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JEELL (Journal of English Education, Linguistics and Literature)
Published by Universitas PGRI Jombang
ISSN : 23565446     EISSN : 25983059     DOI : 10.32682/jeell
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
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
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 66 Documents
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A STUDIES ON THE DIFFICULTIES OF USING REGULAR AND IRREGULAR VERBS: ANALYSIS AND SOLUTION Yani Octafia; Auliyah Pitri; Dharmayanti Aji Safitri
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.119

Abstract

This research aimed to analyze the difficulties faced by senior high school students in mastering regular and irregular verbs in English learning and to identify possible solutions to overcome these difficulties. This study employed a qualitative method. The participants of this research consisted of ten twelfth-grade senior high school students and one English teacher in the academic year 2024–2025. The data were collected through writing tests with the students and the teacher to obtain information related to students’ learning difficulties, learning errors, and the causes of those errors in using regular and irregular verbs. The results of the study showed that students’ mastery of irregular verbs was still relatively low. Most students experienced difficulty in distinguishing between base forms, past forms, and past participles. Generally, they had difficulty differentiating regular and irregular verbs, tended to overgeneralize by adding -ed to all verbs, and had limited ability to memorize and recall the V2 and V3 forms of irregular verbs. In addition, instructional factors such as limited reinforcement and a focus on written grammar exercises rather than meaningful language use contributed to students’ difficulties. Therefore, this research suggests that English teachers should apply more contextualized and communicative teaching strategies with consistent reinforcement to improve students’ mastery of regular and irregular verbs.
STUDENTS’ ATTITUDES TOWARD ENGLISH AND THEIR ACHIEVEMENT IN SENIOR HIGH SCHOOL - A CORRELATION STUDY Nurohmat, Nurohmat; Rewindinar; Dian
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.124

Abstract

This study aims to analyze the relationship between students' attitudes toward English learning and their English achievement at the senior high school level. A quantitative correlational approach was employed, with a sample of 86 high school students in Jakarta selected via simple random sampling. Data were collected using a validated 20-item Likert-scale attitude questionnaire, measuring affective, cognitive, and conative components, and documentation of academic scores from semester report cards. Pearson correlation analysis revealed a significant positive relationship (r = 0.724, p = 0.001) between students' attitudes and their academic achievement. The findings suggest that positive attitudes, encompassing interest, motivation, and self-confidence, play a crucial role in enhancing English learning outcomes by potentially lowering the affective filter and increasing engagement. This study provides practical implications for pedagogical strategies, curriculum design, and school policy, emphasizing the need to foster positive affective domains in English language teaching to enhance learning quality in the Indonesian senior high school context.  
LEARNERS’ ATTITUDES TOWARDS THE SIMS 4 IN BOOSTING THEIR ENGLISH VOCABULARY MASTERY Hidayatullah, Fikri Adzani; Zaitun
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.131

Abstract

This study investigates Indonesian learners’ attitudes toward using The Sims 4 to boost English vocabulary mastery, aiming to identify learners’ vocabulary learning challenges and examining how digital simulation games influence motivation and contextual vocabulary acquisition among English as a foreign language learners aged 18–25. The study employed a mixed-method explanatory sequential design, collecting quantitative data from 99 respondents through a Likert-scale questionnaire followed by semi-structured interviews with selected participants. Descriptive statistics and thematic analysis were used to analyze learners’ perceptions, experiences, and challenges related to vocabulary learning through gameplay. The findings reveal that learners generally perceive The Sims 4 as motivating, enjoyable, and effective in supporting contextual and daily-life vocabulary learning, particularly by providing meaningful exposure through simulated real-life activities. Therefore, while The Sims 4 enhances learners’ engagement, motivation, and incidental vocabulary acquisition, it should be used as a supplementary learning tool to boost students’ vocabulary mastery. It is recommended that educators combine digital games with traditional vocabulary teaching strategies to maximize meaningful learning activities.
UNVEILING THE UNIVERSITY STUDENTS' MOTIVE  OF USING TABOO WORDS IN DAILY CONVERSATION Ukhtinabila, Frida; Sholikhah, Masriatus
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.133

Abstract

This study was conducted at three private universities in East Java: one non-religious campus and two religious-based campuses. This research aims to explore the reasons behind the use of taboo words in daily conversations among university students.  A descriptive qualitative method was employed, using questionnaires and interviews as data collection tools.  The data sources for this study included online questionnaires and interviews with several students. The data were analyzed based on Battistella’s (2005) classification of taboo words and Jay’s (2009) Theory. The findings reveal that the primary reasons for using taboo words were to express emotions, strengthen social bonds among close friends, add humor, and react spontaneously to certain situations. This research indicates that students tend to use taboo words deliberately and contextually, mainly in social settings where they feel comfortable and free from formal constraints. Frequent exposure to social media and peer influence significantly contributes to the development of this linguistic behavior in students’ everyday communication
AN ERROR ANALYSIS OF DESCRIPTIVE TEXTS WRITTEN BY FIRST-SEMESTER EFL STUDENTS: A SURFACE STRATEGY TAXONOMY APPROACH Meylinda, Linda
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.134

Abstract

The present study sought to identify grammatical and syntactic errors in EFL students' descriptive writing. The study was conducted on the basis of the observation that first-semester students had recently encountered difficulties accurately applying English grammar in creative and descriptive contexts. Given the importance of English syntax in academic settings, this research was conducted at a private university in Tangerang Selatan. There were 10 participants in this study who were enrolled in the first semester and had recently completed descriptive writing assignments. To obtain accurate data, the researchers collected student-written descriptive essays through a qualitative study employing a case study design. The students were asked to produce texts describing themselves. These essays were then analyzed using the Surface Strategy Taxonomy proposed by James (1998) to identify, classify, and report linguistic patterns. Under this category, errors were classified into four types: omission, addition, misformation, and misordering. The result showed an interpretation of how students manipulate the surface structure of the target language. The findings of this research are expected to shed light on common issues and suggest that identifying these specific patterns is very influential in improving writing and confidence.
THE STUDENTS PERCEPTION OF GOOGLE FORM AS AN ASSESSMENT TOOL IN LISTENING INTEPRETATIVE COURSES Souwakil, Hajija; Wardani Dwi Wihastyanang; Sa'diyah, Cinta Nayla; Rahma, Ayusti Fitri Auliya
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.137

Abstract

The transition to online learning during the global pandemic necessitated a rapid shift toward digital evaluation tools within higher education. This study explores students' perceptions of Google Forms as an assessment tool in the Listening Interpretative Course at the English Department of Universitas PGRI Jombang. This study employed a qualitative descriptive methodology. Data were collected through a combination of closed-ended questionnaires and semi-structured interviews with students who utilized Google Forms for their listening assessments. The data were analyzed using the interactive model by Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The findings reveal that students generally hold a positive perception of Google Forms, citing its user-friendly interface, accessibility via mobile devices, and the efficiency of instant feedback as primary benefits. However, negative perceptions emerged primarily due to environmental factors, such as unstable internet connectivity and audio synchronization issues, which triggered frustration and temporary rejection of the tool. The study concludes that while Google Forms is an effective instrument for digital evaluation, its success in a listening context depends heavily on stable infrastructure and the maintenance of human-to-human instructional support to mitigate technology-induced anxiety.

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