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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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THE EFFECT OF INTERACTIVE LISTENING STRATEGIES ON UNIVERSITY EFL STUDENTS’ INTERPRETIVE COMPREHENSION Siti Aminah Hasibuan; Fatin Nadifa; Syahrial Pane
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.v12i1.4523

Abstract

Listening comprehension plays an important role in English as a Foreign Language (EFL) learning, particularly in helping students interpret meaning beyond literal understanding and engage effectively in communication. However, despite the increasing emphasis on interactive approaches in language pedagogy, many EFL classrooms still rely on traditional teacher-centered listening practices, creating a gap between theoretical perspectives and classroom implementation. This study examines the effect of interactive listening strategies on EFL students’ interpretive comprehension. A quasi-experimental design was employed involving an experimental group that received instruction through interactive listening strategies and a control group that received conventional instruction. Data were collected through pre-test and post-test instruments and analyzed using statistical procedures to identify differences between the two groups. The findings indicate that students taught through interactive listening strategies demonstrated better improvement in interpretive comprehension than those taught through conventional methods. These findings suggest that interactive listening strategies effectively support the development of higher-order listening skills. The study highlights the importance of integrating interactive and student-centered approaches into listening instruction to improve EFL students’ interpretive comprehension abilities.
LITERATURE REVIEW ON INTEGRATING LOCAL WISDOM IN HIGH SCHOOL REPORT TEXT TEACHING MATERIALS Aries Denta Putra; Prof. Dr. Hj. Nurhaedah Gailea, M. Hum; Prof. Dr. H. John Pahamzah, M. Hum
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.v12i1.4537

Abstract

The ability to write report texts in English learning at the senior high school level remains challenging for many students, particularly in generating ideas and organizing information systematically. One of the contributing factors is the use of teaching materials that are still general and less connected to students’ cultural and social contexts. Meanwhile, local wisdom as a valuable contextual resource has not been optimally integrated into English writing materials, creating a gap between contextual learning needs and the availability of relevant instructional resources. This study aims to explore how local wisdom is integrated into teaching materials for report text writing through a literature review approach. The research applies a qualitative design by examining various academic sources, including journal articles and related scholarly publications. The data were analyzed using content analysis through the processes of organizing, categorizing, interpreting, and synthesizing information. The findings show that local wisdom commonly integrated into report text materials includes regional traditions, traditional foods, local tourism sites, folklore, traditional houses, and cultural ceremonies. These topics help students generate ideas more easily because they are closely related to their daily experiences and cultural backgrounds. Several studies reviewed also reported improvements in students’ writing organization, vocabulary development, classroom participation, and motivation when local wisdom-based materials were implemented through teaching modules, worksheets, and project-based learning activities. In addition, students demonstrated better understanding in developing factual and descriptive information within report texts. However, the implementation still faces several challenges, such as limited teaching resources, insufficient teacher competence in developing contextual materials, and restricted instructional time. Overall, integrating local wisdom into report text teaching materials is considered an effective and meaningful strategy for improving students’ writing skills while simultaneously promoting cultural awareness and contextualized English learning experiences.
LEARNING TREE DIAGRAMS IN SYNTAX: STUDENTS’ DIFFICULTIES AND LEARNING STRATEGIES Fernando De Napoli Marpaung; Supriadi; Resti Citra Dewi
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.v12i1.4538

Abstract

This study examined the difficulties students experience when learning syntactic tree diagrams, the strategies they use to manage these difficulties, their perceptions of the effectiveness of these strategies, and their suggestions for improving instruction. Using a descriptive qualitative design backed by quantitative features, data were collected via a standardized questionnaire from 31 fifth-semester students of the English Education Study Program in Indonesia who had completed a syntax course. The findings show that students primarily struggle with identifying phrase types (Mean: 3.68) and understanding complex sentence structures (Mean: 3.52), as well as applying theoretical concepts to diagram construction (Mean: 3.42). To address these challenges, students rely on a range of strategies, with digital tools—particularly artificial intelligence platforms like ChatGPT and Gemini (Mean: 4.06)—and educational video resources (Mean: 3.74) emerging as the most frequently used and most helpful. While AI provides immediate, step-by-step procedural support, students emphasized that its effectiveness is maximized when combined with collaborative approaches such as peer discussion and direct consultation with lecturers. The study concludes that learning syntactic tree diagrams involves significant conceptual demands, and students benefit most from instructional methods that incorporate visual scaffolding and interactive resources. Future research should employ experimental designs to compare AI-assisted instruction with traditional methods and investigate the impact of digital literacy on students' mastery of syntactic analysis.
EDUTAINMENT GAMES FOR ISLAMIC AND SDGS-ORIENTED ENGLISH LEARNING: A CRITICAL LITERATURE REVIEW ON WRITING DEVELOPMENT AND GRAMMAR MASTERY Kalayo Hasibuan; Sutarmo; Harum Natasha; Chandra Alfindodes
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.v12i1.4565

Abstract

The increasing demand for engaging, contextualized, and values-oriented English language teaching has strengthened scholarly interest in edutainment games in EFL contexts. Beyond functioning as motivational tools, educational games are increasingly viewed as pedagogical mediators that support linguistic development, character education, and sustainability awareness. However, research on game-based grammar and writing instruction, Islamic values integration, and Sustainable Development Goals (SDGs)-oriented learning has largely been conducted separately. This critical literature review examines how edutainment games support writing development and grammar mastery in EFL learning while integrating Islamic values and SDGs themes. Using a narrative critical review with thematic synthesis, the study analyzes scholarship published between 2021 and 2026 from Scopus, Web of Science, ERIC, and Google Scholar. The findings indicate that edutainment games improve learner motivation, grammatical accuracy, vocabulary retention, contextual language use, collaboration, and higher-order thinking. When combined with Islamic and SDGs-oriented themes, games may also promote ethical awareness, character formation, ecological consciousness, and sustainability literacy. Unlike previous reviews that mainly focus on gamification for engagement, this review proposes a tripartite conceptual framework positioning edutainment game as vehicles for simultaneous linguistic development, moral formation, and sustainability-oriented learning. The article contributes an emerging research agenda for AI-supported grammar games, serious games for values education, and integrated materials development for Global South contexts. The review concludes that the integration of edutainment, Islamic values, and SDGs themes represents a promising but still underdeveloped area in EFL scholarship that requires stronger empirical investigation.
RECONCEPTUALIZING TEFL MATERIALS: A CRITICAL REVIEW OF DECOLONIAL, CULTURAL, AND ECOLOGICAL PERSPECTIVES Sutarmo; Kalayo Hasibuan; Faurina Anastasia; Chandra Alfindodes
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.v12i1.4566

Abstract

Teaching English as a Foreign Language (TEFL) materials are increasingly viewed not only as pedagogical tools but also as ideological, cultural, and ecological artifacts that shape learners’ understanding of language, identity, knowledge, and society. Despite this growing awareness, many EFL materials continue to privilege Western epistemologies, marginalize local knowledge systems, and provide limited attention to ecological concerns. This critical literature review synthesizes studies published between 2000 and 2025, with particular emphasis on recent scholarship from 2021–2025, to examine how decolonial, cultural, and ecological perspectives have been represented in TEFL materials research. Using thematic narrative synthesis, the review identifies several recurring themes: the persistence of Western-centered representation, uneven integration of local cultural knowledge, limited incorporation of ecological perspectives, and the emerging influence of digital and AI-mediated materials. Unlike previous studies that discuss these perspectives separately, this review integrates them into a unified framework grounded in epistemic justice, contextual relevance, and sustainability awareness. The study contributes a conceptual framework for transformative materials development and highlights implications for textbook design, teacher education, and future research, particularly in Global South contexts.
EXPLORING TEACHERS’ PERCEPTIONS OF FORMATIVE ASSESSMENT PRACTICES IN ENGLISH LANGUAGE CLASSROOMS Fitri Ade Andriani; Ira maisarah
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.v12i1.4569

Abstract

Formative assessment has been recognised as a crucial strategy in enhancing teaching and learning in English as a Foreign Language (EFL) classrooms. Few studies have specifically investigated teachers' perceptions of different types of formative assessment techniques in an EFL setting in secondary schools in Bengkulu, Indonesia. This study was designed to explore teachers' perceptions of formative assessment practices.This study used descriptive quantitative survey design with 34 active English teachers as samples selected using purposive sampling technique. The researcher used a 40 item questionnaire to gather data, adapted from the research conducted by Kausar (2023) on eleven formative assessment techniques. The data were also analyzed using descriptive statistics such as means, standard deviations, and percentages, to find the level of teachers' perception.The findings showed that teachers' attitudes towards formative assessment practices were mostly positive. Techniques such as questioning, classroom discussion, feedback, encouraging positive behaviour, personal experience activities, portfolios, one-minute papers, and appraising good values were perceived as effective in promoting student engagement and learning. However, several techniques, including multiple-choice questions, think-pair-share activities, and storytelling, received moderate responses due to challenges related to student pressure, memorization, participation, and attention management during classroom implementation.This study provides contextual information on formative assessment in EFL classrooms in Indonesia, specifically in Bengkulu province, where there are few empirical studies. The results indicate the necessity of designing and implementing targeted professional development strategies to enhance teachers' ability and capacity for the effective and sustained implementation of formative assessment techniques to aid student learning and academic performance.
THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ SPEAKING SKILLS AND LANGUAGE LEARNING STRATEGIES IN THE SENIOR HIGH SCHOOL CONTEXT Muliaty Ibrahim; Yulini Rinantanti; Vivit Rosmayanti; Nur Ina Syam
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.v12i1.4570

Abstract

This study investigates the effect of Project-Based Learning (PjBL) on senior high school students’ language learning strategies and speaking skills. While previous studies have largely focused on students’ speaking performance, this study highlights how instructional approaches can shape students’ strategic behavior during speaking activities. he research employed a quasi-experimental design with two groups consisting of 35 students each. The instruments included a language learning strategies questionnaire adapted for speaking contexts and a speaking performance test. The data were analyzed using descriptive statistics, paired-samples t-test, independent-samples t-test, and correlation analysis. The finding revealed that students in the experimental group showed a significant improvement in their use of language learning strategies compared to those in the control group (p<0.05). A strong positive correlation was also found between strategy use and speaking performance. The effect size indicated a substantial impact of Project-Based Learning. The study contributes to the existing literature by highlighting how Project-Based Learning enhances students’ strategic competence in speaking, not merely their speaking outcomes. Therefore, teachers should integrate project-based approaches to promote both strategic learning and communicative ability.
THE EFFECTIVENESS OF AI-BASED CHATBOTS IN ENHANCING ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNING Rasmita; Dian Anggraini; Anita Wijayanti; Wienda Gusta; Ryan Hidayat Rafiola
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.v12i1.4574

Abstract

The integration of Artificial Intelligence (AI) in education has created new opportunities for English as a Foreign Language (EFL) learning; however, research on the effectiveness of AI-based chatbots in improving students’ language skills and learning motivation remains limited, particularly in EFL contexts. This study investigates the impact of AI-based chatbots on students’ speaking and writing skills, as well as their motivation toward learning English. A quasi-experimental design was employed involving two groups of students: an experimental group using AI-based chatbots and a control group receiving traditional instruction. Data were collected through pre-tests, post-tests, questionnaires, and interviews to evaluate students’ achievement and perceptions. The findings revealed that the experimental group showed significantly greater improvement than the control group, with average post-test scores increasing by approximately 18% in speaking and 15% in writing. In addition, students reported higher levels of motivation, confidence, and classroom engagement due to the interactive and immediate feedback provided by the chatbots. These findings suggest that AI-based chatbots can effectively support EFL learning and complement conventional teaching methods by creating more interactive and student-centered learning environments. Future research is recommended to examine the long-term effects of chatbot-assisted learning and explore the integration of more advanced AI features in language education.
THE IMPACT OF MOBILE-ASSISTED INTENSIVE READING ON EFL STUDENTS’ MOTIVATION AND READING FLUENCY Estika Satriani; Miranti Eka Putri; Yulianto Yulianto
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.v12i1.4590

Abstract

This study inspects the impact of Mobile-Assisted Intensive Reading (MAIR) on the motivation and reading fluency of EFL students. The study used a quasi-experimental approach that consisted of an experimental and a control group. A questionnaire was used to assess students' motivation and reading fluency. The result of analysis data showed both motivation and reading fluency increasing score compared to the control group. Statistical analysis showed that the average motivation scores were from 68.45 to 82.30, while the reading fluency scores increased from 72.10 to 85.75 after the implementation of MAIR. In contrast, the control group showed only slight improvements, with the motivation score from 69.10 to 72.15, and reading fluency from 71.85 to 74.20. The MANOVA results revealed a statistically significant difference between the experimental and control groups on the combined dependent variables, F(2, 57) = 38.75, p < 0.001, Wilks’ Λ = 0.421. The effect size (Partial η² = 0.579) indicates a large effect, suggesting that the treatment had a substantial impact. Besides that, MAIR had a significant effect on students’ motivation (p < 0.001). MAIR also had a significant effect on reading fluency (p < 0.001). Both variables confirm the effectiveness of the treatment. These findings suggest that MAIR fosters a more engaging learning environment, encourages learner independence, and allows for repeated interaction with the text, all of which are important for improving EFL students' reading fluency. Future researchers are advised to explore long-term impact of MAIR on students' reading comprehension, vocabulary growth, motivation, and reading fluency..
USING VIDEO RECORDINGS FOR REFLECTIVE FEEDBACK IN SPEAKING LEARNING: STUDENTS’ PROGRESS AND PARENTS’ INSIGHTS Winda Wulandari; Wisma Yunita; John R. Baker; Dedi Jasrial
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.v12i1.4592

Abstract

Video recording is used as a reflective tool to support students’ speaking development, yet limited research has examined how parents interpret these recordings and how their perceptions relate to students’ actual progress. This study investigated how video recordings serve as reflective feedback that connects parental perceptions with students’ speaking improvement. A mixedmethods design was employed involving 30 elementary-level EFL students and their parents. Students completed monthly video-based speaking tasks, while parents observed the recordings at home and provided reflective feedback. Data were collected through a perception questionnaire, pretest–post-test speaking assessments, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, and Spearman’s rho correlation, while qualitative data were analyzed thematically. Findings indicated that parents held positive perceptions of video recordings as a tool for monitoring progress and supporting learning. Students’ speaking performance improved significantly from pretest to posttest (t = –12.138, p < 0.001), particularly in fluency, pronunciation, vocabulary, accuracy, and confidence. Parents also reported clearer progress observations and increased motivation at home. However, the correlation between parental perceptions and students’ speaking scores was weak and non-significant (ρ = -0.050, p = 0.791), suggesting that improvement was driven more by learning activities, especially repeated video reflection, than by parental attitudes alone. Overall, video recordings effectively enhance speaking performance and provide parents with valuable insight into their children’s development, even though parental perceptions did not directly predict learning outcomes.

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