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JEE (Journal of English Education)
Published by Universitas Pasir Pengaraian
ISSN : 24599719     EISSN : 25977091     DOI : https://doi.org/10.30606/jee
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
JEE (Journal of English Education) is a scientific journal that collects the results of the research and scientific work of lecturers, teachers, or students associated with learning and teaching English. It is a blind peer review international journal which publishes manuscripts within the fields of Teaching English as a Foreign Language (TEFL), Teaching English as Spoken Other Language (TESOL), English for Specific Purposes (ESP), Applied Linguistics, Literature and English Teaching, Discourse Analysis, Culture and Language (more on focus and scope). It is published by English study program of University of Pasir Pengaraian, Riau, Indonesia. It is published twice a year in June and December.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 181 Documents
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INTEGRATING SOCIO-CONSTRUCTIVISM AND DIGITAL LITERACY IN SPEAKING INSTRUCTION: LESSONS FROM NORTH SUMATERA Muhammad Hassan; Edi Suprayetno
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4451

Abstract

This study examines the integration of socio-constructivist principles and digital literacy in English speaking instruction within higher education in North Sumatera, Indonesia. Despite growing emphasis on communicative competence, students continue to face challenges in oral proficiency, confidence, and access to authentic interaction, highlighting a gap in the effective integration of pedagogy and technology. This research aims to design, implement, and evaluate digitally supported instructional practices that enhance speaking competence through collaborative learning environments. A convergent mixed-methods design was employed, involving 120 English education students and 12 lecturers from three universities. Data were collected through questionnaires, classroom observations, speaking performance assessments, and semi-structured interviews, and analyzed using complementary statistical and thematic techniques. The findings indicate that digital storytelling, podcast-based tasks, and collaborative multimedia projects substantially improve learners’ fluency, motivation, and self-efficacy. These outcomes reflect core socio-constructivist principles, particularly interaction, scaffolding, and learner autonomy. While lecturers demonstrated increasing digital pedagogical competence, challenges related to infrastructure and professional training remain evident. This study concludes that the integration of socio-constructivist approaches within digitally enriched learning environments promotes more communicative, multimodal, and culturally responsive speaking instruction. The proposed framework offers a sustainable model for advancing technology-integrated English language teaching in similar higher education contexts.
TEACHING METHODS AND INSTRUCTIONAL MATERIALS AS PREDICTORS OF STUDENT SATISFACTION IN ENGLISH FOR HOTEL AND TOURISM COURSE Widya Syafitri; Elsi Amiza; Khairiyati Wazaki
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4466

Abstract

Student satisfaction is increasingly recognised as a key measure of instructional quality in English for Specific Purposes (ESP), yet empirical studies examining its predictors in tourism education remain scarce. This study investigates how teaching methods and teaching materials relate to student satisfaction in an English for Hotel and Tourism course at a Indonesian Islamic university. Using a quantitative correlational design, data were gathered from 23 students within a small sample context through a Likert-scale questionnaire. Non-normal data distribution (Kolmogorov–Smirnov and Shapiro–Wilk, p < 0.05) warranted the use of Spearman Rank Correlation and Multiple Correlation Analysis. Results show strong correlations between teaching methods and student satisfaction (r = 0.829, p < 0.05), between teaching materials and student satisfaction (r = 0.788, p < 0.05), and a combined effect of R = 0.838. These findings indicate that contextualized pedagogy and industry-relevant materials are decisive drivers of learner satisfaction, with implications for ESP curriculum design in vocational tourism education.
BLENDING HUMAN AND AI IN TRANSLATION TEACHING FOR 21ST- CENTURY EFL CLASSROOM Darmawan Budiyanto; Gaya Tridinanti; Jenny Elvinna Manurung; Heru Setiawan
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4468

Abstract

The integration of Artificial Intelligence (AI) into language education has transformed translation instruction, offering tools such as Google Translate and ChatGPT to support learners in decoding and producing texts across languages. However, despite their widespread use, these tools are often applied without pedagogical structure, resulting in overreliance, misinterpretation, and limited linguistic development, particularly among university students in non-English dominant contexts. This qualitative case study investigated how sixth-semester students from seven universities in Palembang, Indonesia, utilized AI-based translation tools in academic settings. Fourteen English education majors were selected through random sampling. Data were collected through semi-structured interviews and analysis of students’ translation drafts before and after AI use. Thematic analysis was employed to identify translation behaviours, strategies, and instructional needs. Findings indicated persistent issues, including literal idiom transfer, register mismatches, and limited error detection even after AI assistance. Most participants adopted a tool-first approach with minimal revision. However, structured strategies such as guided post-editing and back-translation enhanced lexical accuracy and metalinguistic awareness. The study proposes a four-phase framework integrating AI meaningfully into translation pedagogy for improved learning outcomes.
PRIORITIZING MINANGKABAU CULTURAL FEATURES FOR CONTEXTUAL ENGLISH MATERIALS: AN ELEMENTARY TEACHERS’ NEEDS ANALYSIS Faiqoh Tsuroya; Ahmad Munir; Muhaimin Abdullah
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4469

Abstract

The Merdeka Curriculum promotes early English proficiency in elementary school students. However, learning English as a foreign language is still difficult for young learners, especially in terms of acquiring the vocabulary and understanding the basic language abilities. Therefore, English teaching materials should be contextualized with content relevant to students’ social backgrounds. Despite the growing focus to the integration of local culture into English language education, only a few research have indicated which cultural aspects for English material development in elementary schools should be given priority. This study identified and prioritized Minangkabau cultural traits for elementary school teachers’ contextual English material development to meet their needs. An explanatory sequential mixed-methods design was used to collect data from elementary school teachers in Lengayang District, West Sumatra, where Minangkabau culture is strongly rooted in students’ daily lives. Descriptive statistics were used to evaluate quantitative data and theme analysis was used to analyze qualitative data. The results demonstrated that the integration of Minangkabau culture into English learning materials was strongly supported. The most emphasized cultural attributes were traditional games, folktales, traditional clothes, and traditional meals, as they were believed to enable vocabulary learning, boost student engagement, promote cultural awareness, and assist meaningful language use. The study concluded that the emphasis on culturally relevant content can be useful in developing contextual and culturally responsive English materials for students in elementary schools.
EXPLORING CHALLENGES AND OPPORTUNITIES IN INTERCULTURAL LEARNING MATERIALS FOR EFL IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW Eripuddin; Zeinab Abu Samak; Pipit Rahayu; Jufrizal Jufrizal
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4476

Abstract

This study explores the challenges and opportunities associated with intercultural learning materials in English as a Foreign Language (EFL) higher education through a systematic literature review. The study aims to provide a comprehensive understanding of how intercultural materials are developed, implemented, and evaluated in contemporary educational contexts. Using a systematic review approach, relevant studies published between 2020 and 2025 were identified, screened, and analyzed based on predefined inclusion criteria. The findings reveal that the implementation of intercultural learning materials is constrained by several interconnected challenges, including limited teacher competence, rigid institutional structures, and the lack of culturally diverse and contextually relevant materials. These challenges indicate that intercultural learning has not yet been fully integrated into mainstream EFL instruction. However, the study also identifies significant opportunities, particularly in the use of digital technologies, the integration of local and multicultural content, and the adoption of innovative pedagogical approaches such as experiential and drama-based learning. These opportunities provide pathways for enhancing students’ intercultural communicative competence and creating more meaningful learning experiences. The study highlights the importance of aligning global perspectives with local cultural contexts, especially in institutions such as Universitas Pasir Pengaraian (UPP). Overall, this study contributes to the literature by offering a systematic synthesis of recent research and providing practical implications for educators, curriculum developers, and policymakers . It also suggests directions for future research on the sustainability and scalability of intercultural learning materials in higher education.
INTEGRATING ICT IN ENGLISH LANGUAGE LEARNING: A MULTI-STAKEHOLDER PERSPECTIVE FROM STUDENTS, LECTURERS, AND INSTITUIONAL STAKEHOLDERS IN HIGHER EDUCATION Maya Marsevani; Desty Febria
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4479

Abstract

The integration of Information and Communication Technology (ICT) plays a crucial role in enhancing interactive and student-centered English language learning in higher education. However, limited studies have explored the combined perspectives of lecturers, students, and institutional stakeholders. This study aims to examine their perceptions, practices, and roles in ICT implementation at Batam International University, Indonesia. Using a qualitative case study design with triangulation, data were collected through questionnaires, semi-structured interviews, and classroom observations. The findings indicate that students view ICT positively, noting its impact on motivation, autonomy, and engagement, though digital literacy challenges remain. Lecturers recognize its pedagogical benefits but face constraints such as time, technical issues, and alignment with instructional practices. Stakeholders are crucial in providing institutional support, training, and infrastructure. The study highlights the need for a holistic approach to ICT integration, aligning pedagogical practices, technological readiness, and institutional policies. Strengthening digital literacy and promoting continuous professional development are essential for optimizing ICT use in English language learning.
ISLAMIC-CONTEXTUAL ENGLISH TEXTBOOK DEVELOPMENT TO STRENGTHEN TEACHER COMPETENCE Syamsiah Depalina; Ali Jusri Pohan
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4502

Abstract

The lack of English textbooks that integrate Islamic values with contextual pedagogy remains a significant challenge in madrasah education, limiting teachers’ ability to deliver meaningful and character-oriented instruction. This study aims to develop an Islamic-contextual English textbook and examine its effectiveness in strengthening teacher competence. The research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The participants involved 5 English teachers and 30 students in a madrasah setting, while three experts participated in the validation process. Data were collected through questionnaires, semi-structured interviews, classroom observations, expert validation sheets, and pre-test and post-test instruments. The questionnaire demonstrated high reliability with a Cronbach’s Alpha coefficient of α = 0.87. The findings revealed that the developed textbook achieved a validation score of 88%, categorized as “very valid” by expert reviewers. In terms of practicality, 87% of teachers reported that the textbook was easy to implement and effectively supported classroom instruction, while 85% of students found the materials engaging, relevant, and meaningful. The effectiveness analysis showed a significant improvement in learning outcomes, with the mean score increasing from 60.5 in the pre-test to 82.3 in the post-test. Furthermore, the normalized gain score reached 0.65, indicating a moderate improvement, while the effect size analysis yielded d = 0.80, which falls into the large effect category. The implementation of the textbook also contributed to strengthening teachers’ pedagogical and professional competence, particularly in integrating Islamic values and contextual learning approaches into English instruction. This study concludes that the development of an Islamic-contextual English textbook provides an innovative, valid, practical, and effective solution for improving teacher competence and supporting meaningful English language learning in Islamic educational contexts.
THE THE STUDENTS’ READING PREFERENCES AND INFLUENCING FACTORS IN HIGHER EDUCATION Yulmiati Yulmiati; Lira Hayu Afdetis Mana; Melvina Melvina; Yelfiza Yelfiza
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4509

Abstract

The changing landscape of reading in the digital era has significantly reshaped students’ reading behaviours, making it an essential area of academic inquiry. Despite extensive research on literacy, limited studies have comprehensively examined how shifting media environments influence students’ reading preferences alongside the underlying factors driving these changes. This study aims to analyze students’ reading preferences and investigate the factors affecting their choices in academic reading practices. Employing a quantitative descriptive design for reading preferences and qualitative design for affecting factors. The data were collected through a structured questionnaire administered to 154 university students and analyzed using descriptive statistical techniques to identify patterns of reading preferences and interview to see the influencing factors. The findings reveal that students tend to prefer digital reading materials because of their accessibility, convenience, flexibility, and multimedia features. However, printed materials remain important for deep comprehension, concentration, and long-duration reading. The study also found that technological familiarity, academic workload, time efficiency, personal motivation, and accessibility significantly influence students’ reading preferences. The novelty of this study lies in its comprehensive examination of both reading format preferences and the multidimensional factors shaping students’ reading behaviour within contemporary academic contexts. The study highlights the importance of integrating digital and print resources in higher education to support diverse learning needs and promote more effective literacy development strategies.
UNDERSTANDING ENGLISH LANGUAGE DEMANDS AND CHALLENGES AMONG HEALTHCARE PROFESSIONALS IN BATAM: A TARGET SITUATION ANALYSIS Hendra Nugraha; Muhammad Juliansyah Bedrio. D; Desty Febria
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4514

Abstract

English proficiency is increasingly important for medical personnel working in multilingual healthcare environments. This study examines the English language needs and challenges faced by medical staff in Batam, Indonesia, using a Target Situation Analysis (TSA) framework. A qualitative case study design was employed, with data collected through semi-structured interviews with ten medical staff members, including nurses and midwives, who had at least five years of hospital experience and prior experience communicating with foreign patients in English. Data were analyzed using thematic analysis. The findings reveal that English is primarily needed for communicating with foreign patients and for professional interactions. Speaking and listening were identified as the most essential skills, with pronunciation clarity playing a significant role in patient safety. However, participants reported several challenges, including limited medical vocabulary, grammar difficulties, listening comprehension problems, pronunciation issues, and low confidence when speaking English. The study concludes that a gap exists between workplace communication demands and medical staff's English proficiency. Therefore, TSA-based English for Medical Purposes (EMP) training is recommended to address practical communication needs in healthcare settings.
ANALYZING EFL UNIVERSITY STUDENTS’ CAPITALIZATION AND PUNCTUATION ACCURACY IN ACADEMIC WRITING Nurhalimah Siregar; Nurmayana; Syamsul Bahri; Fatin Nadifa Tarigan
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4518

Abstract

Writing is a crucial skill in English that requires accuracy in using capitalization and punctuation to convey meaning effectively. This study aims to analyze EFL university students' capitalization and punctuation accuracy in academic writing. The research employed a qualitative descriptive method. The data were collected from the academic writing of first semester students at Universitas Pembinaan Masyarakat Indonesia Medan and analyzed using an error analysis approach. The findings indicate that students still experience difficulties in applying appropriate rules. The highest correct usage was found in periods (80 occurrences) and commas (73 occurrences), while the use of exclamation marks (4 occurrences) and question marks (3 occurrences) was relatively low. Errors were also frequently identified in the capitalization of proper nouns (18 occurrences) and sentence beginnings (87 occurrences). In addition, students tended to rely on simple sentence structures, which limited the variety of punctuation used.Overall, students’ accuracy is categorized at a moderate level. Therefore, more focused instruction and practice are recommended to improve students’ academic writing skills.

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