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[The Effect of Quora-Based Extensive Reading on EFL Students’ Critical Thinking Skills in Higher Education ]]>
<![CDATA[Satriani, Estika]]>;
<![CDATA[Idayani, Andi]]>;
<![CDATA[Etfita, Fauzul]]>;
<![CDATA[Ahmad, Arimuliani]]>;
<![CDATA[Alber, Alber]]>;
<![CDATA[Kadar, Destry Pryant]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.2144
<![CDATA[Critical thinking is a key competence in English as a Foreign Language (EFL) learning, particularly in higher education. This study examines the effect of extensive reading on Quora on EFL students’ critical thinking at the English Language Education Department, Universitas Islam Riau. A quasi-experimental design was employed involving 60 second-semester students divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received extensive reading instruction using Quora, while the control group used conventional materials. Data were collected through pre-test and post-test assessments, adapting Facione’s critical thinking framework. The outcome revealed that the experimental group's mean score increased from 62.40 to 78.60, and the control group improved from 61.90 to 69.30. An independent samples t-test revealed a significant difference between groups (t = 4.85, p 0.05). These findings indicate that Quora-based extensive reading effectively enhances EFL students’ critical thinking.]]>
<![CDATA[The Role of Peer Feedback in Improving Speaking Skills During Classroom Presentations ]]>
<![CDATA[Isnani, Shinta]]>;
<![CDATA[Hapsari, Christianti Tri]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.2125
<![CDATA[Speaking skills remain a challenging aspect of English as a Foreign Language (EFL) learning, particularly in classroom presentations. Due to limited time for individualized teacher feedback, peer feedback has been adopted as an alternative strategy. This qualitative descriptive study investigates EFL students’ perceptions of peer feedback in improving speaking skills and identifies challenges in its implementation. Data were collected through an open-ended questionnaire administered to 27 third-semester undergraduate EFL students at an Indonesian university and analyzed thematically based on Naeem et al. (2023) and Topping’s (2009) peer assessment theory. The findings reveal that peer feedback supports cognitive development, social interaction, and improvements in fluency, pronunciation, vocabulary, and grammatical awareness, while also enhancing teachers’ time efficiency. However, challenges related to feedback accuracy, students’ confidence, and social discomfort persist. Overall, peer feedback is effective when supported by clear guidelines and teacher supervision.]]>
<![CDATA[The Effect of Hemingway Editor Application and Teacher Feedback on the Students' Writing Performance at SMAK Santo Paulus Jember ]]>
<![CDATA[Triyanto, Septian Bagas]]>;
<![CDATA[Sundari, Hanna]]>;
<![CDATA[Juhana, Juhana]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.1994
<![CDATA[This study investigated the effect of the Hemingway Editor application and teacher feedback on students’ writing performance at SMAK Santo Paulus Jember. The study employed a quasi-experimental non-equivalent control group design with multiple measurements. Fifty-four twelfth-grade students participated and were assigned to an experimental group (n = 27) and a control group (n = 27). The control group received teacher feedback only and was assessed twice (pre-test and final post-test). The experimental group was assessed three times: pre-test, post-test 1 after using the Hemingway Editor only, and post-test 2 after receiving the combined treatment of the Hemingway Editor and teacher feedback. Students completed a procedure-text writing task, and their work was scored using an analytic rubric adapted from Jacobs et al. Descriptive statistics were used to summarize performance at each measurement point. Normality was examined using the Shapiro–Wilk test, and the analysis proceeded with non-parametric tests when the normality assumption was not fully met. The Wilcoxon Signed-Rank Test indicated a statistically significant improvement in writing performance across the relevant measurement points, and the between-group comparison at the final measurement point showed a meaningful difference favoring the experimental treatment. Overall, the findings suggest that the Hemingway Editor application can support students’ writing development, and its impact is strengthened when combined with structured teacher feedback.]]>
<![CDATA[Principal's Strategy in Optimizing Teacher Performance Through Discipline ]]>
<![CDATA[Erwin Syamsudin, Erwin Syamsudin]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.1852
<![CDATA[Teacher discipline is a fundamental determinant of school effectiveness. Yet, a significant gap often exists between normative standards and actual compliance, where technical-punitive measures fail to address complex adaptive challenges. Based on the case at SMAIT Al-Kautsar Pondok Cabe, this study analyzes the Principal's strategy in optimizing teacher performance through discipline. Employing a qualitative descriptive method, data were collected via observations and interviews with nine informants. The findings reveal that a hybrid strategy—integrating moral legitimacy, systemic supervision, and situational engineering—successfully transformed the culture from conditional compliance to professional order. Notably, the Mandatory Reading Program effectively locked attendance through social conformity rather than fear. However, success remains heavily correlated with the principal's paternalistic influence and personal power. The study concludes that while hybrid strategies are effective, long-term sustainability requires shifting from external control to the internalization of professional values.]]>
<![CDATA[The Role of Sharing Phase in Think-Pair-Share Technique in Promoting Deep Learning and Student’s Speaking Confidence: A Qualitative Study ]]>
<![CDATA[Sonya, Putri]]>;
<![CDATA[Seinsiani, Izzati Gemi]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.2061
<![CDATA[In the context of global communication, student’s speaking confidence and deep learning have become essential competencies in the EFL classroom. However, many Indonesia students still experience high affective barriers during speaking activities, while previous studies have largely focused on the overall effectiveness of cooperative strategies rather than specific instructional stages. This study aims to explore the role of the Sharing phase in the Think-Pair-Share technique in promoting deep learning and students’ speaking confidence. Employing a descriptive qualitative design, data were collected through classroom observations, learning experience questionnaires, and semi-structured interviews. The findings reveal that the Sharing phase reduces speaking anxiety through social validation, enhances students’ confidence, and supports deep learning by encouraging idea reconstruction and reflective communication. The study concludes that the Sharing phase functions as a critical pedagogical stage that integrates emotional safety with cognitive development in the EFL speaking classrooms.]]>
<![CDATA[An Acoustic Analysis of Student-Produced Speech in Speed Reading Using a Teleprompter at Al Azhar 3 Senior High School Bandar Lampung ]]>
<![CDATA[Dewi, Hamelia Qomara]]>;
<![CDATA[Susanto, Susanto]]>;
<![CDATA[Nanda, Deri Sis]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.1951
<![CDATA[This study investigates the acoustic differences in student-produced voice during speed reading with and without a teleprompter in an English as a Foreign Language (EFL) context. The research aims to examine how teleprompter-assisted reading affects fluency, prosody, and pronunciation. A quasi-experimental quantitative design was conducted with 30 senior high school students who were members of the English Club at SMA Al Azhar 3 Bandar Lampung. Each participant performed three reading tasks: without a teleprompter, with a teleprompter at 1% speed, and with a teleprompter at 50% speed. Recordings were analyzed using Praat software to measure pitch, intensity, duration, and pronunciation errors. The findings showed no significant differences in pitch and intensity (p .05). However, reading duration was significantly longer at 1% speed (p .05), indicating more deliberate articulation. Descriptive results also revealed fewer pronunciation errors at 1% speed than at 50% speed. These findings suggest that adjusting teleprompter speed can optimize speech clarity, making teleprompters a valuable tool for improving EFL learners’ fluency and accuracy in public speaking training.]]>
<![CDATA[Genre of Students’ Descriptive Text: A Case of Texts Developed by Tenth Grade Students of SMA Teuku Umar Semarang ]]>
<![CDATA[Ulya, Himatul]]>;
<![CDATA[Widhiyanto, Widhiyanto]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.2044
<![CDATA[This study investigates the genre analysis of descriptive texts written by tenth-grade students at SMA Teuku Umar Semarang. It examines students’ mastery of generic structures and linguistic features, focusing on identification, description, present tense, adjectives, and relational verbs also it strengths and weaknesses. Using a qualitative descriptive design, data were collected from 25 students and analyzed through the genre framework of Tardy and Swales (2021). Findings show that most students applied the generic structures correctly, though the level of descriptive detail varied from minimal to fairly elaborate. Linguistic features were generally appropriate, but limited vocabulary and frequent mechanical errors persisted, reducing accuracy and coherence. The study concludes that while structural mastery has been achieved, linguistic sophistication remains a challenge, highlighting the need for pedagogical strategies that integrate genre-based scaffolding with explicit language development.]]>
<![CDATA[Legal Discourse and Cultural Meaning in a Bangka Manuscript: Insights for English Language Learning ]]>
<![CDATA[Rakerda, Hilda]]>;
<![CDATA[Amalia, Resti]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.2007
<![CDATA[Historical legal manuscripts from peripheral regions remain underexamined in English language studies, despite their value as authentic discourse and cultural evidence. This study addresses this gap through an analysis of a nineteenth-century Bangka legal manuscript documenting a local trade transaction. Drawing on critical discourse analysis and interviews to validate the manuscript’s historical context, the study identifies salient features of legal discourse, including formulaic phrasing, performative utterances, and culturally grounded constructions of authority and legitimacy. These features demonstrate legal language as a socially situated practice shaped by local norms and institutional relations. The study further highlights pedagogical implications for English language learning, positioning historical legal texts as authentic materials for developing genre and discourse awareness, intercultural understanding, and critical reading skills.]]>
<![CDATA[A Need Analysis of ESP Materials for Elementary Education Department Students ]]>
<![CDATA[Suryantari, Hadna]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.2107
<![CDATA[This research aims to investigate the need for ESP materials for Elementary Education Department students including students’ target needs and students’ learning needs. A quantitative approach with descriptive emphasis was used as the research design. Participants of the research were the first semester students of Elementary Education Department of University X in the academic year of 2025/2026. A total sampling technique was used in the research. The population was 142 students. A questionnaire was used to find out ESP needs of Elementary Education Department students and it is obtained 128 answers. The data from questionnaire were analyzed by seeing frequency of the participants’ answer. The data were then presented in the form of charts. It is found that the students’ learning target is to enhance their English proficiency, primarily speaking skills and vocabulary mastery for encouraging their future career. Developing the students’ speaking skills, vocabulary mastery, reading skills, and grammar mastery are mainly needed to promote professional performance in the instructional field. English learning materials should provide language input supported by vocabulary lists to strengthen students’ vocabulary mastery and boost their English skills. Learning materials should be compiled with text types around the field of elementary education and designed to direct students in various meaningful and contextual activities which enable the students engaged in collaborative language learning activities. Collaborative learning activities facilitate the students to obtain various feedbacks from their friends and lecturers can monitor the students’ learning progress then provide ongoing feedbacks for the students’ work.]]>
<![CDATA[Exploration of Zamzam Water Consumption on Toddlers' Expressive Language Abilities: A Review from Islamic and Psycholinguistic Perspectives ]]>
<![CDATA[Trisna, Ayu]]>;
<![CDATA[Pasaribu, Usrawati]]>;
<![CDATA[Apripan, Rika]]>;
<![CDATA[Handayani, Fitri Rahma]]>;
<![CDATA[Siregar, Mariani]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.1902
<![CDATA[Expressive language skills are a crucial aspect of toddler development, because they are directly related to communication, social understanding, and learning readiness. Toddlerhood is the golden period in which appropriate stimulation significantly supports optimal language development. In Padangsidimpuan City, Zamzam water is better known as holy water consumed in the context of Hajj and Umrah pilgrimages. Its use in supporting child development, especially language development, is not yet a common practice. By highlighting this local context, this study is important to open new horizons where religious beliefs can be integrated with a psycholinguistic approach to support child growth and development, including language. This study aimed to explore the practice and meaning of Zamzam water consumption by parents in supporting toddlers' expressive language skills, viewed from an Islamic and psycholinguistic perspective. Using a qualitative approach with a case study method, data were obtained through in-depth interviews, observations, and documentation, and then analyzed thematically. The results showed that providing Zamzam water twice a day for three months with accompanying prayers and verbal interactions demonstrated expressive language development through simple basic vocabulary. These findings indicate that Zamzam water consumption influences toddlers' language development through aspects of family spirituality that improve the quality of verbal interactions, thereby stimulating toddlers' expressive language.]]>
