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INDONESIA
English Education, Linguistics and Literature Journal
Published by Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
ISSN : -     EISSN : 2828044X     DOI : https://doi.org/10.32678/ell
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELL JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with Teaching and Learning English, Applied Linguistics, and Education Development for EFL/ESL. This journal encompasses original research articles. Detailed scopes of articles accepted for submission to ELL are: - English Language Teaching and Learning - English Language Testing and Assessment - English Language Instructional Materials - Curriculum Design and Development in ELT - Information and Communication Technology in ELT - Multiliteracy Digital in English Language Teaching and Learning - English Literature - English Applied Linguistics - English Language Acquisition - Discourse Analysis
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 57 Documents
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Challenges of Using Google Translate as a Tool to Enhance Essay Writing Skill Agustin, Arista; Raissa Salsabila, Fairuz; Agustin, Rita; Persita Dewi, Bella
English Education, Linguistics, and Literature Journal Vol. 4 No. 2 (2025): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v4i2.11697

Abstract

The use of Google Translate has become increasingly common in student environments as a tool to advance essay writing skills. This research aims to explore the role of Google Translate in advancing students' experience and skills in essay writing and to identify the barriers and limitations associated with its use. The research used a descriptive qualitative method with a focus on a questionnaire that collected open-ended responses from participants. The research concerned 25 students enrolled in the English department at Tidar University who had used Google Translate in their writing. The results were collected through a questionnaire designed to elicit detailed feedback on students' perceptions, frequency of use, motivations, challenges, and suggestions for alternative tools. The findings show that most students often rely on Google Translate to help with writing. They argued that while this tool helps in providing quick translations and vocabulary, it also has limitations, such as grammatical inaccuracies and overly addictive styles, which can be a hindrance to the development of fundamental writing skills. In addition, the students pointed out the importance of manual writing skills for deeper language understanding and creativity.
A Syntactic Analysis of Verb Phrases in Taylor Swift’s Never Grow Up Song Meilani, Saneh; Latifah Hanum, Zulfa; Hanifah, Lutfia; Fitriani, Dini; Oktaviana, Fadilla; Komala Putri, Miftah
English Education, Linguistics, and Literature Journal Vol. 4 No. 2 (2025): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v4i2.12470

Abstract

This study analyzes the verb phrase in Taylor Swift’s Never Grow Up song. The research aims to identify and understand the structure of verb phrases used in the song, as well as their role in conveying meaning and emotion. The study employs a qualitative descriptive analysis method, with data extracted from the song lyrics. The findings reveal that the verb phrases in the song include key syntactic structures such as passive voice, phrasal verbs, causative verbs, infinitive phrases, and hypothetical structures. These results indicate that verb phrases in song lyrics function not only grammatically but also enhance the emotional message and theme of the song. This research suggests further exploration of other grammatical structures in song lyrics to enrich linguistic understanding of music.
An Exploration of Learning Strategies for Speaking Skills in A Basic-Level English Classroom: A Case Study Naqia, Dzakiyatun; Perdana, Purnama Rika; Hidayani, Selnistia; Solihat, Ririn Mahriatus
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.12610

Abstract

Speaking remains one of the most challenging skills for beginner-level English as a Foreign Language (EFL) learners in Indonesia. Limited exposure to native speakers and the predominance of traditional teaching methods often result in pronunciation errors, insufficient vocabulary, speaking anxiety, and low fluency. This single-case study investigated the language learning strategies used by eight beginner EFL students in the Discover 1 class at FL Haus Indonesia. Data were collected through four non-participatory classroom observations (90 minutes each) and semi-structured interviews (15–20 minutes each). The data were analyzed using thematic analysis in NVivo software, following Miles et al.’s (2014) framework of data condensation, data display, and conclusion drawing. Triangulation was applied to enhance the trustworthiness of the findings. The results revealed that compensatory strategies (e.g., gestures) and social strategies (e.g., peer support) were the most frequently used and were perceived as highly effective in promoting practice, reducing anxiety, and increasing engagement. The main challenges faced by the learners were emotional (e.g., fear of making mistakes) and linguistic (e.g., forgetting words), which were primarily managed through compensatory and affective strategies. These findings are consistent with Oxford’s Strategy Inventory for Language Learning (SILL, 1990) and Vygotsky’s sociocultural theory, underscoring the importance of strategy instruction to foster learner autonomy. The study acknowledges the limitation of its small sample size. Pedagogical implications include integrating technology and group activities in beginner EFL classrooms. The Future research may explore the long-term effects of strategy use on speaking development.
Bilingual Advantage in Reading Comprehension: Strategic Reading Behaviors among Indonesian Pre-Service Teachers Heryatun, Yayu; Oktaviana, Fadilla
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.12854

Abstract

This study investigates differences in English reading comprehension and strategic reading behaviour between monolingual and bilingual Indonesian pre-service teachers. Situated in a multilingual English as a Foreign Language (EFL) context, the study addresses how students’ language backgrounds may shape their ability to process English texts, use comprehension strategies, and respond to higher-order reading tasks. A qualitative comparative design was employed with 12 six-semester undergraduate students from a department at one state Islamic university in Banten. Participants were purposively grouped into six monolingual and six bilingual students based on their self-reported language-use profiles. Data were collected through a language-background questionnaire, TOEFL-based reading tasks, and semi-structured interviews. The data were analysed thematically by comparing recurring patterns in participants’ strategy use, reported reading difficulties, and comprehension performance. The findings indicate that bilingual students showed stronger strategic flexibility than monolingual students, particularly in skimming, scanning, vocabulary inference, and activation of prior knowledge. Bilingual participants were also more likely to connect information across languages and use their linguistic repertoire to support comprehension. Monolingual participants tended to rely on linear reading and word-by-word translation, which often slowed comprehension. However, both groups experienced difficulty with main-idea and inference questions, indicating the need for explicit instruction in higher-order comprehension strategies. The study concludes that bilingualism may provide cognitive and strategic resources that support second-language reading, but these advantages require pedagogical support to become effective academic reading skills.
The Correlation between Students English Classroom Speaking Anxiety and Speaking Fluency Sirat, Rusbihan; Ribahan, Ribahan; Jannah, Miftahul; Assapari, Muhammad Mugni; Addhiny, Tuning Ridha
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.12904

Abstract

This study aimed to determine the level of students’ English classroom speaking anxiety, identify the level of students’ speaking fluency, and examine the correlation between English classroom speaking anxiety and speaking fluency among fourth semester students of TBI UIN Mataram. Quantitative correlational design was employed. The participants consisted of 35 fourth semester students. Data were collected using a speaking anxiety questionnaire and a speaking test assessed through a speaking fluency The data were analyzed using descriptive statistics, normality testing, linearity testing, and Pearson Product Moment Correlation through SPSS. The findings showed that the mean score of speaking anxiety was 77.43, indicating a relatively high level of speaking anxiety, while the mean score of speaking fluency was 51.29, indicating a moderate level of speaking fluency. The Pearson correlation analysis revealed that the correlation coefficient -0.767, with a significance value of 0.000 (p < 0.05). This result indicates a strong negative correlation between the two variables. In conclusion, English classroom speaking anxiety has a significant and strong negative relationship with students’ speaking fluency.
A Morphological Analysis of Derivational Morphemes in BBC Business News Articles and Its Implications for EFL Vocabulary Learning Badri, Badri; Miftah, Miftah Komala Putri; Mardiyah, Mardiyah; Suhendra, Adi; Hasanah, Rosyidah; Hekmatiar, Yusuf
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.13035

Abstract

Derivational morphology plays a crucial role in expanding English vocabulary and contributes significantly to lexical development in authentic written discourse. However, studies examining derivational morphemes in business news articles and their implications for English as a Foreign Language (EFL) vocabulary learning remain limited. This study aims to identify the types of derivational morphemes that occur in BBC Business News articles, analyse their morphological functions, and explore their implications for EFL vocabulary learning. Employing a descriptive qualitative approach, the study analyzed five BBC Business News articles selected through purposive sampling. The data consisted of lexical items containing derivational morphemes, which were identified, classified, and analyzed based on Carstairs-McCarthy's (2002) theory of English morphology and Bauer's (2003) concept of morphological productivity. The findings reveal that suffixation is considerably more productive than prefixation, with noun-forming suffixes such as -tion, -ation, -ment, and -ity, as well as adjective-forming suffixes including -al, -ic, and -ial, occurring most frequently. Furthermore, class-changing derivation predominates over class-maintaining derivation, indicating that business journalism relies heavily on lexical expansion through nominalization and adjective formation to communicate complex economic concepts effectively. These findings highlight the pedagogical value of authentic BBC Business News articles in fostering EFL learners' morphological awareness, vocabulary development, and reading comprehension. The study contributes to English Applied Linguistics by providing empirical evidence of the productive use of derivational morphology in contemporary business news discourse and supporting the integration of authentic news texts into morphology-based vocabulary instruction.
The Effectiveness Application of ESL-LAB as A Media to Improve Students’ Listening Skill Amalia, Nizma Efriza; Rohiyatussakinah, Ina; Hendra, Hendra
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.13053

Abstract

This study aimed to determine the effect of ESL-LAB as media to improve student’s listening skill. This research conducted at SMKN 3 Kota Serang. Quasi-experiment with non-equivalent pre-test post-test design was applied in this research. The results of the study were evidenced by the N-Gain results of the experimental class which increased compared to the control class. The first the Paired Samples T-test aim to see that there was a significant effect of the ESL-LAB application as a media to improve students' listening skill. The result was <0.001, meaning that ?0 rejected and ?? accepted, which means that there was a significant effect of the ESL-LAB application as a media to improve students' listening skill. In the second hypothesis using the Independent Samples T-test which states that the sig value in this study was <0.001 which indicates that ?0 rejected and ?? accepted which means that there were differences in the use of ESL-LAB as a media to improve students' listening skill. It could be concluded that the use of ESL-LAB could improve students' listening skill after using ESL-LAB and there was a significant effect on tenth grade at SMKN 3 Kota Serang.

Page 6 of 6 | Total Record : 57

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