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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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ANALYZING EFL UNIVERSITY STUDENTS’ READING NEEDS FOR DIGITAL FLIPBOOKS IN ENGLISH LEARNING Efa Silfia; Yetti Zainil; Muhhammad Al Hafizh
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.v12i1.4593

Abstract

This study investigated EFL university students’ reading needs toward the use of digital flipbooks as learning materials. It aimed to identify students’ needs, wants, and preferences regarding digital reading resources, as well as their expectations. A descriptive quantitative design supported by qualitative responses was employed involving 41 students from the second, fourth, sixth, and eighth semesters. Data were collected through a questionnaire using a five-point Likert scale and open-ended questions and were analysed using percentages, mean scores, and descriptive analysis. The findings indicated that students demonstrated strong needs for accessible and flexible digital reading materials, with necessities obtaining the highest mean score (M = 4.06). Smartphone-based access was the most preferred mode of learning (M = 4.50), while multimedia-supported features were positively valued (M = 3.75).Vocabulary limitations and reading comprehension difficulties remained the main challenges (M = 3.19), indicating the need for materials that provide structured support and interactive practice. Students also preferred guided reading activities, including comprehension and vocabulary-based exercises (M = 3.67). The study highlights the importance of designing digital flipbooksthat align with learners’ actual reading needs to enhance engagement and comprehension. These findings provide practical implications for developing interactive and pedagogically appropriate digital reading materials for EFL learning in higher education.
THE EFFECTIVENESS OF DIGITAL PROJECT-BASED LEARNING MODEL ON STUDENTS' ENGLISH ACADEMIC VOCABULARY COMPETENCE Arimuliani Ahmad; Estika Satriani; Fauzul Etfita; Affidah Binti Morni; 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.v12i1.4600

Abstract

Enhancing academic vocabulary is an essential element in studying the English language because it is fundamental for academic literacy and professional communication. Since it is crucial, many students experience obstacles in determining it fluently because traditional teaching methods focus on memorization rather than on using it in a meaningful way. This research aim to determine the significant effect of using digital project-based learning on students' academic vocabulary competence. A quasi-experimental design was implemented by a one-group pre-test and post-test. There were thirty undergraduate students from the English Language Education Department. Data were gathered by an academic vocabulary test and analyzed by using descriptive statistics and a paired-sample t-test. The results showed that digital project-based learning has a significant effect on students’ English academic vocabulary competence, with a significance value of 0.000 (p < 0.05). This finding proved that digital project-based learning is an effective model for enhancing students’ English academic vocabulary in higher education.
THE RELATIONSHIP BETWEEN MARITIME ENGLISH CADETS’ OCEAN LITERACY AND ECOLOGICAL WORLDVIEWS Nurmailis Nurmailis; Siti Raudhah Maidari; Uchy Mukho Adrianty; Pangkuh Ajisoko; Yudha Aviratri
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.v12i1.4601

Abstract

Maritime English education plays an essential role in developing both professional competence and environmental awareness among future seafarers. Despite its significance, limited research has examined its relationship with environmental responsibility, particularly in relation to ocean literacy and ecological worldview. This study investigated the relationships among Maritime English competence, ocean literacy, and ecological worldview among cadets at Malahayati Maritime Polytechnic, Indonesia. A quantitative correlational design was employed involving 48 cadets. Data were collected using a Maritime English questionnaire, an Ocean Literacy instrument, and the Revised New Ecological Paradigm (NEP) Scale. Spearman correlation analysis revealed significant positive relationships between Maritime English competence and ocean literacy (ρ = 0.421, p < 0.05), Maritime English competence and ecological worldview (ρ = 0.397, p < 0.05), and ocean literacy and ecological worldview (ρ = 0.465, p < 0.01). The findings suggest that Maritime English competence is associated not only with professional communication skills but also with environmental knowledge and ecological attitudes. These results highlight the potential of integrating sustainability-related content into Maritime English instruction to promote environmentally responsible maritime professionals.
ENGLISH TEACHERS’ PERSPECTIVES ON THE INTEGRATION OF PROCESS GENRE APPROACH AND MULTIMODAL COMPOSITION IN EFL ESSAY WRITING Khidayatul Munawwaroh; Refnaldi Refnaldi; Hamzah Hamzah
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.v12i1.4605

Abstract

This study investigates teachers’ perspectives on integrating the Process-Genre Based Approach (PGBA) and multimodal composition in EFL essay writing instruction. It addresses the gap between theoretical developments in writing pedagogy and their implementation in classroom practice. A qualitative descriptive design was employed involving ten university-level English teachers. Data were collected through questionnaires and semi-structured interviews. The findings reveal that teachers have a positive understanding of PGBA and acknowledge the importance of multimodal composition in enhancing student engagement and supporting learning in the digital era. However, the actual integration of PGBA and multimodal elements in classroom practice remains limited. Several challenges were identified, including limited teaching materials, insufficient training, time constraints, and low confidence in using technology. The study also highlights teachers’ strong need for practical support, particularly integrated coursebooks and clear instructional guidelines. Overall, the findings emphasize the importance of systematic support to facilitate the effective implementation of innovative approaches in EFL writing instruction..
TRANSCULTURAL COMMUNICATION: THE INTERNATIONAL STU-DENTS’ STRATEGIES FOR BULDING SOCIAL INTERACTION WITH LOCAL STUDENTS AT UNIVERSITAS MUHAMMADIYAH MAKAS-SAR Nurilmi Aulia Amar; Nurdevi Bte Abdul; Herlina Daddi
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.v12i1.4606

Abstract

The increasing number of international students has created multicultural interaction in higher education environments. However, in the context of higher education in Indonesia, language differences, local accents, and the use of regional expressions often pose challenges for international students. Previous research has focused more on language barriers and cultural adaptation, while studies on transcultural communication and the use of artificial intelligence (AI) as a communication tool are still limited, especially in Indonesian multicultural higher education contexts.  Therefore, this study investigates transcultural communication strategies and communication challenges experienced by Thai students at Universitas Muhammadiyah Makassar. This study employed a qualitative ethnographic approach involving three Thai university students from different study programs who were purposively selected due to their active engagement in multicultural academic interactions and their varying levels of Indonesian language proficiency.Data were collected through interviews, observations, and field notes, then analyzed using thematic analysis. The results showed that participants employed strategies such as asking for clarification, mixing languages, using peer assistance, gestures, and repeated interactions to maintain communication. Furthermore, the study identified the use of AI as a novel strategy for understanding contextual meaning and cultural expressions during interactions. Overall, the findings indicate that transcultural communication was facilitated through processes of adaptation, negotiation of meaning, social support, and the use of digital technology
PSYCHOLOGICAL BARRIERS IN LEARNING ENGLISH FOR MEDICAL PURPOSES: EVIDENCE FROM INDONESIAN MIDWIFERY STUDENTS Andri Donal; Ratna Dewanti; Ninuk Lustyantie
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.v12i1.4608

Abstract

  Psychological factors are increasingly recognized as important influences on students’ success in English for Specific Purposes (ESP), particularly in healthcare education where effective communication is essential. This mixed-methods study investigated the affective and cognitive barriers experienced by midwifery students in learning English within an English for Medical Purposes (EMP) context. Questionnaire data were collected from 120 midwifery students, while twelve participants were purposively selected for semi-structured interviews to provide deeper insights into their learning experiences. The study was informed by perspectives from foreign language anxiety, self-efficacy, and cognitive load theories. The findings revealed that low self-confidence (62%), language anxiety (60%), and cognitive overload (58%) were the most frequently reported barriers. These factors were associated with reduced classroom participation, communication avoidance, difficulties in recalling specialized vocabulary, and lower confidence in performing speaking tasks. Qualitative findings further showed that fear of negative evaluation, perfectionism, and test anxiety often intensified students’ reluctance to use English in academic and simulated clinical settings. The findings suggest that challenges in EMP learning extend beyond linguistic knowledge and are closely connected to students’ emotional and cognitive experiences. Several pedagogical strategies emerged as particularly relevant, including simulation-based communication activities, scaffolded vocabulary instruction, collaborative learning tasks, and low-stakes assessment practices. By addressing both language development and psychological support, EMP instruction may better prepare midwifery students for professional communication in healthcare settings.
EFL STUDENTS' PERSPECTIVES ON INTEGRATING DUOLINGO INTO ORAL COMMUNICATION ACTIVITIES Pipit Rahayu; Uafa Ouarniki; Eripuddin Eripuddin; Azi Nurazima Juhastri; Muhammad Arif Murtopo
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.v12i1.4612

Abstract

  English speaking skills play a vital role in education and professional settings, yet many university students, especially beginners, face challenges in developing fluency and confidence. The integration of technology and artificial intelligence has become an alternative solution to support speaking practice, with Duolingo emerging as a widely used platform. However, most previous studies focused on different applications or advanced learners, leaving a gap in understanding how beginner-level students perceive Duolingo in speaking activities. This study aims to explore the perceptions of second-semester students in the English Study Program at Universitas Pasir Pengaraian toward the use of Duolingo as a supplementary tool in speaking learning. Employing a qualitative descriptive method, data were collected from 22 participants through questionnaires and interviews to capture their experiences and opinions. The findings reveal that students generally have positive perceptions, highlighting Duolingo’s interactive features, gamification, instant feedback, and mobile accessibility, which motivate consistent practice and vocabulary development. Nevertheless, some limitations were identified, such as insufficient natural conversation, pronunciation accuracy, and cultural context. In conclusion, while Duolingo cannot fully replace authentic communication, it is perceived as a valuable complementary tool that enhances engagement and supports speaking skill development when integrated with classroom learning and real-life interaction.
TEACHERS’ PERSPECTIVES ON USING LITERARY TEXTS IN TEACHING ENGLISH TO EFL LEARNERS Masintan Masintan; Ira Maisarah; Syafryadin Syafryadin; Iis Sujarwati
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.v12i1.4638

Abstract

Current studies have emphasised the benefits of using literary texts in teaching English in the ESL/EFL context across all educational levels. However, little research has examined teachers’ perspectives on the implementation of literary works in their English classrooms. Therefore, this study seeks to investigate English teachers’ perspectives on the implementation of literary works in English teaching at a favourite school in Bengkulu City, Indonesia. This study adopted a descriptive qualitative method that involved three English teachers from a favourite school in Bengkulu City, Indonesia. The data were obtained by conducting semi-structured interviews. Their responses to the interviews were analysed qualitatively using an interactive model proposed by Miles and Huberman. The analysis processes included data reduction, data display, and conclusion-drawing. The results show that teachers’ perspectives on incorporating literary texts in English language teaching were positive. The literary texts could enhance students' linguistic (e.g., reading skills, vocabulary mastery, grammar accuracy) and non-linguistic competences (e.g., cultural awareness and critical thinking). However, obstacles such as students' poor language skills, time constraints, and difficulty in choosing suitable literature were also noted. Despite these obstacles, the teachers used a variety of techniques to maximise the effectiveness of literature-based instruction, such as text simplification, vocabulary pre-teaching, and interactive exercises. To conclude, when combined with suitable teaching techniques and contextual modification, literary texts have significant pedagogical potential in EFL environments.
PRESIDENT PRABOWO’S POLITICAL AUTHORITY AT SPIEF 2025: AN INTERPERSONAL MEANING AND SOCIAL EMBODIMENT ANALYSIS Kusuma Arum Diana Kumara; Galuh Kirana Dwi Areni
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.v12i1.4642

Abstract

Political authority is constructed not only through what leaders say but also through how interpersonal meanings are realized in discourse. While previous studies have widely examined political speeches through Systemic Functional Linguistics (SFL), no study has investigated how authority is enacted across different discourse contexts within the same international forum, particularly by non-Western leaders. Using a qualitative descriptive approach, this study investigates the enactment of authority in President Prabowo Subianto’s discourse at the St. Petersburg International Economic Forum (SPIEF) 2025. Drawing on the interpersonal metafunction of SFL, it analyzes Mood Types, Modality, and Polarity in a speech and a panel session. Social embodiment is employed as a supporting perspective to explain how embodied resources contribute to the realization of interpersonal meanings. The findings indicate that authority in both datasets is realized primarily through Declarative–No Modality–Positive Polarity (D–ؖؖP) constructions, which present political propositions as factual, legitimate, and undeniable. Obligation, negative Polarity, and limited imperative patterns further reinforce authority through commitment, rejection, and persuasive direction. The findings also reveal contextual variation: authority in the speech is more assertive and policy-oriented, whereas authority in the panel session is more negotiated and diplomatically moderated. Embodied resources support these meanings by reinforcing certainty and commitment or by softening directive force. The study concludes that political authority is dynamically constructed through the interaction of interpersonal grammatical resources and embodied support in contemporary political discourse.
PROJECT-BASED LEARNING THROUGH MULTIPLE ORAL PERFORMANCE MODES: A QUALITATIVE EXPLORATION OF EFL SPEAKING DEVELOPMENT IN HIGHER EDUCATION Yulianti Yulianti; Ahmad Bukhori Muslim; Wawan Gunawan
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.v12i1.4643

Abstract

Developing speaking skills remains a significant challenge for English as a Foreign Language (EFL) learners in higher education. While Project-Based Learning (PBL) has been recognized as an effective student-centered approach, limited studies have explored the integration of presentation, storytelling, and debate activities within a single project framework to enhance speaking proficiency. This study aims to investigate the implementation of PBL and examine its contribution to students’ speaking development. A qualitative case study design was employed involving EFL students enrolled in speaking courses at a higher education institution. Data were collected through classroom observations, semi-structured interviews, recall interviews, speaking performance assessments, and document analysis. The findings reveal that PBL was implemented through five stages: project planning, collaborative inquiry, project development, oral performance implementation, and reflection. The integration of presentation, storytelling, and debate activities improved students’ fluency, pronunciation, vocabulary mastery, grammatical accuracy, and communicative competence. Furthermore, students reported increased confidence, motivation, classroom participation, and willingness to communicate, while experiencing lower levels of speaking anxiety. These findings suggest that PBL provides authentic learning experiences that effectively support speaking development and foster positive learner engagement in EFL contexts.

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