JEELL (Journal of English Education, Linguistics and Literature)
type: channel
description: Journal title JEELL (Journal of English Education, Linguistics and Literature) Initials JEELL Abbreviation JEELL Frequency Three issues per year (February, June, October) DOI prefix 10.32682/jeell Print ISSN 2356-5446 Online ISSN 2598-3059 Editor-in-chief Rosi Anjarwati Publisher LPPM Universitas PGRI Jombang Organizer Prodi Pendidikan Bahasa Inggris
publisher: LPPM Universitas PGRI Jombang
language: en
publication name: JEELL (Journal of English Education, Linguistics and Literature)
issn: 2356-5446
items: INVESTING IN SPEAKING, BECOMING A TEACHER: IDENTITY, IDEOLOGY, AND CAPITAL AMONG PRE-SERVICE ENGLISH TEACHERS
items: EUPHEMISM IN THE 2024 INDONESIAN VICE-PRESIDENTIAL DEBATE
items: HIGHER EDUCATION STUDENTS’ PERCEPTION TOWARDS THE USE OF CHATBOTS IN WRITING ENGLISH FINAL PAPERS
items: TEACHER’S ADJACENCY PAIRS IN EFL CLASSROOM DISCOURSE AT A PRIVATE SECONDARY SCHOOL
items: AI-BASED PROJECT-BASED LEARNING TO IMPROVE SPEAKING SKILLS AND CONFIDENCE IN ECC
items: AMERICAN BEAUTY STANDARD IMPACT ON THE MAIN CHARACTER OF ISN'T IT ROMANTIC MOVIE
items: THE USE OF PADLET FOR PEER ASSESSMENT: ITS EFFECT ON STUDENTS' ENGAGEMENT IN ENGLISH CLASSES
items: THE LEARNING STRATEGIES APPLIED BY SOME HIGH SCHOOL STUDENTS IN PREPARING SPEECH CONTEST
items: ANXIETY AND DEFENSE MECHANISM BY THE MAIN CHARACTER IN LALA BOHANG’S WAKING UP FOR THE FIRST TIME (2021)
items: THE DEPRESSION SYMPTOMS IN THE PIECES OF A WOMAN BY KORNEL MUNDRUCZO (2020)
items: IMPROVING ENGLISH SPEAKING SKILLS USING THE COMMUNICATION LANGUAGE TEACHING (CLT) METHOD THROUGH WEBSITE-BASED APPLICATIONS
items: THE STUDENTS PERCEPTION OF GOOGLE FORM AS AN ASSESSMENT TOOL IN LISTENING INTEPRETATIVE COURSES
items: TEENS, TEXT, AND TECHNOLOGY: THE PERCEPTION OF HIGH SCHOOL EFL WRITERS OF ARTIFICIAL INTELLIGENCE
items: AN ERROR ANALYSIS OF DESCRIPTIVE TEXTS WRITTEN BY FIRST-SEMESTER EFL STUDENTS: A SURFACE STRATEGY TAXONOMY APPROACH
items: LEARNERS’ ATTITUDES TOWARDS THE SIMS 4 IN BOOSTING THEIR ENGLISH VOCABULARY MASTERY
items: TEACHERS’ STRATEGIES IN HANDLING STUDENTS' ANXIETY IN ENGLISH SPEAKING CLASS
items: A STUDIES ON THE DIFFICULTIES OF USING REGULAR AND IRREGULAR VERBS: ANALYSIS AND SOLUTION
items: THE CORRELATION BETWEEN ENGLISH SPEAKING ANXIETY AND STUDENT ACHIEVEMENT AT UNIVERSITAS MUHAMMADIYAH LAMPUNG
items: UNVEILING THE UNIVERSITY STUDENTS' MOTIVE OF USING TABOO WORDS IN DAILY CONVERSATION
items: STUDENTS’ ATTITUDES TOWARD ENGLISH AND THEIR ACHIEVEMENT IN SENIOR HIGH SCHOOL - A CORRELATION STUDY
items: STUDENTS’ EXPERIENCES OF USING DEEPL IN EFL WRITING CLASSROOMS: A SYSTEMATIC LITERATURE REVIEW
items: INVESTIGATING ENGLISH LEARNING MOTIVATION BY APPLYING GAME ELEMENT
items: STUDENTS' LEARNING EXPERIENCE ON THE IMPLEMENTATION OF 'STARLIGHT CADRE' ACTIVITY ON STUDENTS' SPEAKING SKILL AT SMAN 1 TUNTANG
items: TRAUMATIC EXPERIENCE IN NOVEL ABSOLUTE DARLING (2017) BY GABRIEL TALLENT
items: UNIVERSITY STUDENTS’ PERCEPTIONS ON TIKTOK AS A DIGITAL LEARNING PLATFORM FOR PRONUNCIATION LEARNING
items: TIKTOK AS A SOCIAL MEDIA INFLUENCE ON LANGUAGE CHANGE AMONG STUDENTS OF ITEBIS PGRI DEWANTARA JOMBANG
items: AN ANALYSIS OF MORAL VALUES IN MOVIE ENCANTO
items: ROADBLOCKS TO PROFICIENCY: TOEFL READING COMPREHENSION CHALLENGES FOR UNIVERSITY STUDENTS
items: INTERACTIVE WORDWALL : TEACHING WRITING TO EFL STUDENTS
items: STUDENTS' PERCEPTION TOWARD THE USE OF TED TALK VIDEO IN LEARNING VOCABULARY

INVESTING IN SPEAKING, BECOMING A TEACHER: IDENTITY, IDEOLOGY, AND CAPITAL AMONG PRE-SERVICE ENGLISH TEACHERS
type: item
description: 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.
subject: Articles
  topic: section
subject: pre-service English teacher
  topic: keywords
subject: Speaking
  topic: keywords
subject: teacher identity
  topic: keywords
subject: teacher ideology
  topic: keywords
creator: Rudha Widagsa
creator: Dery Tria Agustin
creator: Andi Rahmawan
creator: Pramugara Robby Yana
creator: Nevi Ana Amelia Hapsari
rights: Copyright (c) 2026 Rudha Widagsa, Dery Tria Agustin, Andi Rahmawan, Pramugara Robby Yana, Nevi Ana Amelia Hapsari (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 278
ending page: 294
doi: 10.32682/jeell.v13i2.150

EUPHEMISM IN THE 2024 INDONESIAN VICE-PRESIDENTIAL DEBATE
type: item
description: 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.
subject: Articles
  topic: section
subject: Euphemism
  topic: keywords
subject: Vice-Presidential Debate
  topic: keywords
creator: Muhammad Saibani Wiyanto
creator: Fitri Amalia Damayanti
creator: Suparti
creator: Adib Darmawan
rights: Copyright (c) 2026 Muhammad Saibani Wiyanto , Fitri Amalia Damayanti, Suparti, Adib Darmawan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 261
ending page: 277
doi: 10.32682/jeellv13i2.152

HIGHER EDUCATION STUDENTS’ PERCEPTION TOWARDS THE USE OF CHATBOTS IN WRITING ENGLISH FINAL PAPERS
type: item
description: 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.
subject: Articles
  topic: section
subject: Academic Writing
  topic: keywords
subject: Chatbot
  topic: keywords
subject: Final Paper
  topic: keywords
subject: Perception
  topic: keywords
creator: Ricka Dwi
creator: Daning Hentasmaka
rights: Copyright (c) 2026 Ricka Dwi, Dr. Daning Hentasmaka, M. Pd (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 245
ending page: 260
doi: 10.32682/jeell.v13i2.155

TEACHER’S ADJACENCY PAIRS IN EFL CLASSROOM DISCOURSE AT A PRIVATE SECONDARY SCHOOL
type: item
description: This research focuses on the types of adjacency pairs, the functions of adjacency pairs, and the effects of preferred and dispreferred responses in classroom discourse. This research employed a qualitative approach using classroom discourse analysis. The participant of this research was an English teacher of private secondary school. The data was collected by observing and recording the voice of the teaching-learning process. The findings reveal: 1) Seven types of adjacency pairs are greeting- greeting, question-expected or unexpected answer, request-acceptance or refusal, summons-acknowledgment, command-compliance or noncompliance, thanking-response, and leave-taking. 2) Seven functions found: to greet, to obtain information, to clarify a matter, to do something, to obey a command, to thank for something, and to end the conversation. 3) Ten effects found: greeting and to the point, expected answer and to the point, acceptance and to the point, acknowledgments and to the point, compliance and to the point, response and to the point, taking and to the point, unexpected and to the point, unexpected and positioning, refusal and defaults. The use of adjacency pairs determines the listener's response according to classroom activities. Understanding how to produce the right first part of adjacency pairs will assist teachers in managing classroom activities more interactively.
subject: Articles
  topic: section
subject: adjacency pairs
  topic: keywords
subject: classroom discourse
  topic: keywords
subject: teacher’s utterances
  topic: keywords
creator: Yesi Aprilia Yunanda
creator: Ika Lusi Kristanti
rights: Copyright (c) 2026 Yesi Aprilia Yunanda, Ika Lusi Kristanti (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 225
ending page: 244
doi: 10.32682/jeell.v13i2.154

AI-BASED PROJECT-BASED LEARNING TO IMPROVE SPEAKING SKILLS AND CONFIDENCE IN ECC
type: item
description: 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.
subject: Articles
  topic: section
subject: AI-based learning
  topic: keywords
subject: EFL
  topic: keywords
subject: English Learning
  topic: keywords
subject: project-based learning
  topic: keywords
subject: speaking confidence
  topic: keywords
creator: Fauzia Aysah
creator: Waode Hamsia
rights: Copyright (c) 2026 Fauzia Aysah, Waode Hamsia (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 210
ending page: 224
doi: 10.32682/jeell.v13i2.149

AMERICAN BEAUTY STANDARD IMPACT ON THE MAIN CHARACTER OF ISN'T IT ROMANTIC MOVIE
type: item
description: 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.
subject: Articles
  topic: section
subject: beauty standard
  topic: keywords
subject: film
  topic: keywords
subject: impact of beauty standard
  topic: keywords
creator: Ridha Ikhva Erviana
creator: Linda Meylinda
creator: Umi Hani
rights: Copyright (c) 2026 Ridha Ikhva Erviana, Linda Meylinda, Umi Hani (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-06-24
publication date: 2026-06-24
starting page: 196
ending page: 209
doi: 10.32682/jeellv13i2.135

THE USE OF PADLET FOR PEER ASSESSMENT: ITS EFFECT ON STUDENTS' ENGAGEMENT IN ENGLISH CLASSES
type: item
description: 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.
subject: Articles
  topic: section
subject: Padlet
  topic: keywords
subject: Peer Assessment
  topic: keywords
subject: Student Engagement
  topic: keywords
creator: Iftia Rahmania
creator: Muh Fajar
rights: Copyright (c) 2026 Iftia Rahmania, Muh Fajar (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-06-22
publication date: 2026-06-22
starting page: 184
ending page: 195
doi: 10.32682/jeellv13i2.151

THE LEARNING STRATEGIES APPLIED BY SOME HIGH SCHOOL STUDENTS IN PREPARING SPEECH CONTEST
type: item
description: 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.
subject: Articles
  topic: section
subject: high school students
  topic: keywords
subject: learning strategies
  topic: keywords
subject: speech contest
  topic: keywords
creator: Yunita Amelia
creator: Diani Nurhajati
creator: Suhartono Suhartono
rights: Copyright (c) 2026 Yunita Amelia, Diani Nurhajati, Suhartono (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-06-22
publication date: 2026-06-22
starting page: 169
ending page: 183
doi: 10.32682/jeell.v13i2.145

ANXIETY AND DEFENSE MECHANISM BY THE MAIN CHARACTER IN LALA BOHANG’S WAKING UP FOR THE FIRST TIME (2021)
type: item
description: 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.
subject: Articles
  topic: section
subject: anxiety
  topic: keywords
subject: defense mechanisms
  topic: keywords
subject: literary work
  topic: keywords
subject: psychoanalysis
  topic: keywords
subject: psychological literary criticism
  topic: keywords
creator: Usi Putri Lestari
creator: Anita Sari
rights: Copyright (c) 2026 Usi Putri Lestari, Anita Sari (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-06-19
publication date: 2026-06-19
starting page: 157
ending page: 168
doi: 10.32682/jeell.v13i2.144

THE DEPRESSION SYMPTOMS IN THE PIECES OF A WOMAN BY KORNEL MUNDRUCZO (2020)
type: item
description: 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
subject: Articles
  topic: section
subject: Beck and Alford
  topic: keywords
subject: cognitive theory
  topic: keywords
subject: depression
  topic: keywords
subject: pieces of a woman
  topic: keywords
subject: symptoms of depression
  topic: keywords
creator: Siti Nurindah
creator: Anita Sari
rights: Copyright (c) 2026 Siti Nurindah, Anita Sari (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-02
publication date: 2026-03-02
starting page: 134
ending page: 146
doi: 10.32682/jeell.v13i1.140

IMPROVING ENGLISH SPEAKING SKILLS USING THE COMMUNICATION LANGUAGE TEACHING (CLT) METHOD THROUGH WEBSITE-BASED APPLICATIONS
type: item
description: 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.
subject: Articles
  topic: section
subject: Communicative Language Teaching (CLT),
  topic: keywords
subject: Speaking Skill
  topic: keywords
subject: Web-Based Application
  topic: keywords
creator: Siti Latifatul Rosidah
creator: Yani Octafia
creator: Kiki Khaerunisa
rights: Copyright (c) 2026 Latifatul, Yani Octafia, Kiki Kaherunisa (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-06-07
publication date: 2026-06-07
starting page: 147
ending page: 156
doi: 10.32682/jeell.v13i2.130

THE STUDENTS PERCEPTION OF GOOGLE FORM AS AN ASSESSMENT TOOL IN LISTENING INTEPRETATIVE COURSES
type: item
description: 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.
subject: Articles
  topic: section
subject: perception
  topic: keywords
subject: Google Forms
  topic: keywords
subject: listening interpretative
  topic: keywords
subject: qualitative descriptive
  topic: keywords
subject: assessment tool
  topic: keywords
creator: Hajija Souwakil
creator: Wardani Dwi Wihastyanang
creator: Cinta Nayla Sa'diyah
creator: Ayusti Fitri Auliya Rahma
rights: Copyright (c) 2026 Hajija Souwakil, Wardani Dwi Wihastyanang, Cinta Nayla Sa'diyah, Ayusti Fitri Auliya Rahma (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-22
publication date: 2026-02-22
starting page: 119
ending page: 133
doi: 10.32682/jeell.v13i1.137

TEENS, TEXT, AND TECHNOLOGY: THE PERCEPTION OF HIGH SCHOOL EFL WRITERS OF ARTIFICIAL INTELLIGENCE
type: item
description: This study investigated senior high school EFL students’ perceptions of artificial intelligence (AI) in English writing activities. The study employed a qualitative descriptive design with purposive sampling involving eight EFL students in Jombang Regency who had prior experience using AI. Data were collected through open-ended questionnaires distributed via Google Forms and analyzed using thematic analysis. The results revealed two main themes: Academic Writing Support and Usability and Accessibility. Students perceived AI as beneficial for generating ideas, improving grammar, enhancing sentence clarity, organizing writing structures, increasing writing efficiency, and boosting their writing confidence. They also considered AI tools easy to learn, accessible across devices, and suitable for self-directed learning, although minor technical issues and concerns about dependence were noted. Beyond extending the constructs of perceived usefulness and ease of use from the Technology Acceptance Model, the results highlighted AI’s role as both a cognitive and emotional support system in writing. The study concluded that AI functioned not only as a technical aid but also as a reflective learning partner, shaping students’ autonomy and identity as writers. These insights suggested that AI could be integrated effectively into English language learning, provided that it is used ethically and supported by pedagogical guidance.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: EFL students
  topic: keywords
subject: writing perception
  topic: keywords
subject: technology use
  topic: keywords
creator: Luthfia Yuha Rofiidah
creator: Tatik Irawati
rights: Copyright (c) 2025 Luthfia Yuha Rofiidah Luthfia Yuha Rofiidah, Tatik Irawati (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-28
publication date: 2025-10-28
starting page: 341
ending page: 355
doi: 10.32682/jeell.v12i3.102

AN ERROR ANALYSIS OF DESCRIPTIVE TEXTS WRITTEN BY FIRST-SEMESTER EFL STUDENTS: A SURFACE STRATEGY TAXONOMY APPROACH
type: item
description: 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.
subject: Articles
  topic: section
subject: Error analysis
  topic: keywords
subject: Surface Strategy Taxonomy
  topic: keywords
subject: Descriptive Text
  topic: keywords
creator: Linda Meylinda
rights: Copyright (c) 2026 Linda Meylinda (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-21
publication date: 2026-02-21
starting page: 106
ending page: 118
doi: 10.32682/jeell.v13i1.134

LEARNERS’ ATTITUDES TOWARDS THE SIMS 4 IN BOOSTING THEIR ENGLISH VOCABULARY MASTERY
type: item
description: 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.
subject: Articles
  topic: section
subject: game-based learning
  topic: keywords
subject: The Sims 4
  topic: keywords
subject: vocabulary acquisition
  topic: keywords
creator: Fikri Adzani Hidayatullah
creator: Zaitun
rights: Copyright (c) 2026 Fikri Adzani Hidayatullah, Zaitun (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-21
publication date: 2026-02-21
starting page: 88
ending page: 105
doi: 10.32682/jeell.v13i1.131

TEACHERS’ STRATEGIES IN HANDLING STUDENTS' ANXIETY IN ENGLISH SPEAKING CLASS
type: item
description: Speaking is a challenging skill for EFL students, with anxiety often hindering their participation and language development. This article explores teacher strategies for managing speaking anxiety in English-speaking classrooms. Using a systematic literature review (SLR) of studies published between 2015 and 2025, the research identifies key causes of anxiety, including fear of negative evaluation and lack of preparation. The review also examines the significant impact of anxiety on students' speaking performance, participation, and motivation. Effective strategies, such as creating a supportive classroom environment, providing constructive feedback, and offering ample practice opportunities, are discussed. The findings underscore the vital role of teachers in reducing anxiety and fostering an environment conducive to language learning.
subject: Articles
  topic: section
subject: speaking anxiety
  topic: keywords
subject: EFL learners
  topic: keywords
subject: teacher strategies
  topic: keywords
subject: speaking skills
  topic: keywords
subject: systematic literature review
  topic: keywords
creator: Rimtahi Marbun
creator: Elan Nurroctavia Purba
creator: Calvyn Siregar
creator: Dumaris E Silalahi
rights: Copyright (c) 2026 Rimtahi Marbun, Elan Nurroctavia Purba, Calvyn Siregar, Dr. Dumaris E Silalahi M.Pd (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-15
publication date: 2026-02-15
starting page: 75
ending page: 87
doi: 10.32682/jeell.v13i1.112

A STUDIES ON THE DIFFICULTIES OF USING REGULAR AND IRREGULAR VERBS: ANALYSIS AND SOLUTION
type: item
description: 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.
subject: Articles
  topic: section
subject: Difficulties
  topic: keywords
subject: Regular and Irregular Verbs
  topic: keywords
subject: Verb Tense
  topic: keywords
creator: Yani Octafia
creator: Auliyah Pitri
creator: Dharmayanti Aji Safitri
rights: Copyright (c) 2026 Yani Octafia, Auliyah Pitri, Dharmayanti Aji Safitri (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-14
publication date: 2026-02-14
starting page: 63
ending page: 74
doi: 10.32682/jeell.v13i1.119

THE CORRELATION BETWEEN ENGLISH SPEAKING ANXIETY AND STUDENT ACHIEVEMENT AT UNIVERSITAS MUHAMMADIYAH LAMPUNG
type: item
description: The purpose of this research was to investigate the impact of English speaking anxiety and academic achievement among second-semester English Education students at Universitas Muhammadiyah Lampung. Despite the recognized importance of speaking skills in EFL contexts, many Indonesian students experience significant anxiety that potentially impacts their academic performance. This research used a quantitative approach. The data were collected from 13 students through the adapted Speech Anxiety Thoughts Inventory (SATI) and speaking assessments evaluated with Brown and Abeywickrama's (2019) rubric. The Pearson correlation analysis showed a strong negative relationship between speaking anxiety and academic achievement (r = -0.876, p = 0.001), with anxiety accounting for 76.7% of the variance in speaking scores. Qualitative analysis of questionnaire responses identified fear of negative evaluation, limited vocabulary, and lack of confidence as primary anxiety sources. While the strong correlation indicates a significant relationship, the study's limitations, including small sample size and correlational design, preclude causal inferences. The finding underscores the need for pedagogical interventions addressing affective factors in language learning and suggests directions for future research with larger samples and experimentally designed.
subject: Articles
  topic: section
subject: Speaking anxiety
  topic: keywords
subject: Academic achievement
  topic: keywords
subject: EFL learners
  topic: keywords
creator: Danang Wijayanto
creator: Zohri Hamdani
creator: Dyah Sih Pratiwi
rights: Copyright (c) 2026 Danang Wijayanto, Zohri Hamdani, Dyah Sih Pratiwi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-04
publication date: 2026-02-04
starting page: 52
ending page: 62
doi: 10.32682/jeell.v13i1.113

UNVEILING THE UNIVERSITY STUDENTS' MOTIVE OF USING TABOO WORDS IN DAILY CONVERSATION
type: item
description: 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
subject: Articles
  topic: section
subject: Taboo words
  topic: keywords
subject: English Education students
  topic: keywords
subject: Daily conversation
  topic: keywords
creator: Frida Ukhtinabila
creator: Masriatus Sholikhah
rights: Copyright (c) 2026 Frida Ukhtinabila, Masriatus Sholikhah (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-02
publication date: 2026-02-02
starting page: 37
ending page: 51
doi: 10.32682/jeell.v13i1.133

STUDENTS’ ATTITUDES TOWARD ENGLISH AND THEIR ACHIEVEMENT IN SENIOR HIGH SCHOOL - A CORRELATION STUDY
type: item
description: 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.
subject: Articles
  topic: section
subject: student attitudes, learning achievement, English as a foreign language (EFL), affective factors, senior high school, correlation study
  topic: keywords
creator: Nurohmat Nurohmat
creator: Rewindinar
creator: Dian
rights: Copyright (c) 2026 Nurohmat Nurohmat, Rewindinar, Dian (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-01
publication date: 2026-02-01
starting page: 17
ending page: 36
doi: 10.32682/jeell.v13i1.124

STUDENTS’ EXPERIENCES OF USING DEEPL IN EFL WRITING CLASSROOMS: A SYSTEMATIC LITERATURE REVIEW
type: item
description: In education, Artificial Intelligence (AI) technologies significantly assist students in their language learning. One of the technologies is DeepL. Thus, it is essential to identify the factors shaping students’ positive experiences, as well as the challenges they face, while utilizing DeepL, specifically for their English writing activities. To complete the study’s goal, the writer used the Google Scholar database to explore fifteen peer-reviewed journal articles published between 2020 until 2025. The findings of this study could be divided into five themes: (1) DeepL gives accurate translation results, (2) DeepL improves users’ ability in writing, (3) DeepL offers various alternative words or synonyms, (4) DeepL causes students over reliance on the tool, and (5) DeepL struggles with translating specialized items. Each theme’s discussions provide information about relevant studies, offer practical suggestions (e.g. expanding the scope of literature review by incorporating a wider range of academic databases and source types) to address the limitations, and suggest future research directions (e.g. investigating the long-term effects of DeepL on students’ writing skills and methods teachers can employ to reduce students’ dependency on the tool).
subject: Articles
  topic: section
subject: EFL writing
  topic: keywords
subject: DeepL
  topic: keywords
subject: students’ experiences
  topic: keywords
subject: systematic review
  topic: keywords
creator: Aubreylia Visca Payungallo
rights: Copyright (c) 2026 Aubreylia Visca Payungallo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-02-01
publication date: 2026-02-01
starting page: 1
ending page: 16
doi: 10.32682/jeell.v13i1.109

INVESTIGATING ENGLISH LEARNING MOTIVATION BY APPLYING GAME ELEMENT
type: item
description: This research aimed to analyze how first semester students in Early Childhood Education Program at Universitas Muhammadiyah Surabaya were motivated through the Quizizz game-based learning method. Using a descriptive qualitative method, data were gathered via observation, questionnaires, and interviews. The findings indicated that Quizizz enhanced motivation by fostering enjoyment, engagement, and concentration. The research concluded that while Quizizz temporarily increases enthusiasm, sustained motivation requires diverse learning approaches and active lecturer facilitation.
subject: Articles
  topic: section
subject: English learning
  topic: keywords
subject: Quizizz
  topic: keywords
subject: Game Element
  topic: keywords
subject: Motivation
  topic: keywords
creator: Waode Hamsia
rights: Copyright (c) 2025 Waode Hamsia (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-11-06
publication date: 2025-11-06
starting page: 366
ending page: 377
doi: 10.32682/jeell.v12i3.107

STUDENTS' LEARNING EXPERIENCE ON THE IMPLEMENTATION OF 'STARLIGHT CADRE' ACTIVITY ON STUDENTS' SPEAKING SKILL AT SMAN 1 TUNTANG
type: item
description: This research aims to examine the implementation and effectiveness of the Starlight Cadre activity to improve speaking skills of the students at SMAN 1 Tuntang English Club at the 2025/2026 academic year. This research using a qualitative descriptive research design and included students of the English Club who were selected through random sampling. Interviews, observation, and documentation were utilized in collecting data for information about students' perceptions and experiences. The data analysis were interpreted according to Miles and Huberman's data condensation, display, and drawing conclusions phases. Findings are that the Starlight Cadre is applied actively and systematically through interactive speaking and listening activities such as storytelling, flashcard games, and pair discussions. Students exhibited noticeable improvement in fluency, pronunciation, vocabulary, and confidence. The observation revealed a positive and supportive learning atmosphere that encouraged participation and communication. The program successfully combined communicative and learner-centered approaches to gain linguistic achievement and motivation. The findings show that well-designed extracurricular activities can potentially enhance students' English speaking ability and confidence in future communication.
subject: Articles
  topic: section
subject: English club
  topic: keywords
subject: speaking
  topic: keywords
subject: student perception
  topic: keywords
creator: Trista Ayu Farasya
creator: Alfina Eka Ri’ayatul K.
creator: Nadia Himmatul Aliyyah
creator: Mashlihatul Umami
creator: Agus Setiyono
rights: Copyright (c) 2025 Trista Ayu Farasya, Alfina Eka Ri’ayatul K., Nadia Himmatul Aliyyah, Mashlihatul Umami, Agus Setiyono (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 356
ending page: 365
doi: 10.32682/jeell.v12i3.105

TRAUMATIC EXPERIENCE IN NOVEL ABSOLUTE DARLING (2017) BY GABRIEL TALLENT
type: item
description: This study focuses on the exploration of trauma in the novel My Absolute Darling (2017) by Gabriel Tallent, specifically examining how traumatic events affect characters and their development. The research aims to analyze the portrayal and effects of trauma as depicted in the narrative, utilizing Cathy Caruth's trauma theory (1995) as a theoretical framework to understand the psychological implications of traumatic experiences. Employing a qualitative research method, the analysis is presented in a written format, emphasizing the intricate details of the characters' experiences. The findings reveal that trauma stems from various forms of violent behavior, including physical, sexual, and verbal abuse. Additionally, the effects of trauma manifest as intrusive thoughts, anxiety, arousal, avoidance, cognitive and negative feelings. In a conclusion, the study provides a deeper understanding of how trauma shapes narratives and influences character interactions.
subject: Articles
  topic: section
subject: psychological trauma
  topic: keywords
subject: traumatic experience
  topic: keywords
subject: violence
  topic: keywords
creator: Nike Adenita
creator: Anita sari
rights: Copyright (c) 2025 Nike Adenita, Anita sari (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-27
publication date: 2025-10-27
starting page: 329
ending page: 340
doi: 10.32682/jeell.v12i3.104

UNIVERSITY STUDENTS’ PERCEPTIONS ON TIKTOK AS A DIGITAL LEARNING PLATFORM FOR PRONUNCIATION LEARNING
type: item
description: 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.
subject: Articles
  topic: section
subject: digital learning
  topic: keywords
subject: language learning
  topic: keywords
subject: pronunciation
  topic: keywords
subject: TikTok
  topic: keywords
creator: Hanif Wira Hestiningrum
creator: Fajar Susanto
rights: Copyright (c) 2025 Hanif Wira Hestiningrum, Fajar Susanto (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-25
publication date: 2025-10-25
starting page: 316
ending page: 328
doi: 10.32682/jeell.v12i3.101

TIKTOK AS A SOCIAL MEDIA INFLUENCE ON LANGUAGE CHANGE AMONG STUDENTS OF ITEBIS PGRI DEWANTARA JOMBANG
type: item
description: 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.
subject: Articles
  topic: section
subject: Change from below
  topic: keywords
subject: change in progress
  topic: keywords
subject: language change
  topic: keywords
subject: Sociolinguistic
  topic: keywords
subject: TikTok
  topic: keywords
creator: Alisa Wardhana
creator: Muhammad Saibani Wiyanto
creator: Suparti
rights: Copyright (c) 2025 Alisa Wardhana, Muhammad Saibani Wiyanto, Suparti (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-25
publication date: 2025-10-25
starting page: 280
ending page: 289
doi: 10.32682/jeell.v12i3.96

AN ANALYSIS OF MORAL VALUES IN MOVIE ENCANTO
type: item
description: 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
subject: Articles
  topic: section
subject: moral values
  topic: keywords
subject: movie analysis
  topic: keywords
subject: Encanto
  topic: keywords
creator: Rumi sarah
creator: Ikhsanudin
creator: Eni Rosnija
rights: Copyright (c) 2025 Rumi sarah, Ikhsanudin, Eni Rosnija (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-25
publication date: 2025-10-25
starting page: 269
ending page: 279
doi: 10.32682/jeell.v12i3.89

ROADBLOCKS TO PROFICIENCY: TOEFL READING COMPREHENSION CHALLENGES FOR UNIVERSITY STUDENTS
type: item
description: 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.
subject: Articles
  topic: section
subject: challenges
  topic: keywords
subject: reading comprehension
  topic: keywords
subject: TOEFL
  topic: keywords
subject: university students
  topic: keywords
creator: Agung Wicaksono
creator: Sulistyani Sulistyani
creator: Suhartono
creator: Khoiriyah
creator: Mahendra Puji Permana Aji
rights: Copyright (c) 2025 Agung Wicaksono, Sulistyani Sulistyani, Suhartono, Khoiriyah, Mahendra Puji Permana Aji (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-23
publication date: 2025-10-23
starting page: 257
ending page: 268
doi: 10.32682/jeell.v12i3.90

INTERACTIVE WORDWALL : TEACHING WRITING TO EFL STUDENTS
type: item
description: 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.
subject: Articles
  topic: section
subject: Digital Media
  topic: keywords
subject: EFL
  topic: keywords
subject: Junior High School
  topic: keywords
subject: Wordwall
  topic: keywords
subject: Writing Ability
  topic: keywords
creator: Indri Natasya Winhartanti Julika
creator: Ayu Istiana Sari
creator: Imroatul Ma'fiyah
rights: Copyright (c) 2025 Indri Natasya Winhartanti Julika, Ayu Istiana Sari, Imroatul Ma'fiyah (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-22
publication date: 2025-10-22
starting page: 246
ending page: 256
doi: 10.32682/jeell.v12i3.88

STUDENTS' PERCEPTION TOWARD THE USE OF TED TALK VIDEO IN LEARNING VOCABULARY
type: item
description: 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.
subject: Articles
  topic: section
subject: students' perceptions
  topic: keywords
subject: TED Talks
  topic: keywords
subject: Learning vocabulary
  topic: keywords
creator: Alma Hayati Muthmainnah
creator: Eni Rosnija
creator: Wardah
rights: Copyright (c) 2025 Alma hayati muthmainnah, Eni Rosnija, Wardah (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-21
publication date: 2025-10-21
starting page: 235
ending page: 245
doi: 10.32682/jeell.v12i3.86