JEELL (Journal of English Education, Linguistics and Literature)
JEELL (Journal of English Education, Linguistics, and Literature) is intended to accommodate the scientific results on English Language Education, Linguistics, and Literature studies. JEELL is published by LPPM Universitas PGRI Jombang, East Java, Indonesia. It is a fully open-access peer review journal publishing high-quality, original, self-contained research articles. The journal provides a forum for researchers and practitioners to discuss, advance, and disseminate knowledge in emerging and developing areas of the English language, linguistics, literature, and their learning. There must be a critical discussion of the issues and a new, significant contribution to the field. It accepts the English language. This journal was first published in 2014. The editors welcome articles and research reports addressing the English language, language learning, literature, and linguistic study, including: English language teaching and learning Linguistics and Language studies (including analyses of text and discourse); translation Technology related to language studies or learning literature related to language studies or learning
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<![CDATA[THE EFFECTIVENESS OF ANIMATED VIDEOS IN ENHANCING READING COMPREHENSION AMONG THE SEVENTH-GRADE STUDENTS ]]>
<![CDATA[Tri Idayanti]]>;
<![CDATA[Widiyati, Elok]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.68
<![CDATA[Reading comprehension involves understanding and interpreting text, which can be particularly difficult for learners of a foreign language. This study aimed to assess how effective animated videos are in enhancing the reading comprehension of seventh grade students. This study employed an experimental approach using a quasi-experimental design. The participants were from the VII A and VII B at a Private Junior High School in Jepara, consisting of 46 students. It involved two groups: an experimental group used animated videos to teach reading comprehension, and a control group did not use them. Both groups received a pre-test and post-test to measure reading comprehension of descriptive text, which consisted of 20 multiple- choice questions validated by two experts. The collected data were analyzed using SPSS 25.0. The resulting data analysis indicated a significant difference between both groups, where the experimental group achieved an average test score of 77.73, which was higher than control group with a score of 69.17. The statistical test showed a significant score (2-tailed) of 0.026 (p < 0.05). These results highlight the potential of animated videos as an effective instructional medium for enhancing students’ reading comprehension of descriptive texts.]]>
<![CDATA[A STUDY OF LEXICAL AND STRUCTURAL DIFFERENCES IN MOBY DICK AND ITS INDONESIAN TRANSLATION ]]>
<![CDATA[Anggraini, Aprillia]]>;
<![CDATA[Suisno, Derry Pramudia]]>;
<![CDATA[Annazah, Syafina]]>;
<![CDATA[Syahid, Abdul]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.82
<![CDATA[This study investigates the lexical and structural differences between Herman Melville’s Moby Dick and its Indonesian translation, with a focus on preserving the novel’s symbolic, philosophical, and stylistic complexity. Using a qualitative descriptive approach rooted in translation theory, the study critiques existing strategies such as literal translation, transcreation, adaptation, and omission, and introduces a new model, CLASTIC (Contextual Lexical and Structural Translation with Intercultural Calibration). This model addresses the shortcomings of conventional methods by emphasizing contextual interpretation, semantic layering, structural adaptation, and cultural negotiation. Findings reveal that literal translation often leads to a loss of narrative tone and symbolic depth, while uncalibrated adaptation risks distorting authorial intent. The CLASTIC Model successfully bridges linguistic accuracy and cultural sensitivity, offering a comprehensive and applicable framework for translating literary texts from English into Indonesian. The study concludes that effective literary translation demands both interpretive creativity and intercultural awareness, especially when dealing with canonical works marked by complex symbolism and narrative style. ]]>
<![CDATA[STUDENTS' PERCEPTION TOWARD THE USE OF TED TALK VIDEO IN LEARNING VOCABULARY ]]>
<![CDATA[Muthmainnah, Alma Hayati]]>;
<![CDATA[Rosnija, Eni]]>;
<![CDATA[Wardah]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.86
<![CDATA[This research aims to determine students' perceptions of using TED Talks videos in learning vocabulary. This research is descriptive study, collected data by disturbing questionnaire to the Eight Semesters of the English Language Education Study Program, Faculty of Teacher Training and Education, Universitas Tanjungpura. Quantitative as research method and use questionnaire for tools of data collection. The questionnaire consists of five indicators, these indicators are categorized as perceived ease of use, usefulness, efficacy, compatibility and intention of use. Students show an excellent response in using TED Talks videos. This can be seen from the mean data the score shows medium category. Therefore, indicate that students positively view the ease of use of TED Talks Videos. Researchers found that students showed good responses and negative responses to TED Talks videos. Positive side regarding usefulness, efficacy, and compatibility. Meanwhile, the negative is related to they wanted more satisfaction with easy of use and intention of use.]]>
<![CDATA[INTERACTIVE WORDWALL : TEACHING WRITING TO EFL STUDENTS ]]>
<![CDATA[Winhartanti Julika, Indri Natasya]]>;
<![CDATA[Sari, Ayu Istiana]]>;
<![CDATA[Ma'fiyah, Imroatul]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.88
<![CDATA[The objective of this study to examine the use of interactive Wordwall as a digital teaching and learning writing English Foreign Language (EFL) on descriptive at the seventh grade of a public junior high school in Central Java during the 2024/2025 academic year. This study used a Classroom Action Research (CAR) design and conducted in two cycles, each consist of planning, action, observation, and reflection. The sample of this research was 29 students from seventh grade of junior high school. The topic focused on describing public places and implemented interactive Wordwall activities, especially unjumbled sentences task. The data were collected through writing tests (pre-test, post-test 1, post-test 2), observation, and documentation. The data were analyzed used quantitative methods by comparing the average scores obtained at each stage. The findings of the study suggested the application of Wordwall significantly improved students’ writing skill on descriptive text. The average score increased from 56 in the pre-test with 27.65% of students nearly achieved the minimum completion criteria, to 73 in post-test 1 with 69%, and improved further to 80 in post-test 2 with 82.8%, surpassing the minimum completion criteria of 75. This study concludes that Wordwall can effectively improved students' writing ability through interactive teaching and learning methods based on digital learning media. ]]>
<![CDATA[AN ANALYSIS OF MORAL VALUES IN MOVIE ENCANTO ]]>
<![CDATA[sarah, Rumi]]>;
<![CDATA[Ikhsanudin]]>;
<![CDATA[Rosnija, Eni]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.89
<![CDATA[This study explores the moral values portrayed in the animated film Encanto. Using a qualitative approach and structural analysis based on Pavis (1998), the research examines key scenes and dialogues to identify the film’s underlying moral themes. Data were collected through close analysis of the movie’s script, focusing on character behavior and narrative structure. The findings show Encanto highlights several important moral values, including love, positivity, perseverance, resilience, and wisdom. These values are reflected through the characters’ personal struggles and family dynamics. The emotional intelligence demonstrated by the characters also presents opportunities for educators to teach emotional regulation and resilience in the classroom. As a result, Encanto can serve as an effective tool in moral education, helping students connect fictional experiences to real-life situations. This study encourages learners to reflect on ethical messages and apply them in their daily lives, contributing to their personal and social development]]>
<![CDATA[ROADBLOCKS TO PROFICIENCY: TOEFL READING COMPREHENSION CHALLENGES FOR UNIVERSITY STUDENTS ]]>
<![CDATA[Wicaksono, Agung]]>;
<![CDATA[Sulistyani, Sulistyani]]>;
<![CDATA[Suhartono]]>;
<![CDATA[Khoiriyah]]>;
<![CDATA[Aji, Mahendra Puji Permana]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.90
<![CDATA[This research examines the challenges university students encounter in the TOEFL reading comprehension section driven by low TOEFL proficiency among students. using a qualitative approach, the study identifies key difficulties learners face and the factors behind these struggles. data were gathered through questionnaires administered to 35 English language Education undergraduates at the University of Nusantara PGRI Kediri in East java, Indonesia. The questionnaire data were analyzed through cleaning, organizing, and interpreting responses to extract meaningful insights. The analysis of the responses revealed common obstacles, such as insufficient vocabulary, trouble with complex sentence structures, ineffective reading strategies, poor time management, and limited exposure to academic texts. Additionally, students cited anxiety and low confidence as psychological hurdles impacting their performance. The results indicate that both language proficiency and test-taking strategies significantly influence students' success in TOEFL reading comprehension. The study emphasizes the importance of modifying reading instruction to enhance academic reading skills and test preparation strategies, thereby better preparing students for standardized English proficiency exams. ]]>
<![CDATA[TIKTOK AS A SOCIAL MEDIA INFLUENCE ON LANGUAGE CHANGE AMONG STUDENTS OF ITEBIS PGRI DEWANTARA JOMBANG ]]>
<![CDATA[Wardhana, Alisa]]>;
<![CDATA[Wiyanto, Muhammad Saibani]]>;
<![CDATA[Suparti]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.96
<![CDATA[The way university students use language is changing rapidly due to TikTok. This study aims to address that issue by looking at how students incorporate TikTok phrases into their in-person conversations as part of a larger shift in language. The research included four female college students from ITEBIS PGRI Dewantara Jombang, selected using purposive sampling. Information was collected through semi-structured interviews and analyzed qualitatively. The findings indicate that students frequently and unknowingly use phrases such as damn, pick me, red flag, healing, and cringe in their everyday conversations. These expressions go beyond online platforms, serving as means to convey humor, sarcasm, emotions, and social connections. Their usage reveals an unconscious adaptation, signifying identity and belonging within a community. The results show that the way these terms are used flexibly often points to a continuous change in spoken language influenced by interactions with peers and current trends. Therefore, TikTok serves not just as a source of entertainment but also as a driving force for informal language innovation, bringing in new phrases and promoting language evolution from the ground up within student groups.]]>
<![CDATA[THE EFFECTIVENESS OF QUIZIZZ TO IMPROVE STUDENTS' VOCABULARY : A CASE STUDY OF 7th GRADE AT SMPN 14 SEMARANG ]]>
<![CDATA[Risma Annisa]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Hidayat, Nur]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.98
<![CDATA[This study examines the effectiveness of Quizizz, a gamified learning platform, in improving vocabulary proficiency among seventh-grade students at SMPN 14 Semarang. A quantitative experimental design was employed with 64 students, who were allocated into an experimental group instructed via Quizizz and a control group instructed using conventional techniques. Data were gathered by pre-test and post-test vocabulary evaluations, supplemented with a student questionnaire. The validity and reliability of the instrument were established (Pearson's correlation significance < 0.05; Cronbach's Alpha = 0.718). Data analysis utilizing SPSS 26 encompassed normality assessment, homogeneity evaluation, paired sample t-tests, and independent t-tests. The results indicated that both groups exhibited improvement; however, the experimental group attained more gains (mean improvement of 9.37 points) than the control group (8.12 points). Statistical analyses revealed significant differences (Sig. 0.000 < 0.05) favoring the Quizizz group. The effectiveness of Quizizz is due to its gamification features, immediate feedback, and alignment with adolescents' learning preferences. The study suggests that Quizizz is an effective and entertaining instrument for vocabulary acquisition; however, additional research with larger samples and extended duration is advised.]]>
<![CDATA[PROFESSIONAL WRITING ANXIETY AMONG INDONESIAN EFL STUDENTS: TYPES, CAUSES, AND COPING STRATEGIES ]]>
<![CDATA[Patty, Jusak]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.99
<![CDATA[This study investigated professional writing anxiety among English Education students at Pattimura University, examining anxiety levels, types, causes, and coping strategies in workplace communication contexts. Using a sequential explanatory mixed-methods design, 57 students completed adapted Professional Writing Anxiety Inventory and Professional Writing Anxiety Causes Inventory instruments, while 12 purposively selected participants engaged in semi-structured interviews. Results revealed moderate anxiety levels across the population (M = 3.17), with cognitive anxiety emerging as the dominant dimension (M = 3.47), followed by somatic anxiety (M = 3.32) and avoidance behavior (M = 2.73). Time pressure served as the primary trigger for somatic responses, with 66.6% of students experiencing heart palpitations during time-constrained professional writing tasks. Causal analysis identified insufficient practice in professional writing formats (M = 3.67), linguistic difficulties (M = 3.63), and time pressure concerns (M = 3.60) as primary contributing factors. Qualitative findings revealed four sophisticated coping strategies: systematic preparation and quality control, cognitive and environmental regulation, social support utilization, and emerging technology integration. The study demonstrates that professional writing contexts create distinct anxiety patterns compared to general academic writing, requiring specialized pedagogical approaches. These findings contribute theoretical understanding of context-specific anxiety manifestation while providing evidence-based guidance for Professional Writing curriculum development in Indonesian EFL contexts.]]>
<![CDATA[UNIVERSITY STUDENTS’ PERCEPTIONS ON TIKTOK AS A DIGITAL LEARNING PLATFORM FOR PRONUNCIATION LEARNING ]]>
<![CDATA[Wira Hestiningrum, Hanif]]>;
<![CDATA[Susanto, Fajar]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Jombang ]]>
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DOI: 10.32682/jeell.v12i3.101
<![CDATA[This study explores university students’ perceptions on TikTok as a digital learning platform for English pronunciation, considering the increasing role of social media in language education. The research aimed to identify how students perceive the benefits and challenges of using TikTok to enhance pronunciation learning. A qualitative case study design was applied, and the data were obtained through semi-structured interviews with five undergraduate students from the English Language Education Department of a private university in Surabaya. The study revealed three key findings: TikTok is perceived as a flexible and engaging supplementary tool that supports autonomous and enjoyable learning; its visual and repetitive features effectively facilitate observation and imitation of accurate pronunciation; and students maintain critical awareness of content quality, frequently validating information through reliable sources. The study concludes that TikTok provides significant potential as an informal platform for pronunciation development, while also emphasizing the necessity of digital literacy to optimize its educational use.]]>
