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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 40 Documents
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Search results for , issue "Vol 11, No 3 (2026)" : 40 Documents clear
Social Judgment and Its Effect on EFL Students’ Confidence to Speak English in the Classroom Arinda, Anjeli Aulia Putri; Perdhani, Widya Caterine
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2262

Abstract

Confidence in speaking is a fundamental aspect of learning English as a foreign language (EFL); however, learners often experience anxiety triggered by the verbal feedback they receive during speaking activities. Although previous literature often highlights language anxiety in general, studies focusing specifically on how direct feedback affects students' confidence remain limited. This study investigates the effect of verbal feedback on the speaking confidence of students in the English Education Study Program at Brawijaya University. Using a descriptive qualitative design, data were collected through semi-structured interviews and analyzed thematically. The findings reveal that corrective feedback delivered directly and publicly can act as a cognitive disruptor, reducing focus and fluency while increasing fear of negative evaluation. Conversely, delayed, constructive, and supportive feedback can enhance students' confidence and willingness to communicate. This study concludes that the impact of verbal feedback is strongly determined by its timing, tone, and delivery, highlighting the importance of psychologically safe classroom interactions in developing EFL speaking skills.
Improving Students’ Pronunciation Ability through Homophone and Rhyming Games Ratriningtyas, Gabriella Efinda; Handayani, Sri
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2362

Abstract

This study focuses on the application of homophone and rhyming games as teaching media to improve students’ pronunciation ability at the tenth grade of SMA N 1 Colomadu in the academic year of 2025/2026 and investigates whether using homophone and rhyming games can improve students’ pronunciation ability at the tenth grade of SMA N 1 Colomadu in 2025/2026 academic year. This research applied Classroom Action Research design. This research was conducted in two cycles started from July to August in the academic year of 2025/2026. This research was gathered using qualitative and quantitative methods. Qualitative data was collected through observation, questionnaire, and documentation. The data was analyzed using Miles and Huberman method. Quantitative data was collected through pre-test, post-test 1, and post-test 2. The data was collected by analyzing the mean score of the tests. The result of the research appeared that the application of homophone and rhyming games proved that the improvement of students’ pronunciation ability. The mean score increased from 65 in the pre-test, 70 in the post-test 1, and 80 in the post-test 2. The application of homophone and rhyming games successfully affected the students at the tenth grade of SMA N 1 Colomadu. The students showed enthusiasm and improvement in their pronunciation performance during teaching-learning process.
The Correlation between Self-Efficacy and Speaking Ability among Junior High School Students Yana, Yana; Syahid, Abdul; Nurliana, Nurliana
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2365

Abstract

This research purpose to examine the correlation between students’ self-efficacy and their speaking ability among Junior High School. Speaking is an essential skill in learning English; however, many students still face difficulties, which may be influenced by psychological factors such as self-efficacy. This study was conducted using a quantitative methodology with a correlational design. The participants were 20 seventh-undergraduate students. Data were composed with a self-efficacy using Children’s Self-Efficacy in Learning English Questionnaire (C-SELEQ) and a speaking test using Public Speaking Test Rubric (PSCR) assessing fluency, pronunciation, vocabulary, and grammar. The data were analysed using Pearson Product Moment correlation after the normality assumption was fulfilled. The results showed that the correlation coefficient was r = -0.363 with a significance value of p = 0.115. This indicates a negative correlation between the two variables, which is not statistically significant. Therefore, the conclusions refer that, within this sample, self-efficacy does not a sufficiently valid determinant of students' speaking ability. The outcome of this research indicate that self-efficacy is not the primary factor influencing speaking ability. There are many other factors, such as the Dunning-Kruger effect, which could be one of the reasons the data is not statistically significant.
Professional Competence of Business and Tourism Vocational School Teachers: The Effectiveness of Online Training and the Success of Industrial Internships with Achievement Motivation Mediation Kurniawan, Rifky; Khamidi, Amrozi; Karwanto, Karwanto; Nursalim, Mochamad; Trihantoyo, Syunu; Haq, Mohammad Syahidul
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2360

Abstract

This study aims to determine the direct and indirect influence of the effectiveness of online training, the success of industrial internships, the motivation for achievement and the professional competence of vocational school teachers in the field of business and tourism. This study uses a quantitative approach with a constellation model. The sample in this study was 161 teachers using the proportionate stratified random sampling technique. The data collection technique is in the form of a questionnaire using the Likert scale. The test of the requirements of the research analysis used the normality test, the linearity test, the multicollinearity test and the heterokedasticity test. The data analysis technique in this study uses path analysis. The results of the data analysis are as follows: 1) The effectiveness of online training has a direct effect on the professional competence of teachers by 0.159 (15.9%) with a t count of 2,282 1,975. 2) The success of industrial internships has a direct effect on the professional competence of teachers by 0.269 (26.9%) with a t count of 4.034 1.975. 3) Motivation for achievement has a direct effect on the teacher's professional competence of 0.489 (48.9%) with a t calculation of 7.370 1.975. 4) The effectiveness of online training had a direct effect on achievement motivation of 0.448 (44.8%) with a t count of 5.941 1.975. 5) The success of industrial internships has a direct effect on achievement motivation of 0.338 (33.8%) with a t count of 4.474 1.975. 6) The effectiveness of online training has an indirect effect on teachers' professional competence through achievement motivation of 0.2190 (21.90%) with a sobel test value of 4.62 1.96). 7) The success of industrial internships has an indirect effect on teachers' professional competence through achievement motivation of 0.1652 (16.52%) with a sobel test score of 3.84 1.96.
Visualizing Spirituality as Character Education in Indonesian Grade 4 ELT Textbook Antari, Ni Made Rini; Artini, Luh Putu; Indrayani, Luh
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2312

Abstract

This study investigates the presentation of spirituality as a character education value in the Grade 4 ELT students’ book entitled “My Next Word.” Employing a qualitative content analysis design, the research analyses and examines visual artifacts presented in the student’s book based on five subdimensions of spirituality, based on the dimension of faith in God Almighty of Graduate Profile Values framework. These subdimensions include spirituality in religious practice, spirituality in personal morality, spirituality in social morality, spirituality in environmental morality, and spirituality in civic morality. The findings reveal that spirituality in personal morality is the most frequently represented value in the book, reflected in visuals that emphasize discipline, cleanliness, responsibility, and self-care. This is followed by spirituality in social morality, which is evident in depictions of cooperation, respect, and helping behaviour. However, spirituality in religious practices, environmental, and civic moralities appears minimally and is not consistently highlighted throughout the book. Overall, these results indicated that the book integrated spirituality-based character education mainly through daily-life activities rather than explicit religious symbols or direct doctrinal representations, suggesting an implicit and practiced-oriented approach.
Vocabulary Learning Strategies and Vocabulary Size: A Correlational Study of Iraqi Undergraduate Students Noori, Safa Yaseen; Challob, Ala'a Ismael
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2400

Abstract

Understanding the relationship between English vocabulary learning strategies (VLSs) and vocabulary size (VS) represents a controversial issue among previous studies in the field of applied linguistics. Hence, the current study attempted to identify the (VLSs) and (VS) among Iraqi EFL university students. Besides, it examined the relationship between (VLSs) and (VS) among Iraqi EFL university students. A quantitative correlational research design was employed supported by the (VLSs) questionnaire, and (VS) test. The sample of study is represented by 258 EFL university students in their fourth year who were selected conveniently from the Dept. of English, College of Education for Humanities and College of Education for Women- University of Anbar throughout the first semester of the academic year 2025-2026.  Data was analyzed quantitatively using SPSS to calculate means, standard deviations, t-test, Pearson’s Correlation, and multiple regression analysis. Findings indicated that Iraqi undergraduate students actively use various VLSs, particularly metacognitive, memory, and cognitive strategies, to mitigate their vocabulary knowledge. In addition, the findings revealed that there is a statistically positive and significant relationship between the effective use of the majority of VLSs and students’ VS, which in turn contributes to their overall language proficiency. The study concludes that mastering VLSs is essential for EFL students, particularly in the Iraqi context, were limited exposure to English poses challenges to vocabulary development. By adopting effective strategies, students do not only enlarge their VS but also enhance their communicative competence, academic performance, and lifelong learning skills. 
Analysis of Students' Creative Thinking Abilities through Project-Based Learning in Natural and Social Sciences in Grade Four Elementary School Students Fauziah, Rizcha; Syofyan, Harlinda
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2238

Abstract

Children who think creatively have four indicators, namely originality or the ability to produce new and unique ideas, fluency or the ability to produce many ideas quickly, elaborative or the ability to explain ideas in detail, and flexibility or the ability to think from various perspectives. With project-based learning (PjBL), children can practice their creative thinking skills through learning activities that are tailored to the material taught. This study aims to evaluate students' creative thinking skills through the application of PjBL, especially in science subjects in grade IV B students at SDN Tanjung Duren Selatan 01 Pagi. This study uses a descriptive qualitative method by collecting data through observation, interview, and documentation techniques. The results of the study show that the ability to think creatively through the application of project-based learning in Social Natural Sciences material is not good enough, it can be seen that the fluency indicator has a score of 77.4% and can be categorized as good, then in the flexibility indicator has a score of 19.3%, including the category of less, in the original indicator has a score of 61.2%, it can be categorized as sufficient because there are 3 groups that are able to answer teachers' questions about consumption examples with different answers. Then in the detailing category, having a score of 58.1% can be categorized as sufficient. From these results, it can be seen that there are 4 indicators of creative thinking but only 1 indicator is good, namely smoothness, then 2 other indicators are quite original and detailed, and there is 1 indicator that is still lacking, namely flexibility.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review Puspitasari, Ni Luh Putu Devi; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2310

Abstract

While digital storybooks are increasingly popular in language classrooms, there is still a lack of consensus on which specific instructional methods yield the most effective learning outcomes. This systematic literature review aims to identify instructional methods used in digital storybook-based learning and examine the learning outcomes associated with each approach. Following the PRISMA 2020 guidelines, this review systematically searched five specific academic databases (Google Scholar, ERIC, ScienceDirect, SAGE Journals, and Taylor Francis) covering studies published between 2021 and 2026. Twelve studies met the inclusion criteria for qualitative analysis. The findings reveal three main instructional approaches: task- and project-based learning, multimodal and technology-enhanced learning, and interaction- and support-based learning. These approaches are consistently associated with positive cognitive and affective outcomes. Overall, this review demonstrates that digital storybooks are most effective when integrated with appropriate, student-centered, and interactive pedagogical strategies rather than used as stand-alone reading tools.
Psychological Analysis of Children Traumatic Loss by the Main Character in the Novel Bridge to Terabithia Fofid, Antonia Meske; Floriani, Rosalia; Winarsih, Sri; Istiqomah, Nurul
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2305

Abstract

This study aims to analyze the psychological impact of traumatic loss experienced by the main character, Jess Aarons, in the novel. The research employs a literary psychology approach by applying Elisabeth Kübler-Ross’s five stages of grief, namely denial, anger, bargaining, depression, and acceptance. The primary data are derived from the narrative and dialogues in the novel that depict Jess’s emotional experiences following the death of his close friend, Leslie Burke. The findings indicate that Jess undergoes all five stages of grief. These stages reflect the emotional dynamics of a child in coping with profound loss. Furthermore, the study reveals that Jess is able to endure and achieve psychological recovery through the process of acceptance, while also utilizing imagination as a means of self-healing. This research contributes to a deeper understanding of childhood trauma in literary works and demonstrates how fiction can function both as a reflection of psychological experiences and as a medium for emotional healing among young readers.
Morphological Analysis of Medical Terminology in Conference Abstracts for ESP Reference Arwinda, Sherly; Rochmawan, Muhammad Rizky
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2314

Abstract

Mastery of medical terminology is a crucial competency in international scientific communication, especially in abstract writing that demands high information density. However, many health academics still face challenges in utilizing the productivity of affixation to build precise medical terms. This study aims to identify the morphological structure of medical terms, compare their frequency of occurrence, and formulate pedagogical references for teaching English for Specific Purposes (ESP). This descriptive qualitative study uses content analysis method on a data corpus consisting of abstracts of International Conference on Health Practice and Research (ICHPR) in 2024 and 2025. Medical terms are dissected based on word-building theory to identify patterns of prefixes, roots, and suffixes. The analysis involves multi-step coding process where terms are validated against medical lexicons to ensure accuracy in identifying the derivatives. The findings show the dominance of the terms Hypertension (39 times) and Tuberculosis (15 times) as a consistent research focus. A shift in terminology trends from mental health issues (such as Schizophrenia) in 2024 to chronic physical issues (such as Pulmonary and Myofascial) in 2025 was also identified. The productivity patterns of derivational suffixes (such as -al, -ary, -ic) and pathological affixes (such as -itis, -osis) were proven to be the main instruments in the condensation of clinical meaning. Pedagogically, these results provide a reference list of priority vocabulary based on a real corpus that English lecturers can use to increase the morphological awareness of health students in facing global publications.

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