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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 76 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.
IMPROVING ENGLISH SPEAKING SKILLS USING THE COMMUNICATION LANGUAGE TEACHING (CLT) METHOD THROUGH WEBSITE-BASED APPLICATIONS Latifatul; Yani Octafia; Kiki Kaherunisa
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 2 (2026): JEELL Volume 13 Number 2 June 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i2.130

Abstract

This study aims to improve junior high school students’ English speaking skills through the application of the Communicative Language Teaching (CLT) method integrated with the web-based application Duolingo. The study addresses students’ low speaking proficiency caused by limited innovative learning media and insufficient opportunities for communicative practice. A pre-experimental one-group pretest–posttest design was employed involving 10 students of eighth-grade students. Over a three-week period, students participated in speaking activities supported by Duolingo’s interactive features aligned with CLT principles. The results indicated significant improvement in students’ speaking skills, particularly in pronunciation, fluency, grammar, and vocabulary. Post-test scores showed that most students achieved high results, with several reaching the maximum score. Improvements were most notable in grammar and vocabulary, while pronunciation and fluency developed positively. In addition, students demonstrated increased motivation and confidence in speaking English. Overall, the findings suggest that integrating CLT with Duolingo is an effective and engaging approach to enhance students’ speaking skills in the digital learning era.
AMERICAN BEAUTY STANDARD IMPACT ON THE MAIN CHARACTER OF ISN'T IT ROMANTIC MOVIE Ridha Ikhva Erviana; Linda Meylinda; Umi Hani
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 2 (2026): JEELL Volume 13 Number 2 June 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeellv13i2.135

Abstract

This study aims to analyse the representation of American beauty standards in the film Isn’t It Romantic (2019) and examine their impact on the main character’s personal, social, and psychological experiences. The object of this research is the film directed by Todd Strauss-Schulson, which is uniquely positioned as a romantic comedy that simultaneously critiques and reinforces conventional beauty ideals within American popular culture. This research employed a qualitative descriptive method, with data analysis presented in writing through interpretative and critical examinations of scenes, dialogues, and character interactions. Naomi Wolf’s concept of the beauty myth served as the primary theoretical framework for analysing how beauty standards function as a form of social control across various aspects of life, including gender relations, media representation, and workplace dynamics. The findings reveal that American beauty standards are prominently constructed and normalised in both societal and professional environments, particularly through media portrayal, social expectations, and institutional practices. Furthermore, the study identifies four major impacts of these beauty standards on the main character: psychological pressure, lowered self-esteem, appearance-based inequality, and a gradual process of self-acceptance.
THE DEPRESSION SYMPTOMS IN THE PIECES OF A WOMAN BY KORNEL MUNDRUCZO (2020) Siti Nurindah; Anita Sari
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.v13i1.140

Abstract

The study aims to identify and analyze the symptoms of depression reflected in the main character and how the main character copes with her depression in the film Pieces of a Woman. This study employs a descriptive qualitative method and uses Beck and Alford's (2009) theory of depression as the primary framework. The findings show that Martha exhibits several key symptoms of depression, such as emotional, cognitive, motivational, vegetative, and physical manifestations. Furthermore, the study reveals how Martha copes with her depression through a progression of strategies such as Cognitive Therapy and Cognitive Behavioral Therapy. The significance of these findings lies in providing a deeper psychological understanding of how depression is represented in film, particularly in portraying grief-related depression. This study contributes to literary and film analysis by demonstrating the relevance of psychological theories in interpreting character development and mental health issues, as well as offering insight into coping mechanisms that may raise awareness of depression and its treatment in real-life contexts
ANXIETY AND DEFENSE MECHANISM BY THE MAIN CHARACTER IN LALA BOHANG’S WAKING UP FOR THE FIRST TIME (2021) Usi Putri Lestari; Anita Sari
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 2 (2026): JEELL Volume 13 Number 2 June 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i2.144

Abstract

Anxiety is one of the most pervasive psychological experiences in modern life and is frequently represented in literary works as a reflection of human emotional struggles.  This study aims to examine how anxiety is portrayed and how defense mechanisms are employed by the main character in Lala Bohang’s Waking Up for the First Time (2021). Using Sigmund Freud’s psychoanalytic theory, this qualitative descriptive study focuses on the main character as the participant of the research. The data consists of narrative passages and dialogues reflecting anxiety and defensive behavior. Data were collected through close and repeated reading of the literary work and analyzed using textual interpretation based on Freud’s concepts of anxiety and defense mechanisms. The findings reveal that the main character experiences three forms of anxiety: neurotic, moral, and realistic anxiety. To cope with these psychological pressures, she employs repression, denial, projection, displacement, and sublimation. While the first four mechanisms provide temporary relief, sublimation enables the transformation of anxiety into constructive behavior and personal growth. The study concludes that anxiety plays a significant role in shaping the character’s psychological development. These findings support the application of psychoanalytic theory in literary criticism and contribute to a deeper understanding of the representation of psychological experiences in literature.

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