Journal of English Language and Education
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).
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<![CDATA[Brand Image Strategy in Increasing the Number of New Students ]]>
<![CDATA[Risma Aryanthi, Ayu]]>;
<![CDATA[Novitawati, Novitawati]]>;
<![CDATA[Noorhapizah, Noorhapizah]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1164
<![CDATA[This study aims to analyze the brand image strategy implemented by PAUD IT Athaira in Banjarbaru City in increasing the number of students. In the midst of fierce competition between educational institutions, building an institutional image (brand image) is one of the important strategies to maintain its existence and attract public interest. The selection of the right method and relevant to the condition of the institution is a crucial factor in building a positive image, both internally and externally. Educational institutions need to formulate positioning, brand value, and marketing concepts that are able to reflect competitive advantages. This study uses a qualitative approach with data collection techniques through in-depth interviews, observations, and documentation. The informants in this study include school principals and teachers. The results of the study show that the brand image strategy through the 7P marketing mix approach implemented by PAUD IT Athaira has a positive impact on increasing the number of students every year and increasing public awareness of the existence and quality of the institution. These findings show that a strategic and sustainable approach in building brand image has significant practical implications in strengthening the competitiveness of educational institutions in the modern era.]]>
<![CDATA[The Relationship Between Vocabulary and Reading Comprehension of Senior High School Students ]]>
<![CDATA[Kandisa, Juliana]]>;
<![CDATA[Nazri, M. Adib]]>;
<![CDATA[Agustina, Yulia]]>;
<![CDATA[Prasetyaningrum, Ari]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1402
<![CDATA[Although many studies have explored the relationship between vocabulary mastery and reading comprehension, research in vocational school contexts is limited, where students face unique challenges in learning English. This study aimed to examine the correlation between vocabulary mastery and reading comprehension among eleventh-grade students of SMK NW Pancor in the 2024/2025 academic year. A quantitative correlational design was used, involving 22 students selected through purposive sampling. Vocabulary mastery was measured using a 20-item multiple-choice test covering synonyms, antonyms, definitions, and sentence completions, while reading comprehension was assessed with a 20-item multiple-choice test focusing on main ideas, specific information, inference, and vocabulary in context. Data were analyzed using descriptive statistics, normality tests, and the Pearson Product Moment correlation. The results revealed a strong and significant positive correlation between vocabulary mastery and reading comprehension (r = 0.753, p 0.001), indicating that students with higher vocabulary knowledge tended to achieve better reading comprehension. These findings highlight the essential role of vocabulary development in supporting reading skills and suggest that integrating systematic vocabulary instruction into English lessons can improve students’ overall language proficiency in vocational school settings.]]>
<![CDATA[The Role of Islamic Religious Education Teachers in Developing Interest in Reading the Qur'an in Grade V Students of State Elementary School 4 Baubau ]]>
<![CDATA[Zuhija, Siti Chairani Femi]]>;
<![CDATA[Rahim, Abdul]]>;
<![CDATA[Sulasri, Sulasri]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1413
<![CDATA[The purpose of this study is to examine in depth the ways carried out by PAI teachers at Sekolah Elementary Negeri 4 Baubau in encouraging fifth grade students to read the Qur'an. The purpose of this research is to understand the approaches, contributions, and tactics used by PAI teachers in encouraging students to read the Qur'an regularly. A descriptive qualitative method is used. Data was collected by observing the learning process and conducting in-depth interviews with teachers and students, as well as reviewing various relevant documents and learning materials. The results show how important the role of Islamic Religious Education teachers is in encouraging students to read the Qur'an by acting as mentors, motivators, and guides. The strategies applied include the habit of reading together, giving awards or awards, and the use of creative and fun learning methods. However, this effort is still faced with obstacles such as limited time for religious lessons and the lack of parental involvement in supporting reading activities at home. Nevertheless, educators always strive to create a friendly and supportive learning atmosphere. This study shows that an ongoing interest in reading the Qur'an is largely fostered through collaboration between educators, educational institutions, and families.]]>
<![CDATA[Communication Barriers in Speaking: Challenges Faced by Indonesian EFL Learners ]]>
<![CDATA[Nazri, M. Adib]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1089
<![CDATA[Speaking is widely acknowledged as one of the most complex language skills to acquire, particularly in the context of global interaction. Within the framework of Indonesia’s independent curriculum policy, the implementation of English presents considerable challenges, as many learners struggle to utilize the language effectively for communication. This study employed a qualitative descriptive approach to investigate the difficulties encountered by learners of English as a foreign language. The participants consisted of 120 first-year students enrolled in the English Education Study Program at Hamzanwadi University, distributed across four classes. Data collection involved students' self-recorded speaking videos and questionnaire responses. The findings reveal three predominant challenges: grammatical errors (50%), pronunciation difficulties (25%), and limited vocabulary (15%), with additional factors constituting less than 5%. These results aim to enhance understanding of speaking proficiency barriers in EFL contexts and offer practical recommendations for educators and curriculum developers seeking to improve instructional strategies and learner outcomes.]]>
<![CDATA[Technology-Enhanced Project-Based Learning: The Role of Wordwall in Reading Comprehension classes ]]>
<![CDATA[Amalia, Diva Sifatul]]>;
<![CDATA[Herawati, Siane]]>;
<![CDATA[Liskinasih, Ayu]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1257
<![CDATA[Reading comprehension is a basic skill plays an important role in students' academic success and overall language proficiency. This study aims to find out the effect of using technology Wordwall media on supported PjBL strategy on students' reading comprehension. This study is a quantitative research used a quasi-experimental design. The data obtained has been analyzed using SPSS version 25, including descriptive statistics, normality, homogeneity and an independent sample t-test. The results of this study showed that PjBL assisted by Wordwall significantly had a positive impact on students' reading comprehension skills. The sig (2-tailed) shows the result is 0.00 which is smaller than 0.05 (α .05 ). The results of the pre-test and post-test comparisons of the control group show that PjBL and Wordwall influence reading comprehension. The experimental group obtained an average pre-test score of 57.50 and a post-test score of 80.00, which means an increase of 22.50 points.]]>
<![CDATA[Contribution of the Integrated Batik Learning Model of the Leadership Project in Improving the Competency of PPG Arts and Culture Students ]]>
<![CDATA[Ratnawati, Ike]]>;
<![CDATA[Wardhana, Mitra Istiar]]>;
<![CDATA[Habiddin, Habiddin]]>;
<![CDATA[Conseta, Maria Goretti Indah Della]]>;
<![CDATA[Muslim, Muslim]]>;
<![CDATA[Suryantoro, Ira Junita]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1284
<![CDATA[This study aims to examine the contribution of the integrated batik learning model of leadership projects to the competency development of students in the Teacher Professional Education Program (PPG) for Cultural Arts within the implementation of the Independent Curriculum. This model is designed to cultivate students' practical skills in managing art projects while embedding leadership within a cultural context. Employing a case study method with a qualitative approach, data were collected through interviews, observations, and document analysis. The findings indicate that integrating batik learning with leadership projects enhances students’ creativity, collaboration, and ability to manage artistic productions. Additionally, students demonstrate significant improvements in leadership capabilities, particularly in organizing and managing art-related projects. This learning model aligns with the core principles of the Independent Curriculum, which emphasize a project-based approach and character development. The study recommends further development to broaden the implementation of this model in the field of cultural arts education.]]>
<![CDATA[Development of an English Learning Model for Early Childhood Education (ECE) Using Multimedia-Based Interactive Media ]]>
<![CDATA[afdhalina, afdhalina]]>;
<![CDATA[Sridewi, Nurmala]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1452
<![CDATA[This study explores effective English language learning strategies for early childhood, emphasizing the importance of early exposure to prepare children for the global era. The research employs a Research and Development (RD) method using the Borg Gall model, which includes five stages: Preliminary Research, Product Development, Product Validation, Product Trial, and Product Dissemination. This approach focuses on designing and implementing an interactive, multimedia-based learning model. The goal is to create a fun, creative, and engaging learning experience through interactive media, helping children better understand and master English. The findings are expected to offer new insights into effective teaching methods that significantly improve children's English language skills.]]>
<![CDATA[Policy Strategy for the Alleviation of Out-of-School Children in Magelang Regency ]]>
<![CDATA[Aria, Aria]]>;
<![CDATA[Khozin, Khozin]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1449
<![CDATA[The phenomenon of out-of-school children (ATS) in Magelang Regency is a serious problem that has an impact on individual and socio-economic development in the region. Although the national education participation rate is increasing, there are still gaps that cause thousands of children to drop out of school, mainly due to economic, socio-cultural, and geographical factors. This study aims to analyze local government policy strategies in alleviating ATS and identify the obstacles faced. The research method used is qualitative descriptive with data collection techniques through observation, interviews, and documentation. The results of the study show that the "Magelang Gumregah Bungah" program was able to reduce the number of ATS from 2,280 children in 2023 to 1,500 children in 2024. The program emphasizes holistic interventions that include educational assistance, community empowerment, and economic support for ATS families. In conclusion, the Magelang Regency government's strategy has shown a positive trend in alleviating ATS, although improvements are still needed in aspects of funding, public awareness, and improvement of education infrastructure.]]>
<![CDATA[Blended Learning as a Catalyst: A Mixed-Method Study on Its Influence on Student Engagement and English Comprehension in a Batam Vocational School ]]>
<![CDATA[Hussien, M. Rabiddin]]>;
<![CDATA[Samanhudi, Udi]]>;
<![CDATA[Bachtiar, Bachtiar]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1300
<![CDATA[Blended learning, integrating traditional face-to-face instruction with online components, is increasingly recognized for its potential to transform English Language Teaching (ELT) by offering flexibility and enhancing engagement. This study aimed to investigate the impact of blended learning on students' engagement and English reading comprehension within a vocational high school in Batam. Employing a mixed-methods sequential explanatory design, quantitative data from pre-tests, post-tests, and questionnaires were collected from 80 second-grade students, supplemented by qualitative insights from semi-structured interviews with six students. Results indicated that blended learning significantly improved students' English reading comprehension, with the experimental group showing a substantial increase in scores compared to the control group. Student engagement levels were generally moderate to high, particularly in behavioural and technological aspects (students’ comfort and interaction with the digital platform and tools used for learning, including their ease of use and the perceived effectiveness of online materials), though emotional and cognitive engagement variations were observed. Qualitative findings elucidated these nuances, revealing how confidence and preference for direct instruction influenced engagement. The study underscores blended learning's robust potential to enhance academic achievement and engagement, even with mixed engagement profiles. These findings provide strong empirical evidence for integrating well-structured blended learning in vocational ELT, bridging classroom learning with workplace demands and preparing students for global career challenges.]]>
<![CDATA[Development of Technology-Based Education Curriculum as a Form of Sustainable Education ]]>
<![CDATA[Jaalussalam, Ejen]]>;
<![CDATA[Pertiwi, Dian]]>;
<![CDATA[Hidayat, Ishak]]>;
<![CDATA[Romlah, Romlah]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 5 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i5.1296
<![CDATA[The development of the times goes hand in hand with the development of technology and science, which automatically influences the world of education. Technology and education have a close relationship. In Indonesia, technology has been integrated into the curriculum system. The Indonesian government still implements an independent curriculum with the use of technology. A technology-appropriate and oriented curriculum system not only improves the quality of education but also serves as a catalyst for sustainable social and economic transformation. This is an interesting area to research, particularly in understanding the value of technology use in the educational curriculum. The research employs a descriptive qualitative method. The study, based on literature review, utilizes secondary data from existing studies. The research findings indicate that a curriculum system based on Information and Communication Technology (ICT) can create supportive learning environments. This is manifested in several ways, including engaging or interactive learning, more realistic learning experiences, more effective and efficient learning management, encouragement of independent learning, improved learning quality, flexible learning processes, and fostering positive responses in learning.]]>
