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Rosi Anjarwati
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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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THE LEARNING STRATEGIES APPLIED BY SOME HIGH SCHOOL STUDENTS IN PREPARING SPEECH CONTEST Yunita Amelia; Diani Nurhajati; Suhartono Suhartono
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.v13i2.145

Abstract

This study aimed to describe the language learning strategies employed by two winners in preparing for an English speech competition at SMAN 1 Kediri. Employing a qualitative case study design, the study focused on the first- and second-place winners of the competition. Data were collected through observations, semi-structured interviews, and documentation. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña (2014), involving data condensation, data display, and conclusion drawing and verification. The findings revealed that the participants employed all six categories of language learning strategies proposed by Oxford (1990), namely memory, cognitive, compensation, metacognitive, affective, and social strategies. Among these, cognitive and metacognitive strategies emerged as the most prominent, particularly in organizing ideas, monitoring practice, and enhancing speaking performance. These findings suggest that integrating various learning strategies helps students prepare effectively for English speech competitions.
AI-BASED PROJECT-BASED LEARNING TO IMPROVE SPEAKING SKILLS AND CONFIDENCE IN ECC Fauzia Aysah; Waode Hamsia
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.v13i2.149

Abstract

This study aims to analyze the implementation of AI-based Project-Based Learning (PjBL) to enhance students’ speaking confidence in English. The study employed a qualitative case study design involving senior high school students aged 15–18 years participating in the English Conversation Club (ECC). Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation of students’ project videos and AI conversation transcripts. The data were analyzed using thematic analysis to identify patterns related to students’ speaking development and confidence improvement. The findings indicate that the use of AI-based PjBL contributed significantly to students’ speaking confidence by providing a supportive, interactive, and low-pressure learning environment. Students showed greater enthusiasm, improved pronunciation and fluency, and increased willingness to practice speaking English without fear of making mistakes. In addition, AI-based interaction enabled students to receive immediate feedback and to practice independently at their own pace. The study concludes that integrating AI into Project-Based Learning effectively fosters students’ speaking confidence and engagement. This research implies that AI-based PjBL can serve as an innovative approach to creating adaptive and student-centered English speaking instruction in senior high school contexts.
INVESTING IN SPEAKING, BECOMING A TEACHER: IDENTITY, IDEOLOGY, AND CAPITAL AMONG PRE-SERVICE ENGLISH TEACHERS Rudha Widagsa; Dery Tria Agustin; Andi Rahmawan; Pramugara Robby Yana; Nevi Ana Amelia Hapsari
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.v13i2.150

Abstract

This study examines how Indonesian pre-service English teachers invest in developing speaking competence and how such investment is mediated by identity, ideology, and capital. Drawing on a qualitative case study of two final-year teacher candidates, data were generated through interviews, observations, and collection of documents, and analyzed using thematic analysis. The findings show that investment is enacted through strategic engagement across formal, informal, and digital learning spaces, rather than through effort alone. Participants' investment is shaped by their emerging identities as future teachers, their negotiation of language ideologies, and their access to and mobilization of diverse forms of capital. The study argues that speaking development is inseparable from processes of professional becoming and social positioning. Highlighting alignment across identity, ideology, and capital, this current study extends the investment in language learning theory. This study also has implications for teacher education practices.
THE USE OF PADLET FOR PEER ASSESSMENT: ITS EFFECT ON STUDENTS' ENGAGEMENT IN ENGLISH CLASSES Iftia Rahmania; Muh Fajar
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/jeellv13i2.151

Abstract

This study aimed to determine the effectiveness of Padlet in peer assessment on students’ engagement in the English classroom. The researcher used experimental research with a quasi-experimental design. Therefore, the researcher determines the experimental and control groups without random assignment. Both groups consisted of 29 students, with the total sample for this research was 58 students from the eleventh grade of State Senior High School in Jombang, East Java, Indonesia. Questionnaires were given to students as the instrument of the research. The data analysis using Analysis of Covariance (ANCOVA) was used to answer the research question. The result showed that the significance value of media or Padlet is 0.436, which is higher than the Alpha value, 0.05. It means the Null Hypothesis (H0) is accepted and the Alternative Hypothesis (Ha) is rejected. In other words, there is no significant difference in students’ engagement who are taught English using Padlet media and those who are not. Further, the initial conditions of engagement have a greater effect than the use of media (Padlet) on students’ engagement in the English classroom. The researcher suggests that future studies pay more attention to the initial conditions of student engagement and examine in greater depth factors other than media that may influence student engagement in English classroom.  
EUPHEMISM IN THE 2024 INDONESIAN VICE-PRESIDENTIAL DEBATE Muhammad Saibani Wiyanto; Fitri Amalia Damayanti; Suparti; Adib Darmawan
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/jeellv13i2.152

Abstract

This research investigates the use of euphemisms in the vice-presidential debates during the 2024 general election in Indonesia. Through a qualitative case study approach, the study analyzes how vice-presidential candidates, including Gibran Rakabuming, Muhaimin Iskandar, and Mahfud MD, utilize various forms of euphemisms to influence public perception, avoid controversy, and effectively communicate their policies. The findings reveal that candidates frequently employ politeness euphemisms, understatement euphemisms, softening euphemisms, evasive euphemisms, and formality euphemisms. These linguistic strategies help candidates navigate sensitive topics, present their policies in a more favorable light, and maintain their credibility with the electorate. The strategic use of euphemisms highlights the importance of language in political communication and its impact on shaping public opinion.
HIGHER EDUCATION STUDENTS’ PERCEPTION TOWARDS THE USE OF CHATBOTS IN WRITING ENGLISH FINAL PAPERS Ricka Dwi; Daning Hentasmaka
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.v13i2.155

Abstract

The rapid advancement of Artificial Intelligence (AI) has increasingly influenced academic writing practices, particularly through the use of chatbots by higher education students in writing final papers. However, concerns remain regarding their impact on students’ creativity, originality, and writing quality. This study investigated the perceptions of 53 higher education students from different universities toward the use of chatbots in writing English final papers. Using a quantitative survey design, data were collected through a questionnaire covering five aspects: clarity, evidence-based writing, structure, cohesion and coherence, and referencing. The findings revealed generally positive perceptions of chatbot use. Students reported that chatbots helped improve clarity by reducing ambiguity and enhancing vocabulary choice. They also supported better organization, logical idea development, and stronger cohesion and coherence through grammar correction and improved argument flow. However, students expressed caution regarding the accuracy and credibility of AI-generated references and evidence-based content. Overall, chatbots were perceived as useful supplementary tools that can enhance academic writing when used responsibly. The study highlights the importance of AI literacy and critical evaluation skills in higher education.

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