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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 191 Documents
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Search results for , issue "Vol 10, No 4 (2025)" : 191 Documents clear
Collaborative Analysis of Students in Mathematics Learning in Class V of SD Negeri 1 Karanglewas Sumito, Adib Kharisma Putra; Muslim, Arifin
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1219

Abstract

Collaborative Analysis of Students in Mathematics Learning Class V SD Negeri 1 Karanglewas. The purpose of this study is to find out how collaborative it is between grade V students of SD Negeri 1 Karanglewas in mathematics learning. The method used in this study is a descriptive research method with a qualitative approach. With a population of 11 students in grade V of SD Negeri 1 Karanglewas, 3 students were then taken based on the level of student ability as a research sample based on the purpose sampling technique taken based on the consideration of abilities divided from 1 student with high ability, 1 student with medium ability and 1 student with low ability. The results of the study show that the collaborative nature of grade V students in mathematics learning has developed well, although there are still various aspects that require further guidance. Overall, support from teachers and principals through an active learning approach plays a role in fostering students' collaborative skills. The results of the interviews conducted were in line with previous observations.
Evaluation of MBKM Curriculum Management in Encouraging Links and Matches with the Industrial World Mudhofar, Mudhofar; Fathorrahman, Fathorrahman; Sumarsih, Sumarsih; Christianto, Theodorus Erick; Hardian, Dafyar Eliadi
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1290

Abstract

The Independent Learning-Independent Campus (MBKM) program is a breakthrough policy of the Ministry of Education, Culture, Research, and Technology (Kemdikbudristek) to increase the relevance of higher education to the needs of the workforce. This study aims to evaluate the MBKM curriculum management in promoting linkages and matches between universities and industry. Using a descriptive qualitative approach, data were collected through in-depth interviews, participant observation, and document analysis with various stakeholders. The results show that MBKM has succeeded in building university-industry collaboration through internships, collaborative projects, and work-based learning, which have contributed to improving students' technical competencies and soft skills. However, key challenges include: (1) the gap between the orientation of long-term competency development of universities and the short-term needs of industry, particularly in the technology and digital fields; (2) administrative complexity in recognizing credits and synchronizing schedules; and (3) evaluation mechanisms that are still administrative in nature and do not adequately measure the long-term impact on graduate employability. This study recommends strengthening strategic partnerships, simplifying administrative procedures, and developing an outcome-based evaluation system and structured feedback mechanisms to optimize the MBKM program going forward.
Navigating Bisexual Identity in Baby Reindeer: A Queer Content and Narrative Analysis. Hanita, Salsabila Nur; Nirmalawati, Widya
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1042

Abstract

Sexual identity is influenced by personal experiences, social norms, and cultural expectations. Although research on LGBTQ+ issues has increased in recent years, stories about bisexual men who have experienced trauma remain limited and underrepresented. This study explores how the Netflix series Baby Reindeer, based on the real-life story of Richard Gadd, presents the complex journey of discovering sexual identity through trauma and emotional struggle. Using qualitative content analysis and narrative analysis guided by queer theory—particularly the ideas of Michel Foucault and Judith Butler—this research focuses on three key episodes to examine how power, identity, and social pressure affect the main character, Donny. The findings reveal that Donny’s struggle illustrates how bisexual identity is shaped by shame, silence, and the need for acceptance. Baby Reindeer offers a meaningful portrayal of queer male experiences and serves as a powerful example of how media can challenge stereotypes and foster deeper understanding of sexual identity.
Interpreting Deixis and Referential Meaning in Harris J’s ‘Promise’ Al Bisri, Muhammad Burhanudin; Aisyah, Siti; Hastuti, Umi Nur
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1107

Abstract

This study analyzes the use of deixis in the lyrics of Harris J’s song “Promise”, focusing on deixis categories, their frequency, and their referential meanings. The objectives are to identify the types of deixis present in the lyrics, determine the most dominant type, and interpret the referential meanings of each deictic expression. Grounded in George Yule’s (2006) theory of deixis and employing a descriptive qualitative method, data were collected by listening to the song and closely examining the lyrics. The findings reveal three types of deixis: person deixis, temporal deixis, and spatial deixis. Person deixis was the most frequently used, with 60 instances (68.97%), followed by spatial deixis (13 instances, 14.94%) and temporal deixis (11 instances, 12.64%). The referents of person deixis typically include the singer and the listener, underscoring the emotional and personal tone of the lyrics. Temporal deixis points to moments of memory and promise, while spatial deixis reflects emotional proximity and movement. Overall, deixis in the song enriches its expressive quality, strengthening the listener’s emotional connection with the narrative.
Islamic Education Students’ Perceptions of AI in Learning Islamic History Boangmanalu, Adi Zulkifli; Dahlan, Zaini
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1215

Abstract

This study explores Islamic Religious Education (PAI) students’ perceptions of Artificial Intelligence (AI) in learning Islamic Education History, prompted by AI’s growing adoption for academic tasks like writing, discussions, and summarization. Using a qualitative case study approach, data were collected via in-depth interviews and observations of 2024 cohort PAI students at FITK, State Islamic University of North Sumatra. Findings indicate positive views of AI as a tool to streamline tasks and simplify material comprehension, though dependency emerged during time constraints or difficulty understanding sources. While cognitively beneficial, AI was perceived as inadequate for conveying the depth of Islamic historical and spiritual values. Students emphasized the need for lecturer guidance and institutional policies to ensure ethical, responsible use. The study concludes that AI is a valuable yet incomplete tool, requiring balance with comprehension and academic ethics to uphold Islamic education’s essence.
Psychoanalytic Exploration of Momma's Post-Traumatic Stress Disorder and Defense Mechanisms in Never Let Go Nisa, Clarissa Adaira; Nirmalawati, Widya
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1099

Abstract

This study explores Post-Traumatic Stress Disorder (PTSD) as portrayed in the character of Momma, the main character in Never Let Go (2024), and her use of defense mechanisms to cope with her past trauma. Using a descriptive qualitative approach, through Bessel Van Der Kolk's trauma theory and Sigmund Freud's concept of defense mechanisms, this study reveals Momma's extreme measures in isolating her children and enforcing strict rules by avoiding “The Devil” as a result of her grief and fear of loss. Data was collected from scenes, dialogues, and visual components, focusing on Momma's overprotective behavior towards her children. The researcher found several components of Post-Traumatic Stress Disorder symptoms, namely intrusive memories, avoidance, emotional numbness, and hyperarousal. At the same time, three characteristics of defense mechanisms are reflected in Momma, namely projection, denial, and displacement. This research shows the relevance of trauma shaping patterns of behavior, especially in a mother, as well as the relationship between psychological trauma, especially the body's response to traumatic experiences, the maternal relationship, and excessive parenting behavior.
The Effectiveness of Using The Duolingo Application to Enhance Students' English Vocabulary Mastery Dinasti, Dinasti; Ilham, Ilham; Bafadal, Fauzi
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1001

Abstract

This study aims to evaluate the effectiveness of the Duolingo application in enhancing students' English vocabulary mastery through a pre-experimental design. A total of 26 participants engaged in a two-week intervention using Duolingo to improve their vocabulary skills. The results of the pre-test and post-test assessments demonstrated a significant improvement in vocabulary mastery, with the mean score increasing from 63.42 to 85.08. The standard deviation decreased from 14.711 to 9.169, indicating greater consistency in student performance following the intervention. The paired samples correlation of 0.693 with a significance value of 0.000 indicated a strong positive relationship between the pre-test and post-test scores, supporting the effectiveness of the intervention. Further analysis using a paired samples t-test revealed a mean difference of -21.654 with a t-value of -10.363 (p 0.001), confirming that the intervention had a significant impact on vocabulary acquisition. The effect size calculation (Cohen's d = -2.032) indicated a large effect size, demonstrating the substantial impact of Duolingo on students’ vocabulary development. The study concludes that Duolingo can serve as an effective supplementary tool for vocabulary acquisition in English language learning. Future research is encouraged to explore the long-term effects of the application, its influence on other language skills, and its potential integration into formal educational contexts.
Group Guidance Strategies to Develop Social Skills in Adolescents: A Literature Review Nurhasanah, Enung; Sudatha, I Gede Wawan; Santosa, Made Hery; Suartama, I Kadek
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.985

Abstract

The development of social skills in junior high school students is a vital component in fostering social-emotional competence, supporting academic achievement, and promoting long-term social adjustment. In light of the growing prevalence of social issues such as bullying, social anxiety, and limited healthy interactions within school environments, group guidance services must adopt more innovative, adaptive, and contextually relevant approaches. This urgency highlights the need for a systematic review of effective group guidance strategies aimed at enhancing students' social skills. This study aims to identify and evaluate innovative strategies in group guidance services through a Systematic Literature Review (SLR). The review analyzes peer-reviewed articles published between 2018 and 2024, sourced from reputable academic databases including Scopus, ERIC, and Web of Science. A thematic analysis approach is used to examine the effectiveness of various strategies, key components of service delivery, implementation contexts across countries, and their impacts on different dimensions of social skills. The findings reveal that strategies based on experiential learning, role-playing, interactive media, and collaborative activities significantly contribute to improving students' communication, empathy, cooperation, and conflict resolution abilities. Furthermore, the results highlight the critical role of group structure, facilitator competence, and the integration of relevant theoretical frameworks in designing effective group guidance programs.
Students’ Perspectives on Feedback From Write & Improve Website in Supporting Writing Skills Rahmah, Eka Maurina; Ulya, Inayatul
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1055

Abstract

Writing is one of important skills considered in the process of learning English. In order to support the development of writing skills, feedback is key features for guiding the English learners in identifying and correcting their writing errors. However, with the advancements of technology, automated writing evaluation (AWE) tool integrated to provide immediate feedback on students’ writing. This study aims to find out whether feedback provided by this website help students to produce written works and help them understand the basic elements of writing and their writing level. English students at Pekalongan University were participant of this study. Data were collected through questionnaire and semi structured interview. The result revealed that students have positive response regarding the use of feedback from Write Improve in supporting their writing skills. However, the website still needs further development.
Enhancing Primary School Students’ Argumentative Speaking Skills through Collective Reflection-Based Argumentation Mapping Zahrani, Salsabila Syafa'; Kharisma, Adib Jasni; Sagala, Rakhmat Wahyudin
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1056

Abstract

This study examines the effectiveness of Collective Reflection-Based Argumentation Mapping (CR-AM) in enhancing argumentative speaking skills among primary school students. Conducted with 20 sixth-grade students at Anuban Ob-Om School in Southern Thailand, the research employed a Classroom Action Research (CAR) approach over two cycles, with data collected through pre-tests, post-tests, and observations. The assessments of students' speaking skills, conducted by pre-test and post-test evaluations, demonstrated a substantial enhancement in average speaking scores, rising from 52.75 to 70.25, with all students achieving the minimum mastery criterion. Observational data revealed elevated levels of student involvement and participation during collective reflection activities, underscoring the advantages of collaborative learning. The findings show that CR-AM effectively fosters essential language skills, preparing students for meaningful communication and critical thinking.

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