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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
Translating John Dewey's Idea of Education as a Social Function into EFL Teaching Practices Ahmad, Zuhad; Ilyas, Hamzah Puadi
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.v11i1.1814

Abstract

This article represents the writers’ independent perspectives regarding the conversion of John Dewey’s ideas about education as a social function. As is recognized, Dewey’s philosophical vision of education has been embraced by educational authorities in numerous countries, and his ideas remain pertinent in the contemporary era, where the intricacies of societal challenges converge with the advancement of technology. The world appears to be becoming increasingly interconnected. In the context of EFL, students must be equipped with the tools to effectively process the rapid influx of information and actively engage in societal issues to address challenges. Accordingly, this article aims to translate Dewey’s concept of education as a social function, given that there is still a paucity of literature on this topic, despite the prevalence of studies that indirectly utilize Deweyan ideas, such as collaborative learning. However, no explicit connection is made to Dewey’s ideas in education. This article commences with an examination of Dewey's education as a social function, subsequently extending the analysis to the context of EFL instruction. In this section, the writers propose EFL teaching instructions and activities that align with the tenets of Deweyan philosophy. It is hoped that this article will contribute to the ongoing discourse on the interconnection between EFL and the social function of education and provide insights for EFL educators in the formulation of instructional strategies, given the dual objective of equipping learners with linguistic proficiency and preparing them to take responsible roles within their communities.
Improving Grammar Accuracy in Contextual Writing Tasks Using AI Feedback Systems: A Study of EFL Learners at Science University of Al Mawaddah Warrahmah Kolaka Ningzi, Vill Janna; Aulia, Andi Nurul; Suhrah, Suhrah; Rahmi, Rahmi; Idris, Muthahharah
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.v11i1.2006

Abstract

This study examined the effectiveness of artificial intelligence (AI) feedback systems in improving grammatical accuracy in contextual writing tasks among English as a Foreign Language (EFL) learners. Thirty undergraduate students from twelve different study programs at Universitas Sains Islam Al Mawaddah Warrahmah Kolaka participated in this research as part of a general English course. Using a mixed-methods quasi-experimental design with pretest-posttest control group framework, this study compared the effectiveness of AI-driven feedback (via Grammarly) versus conventional teacher feedback in improving grammatical accuracy within authentic writing contexts. Data were collected through written assignments, error analysis, and student perception interviews. Results demostrated that students receiving AI feedback demonstrated statistically significant improvements in grammatical accuracy (M = 82.5, SD = 6.3) compared to the control group (M = 74.3, SD = 7.1), with p 0.001. Notably, AI systems excelled at detecting and correcting morphosyntactic errors, subject-verb agreement violations, and determiner misuse. Qualitative findings revealed that students perceived AI feedback as immediate, non-judgmental, and conducive to self-correction and engagement. However, students also expressed concerns about over-reliance on automated tools. This research suggested that a hybrid approach integrating AI feedback with traditional instructor guidance offers optimal outcomes for developing grammatical competence in contextual writing. Pedagogical implications include leveraging AI tools as formative assessment instruments alongside explicit grammar instruction and peer review mechanisms.Keywords: AI feedback systems, grammatical accuracy, contextual writing, EFL learners, and automated writing evaluation.
The Effect of Using Clustering Technique on Writing Achievement of the Eighth Grade Students of SMP Bala Keselamatan Kalawara Cindy, Margaret; Munir, Syahrul; Budi, Budi; Rofiqoh, Rofiqoh
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.v11i1.2085

Abstract

This research aims to determine whether the use of Clustering Technique can improve the writing achievement of class VIII students at SMP Bala Keselamatan Kalawara. This research used a quasi-experimental design by applying nonequivalent control group design. The population was class VIII students at SMP Bala Keselamatan Kalawara, consisting 37 students from two classes. The sample was class A as the experimental group and class B as the control group. Sample selection was carried out using saturated sampling. Tests were used to collect data consisting of pre-test and post-test. The tests result show that the average pre-test score obtained by the experimental group is 43.86, while the pre-test score obtained by the control group is 46.91. Then, the average post-test score for the experimental group is 69.00, while the control group is 54.94; the t-counted value (5.52) was higher than t-table value (1.690), which means that the hypothesis was accepted.
Incidental English Vocabulary Learning Through TikTok A Conceptual Analysis Sely, Garcia Raynando Aditya; Priyatmojo, Arif Suryo
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.v11i1.2064

Abstract

The widespread use of social media has reshaped English learners’ exposure to vocabulary beyond formal classroom settings. Nevertheless, research on TikTok in English language education has largely emphasized its intentional pedagogical use, leaving the role of non-educational content in incidental vocabulary learning underexplored. This study aims to conceptually examine TikTok as an informal digital environment that supports incidental English vocabulary learning among EFL learners. Adopting a conceptual research design, the study synthesizes theories of incidental vocabulary learning, informal language exposure, and recent scholarship on digital media in ELT. The analysis indicates that non-educational TikTok content, code-switching practices, and interactive comment sections provide meaningful, repeated, and socially mediated vocabulary exposure. These characteristics position TikTok as an informal digital learning ecology where vocabulary acquisition emerges unintentionally through everyday digital engagement. The study concludes that TikTok can complement formal instruction by extending vocabulary learning opportunities beyond classroom boundaries.
Exploring English Education Students’ Challenges in Writing an Introduction for a Journal Article Mar'atassolihah, Aftina; Widhiyanto, Widhiyanto
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.v11i1.2077

Abstract

Developing academic writing competence is essential for English education students. This competence is crucial particularly for producing research articles for publication. The introduction section is often perceived as the most challenging part to write. It requires student-writers to establish a research context, engage with previous studies, and clearly state research purposes. In the EFL contexts, these demands are further complicated by some factors as linguistics, rhetorical development, and affective factors. This study examines the challenges encountered by undergraduate English education students in Indonesia when writing research article introductions, focusing on rhetorical organization based on Swales’ (1990) CARS Model. A qualitative research design was employed, involving semi-structured interviews with five seventh-semester students at Universitas Negeri Semarang. The findings reveal varied difficulties across the three rhetorical moves, including limited confidence in establishing research territory, problems synthesizing prior studies and identifying research gaps, and reliance on restricted strategies when presenting research purposes. These findings emphasize the importance of pedagogical support through explicit instruction, scaffolding, and peer feedback to improve students’ academic writing development.
The Use of Youtube Videos as a Learning Media to Improve EFL Students’ Speaking Skill Aleksius, Madar; Muer, Filomena; Siwa, Yohanis Nurak
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.v11i1.2029

Abstract

Speaking skills are crucial in learning English as a Foreign Language (EFL); however, many Indonesian students face challenges in fluency, vocabulary use, grammatical accuracy, pronunciation, and coherence due to limited exposure to authentic English. This study aims to examine the effectiveness of YouTube videos as a learning medium for improving students’ speaking skills. The research employed Classroom Action Research (CAR) involving twelfth-grade students of the Interior Design major at SMK Negeri 4 Kupang. Conducted in two learning cycles, the instructional procedures involved watching English vlog videos, guided discussion of language expressions, paired speaking practice, and individual oral performance. The study utilized speaking tests consisting of a pre-test, post-test 1, and post-test 2, as well as classroom observation sheets. Students’ speaking performance was assessed based on grammar, vocabulary, pronunciation, fluency, and coherence. The findings revealed consistent improvement across all speaking aspects. Students’ scores increased from 40–78 in the pre-test to 63–84 in post-test 1 and further to 72–92 in post-test 2. Classroom observations also indicated increased student engagement, confidence, and participation during speaking activities. These findings suggest that YouTube videos effectively enhance EFL students’ speaking skills while fostering an interactive and motivating learning environment.
Students’ Perception of Instagram Reels as a Medium for Vocabulary Learning Ivada, Ega Nurdianis; Hapsari, Christianti Tri
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.v11i1.2041

Abstract

Learning English vocabulary is a very important foundation because it can strengthen English skills such as reading, writing, listening, and speaking. This study aims to determine how students perceive the use of Instagram Reels as a medium for learning vocabulary and what strategies students often use in learning vocabulary through Instagram Reels. This study uses a qualitative method containing Likert scale questionnaires and interviews with three participants. The data were collected from 15 students of the English Education Study Program. The results shows that students perceive Instagram Reels as interesting and easily accessible. The strategies commonly used are guessing the meaning of words and then translating them using a dictionary or digital translator and they frequently repeat the words and apply them in conversations or sentences. However, students rarely ask others about the meanings of unfamiliar words and plan and evaluate their vocabulary learning process.
Exploring Motivational Factors in Pre-Service English Teachers’ Efforts to Improve Speaking Skills Hutagalung, Magdalena; Sulistyani, Ummi Nur Laila
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.v11i1.2132

Abstract

This study examines the motivational factors influencing pre-service English teachers’ efforts to improve their speaking skills during the LANTIP teaching practicum at Universitas Negeri Semarang. Employing a qualitative descriptive design, data were collected from 30 pre-service English teachers through open-ended questionnaires and were triangulated with semi-structured interviews involving selected participants. The data were analyzed using thematic analysis. The findings reveal that speaking motivation during practicum emerged from an interaction between intrinsic and extrinsic factors. Intrinsically, participants were motivated by the desire to construct a credible professional identity and to regulate confidence in classroom interaction. Extrinsically, mentor feedback, student responses, and school language environments shaped participants’ motivation to improve speaking performance. Practicum experiences, including speaking difficulties and emotional challenges, functioned as catalysts for motivational adjustment rather than as barriers. Based on these findings, this study recommends that English teacher education programs provide supportive mentoring, structured opportunities for authentic English use, and guidance in managing speaking-related anxiety to sustain pre-service teachers’ speaking motivation during teaching practicum.
Song Movement as a Learning Medium: Shape Analysis, MI Mapping, and Teachers' Creative Process at Pertiwi Kutoharjo Kaliwungu Kindergarten Purhanudin, Viktor; Wulandari, Dewi; Purnomo, Try Wahyu
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.v11i1.2204

Abstract

This study aims to describe the form of song movement created by Pertiwi Kutoharjo Kaliwungu Kindergarten Teacher, map the elements of song movement to the stimulation of Multiple Intelligences (MI), and explain the creative process of teachers along with the supporting factors and challenges of their implementation at Pertiwi Kutoharjo Kaliwungu Kindergarten. The approach used is descriptive qualitative with a focus on case studies. Data was collected through observation of the implementation of activities, field notes, and study of video documents. The analysis was carried out by summarizing the structure of the musical form and choreography, mapping the MI indicators that appeared during the activity, and then interpreting the findings based on the implementation in the classroom. The results of the study showed that there were three movements of songs created that were used as learning media, namely "Cheerful Morning in My Class", "Ayo Rapi Bersama", and "Lingkar Sahabat". The musical forms and movements exhibit a compact structure with clear repetition; "Cheerful Morning in My Class" tends to be one part (A), "Let's Neat Together" is in the form of A B A, while "Circle of Friends" reads as A1, A2, B, and a coda with an emphasis on floor patterns. MI mapping showed the most consistent musical and kinesthetic tendencies, with linguistic aspects strengthening in songs containing operational verbs, while interpersonal and visual spatial were prominent in songs with circular or semicircular formations. The teacher's creative process takes place through the stages of determining the theme, designing movements, trials, revisions, and routine implementation. The main supporting factors are in the form of classroom routines, audio facilities, collaboration, and school support, while the main challenges are related to space, time, noise, and the heterogeneity of children's abilities. These findings confirm that the design of song movements that are measurable, safe, and easy to remember supports the implementation, safety, and harmony of activities in kindergarten classes.
Comparison of Prefixes and Reduplication of Gorontalo Language and Atinggola Language Ome, Aas; N. Djou, Dakia; Salam, Salam
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.v11i1.1857

Abstract

This study examines the comparative form and function of prefixes and reduplication in Gorontalo and Atinggola languages using a comparative linguistics approach. This comparison aims to identify similarities and differences in morphological structure in both languages. Data were collected through interviews, observation, and documentation involving native speakers in Randangan District, Pohuwato Regency, and Atinggola District, North Gorontalo Regency. A total of 200 basic Swadesh vocabulary items were used as the primary analysis material. The research findings indicate that both languages have relatively similar morphological systems, particularly in the use of bound morphemes, such as prefixes, which contribute to verb formation. However, there are differences in their productivity and grammatical functions. Gorontalo has six types of prefixes and 20 forms of reduplication, while Atinggola has four types of prefixes and 25 forms of reduplication. Reduplication in both languages serves to express meaning, such as emphasizing intensity, adding meaning, and varying meaning. In general, this research contributes to the development of comparative historical linguistic studies and can be used as a reference in the conservation and development of regional languages in Indonesia.

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