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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 129 Documents
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Search results for , issue "Vol 11, No 2 (2026)" : 129 Documents clear
Gender Equality in Education: Analysis of Global Education Policy and Its Implementation in Indonesia Solihin, Ihin; Erihadiana, M.
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2231

Abstract

This research aims to analyze the influence of global policies on gender equality on the formulation and implementation of education policies in Indonesia. Using a thematic narrative review approach, this study synthesizes academic literature, global policy documents, and national implementation reports to trace the relationship between international frameworks such as SDG 4.5 and UNESCO guidelines with gender-responsive policies at the national level and practices in schools. The analysis results show that although global policies have influenced the direction of national regulations, implementation at the school level is still uneven and does not fully reflect the principle of structural equality. Gaps exist in cultural aspects, teacher capacity, monitoring mechanisms, and the policy adaptation process. This research makes a theoretical contribution to the development of policy transfer studies in gender education and offers a conceptual model that can be used for further research and more effective policy formulation.
The Correlation Between Students’ Emotional Intelligence and Public Speaking Performance at State Senior High School 1 Mungka Firdaus, Firdaus; Irwandi, Irwandi; Eliza, Eliza; Safitri, Loli
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2256

Abstract

Emotional factors are often considered crucial in influencing students’ success in English speaking activities, particularly in public speaking contexts. Emotional intelligence plays an important role in supporting students’ confidence and effectiveness in public speaking activities. This study aimed to examine the relationship between students’ emotional intelligence and their public speaking performance in English presentations. This research employed a quantitative correlational design involving 25 twelfth-grade students at SMAN 1 Mungka who were selected using total sampling. Data were collected through an emotional intelligence questionnaire and documentation of students’ public speaking performance scores. The questionnaire was validated using Aiken’s V through expert judgment and demonstrated acceptable reliability based on Cronbach’s Alpha. The data were analyzed using descriptive statistics and Pearson correlation analysis with the help of SPSS. The findings revealed that students generally showed a good level of emotional intelligence and moderate public speaking performance. The correlation analysis indicated a very strong and significant positive relationship between emotional intelligence and public speaking performance (r = 0.956, p 0.01). These results suggest that emotional intelligence contributes to students’ success in delivering English presentations.
Tutors’ Paradox on ChatGPT Assistance in English as a Foreign Language Distance Learning Environments Hadianti, Siti
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2209

Abstract

Distance learning has been one way to provide accessible education across Indonesia's vast geographical area and dense population. However, the emergence of artificial intelligence (AI), particularly ChatGPT with its free access, may have disrupted the reciprocal learning process between the tutor as an online lecturer and the students. This research involved 42 active tutors from the English Education Department at Universitas Terbuka (UT), the only open and distance learning university in Indonesia. With more than 650.000 students, the university relies heavily on online tutorials (Tuton), in which student-tutor interaction has been significantly influenced by the presence of ChatGPT. By gathering data through open and closed-ended questionnaires and analyzing it using a mixed-methods approach, the study revealed a contrast in perspectives among tutors, which the researchers refer to as a ‘paradox of perspective’. This condition presents with the fact that the tutors were struggling to identify the AI used, even though they seemed to show they could adjust to the situation. They also questioning the authenticity of students work yet unable to detect the ChatGPT intervention.  The finding might imply an urge for a distance learning institution like UT to address the issue. There are two major recommendations from the tutor by having a guideline for ChatGPT usage by the students and training for the tutor in dealing with the AI disruption.
Islamic Religious Education Pattern of the Urgency of Healthy Food for Students at State Elementary School 14 South Pontianak Khair, Fathul
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.1815

Abstract

This study aims to describe the pattern of Islamic Religious Education (PAI) in instilling the urgency of healthy food consumption in students at SD Negeri 14 South Pontianak. Islamic religious education at the elementary school level not only focuses on the formation of moral and religious character, but also integrates health values through the concept  of halalan thayyiban as part of Islamic teachings. This study uses a qualitative approach with a descriptive method. Data was obtained through observation of the PAI learning process, interviews with PAI teachers and students, and documentation of various school habituation programs. The results of the study show that PAI teachers apply an integrative learning pattern through strengthening material on halal food, thayyib, and eating manners in Islam. Teachers combine interactive lecture methods, discussions, examples, and habituation through the Healthy Canteen program, appeals to bring nutritious provisions, and supervision of snack consumption in the school environment. Students show an increased understanding of the characteristics of healthy food and begin to implement more selective eating behaviors. This study concludes that the pattern of PAI in SD Negeri 14 South Pontianak contributes significantly to fostering students' awareness of the importance of healthy food, both from a religious and physical health perspective, thereby supporting the formation of healthy character and lifestyle from elementary school age.
The Influence of Self-Discipline and Peer Environment on the Academic Achievement of Junior High School Students in Sepaku District Khalim, Muhammad Zainul; Widiyanah, Ima; Sholeh, Muhamad; Khamidi, Amrozi
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2236

Abstract

The aim of this study is to empirically analyze the influence of self-discipline and peer environment on the academic achievement of junior high school students in Sepaku District, both partially and simultaneously, within the framework of integrating internal and external factors of adolescent development. A quantitative approach with an explanatory research design was used to test the influence of self-discipline and peer environment on students’ academic achievement through inferential statistical analysis. The study population consisted of 1,125 students, with a sample of 137 students determined using the Slovin formula at an 8% error rate. Data were collected through questionnaires, documentation, and observation, and then analyzed using descriptive and inferential statistics. The results indicate that self-discipline has a positive and significant effect on the academic achievement of junior high school students in Sepaku District. Students’ ability to manage time, obey rules, and maintain consistency in learning plays an important role in improving academic performance. Conversely, the peer environment has a negative and significant effect, indicating that less supportive social interactions can reduce students’ focus, commitment, and learning outcomes. Simultaneously, these two variables contribute 52.0% to the variation in academic achievement, suggesting that learning success is influenced by the synergy of internal and external factors.
Transforming Vocational School and Industry Partnerships from Administrative to Managerial Practices: A Planning, Organizing, Actuating, and Controlling Multi-Site Study Suharsoyo, Tjipto; Khamidi, Amrozi; Hariyati, Nunuk
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2240

Abstract

Many partnerships between vocational high schools (SMK) and industry (DUDI) remain limited to formal administrative arrangements such as Memorandums of Understanding (MoUs), without effective managerial governance. As a result, these collaborations often have limited impact on graduate employability. This study analyzes how managerial functions—planning, organizing, actuating, and controlling (POAC)—shape the effectiveness and sustainability of school–industry partnerships in Indonesia and proposes an adaptive partnership management model. This research employed a qualitative comparative multi-site design involving two private vocational schools in Mojokerto, Indonesia. Data were collected through in-depth interviews with 27 key informants, supported by alumni data (n=87), participatory observations, and document analysis. Data validity was ensured through source and methodological triangulation. The findings reveal two partnership archetypes: (1) the Gradual Collaborative Model, characterized by value-based planning, formal structures, and institutionalized governance; and (2) the Adaptive Operational Model, which demonstrates strong operational flexibility but limited strategic documentation. Based on these findings, the study proposes an Adaptive-Strategic Partnership Model that integrates POAC managerial functions, collaborative governance principles, and outcome-based evaluation within a dynamic partnership cycle. The novelty of this research lies in reconceptualizing classical management theory in the context of inter-organizational educational partnerships and proposing a tiered DUDI engagement typology as a strategic instrument for strengthening vocational education governance.
The Influence of Principal Supervision, Principal's Pedagogic Competence, and Principal's Welfare on the Performance of State Junior High School Teachers in North Penajam Paser Regency Sugiarti, Isa; Wulandari, Ayu; Rifqi, Ainur; Khamidi, Amrozi
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2243

Abstract

This study aims to examine the influence of principal supervision, principals’ pedagogical competence, and principals’ welfare on teacher performance in public junior high schools in Penajam Paser Utara Regency. A quantitative approach with an ex post facto causal design was applied. The population consisted of 447 teachers, and a sample of 212 teachers was selected using the Slovin formula with a 5% margin of error. Data were collected through structured questionnaires using a four-point Likert scale. Instrument validity was tested using Pearson Product Moment correlation, while reliability was measured using Cronbach’s Alpha. Data analysis employed multiple linear regression with SPSS version 22, following classical assumption tests including normality, multicollinearity, and heteroscedasticity. The findings indicate that principal supervision, principals’ pedagogical competence, and principals’ welfare each have a significant effect on teacher performance. Partially, principal supervision improves teachers’ professional performance through systematic and continuous academic guidance. Principals’ pedagogical competence also has a positive impact by strengthening instructional leadership and enhancing effective teaching practices. Additionally, principals’ welfare contributes positively by fostering a stable and supportive organizational climate. Simultaneously, the three independent variables significantly affect teacher performance (F = 220.970, p 0.05), demonstrating that the combination of supervision, competence, and welfare plays a crucial role in improving teacher performance. These results suggest that enhancing teacher performance requires an integrated approach that combines effective supervision, strong pedagogical leadership, and adequate welfare conditions. Strengthening these factors is essential to support sustainable improvements in the quality of education in public junior high schools.
The Influence of Transformational Leadership of School Principals on the Performance of Junior High School Teachers in North Panajem Paser Regency Rahayu, Endang Sri; Rifqi, Ainur; Haq, Mohammad Syahidul; Khamidi, Amrozi
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2232

Abstract

Principal leadership is widely recognized as a crucial factor in determining the quality of teacher performance in schools. Numerous studies have examined the relationship between leadership styles and teacher performance; however, empirical evidence in developing regions and newly transforming areas remains limited. In particular, there is still a lack of empirical studies investigating transformational leadership in schools located in regions undergoing rapid socio-educational transformation, such as Penajam Paser Utara Regency in East Kalimantan, which serves as a buffer area for Indonesia’s new capital city (IKN). This study aims to examine the effect of transformational leadership of school principals on the performance of junior high school teachers in Penajam Paser Utara Regency. The research employed a quantitative approach with a causal ex post facto design. The sample consisted of 253 teachers selected through stratified cluster random sampling from a population of 520 teachers. Data were collected using a four-point Likert-scale questionnaire that had been tested for validity and reliability, and were analyzed using simple linear regression with SPSS version 22. The results indicate that transformational leadership has a positive and significant effect on teacher performance, with a significance value below 0.05. These findings suggest that the more effectively principals implement transformational leadership practices, the higher the level of teacher performance.
The Influence of Digital Behavior and Professional Learning Community on the Professionalism of Elementary School Teachers in North Penajam Paser District Harisah, Harisah; Karwanto, Karwanto; Trihantoyo, Syunu; Khamidi, Amrozi
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2248

Abstract

A quantitative approach with a causal design was used in this study to analyze the influence of Digital Behavior and Professional Learning Community on the Professionalism of Elementary School Teachers in Penajam Paser Utara Regency in the 2025/2026 academic year. The independent variables were defined as Digital Behavior (X1) and Professional Learning Community (X2), while the dependent variable was defined as Teacher Professionalism (Y). The study population consisted of 520 public elementary school teachers spread across four sub-districts. The sample was determined using the Slovin formula at a 7% error rate, resulting in 147 respondents and then rounded to 150 teachers to increase accuracy. The sampling technique was proportional random sampling. Data were collected using a five-level Likert-scale closed questionnaire. All instruments were tested for validity and reliability before use. Data analysis was performed using SPSS version 22 through classical assumption tests (normality and linearity) and multiple linear regression. Hypothesis testing was carried out at a significance level of 0.05 and strengthened by the coefficient of determination (R²). The results of the study show that partially and simultaneously, Digital Behavior and Professional Learning Community have a positive and significant influence on Teacher Professionalism. These findings imply that strengthening teachers’ digital competencies and fostering collaborative professional learning communities within schools are essential strategies to enhance teacher professionalism and improve the quality of elementary education.
The Influence of School Principals' Strategic Leadership, Supervisory Supervision, and Education Roadmap Policies on Teacher Performance in the Core Government Area of the Nusantara Capital City Sandi, Obi; Nuphanudin, Nuphanudin; Trihantoyo, Syunu; Khamidi, Amrozi
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2257

Abstract

Teacher performance plays a crucial role in determining the quality of educational outcomes, as teachers are the primary actors in implementing the learning process in schools. In the context of educational reform and the development of the Indonesian Capital City (IKN), strengthening teacher performance becomes increasingly important to ensure the effectiveness of educational policies and learning quality in strategic national areas. Several factors are considered to influence teacher performance, including the principal's strategic leadership, supervisory supervision, and the implementation of educational roadmap policies that guide the direction of educational development. This study aims to analyze the influence of the principal's strategic leadership, supervisory supervision, and educational roadmap policy on teacher performance in the Core Government Area of the Indonesian Capital City. The study used a quantitative approach with a causal ex post facto design. The study population was 135 teachers with a sample of 100 respondents determined using the Slovin formula and proportional random sampling technique. The research instrument was a closed questionnaire with a four-level Likert scale that had been tested for validity and reliability. Data analysis used multiple linear regression with the help of SPSS version 22. The results showed that partially the principal's strategic leadership, supervisory supervision, and educational roadmap policy each had a significant effect on teacher performance. Simultaneously, the three independent variables also had a significant effect on teacher performance with a coefficient of determination of 59.7%, indicating that variations in teacher performance can be explained by these three variables, while the rest is influenced by other factors outside the research model.

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