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Jurnal of Language Education (JoLE) Publisher : Merwinspy Publisher alamat: Jl Keramat Indah No 8 Medan email : admin@merwinspy.org Jurnal JoLE is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)
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INDONESIA
Journal of Language Education
Published by Merwinspy Publisher
ISSN : -     EISSN : 3026250X     DOI : 10.69820
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Focus Journal of Language Education, Language Teaching, Litterature and Applied Linguistics focuses on research related to English Language Pedagogy, TEFL English Teaching, English for Specific Purposes (ESP), ELT Materials Development and Evaluation, English Language Testing and Assessment, Linguistics, Literatture, Translation, Critical Discourse Analysis Research method approaches include: Quantitative, Qualitative, and Mix Method. JoLE has the following objectives: Provide a means of publication of empirical research and the field of teaching and applied linguistics. Disseminating the results of new scientific research in these field that can be applied as an alternative solution in the field of applied linguistics, language education as well as teaching. Accelerate the transfer of knowledge from research to practice. Therefore, this journal contains empirical articles and critical reviews both using quantitative approaches (mainstream), qualitative approaches (alternative), and other methods. Scope Topics that can be published in this journal are topics related to Teaching language, Litterature and Applied Linguistics, such as: English Language Pedagogy, TEFL Language Education English Teaching English for Specific Purposes (ESP) ELT Materials Development and Evaluation English Language Testing and Assessment Linguistics Indonesia Language Literature Translation Critical Discourse Analysis
Arjuna Subject : Umum - Umum
Articles 3 Documents
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Search results for , issue "vol. 4 no. 1 (2026): march (on process)" : 3 Documents clear
Directive Speechs Acts Short Sto Directive Speechs Acts Short Story Who Ate the Bread by Ana sakinah Sanuri, Iis istikomah
Journal of Language Education (JoLE) Vol. 4 No. 1 (2026): March (on process)
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v4i1.449

Abstract

This study investigates directive speech acts in the short story “Who Ate the Bread?” by Ana Sakinah using a qualitative descriptive approach grounded in Searle’s speech act theory. While previous studies on directive speech acts have predominantly focused on conversational or real-life discourse, this study offers a novel perspective by examining how directive speech acts operate within a literary narrative to construct meaning and characterize interpersonal relationships. Directive speech acts, defined as utterances intended to influence the actions or behavior of the hearer, include commands, requests, advice, and warnings. The objectives of this study are to identify the types of directive speech acts and to analyze their pragmatic functions in the context of the story. The findings reveal that four types of directive speech acts are employed, with commands emerging as the most dominant form, particularly in interactions involving Han’s father. These speech acts are realized through both direct and indirect strategies and are significantly shaped by contextual factors such as authority, emotional proximity, and social roles. Importantly, this study demonstrates that directive speech acts in literary texts are not merely communicative tools but also serve as narrative devices that contribute to character development, plot progression, and the articulation of moral values, including parental love, obedience, belief, and human vulnerability. This study contributes to the field of literary pragmatics by highlighting the functional role of directive speech acts in shaping narrative meaning and offering a deeper understanding of how language as action operates within fictional discourse. It also expands the application of speech act theory beyond everyday communication into the analysis of literary texts.
Students’ Beliefs And Strategies In Learning Pronunciation : A Narrative Research Indy Rahmawani Malle; Hasanuddin Fatsah; Muzdalifah Mahmud
Journal of Language Education (JoLE) Vol. 4 No. 1 (2026): March (on process)
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v4i1.461

Abstract

This study aims to explore students’ beliefs and strategies in learning English pronunciation. Employing a qualitative approach with narrative inquiry as the research design, this study focuses on understanding learners’ experiences through their personal stories and reflections. The participants were students of the English Language Education Study Programme who had experience in learning English pronunciation. Data were collected through in-depth interviews to capture participants’ beliefs, learning experiences, and strategies related to pronunciation learning. The data were analyzed thematically by identifying recurring patterns and key themes across the narratives. The findings reveal that students hold varied beliefs about English pronunciation learning, particularly regarding the importance of accuracy, exposure, and practice. In addition, students employed diverse strategies such as self-practice, listening to authentic materials, repetition, and seeking feedback to improve their pronunciation skills. This study contributes to a deeper understanding of learners’ perspectives on pronunciation learning and provides practical implications for English pronunciation teaching in higher education contexts.
Investigating Japanese Vocabulary Learning Strategies of Indonesian Vocational Business Students Widiyowati, Eny; Indrianti, Titien; Palandi, Esther Hesline; Pratama, Cahyo Ramadhan
Journal of Language Education (JoLE) Vol. 4 No. 1 (2026): March (on process)
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v4i1.507

Abstract

Mastering Japanese vocabulary is a critical yet challenging component for vocational students aiming for professional proficiency in business contexts. This study investigates the specific language learning strategies (LLS) utilized by vocational higher education students to acquire Japanese lexis. Using Oxford’s Strategy Inventory for Language Learning (SILL) framework, data were collected from 71 sixth-semester Business Administration students and analyzed using descriptive statistics. The results reveal a dominant preference for affective (85%) and social strategies (81%), indicating that learners rely heavily on emotional regulation and peer interaction, whereas metacognitive (63%) and memory strategies (60%) were the least employed. These findings highlight a diverse learning approach as signified by the high employment of socio-affective strategy, but a critical deficiency in self-regulated learning and systematic retention. Consequently, the study implies that vocational curricula must integrate explicit strategy instruction to help students transition from social dependence to greater learner autonomy and achieve more effective vocabulary mastery.

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