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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 130 Documents
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Search results for , issue "Vol 11, No 1 (2026)" : 130 Documents clear
A Discourse Analysis on the Performance of ‘Feminine Energy’ Narratives on Tiktok Octavia, Ocha; Gultom, Mita Setriana; Audrey, Nazzaura Kayla; Ginting, Teza Aditra; Silalahi, Kevindo; Putri, Dian Marisha
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1795

Abstract

The idea of “feminine energy” has become popular on TikTok, where many women share videos encouraging others to be calm, gentle, and soft as a way to feel empowered. These videos often use soft voices, elegant visuals, and positive language to promote what they call “true femininity.” However, this kind of content can also bring back old gender stereotypes that expect women to be passive and polite. This study explores how the idea of “feminine energy” is shown through language and behavior on TikTok, how audiences react to it, and what it means for women’s empowerment. Using Robin Lakoff’s Language and Woman’s Place (1975) and Fairclough’s Discourse Theory (1992), this research analyzes 10 TikTok videos under the hashtags #FeminineEnergy, #Feminine, and #WomanPower. The findings show that while many women see the “feminine energy” trend as self-improvement, the language and visuals often repeat traditional gender roles. The study concludes that the trend presents femininity as empowerment, but still within the limits of old social expectations.
The Influence of the Independent Curriculum on the Learning Motivation of SMA Negeri 1 Pematang Siantar Students Situmorang, Anggi Natalia; Parhusip, Doelce Theresia; Simanjuntak, Emy Sulastri; Simanjuntak, Daniel; Hutabarat, Ricky Paulus; Sibagariang, Susy Alestriani
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1681

Abstract

Education is a systematic process in helping individuals develop their potential, where the Independent Curriculum presents as an innovation that emphasizes flexibility and student-centered learning. This study aims to understand in depth how the implementation of the Independent Curriculum affects student learning motivation at SMA Negeri 1 Pematang Siantar. This study used a qualitative approach with a descriptive study method and in-depth interviews with ten students in grades 10 and 11 selected using a purposive sampling technique. In addition to interviews, data collection techniques also involved participant observation and documentation to explore the subjects' experiences comprehensively. The results show that the Independent Curriculum has a positive impact on student learning motivation, where students feel more enthusiastic and responsible because they have the freedom to choose activities that suit their interests. The collaborative and project-based learning environment has been shown to foster intrinsic motivation and self-confidence. In conclusion, this study provides a theoretical contribution to the development of the concept of learning motivation in the context of Indonesian education and serves as a practical reference for teachers and schools that the Independent Curriculum is effective in increasing motivation by fulfilling psychological needs for autonomy, competence, and social connectedness.
The Effect of Learning Styles on Academic Achievement of EFL Students in Islamic Institution Palmatiwi, Dyah Hanum; Putri, Fara Suseno; Rianti, Nur Peniy; Khairunnisa, Rahmahdalena Putri; Rani, Rani; Rahmawati, Siti; Syahid, Abdul
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1805

Abstract

A substantial body of research suggests that learning styles contribute to learners’ academic performance; however, evidence regarding their influence in tertiary-level EFL contexts remains inconsistent. While many studies report positive correlations between learning styles and language achievement, recent findings indicate that learning style differences do not always lead to significant performance variations. This inconsistency highlights the need for further investigation, particularly in Islamic higher education settings where empirical studies are still limited. Therefore, this study aims to examine whether learning styles—visual, auditory, and kinesthetic—significantly affect the academic achievement of EFL students. Employing a quantitative ex post facto design, data were collected from 30 students using a learning style questionnaire adapted from DePorter et al. (2007) measured through a five-point Likert scale, along with official final exam scores from English skill courses. The data were analyzed using One-Way ANOVA, Tukey HSD, and a Kruskal–Wallis test. The results revealed no significant differences in academic achievement among the three learning style groups, F(2, 27) = 0.334, p = 0.719, a finding reinforced by the non-parametric test (p = 0.864). Although kinesthetic learners showed slightly higher mean scores, the differences were not statistically meaningful. These findings suggest that learning styles do not significantly influence EFL students’ academic achievement in Islamic higher education. The study underscores the importance of adopting multimodal and flexible instructional approaches rather than relying solely on learning style-based teaching.
Peer Attachment and Cyberbullying in Junior High School Students Reviewed from Gender and Class Level Mustasyar, Rabiatul Adawiah Al; Jalal, Novita Maulidya; Rasyid, Nurfajrianti
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1898

Abstract

Cyberbullying has increasingly emerged as a serious issue along with the intensive use of social media among students. This study aimed to examine differences in peer attachment and cyberbullying behavior among junior high school students based on gender and grade level. A quantitative approach was employed, involving 245 students of SMP Negeri 11 Makassar selected through accidental sampling. Data were collected using peer attachment and cyberbullying scales and were analyzed using nonparametric tests, namely Mann–Whitney and Kruskal–Wallis tests. The results show a significant difference in cyberbullying behavior based on gender, with female students displaying higher levels than male students, while peer attachment does not significantly differ by gender. Based on grade level, cyberbullying behavior significantly differs, with eighth-grade students showing the highest tendency, whereas peer attachment is strongest among seventh-grade students. These findings indicate that positive peer relationships play an important role in reducing cyberbullying behavior during adolescence.
AI-Mediated Digital Formative Assessment, EFL Writing: Validity, Teacher Digital Literacy, Ethical Implications. Utari, Zeli; Sesmiarni, Zulfani; Syafitri, Widya
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1775

Abstract

The integration of Artificial Intelligence (AI) in formative assessment practices has transformed how English as a Foreign Language (EFL) writing is taught and evaluated. This study employs a qualitative Systematic Literature Review (SLR) guided by the PRISMA protocol to explore empirical and conceptual studies on AI-mediated digital formative assessment, focusing on three key dimensions: validity, teacher digital literacy, and ethical implications. From an initial pool of 237 studies published between 2018 - 2025, 22 studies met the inclusion criteria. A narrative synthesis revealed that while AI tools enhance feedback immediacy and data-driven decision-making, issues of construct validity, teacher competence in AI-based feedback interpretation, and ethical concerns - such as bias and data privacy - remain unresolved. The review concludes that the effective implementation of AI-mediated assessment requires not only technological readiness but also a deep pedagogical understanding and ethical awareness among teachers.
Strengthening Al-Islam and Muhammadiyah for Teachers in Madrasah Aliyah Muhammadiyah 13 Sei Rampah Daulay, Mahmud Yunus; Al-Azhari, Faisal Amri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1504

Abstract

In today's era of diverse and multicultural society, creating an inclusive environment in educational institutions is very important. This article explores the importance of applying the values of Al-Islam and Kemuhammadiyah as the key to realizing inclusive Islamic schools. The purpose of this service is so that Muhammadiyah teachers can understand the history of Muhammadiyah well. Basically, teachers are the best role models for students to provide useful knowledge, so that with that knowledge students can have a good personality and carry out activities in daily life in accordance with the advice given by the teacher. The method in this service uses a lecture, discussion, and reflective practice approach. The results of this service show that Muhammadiyah teachers have been active in fighting for Muhammadiyah da'wah and motivating Muhammadiyah cadres to continue to be active in Muhammadiyah activities. The conclusion in this service activity is so that teachers can carry out the vision and mission of Muhammad, especially in building education in Serdang Bedagai Regency.
Exploring the Levels of Self-Efficacy in Microteaching Among Pre-Service Teachers Siboro, Efrika; Febrianti, Dian; Rufinus, Albert; Kurniawan, Trio; Tawarik, Oxtapianus; Upa, Yunika
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1957

Abstract

This study examines the self-efficacy levels of pre-service teachers in the dimensions of magnitude, strength, and generality during microteaching sessions. A descriptive quantitative survey design was employed, with data collected from 28 participants in the English Education Study Program at Universitas Katolik Santo Agustinus Hippo, selected through purposive sampling. A Likert-scale questionnaire and interviews were implemented to assess self-efficacy levels and identify the most dominant dimension. The data were analyzed using mean scores for each dimension of self-efficacy. Results showed high self-efficacy across all dimensions, with the strength dimension being the most dominant (mean = 2.828). Participants demonstrated high self-efficacy in handling complex tasks, managing disruptions, and applying their skills in diverse teaching contexts. However, some participants reported lower self-efficacy, particularly in managing disruptions and addressing diverse student needs.
Need Analysis of A Metacognitive-Oriented ESP Module Design for Tourism Village Guides in the Riau Islands Province Maldin, Siska Amelia
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1854

Abstract

Tourism village guides play a strategic role in representing local identity and facilitating cross-cultural communication; however, many experience difficulties in using English effectively and regulating their own learning. This study aims to identify the linguistic, metacognitive, and motivational needs underlying the design of a metacognitive-oriented English for Specific Purposes (ESP) module for tourism village guides in the Riau Islands. Adopting a qualitative needs analysis design, the study involved five tourism village guides selected through purposive sampling. Data were collected using semi-structured interviews and an open-ended ESP needs questionnaire, and analyzed through thematic analysis to identify patterns related to target situation needs and learning needs. The findings indicate that speaking skills dominate professional language use, particularly in explaining attractions and interacting with tourists, while challenges persist in spontaneous communication and complaint handling. Additionally, guides demonstrate limited and unsystematic use of metacognitive strategies despite strong professional motivation. The study concludes that integrating contextualized speaking tasks with explicit metacognitive scaffolding is essential for developing a sustainable, learner-centered ESP module for tourism village guides.
Students’ Perception of the Use of American and British Accents in Movies and Songs Utami, Imelda Putri; Norahmi, Maida; Farid, Rezqan Noor; Hayati, Sifa
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1060

Abstract

This study examines how students perceive American and British accents, particularly when these accents are presented through films and songs used in English learning. Since such media are frequently incorporated into classroom activities, the type of accent used can influence how well students comprehend and engage with the material. The purpose of the research is to identify which accent students find easier to understand and more helpful for developing their English skills through audiovisual input. The study involved 35 sixth-semester English Education students from Class C at Universitas Palangka Raya. Data were collected using a mixed-method questionnaire adapted from Hermini (2019), with several additional questions developed by the researcher. Results show a clear preference for the General American (GA) accent, which students described as easier to follow due to its clarity, widespread use, and familiarity. On the other hand, although Received Pronunciation (RP) was seen as distinct, formal, and culturally prestigious, many found it more difficult to grasp. Interestingly, 100% participants said GA was easier to understand in songs, and 94.3% said the same for movies. The findings suggest that consistent exposure to a particular accent improves listening comprehension. Therefore, educators should consider prioritizing materials that feature GA, while gradually introducing RP to help learners build broader listening skills over time.
Integration of Offline Digital Technology and Local Wisdom in Early Childhood Speaking Skills Development Hadija Alaydrus, Siti; Idrus, Idrus; Hasrul, Hasrul; Lausu, Suandi; Asrianti, Asrianti
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1956

Abstract

This study aims to describe the integration of offline digital technology and local wisdom in developing the speaking skills of early childhood learners at TK ABA 2 Ova, Palu. The research focuses on how simple digital media combined with elements of local culture, such as folklore and traditional games, contribute to the improvement of children’s verbal abilities. A qualitative descriptive approach was employed, with data collected through observation, interviews with teachers and parents, and documentation of children’s learning activities. Data analysis was conducted through the stages of data reduction, display, and conclusion drawing, following the interactive model proposed by Miles and Huberman. The findings reveal that the application of offline digital media incorporating local stories and traditional games has a positive impact on children’s language development. It enhances vocabulary mastery, sentence structure, fluency, confidence, and semantic accuracy in speech. Children exposed to culturally based digital media demonstrated higher levels of verbal participation and idea expression, while traditional games fostered natural spontaneity and interactive communication. The main supporting factors included teacher facilitation and collaboration between school and family, whereas the primary challenge was the limited availability of digital facilities. Overall, the integration of simple digital technology and local wisdom proved effective in enriching children’s linguistic experiences while strengthening cultural values within the language learning process.

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