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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 1,177 Documents
 101   102   103   104   105 
Song Movement as a Learning Medium: Shape Analysis, MI Mapping, and Teachers' Creative Process at Pertiwi Kutoharjo Kaliwungu Kindergarten Purhanudin, Viktor; Wulandari, Dewi; Purnomo, Try Wahyu
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2204

Abstract

This study aims to describe the form of song movement created by Pertiwi Kutoharjo Kaliwungu Kindergarten Teacher, map the elements of song movement to the stimulation of Multiple Intelligences (MI), and explain the creative process of teachers along with the supporting factors and challenges of their implementation at Pertiwi Kutoharjo Kaliwungu Kindergarten. The approach used is descriptive qualitative with a focus on case studies. Data was collected through observation of the implementation of activities, field notes, and study of video documents. The analysis was carried out by summarizing the structure of the musical form and choreography, mapping the MI indicators that appeared during the activity, and then interpreting the findings based on the implementation in the classroom. The results of the study showed that there were three movements of songs created that were used as learning media, namely "Cheerful Morning in My Class", "Ayo Rapi Bersama", and "Lingkar Sahabat". The musical forms and movements exhibit a compact structure with clear repetition; "Cheerful Morning in My Class" tends to be one part (A), "Let's Neat Together" is in the form of A B A, while "Circle of Friends" reads as A1, A2, B, and a coda with an emphasis on floor patterns. MI mapping showed the most consistent musical and kinesthetic tendencies, with linguistic aspects strengthening in songs containing operational verbs, while interpersonal and visual spatial were prominent in songs with circular or semicircular formations. The teacher's creative process takes place through the stages of determining the theme, designing movements, trials, revisions, and routine implementation. The main supporting factors are in the form of classroom routines, audio facilities, collaboration, and school support, while the main challenges are related to space, time, noise, and the heterogeneity of children's abilities. These findings confirm that the design of song movements that are measurable, safe, and easy to remember supports the implementation, safety, and harmony of activities in kindergarten classes.
Comparison of Prefixes and Reduplication of Gorontalo Language and Atinggola Language Ome, Aas; N. Djou, Dakia; Salam, Salam
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1857

Abstract

This study examines the comparative form and function of prefixes and reduplication in Gorontalo and Atinggola languages using a comparative linguistics approach. This comparison aims to identify similarities and differences in morphological structure in both languages. Data were collected through interviews, observation, and documentation involving native speakers in Randangan District, Pohuwato Regency, and Atinggola District, North Gorontalo Regency. A total of 200 basic Swadesh vocabulary items were used as the primary analysis material. The research findings indicate that both languages have relatively similar morphological systems, particularly in the use of bound morphemes, such as prefixes, which contribute to verb formation. However, there are differences in their productivity and grammatical functions. Gorontalo has six types of prefixes and 20 forms of reduplication, while Atinggola has four types of prefixes and 25 forms of reduplication. Reduplication in both languages serves to express meaning, such as emphasizing intensity, adding meaning, and varying meaning. In general, this research contributes to the development of comparative historical linguistic studies and can be used as a reference in the conservation and development of regional languages in Indonesia.
The Effect of Quora-Based Extensive Reading on EFL Students’ Critical Thinking Skills in Higher Education Satriani, Estika; Idayani, Andi; Etfita, Fauzul; Ahmad, Arimuliani; Alber, Alber; Kadar, Destry Pryant
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2144

Abstract

Critical thinking is a key competence in English as a Foreign Language (EFL) learning, particularly in higher education. This study examines the effect of extensive reading on Quora on EFL students’ critical thinking at the English Language Education Department, Universitas Islam Riau. A quasi-experimental design was employed involving 60 second-semester students divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received extensive reading instruction using Quora, while the control group used conventional materials. Data were collected through pre-test and post-test assessments, adapting Facione’s critical thinking framework. The outcome revealed that the experimental group's mean score increased from 62.40 to 78.60, and the control group improved from 61.90 to 69.30. An independent samples t-test revealed a significant difference between groups (t = 4.85, p 0.05). These findings indicate that Quora-based extensive reading effectively enhances EFL students’ critical thinking.
The Role of Peer Feedback in Improving Speaking Skills During Classroom Presentations Isnani, Shinta; Hapsari, Christianti Tri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2125

Abstract

Speaking skills remain a challenging aspect of English as a Foreign Language (EFL) learning, particularly in classroom presentations. Due to limited time for individualized teacher feedback, peer feedback has been adopted as an alternative strategy. This qualitative descriptive study investigates EFL students’ perceptions of peer feedback in improving speaking skills and identifies challenges in its implementation. Data were collected through an open-ended questionnaire administered to 27 third-semester undergraduate EFL students at an Indonesian university and analyzed thematically based on Naeem et al. (2023) and Topping’s (2009) peer assessment theory. The findings reveal that peer feedback supports cognitive development, social interaction, and improvements in fluency, pronunciation, vocabulary, and grammatical awareness, while also enhancing teachers’ time efficiency. However, challenges related to feedback accuracy, students’ confidence, and social discomfort persist. Overall, peer feedback is effective when supported by clear guidelines and teacher supervision.
The Effect of Hemingway Editor Application and Teacher Feedback on the Students' Writing Performance at SMAK Santo Paulus Jember Triyanto, Septian Bagas; Sundari, Hanna; Juhana, Juhana
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1994

Abstract

This study investigated the effect of the Hemingway Editor application and teacher feedback on students’ writing performance at SMAK Santo Paulus Jember. The study employed a quasi-experimental non-equivalent control group design with multiple measurements. Fifty-four twelfth-grade students participated and were assigned to an experimental group (n = 27) and a control group (n = 27). The control group received teacher feedback only and was assessed twice (pre-test and final post-test). The experimental group was assessed three times: pre-test, post-test 1 after using the Hemingway Editor only, and post-test 2 after receiving the combined treatment of the Hemingway Editor and teacher feedback. Students completed a procedure-text writing task, and their work was scored using an analytic rubric adapted from Jacobs et al. Descriptive statistics were used to summarize performance at each measurement point. Normality was examined using the Shapiro–Wilk test, and the analysis proceeded with non-parametric tests when the normality assumption was not fully met. The Wilcoxon Signed-Rank Test indicated a statistically significant improvement in writing performance across the relevant measurement points, and the between-group comparison at the final measurement point showed a meaningful difference favoring the experimental treatment. Overall, the findings suggest that the Hemingway Editor application can support students’ writing development, and its impact is strengthened when combined with structured teacher feedback.
Principal's Strategy in Optimizing Teacher Performance Through Discipline Erwin Syamsudin, Erwin Syamsudin
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1852

Abstract

Teacher discipline is a fundamental determinant of school effectiveness. Yet, a significant gap often exists between normative standards and actual compliance, where technical-punitive measures fail to address complex adaptive challenges. Based on the case at SMAIT Al-Kautsar Pondok Cabe, this study analyzes the Principal's strategy in optimizing teacher performance through discipline. Employing a qualitative descriptive method, data were collected via observations and interviews with nine informants. The findings reveal that a hybrid strategy—integrating moral legitimacy, systemic supervision, and situational engineering—successfully transformed the culture from conditional compliance to professional order. Notably, the Mandatory Reading Program effectively locked attendance through social conformity rather than fear. However, success remains heavily correlated with the principal's paternalistic influence and personal power. The study concludes that while hybrid strategies are effective, long-term sustainability requires shifting from external control to the internalization of professional values.
The Effect of Jigsaw Strategy with Picture as Media Towards Student’s Reading Comprehension of Recount Text at Thent-Grade of Darul Fattah Islamic Boarding School Wirdatul Jannah; Lusi Marleni; Citra Ayu
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.v11i2.1995

Abstract

This research was conducted based on the observation that many students experience difficulties in comprehending recount texts. A quasi-experimental design was employed involving an experimental group taught using the Jigsaw strategy with picture media and a control group taught using conventional methods. The population consisted of tenth-grade students of Darul Fattah Islamic Boarding School, with 40 students selected as the sample. A multiple-choice reading comprehension test was administered as pre-test and post-test, and the data were analyzed using an independent samples t-test. The findings revealed that the experimental group showed significantly better improvement than the control group. The results indicate that the Jigsaw strategy with picture media effectively enhances students’ reading comprehension of recount texts and can be considered an alternative approach in teaching reading.
The Role of Sharing Phase in Think-Pair-Share Technique in Promoting Deep Learning and Student’s Speaking Confidence: A Qualitative Study Sonya, Putri; Seinsiani, Izzati Gemi
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2061

Abstract

In the context of global communication, student’s speaking confidence and deep learning have become essential competencies in the  EFL classroom. However, many Indonesia students still experience high affective barriers during speaking activities, while previous studies have largely focused on the overall effectiveness of cooperative strategies rather than specific instructional stages. This study aims to explore the role of the Sharing phase in the Think-Pair-Share technique in promoting deep learning and students’ speaking confidence. Employing a descriptive qualitative design, data were collected through classroom observations, learning experience questionnaires, and semi-structured interviews. The findings reveal that the Sharing phase reduces speaking anxiety through social validation, enhances students’ confidence, and supports deep learning by encouraging idea reconstruction and reflective communication. The study concludes that the Sharing phase functions as a critical pedagogical stage that integrates emotional safety with cognitive development in the EFL speaking classrooms.
An Acoustic Analysis of Student-Produced Speech in Speed Reading Using a Teleprompter at Al Azhar 3 Senior High School Bandar Lampung Dewi, Hamelia Qomara; Susanto, Susanto; Nanda, Deri Sis
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1951

Abstract

This study investigates the acoustic differences in student-produced voice during speed reading with and without a teleprompter in an English as a Foreign Language (EFL) context. The research aims to examine how teleprompter-assisted reading affects fluency, prosody, and pronunciation. A quasi-experimental quantitative design was conducted with 30 senior high school students who were members of the English Club at SMA Al Azhar 3 Bandar Lampung. Each participant performed three reading tasks: without a teleprompter, with a teleprompter at 1% speed, and with a teleprompter at 50% speed. Recordings were analyzed using Praat software to measure pitch, intensity, duration, and pronunciation errors. The findings showed no significant differences in pitch and intensity (p .05). However, reading duration was significantly longer at 1% speed (p .05), indicating more deliberate articulation. Descriptive results also revealed fewer pronunciation errors at 1% speed than at 50% speed. These findings suggest that adjusting teleprompter speed can optimize speech clarity, making teleprompters a valuable tool for improving EFL learners’ fluency and accuracy in public speaking training.
Genre of Students’ Descriptive Text: A Case of Texts Developed by Tenth Grade Students of SMA Teuku Umar Semarang Ulya, Himatul; Widhiyanto, Widhiyanto
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2044

Abstract

This study investigates the genre analysis of descriptive texts written by tenth-grade students at SMA Teuku Umar Semarang. It examines students’ mastery of generic structures and linguistic features, focusing on identification, description, present tense, adjectives, and relational verbs also it strengths and weaknesses. Using a qualitative descriptive design, data were collected from 25 students and analyzed through the genre framework of Tardy and Swales (2021). Findings show that most students applied the generic structures correctly, though the level of descriptive detail varied from minimal to fairly elaborate. Linguistic features were generally appropriate, but limited vocabulary and frequent mechanical errors persisted, reducing accuracy and coherence. The study concludes that while structural mastery has been achieved, linguistic sophistication remains a challenge, highlighting the need for pedagogical strategies that integrate genre-based scaffolding with explicit language development.

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