EFL, often limiting their willingness to participate in oral classroom activities. This study explored the speaking anxiety experienced by eighth-grade students at SMP Negeri 10 Pekalongan, focusing on the forms of anxiety they encountered, the factors contributing to these experiences, and their influence on classroom participation. Using a qualitative case study approach, this research involved seven participants selected based on purposive sampling criteria. Evidence was obtained from classroom observations, semi-structured interviews, and questionnaires, then organized through coding before being interpreted using thematic analysis. The analysis showed that students' speaking anxiety was reflected in three closely related dimensions: communication apprehension, fear of negative evaluation, and low self-confidence. Students' speaking anxiety developed through the interaction of individual and classroom-related factors. Limited vocabulary and low self-confidence made students feel unprepared to speak, reactions of classmates and classroom atmosphere often increased their anxiety. Because of these conditions, many students became hesitant to speak and participated less in oral classroom activities.

The Emotional Repression in Jamie Miller’s Character in Netflix's Adolescence (2025) Through the Lens of Emotional Capitalism Dhiyaun Najikhah; Ayu Saraswati
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1837

This study examines emotional repression in Jamie Miller's character in the Netflix miniseries Adolescence (2025) through Eva Illouz’s theory of emotional capitalism. Employing a qualitative, socio-cultural literary approach, this study analyzes selected scenes and dialogue to explore how emotional repression is represented and how family dynamics shape Jamie’s emotional regulation. The findings reveal three interconnected patterns: silence and withdrawal as conditioned emotional responses, misdirected aggression as a product of emotional dysregulation, and the intergenerational transmission of emotional repression through family emotional capitalism. Rather than a personal failing, Jamie’s emotional repression is understood as a structurally produced outcome of a social system that rewards emotional control and penalizes vulnerability. This study contributes to the growing body of research on emotional capitalism in adolescent media narratives. It contributes to the growing body of research on emotional capitalism, adolescent identity, family communication, and the representation of mental and emotional conflict in contemporary media narratives in global digital streaming culture today.

Optimizing Wordwall Based Gamified Learning in Teaching Writing of Procedure Text Mahera Satrio Wicaksono; Inayatul Ulya
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1838

This study investigated the implementation of Wordwall-based gamified learning in teaching writing of procedure text among tenth graders at SMA Negeri 1 Wiradesa. The research aimed to describe how Wordwall was implemented in the classroom and to identify its strengths and weaknesses in supporting students’ writing activities. This study employed a descriptive qualitative research design involving 30 tenth-grade students and one English teacher as the research participants. The data were collected through classroom observations, interviews, questionnaires, and students’ writing tests. The findings revealed that the implementation of Wordwall created a more interactive, enjoyable, and student-centered learning atmosphere. The gamified activities increased students’ motivation, classroom participation, vocabulary mastery, and understanding of the generic structure and language features of procedure text. Students also became more confident and actively involved during writing activities. However, several challenges were identified, including unstable internet connection, limited time allocation, and difficulties experienced by some students in understanding game instructions and writing accurately. This study aimed to describe the implementation of Wordwall-based gamified learning in teaching procedure text writing and to identify its strengths and weaknesses among tenth-grade students at SMA Negeri 1 Wiradesa.

ICT Utilization in English Language Learning Classroom: A Descriptive Qualitative Study at IMBS Miftahul Ulum Pekajangan Pekalongan Muhammad Azza Rosyadi; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1843

This study discusses the use of Information and Communication Technology (ICT) in English learning classrooms at IMBS Miftahul Ulum Pekajangan Pekalongan. The purpose of this research is to find out the kinds of ICT used in the classroom, explain why ICT is important in the learning process, and describe how ICT is applied during teaching activities. This research used a descriptive qualitative method with a case study approach. The data were collected through classroom observations, interviews with the English teacher, and documentation such as lesson plans and digital learning media. The results show that several ICT tools, such as laptops, projectors, PowerPoint slides, videos, internet sources, and online platforms, are used to support English learning. The use of ICT helps students become more active, interested, and motivated during the lesson. It also improves classroom interaction and makes it easier for students to understand the material. In the learning process, ICT is mostly used to explain materials, support communication, and help classroom discussions. However, there are still some problems faced during the implementation, such as limited internet connection, lack of facilities, and different levels of teachers’ ability in using technology. In conclusion, ICT has an important role in creating more interactive and student-centered learning, but its implementation still needs better facilities, teacher preparation, and effective integration in teaching.

The Impact of English Cartoon Movies on Vocabulary Acquisition Among EFL Learners Fitra Ramadani; M Arbain; Hartatya Novika
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1882

This study investigates the impact of English cartoon movies on vocabulary acquisition among EFL learners, with a focus on both receptive and productive vocabulary knowledge. It also explores retention and the influence of mediating variables such as proficiency level and captioning. Employing a one-group pretest-posttest design, the study involved 25 purposively selected junior high school EFL students with limited English exposure outside the classroom. Participants first completed a vocabulary pretest, then received treatment through guided exposure to an English cartoon movie (e.g., Dora the Explorer), and finally took a posttest. The results revealed a significant improvement in vocabulary scores, with the mean increasing from 75.16 (pretest) to 87.92 (posttest), yielding a mean gain of 12.76 points. Statistical analysis using a paired sample t-test produced a t-value of 5.21 (p < 0.05), indicating that the difference was statistically significant. These findings support Dual Coding Theory and Constructivist learning principles, emphasizing the role of multimedia input in enhancing vocabulary learning. The use of cartoon-based audiovisual media proved effective across varying proficiency levels, narrowing learning gaps and promoting contextual vocabulary retention.

From Failed Human to Failed Man: A Gendered Analysis of Childhood Sexual Trauma in Osamu Dazai’s No Longer Human and Eka Kurniawan’s Seperti Dendam, Rindu Harus Dibayar Tuntas Anna Anganita Theresia Latumeten; Dwinda Tamara
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1900

This study examines the representation of childhood sexual trauma and its impact on male subjectivity in Osamu Dazai’s No Longer Human and Eka Kurniawan’s Seperti Dendam, Rindu Harus Dibayar Tuntas. Employing a descriptive qualitative method and a comparative literary approach, the study analyzes how trauma is experienced, narrated, and mediated through gendered expectations of masculinity. The analysis draws upon trauma theory, particularly the works of Caruth and Herman, alongside theories of masculinity and gender proposed by Connell, Butler, and hooks. The findings reveal that both protagonists experience childhood sexual trauma that produces emotional silence, difficulties articulating vulnerability, and long-term psychological dysfunction. However, the consequences of trauma diverge significantly. Yōzō internalizes trauma through alienation, self-erasure, and withdrawal from human relationships, ultimately experiencing a collapse of human identity that positions him as a “Failed Human.” In contrast, Ajo Kawir externalizes trauma through violence, emotional displacement, and an obsessive concern with sexual capability, resulting in a crisis of masculine legitimacy that constructs him as a “Failed Man.” The study argues that trauma alone does not determine subjective outcomes; rather, masculinity mediates how trauma is understood, expressed, and embodied. By bringing together trauma studies and gender theory, this research contributes to existing scholarship by demonstrating how similar traumatic experiences can produce different forms of failure through the influence of gendered expectations and constructions of manhood.

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Contact Name
Misnawati

Contact Email
garuda@apji.org

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+6285249289997

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danang@stekom.ac.id

Editorial Address
Jln. Yos Sudarso Palangka Raya 73111, Kalimantan Tengah, email: info@upr.ac.id

Location
Kota palangkaraya,

Kalimantan tengah

INDONESIA