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Journal of English Language and Education
Published by Universitas Pahlawan Tuanku Tambusai
ISSN : 25024132     EISSN : 25976850     DOI : https://doi.org/10.31004/jele.xxx.xx
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Journal of English Language and Education (pISSN: 2597-6850 and eISSN: 2502-4132) is a journal that focuses on researching or documenting issues in education, language education, applied linguistics, English education, English language teaching, English Literature, language assessment and evaluation. It is published by Program Studi Pendidikan Bahasa Inggris, Universitas Pahlawan Tuanku Tambusai is indexed in Google Scholar and Supported by Relawan Jurnal Indonesia (RJI).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 109 Documents
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Search results for , issue "Vol 10, No 3 (2025)" : 109 Documents clear
Profile of Mathematics and English Proficiency as well as Mathematical Literacy of Pre-Service Mathematics Teachers in the Era of Technology-Based Education Teresa Panjaitan, Agnes
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1119

Abstract

This study aims to describe the profile of pre-service mathematics teachers regarding their mathematical proficiency, English language competence, and mathematical literacy in the context of technology-driven education. As digital learning resources increasingly demand the integration of content knowledge, language skills, and higher-order thinking, this study investigates the extent to which these future educators are prepared. Using a mixed-methods approach involving diagnostic tests, literacy tasks, and interviews, the results show that students exhibit moderate mastery in mathematics and basic English but struggle with applying concepts in real-life problem-solving situations—an indicator of low mathematical literacy. The study calls for curriculum redesign that bridges content, language, and technology to better equip future teachers.
Metaphor in Lyrics: How do Humans and Machines Interpret Maher Zain’s Insha Allah and Harris J’s Worth It Using Different Translation Techniques? Nabilah, Fatihatul Haqi; Saehu, Andang; Ardiansyah, Erlan Aditya
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.900

Abstract

Translation of metaphors in song lyrics presents a unique challenge, especially in the context of human versus machine translation. This study investigates how metaphors in Maher Zain’s Insha Allah and Harris J’s Worth It are interpreted and translated differently by human translators and machine translation tools such as Google Translate and DeepL. Using a descriptive qualitative approach with a comparative analysis method, this research identifies the translation techniques used and evaluates how effectively the metaphorical meanings and emotional tones are conveyed in both types of translations. The findings reveal that machine translators tend to translate metaphors literally, often missing cultural and emotional nuances. In contrast, human translators employ strategies like adaptation and paraphrasing to preserve implied meanings and emotional resonance. Furthermore, machine translation performs better on culturally universal metaphors but fails to accurately render idiomatic and emotionally rich metaphors. This study highlights the ongoing relevance of human translators in conveying metaphorical meaning in creative texts and contributes to the broader discourse on translation quality and technique in the age of artificial intelligence.
Application of Wordwall Learning Media in Improving Students’ Interest in Islamic Religion Education at State Senior High School 1 Talaga Raya Hastiana, Hastiana; Maudin, Maudin; Darmayanti, Darmayanti
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.880

Abstract

A significant contributing factor to the lack of interest in learning Islamic Religious Education at SMA Negeri 1 Talaga Raya is the absence of interactive learning materials used in the classroom. The purpose of this study was to determine how well Wordwall learning materials could increase the interest of Class XI students at SMA Negeri 1 Talaga Raya in learning Islamic Religious Education. The methodology employed in this study was Classroom Action Research (CAR), which was conducted in two cycles. Each cycle included planning, implementation, observation, and reflection. The study's findings revealed that, after using Wordwall learning materials, students' enthusiasm for learning increased. This is evident from the comparative results of the learning interest percentage indicators in Class XI at SMA Negeri 1 Talaga Raya. The indicators reached the success threshold, with results exceeding the researcher’s benchmark of 70%.
The Correlation between Teacher’s Immediacy and Junior High School Students Willingness to Communicate in English in the Classroom Nauvall, Abyan; Areni, Galuh Kirana Dwi
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.1030

Abstract

This study investigates the correlation between teacher immediacy and junior high school students’ willingness to communicate (WTC) in English during classroom interactions. Teacher immediacy refers to verbal and non-verbal behaviors that reduce the psychological distance between teachers and students, such as smiling, using students' names, providing encouragement, and maintaining eye contact. These behaviors are categorized into instructional and relational immediacy. Conducted at SMPN 23 Semarang, the research involved 32 eighth-grade students and employed a quantitative correlational method using Likert-scale questionnaires adapted from Zhang Oetzel (2006) for teacher immediacy and Gol et al. (2014) for WTC. The study aimed to determine whether a significant correlation exists between perceived teacher immediacy and students’ WTC in English. Statistical analysis using SPSS 26 revealed a Pearson correlation coefficient of 0.378 with a significance value of 0.033, indicating a moderate and statistically significant positive relationship between the variables. The findings suggest that students who perceive higher levels of teacher immediacy tend to exhibit a greater willingness to engage in English communication during class. Among the immediacy aspects, students perceived the teacher’s commitment to teaching and encouragement as the most prominent behaviors that foster communication. This study highlights the crucial role of teacher-student interpersonal dynamics in shaping communicative engagement and recommends that English teachers at the junior high school level consciously develop immediacy behaviors to create a more supportive and communicative classroom environment.
A Systematic Review of Community of Practice (CoP) in Informal Learning Communities of English Teachers and Learners Iswati, Luluk
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.790

Abstract

Communities of Practice (CoP) have gained notice in informal learning communities. A substantial number of studies examine the employment of CoP to facilitate collective learning. However, little is known about its implementation for English language teachers or learners. In this study, 20 studies conducted between 2019 and 2023 on CoP that involved either English teachers or learners were systematically reviewed to offer a new understanding of this specific context. An analysis was comprehensively done to reveal the research context, interaction mode, activities, and challenges. The findings uncovered that most of the analyzed studies were conducted in an EFL (English as a Foreign Language) context. Three kinds of approaches have been adopted in running the learning communities: on-site, online, and blended mode. Various activities were also employed to facilitate collective learning in communities. In addition, challenges during interaction within communities are discussed. Based on the analyses, pedagogical implications and research areas that demand more investigation are also addressed.
Teaching at the Right Level: Approaches and Implementations to Improve Secondary School English Student Learning Outcomes Khulaifiyah, Khulaifiyah; Ahmad, Arimuliani; Iqbal, Muhammad
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.788

Abstract

This study aims to analyze the effectiveness of the Teaching at the Right Level (TaRL) approach in improving student learning outcomes. TaRL is a teaching strategy that adapts instruction to students' actual ability levels, rather than their formal grade levels. This research method uses a quantitative approach with an experimental design. The study sample consisted of 39 high school students who were divided into intervention and control groups. The results showed that students in the TaRL group experienced significant improvements in their English sentence construction and pronunciation skills compared to the control group. These findings indicate that the TaRL approach can be an effective strategy in improving learning outcomes, especially for students with learning gaps.
Correlation between Critical Thinking Skills and Students' Learning Interests in the Development of Website-Based Learning Media Using the SQ3R Method Destian, Rangga; Wahyudin, Wahyudin; Megasari, Rani
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.870

Abstract

The problem of low scores in Informatics subjects, student literacy, and critical thinking skills are the main background of this research. To answer these challenges, this study aims to develop website-based learning media using the SQ3R (Survey, Question, Read, Recite, Review) method in learning programming algorithms, and to measure the influence and correlation between students' learning interests and critical thinking skills. The subjects in this study were grade X students of the Software and Game Development Expertise Program (PPLG) at SMKN 1 Cisarua, with the object of research being students' critical thinking skills and learning interests. The research method used is Research and Development (RD) with the ADDIE development model, which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. Learning media are designed to provide an interactive and enjoyable learning experience that supports the development of critical thinking skills and increases students' interest in learning programming algorithm material. The research instruments consisted of a learning interest questionnaire, a critical thinking test, and a validation sheet from material and media experts. The validation results showed that the developed media was feasible to use. Data analysis showed that there was a low positive correlation between students' learning interests and critical thinking skills, with a correlation coefficient value of 0.27. The conclusion of this study is that there is a relationship between students' learning interest and critical thinking skills, although the relationship is included in the low category. The developed learning media has the potential as an effective tool in improving the quality of the programming algorithm learning process.
Empowering Eleventh Graders’ Speaking Proficiency through a Humanistic Approach Harefa, Afore Tahir; Zebua, Feliks Rejeki Sotani
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.894

Abstract

This study investigates the implementation of a Humanistic Approach—emphasizing self-esteem, emotional engagement, and student-centered learning—to improve the speaking abilities of eleventh-grade students at a senior high school in expressing feelings of love during the 2024/2025 academic year. Utilizing Classroom Action Research (CAR), the intervention aimed to address challenges such as low self-confidence, limited vocabulary, and reliance on traditional teaching methods. The research was conducted in two cycles, each involving stages of planning, action, observation, and reflection. Data were gathered through observation sheets, oral tests, and video recordings. Findings indicate that the Humanistic Approach significantly enhanced students’ speaking fluency. While Cycle I showed only modest gains, Cycle II demonstrated substantial improvement, with 79.16% of students reaching the expected competency levels. These results underscore the effectiveness of a humanistic, student-centered methodology in creating a supportive environment that fosters oral language development.
The Influence of Practicum Facilities and Infrastructure on Student Learning Interest in Mechanical Engineering Education Corrosion Course Romadhoni, Novriando; Wadirin, Wadirin
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.869

Abstract

This study aims to determine the influence of practicum facilities and infrastructure on student learning interest in the Corrosion course in the Mechanical Engineering Education Study Program. The method used is a quantitative method with a correlational approach. The sampling technique uses purposive sampling, with a total of 50 respondents from the class of 2022. The results of data analysis using the Pearson Product Moment  correlation test showed a significance value (Sig. 2-tailed) of 0.001, which is smaller than the significance level of 0.05. Thus, an alternative hypothesis is accepted. These results show that there is a significant influence between practicum facilities and infrastructure on student learning interest in the Corrosion course in the Mechanical Engineering Education Study Program. The results of this study show that the availability and quality of practicum infrastructure facilities contribute positively to increasing student learning interest, so the institution needs to pay attention to the management and development of practicum facilities so that the learning process is more optimal.
The Influence of Principal Leadership and Teacher Professionalism on Teacher Performance at Kandis Public Elementary School, Siak Regency Irasari, Irasari
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.881

Abstract

This study aims to examine the combined influence of principal leadership and teacher professionalism on the performance of teachers at public elementary schools in Kandis District, Siak Regency. Employing a quantitative approach, the research was conducted at Cluster III Sultan Syarif Kasim II, which comprises four schools: SD 003, SD 006, SD 012, and SD 020. The sample consisted of 45 teachers who had participated in the Teacher Performance Assessment (PKG) program. Data were analyzed using inferential statistical methods. The findings reveal that principal leadership has a significant influence on teacher performance, contributing 39.5%, while teacher professionalism also significantly affects teacher performance, contributing 22.9%. Furthermore, the combined influence of principal leadership and teacher professionalism accounts for 53.3% of the variation in teacher performance, with the remaining 46.7% attributed to other factors.

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