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[Investigating Students’ Speaking Ability at Modern Boarding School ]]>
<![CDATA[Setiawan, Ade krisna dwi]]>;
<![CDATA[Musarokah, Siti]]>;
<![CDATA[Affini, Laily Nur]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.529
<![CDATA[This research uses an explanatory mix method design. The researcher analyses and describes the students’ speaking ability through conversation tests while speaking problems experienced by students through interviews. The research finds that the eleventh-grade students of Al Falah Modern Islamic Boarding School are good at speaking. It was supported by the result of analysis. The analysis shows that 16 students have a high level of proficiency in spoken English, 10 students have a good level of speaking, 1 student has a fair level, and no students were deemed to have poor level of spoken English. At the same time, the difficulties experienced by students, including fear of making mistakes, limited vocabulary, the use of their native languages, shyness and lack of confidence were analysed through interviews. This research will serve as a valuable reference for teachers who were interested in improving their students’ communication skill.]]>
<![CDATA[The Use of Tiktok Education: The Impact on Student's Vocabulary Acquisition ]]>
<![CDATA[Juwita, Juwita]]>;
<![CDATA[Syahputra, Bambang Panca]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.526
<![CDATA[The purpose of this study is to assess how well students' acquisition of English vocabulary is improved by using TikTok Education. This study recruited eight active students from Universitas Muhammadiyah Sumatera Utara English Education Study Program. It used a pre-experimental one-group pretest-posttest design. Pre- and post-test data were gathered, and descriptive statistics and the paired t-test were used for analysis. The vocabulary scores of the children significantly improved from the pre-test to the post-test, with an average increase of 84%. The statistical significance of this improvement was validated by a paired t-test (p 0.001). There was a positive shift in the distribution of students' scores as well; most of them scored in the "Good to average" category or better on the post-test. These results highlight the potential of TikTok Education as a useful tool for enhancing university students' acquisition of English vocabulary; nevertheless, more studies with bigger sample sizes and longer time frames are required to corroborate these findings.]]>
<![CDATA[Code Switching and Code Mixing Used by Gitasav in Her Interview on the Indah G Show Video ]]>
<![CDATA[Hafifah, Sulistiya]]>;
<![CDATA[Adi, Bambang Trisno]]>;
<![CDATA[Juliansyah, Juliansyah]]>;
<![CDATA[Afiyati, Alia]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.511
<![CDATA[The aim of the research entitled Code Switching and Code Mixing Used by Gitasav on Her Interview in the Indah G Show Video is to identify the types of code switching and code mixing used by GitaSav. There are three types of code switching, they are Intra-Sentential Switching, Inter-Sentential Switching, and Tag switching. Then for Code Mixing there are three types, namely Insertion, Alternation, and Congruen Lexicalization. In addition, this research seeks to find out what type is most often used by Gitasav in her speech. As a descriptive and qualitative research, the data was collected from the utterances spoken by GitaSav in an interview video uploaded on the YouTube channel The Indah G Show. Out of 37 data found for code switching, intra-sentential is the type most widely used by Gita Sav, whereas from all 21 data found for code mixing, insertion was the most frequently used type.]]>
<![CDATA[Designing the Flipped Classroom Strategy in Teaching Grammar ]]>
<![CDATA[Johari, Johari]]>;
<![CDATA[Ahmad, Arimuliani]]>;
<![CDATA[Salsabila, Intan Syazwina]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.548
<![CDATA[This study provides a simple design of a flipped learning instructional model to teach Basic English grammar at a Private University in Riau. Bloom's taxonomy of educational objectives was utilized as an underpinning to develop a top-down flipped learning model. To support student learning outside of the classroom, Google Classroom, an LMS, was used as a platform to disseminate pre-class video lectures. Moreover, this study employed a design-based research (DBR) approach for instructional technology, which provided several phases, namely; planning, designing, formative evaluation, revising, re-designing, and summative evaluation. Researchers suggest watching, summarizing, and taking notes as the three main tasks that can be done outside the classroom; while discussions and presentations are the main activities that occur in class. The findings of this study have consequences for authorities who should take into account flipped classrooms as the current method of instruction for providing grammar and other disciplines in any higher education institution in Indonesia.]]>
<![CDATA[The Role of Feedback in Motivating EFL Students in Vocational High School: A Qualitative Analysis of Students’ Perceptions ]]>
<![CDATA[Nurhayati, Nunung]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.498
<![CDATA[Feedback informs students about their language performance, assisting them in grasping their abilities as well as opportunities for improvement. The importance of feedback in educational settings is well established, with research highlighting its ability to guide learners, build up positive behaviours, and create a supportive learning environment. The purpose of this study is to find out how feedback affects the motivation of EFL students in vocational high schools. The method of this research was a descriptive qualitative design. The results show that feedback in English language learning serves as a catalyst for students' self-improvement and motivation. Understanding individual preferences, providing personalized feedback, and creating a supportive learning environment are essential for maximizing the impact of feedback on students' learning outcomes. While responses to feedback may vary among individuals, there is a common theme of dedication to continuous improvement and a willingness to overcome challenges. Positive and constructive feedback generally leads to increased motivation, fostering a growth mindset among students.]]>
<![CDATA[Students’ Experiences in Using English Movies to Improve Students’ Speaking Skills ]]>
<![CDATA[Rahmah, Lia Nur Affida]]>;
<![CDATA[Pranata, Mohammad Sofyan Adi]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.527
<![CDATA[This research analyzed the students' experiences using English movies to improve their speaking skills at SMA Nurul Jadid. The research design was descriptive-qualitative, and the participants were three students in year 11 of SMA Nurul Jadid. The data was obtained through in-depth interviews. After collecting the data, the researcher conducted analyses. The findings showed that the students mostly responded positively. The findings indicated that English major students are aware that they can improve their speaking skills by watching English movies. In response, the students expect more educational movies to be published that can supplement their education. Therefore, it can be concluded that using movies has contributed to improving the students' English-speaking skills.]]>
<![CDATA[Improving English Writing Skills Using Text-Based Learning Methods and Group Work ]]>
<![CDATA[Nurmayana, Nurmayana]]>;
<![CDATA[Hariati, Puji]]>;
<![CDATA[Siahaan, Desta Gloria]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.534
<![CDATA[Students are required to master several skills. One of the skills that students must master in English subjects is text writing skills. It's just that the fact is that not all students are able to write well because of the lack of training provided by lecturers. Therefore, this research aims to analyze the use of text-based learning methods and group work on writing skills in UPMI students. This research uses a classroom action research method which is carried out in two cycles. The subjects of this research were Management Students at the Indonesian Community Development University (UPMI), totaling 35 students. Data collection in research was carried out using test methods and questionnaire methods. The research results show that the use of text-based learning methods and group work can improve students' writing skills. The average value of descriptive text writing skills in cycle I was 70.43 with a success of 34.28%. There was an increase in cycle II with an average student score of 78.86 with success of 77.14%. Student responses in cycle I were 40.11 in the positive category, while in cycle II it increased to 43.74 in cycle II in the positive category. So, the results of this research indicate an increase in students' descriptive text writing skills after learning using text-based learning methods and group work.]]>
<![CDATA[Students’ Word Pronunciation Errors in Reading Aloud English Paragraph ]]>
<![CDATA[Pratiwi, Nanda Rian]]>;
<![CDATA[Affini, Laily Nur]]>;
<![CDATA[Musarokah, Siti]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.515
<![CDATA[This research analyzes the errors in students' pronunciation when students read a paragraph aloud. Data was obtained from research on 15 class XI students of SMK Swadaya Semarang. They were taken using a simple random sampling method. The data collection technique is that students record their voices while reading, which the researcher then transcribes the recording into phonetics to analyze errors. The results of the research show that most students replace sounds that are not found in Indonesian and replacing English vowels with Indonesian vowels. Students are familiar with the following phoneme similarities: /i/ as /i:/, /i/ and /e/ as /ae/ , /ʌ/ as /ɑː/, /ə/ as /ɜː/, /ɒ / as / ɔː/, /e/ as /æ/, and /u/ as /ʊ/, /u:/. Thus, it seems that there are still many students who still have difficulty pronouncing English words correctly because their tongues are not yet used to vowels other than the vowels in their mother tongue.]]>
<![CDATA[Unpacking Teachers' Feedback on Students' Writing: A Content Analysis of Writing Exemplars ]]>
<![CDATA[Tukan, Antonius Ikrar Asmarajati Laga]]>;
<![CDATA[Mukarto, Fransiscus Xaverius]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.506
<![CDATA[Feedback is crucial for facilitating student learning and growth. Recognizing the significance of effective feedback provision, this study aimed to elucidate the types and aspects of feedback from teachers crucial for enhancing student writing proficiency. The study centers on analyzing teachers' written feedback provided on student writing exemplars sourced from the New Zealand Curriculum. Employing content analysis methodology, the researchers investigated the feedback types employed by teachers to improve student writing skills. The findings revealed a varied distribution of feedback types he results of the study on writing exemplars at different levels indicate that feedback is given both directly and indirectly, with a focus on form in the lower levels of writing and a shift towards a focus on content in the higher levels. The feedback is fairly balanced between direct and indirect, with a higher percentage of indirect feedback. In the lower levels, form-focused feedback dominates, while in the higher levels, content-focused feedback becomes more prominent. This suggests a progression in the emphasis on content as writing skills develop. It suggests that indirect feedback is particularly conducive to enhancing writing proficiency among advanced students, empowering them to independently rectify errors. By uncovering the subtle interaction between different feedback approaches and the proficiency levels of student writers, our study provides meaningful perspectives for teachers aiming to enhance feedback strategies.]]>
<![CDATA[The Effect of Collaborative Learning Using WordUp Application on Vocabulary Mastery ]]>
<![CDATA[Melati, Melati]]>;
<![CDATA[Sabarun, Sabarun]]>;
<![CDATA[Nurliana, Nurliana]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.531
<![CDATA[This research investigated the effect of collaborative learning with WordUp application on seventh-grade students' vocabulary mastery proficiency at MTs Raudhatul Jannah, Palangkaraya. Using Quasi-experimental design with a purposive sampling of 58 students divided into experimental and control groups, quantitative methods were employed. WordUp was utilized for collaborative learning in experimental class, whereas the control classes did not receive such intervention. The averages pretest scores of the experimental class was 66.21, compared to 57.12 in the control group. After given treatment, the average scores of the experimental class increased to 77.12, whereas it was 67.52 in the control class. Statistical analysis using SPSS and t-test confirmed a significant increase in vocabulary mastery in the experimental group, supporting the alternative hypothesis (Ha). Hence, collaborative learning with the WordUp application has significant effects on the vocabulary mastery of seventh-grade students at MTs Raudhatul Jannah Palangkaraya.]]>
