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Journal of English Education and Literature
Published by Lembaga Sinar Lima
ISSN : -     EISSN : 3046627X     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of English Education and Literature focuses on Teaching English as a first second or foreign language English language teaching and learning English language teachers training and education Postcolonial literature Modern literature Popular teen literature Literature and teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 38 Documents
 1   2   3   4 
EFL STUDENTS' EXPERIENCES AND CHALLENGES IN SPEAKING AT INTERNATIONAL CONFERENCES: A CASE STUDY AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAMS STATE ISLAMIC UNIVERSITY OF MATARAMGLISH LANGUAGE EDUCATION STUDY PROGRAMS STATE ISLAMIC UNIVERSITY OF MATARAM Nabila, Dita
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.2 (Juli, 2025)
Publisher : Sinar Lima

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Abstract

Speaking at a global conference is an important event in academia, particularly for students and scholars aiming to improve their professional abilities and develop an international network. This research intends to explore the experiences and challenges that speakers face when presenting at global events, whether in-person or virtual. The study aims to examine the emotional factors, language issues, and technical challenges that come up during both the preparation and delivery of these presentations. This study explores the experiences and difficulties encountered by EFL (English as a Foreign Language) learners when presenting at global conferences, concentrating on the English Education Study Program at Universitas Islam Negeri Mataram. Utilizing a case study method, this research gathered information from interviews and questionnaires with students who attended these conferences. The results showed that students gained significant benefits from this experience, including increased confidence, communication skills, and the opportunity to build professional networks. However, they also faced various challenges, such as language barriers, anxiety, and cultural differences in presentation styles. The findings emphasize the importance of structured support and training in the development of public speaking skills.
THE FUNCTION OF METONYMY IN THE FORMATION OF LANGUAGE MEANING Silalahi, Josua; Bernieke Anggita Ristia Damanik
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.2 (Juli, 2025)
Publisher : Sinar Lima

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Abstract

Metonymy is one of the important figures of speech in the process of forming meaning in verbal communication. This paper discusses the function of metonymy as a tool to convey meaning effectively and efficiently in everyday language as well as in rhetorical and cultural contexts. Through a semantic approach, this study explains how metonymy helps enrich messages by replacing a word or phrase with a term that has a close association relationship. The main functions of metonymy include accelerating the communication process, creating an interesting stylistic effect, and facilitating the delivery of complex meanings simply. In addition, metonymy also plays an important role in shaping social and cultural perceptions through the use of terms that represent certain institutions or concepts, for example the use of "istana" to refer to the government. This paper uses literature studies and analysis of examples in Indonesian to show various forms of metonymy and their roles. Thus, this paper is expected to provide a deeper understanding of the function of metonymy in forming language meaning as well as being a reference for further linguistic and semantic studies.
ENCOURAGING DAILY ENGLISH SPEAKING TO BOOST STUDENTS’ CONFIDENCE Ariani, Sri
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.2 (Juli, 2025)
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Abstract

This research aims to find out does the implementation of daily English speaking activities increase students’ confidence in speaking English? It is focused on implementation a structured program of daily speaking activities designed to create a supportive learning environment where students can practice and improve their speaking skills without the fear of judgment. The study involved 50 students of the second semester students of English Department of Mandalika University of Education. Over a semester, participants engaged in various speaking activities, including pair conversations, group discussions, and role-playing scenarios. Data were collected through pre- and post-program surveys, measuring students' self-reported confidence levels and fluency in English speaking. Results indicated a significant increase in student confidence, with the percentage of students feeling assured in their speaking abilities rising from 30% to 70% after the program. Additionally, qualitative feedback revealed that students valued the opportunity to practice speaking regularly and reported a decrease in anxiety associated with language use. This research highlights the importance of integrating daily speaking practices into language education curricula to foster a positive learning atmosphere. By encouraging active participation and providing consistent opportunities for speaking, educators can help students overcome barriers to communication, thus enhancing their overall language proficiency and confidence.
ENHANCING STUDENTS’ CRITICAL READING THROUGH LITERATURE CIRCLES IN CLASSROOM READING ACTIVITIES Taufik Ismail, Muhamad; Suhaili, Muhamad
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.3 (October, 2025)
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Abstract

Reading is an essential academic skill that enables students to comprehend, analyze, and evaluate information critically. However, observations at the English Language Education Program of Mandalika University revealed that many students struggled with identifying main ideas, analyzing arguments, and evaluating evidence in texts. One factor contributing to these difficulties was the monotonous method of teaching, which often led to low motivation. This study aimed to improve students' critical reading skills through the implementation of literature circles at the fourth-semester students in the English Language Education Program at Mandalika University of Education. The research applied classroom action research (CAR) with two cycles consisting of planning, acting, observing, and reflecting. The instruments used in this research were questionnaires and tests at the end of each cycle. The results indicate that literature circles significantly enhanced students' critical reading skills. The use of structured group roles facilitated deeper engagement with texts, encouraged peer collaboration, and improved students' analytical and evaluative reading abilities.
TEACHING WRITING BY USING GENRE BASED APPROACH (GBA) AT SMAN 2 PUJUT Juanda Maharani, Riska; Muhammad Muhlisin; Ahmad Hanan
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.3 (October, 2025)
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Abstract

At SMAN 2 Pujut, initial observations revealed that students in Grade XI MIPA had difficulty in organizing ideas, applying appropriate language features, and understanding the structure of specific text types—especially expository texts. This highlights the need for a more systematic approach to writing instruction that not only focuses on grammar but also introduces students to text organization and genre awareness. This study aims to investigate the effect of using the Genre-Based Approach (GBA) in teaching writing to Grade XI MIPA students at SMAN 2 Pujut. GBA is a pedagogical model that focuses on understanding text structures based on specific genres and the social context of the texts. Using a pre-experimental method with a one-group pre-test and post-test design, 25 students were assessed before and after a GBA-based writing intervention. Although there was an increase in the students’ average writing scores, statistical analysis using a paired t-test (p = 0.22 > 0.05) showed no significant improvement. Despite this, GBA positively contributed to students’ organization and clarity in writing. It is recommended that future studies incorporate more varied strategies and address motivational and environmental factors.
THE EFFECTIVENESS OF PEER COLLABORATION TECHNIQUE IN TEACHING SPEAKING AT SECOND GRADE STUDENTS OF MA DARUL HIKMAH DAREK Wahyuni, Khairul
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.3 (October, 2025)
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This research is intended to analyze the effectiveness the peer collaboration technique is helping second grade students at MA Darul Hikmah Darek to improve their speaking abilities. The method use in this study is quantitative approach with quasi-experimental design, which involved two groups: one received peer collaboration treatment, while the other taught using traditional teaching methods. The research instrument consisted of pre-tests and post-tests in the form of personal narrative speaking activities. Statistical analysis revealed a significant difference between the pre-test and post-test scores in both groups. However, the experimental group showed a greater improvement (60.21 to 93.32) compared to the control group (from 62.48 to 76.48). The result of the independent sample t-test indicated a significance value of 0.000 < 0.05, confirming that the peer collaboration technique had a significant positive effect on students’ speaking performance. These findings suggest that collaborative learning strategies can serve as an effective and interactive alternative in enhancing students’ communication skills in English language learning.
AN ANALYSIS OF IDIOMATIC EXPRESSION FOUND IN NIKI’S SELECTED SONG LYRICS Alicya, Putri
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.3 (October, 2025)
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Abstract

This research aims to identify and analyze the types and meanings of idiomatic found in three selected songs by NIKI from the album Live at The Wiltern, namely Lose, Lowkey, and Backburner. The focus of this research is to investigate how idiomatic expressions contribute to the overall meaning and emotional depth of the lyrics. The researcher uses a qualitative descriptive method and applies the theory proposed by Boatner and Gates to classify the types of idioms. The data were collected by listening to the songs, transcribing the lyrics, identifying idiomatic expressions, and analyzing their meanings based on context. The findings show that a total of 24 idiomatic expressions were identified in the three songs. These idioms consist of various types, including lexemic idiom noun, verb, adjective, adverbial, and phrasal idioms. Each idiom contributes to the thematic richness of the lyrics, expressing feelings of love, heartbreak, self-reflection, and personal growth. The use of idioms in the lyrics adds depth and emotional nuance, making the songs more expressive and relatable for listeners. This research is expected to provide insights for English learners, teachers, and future researchers about the importance of idiomatic expressions in song lyrics as a tool for enhancing language comprehension and cultural understanding.
ANALYSIS OF STUDENTS’ DIFFICULTIES IN TRANSLATING ARGUMENTATIVE TEXTS FROM ENGLISH TO INDONESIAN AT UIN MATARAM: A STUDY OF LINGUISTIC AND NON-LINGUISTIC FACTORS Maela Salsabila, Putri
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.3 (October, 2025)
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Abstract

This study aims to analyze the difficulties experienced by students in translating argumentative texts from English to Indonesian, especially based on linguistic and non-linguistic factors. The research subjects are final semester students of English Education Study Program at UIN Mataram who have taken translation courses. The method used was descriptive qualitative with data collection techniques in the form of translation tests and semi-structured interviews. The results showed that linguistically, students had difficulties in understanding technical vocabulary, idiomatics, and complex sentence structures in argumentative texts. Meanwhile, non-linguistically, the obstacles include limited understanding of cultural context, lack of topic background knowledge, and low self-confidence in dealing with foreign texts. This study concludes that difficulties in translating argumentative texts are multidimensional and demand a holistic learning approach, including strengthening translation strategies, improving cultural understanding, and training critical thinking skills. The findings are expected to serve as a reference in the development of more effective translation curriculum and teaching methods in higher education.

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