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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
 106   107   108   109   110 
The Phenomenon of Generation Z's Loss of Appreciation for Original Literary Works: A Phenomenological Study of Adaptations Violla Dwi Tuti Aulia; Abdul Malik; Tessa Dwi Leoni; Legi Elfitra; Asri Lolita; Musliha Musliha
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.v11i2.2113

Abstract

The transformation of Indonesian literature in the digital era through adaptation shifts Generation Z's appreciation from original text-based works to digital adaptations such as films and podcasts, particularly for prospective literature educators at Raja Ali Haji Maritime University. This qualitative descriptive study using a phenomenological approach aims to describe the phenomenon of loss of appreciation among 10 Generation Z students (class of 2022) of the Indonesian Language and Literature Education Study Program through purposive sampling. In-depth interviews, participant observation, and documentation were analyzed via phenomenological reduction covering five aspects: aesthetic experience, subjective awareness, transformation of experience, interpretation of meaning, and the creator-audience relationship. The results show that Generation Z appreciates digital adaptations more due to their practicality, visual-audio entertainment, concrete experiences, simple interpretations, and the incompatibility of the packaging of original works with modern technology. In conclusion, adaptation significantly influences Generation Z's aesthetic awareness, recommending a blended digital-traditional pedagogy for the preservation of in-depth literary appreciation.
The Effect of Inquiry-Based Learning on Students’ Writing Skills at Senior High School 1 Kampar Utara Yola Rosa Lina; Amir Luthfi; Hannisa Haris
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.v11i2.1953

Abstract

Writing is a productive skill that involves expressing thoughts and ideas effectively in written form. However, mastering writing in English is often challenging. At SMA Negeri 1 Kampar Utara, students still face difficulties in developing clear and coherent text. It has been observed that the students struggle to organize ideas and construct well-structured writing. One of the contributing factors to these writing difficulties is the reliance on conventional teaching methods, such as the expository teaching method which tend to be teacher-centered, and result in low writing skill achievement. This study aims to investigate the effect of inquiry based learning on students' writing skill at SMA Negeri 1 Kampar Utara. Employing a quantitative quasi-experimental design, the research involved 52 students selected through a total sampling technique. The participants were divided into two groups : Class XI-1 as the experimental group class (26 students) and the Class XI-2 as the control group class (26 students). The sampling technique used was total sampling. The instrument of the research was writing test, data were collected though pre-test and post-test. The data analysis techniques include normality testing,homogeneity, and T-tests. The independent samples t-test obtained a t-value of 2.863 t-table 2.009 with significant value of p = 0.006 0.05, then H0 was rejected and Ha was accepted. These findings demonstrate that IBL produced a statistically significant effect on writing skill compared to the expository teaching method. Thus, inquiry-based learning significantly enhances students' writing skill at SMA Negeri 1 Kampar Utara. 
The Relationship between Students’ Cultural Habits, Hearsay Exposure, and the Importance of English Adieli Laoli; Puspa Triyani Waruwu; Siti Khafifah Shaleh N. Cui; Arif Wahyu Tomosa Halawa; Agustina Laia
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.v11i2.2116

Abstract

English plays a crucial role as a global language; however, students’ perceptions of its importance are shaped by their sociocultural environment. In addition to cultural habits reflected in daily community practices, students are also influenced by hearsay exposure, defined as repeated informal messages or opinions about English transmitted through family, peers, and community discourse. Previous studies have largely examined cultural or social belief factors separately, leaving limited understanding of their combined influence. This study aimed to investigate the relationship between students’ cultural habits, hearsay exposure, and their perceived importance of English at SMA Negeri 1 Lahewa. Using a quantitative correlational design, data were collected from 96 eleventh-grade students through a Likert-scale questionnaire and analyzed using Pearson correlation and multiple regression. The findings revealed that both cultural habits and hearsay exposure significantly correlated with students’ perceived importance of English, both individually and simultaneously. These variables collectively explained a substantial proportion of variance in students’ perceptions. The study highlights that students’ evaluations of English are socially constructed and underscores the need for culturally responsive English teaching that addresses prevailing community narratives.
Exploring Postgraduate Students’ Lived Experiences in Extensive English Reading Courses: A Phenomenology Study at One Public University in Jambi Siti Khairunnisa; Mukhlas Abrar Abrar; Nely Arif Arif
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.v11i2.1929

Abstract

This study explores postgraduate students' lived experiences in the newly introduced Extensive English Reading course at a state university in Jambi as part of the English education curriculum revision. The objective is to understand students' challenges, strategies, and reflections using a qualitative phenomenological approach. The population comprised Master's in English Education students in 2024, with a purposive sample of three second-semester female students. Instruments included semi-structured interviews and reflective journals, analyzed via Braun and Clarke's (2006) thematic analysis. Findings revealed three themes: linguistic challenges, workload, and low motivation; cognitive, metacognitive, and social strategies; and positive reflections with greater need for instructor support. The conclusion emphasizes the necessity of accessible texts and active teacher guidance to optimize Extensive Reading implementation.
The Use of Vlog-Making to Encourage Passive Students to Speak English Ingkeatubun, Kethrin; Widiastuti, Oktavia; Muzammil, Lasim
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.v11i1.2079

Abstract

Speaking skill development is a crucial goal in EFL instruction, yet many junior secondary school students remain passive due to anxiety and fear of negative evaluation. Previous studies have widely examined public video-based tasks, while the use of private vlog-making for passive learners has received limited attention. This study aims to investigate the use of private vlog-making as a pedagogical strategy to encourage passive students to speak English more confidently and actively. Employing a qualitative descriptive design, the study was conducted at a public junior secondary school in Malang involving ten ninth-grade passive students who produced two private vlogs over three weeks. Data were collected through vlog recordings, semi-structured interviews, and classroom observations, and analyzed using thematic analysis. The findings indicate that private vlog-making enhances psychological safety, supports repeated speaking practice, increases confidence, and encourages classroom participation. The study concludes that private vlog-making is an effective and supportive approach for promoting speaking development among passive EFL learners.
Enhancing Critical Thinking, Communication Skills, and Self Confidence through Inquiry Based Learning in Secretaryship Courses Muhammad Arief Budiman; Sri Wahyuni; Mohamad Faqih Wisnu; Muhammad Adiyatur Rahman; Muhammad Kharrisma Idhom Kholid; Muhammad Zidnal Abror
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.v11i2.2193

Abstract

This study investigates the effects of inquiry-based learning (IBL) on critical thinking dispositions, communication skills, and self-confidence of vocational English as a Foreign Language (EFL) students in a Secretaryship course at a Faculty of Language Education in Indonesia. A mixed-methods design was employed with 15 students, combining quantitative assessment using the Communication, Teamwork, and Self-Confidence Questionnaire (CTSQ) and qualitative data from students’ reflective journals. The CTSQ measured six dimensions: truth-seeking, open-mindedness, analyticity, systematicity, critical thinking self-confidence, and inquisitiveness. Descriptive statistics showed improvements in all dimensions, with the overall mean increasing from 4.63 to 4.88, indicating a positive impact of IBL on students’ cognitive and affective dispositions. Qualitative analysis revealed three main themes: development of practical professional skills, enhancement of conceptual understanding, and strengthening of soft skills, including communication, collaboration, and self-confidence. Students reported that role-play, scenario-based tasks, and inquiry-oriented activities increased their engagement, allowed them to practice real-world professional interactions, and fostered autonomous learning. Overall, the findings suggest that IBL is an effective pedagogical approach for integrating critical thinking, communication competence, and confidence in vocational EFL education. The study contributes evidence-based guidance for designing learner-centered instruction that bridges theory and professional practice.
A Postcolonial Study of Native American Marginalization in Wapiti Reservation, Red Dead Redemption 2 Hanung Falakh Salsabila; Yusrina Dinar Prihatika
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.v11i2.1963

Abstract

Although Red Dead Redemption 2 has been widely praised for its historical realism and narrative depth, limited studies have critically examined how Indigenous voices are represented and whether they can truly “speak” within its narrative framework. This study analyzes the representation of Indigenous oppression through the fictional Wapiti tribe in the video game Red Dead Redemption 2 (RDR2). The tribe mirrors real Native American experiences of forced displacement, military violence, and cultural erasure. Using Gayatri Spivak’s postcolonial concept of the subaltern and a qualitative descriptive method, the research examines six key missions depicting the Wapiti tribe’s suffering and resistance. Data were collected through gameplay observation, including screenshots, dialogue transcripts, and narrative field notes. The analysis applies Spivak’s question of whether the subaltern can truly “speak” to explore how Indigenous voices are mediated and silenced within the game’s narrative framework. The findings reveal that RDR2 portrays both structural and symbolic oppression, where the Wapiti Reservation operates as a postcolonial space of erasure, surveillance, and control. Overall, this study contributes to American Studies by highlighting how digital media reproduces colonial ideologies and marginalizes Indigenous identity within contemporary popular culture.
The Effectiveness of Educational Games for Enhancing Early Reading Skills among Children with Intellectual Disabilities Peby Tri Hartati; Tatum Derin Derin; Nisaul Hasanah; Meta Silfia Novembli; Ebnovrio Hanesty
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.v11i2.2070

Abstract

Early reading skills are essential for academic learning; however, children with mild intellectual disabilities frequently experience persistent difficulties in decoding simple syllabic word structures such as consonant–vowel–consonant–vowel (CV–CV), which limits their early reading development. This study aimed to examine the effectiveness of the GEMMAS educational game in improving early reading skills of children with mild intellectual disabilities. The study employed a Single Subject Research approach with an A–B–A design. The participant was a fifth-grade student with mild intellectual disabilities at Sekolah Luar Biasa Negeri 1 Yogyakarta. Data were collected through oral and performance tests and analyzed using visual graphical analysis. The results showed an improvement in reading skills from 0% during the baseline phase to a stable level of 60% after the intervention, indicating that the GEMMAS educational game effectively enhances early reading skills.
Unlocking Vocabulary Potential: Student Perceptions of Wordwall Games Femi Munatuz Zulfa; Anne Ratna Suminar; Pipih Setiawati
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.v11i2.2109

Abstract

While existing research on Wordwall frequently prioritizes pedagogical perspectives or quantitative test outcomes, the subjective experiences of learners remain underexplored. This qualitative descriptive study investigates how Indonesian English as a Foreign Language (EFL) young learners perceive and experience Wordwall gamification within the vocabulary learning process. Employing a qualitative descriptive method, data were collected through classroom observations and semi-structured interviews with six eighth-grade students in Garut. The findings indicate that learners demonstrated a strong understanding of the platform, resulting in increased motivation and active participation. Observational data confirm that students exhibit higher focus and collaboration during gameplay compared to traditional sessions. Despite minor technical constraints, this study concludes that Wordwall successfully fosters an engaging, technology-supported learning environment aligned with the Merdeka Curriculum goals. 
The Influence of Learning Motivation on Learning Outcomes of Islamic Religious Education on the Material of Living Peacefully in Togetherness of Class V Students in Jantur Village, Muara Muntai Siti Norhalizah; Taufik Hidayat
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.v11i2.2088

Abstract

This research is motivated by the learning outcomes of Islamic Religious Education (PAI) of fifth-grade elementary school students in Jantur Muara Muntai Village who are still on the material of Living in Peace in Togetherness, suspected to be influenced by learning motivation that needs to be analyzed. The purpose of the study is to analyze the influence of learning motivation on PAI learning outcomes. This type of quantitative research with an ex post facto design uses descriptive and inferential methods. The population is 77 fifth-grade students from three elementary schools, a sample of 30 students with proportional random sampling. The instruments in the form of a learning motivation questionnaire (25 Likert scale items) and a learning outcome test (36 multiple-choice questions), were analyzed using descriptive statistics and simple linear regression through SPSS 25.0. The results show high learning motivation (mean = 72.65), moderate learning outcomes (mean = 18.77), with a regression equation of Ŷ = 13.492 + 1.257X, p = 0.001 0.05, and R² = 0.888. The conclusion states that learning motivation has a significant positive effect on PAI learning outcomes, explaining 88.8% of the variability.

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