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Andri Donal, M.Pd
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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 184 Documents
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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.
Prioritizing Minangkabau Cultural Features for Contextual English Materials: An Elementary Teachers’ Needs Analysis Meisyani Gustri Fadila; Yenni Rozimela; Yetti Zainil
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.v12i1.4663

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.
DIFFERENTIAL ENGLISH SUBSKILL GROWTH AMONG INDONESIAN PRE-SERVICE ELEMENTARY TEACHERS Disa Evawani Lestari; Risa Fitria
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.v12i1.4599

Abstract

This study investigated the differential growth of English proficiency scores among Indonesian pre-service elementary teachers during their first year of study using an explanatory sequential mixed-methods design. The study involved 34 undergraduate students enrolled in an Elementary Teacher Education program utilizing full English-Medium Instruction (EMI) at a university in Indonesia. Quantitative data were collected through pre-test and post-test from TOEFL ITP practice sets. The tests were administered in the beginning of semester one and at the end of semester 2, while qualitative data were obtained through online questionnaires distributed after the post-test, exploring students’ English use habits and learning experiences. The quantitative findings revealed that students’ average English scores increased from 416.12 to 437.56, indicating a progression from CEFR A2 to B1 proficiency levels. However, the growth patterns across subskills were uneven, with Structure and Written Expression demonstrating the greatest growth while Listenign Comprehension showed the least improvement. Interestingly, the qualitative findings revealed an apparent discrepancy as many participants perceived listening as the skill they had improved the most.  Qualitative results indicate that grammatical gains were driven by the students' emerging professional identity, an awareness of their future role as teachers in international schools. The study concludes that while current institutional and digital scaffolds enable students to navigate the linguistic demands of the program, sustainable growth in communicative subskills requires a pedagogical shift from passive input toward interactive classroom discussions and systematic lexical support.
VOICES UNDER PRESSURE: AN EXPLORATION OF SPEAKING ANXIETY AMONG PRESERVICE EFL TEACHERS DURING TEACHING PRACTICUM Deni Asrida; Siska Febriyanti; Eka Surya Bayu
JEE (Journal of English Education) Vol. 11 No. 2 (2025): 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.v11i2.4824

Abstract

Speaking anxiety remains a persistent challenge for preservice EFL teachers, yet its manifestation within teaching practicum has received limited contextual investigation. This qualitative study explores the factors shaping English-speaking anxiety among ten preservice teachers at UIN Mahmud Yunus Batusangkar. Data were generated through semi-structured interviews, reflective journals, and field notes and analysed using Braun and Clarke’s thematic analysis. The findings reveal that speaking anxiety emerges from the interaction of internal and external factors rather than isolated linguistic deficiencies. Internal sources include linguistic insecurity, fear of negative evaluation, low teaching self-confidence, and inadequate pedagogical preparation, while external pressures stem from evaluative audiences, sociocultural norms, and unpredictable classroom conditions during practicum. By conceptualizing speaking anxiety as an ecological and contextually situated phenomenon, this study extends the predominantly cognitive and psychological literature on foreign language anxiety and demonstrates how sociocultural and practicum-specific conditions jointly shape preservice teachers’ experiences. The findings contribute to teacher education by highlighting the importance of integrating linguistic support, psychologically safe feedback practices, and scaffolded practicum experiences to foster professional confidence and communicative resilience.

Page 19 of 19 | Total Record : 184

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