cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lusi Marleni
Contact Email
lusimarlenihz@gmail.com
Phone
+6281211909562
Journal Mail Official
jele.universitaspahlawan@gmail.com
Editorial Address
Jalan Tuanku Tambusai No.23 Bangkinang Kota
Location
Kab. kampar,
Riau
INDONESIA
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 116 Documents
 8   9   10   11   12 
Search results for , issue "Vol 10, No 5 (2025)" : 116 Documents clear
The Use Of Puzzle Media In Improving The Mathematical Ability Of Children With Mild Mental Disabilities Firma, Destiani; Astuti, Eka Yuli
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1340

Abstract

This study aims to describe the use of puzzle media in improving the arithmetic skills of mildly mentally disabled third-grade students at SLB BC Bina Mandiri Garut. The background of this study focuses on the need for mildly mentally disabled children to have concrete learning media that suits their characteristics, especially in understanding basic mathematics. The method used was qualitative descriptive, while data collection techniques were conducted through observation, interviews, and documentation. The results of the study indicate that puzzle media can enhance children's attention and learning motivation, although there are some challenges such as limitations in fine motor skills and difficulty in understanding instructions. Teachers addressed these challenges by providing intensive guidance, modifying the media, and implementing positive reinforcement strategies. This study contributes to the development of adaptive learning in special education.
Exploring Narrative through a Linguistic Lens: A Systematic Review of Critical and Theoretical Frameworks Sinaga, Yanti Kristina; Matondang, Saiful Anwar; Manugeren, M
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1591

Abstract

This paper presents a systematic review of scholarly literature published between 2015 and 2025 that explores narrative through a linguistic lens. The review aims to identify and synthesize major critical and theoretical frameworks applied to narrative studies within the field of linguistics. A total of 36 peer-reviewed studies were selected through comprehensive searches across major academic databases using keywords related to narrative linguistics, discourse analysis, and critical theory. The findings reveal four dominant categories of analysis: structuralist and formal linguistic frameworks, cognitive linguistic approaches, critical discourse analysis (CDA), and multimodal/digital narrative frameworks. While structuralist approaches focus on the formal organization of narrative elements such as syntax and coherence, cognitive frameworks emphasize the role of mental representation, conceptual blending, and embodiment in narrative comprehension. CDA-based studies investigate how narratives construct and challenge power relations, while multimodal approaches explore how meaning is shaped across verbal, visual, and digital modes. This review demonstrates a clear disciplinary shift toward integrative and socially responsive frameworks, reflecting the increasing complexity of narrative forms in contemporary communication. The study also identifies emerging gaps in cross-cultural perspectives and digital multimodal theory, suggesting directions for future research. By mapping recent developments in narrative theory from a linguistic standpoint, this paper contributes to a deeper understanding of how language constructs, conveys, and transforms stories across contexts.
Analyzing the Effectiveness of Formative and Summative Assessments for EFL Speaking Skills: A Qualitative Study at Hamzanwadi University Yadi, Yogi Didi; Husnu, Muhammad; Yusri, Ahmad; Fikni, Zahratul
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1380

Abstract

This study investigates the use of formative and summative assessments in enhancing the speaking skills of sixth-semester EFL students at Hamzanwadi University. Although numerous studies have explored assessment practices in language learning, limited attention has been given to how both formative and summative assessments specifically influence EFL learners’ speaking performance in the Indonesian higher education context. To address this gap, the study employed a qualitative descriptive design, collecting data through questionnaires and interviews to explore students’ perceptions, experiences, and reflections regarding both assessment types. Findings reveal that formative assessment has a greater positive impact on speaking performance, offering regular feedback, progressive practice, and improved confidence while reducing anxiety. Summative assessment, while motivating, often induces stress, limits feedback, and may not fully reflect students’ actual abilities. The study concludes that formative assessment is more effective in supporting speaking development and recommends a balanced approach that emphasizes formative processes while using summative evaluation as a complementary measure.
Preparation of Task Analysis For Making Sosis Sandwiches For Mild Mentally Disabled Students in Grade VII of Smplb at SLB Madhani In Garut Regency Wahyuda, Nizar; Ratnawulan, Teti
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1363

Abstract

This study aims to analyze the task of making sausage sandwiches for mildly mentally disabled students in grade VII of SMPLB at SLB Madhani, Garut Regency. The aim is to support their life skills so that they become more structured and effective. The approach used is qualitative with a descriptive method, where data was obtained through direct observation in the classroom, in-depth interviews with key informants, documentation of learning activities, focus group discussions (FGD), and validation by experts. The findings of the study indicate that teachers have implemented various learning strategies, including demonstration (showing how to cook), direct instruction, drill (repeated practice), individualized instruction according to students' needs, and the use of special learning media such as videos, modules, and visual aids. Challenges encountered in the implementation of learning include limitations in supporting facilities and infrastructure, human resources, and limited learning time allocation. The results of this study are expected to contribute positively to the development of task analysis learning methods and strategies for students with mild intellectual disabilities, particularly at the Special Junior High School (SMPLB) level. In addition, this study can also be used as a reference for schools and the government in designing policies for providing more optimal facilities and training for educators and students with special needs.
Musical Influence on Language Development: Comparing Popular and National Songs in Children Hapsari, Sinta Maulida; Aisyah, Laily Nur
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1492

Abstract

Music plays a crucial role in early childhood language development, yet comparisons between popular and national songs remain limited. This study employed a comparative intervention approach to examine the effects of song type on linguistic imitation and memory in children aged 5–6 years. Sixty children from five preschools in Jember City, Indonesia, were purposively sampled and divided into two groups of 30, exposed to either popular or national songs. Structured musical sessions, conducted twice weekly over four weeks, included guided listening, singing, imitation, and memory tasks. Children’s performance was observed using structured instruments and audio recordings. Data were analyzed with descriptive statistics and independent t-tests. Results showed that popular songs significantly enhanced linguistic imitation, while national songs improved memory retention. These findings highlight the role of song structure, repetition, and familiarity in shaping language and memory outcomes, providing practical guidance for early childhood educators to strategically integrate popular and national songs for cognitive, linguistic, and socio-cultural development.
Utilization of Voki Application as an Interactive Media to Improve Speaking Skill of Ninth Grade Students in Junior High School Harahap, Nury Ana; Rahman Hz, Benni Ichsanda
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1465

Abstract

This study aims the effectiveness of the Voki application as an interactive digital media tool to improve the speaking skills of ninth-grade students in a junior high school in Indonesia. Many students face psychological barriers such as anxiety, low confidence, and fear of making mistakes, which hinder their speaking performance in English. By integrating Voki an online platform that allows students to create speaking avatars into four speaking lessons, this study explored how the application influenced students' confidence, motivation, and participation. The research employed a qualitative case study design and involved 30 students who completed a questionnaire and 10 students who participated in in-depth interviews. The questionnaire data, analyzed using descriptive statistics, revealed that the majority of students had positive perceptions of Voki, reporting increased confidence, reduced anxiety, and improved pronunciation and fluency. Interview results supported these findings, highlighting that features such as voice recording, avatar customization, and audio playback encouraged independent learning and reduced fear of speaking. The findings align with Krashen’s Affective Filter Hypothesis and Mayer’s Cognitive Theory of Multimedia Learning, indicating that emotionally safe and multimodal environments foster better speaking performance. Overall, this study demonstrates that Voki is an effective, accessible, and engaging tool for enhancing speaking skills and offers practical implications for integrating digital tools into English language instruction.
Writing Errors Analysis: Subject-Verb Agreement Made by EFL Students Yuntika, Arudia Risti; Anggreni, Afrillia; Jamiluddin, Jamiluddin; Usman, Sriati
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1538

Abstract

Writing is a crucial skill in language learning, yet numerous students still struggle with grammatical accuracy, particularly subject–verb agreement (SVA). Previous studies have exposed students’ errors in SVA but most of them focused on school-level learners, leaving limited research on undergraduate academic writing. Thus, this study aims to identify and analyze SVA errors in the academic writing of English Education students at Tadulako University. Utilizing a descriptive qualitative design, data were obtained from the background and discussion sections of ten undergraduate theses and analyzed through Dulay et al.’s (1982) Surface Strategy Taxonomy, which includes omission, addition, misformation, and misordering. The findings present that omission errors as the most frequent (10 cases), mostly involving the omission of auxiliary verbs be (is, are, was, were) and verb endings such as –s or –ing. Misformation errors (6 cases) appeared when students used incorrect verb forms, particularly in mismatching singular and plural agreement. Next, addition errors (4 cases) occurred when unnecessary auxiliaries or suffixes were inserted into sentences, creating redundancy. The last, misordering errors (1 case) reflected difficulties in arranging subject–verb structures according to English syntax. These results indicate that students’ main difficulties lie in maintaining auxiliaries and singular–plural concord, showing the influence of both interlingual and intralingual factors. Overall, these results emphasize the importance of needs-based grammar instruction and ongoing error analysis to enhance learners’ grammatical accuracy to produce a qualified academic writing
Development of a Button-Wearing Skills Programme Using Quiet Books for Mildly Mentally Disabled Children in Grade II at SLB YAPMI Rancaekek Utami, Dewi Ayu; Pertiwi, Dwi Endah
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1332

Abstract

Button-wearing skills are part of a self-development programme in the aspect of self-care that plays an important role in shaping the independence of children with mild intellectual disabilities. At SLB YAPMI Rancaekek, a button-wearing skills program has been developed, but in practice it has not been equipped with learning media that are appropriate to the needs of children, so that children with mild intellectual disabilities still show dependence on help from others when wearing button-wearing clothes. This study aims to determine the ability of children with mild intellectual disabilities in wearing button-wearing clothes before the development of the programme, to find out the programme currently used and the form of development of the button-wearing skills programme for children with mild intellectual disabilities in class II through the Quiet Book media at SLB YAPMI Rancaekek. The research method used is descriptive qualitative, with data collection techniques in the form of observation, interviews, documentation studies, and Focus Group Discussions (FGDs) involving teachers as the main partners in the development process. The results of the study indicate that children's ability to wear button-up clothes is still limited. After the development of the programme, children became more enthusiastic and focused when practising button-up skills gradually with the Quiet Book media. This research can make a positive contribution, particularly in developing basic skills that support the independence of children with mild intellectual disabilities in self-care, such as wearing button-down shirts in everyday life.
Does AI Know Things? An Epistemological Perspective on Artificial Intelligence Simbolon, Lasyuli; Manugeren, M; Barus, Efendi
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1592

Abstract

This paper investigates the provocative question: can artificial intelligence (AI) know things? through an epistemological lens. Drawing upon a systematic literature review (SLR) of works published 2010–2020, the study maps how scholars have applied classical and contemporary epistemic criteria—such as belief‑likeness, truth, justification, reliability, interpretability, and epistemic agency—to AI systems. In doing so, it examines competing theoretical frameworks (internalism, externalism, virtue epistemology, Bayesian approaches) and identifies areas of convergence and contention. The review reveals that while many AI systems satisfy externalist criteria of reliability and truth‑tracking under controlled conditions, they often fall short of internalist demands for justificatory transparency or reflective access. Opacity and “black‑box” architectures remain central obstacles to attributing knowledge in the classical sense. Furthermore, the influence of AI on human belief formation and the shift in epistemic environments suggest that even absent true knowledge, AI plays a significant role in mediating knowledge practices. Ethical and normative considerations (e.g. fairness, accountability, epistemic justice) also emerge as inseparable from epistemological assessments, prompting calls for a “glass‑box epistemology” that integrates design, interpretability, and value sensitivity. In concluding, the paper argues that AI may function as a contributor to human knowledge workflows rather than as autonomous knowers. It sets out a nuanced perspective: acknowledging AI’s epistemic potential while remaining critical of overextensions. Finally, it suggests future paths: refining epistemic thresholds, embedding interpretability in AI design, and expanding the discourse across cultural and disciplinary contexts.
Social Support and Academic Motivation as Factors Forming Students' Psychological Resilience: A Study in Central Bangka Regency Susanto, Chandra; Budiyanto, Sarah Khairunnisa; Kurniawan, Wilona Keegan
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1520

Abstract

In Central Bangka Regency, which is the province’s largest tin producer, illegal tin mining has led to a high school dropout rate, a problem that suggests a lack of student resilience against economic and social pressures. While prior studies have explored factors influencing academic resilience, there remains a gap in understanding how family social support and academic motivation specifically impact students in this unique, high-risk environment. This study aims to fill that gap by investigating the relationship between family social support, academic motivation, and the psychological resilience of junior high school students in Central Bangka. Using a mixed-methods approach with a sample of 216 students, quantitative data was gathered through questionnaires and analyzed using descriptive, correlation, and regression techniques. Qualitative data was collected via interviews and thematic analysis. The findings reveal a significant positive correlation between both academic motivation and psychological resilience, as well as social support and psychological resilience. The qualitative results identified key themes, including family support as a “pillar” of resilience, the role of both intrinsic and extrinsic academic motivation, and the powerful influence of illegal tin mining as a risk factor. The study concludes that both internal (academic motivation) and external (social support) factors are crucial for student resilience, although academic motivation has a more dominant influence. The results provide insight for future interventions aimed at promoting healthier educational practices in communities facing similar challenges. 

Page 10 of 12 | Total Record : 116

 8   9   10   11   12 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 11, No 2 (2026) Vol 11, No 1 (2026) Vol 10, No 6 (2025) Vol 10, No 5 (2025) Vol 10, No 4 (2025) Vol 10, No 3 (2025) Vol 10, No 2 (2025) Vol 10, No 1 (2025) Vol 9, No 6 (2024) Vol 9, No 5 (2024) Vol 9, No 4 (2024) Vol 9, No 3 (2024) Vol 9, No 2 (2024) Vol 9, No 1 (2024) Vol 8, No 2 (2023) Vol 8, No 1 (2023) Vol 7, No 2 (2022) Vol 7, No 1 (2022) Vol 6, No 2 (2021) Vol 6, No 1 (2021) Vol 5, No 2 (2020) Vol 5, No 1 (2020) Vol 4, No 2 (2019) Vol 4, No 1 (2019) Vol 3, No 2 (2018) Vol 3, No 1 (2018) Vol 2, No 2 (2017) Vol 2, No 1 (2017) Vol 1, No 2 (2016) Vol 1, No 1 (2016) More Issue