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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
Teaching Vocabulary Through Cartoon Movie of Seventh Grade Students to Increase Vocabulary Mastery Komariah, Asri Nur; Usman, Sriati; Maf'ulah, Maf'ulah; Jamiludin, Jamiludin
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.v11i1.1911

Abstract

Vocabulary mastery is a crucial element of English learning because it enables students to communicate effectively in various contexts. However, many junior high school students still have limited vocabulary knowledge and low learning motivation, which creates a gap between expected learning outcomes and actual classroom practice. This study aimed to examine the effectiveness of using cartoon movies to improve the vocabulary mastery of seventh-grade students at SMP Negeri 12 Palu. This research employed a quasi-experimental design with a non-randomized control group using pre-test and post-test. The participants consisted of 30 students who were divided into experimental and control groups. Vocabulary tests were administered as the research instrument and the data were analyzed using descriptive statistics, the Wilcoxon Signed Ranks Test, and the Mann-Whitney U Test. The results indicated that students taught using cartoon movies showed a significant improvement compared to those taught using conventional methods. Thus, cartoon movies enhance vocabulary.
The Effectiveness of the Cybernetic Approach in Learning Management on Student Creativity and Learning Responsibility at SMKN 1 Sawoo Sofa, Yanna; Widiayanti, Rina; Vika Shelayanti, Vika; Manan, Samiro; Nasrullah, Muhammad; Yusuf, Arief Rahman
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.v11i1.1856

Abstract

This study aims to analyze the effectiveness of implementing a cybernetic approach in learning management in developing students’ creativity and responsibility for learning at SMKN 1 Sawoo. Using a qualitative phenomenological approach, the study explores the experiences and meanings constructed by teachers, students, and school administrators regarding the application of the cybernetic approach in the learning process. Data were collected through in-depth interviews, participant observation, and documentation, with participants selected purposively. The data were analyzed cyclically using an interactive analysis model. The findings show that the implementation of a cybernetic approach in learning management contributes to a more planned, controlled, and sustainable learning process, accompanied by more intensive teacher–student interaction. This approach positively influences students’ creativity, as reflected in their ability to generate ideas, think innovatively, and produce varied learning outcomes. In addition, students’ responsibility for learning improves, as indicated by increased discipline, independence, and commitment to completing learning tasks. These results suggest that the cybernetic approach has the potential to support more adaptive and meaningful learning management in vocational education contexts.
Analysis of Thai Students' Ability in Composing Using Indonesian Affixes in Southern Thailand Kehra, A-esah; Syamsuyurnita, Syamsuyurnita
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.v11i1.1848

Abstract

This study aimed to analyze the ability of 30 fifth-grade Matayom students (equivalent to 11th grade high school) at Thamasat Whittaya School, Southern Thailand, to write essays using Indonesian affixes correctly, and to identify the most common types of affixation errors among them. Mastery of affixes (prefixes, suffixes, infixes, and confixes) is considered crucial because even the smallest error can affect the overall quality of the essay, which is rooted in meaning formation and grammatical accuracy. Using a descriptive qualitative approach, data were collected through writing tests, observations, and teacher interviews. The analysis showed that students' abilities were moderate, with a high tendency for errors focused on prefixes, suffixes, and confixes, particularly related to phonological changes and grammatical inaccuracies. Infix errors were the least common. These findings underscore the urgent need to strengthen morphology learning through explicit strategies, ongoing contextual practice, and the development of teaching materials relevant to the needs of Thai students.
The Influence of Finger Puppet Learning Media to Students' Speaking Skills and Self-Confidence in English Learning Mumtaz Hsb, Dara Ophelia; Ekayati, Rini
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.v11i1.1893

Abstract

This study examines the effect of finger puppet learning media on students’ speaking skills and self-confidence in English learning. Conducted at Muslim Suksa School in Southern Thailand, the research employed a quantitative quasi-experimental method using a nonequivalent control group design. The sample comprised 30 second-grade high school students selected through purposive sampling. Data were collected through pretest and posttest instruments adapted from previous studies and analyzed using descriptive statistics and hypothesis testing. The findings reveal a significant improvement in students’ speaking skills and self-confidence following the use of finger puppets. The mean score increased from 60.28 to 84.32, while the standard deviation decreased from 15.007 to 9.860. A paired samples t-test yielded a t-value of −10.635 with a significance level of 0.000 (p 0.05), indicating a statistically significant difference between pretest and posttest results. These results suggest that finger puppet media effectively reduce students’ psychological barriers by creating a sense of distance between speakers and their audience, supporting authentic task-based learning, and fostering a more relaxed classroom atmosphere. Moreover, in Muslim school contexts, finger puppets can be culturally adapted to align with students’ religious values, thereby supporting learning while preserving local identity.
The Correlation Between Students’ Vocabulary Mastery and Metacoginitive Reading Strategies on Students’ Critical Reading Ability Nora, Wiwit Engrina; Utari, Zeli; Rahmayuni, Sisri; Arifmiboy, Arifmiboy
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.v11i1.1820

Abstract

This study investigated how Vocabulary Mastery (VM) and Metacognitive Reading Strategies (MRS) worked together to shape students’ Critical Reading Ability (CRA) in an EFL setting—a relationship that had rarely been examined in combination. Critical reading was widely acknowledged as essential for academic success, yet many learners still faced difficulties due to limited lexical knowledge and the lack of strategic awareness needed to manage their reading processes. Using a quantitative correlational design, data were obtained from 30 ninth-grade students through a vocabulary test, the MARSI questionnaire, and a critical reading test. All instruments had undergone expert validation, pilot testing, and reliability checks. The descriptive findings showed that students demonstrated moderate levels of vocabulary mastery, metacognitive strategy use, and critical reading skills. Correlation analysis revealed strong positive relationships among the variables, with MRS showing the strongest association with CRA (r = 0.89). Regression results indicated that the overall model significantly predicted critical reading performance (R² = 0.811, p 0.001). While vocabulary mastery contributed to understanding, it did not remain a significant predictor when paired with metacognitive strategies. These findings suggested that strategic self-regulation played a more crucial role in enabling learners to interpret, evaluate, and respond critically to texts.
Study, Terchers' Strategy for Fostering Reading Habits Among High School Students: A Case Study at State of Junior High School in West Lombok Aristawidya, Alzena; Fatmasari, Santi; Zamzam, Ahmad; Thohir, Lalu
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.v11i1.1765

Abstract

This study explores the strategies employed by English teachers to foster reading habits among eighth-grade students and examines the challenges they encounter during the teaching and learning process. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and teacher questionnaires. The findings revealed that teachers implemented four main strategies to promote students’ reading habits: reading aloud, guided reading, silent reading, and providing motivation and vocabulary support. These strategies were applied adaptively, depending on students’ proficiency levels and classroom conditions. Despite their effectiveness in encouraging participation and improving engagement, teachers faced several obstacles, including students’ limited vocabulary, low motivation, inadequate learning media, and time constraints caused by curriculum demands. The study concludes that fostering reading habits requires not only creative and consistent teacher efforts but also strong collaboration among schools, families, and communities to provide a supportive reading environment.
Schools and Classrooms in a Sociological Perspective Inayah, Inayah; Widayanti, Linda; Maesaroh, Maesaroh; Mulyana, Asep; Udin, Tamsik
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.v11i1.1145

Abstract

School and classroom are not merely educational spaces but act as dynamic arenas where social structures are reproduced and contested. While schools are expected to promote equality, sociological perspectives reveal their latent role in sustaining social inequalities. This study aims to explore how classrooms function as sites of social integration, reproduction of inequality, and identity formation. Using a qualitative library research method, this paper analyzes theories from Durkheim, Bourdieu, Foucault, Mead, and others to examine classroom dynamics. Findings show that education often legitimizes dominant cultural capital, perpetuates labeling practices, and imposes subtle disciplinary power. Classrooms become microcosms of society where power, norms, and ideologies are constructed and negotiated. The study concludes that critical awareness among educators and policymakers is vital to transform classrooms into inclusive and democratic spaces. Future studies should empirically investigate strategies that resist structural inequality within educational institutions.
The Effect of Group Work on Students’ Speaking Skills Hidayat, Andika Firdaus; Marhum, Mochtar; Nadrun, Nadrun; Kamaruddin, 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.v11i1.1745

Abstract

Many seventh-grade students struggle with speaking skills due to limited linguistic knowledge and speaking anxiety, despite the expectations of the Merdeka Curriculum for junior high school learners to communicate effectively in English. To address these challenges, group work is often recommended as a strategy to reduce anxiety and increase student participation. However, most previous studies were conducted at higher education levels, leaving limited evidence for younger learners. Therefore, this study aims to investigate whether group work significantly improves the speaking skills of seventh-grade students at SMP Negeri 18 Palu. A quasi-experimental design was used, involving two intact classes of 28 students each. Both groups completed a pre-test and post-test consisting of three oral questions assessing fluency and comprehensibility. The treatment will be administered over six sessions, from the second to the seventh meeting. The experimental group will use the group work technique, while the control group will receive conventional instruction. The data were analyzed using the Mann–Whitney U Test because the scores were not normally distributed. The findings showed that although both groups demonstrated increased mean scores from pre-test to post-test, the significance value (p = 0.113) exceeded the 0.05 threshold. Thus, the null hypothesis (H0) was accepted, indicating that group work did not produce a statistically significant improvement in students’ speaking skills. These results suggest that group work may require longer implementation or additional support to yield stronger effects for junior high school learners.
Student Perceptions: TikTok's vs. Movies' Role in Vocabulary Acquisition Ain, Allysa Hurul; Kalisa, Pasca
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.v11i1.1528

Abstract

Vocabulary is a fundamental component in English language learning, yet many students still struggle to enrich their vocabulary due to limited contextual learning in formal instruction. With the rise of digital platforms, TikTok and movies have become popular sources of authentic language input, though their effectiveness has rarely been compared directly. This study investigates students’ perceptions of TikTok and movies in vocabulary acquisition. Employing a qualitative case study, data were collected from 25 eleventh-grade students at MAN 1 Kabupaten Semarang through questionnaires combining Likert-scale items and open-ended questions. Findings reveal that while TikTok offers short, engaging, and easily accessible content, its effectiveness is often hindered by distractions and lack of contextual depth. In contrast, movies provide richer vocabulary exposure, contextualized usage, and higher retention, leading students to perceive them as more effective for vocabulary learning. The study concludes that movies serve as a more reliable medium for enhancing vocabulary acquisition.
Signs of Verbal Resistance in the Brave Pink and Hero Green Campaign Posters Salsabila, Sherli; Permanaludin, Udayani; Sakinah, R.Myrna Nur
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.v11i1.1958

Abstract

Language in political campaign posters is increasingly significant as a medium for expressing public resistance and shaping socio-political meaning. This research explores verbal signs in the Brave Pink and Hero Green campaign posters that emerge from the large-scale Indonesian demonstrations in August 2025. During this period, public support for the movement widely appears on social media, not only through the replacement of profile pictures with Brave Pink and Hero Green template, but also through the creation of digital resistance posters. These posters function as a medium for expressing opposition and solidarity through textual elements. Focusing on captions, slogans, and short verbal expressions, this research applies a qualitative descriptive approach. The analysis begins with a descriptive examination of textual elements and proceeds with their classification into Charles Sanders Peirce’s semiotic categories of icon, index, and symbol. The findings indicate that verbal signs play a central role in constructing meanings of resistance within digital campaign media.

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