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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
Noun Phrase in the Lyrics of Billie Eilish: Visualizing and Tree Diagrams Analysis Lestari, Dewi Anggi; Rusmana, Dadan; Nurhapitudin, Irman
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.v11i3.2356

Abstract

This study examines noun phrases (NPs) in selected lyrics by Billie Eilish, namely Lovely, Ilomilo, and What Was I Made For? Previous studies have mainly focused on discourse analysis, thematic interpretation, and sentence-level syntax, while limited attention has been given to noun phrases, particularly their internal structure and role in meaning construction. This gap indicates the need for a focused syntactic analysis of noun phrases in lyrical discourse. The study aims to identify types of noun phrases, analyze their internal structures, and explain their contribution to emotional meaning. A descriptive qualitative method was applied, with data collected through documentation of song lyrics. The analysis covers 23 noun phrases, consisting of 8 from Lovely, 4 from What Was I Made For? and 11 from Ilomilo. The data were analyzed using identification, classification of structural patterns, and phrase structure rules based on generative grammar. Findings show that noun phrases appear in various forms such as determiner + noun (e.g., a way), possessive constructions (e.g., my fear), and complex structures with post-modifiers (e.g., a place to hide, the friends I’ve had to bury). These noun phrases function not only as grammatical units but also as carriers of emotional meaning, expressing uncertainty, loss, identity, and longing. The study concludes that noun phrases bridge syntactic structure and emotional expression in song lyrics.
The Interplay of Cinematic Techniques and Narrative Elements in Constructing Irony in Jordan Peele’s Get Out (2017) Rochman, Arila Nur; Nurulaen, Yuyun; Awaludin, Lili
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.v11i3.2338

Abstract

This study aims to analyze how irony is constructed in the film Get Out (2017) through the interplay between narrative elements and cinematic techniques. This study employs a qualitative method with a textual analysis approach to six scenes selected purposively based on the types of irony represented, such as situational irony, dramatic irony, and verbal irony. Data were collected through documentary analysis by repeatedly watching in the film, identifying scenes containing irony, and noting relevant dialogue and visual aspects. The results indicate that irony in the film emerges not only through the plot and dialogue but is also reinforced by cinematic techniques such as lighting, camera angles, and framing. These elements play a role in shaping the audience’s perception of the difference between the surface meaning and the hidden meaning. Thus, the interaction between narrative and cinematic elements produces a strong ironic effect while conveying social criticism of covert racist practices.
Effectiveness of the ELSA Speak Application as a Medium for Improving Pronunciation Skill in Speaking English in Vocational High Schools Navia, Nur' Ayunin; Fediyanto, Niko
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.v11i3.2373

Abstract

Pronunciation is an essential component in developing students' speaking skills in learning English, especially for vocational high school students who are prepared to enter future workplaces that require effective oral communication with colleagues, clients, and industry partners. However, many vocational high school students still experience difficulties in pronouncing English words accurately. This study aims to determine the effectiveness of the ELSA Speak application in improving students' pronunciation skills. This research used a quantitative approach with a quasi-experimental design. The participants of this study were 39 students of class XI MP1 at SMK Muhammadiyah 1 Taman. Data were collected through pre-test and post-test in the form of oral pronunciation tests. The data were analyzed using SPSS through normality test, correlation test, and paired sample t-test. The results showed that the mean score increased from 73.08 in the pre-test to 81.56 in the post-test. The paired sample t-test showed a significance value of 0.000 (p 0.05), indicating a significant improvement. This suggests that AI-based applications such as ELSA Speak can serve as a viable supplementary tool in the EFL classroom, particularly for enhancing students’ pronunciation through autonomous and technology-assisted practice.
A Critical Analysis of the Grade 3 English Textbook in Bangladesh: Strengths and Weaknesses Hossain, Md. Kabir
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.v11i3.2299

Abstract

An English textbook plays a crucial role in learning English as a foreign language (EFL) in Bangladesh. This is a qualitative content analysis study whose aim is to investigate the strengths and weaknesses of the grade 3 English textbook in Bangladesh. The textbook is a key instructional material that is analysed in six separate dimensions of strengths and weaknesses based on the theories proposed by Hutchinson, Waters, Cunningsworth, and McGrath. Many investigations have been carried out concerning the teaching and learning of the English language at the primary level. However, existing literature has not sufficiently explored whether the shortcomings stem from the textbooks themselves. Thus, this study is significant in such a context as it aims to address the gap in this area in the literature through a critical analysis of the nature and quality of the textbooks. The findings show that the English textbook contains some strengths, such as communicative teaching strategies, integration of reading, writing, speaking, and listening skills, active learning activities, attractive design and visual appeal, real-life contents, and integration of moral and social values. Similarly, the weaknesses are vocabulary-related issues, insufficient grammatical explanation, a shortage of writing practice, a lack of pronunciation guides, insufficient critical thinking activities, and traditional evaluation systems. It concludes that the implications of this article’s findings help to achieve the general objectives of the national curriculum and Sustainable Development Goal 4.
Students’ Difficulties in Translating English Text at Tadulako University: A Qualitative Study Jannah, Miftahul; Jamiluddin, Jamiluddin; Anggreni, Afrillia; Hasna, Hasna
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.v11i3.2492

Abstract

This study explores the difficulties experienced by students in translating English texts at Tadulako University and identifies the factors influencing these difficulties. The research employed a descriptive qualitative method involving fifth-semester students of the English Education Study Program who had completed a translation course. Data were collected through semi-structured interviews, questionnaires, and analysis of students’ translation assignments. The findings show that students encounter several major problems in translation, including limited vocabulary mastery, grammatical errors, and difficulty interpreting homonyms. Vocabulary limitation was identified as the most dominant challenge because students often struggled to understand word meanings and determine appropriate equivalents in the target language. In addition, differences in grammatical structures, especially the use of the simple past tense, frequently caused inaccurate sentence construction. Students also faced difficulties in identifying the correct meaning of homonyms based on context. Furthermore, the study reveals that affective factors, such as boredom and low motivation, significantly contribute to students’ translation problems. These findings suggest that translation difficulties are influenced not only by linguistic competence but also by students’ attitudes toward learning. Therefore, translation teaching should emphasize vocabulary development, contextual understanding, and more engaging instructional strategies to improve students’ translation abilities effectively.
The Digital Mediation of Teacher’s Feedback: Investigating the Efficacy of Screen-Cast Video Feedback on EFL Learners’ Writing Revision and Self-Efficacy Seddik, Mohamed Elsayed Abdou
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.v11i3.2200

Abstract

The provision of effective written corrective feedback (WCF) remains a persistent pedagogical challenge in EFL contexts, often constrained by time, clarity, and learner engagement. While digital tools offer new avenues, their localized efficacy in resource-aware settings like Egyptian public schools is underexplored. This quasi-experimental study investigated the impact of screen-cast video feedback (SVF)—a blend of audiovisual and screen casting commentary—compared to traditional written feedback (TWF) on the writing revision quality and writing self-efficacy of Egyptian secondary school students. Conducted over three weeks in a public school in Mansoura, Egypt, the study involved 60 participants divided into control (TWF) and experimental (SVF) groups. Data sources included pre-/post-test writing samples scored with a rubric, a writing self-efficacy scale, and semi-structured interviews. Quantitative analysis (MANCOVA) revealed that the SVF group produced statistically significant improvements in revision accuracy, particularly in addressing global issues (e.g., organization, thesis clarity) and complex grammatical errors. Furthermore, the SVF group demonstrated a significant increase in writing self-efficacy. Qualitative analysis highlighted that SVF was perceived as more personalized, comprehensible, and engaging, fostering a stronger teacher-student connection. The study argues that SVF, as a multimodal feedback form, aligns with principles of cognitive load theory and sociocultural approaches by making feedback more accessible and dialogic. It concludes that SVF is a pedagogically viable and effective alternative for EFL writing instruction in contexts similar to Egypt, advocating for its integration despite infrastructural constraints.
Application of the Student Teams Achiepvement Division (STAD) Learning Model Assisted by Word Wall to Improve the Learning Outcomes of Grade IV Students of SDN 010 Rambah Muliawati, Muliawati; Safrudin, Safrudin
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.v11i3.2337

Abstract

Social studies learning in elementary schools still faces the problem of low learning outcomes and student involvement due to the dominance of teacher-centered learning. This study aims to determine the effectiveness of the application of the Student Teams Achievement Division (STAD) learning model assisted by Word Wall in improving the learning outcomes of fourth grade students of SD Negeri 010 Rambah. This study uses the Classroom Action Research approach which is carried out in two cycles with stages of planning, implementation, observation, and reflection. The research subjects amounted to 24 students. Data collection techniques include learning outcome tests, observations, and documentation, while data analysis is carried out descriptively, quantitatively, and qualitatively. The results of the study showed that the application of the Word Wall-assisted STAD model was able to improve student learning outcomes, which was characterized by an increase in average scores and classical completeness from cycle I to cycle II. In addition, student activities and the implementation of learning by teachers have also increased. The STAD model encourages individual cooperation and responsibility, while the Word Wall helps reinforce the understanding of concepts through visual media. Thus, the application of the Word Wall-assisted STAD model is effective in improving learning outcomes and creating more active and collaborative learning.
An Exploration of English Song-Based Learning in Developing Young Learners’ Speaking Skills in an Islamic Primary School Nadiya, Sufya; Zainuddin, Zainuddin
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.v11i3.2363

Abstract

This study explores the implementation of English song-based learning in developing young learners’ speaking skills at MI Kholafiyah Syafi’iyah Zainul Hasan Genggong. Speaking is challenging because English functions as a third language after Indonesian and Arabic in the dormitory environment, influencing students’ vocabulary, pronunciation, and confidence. This qualitative exploratory study involved three teachers and 37 students. Data were collected through classroom observations conducted over two months, interviews, and documentation, and analyzed using thematic analysis with data triangulation. The findings reveal that teachers use familiar songs whose lyrics are modified with English vocabulary and simple moral values aligned with the Islamic school context. This strategy improves students’ pronunciation, vocabulary, fluency, and confidence while creating an engaging and low-anxiety classroom atmosphere. Therefore, English song-based learning is an effective strategy for developing young learners’ speaking skills.
The Grammatical Aftermath of English Language Monolingualism in West Africa Babatunde, Samuel Akanbi
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.v11i3.2372

Abstract

This study examines the English language grammatical aftermath among 400 English monolinguals in Ghana and Nigeria. Grounded in the communicative competence framework, the research investigates how exclusive reliance on English, coupled with the non-acquisition of indigenous languages, impacts grammatical competence. Using a quantitative survey design, data on Standard English concord and tense were collected via structured questionnaires and analyzed using descriptive statistics and t-tests. Findings reveal grammatical incompetence; fewer than 40% of respondents mastered complex subject–verb agreement constructions. Notably, background data indicate that 95% of participants possessed no indigenous language proficiency, confirming a state of total monolingualism. While statistically significant differences emerged between Ghanaian and Nigerian cohorts in tense (p = 0.005) and concord (p = 0.020), both groups exhibited uneven competence. The study concludes that monolingual dominance fails to guarantee solid English competence, leaving learners without functional communicative proficiency in either English or their indigenous languages.
Improving Students’ Reading Comprehension through the Use of Pre-Reading Tasks at the Eight Grade of SMP Negeri 1 Mepanga Mawadah, Rahmi; Mukrim, Mukrim; Agussatriana, Agussatriana; Patmasari, Andi
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.v11i3.2366

Abstract

Reading comprehension is a key component of English as a Foreign Language (EFL) learning, as it supports vocabulary development, critical thinking, and academic achievement. Although theory highlights the importance of activating students’ prior knowledge before reading, classroom instruction often begins directly with the text, creating a gap between pedagogical principles and actual practice. This mismatch may contribute to students’ limited understanding and low engagement in reading activities. This study aimed to determine the effect of pre-reading tasks on the reading comprehension of eighth-grade students at SMP Negeri 1 Mepanga. A quasi-experimental design was employed, involving 49 students, with 25 students in the experimental group and 24 students in the control group. The experimental group was taught using specific pre-reading activities, including brainstorming, skimming, and vocabulary preview, while the control group received conventional instruction. Data were collected through pre-test and post-test instruments and analyzed statistically. The findings revealed that students exposed to pre-reading tasks achieved significantly better results than those in the control group. It can be concluded that pre-reading activities effectively enhance students’ reading comprehension.

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