Journal of Language, Education, Literature, and Culture

Metaphors in Traditional ‘Kebalai’ Chanting in Ba’a, a Speech Variety of Rote

Memo Eduward Ndun, Thersia Magdalena Tamelan, Tiarma Marpaung — Wed, 31 Dec 2025 00:00:00 +0000

This study aims to identify metaphors found in ‘Kebalai’ chanting in Ba'a, classify the types of metaphors, and analyze their implications for language learning. The research employs a descriptive qualitative method, using data collection techniques such as interviews with native speakers of the Ba'a. The analysis reveals 19 metaphors in ‘Kebalai’ chanting, which can be divided into structural, orientational, and ontological metaphors. One example of a metaphor is lelesu na ana buka maloa fo ana soluk, en na la'ok ana longge no dale namahoko, which translates to ‘the door he opens wide to welcome, his footsteps dance happily’. This metaphor signifies that the person is open and sincere when receiving guests. The phrase lelesu na ana buka maloa, meaning 'opening the door wide', represents friendly behavior and an attitude of openness. Here, opening the door serves as a concrete action that symbolizes the opportunity to enter and the willingness to accept others. The implications of this research for language learning include: improving the understanding of abstract concepts, expanding vocabulary, developing critical thinking skills, enhancing cultural understanding, mastering figurative language, and improving communication skills.

The Use of Speed Reading to Improve EFL Learners’ Reading Comprehension

Dethan Erniani Ortalisje — Wed, 31 Dec 2025 00:00:00 +0000

The present study aimed to examine whether (a) students who participated in a speed reading course improved their reading speed more than those who did not, and (b) whether these students also achieved better comprehension. Thirty participants were divided into two groups: an experimental group and a control group. Data were collected using a test instrument. The experimental group received speed reading instruction, while the control group did not undergo any such intervention. The findings revealed that students who engaged in speed reading activities increased their average reading speed by 28 words per minute (23%) and improved their comprehension by 3.2 points. Additionally, the experimental group showed a significant improvement from pretest to posttest, whereas the control group demonstrated no notable difference between the two tests.

How Common Sense Is Exercised and Flawed: Insights of Philosophy of Science

Peggy Magdalena Jonathans, Thersia Magdalena Tamelan — Thu, 01 Jan 2026 00:00:00 +0000

Among the laypeople, public speakers are thought to represent the institution they are affiliated with or to characterize their identity. Laypeople might be amazed by the sound judgment of well-known figures, although they seem to be carried away from scientific justification. Studying the nature of language, its meaning, and its connection to reality (a.k.a philosophy of language) would be relevant to analyzing the depth of the speaking. The present study will disclose the logical fallacy made in the talk of an Indonesian public figure by meticulously observing his videotaped talk on the YouTube platform. The findings show the public figure contrasted the government’s propositions with his wrong inferences, based on the analytical truth in his false common sense, made prudent suggestions and sound judgment without a scientifically tested conclusion, employed lots of metaphors throughout the talk, and tended to overgeneralize. Despite the flaws, his partially true proposition could be argued and served as a mind-blowing reflection and criticism of the Indonesian wall of democracy. The study is worthwhile in correcting the strong claims the speaker highlighted because common sense is prone to play a tricky pragmatic role in thinking about how things can be. As everyone has their innate common sense within the intuitive aspect of knowledge, the knowledge of absolute truth may lead everyone to distinguish right from wrong and decide wisely for a better life for all.

An Analysis of English Final Semester Test Items at SMK Kencana Sakti Haumeni

Asrit Elusry Sanam, Norci Beeh, Alfred Snae — Thu, 01 Jan 2026 00:00:00 +0000

Abstract This study aims to analyze the quality of the English final semester test items developed by the English teacher of SMK Kencana Sakti Haumeni. The research focuses on evaluating the test’s effectiveness by examining the difficulty level and discrimination power of each item. Using a quantitative descriptive approach, the study analyzed 50 multiple-choice items from the English summative test administered to second-grade students. The data were obtained through documentation, including students’ answer sheets and the original test papers. The analysis employed Heaton’s (1988) formulas to determine the facility value and discrimination index, supported by classifications from Sumarsono and Arikunto (Hartati & Yogi, 2019). The results revealed that 18% of the items were difficult, 50% were moderate, and 32% were easy. In terms of discrimination power, 22% of the items were categorized as good, 30% satisfactory, 40% poor, and 8% bad or negative. These findings suggest that although most test items met acceptable quality standards, a considerable number of items still require revision or replacement to enhance their ability to distinguish between high and low achievers. This study highlights the importance of item analysis as a reflective tool for teachers to ensure that classroom assessments are valid, reliable, and aligned with learning objectives. Regular evaluation of test items is therefore essential to improve the overall quality of English language assessment in schools.

Utilizing English Songs to Enhance Students’ Motivation in Learning English

Maria M. Maromon — Thu, 01 Jan 2026 00:00:00 +0000

This study, entitled "Utilizing English Songs to Enhance Students’ Motivation in Learning English." Consequently, the research is framed around the central question: "What is the most effective time to employ songs in teaching English to motivate students?" The aim is to determine the best time to employ songs in teaching English to motivate students: at the beginning, midway, or end of the lesson. It is hoped that once teachers know the best time to play a song, they will implement it to encourage and motivate students to learn English better. The method used was a quasi-experiment to measure students' scientific attitudes and learning motivation. In this design, one class was given the treatment, and each meeting was assessed using an observation sheet to measure scientific attitudes and a student learning motivation questionnaire. The results of the study found that the best time to use songs to motivate students to learn English is midway through the lesson. Playing songs at this time is believed to attract students' attention throughout the lesson, thereby maintaining their motivation. Therefore, teachers are expected to pay attention to creating a pleasant learning atmosphere by using songs midway through the lesson.

An Analysis of Factors Contributing to Students’ Challenges in Learning English

Jec Krist Sine, Erny Selfina Nggala Hambandima, Alfred Snae — Thu, 01 Jan 2026 00:00:00 +0000

This study seeks to examine the factors contributing to students' challenges in learning English at SMA Negeri 4 Kupang. The central research question is: What causes students’ challenges in learning English at SMA N 4 Kupang? Employing a descriptive qualitative approach, the research focuses on understanding these challenges through the experiences of 11th-grade students during the 2024/2025 academic year. Data were gathered through interviews with 15 students who reported experiencing difficulties in learning English. The findings reveal three primary factors behind these difficulties: 1) Translation challenges, largely due to a limited vocabulary and a weak grasp of grammar. 2.) Vocabulary limitations negatively affect students' ability to communicate effectively in both spoken and written English. 3.) Low motivation, influenced by repetitive teaching methods, fear of making mistakes, and less-than-ideal class timing. In light of these findings, it is suggested that teachers implement more dynamic and interactive teaching strategies and offer greater support to boost students’ confidence. Addressing these issues could lead to more effective improvements in students’ English language proficiency.

A Descriptive Study on Speech Styles Used by Ted Talks’ Speakers on Education

Irma Salem, Tiarma Marpaung, Daniel Frengky Kamengko — Sun, 18 Jan 2026 00:00:00 +0000

A person can use multiple speech styles at the same time and place. Social factors influence a person or group’s speech style. In this study, the researchers investigated the speech styles used by TED Talks speakers of educational speech and the social factors influencing the speech styles. Documentary was used as research instrument by randomly taking TED Talks videos of the chosen speakers and the speech transcriptions. The researchers analysed the data using Martin Joos’ theory of speech styles and Janet Holmes’s social factors theory. The findings found three types of speech style; 1) formal style, 2) consultative style; and 3) casual style. Formal style was dominantly used in the speeches. From the results, the researchers concluded that speakers commonly use formal style in their speech to suit their academic topics.