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Ezis Japar Sidik
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Department of English Education Faculty of Teacher Training and Education University of Sultan Ageng Tirtayasa Jl. Ciwaru Raya No. 25 Cipocok Jaya Serang Banten 42117
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Journal of Linguistics, Literacy, and Pedagogy
Published by Universitas Sultan Ageng Tirtayasa
ISSN : -     EISSN : 29646790     DOI : http://dx.doi.org/10.30870/jllp.v2i2.17800
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of Linguistics, Literacy, and Pedagogy (JLLP) is a biannually electronic journal, published every May and November in online versions by the English Education Department, Faculty of Teacher’s Training and Education, Universitas Sultan Ageng Tirtayasa, Banten – Indonesia with e-ISSN: 2964-6790. The journal publishes high-quality works on various issues in Linguistics, literacy, and pedagogy for research-based articles. Journal of Linguistics, Literacy, and Pedagogy (JLLP) invites researchers and practitioners to submit their manuscripts through our Online Submission System. The manuscripts being submitted to the Journal of Linguistics, Literacy, and Pedagogy should strictly be original and plagiarism-free publication, and not been submitted or published elsewhere. All received manuscripts will initially be checked by the editorial team before being forwarded through Double-Peer Review. Moreover, since the first publication, Journal of Linguistics, Literacy, and Pedagogy (JLLP) has used “Turnitin” Anti-Plagiarism Software to check the authenticity of the articles.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "vol. 5, no. 1, may 2026" : 5 Documents clear
Bridging the Motivation Gap: Teachers' Application of AI Gemini in Fostering College Students' Autonomous Reading Habits Edy Suseno; Dian Novita; Fika Megawati
Journal of Linguistics, Literacy, and Pedagogy Vol. 5, No. 1, May 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v5i1.39210

Abstract

This study explores the integration of the Gemini AI model as a "morphological engine" to enhance academic vocabulary acquisition among university students learning English as a foreign language. By employing a qualitative case study of 25 students, the research investigates the efficacy of "Lexical Deconstruction"—systematically breaking down complex Greco-Latinate terms into their constituent roots to bridge the gap between basic communication and scholarly proficiency. Results demonstrate that this AI-mediated workflow increases root retention by 65% and significantly reduces cognitive overload, particularly in STEM fields where jargon functions as a compound language. Crucially, the process of deconstructing and reintegrating vocabulary fostered a sense of "lexical ownership," leading to a 40% reduction in plagiarism compared to traditional translation methods. For teachers, this study offers a scalable, student-led framework to transform AI from a text generator into a cognitive scaffold that promotes linguistic autonomy. For researchers, it provides a methodological template for analyzing human-AI interaction through the lens of etymological genealogy. Ultimately, the findings suggest that mastering the recurring building blocks of English enables students to move from passive decoding to active participation in global academic discourse, ensuring intentionality and integrity in their scholarly voice.
The Impact of Ome TV Application on Students’ Speaking Ability Shintia Eka Rahmawati; Syafrizal Syafrizal; Ezis Japar Sidik
Journal of Linguistics, Literacy, and Pedagogy Vol. 5, No. 1, May 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v4i2.36727

Abstract

The aim of this study was to determine whether the students participating in the English Debating Club have better English-speaking skills after using the OME TV application. Randomized Controlled Trial (RCT) was conducted by dividing sample into two groups of an experimental and a control groups. A pre-test and post-test were administered to both groups; however, the OME TV program was only used to treat the experimental group. There were 30 students chosen as the sample from the population, which included 50 members of the English Debating Club. The data was analyzed using t-test after the confirmation of the normality and homogeneity data fulfilment. The findings show that there is a significant difference between the experiment and control groups with a significance value (Sig. 2-tailed) of 0.013 < 0.05. Accordingly, the OME TV application significantly raised students' speaking proficiency. This suggests that incorporating interactive digital media can improve language learning results.
The Implementation of Formative Assessment and Student Self-Reflection in English Writing Performance Syahmiarni Syahmiarni; Devi Triana; Immatul Jannah Alimir; Arifmiboy Arifmiboy; Absharini Kardena
Journal of Linguistics, Literacy, and Pedagogy Vol. 5, No. 1, May 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v5i1.38089

Abstract

This study investigates how formative assessment and student self-reflection contribute to improving secondary EFL learners’ performance in writing procedure texts. Although procedure text has a clear generic structure—goal, materials, and sequenced steps—previous studies show that students often struggle with organizing instructions, using accurate imperative verbs, and maintaining logical coherence. To explore how instructional practices can address these challenges, this research employed a descriptive qualitative design involving a Grade 9 class at SMP Islam Al-Ishlah Bukittinggi. Data were collected through classroom observations, document analysis of students’ writing work, and semi-structured interviews with both the teacher and students. The findings indicate that formative assessment, delivered through written comments, oral clarification, modeling, and peer-review, provided continuous guidance has helped students identify and revise structural and linguistic weaknesses in their texts. Meanwhile, self-reflection enabled learners to evaluate their work more critically, internalize teacher feedback, and plan revisions more purposefully. Evidence from the writing work shows improvement in sequencing, verb accuracy, clarity of instructions, and completeness of materials. The study concludes that integrating formative assessment with reflective practices creates a mutually reinforcing writing environment that enhances genre awareness, metacognitive engagement, and overall writing quality.
Classroom Management in EYL Contexts: Exploring a Teacher’s Strategies in Practice Laili Inayatus Sholihah; Rita Handayani; Silvia Alfianti Lucky; Ika Handayani; Aura Syifa Salwa
Journal of Linguistics, Literacy, and Pedagogy Vol. 5, No. 1, May 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v5i1.37613

Abstract

This study examines the classroom management practices for teaching English to young students at Mentari Primary School in Serang Regency. One English instructor and forty-six sixth-graders participated in classroom observations, interviews, and documentation as part of a qualitative descriptive design with a case study methodology. The five main facets of classroom management—organization, behavioral consideration, instructional tactics, social atmosphere, and physical arrangement—were the focus of the investigation, which followed Miles and Huberman analysis model. The results demonstrate the teacher's successful implementation of classroom management, with an overall average of 88.1%, classified as completely implemented. By using humor, clear guidelines, positive reinforcement, and a combination of Indonesian and English to promote comprehension, the instructor was able to establish a constructive, organized, and engaging learning environment. Direct interaction, differentiated assignments, and regular communication were used to address challenges including keeping students' attention and managing big class sizes. The study finds that effective classroom management for young students necessitates a combination of authority, empathy, and flexibility. These findings emphasize the need for collaborative rules, excellent teacher-student relationships, and engaging instructional methodologies to create a fun and disciplined English learning environment.
The Influence of Simpler Application on Students’ Vocabulary Mastery of Junior High School in Indonesian Dea Shakila; Jumbuh Prabowo; Ledy Nurlely
Journal of Linguistics, Literacy, and Pedagogy Vol. 5, No. 1, May 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v5i1.39090

Abstract

The objective of this research was to assess students’ vocabulary mastery using the Simpler application. The research employed a quasi-experimental design, with cluster random sampling. The study selected two classes: the control class (N=30) and the experimental class (N=32) at the seventh grade of a junior high school in Serang regency. Data were collected through pre-test and post-test, and analyzed using the t-test with the SPSS v25 program. While the control class had an improvement from 51.60 to 60.93, the experimental class saw a rise from 55.50 to 77.87. There was a statistically significant difference (p = 0.00) between the two groups in the post-test results. The results showed that the Simpler application has significantly improve the students’ vocabulary mastery and simple sentence production. This study sheds light on the potential of media in enhancing English language acquisition, specifically highlighting the beneficial effects of the Simpler application on vocabulary instruction.

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