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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
The Use of Instagram to Enhance Students’ Creative Writing Skills: A Systematic Literature Review Nugraheni, Sinthya Irawati; Priyatmojo, Arif Suryo
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.v10i4.1220

Abstract

Creative writing is essential in fostering students' ability to express ideas and emotions, yet it remains underemphasized in EFL classrooms due to perceived challenges and low motivation among learners. The rise of digital platforms, particularly Instagram, presents an opportunity to enhance creative writing by leveraging its multimodal and interactive features. Despite growing interest in social media’s educational potential, a comprehensive synthesis of Instagram’s role in creative writing instruction remains underexplored. This conceptual review examines how Instagram can support EFL students’ creative writing by analyzing 30 scholarly articles through a systematic literature review and VOS viewer-based keyword mapping. Findings indicate that Instagram’s visual and interactive affordances—such as captions, stories, and hashtags—effectively stimulate creativity, improve narrative construction, and foster engagement through peer feedback and authentic audiences. The platform also promotes digital literacy and learner autonomy by bridging formal and informal learning environments. However, challenges like digital distractions and privacy concerns necessitate structured pedagogical integration. The study concludes that Instagram, when used strategically, can enhance creative writing skills by aligning with students’ digital practices, though further research is needed to assess long-term impacts across diverse learner contexts. These insights offer practical recommendations for educators to design scaffolded, multimodal writing tasks that leverage Instagram’s features while addressing ethical considerations. The implications highlight the transformative potential of social media in making creative writing more accessible, engaging, and relevant for 21st-century learners.
Gender and Communication: Analyzing Tweet Length, Sentiment, and Lexical Patterns on X (Twitter) Romadloni, Annisa; Sari, Laura
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.v10i4.883

Abstract

This study explores gendered communication patterns on X by examining tweet length, sentiment expression, and lexical choices in 20.050 tweets across 26 variables. Through sentiment analysis using the Bing Lexicon and word frequency analysis, the research investigates how male and female users differ in their digital communication styles. The study also incorporates non-parametric statistical tests, such as the Mann-Whitney U and Wilcoxon rank sum tests, to assess significant differences in tweet length and sentiment scores between genders. Results show that women tend to write shorter, more positive tweets, often reflecting a more personal and relational communication style. In contrast, men’s tweets are generally longer, incorporating more action-oriented language and a broader range of topics. While sentiment analysis revealed a trend of more positive tweets from women, the lack of statistical significance in sentiment differences highlights the complex nature of gendered expression in digital spaces. This research contributes to the understanding of gendered communication on social media and suggests the need for future studies to examine the intersectionality of gender with other social factors.
The Use of Minimal Pairs to Improve Pronunciation of the Tenth Grade Students of SMA Negeri 2 Sigi Mentari, Cindhy Qirana Cinta; Rofiqoh, Rofiqoh; Hastini, Hastini; Kamaruddin, Abd.
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.v10i4.1101

Abstract

This research aims to prove whether the use of minimal pairs can improve pronunciation of fricative sounds of the tenth grade students of SMA Negeri 2 Sigi. This research used a pre experimental design. The population of this research was 266 tenth grade students of SMA Negeri 2 Sigi. The sample was selected by employing a purposive sampling technique. The sample was 34 students of Class XC. To collect the data, a pronunciation test was used as the research instrument. The data were analyzed using SPSS 30. The findings revealed that the students’ pronunciation improve after getting the treatment. Based on the calculation, the mean score of posttest (72.73) is higher than the mean score of pre-test (43.07). It is supported by the data analysis using paired sample t-test. It showed that the value of Sig.(2-tailed) is lower than the chosen alpha level (0.000 0.05). Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It can be concluded that the use of minimal pairs can improve pronunciation of the tenth grade students of SMA Negeri 2 Sigi. The implication of the finding to the teaching practice is that the teachers need to use minimal pairs in teaching pronunciation to make students’ pronunciation better.
An Investigation of Request Types and Politeness Strategies among Senior High School EFL Learners Nurhayati, Siti; Ariatmi, Siti Zuhriah
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.v10i4.1365

Abstract

This research explores the types of requests and politeness strategies used by eleventh-grade students at SMA Muhammadiyah Program Khusus Surakarta in various social interactions. Employing a qualitative descriptive approach, data were collected through Discourse Completion Tasks (DCTs) featuring scenarios with teachers, peers, parents, and strangers. Analysis was conducted using Trosborg’s (1995) classification and Brown and Levinson’s (1987) politeness theory. Results reveal that conventionally indirect requests, particularly those expressing ability, willingness, or permission, are the most common. Both positive and negative politeness strategies frequently appeared, while bald-on-record forms were mostly used in urgent or familiar situations. These findings suggest that students demonstrate sensitivity to social context and power dynamics, reflecting the influence of the school’s character education in fostering polite and contextually appropriate communication in English 
Learning English Through Instagram: The Social Media Experiences of Gen Z Students at Nurul Jadid University Ningrum, Bila Ayu Sheptia; Pranata, Mohammad Sofyan Adi
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.v10i4.1228

Abstract

This study aims to explore Generation Z students’ experiences in learning English through Instagram. As digital natives, Gen Z learners are familiar with visual and interactive platforms, making Instagram a potentially engaging tool for language learning. This research employed a qualitative descriptive method, involving in-depth interviews with female participants aged 19–22 years. Data were collected through interviews and documentation, then analyzed using thematic analysis involving data reduction and categorization. The findings indicate that Instagram supports English learning across various dimensions, including vocabulary acquisition, grammar comprehension, pronunciation, speaking fluency, and writing skills. Features such as reels, infographics, live sessions, and story quizzes were identified as the most impactful. Participants reported affective benefits such as increased motivation, confidence, and cultural awareness. However, they also encountered challenges, including distractions, low-quality content, and lack of structured guidance. To overcome these obstacles, students adopted strategies such as curating their feeds, saving educational content, setting language learning goals, and creating their own content. The discussion highlights how Instagram’s features align with Gen Z’s learning preferences and its potential to complement formal education. In conclusion, Instagram offers a relevant, engaging, and multimodal environment for English language development when used consciously and strategically. It is recommended that educators integrate social media into their teaching practices while promoting digital literacy and learner autonomy to maximize educational outcomes.
Evaluation of the Independent Curriculum Policy: A Literature Review on Theoretical Foundations and Implementation Practices Waly, Rini; Asmi, Nurul; Abdullah, Rahibun; Syafriadi, Syafriadi
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.v10i4.1274

Abstract

This study aims to evaluate the Merdeka Curriculum policy through a literature review of its theoretical foundations and implementation practices in educational institutions. The Merdeka Curriculum represents an educational reform effort that promotes flexible, character-based, and student-centered learning approaches. Employing a Systematic Literature Review (SLR) method, this research analyzes scientific publications from 2020 to 2024. The findings reveal that the curriculum is grounded in strong philosophical underpinnings, particularly the ideas of Ki Hadjar Dewantara, humanistic education, and constructivist pedagogy. Despite its robust conceptual basis, implementation faces several challenges, including teacher readiness, leadership capacity, infrastructure limitations, and regional disparities. Some schools have successfully adopted differentiated instruction and character-building projects, especially when supported by transformative leadership and active teacher learning communities. However, the implementation gap remains significant, particularly in underdeveloped and remote areas. This study recommends strengthening context-based training, establishing responsive evaluation mechanisms, and fostering collaboration among schools, parents, and local communities. In conclusion, the success of the Merdeka Curriculum depends on adaptive policy support, full engagement of the educational ecosystem, and a strong commitment to equity in access to quality education.
Evaluating Writing Proficiency: The Influence of Flipped Classroom Approach on Efl Students’ Complexity and Accuracy Shafiqah, Syifani; Nasution, Dewi Kesuma
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.v10i4.1285

Abstract

This study aims to evaluate the influence of the Flipped Classroom approach on the writing proficiency of EFL students, particularly focusing on the aspects of complexity and accuracy. The research employed a One-Group Pretest-Posttest Design and was conducted at Darul Muhmin School, Satun, Thailand. A total of 20 students participated in the study. They were given a pretest to measure their initial writing proficiency, followed by a series of lessons using the Flipped Classroom approach, and finally a posttest to assess improvements. The instructional method involved students learning theoretical content independently through videos and digital modules outside the classroom, while class time was used for writing practice, discussion, and feedback. The data were analyzed using SPSS version 29.00, with a Paired Sample T-test employed to determine the significance of the treatment. The results showed a significant improvement in students’ writing scores after the treatment. The mean score increased from 74.50 (pretest) to 90.25 (posttest), and the significance value (2-tailed) was 0.001, which is less than 0.05. These findings indicate that the Flipped Classroom approach had a meaningful effect on enhancing the complexity and accuracy of students’ writing. Therefore, the Flipped Classroom can be considered an effective pedagogical strategy in EFL writing instruction.
School Management Strategies in Preventing Bullying Rahmayanti, Firda; Faridah, Ida; Madum, Mohamad
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.v10i4.1348

Abstract

Unfortunately, bullying is still a major issue in today's schools, negatively affecting both the emotional well-being and academic performance of students. Examining the methods used by school administrators to curb bullying in the classroom is the primary objective of this research. The research was conducted in a junior high school in [area name] using a qualitative approach. Data was gathered through in-depth interviews, observation, and documentation. The results of the study showed that bullying prevention efforts were carried out through three main strategies: (1) strict school policies against bullies, (2) strengthening student character through guidance and counseling services and religious activities, and (3) active involvement of parents and the community in supervision and education related to the impact of bullying. Also, the school uses digital media for advocacy and reporting. Based on these results, it's clear that a proactive, team-oriented approach to school safety can make a big difference for kids. The study's findings should hopefully inform the development of anti-bullying policies at other educational institutions.
Influence of Parents’ English Mastery on Children’s Screen Time for English Learning Putri, Happy Andita; Kalisa, Pasca
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.v10i4.1269

Abstract

This study investigates the influence of parents' English mastery on children's screen time for learning English, considering the mediating role of parental involvement. A quantitative correlational design was used in this study with 38 participants consisting of parents of students at Al Madina Islamic Kindergarten in Semarang. Data were collected through a questionnaire via Google form and analyzed using Spearman's correlation. The results showed a significance value of p = 0.059 for the correlation between parents' English proficiency and screen time frequency, and a significance value of p = 0.009 for the correlation between parents' English proficiency and parental involvement. This indicates that parents' English proficiency is not significantly related to children's screen time frequency but is significantly correlated with parental involvement. This study emphasizes the importance of empowering parents not only with language skills but also with active involvement strategies.
Digital Vernaculars: A Systematic Literature Review on Indonesian Gen Z Slang Across Social Media Platforms Durahman, Eva Utami; Anwar, Aulia Arifbillah
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.v10i4.1385

Abstract

Slang has emerged as a defining element of Indonesian Gen Z communication, particularly across social media platforms such as TikTok, Instagram, and WhatsApp. This linguistic trend reflects creativity, identity construction, and peer solidarity but also raises concerns over language change and the preservation of standard Indonesian. This study conducts a systematic literature review (SLR) to synthesize peer-reviewed research on Indonesian Gen Z slang, focusing on its types, characteristics, communication contexts, platform-specific patterns, and research gaps. Following PRISMA guidelines, searches were conducted in various databases including Semantic Scholar, PubMed, Google Scholar. Inclusion and exclusion criteria were applied, and eligible studies were analyzed thematically. The findings indicate that slang is formed through diverse morphological and phonological processes, including clipping, blending, and code-mixing with English (Indoglish), and that usage adapts to formality, audience, and platform culture. While qualitative methods dominate existing studies, research on regional variations, long-term educational impacts, and strategies to balance slang use with standard language remains limited. This review consolidates fragmented scholarship into a structured overview, providing a foundation for future research and offering insights for linguists, educators, and policymakers concerned with preserving linguistic heritage while embracing digital-era language innovation.

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