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[William Wordsworth’s Overcoming Life’s Struggles in ‘Intimations of Immortality’ Poems ]]>
<![CDATA[Hendriani, Ria]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.554
<![CDATA[This study explores how William Wordsworth addresses and overcomes personal and existential problems in his poem Intimations of Immortality from Early Childhood, a pivotal work in Romantic literature. The poem explores themes of memory, spiritual transcendence, and the transition from childhood to adulthood. There is a gap in understanding how Wordsworth uses them to confront his own struggles. The purpose of this study is to investigate how Wordsworth transforms personal challenges into sources of solace and insight. Through close textual analysis, the study highlights Wordsworth’s use of the divine essence of childhood and nature as stabilizing forces that help him cope with personal loss and disillusionment. The findings suggest that childhood memories and nature offer enduring comfort, providing a philosophical framework for managing life’s difficulties. The study concludes that Wordsworth’s poetry serves as a powerful tool for emotional and spiritual growth, showcasing the transformative power of introspection.]]>
<![CDATA[An Analysis of Students' Problems in Writing Descriptive Text ]]>
<![CDATA[Agustin, Agustin]]>;
<![CDATA[Rianti, Wida Rianti]]>;
<![CDATA[Asilestari, Putri]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.249
<![CDATA[This study aims to analyze students' problems in writing descriptive texts. This research uses qualitative descriptive analysis. The population of this research is the 10th-grade students of SMKN 1 Bangkinang Kota in the 2022/2023 academic year, especially in class X Building Drawings. The sample was selected using a random cluster sampling technique, with only 1 class as the research sample. Data were collected using a written test, and the results of the test were analyzed using descriptive qualitative. The result of this study also showed that the students faced several problems in writing descriptive text. There were two kinds of problems found in students' writing; they were linguistic problems including grammar and vocabulary-related problems, and non-linguistic problems which include organization of ideas, content, and mechanical problems. The most frequently found problems in students' writing were related to grammar and mechanical. To overcome these problems, there are some suggested solutions which include using cooperative learning or rapid writing strategy in teaching writing descriptive text.]]>
<![CDATA[A multifaceted exploration of Self-Efficacy in reading: Junior High School Surveys ]]>
<![CDATA[Resila, Yesika Windi]]>;
<![CDATA[Kuswandono, Paulus]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.547
<![CDATA[Despite the widespread assumption that self-efficacy is a fixed characteristic that influences reading ability, a critical gap exists in the comprehension of the potential influence of students' experiences, support systems, and strategies on self-efficacy. This study investigated how experiences, support, and strategies shaped students' self-efficacy in reading. The research sample was 45 students from a population of 60 students in the ninth grade at SMP N 4 Temanggung. This study raised questions about how experiences, support systems, and self-efficacy shaped reading development and students’ regulation of learning English. In an attempt to answer the research questions, the researchers used mixed methods by conducting questionnaires and interviews with the correspondents. The study concluded that having experiences, support, and self-regulation in reading helped students to have a higher level of reading skills. Hence, the study was promising, but further research is necessary to determine why self-efficacy remain low despite positive experiences.]]>
<![CDATA[Using Fondi Application to Escalate the Speaking Ability of EFL High School Students ]]>
<![CDATA[Rambe, Ifrah Hayani]]>;
<![CDATA[Amran, Ali]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.537
<![CDATA[Gamification in learning introduces a new atmosphere for students learning English. Application-based learning offers accessibility and flexibility for users. This study aims to understand students’ perceptions of the Fondi application and explore its effectiveness in enhancing English speaking skills. The research employs a case study method at MAN 1 Medan, using data collection techniques such as observation, interviews, and documentation. Data analysis follows Miles and Huberman’s approach, which includes data reduction, data presentation, and conclusion drawing. The study’s informants are 11th-grade students using the Fondi application and English teachers. The findings indicate that students at MAN 1 Medan have positive perceptions of the Fondi application, feeling more motivated and confident in practicing English speaking. The gamification features of the application, such as challenges, points, and levels, have proven effective in increasing student engagement and English-speaking abilities. Additionally, the competition and collaboration elements within the Fondi application strengthen social interaction among students, providing an authentic and contextual learning experience. The author recommends that future researchers study the use of the Fondi application in various educational contexts with more diverse samples and longer research durations. Further research should also collect longitudinal data to observe the long-term impact of using this application.]]>
<![CDATA[Exploring the Role of AI Chatbot in English Language Teaching and Learning ]]>
<![CDATA[Nasution, Maulana Oscard]]>;
<![CDATA[Arianto, Arianto]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.513
<![CDATA[The integration of Artificial Intelligence (AI) in education has garnered significant attention, with AI-Chatbots emerging as a transformative tool in English language teaching and learning. This investigation delves into the incorporation of AI-Chatbots in the context of English language instruction, with a specific focus on their capacity to enhance educational achievements. This researcher delves into various utilities of AI-Chatbots, elevating proficiency in English language, grammar, and vocabulary. The study employed a mixed methods strategy, amalgamating quantitative insights from teacher surveys with the interpretation of qualitative data. This study evaluates the efficacy of teachers utilizing AI-Chatbots with their students. The outcomes demonstrate that the teacher's involvement in furnishing guidance on the utilization of AI-Chatbots to students substantially heightens student engagement and motivation towards enhancing their English language competencies. Subsequent research endeavors should concentrate on enhancing the contextual comprehension capabilities of Chatbots and investigating their amalgamation with other educational technologies.]]>
<![CDATA[The Effect of Cllaborative-Learning Strategy on Students Ability to Write Narrative Essay ]]>
<![CDATA[Rahmawaty, Kurnia]]>;
<![CDATA[Sabarun, Sabarun]]>;
<![CDATA[Normuliati, Sri]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.550
<![CDATA[This article explores the effect of collaborative learning strategies on students' narrative writing. A quasi-experimental study involving two groups showed that the experimental group (m=0.5), demonstrated a noteworthy enhancement on their writing abilities in contrast to the control group. This suggests that collaborative learning strategies enhance writing abilities and increase active participation in learning. The study emphasizes the importance of innovative and interactive learning strategies, especially in language teaching, for optimizing students' narrative writing abilities. The experimental class's average pre-test scores were 72.42, whereas the control groups were 65.67. Following therapy, the average scores of experimental class's roses to 86.13, while the control class's average was 79.33. The result revealed that the p-value (.000) is less than 0.05. The alternative hypothesis (Ha) uses statistical analysis with SPSS and t-test, shows a significant increase in narrative knowledge in the experimental group.]]>
<![CDATA[Application of Tri Hita Karana (THK) in Harmonizing the Culture of the Hubula Community in Balim Valley ]]>
<![CDATA[Gombo, Mikaus]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.580
<![CDATA[This article examines the application of Tri Hita Karana (THK) in the culture of the Hubula community of Balim Valley, Papua Highlands, emphasizing harmonious values that parallel those in Balinese Hindu society. The Hubula people incorporate the THK concept—traditionally rooted in Balinese Hindu beliefs—into key aspects of their lives, particularly in rituals related to agriculture (wen), livestock (wam), and leadership or conflict resolution (wim/ab-kain). They believe in a triadic harmony among the Creator (Walkarige), humanity, and nature (o’birige mende), which also includes maintaining balanced relationships among people (ab-kumi inom). This qualitative study explores these relationships, finding that harmony between the Creator, nature, and human society is upheld through this adapted THK framework. Unlike the theological and philosophical approach common in Abrahamic religions, the Hubula community’s relationship with the Creator is material and practical, emphasizing an interconnected, tangible approach to spirituality and social values.]]>
<![CDATA[Teacher's Use and Students’ Perception on Oral Corrective Feedback in English Morning Program (EMO) ]]>
<![CDATA[Ivan, Moh Nawawi]]>;
<![CDATA[Hakim, Lukman]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.546
<![CDATA[Speaking is a crucial skill for effective communication, especially for learners using a non-native language. In this study, we investigate the types of oral corrective feedback (OCF) used by English teachers and students' perceptions of when this feedback should be given. The research employs a descriptive qualitative design, focusing on 2 English teachers and 35 students from seven majors at SMK Bhakti Mulia Pare, Kediri, specifically in the English Morning Program (EMO). Data were collected through observations, interviews, and questionnaires. The questionnaire, comprising 15 items, used a Likert Scale to gauge students' feelings about OCF, their perceptions of it, and how they believe it should be delivered. The study finds that Teacher A predominantly used recasts, while Teacher B utilized both recasts and repetition. Recasts involve incorporating the content of the incorrect utterance into a corrected version. Additionally, the questionnaire results indicate that over 68.1% of students agreed with the feedback provided by their teachers. The findings suggest that oral corrective feedback is beneficial and can enhance students' speaking competence.]]>
<![CDATA[Technology in Teaching English to Islamic Education Department Students at Indonesian Islamic University ]]>
<![CDATA[Rosa, Vilentina]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i6.614
<![CDATA[This research explores the incorporation of technology in instructing English to learners in the Islamic Education Department at Indonesian Islamic Universities. With the rise of globalization emphasizing the significance of English skills, it is crucial for these universities to implement creative teaching strategies that improve language acquisition. By conducting qualitative research that includes interviews and surveys with teachers and students, the study uncovers a range of technological resources—like language learning apps, digital platforms, and multimedia materials—that promote engaging and interactive learning settings. Results indicate that technology enhances engagement and accommodates various learning styles. Nonetheless, obstacles like insufficient technological infrastructure and differing degrees of digital literacy among educators and learners remain. This paper emphasizes the importance of professional growth and culturally appropriate content to successfully leverage technology's capabilities in enhancing English language learning within Islamic education settings. The findings highlight the pivotal impact of technology in enhancing the educational journey and equipping students for global interaction within an Islamic context.]]>
<![CDATA[Foreign Languages Teachers’ Beliefs in Infusing Moral Values in Their Teaching Practices ]]>
<![CDATA[Nirwanto, Rahmadi]]>;
<![CDATA[Rahmah, Yulia]]>;
<![CDATA[Dewi, Binar Febriyanti]]>;
<![CDATA[Airlangga, M. Irsyad]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.565
<![CDATA[Teachers’ beliefs play a fundamental role in building the foundation for the teachers’ classroom practices. Beliefs determine what they say and do. The present study investigates teachers’ beliefs related to infusing moral values in their teaching practices. The data were collected through interview with six foreign language teachers (three Arabic teachers and three English teachers) who participated in the study. Finding indicated that the teachers hold a variety of beliefs about; a) the moral values, b) the ways they used to nurture moral values, and c) the factors that influence the instillation of moral values. The findings suggest that future researchers could deploy methods such as observation, document analysis, and other methods to provide a more comprehensive understanding and depiction of how moral values are viewed and integrated by foreign languages teachers.]]>
