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Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30255996     EISSN : 30256003     DOI : 10.61132
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Bidang kajian dalam jurnal ini meliputi subkelompok Sastra Indonesia dan Daerah, Linguistik, dan Bahasa Asing. Fonologi
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 247 Documents
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Exploring the Use of Social Media in English Language Learning Della Chrystie; Setiani Bintang Eka Saputri
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i2.2765

Abstract

The rapid development of digital technology has transformed English language learning by providing learners with access to authentic language exposure through social media platforms such as YouTube and TikTok. This study aims to explore the use of social media in English language learning and examine its positive and negative impacts on students’ language skill development. A qualitative descriptive approach was employed through a literature review of national and international studies published between 2024 and 2026. Data were analyzed using thematic analysis. The findings reveal that social media contributes positively to English learning by improving vocabulary acquisition, speaking and listening skills, learner motivation, and opportunities for self-directed learning. Authentic audiovisual content enables learners to engage with language in meaningful and flexible ways. However, several challenges were also identified, including the overuse of informal language, reduced learning concentration due to digital distractions, and decreased face-to-face interaction, which may affect students’ social communication skills. The study concludes that the effectiveness of social media in English language learning depends on the quality of content, the intensity of use, and guidance from teachers and parents. Therefore, appropriate digital literacy practices are essential to maximize the educational benefits of social media while minimizing its potential drawbacks.
An Analysis of Students’ Difficulties in Learning English at Senior High School Willy Valentine
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i2.2766

Abstract

English is considered one of the most essential international languages used in communication, education, technology, and global interaction. In Indonesia, English is taught as a foreign language at different educational levels, including senior high school. However, many students still encounter various challenges in learning English effectively. This study aims to analyze students’ difficulties in learning English at senior high school and identify the factors that influence these difficulties. This research applied a descriptive qualitative method involving senior high school students as participants. The data were collected through classroom observation, interviews, and questionnaires to obtain information regarding students’ experiences and challenges in English learning. The findings revealed that students commonly experience difficulties in vocabulary mastery, grammar understanding, pronunciation, speaking confidence, and learning motivation. In addition, environmental factors, teaching strategies, and limited opportunities for practice also influence students’ English learning outcomes. These findings indicate that teachers need to implement interactive teaching strategies and encourage students to participate actively in classroom activities to improve their English skills. Therefore, cooperation between teachers and students is important to overcome learning difficulties and improve English proficiency.
Exploring Speech Acts in Online Discourse: A Study of Beta Squad Youtube Content Pipit Anggita Wulandari; Elsan Arvian
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i2.2796

Abstract

This research explores the use of speech acts in online discourse by analyzing Beta Squad YouTube content. The research aims to identify the types of speech acts used by Beta Squad members and examine how these speech acts function within digital interaction. This research applies Searle’s speech act theory, which classifies speech acts into five categories: assertives, directives, commissives, expressives, and declarations. A qualitative descriptive method with a discourse analysis approach was employed to analyze the utterances produced by Beta Squad members in a selected YouTube video. The data were collected through observation and documentation by transcribing relevant utterances and classifying them based on their communicative functions. The findings reveal that all five types of speech acts appear in the analyzed content. From 23 identified utterances, assertive speech acts are the most dominant category with 8 occurrences (34.7%), followed by directive and commissive speech acts with 5 occurrences each (21.7%). Expressive speech acts appear 3 times (13.0%), while declaration speech acts appear the least with 2 occurrences (8.6%). The results indicate that Beta Squad members mainly use assertive acts to provide information, express opinions, and describe situations during interaction. Directive and commissive acts are used to control the flow of communication, give instructions, and express future intentions, while expressive acts contribute to humor and social bonding among participants. This research demonstrates that speech acts in online discourse function not only as communication tools but also as social actions that create interaction, entertainment, and relationships. The findings highlight the importance of analyzing digital content to understand how language operates in contemporary online communication.
Bridging Policy and Practice: English Language Teaching and Teacher Readiness under Indonesia’s Merdeka Curriculum Ahmad Ghulam Al Aufa
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i2.2818

Abstract

Indonesia’s Merdeka Curriculum expands flexibility, teacher autonomy, learner responsiveness, and assessment reform in English language teaching (ELT), yet evidence of how these expectations become classroom practice remains fragmented. This critical systematic review aims to explain how policy expectations are enacted in ELT, how teacher readiness shapes implementation, and how institutional conditions mediate policy–practice relations. An audited corpus of 50 policy, empirical, and conceptual sources was analyzed through quality appraisal, full-text extraction, thematic coding, cross-study comparison, contradictory-evidence analysis, and claim–source traceability. The findings show that implementation is neither uniform nor adequately explained by a binary distinction between ready and unready teachers. Teacher readiness operates through interacting cognitive, pedagogical, assessment, digital, and psychological capacities, while institutional conditions determine whether these capacities become sustainable practice. Classroom enactment consequently ranges across alignment, adaptive enactment, partial enactment, and implementation gap. The study proposes the Policy–Readiness–Enactment Framework, which conceptualizes curriculum implementation as a mediated process linking policy expectations, teacher interpretation, multidimensional readiness, institutional conditions, classroom enactment, and outcomes. The framework implies that professional development and curriculum evaluation should address readiness configurations and institutional capacity rather than individual teacher deficits alone.  
The Construction of Female Otherness in Brooklyn (2015): A Simone de Beauvoir Analysis Serlita Rindiani; Ahmad Juma Khatib Nur Ali
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i2.2823

Abstract

Films not only function as a form of entertainment but also reflect social values and gender relations within society. One of the recurring issues represented in films is the positioning of women as secondary subjects under patriarchal structures. This study aims to analyze the representation of woman as the Other experienced by Eilis Lacey in Brooklyn (2015) using Simone de Beauvoir’s existentialist feminist theory. The reserach employed a qualitative descriptive method with documentation techniques. The collected data were analyzed based on Beauvoir’s concept of woman as the Other. The findings reveal four forms of women’s otherness represented in the film, namely dependency on others, social control and economic limitations, appearance-based judgment and social control and external influence. These findings indicate that Eilis's identity and life decisions are influenced by patriarchal values and external expectations that position her as a secondary subject. However, the film also portrays her gradual development toward greater autonomy, demonstrating her ability to challenge social pressures and assert her own identity. This study contributes to feminist film criticism by providing a deeper understanding of how the concept of woman as the Other is represented in cinematic narratives and by encouraging critical awareness of gender representation in contemporary films.
Investigating the Effectiveness of Top-Down and Bottom-Up Strategies in Developing Listening Skills Among Second-Year English Education Students Muhammad Arbain; Dewi Nur Kumala Sari; Tiara Sekar Kinasih
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i2.2862

Abstract

This study investigates the effectiveness of top-down and bottom-up listening strategies in improving EFL students’ listening comprehension. Listening is a crucial skill in second language acquisition, yet it remains challenging due to limited exposure to authentic input and various processing difficulties. The objective of this study was to examine whether the integration of top-down and bottom-up strategies significantly improves students’ listening achievement. A pre-experimental quantitative design with a one-group pretest–post-test model was employed. The participants were 20 second-year students of the English Education Study Program at Islamic University of Kalimantan Muhammad Arsyad Al-Banjari, selected through total sampling. Data were collected using a listening comprehension test administered as both pretest and post-test, and analyzed using descriptive statistics and a paired-samples comparison. The findings revealed an improvement in students’ listening performance after the treatment. The mean score increased from 82.9 in the pretest to 86.7 in the post-test, while the maximum score rose from 88 to 94. Although some variation in improvement was observed, overall results indicate that the combined use of top-down and bottom-up strategies effectively enhanced students’ listening comprehension. These findings suggest that integrating both approaches can support EFL learners in developing more accurate and efficient listening skills.
The Effectiveness of Round Robin Brainstorming Towards Students’ Vocabulary: A Quasi Experiment Research at Seven Grade of SMP Al Alawiyah Devi Nuraeni; Abdul Muin; Tatu Siti Rohbiah
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 3 (2026): September: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i3.2863

Abstract

The objective of this research is to determine the effectiveness of the Round Robin Brainstorming technique in improving students’ vocabulary. This study was conducted at SMP Al Alawiyah Kota Serang using a quantitative approach with a quasi-experimental method. The sample consisted of students from class VII A and VII B, with 30 students in each class, totaling 60 students. Data were collected through pre-test and post-test instruments and analyzed using the Independent Samples t-Test in SPSS because the data were normally distributed and had homogeneous variance. The results showed that the Sig. (ρ-value) was 0.000, which was lower than α = 0.05, indicating that Ha was accepted. The findings revealed that the Round Robin Brainstorming technique was effective in improving students’ vocabulary achievement. The experimental class showed an increase in the mean score from 56.00 in the pre-test to 79.83 in the post-test, with the highest post-test score of 95 and the lowest score of 55. There was a significant difference in vocabulary achievement between students taught using the Round Robin Brainstorming technique and those taught without the technique. These results indicate that the technique supports students’ vocabulary development through active learning activities.

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