Journal of English Education, Linguistics, Literature, and Language Learning and Teaching

Developing English Language Skills Through Educational Games in Early Childhood

2025-06-20T08:37:23+07:00

It is very important to teach children English as a basis for the development of their language skills. One of the crucial aspects of this process is vocabulary development. To support more interactive and engaging learning, a technology-based educational game is designed to expand children's English vocabulary. This game is made using features that are adjusted to the child's cognitive development, such as illustrations, visuals, audio, and interactive animations. The purpose of the game It is intended to inspire children. actively learn and strengthen their memory of new vocabulary. The results of the initial study show that the use of this educational game can significantly increase the number of vocabulary understood by children, when compared to conventional learning approaches. So, these educational games can help early children learn English., creating a positive and sustainable learning atmosphere.

The Influence Of Peer Interaction On English Speaking Ability

2025-06-20T08:46:02+07:00

This study aims to determine the effect of peer interaction in improving English speaking skills. This research uses a qualitative approach with observation and interviews as data collection techniques. The results showed that positive interaction with peers can increase students' confidence, vocabulary mastery, and fluency in speaking English.

Theoretical Reinforcement: Politeness in Madrasah Context-Based English Language Teaching

2025-07-21T15:08:38+07:00

This study investigates the use of politeness in English instruction in madrasahs, which are educational establishments with significant religious and cultural beliefs. Teachers and students participated in classroom observations, interviews, and document analysis as part of this study, which was carried out at Madrasah Aliyah Al-Hamidiyah using a qualitative-descriptive methodology. The findings indicate that linguistic strategies, pesantren manners, and socio-religious hierarchy all have an impact on how politeness is practiced in madrasah ELT classes. Religious greetings, negative mitigation techniques like modal repetition, and curriculum adaptation based on local values are the primary features. In a value-based setting, the results highlight the significance of a contextualized pragmatics approach in ELT learning design.

Collocation in Descriptive Texts of Mataram Muhammadiyah University Students

2025-07-21T15:41:14+07:00

This corpus-based study aims to analyse the use of collocations in handwritten descriptive texts of Muhammadiyah Mataram University students in the Intensive English Class course. The research focuses on the results of the IEC final exam, with the object of research in the form of students' handwriting. Data were collected from descriptive texts written by students during the final exam. The analysis method involves the identification and classification of collocation types based on the taxonomy of Benson, Ilson, and Benson (1997). The results revealed the existence of two kinds of collocations, namely lexical and grammatical. Significantly, the number of lexical collocations was more dominant than grammatical collocations. Analysis of collocation patterns showed that the verb (transitive)- noun pattern was the most frequent, while the adjective-that clause had the lowest frequency. Furthermore, the findings indicate that adjective-noun is the most frequent correct collocation, while the adjective-that clause is the collocation type with the highest error. This study provides important implications for teaching collocation in the context of English as a foreign language.

Junior High Students' Perception and Need In English Speaking Classes

2025-07-28T16:07:55+07:00

This study showed how junior high school students in Indonesia feel and what they need in English-speaking classes. Even though the national curriculum stresses communicative competence, students often struggle with severe anxiety, low self-esteem, and a limited vocabulary, which makes them less engaged and less able to do well. Psychological problems, like shyness and performance anxiety, are often harder to deal with than cognitive problems when it comes to making progress. Purposive sampling was used to select 30 eighth-grade students from a public junior high school in West Lombok for this study, which used a qualitative descriptive methodology. Open-ended questionnaires, semi-structured interviews, and non-participant classroom observations were used to carefully collect data. Thematic analysis, bolstered by triangulation, ensured the robustness and depth of the findings. According to the findings, which are in line with Foreign Language Anxiety (FLA), students view speaking classes as both essential and intimidating, mostly because they are terrified of making mistakes and receiving a poor grade. Additionally, monotony, an overemphasis on grammar, and a lack of opportunities for genuine communication are common characteristics of instructional practices. Crucially, students expressed a strong desire for dynamic, real-life activities like role-plays, games, and storytelling. They also underlined how important it is to have teachers who are encouraging and create a culture that accepts mistakes. This study emphasises how urgently student-centered pedagogical approaches are needed to foster speaking development that is more efficient and empowering