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ADJES (Ahmad Dahlan Journal of English Studies)
Published by Universitas Ahmad Dahlan
ISSN : 23565012     EISSN : 24772879     DOI : https://doi.org/10.26555/adjes
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ADJES (Ahmad Dahlan Journal of English Studies) is a journal of English language teaching, linguistics, and literature. The Journal provides in-depth research and analysis in various areas, including English language teaching (methods, strategies, teaching media, assessment, etc.), English Linguistics (phonology, syntax, morphosyntax, semantics, sociolinguistics, etc.), and English literature (including comparative studies and the implementation of literature in English language teaching).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 13 No. 1 (2026)" : 5 Documents clear
Code-Switching in Multilingual Classroom Interaction: A Sociolinguistic Analysis of the Sitcom Mind Your Language Purwanti, Eko; Sugiyanto SY, Hanna Nabila Annas Amini
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.1426

Abstract

Code-switching is a common linguistic practice in bilingual and multilingual communities in which speakers alternate between languages to negotiate meaning and maintain communication. This study examines how code-switching is represented in the British sitcom Mind Your Language, a television series that portrays learners from diverse linguistic and cultural backgrounds interacting in an English language classroom. This research aims to identify the types of code-switching used in the series and to explore the communicative purposes behind these language shifts. The study adopts a descriptive qualitative approach by analysing dialogues from two episodes of the first season. The findings reveal that inter-sentential switching is the most frequently occurring type of code-switching in the selected episodes, followed by intra-sentential switching, while tag-switching does not appear in the data. In addition, six communicative motivations for code-switching were identified, with discussing a particular topic emerging as the most dominant reason, followed by expressing emphasis and repetition for clarification. These findings highlight how code-switching functions as a communicative strategy among multilingual speakers and demonstrate how popular media can reflect real-world linguistic practices in multilingual settings.
The Community Empowerment Program Experiences Develop English Literacy Through Storybooks and Storytelling Khairatunnisa; Annisa Khairir Rizki; Nanda Safitri
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2002

Abstract

This study investigated the use of storybooks and storytelling to develop English literacy among young learners through the Community Empowerment Program (PRODAMAT) conducted in Kampung Sroyo Pundong, Bantul, Yogyakarta.  Storybooks and storytelling are language “ecosystems” where words come to life.  Through rhyme and repetition in stories, children learn to recognize the sounds and rhythm of English sounds and reading comprehension. Utilizing a narrative inquiry design, the researchers collected data through interviews and documentation, specifically teacher-written stories, from four magister students of the English Education Study Program at Ahmad Dahlan University who served as mentors. The data analysis included transcription, coding, and analysis as the trustworthiness based on the narrative frame. The findings reveal that storytelling and storybooks serve as of rhyme and rhythmic repetition serves as a scaffold for phonemic awareness, allowing learners to internalize the prosodic features of English (stress, intonation, and rhythm) implicitly. Despite challenges such as limited initial vocabulary and low student confidence, the program successfully increased student motivation and engagement. Additionally, achieved pedagogical practice, which is the integration of theory and practice, through implementing advanced TEFL concepts for various cultural settings with limited resources.
Pop-Up Books as Interactive Learning Media: Effects on Eighth-Grade Students' Reading Comprehension Skills Rafida Nurul Azizah; Ella Wulandari
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2029

Abstract

This study examined the effects of pop-up books as interactive learning media on eighth-grade students' reading comprehension skills. Employing a quasi-experimental nonequivalent comparison-group design, 66 eighth-grade students from a junior high school were divided into experimental (N=33) and control (N=33) groups. The experimental group received instruction using pop-up books, while the control group used conventional worksheets. Data were collected through pre-tests and post-tests, then analyzed using SPSS 22.00 with descriptive and inferential statistics. Results revealed significant differences between groups. The experimental group's mean score increased from 68.03 to 75.76, while the control group decreased from 73.03 to 68.48. Independent t-test results showed t(64)=2.809, p=0.007, indicating significant differences in reading comprehension skills between students taught using pop-up books and those using worksheets. These findings demonstrate that pop-up books effectively enhance students' reading comprehension through their interactive features, visual appeal, and multi-sensory learning experiences, thereby addressing student engagement challenges in narrative text comprehension.
Implementation of Problem-Based Learning Using Digital Posters on Advertisement Texts to Enhance Students' Writing Skills Ulyani, Maya; Indah Dwi Jayanti, Widuri
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2043

Abstract

Developing writing skills in vocational high schools remains a significant challenge, particularly in composing advertisement texts that require persuasive language, creativity, and audience awareness. Although student-centered and technology-integrated approaches are increasingly promoted, empirical studies examining the integration of Problem-Based Learning (PBL) with digital media in teaching advertisement texts are still limited. Addressing this gap, this study investigates the implementation of PBL supported by digital poster media to enhance students’ writing skills. This research employed a mixed-method approach using a one-group pre-test and post-test design. The participants were 36 tenth-grade students (aged 15–16) from the Visual Communication Design program at SMKN 5 Yogyakarta. Data were collected through classroom observations, interviews, documentation, and writing assessments, and analyzed using thematic analysis and descriptive statistics. The findings indicate that the implementation of PBL encouraged more active and contextual learning, as students engaged in collaborative problem-solving tasks to develop advertisement texts in digital poster form. Quantitative results show improvement in students’ writing performance from pre-test to post-test, particularly in vocabulary use, grammatical accuracy, and text organization. Qualitative data further suggest increased participation, collaboration, and confidence during the learning process. Overall, the study suggests that integrating PBL with digital poster media may support the development of writing skills in vocational English education contexts.
Digital Game-Based Language Learning in EFL Context: An Analysis of Genshin Impact in Indonesian Classrooms Astuti, Winda Astrid Puji; Oktavianti, Ikmi Nur
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2126

Abstract

Recent technological advances have transformed approaches to language learning, with Digital Game-Based Language Learning emerging as a promising field of study. While many studies have examined quiz-based or language-learning-specific applications, limited research has explored the potential of popular open-world games such as Genshin Impact for structured EFL learning. This study aims to (1) identify English language skills that can be developed through Genshin Impact, and (2) analyze the pedagogical applicability of game elements within a DGBLL framework. A qualitative, descriptive-analytic design was employed, involving classroom observations, interviews with students and teachers, and questionnaire data collection. The study was conducted at a public senior high school in Berau with 10th grade students and English teachers as participants. Data were analyzed through content analysis, including reduction, display, and interpretation of emerging themes. The analysis revealed that Genshin Impact supports the development of vocabulary enrichment, reading comprehension, listening comprehension, and discourse/pragmatic skills. Beyond language outcomes, the game fosters motivation, engagement, and authentic exposure to English. Teachers and students perceived both opportunities and challenges in integrating the game into formal classroom contexts. The findings contribute to expanding the scope of Digital Game-Based Language Learning research by highlighting the pedagogical potential of a widely played entertainment game. For practice, the study provides insights for EFL teachers and curriculum developers in Indonesia, particularly in rural and remote regions, to harness students’ gaming interests for language learning.

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