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Interling : International Journal of English Language Teaching, Literature and Linguistics
Published by Universitas Islam Zainul Hasan Genggong
ISSN : 3025146X     EISSN : 30251451     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Interling : International Journal of English Language Teaching, Literature and Linguistics is a scientific journal published by the English Education Department of Universitas Islam Zainul Hasan Genggong. This journal aims to accommodate articles of research results in the field of English education as well as to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. Articles can be in the form of research results or literature reviews which will be published in July and November. Reviewers will review any submitted paper. Review process employs a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa.
Arjuna Subject : Umum - Umum
Articles 30 Documents
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EMPOWERING STUDENT READING SKILLS THROUGH GUIDED READING SESSION FOR SENIOR HIGH SCHOOL Isabella, Putri; Wahyuni, Nadia Nur; Shoimah, Hikmatus; Zainuddin, Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2088

Abstract

This study explores The ability to read effectively is a fundamental skill that significantly influences students’ academic performance and overall language development, particularly at the senior high school level where students are expected to engage with complex texts across various subjects. However, many students continue to struggle with reading comprehension, vocabulary acquisition, and critical thinking, often due to traditional, one-size-fits-all instructional methods that fail to address individual learning needs. This study investigates the implementation of guided reading sessions as a strategic intervention to empower students’ reading skills in senior high school settings. Guided reading, which involves small-group, leveled instruction, allows teachers to provide targeted support, adapt teaching to students’ proficiency levels, and foster active participation in reading activities. Using a qualitative descriptive approach, data were collected through classroom observations, student interviews, and reading performance assessments over the course of the intervention. The findings indicate that guided reading sessions significantly enhance students’ reading fluency, comprehension, and engagement by creating a supportive, student-centered environment. Furthermore, the collaborative aspect of guided reading encourages peer interaction and builds reading confidence. This research concludes that guided reading is an effective pedagogical strategy for promoting literacy growth and student empowerment. The study offers practical recommendations for educators seeking to implement guided reading in diverse classrooms and highlights the need for further research to refine its application in secondary education
IMPLEMENTING COMMUNICATIVE LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING FOR SENIOR HIGH SCHOOL STUDENTS: A REFLECTIVE STUDY DURING TEACHING PRACTICE Salviya, Nafsiatul; Zainuddin, Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2089

Abstract

This reflective study explores the implementation of communicative learning strategies in teaching English at a senior high school during a one-month teaching practice in an Islamic boarding school setting. The aim is to analyse how communicative approaches such as role-play, group discussion, and real-life interaction tasks can be effectively applied without reliance on digital tools. Using a qualitative descriptive method, data were collected through classroom observation, reflective journals, teaching documentation, and student interviews. The findings indicate that communicative strategies significantly improved students' engagement and speaking confidence, despite limited technological support. Interview responses revealed that students felt more motivated and involved when participating in real-life based communication activities rather than rote learning. Observational and documentation data further confirmed that learner-centered methods encouraged greater autonomy and peer collaboration. The study also reveals several challenges, including time constraints and students’ varying language proficiency levels, which at times hindered balanced participation. However, adaptive teaching techniques such as differentiated instructions, visual aids, and role-based tasks proved effective in addressing these issues. This study contributes practical insights into English language teaching in resource-limited contexts and highlights the importance of contextual flexibility. Furthermore, it emphasizes the value of reflective teaching practices for pre-service teachers, particularly in environments where modern technological tools are limited or unavailable. Ultimately, the findings advocate for the integration of communicative learning strategies to enhance learner motivation and speaking fluency in traditional educational settings.
THE IMPACT OF STUDENT ASSISTANTS ON INTERACTIVE ENGLISH LEARNING ENVIRONMENTS Shohib, Jinani Firdausiyyah; Robiah, Maulidia Habibatur; Aldama, Putri Anggun Nur Imamah Ulfa
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2090

Abstract

Glossophobia, the fear of public speaking, is a widespread problem among students, often impacting their academic success and personal growth. This fear can make it difficult for students to engage in class discussions or presentations. Fortunately, technology offers a variety of tools to help reduce glossophobia and improve speaking skills. Technologies such as language learning apps, virtual reality (VR), and speech recognition software allow students to practice speaking in low-pressure environments, which can help them build confidence. This article explores the role of these technological tools in helping students overcome their fear of public speaking and improve their speaking abilities. The study also presents data on the effectiveness of these technologies and their practical application in real-world learning settings. By leveraging technology, students can practice and refine their speaking skills, which can help them become more confident and proficient public speakers. This research highlights how such tools are making a positive impact on students' public speaking skills and overcoming glossophobia.
THE ROLE OF TECHNOLOGY IN REDUCING GLOSSOPHOBIA AND IMPROVING STUDENT’S SPEAKING SKILL Zainuddin, Zainuddin; Robiah, Maulidia Habibatur; Shohib, Jinani Firdausiyyah; Anggun, Putri
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2091

Abstract

Glossophobia, the fear of public speaking, is a widespread problem among students, often impacting their academic success and personal growth. This fear can make it difficult for students to engage in class discussions or presentations. Fortunately, technology offers a variety of tools to help reduce glossophobia and improve speaking skills. Technologies such as language learning apps, virtual reality (VR), and speech recognition software allow students to practice speaking in low-pressure environments, which can help them build confidence. This article explores the role of these technological tools in helping students overcome their fear of public speaking and improve their speaking abilities. The study also presents data on the effectiveness of these technologies and their practical application in real-world learning settings. By leveraging technology, students can practice and refine their speaking skills, which can help them become more confident and proficient public speakers. This research highlights how such tools are making a positive impact on students' public speaking skills and overcoming glossophobia.
ANALISIS EFEKTIVITAS PLATFORM DIGITAL DALAM MENGEMBANGKAN KETERAMPILAN PUBLIC SPEAKING DI KALANGAN MAHASISWA Zainuddin, Zainuddin; Faiqoh, Amelia Nur; Gudsy, Silvia Harira; Wulandari, Sri
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 2 No. 2 (2024): November 2024
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v2i2.2092

Abstract

This study aims to analyze the effectiveness of digital platforms in enhancing public speaking skills among university students. With the rapid development of technology and the rise of online learning, digital platforms have become a primary alternative for improving public speaking abilities. Through a survey conducted with 50 students from various faculties, this research found that the majority of respondents experienced significant improvements in confidence and speaking skills after using digital platforms such as Zoom, YouTube, and Google Meet. However, some challenges were faced by a small portion of respondents, such as limited internet access and the lack of direct interaction with instructors. The findings of this study are expected to contribute to the development of digital-based curricula in higher education and provide guidance for students in choosing the right platforms for training public speaking skills.
Signifying Resistance: A Semiotic Analysis of Patriarchal Culture and Female Agency in Khaled Hosseini's A Thousand Splendid Suns Andi Niftah; Abd Halim; Muhammad Hasbi
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2539

Abstract

Patriarchal culture remains a persistent social issue and is frequently represented in literary works as a system that shapes women’s identities, experiences, and social positions. This study aims to examine how patriarchal culture is represented in Khaled Hosseini’s A Thousand Splendid Suns through Roland Barthes’ semiotic framework. Employing a qualitative textual analysis design, the study uses the novel as its primary data source. The data consist of dialogues, narrative descriptions, and character interactions depicting patriarchal practices, which were collected through close reading, systematic note-taking, and textual categorization. Data were analyzed at three levels of signification denotation, connotation, and myth to uncover both explicit and ideological meanings embedded in the text. The findings reveal that patriarchal culture is constructed through four interconnected domains: household, sexuality, violence, and cultural institutions. At the denotative level, these domains depict women’s exclusion from decision-making, control over female sexuality, domestic abuse, and educational restrictions. At the connotative level, they signify unequal gender relations that privilege male authority and female subordination. At the mythical level, the novel naturalizes cultural beliefs that legitimize male dominance, female obedience, son preference, and the normalization of women’s suffering. The study concludes that A Thousand Splendid Suns represents patriarchy as a socially and ideologically constructed system sustained through interconnected cultural myths. By applying Barthes’ semiotic framework, the study demonstrates how the novel simultaneously exposes and critiques the ideological mechanisms that perpetuate gender inequality.
Analysis of Denotation and Connotation Meanings in the Song Lyrics "XXL" by LANY Adira Maesya Sabila; Agus Salim Mansyur; R. Myrna Nur Sakinah
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2541

Abstract

Song lyrics function as linguistic signs that convey both literal and implied meanings through symbolic expressions. Although previous studies have applied Roland Barthes’ semiotic theory to analyze song lyrics, limited attention has been given to how ordinary lexical items and everyday expressions function as emotional symbols in contemporary pop music. This study aims to identify the denotative and connotative meanings in the lyrics of “XXL” by LANY and to examine how ordinary expressions are transformed into symbolic representations of intimacy, nostalgia, and emotional attachment through Barthes’ second-order signification. This study employed a qualitative descriptive design. The data source consisted of the official lyrics of “XXL” by LANY. The entire lyrics were examined, while five representative lyric lines were purposively selected for detailed analysis. The data were analyzed using Barthes’ concepts of first-order and second-order signification. The findings reveal that expressions such as small-town dreams, hoodie, Miss Americana, California, and double-XL possess both denotative and connotative meanings. Through second-order signification, these ordinary lexical items function as symbolic signs representing shared aspirations, intimacy, admiration, nostalgia, and enduring emotional attachment. These findings demonstrate that contemporary pop lyrics communicate emotional experiences not only through literal meanings but also through symbolic associations. The study contributes to semiotic studies by providing a deeper understanding of emotional signification in contemporary pop song lyrics through Barthes’ semiotic framework.
Student’s Perception on Implementation of Telephone Game as Icebreaker in English Learning at MTs Muslimat NU Palangka Raya Tirtayasa Tirtayasa; Lesly Martha Cecylia Meka; Muhammad Subhan Fikri; Sulamit Syeba; Windy Rolan Rinaldo
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2598

Abstract

Low levels of students' engagement in English class are one of the challenges for teachers in English learning. The objective in this study is Exploring students’ perception of the telephone game as an icebreaker activity for English language learning at MTs Muslimat NU Palangka Raya. A quantitative descriptive method was used with data collected through a Likert-scale questionnaire distributed to 32 seventh-grade students who had already played the game in the English classroom. The questionnaire focused on four areas of the game, such as enjoyment, speaking confidence, pronunciation learning, and classroom atmosphere, as well as three items related to the game limitations. Data were analyzed and given as percentages to classify student perception. Despite this limitation, the findings suggest that the Telephone Game is useful in English learning. As a result, the telephone game in English learning class as alternate teaching approach to increase student engagement and reduce boredom in the English classroom. Therefore, the telephone game is recommended for English teachers to use in English learning classes.
The Lived Experiences of Nursing Students in Using ChatGPT to Learn English for Specific Purposes: A Phenomenological Study Amanda Nurul Hidayah; Ikhsanudin Ikhsanudin; Endang Susilawati; Urai Salam; Yohanes Gatot Sutapa Yuliana
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2624

Abstract

Although ChatGPT has been widely utilized to aid English language learning, previous studies have focused mostly on learning outcomes rather than students’ lived experiences in ESP contexts. Thus, this study examines nursing students’ experiences in using ChatGPT to learn English for Specific Purposes (ESP). The study used a qualitative phenomenological design to investigate how students perceive and interpret ChatGPT in academic and professional settings. Purposive sampling was used to choose five nursing students because phenomenological research places more emphasis on gathering detailed, rich narratives of participants’ lived experiences than on getting a large sample size. Data were gathered via semi-structured interviews and documentation, which included prompts and screenshots of participants’ activities with ChatGPT. The data were analyzed according to Moustakas’S phenomenological methods. The results show that ChatGPT is an effective tool for learning English, accessing nursing-related literature, generating ideas, and assisting with academic works. It boosts students’ confidence and motivation, while decreasing anxiety. Students participate critically and reflectively by questioning ChatGPT’s interpretations, analyzing evidence, exploring alternate hypotheses, and comparing knowledge with classmates and lecturers. Nursing students’ use of ChatGPT is influenced by their disciplinary background, making it more purposeful and applicable to their professional demands. However, the findings also reveal limitations, including inconsistent and overly general responses. The findings emphasize the necessity of teaching students how to use ChatGPT critically and ethically in ESP learning.
Denotation and Connotation of Male Emotional Devotion in Sam Smith’s in The Lonely Hour Album Arsyi Azwar Ibadurokhman; Yuyun Nurulaen; R. Myrna Nur Sakinah
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2629

Abstract

The representation of male emotional devotion in popular song lyrics has received limited scholarly attention, particularly from a semiotic perspective that examines how emotional meanings are constructed through interconnected songs within a single album. Therefore, this study aims to analyze the denotative and connotative meanings that construct the representation of male emotional devotion in Sam Smith’s In the Lonely Hour album. This study employed a qualitative descriptive method using Roland Barthes’ semiotic theory. The data consisted of six lyric excerpts selected from three songs in Sam Smith’s In the Lonely Hour album, namely Stay With Me, Lay Me Down, and I’m Not the Only One. The data were collected from the official lyrics available on Spotify and analyzed through Barthes’ concepts of denotation and connotation. The findings reveal that the denotative meanings portray emotional experiences commonly found in romantic relationships, while the connotative meanings construct male emotional devotion through emotional vulnerability, longing, loyalty, and perseverance despite emotional hardship. Collectively, the selected lyrics represent male emotional devotion as a progressive emotional journey rather than a single emotional condition. This study contributes to semiotic studies by demonstrating how interconnected songs within one album collectively construct a coherent representation of male emotional devotion.

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