IJLHE: International Journal of Language, Humanities, and Education

Instincts Unleashed: A Cognitive Stylistic Analysis of Maroon 5’s Song “Animal”

Nadya Elchaira, Jelly Silaban, Rahmadsyah Rangkuti — Wed, 16 Apr 2025 00:00:00 +0000

This study explores the cognitive stylistic features of Maroon 5’s song “Animal” through the lens of conceptual metaphor theory and schema theory. Employing a qualitative descriptive design, the research examines the interplay between metaphorical language and cognitive processes to uncover how figurative expressions evoke imagery, emotions, and conceptual mappings related to primal instincts and desire. The analysis focuses on identifying metaphorical expressions such as hunting and predation, interpreting their cognitive and emotional resonance. The findings reveal that metaphors and vivid imagery in the song not only depict themes of obsession and vulnerability but also activate cognitive schemas, connecting listeners to the raw, instinctual aspects of human nature. This study contributes to the field of cognitive stylistics by providing insights into how language interacts with cognition to construct meaning and elicit emotional responses in artistic texts.

The Effect of Mindfulness-Based Counseling on Anxiety Management in Lecturers

Jenny Marsya Fitri, Wahidah Fitriani — Wed, 16 Apr 2025 00:00:00 +0000

Lecturers often face significant mental health challenges, with anxiety emerging as one of the most prevalent issues within academic settings. Factors such as excessive workloads, research obligations, and administrative responsibilities frequently contribute to elevated anxiety levels. Among various therapeutic interventions, mindfulness-based counseling has demonstrated efficacy in alleviating anxiety symptoms. This study investigates the impact of mindfulness-based counseling on anxiety management among university lecturers. Adopting a quantitative experimental design, the research involved 50 lecturers from multiple universities in West Sumatra. The findings reveal that mindfulness-based counseling leads to a statistically significant reduction in anxiety levels. These results underscore the potential of mindfulness-based interventions as an effective method for enhancing the psychological well-being of lecturers. The intervention yielded an average reduction of approximately 12 points in HAM-A scores, affirming its therapeutic value. The integration of mindfulness-based counseling in academic institutions may not only improve lecturers’ mental health but also enhance the overall quality of teaching they deliver.

Barriers to Success: Exploring the Challenges of 7th Semester English Education Students in PPL Program

Sri Suci Surayawati, Ema Ervina, Rohmatillah — Wed, 16 Apr 2025 00:00:00 +0000

This research investigates the challenges encountered by seventh- semester English Education students at Raden Intan Lampung State Islamic University during their Field Experience Practice (PPL), a mandatory course designed to enhance their teaching knowledge and skills. Employing a descriptive qualitative approach, interviews were conducted with 25 students to gather data. The findings revealed a range of challenges categorized as follows: procedural category faced by 2 students, managerial category experienced by 11 students, psychological category encountered by 2 students, instructional challenges affecting 8 students, and professional category for 2 students. Notably, the primary challenges identified were related to classroom and time management. The research recommends expanding the perspectives of supervising teachers, students, and the broader school environment to gain deeper insights into the challenges and potential solutions associated with the PPL program

Strengthening Ecological Fiqh Values in Building SDGs Madrasah Models Through Environmental Outdoor Education

Ulil Hidayah, Tobroni, Faridi — Fri, 18 Apr 2025 00:00:00 +0000

This study aims to strengthen the values of ecological fiqh in building a madrasa model that supports the achievement of Sustainable Development Goals (SDGs). Ecological fiqh, which is based on Islamic principles such as balance (mizan), non-destruction (la tufsidu fil ard), and sustainability (istidamah), offers a relevant conceptual framework to address global challenges related to the environment. Madrasas, as educational institutions based on Islamic values, have the potential to become centers of educational transformation in instilling ecological awareness and supporting the goals of the SDGs, especially quality education (SDG 4), environmental action (SDG 13) and life on land (SDG 15). This study uses a conceptual method with a theoretical analysis approach. Data and information were obtained through a literature review of various literatures, including primary sources in ecological fiqh and SDGs documents. The analysis was conducted to formulate the principles of ecological fiqh that can be integrated into the madrasa education model. The results of the study indicate that strategies for strengthening ecological values include integration into the curriculum, developing an environmentally friendly culture in madrasas, and involving the educational community and the wider community. This study provides a conceptual contribution in formulating an SDGs-based madrasah model based on ecological fiqh. Recommendations are provided for policy makers, madrasah managers, and related parties in building an educational ecosystem that supports global sustainability.

Students’ Perception of Using YouTube Application in The Context of English Language Learning

Danny Fachrurrazy, Mohammad Muhassin, Muhammad Nawawi — Fri, 18 Apr 2025 00:00:00 +0000

This study explores university students' perceptions of YouTube as an English language learning medium. With digital platforms increasingly complementing traditional education, YouTube offers a flexible, accessible repository of content that enhances listening, speaking, vocabulary, and grammar skills. Employing a qualitative descriptive approach, semi-structured interviews were conducted with five students from the English Language Education Study Program at UIN Raden Intan Lampung State Islamic University. The collected data were analyzed using the Miles and Huberman model, revealing that students value YouTube for its interactive content and the opportunity to learn at their own pace through trusted channels such as BBC Learning English and TED Talks. Respondents reported that YouTube effectively supplements their learning especially in authentic conversational contexts and exam preparation while also noting challenges including inconsistent content quality, distracting advertisements, and difficulties in finding material suitable to their proficiency level. The findings suggest that integrating YouTube with traditional classroom instruction may enhance overall language proficiency, highlighting the need for further research on optimizing digital media use in language education

Phasa Thai Swear Words Used By Thai People

Ayu Nyoman Sutrini, I Gede Budasi, Dewa Putu Ramendra — Tue, 27 May 2025 00:00:00 +0000

This study aims to analyze the Phasa Thai swear words used by Thai people, which focus on their forms, references, and functions. A descriptive qualitative method was employed, along with the data collection method, which included document analysis, a questionnaire, and an interview. The researcher serves as the primary instrument. Data were collected through document analysis, questionnaires, and interviews, and then evaluated using Miles and Huberman's theory. The study's subjects included three informants chosen along with the specific criteria. The results revealed that there are twenty-seven (27) Phasa Thai swear words, in the form of words categorized into monomorphemic (11) and polymorphemic words (15), as well as phrases (6). The study identified nine (9) primary references where there are two (2) new references emerged from this study. The functions of these swear words include expressing emotion, insulting someone, joking, and provoking. This research contributes to understanding the role of offensive language in Phasa Thai and its social functions. Which is appropriate for cross-cultural understanding.

Older By Sasha Sloan Perspective Semiotic Roland Barthes and Islamic Family Law

Ahmad Fauzan, Muammar Syauqi — Tue, 27 May 2025 00:00:00 +0000

Lyrics in music are a form of communication that need to be interpreted. Uncovering their meaning naturally requires a method called semiotics. Analyzing the lyrics of “Older” by Sashara is essential to grasp the message intended. This study is a literature review discussing the song “Older” from Roland Barthes' semiotics perspective and Islamic family law within the concept of a sakinah family. The denotative meaning of “Older”s lyrics relates to aging. The connotative meaning suggests that aging should be accompanied by maturity in facing life, especially in family life. The myth in the song pertains to the dynamics of family life. The Islamic family law perspective is used as a specific framework within the social approach to Muslim communities. This song offers an illustration of how to realize a sakinah (happy) family when interpreted wisely and learned from the song.

Teaching English to Second-Grade Dyslexia-Prone Students: Perspectives of Y-Generation Parents on Foreign Language Learning in Elementary School

Natasha Filya Alexandra, Luh Putu Artini, I Ketut Trika Adi Ana — Wed, 28 May 2025 00:00:00 +0000

The aim of this research is to describe the knowledge from parents of the second-grade elementary school students who potentially dyslexic and to describe how parents support their second-grade elementary school children who potentially dyslexic in learning English. This research was conducted using qualitative methods in the form of a case study. Data collection was carried out using interview and observation. The findings showed that none of the parents had prior knowledge of dyslexia, although they were aware of their children’s difficulties that were attributed to dyslexia. Parents expressed frustration in teaching their children, often yelling or ignoring their children. Two of the Y-Generation parents in the study used YouTube and flashcards to teach, but one parent simply used her knowledge. These results highlight the need for educational programs to increase parents’ awareness of dyslexia and improve their teaching strategies. Strengthening collaboration between parents and educators is essential to fostering inclusive learning environments that enhance the literacy skills of children who are potentially dyslexic.

Historical Anthropology of Bamyan during Ancient Time: A Review of Buddhism Historical Monument in Bamyan- Afghanistan

Shirali Samimi — Wed, 28 May 2025 00:00:00 +0000

Bamiyan is a Historical province and this area have more historical monument in Afghanistan. The location of this province is in central Afghanistan and was one commercial and meditation center of Buddhism during the Silk Road trade, it is a famous valley and is surrounded by mountains. Religion placed and more important for philosopher, merchants, pilgrims, and savants during the Kushan Empire and ancient world, during the Silk Road trade in this site there was amassing wealth, popular doctrine and power. When Buddhism came to Afghanistan the mountain of Bamiyan was the proper cave and niche of Buddhist meditation, the caravan of India during the Silk Road visited Bamyan caves and donated Buddha sculptures, they brought artists, craftsmen, engineers, and monks from India to Bamyan for construction of Buddhism architecture and oil painting of two big sculpture and also the wall painting of the caves in Bamyan valley. According to our ancient Sanskrit literature, Vedic and also post-Vedic, Persia now Afghanistan was part of the Indian subcontinent since hoary antiquity and continued to be so up to the 10th century A.D. when Islam spread in the east, especially in Afghanistan and forgotten Buddhism religion from Afghanistan that the second capital of Buddhism was Bamiyan and there are much more monuments of Buddhism and also stupa, Bodhisattvas and sculpture of Buddha such as Salsal and Shamamah the symbol of Buddhism religious, the population of Bamiyan converted to Islam religious.

AI and Gamification: Exploring the Integration of Generative AI in Interactive English Language Learning Apps

Kartika S — Thu, 29 May 2025 00:00:00 +0000

The rapid growth of artificial intelligence (AI) is reshaping education by providing innovative tools for enhancing learning experiences. In language education, AI-powered platforms, such as Generative AI, offer dynamic, real-time interactions that improve user engagement and learning outcomes. Despite the growing interest, limited research exists on integrating AI with gamification in language learning apps. This study aims to fill this gap by examining the impact of Generative AI and gamification on English language acquisition. A mixed-methods design was employed, combining quantitative and qualitative data collection approaches. The research utilized pre- and post-surveys, standardized quizzes, and semi-structured interviews to assess user engagement, motivation, and language learning improvements. A sample of 100-150 participants from UIN Raden Intan Lampung's Faculty of Syari'ah was selected to evaluate the AI-enhanced gamified system. The findings revealed a significant increase in user engagement, with a 35% improvement in session duration and a 28% rise in weekly usage frequency. Learning outcomes showed improvements in vocabulary acquisition, grammatical accuracy, and speaking fluency. The AI’s personalized feedback mechanism was highly rated, although some challenges with speech recognition and consistency in AI responses were identified. These results highlight the potential of combining Generative AI with gamification to enhance language learning experiences. The study implies that further refinement of AI features and regular content updates are necessary to sustain user engagement and optimize long-term learning outcomes.

Exploring Instructional Technology Tools and Resources for EFL Students

Tommy Hastomo, Bimbi Ari Wirandani, Yuliyani — Thu, 29 May 2025 00:00:00 +0000

Using instructional technology tools and resources is essential for English language teaching. This study was conducted to know the different instructional technology tools and resources used by English teachers for English language teaching. This paper's research design is a qualitative study. The researchers selected the purposive sampling method to administer the research sample. The research sample consisted of five SMA Negeri 4 Bandar Lampung English teachers. Semi-structured interviews were used in this study's data collection. In the present study, the data were qualitatively examined and summarized thematically. The results showed that English teachers employ a variety of materials and equipment, including a projector, laptop, sound system, digital textbook, and websites like YouTube and Instagram, to teach the English language. This result suggests that policymakers can utilize this study's findings to improve English learning quality by increasing learning tools and technologies.

Enhancing English Reading Comprehension through Gamified Digital Platforms

Anita Sari — Sat, 31 May 2025 00:00:00 +0000

This study investigates the effectiveness of integrating gamification tools—specifically Quizizz, Kahoot, Pear Deck, and Nearpod—in improving English reading comprehension among first-year students at Universitas Pamulang, Indonesia. Utilizing a pre-experimental design with pretest and posttest assessments, the research measured students’ proficiency in literal, inferential, and critical comprehension aligned with the KET-Cambridge international exam format. A census sample of 27 students participated in a semester-long intervention where gamified activities were embedded into classroom instruction. Results revealed significant improvements: while 57.14% of the experimental group achieved “Outstanding” posttest scores, none remained at the “Beginning” level. Qualitative and quantitative data highlighted enhanced vocabulary acquisition, engagement, and familiarity with exam structures, supported by real-time feedback and interactive elements. The findings align with prior research on gamification’s role in fostering motivation and academic performance. This study underscores the potential of gamified tools to transform traditional language pedagogy, particularly in contexts requiring alignment with global standards. Recommendations include broader adoption of such tools in higher education and further exploration of their applicability across language skills.

Learner Autonomy Through Teacher Agency in Language Education: A Synthesis of Contemporary Research

Dafitri Andri, Kholil Azis — Sat, 31 May 2025 00:00:00 +0000

This qualitative literature review synthesizes contemporary research (2020–2024) on the interplay between learner autonomy and teacher agency in language education. Findings reveal learner autonomy as a multifaceted construct encompassing cognitive (metacognitive awareness), affective (motivation), and behavioral (self-regulation) dimensions, essential for lifelong language learning. Crucially, teacher agency emerges as the cornerstone for fostering autonomy, with educators adopting dynamic roles—facilitator, guide, evaluator, instructional designer—to empower students. Structural barriers (e.g., rigid curricula, exam-oriented systems), cultural constraints, and institutional limitations impede implementation, yet teachers’ professional freedom, reflective practices, and context-sensitive pedagogies bridge theory-practice gaps. The study identifies systemic challenges, including learner dependence, time constraints, and inadequate teacher training. Implications call for educational policies prioritizing decentralized decision-making, tailored professional development, and flexible curricula. Future research should employ mixed-method designs to explore socio-cultural mediators of autonomy. Sustainable frameworks must position teacher agency and learner autonomy as interdependent pillars to cultivate self-directed learners in globalized contexts.

A Comparative Study of English Language Teachers’ Motivational Strategies in State and Private Primary Schools

Iyehezkiel — Sat, 31 May 2025 00:00:00 +0000

This study investigates the differences in motivational strategies employed by English language teachers in state and private primary schools in Indonesia. Grounded in Dörnyei’s L2 Motivational Self System and Henry’s three-level model of language learning motivation, the research aims to examine both the perceived importance and frequency of use of specific motivational strategies in classroom settings. Using a survey-based quantitative method, data were collected from 200 English teachers across 32 primary schools in Tangerang Selatan during the 2024–2025 academic year. Two questionnaires, adapted from Dörnyei and Csizér’s (1998) framework, assessed teachers’ beliefs and practices regarding 30 motivational strategies. Results from independent samples t-tests indicate no significant difference between the two groups in terms of the importance attributed to motivational strategies. However, private school teachers reported significantly more frequent use of diverse, student-centered strategies, particularly those involving authentic materials, group work, and cultural content. The findings highlight the impact of institutional resources, class size, and teacher autonomy on motivation practices. Implications suggest the need for increased support for state school teachers through resource provision and professional development focused on motivational pedagogy.