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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
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Language Variations in the Comment Column of 'The Face Temulawak' Content on Tiktok Account @Emang His Name Dilan Diyana Apriliya; Asropah Asropah; Setia Naka Andrian
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.v11i2.2111

Abstract

This study aims to describe the forms of language variations found in the comment column on The Face Temulawak content on the TikTok account Emang is called Dilan. The development of digital technology, especially TikTok, plays a key factor that encourages changes in the way of language in society. Language variations arise due to social factors and related to conditions that make language variations on social media more diverse today, especially in the TikTok application. In addition, the public is free to comment so that new languages can emerge that are not standard. This study uses a descriptive qualitative research method, with sociolinguistic studies. The data source consists of comments collected from the social media platform of the Emang account named Dilan. This research method applies the technique of watching and taking notes. The findings of this study reveal that there are variations, namely the variation of the slang there are 9 data, the variation of the abbreviation language there are 10 data, and the variation of the Indoglish language has 9 data.
Improving Student Learning Outcomes Through the Inquiry Method on Visual Journal Material in Arts and Culture Subjects in Class X E.9 of SMA Negeri 1 Padang Fitriah Azizah; Fuji Astuti; Andrizal Andrizal; Ardipal Ardipal
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.v11i2.2009

Abstract

Student learning outcomes in the visual journal material of the Arts and Culture subject in class X E.9 SMA Negeri 1 Padang are still low due to the teacher-centered approach that limits active student involvement. This study aims to examine the effectiveness of the inquiry method to improve student learning outcomes. This type of research uses Classroom Action Research (CAR) with the Kemmis and McTaggart model in two cycles. The population and sample consisted of 36 students of class X E.9. Instruments include learning outcome tests, observation sheets, questionnaires, and documentation, analyzed descriptively quantitatively using SPSS and qualitatively through triangulation. The results show an increase in the average value from 74.28 (pretest) to 80.81 (cycle I) and 89.44 (cycle II), with a standard deviation decreasing from 3.62 to 2.47. Observations recorded a significant increase in student activity. The study concluded that the inquiry method is effective in improving learning outcomes and student involvement in visual journal learning.
Continuum Paradigm: Synchronization of Learning Process Elements (Models, Strategies, Methods, Approaches) Based on Problems from Basic Inquiry to Reog Ponorogo Culture-Based Industry Competencies in Generation Z and Alpha Sulistyoningsih, Sulistyoningsih; Handayanah, Erna; Nurjanah, Sanita; Sumaji, Sumaji
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.v11i1.2028

Abstract

The transformation of 21st-century education demands a continuous and contextual learning approach that aligns with the characteristics of Generation Z and Generation Alpha students. However, learning practices across educational levels remain fragmented, resulting in unsystematic development of student competencies. This study aims to examine the continuum paradigm in synchronizing problem-based learning from elementary to vocational high school levels by utilizing the local culture of Reog Ponorogo as a learning context. This research employed a descriptive qualitative approach through literature review, curriculum document analysis, and contextual observations in Ponorogo Regency. The findings indicate that the continuum paradigm enables the progressive development of student competencies, starting from basic inquiry skills in elementary school, strengthening critical and analytical thinking in high school, and applying practical competencies aligned with local culture-based creative industries in vocational high school. The main output of this study is a conceptual continuum framework that synthesizes learning models, strategies, methods, and problem-based learning approaches across educational levels within a local cultural context. The integration of Reog Ponorogo into problem-based learning enhances learning relevance, strengthens cultural identity, and supports student readiness for workforce demands. This study is expected to serve as a conceptual reference for the development of sustainable and integrated local culture-based learning designs.
The Correlation Between Students’ Big Five Personality (Introversion/Extroversion) and Learning Style. Syahrul, Syahrul; Aulia, Andi Nurul
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.v11i1.2130

Abstract

The relationship between personality and learning styles is critical for personalized education, yet findings on the introversion/extroversion and Visual-Auditory-Kinesthetic (VAK) style link remain contradictory. This quantitative study examined this correlation among 58 university students. Personality was assessed via an 8-item scale (scores 0–40), with scores ≤28 classified as introversion and ≥29 as extroversion. Learning style was measured using a 30-item VAK questionnaire. A Chi-square test of independence revealed no significant association (χ²(2) = 3.125, p .05). These results indicate that sensory learning preferences are not statistically determined by the introversion/extroversion dichotomy in this context. The study concludes that educators should move beyond personality-based style-matching and instead employ multimodal, flexible pedagogies that encourage metacognitive adaptation in diverse learners. 
A Study of Formative Assessment Implementation through Classroom Interactional Competence: Discourse Analysis in English Classes at Lalian Atambua Seminary Senior High School Simforianus Mario Bajo; Priscilla Maria Assis Hornay; Yohanes P. F. Erfiani
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.v11i2.2160

Abstract

This qualitative case study investigates the role of teachers’ Classroom Interactional Competence (CIC) in the implementation of formative assessment in English lessons at a senior high school located in Indonesia’s 3T (frontier, outermost, and disadvantaged) region. While previous Indonesian studies have primarily relied on survey and self-report data, little attention has been paid to how formative assessment is enacted through naturally occurring classroom interaction, particularly in marginalised contexts. Using Classroom Discourse Analysis informed by Conversation Analysis principles, two complete lessons taught by one experienced teacher, purposively selected as an information-rich case, to Grade XI students (N = 52) at SMA Seminari Lalian Atambua, Belu Regency, East Nusa Tenggara, were audio-recorded and transcribed to capture recurring interactional patterns through detailed, turn-by-turn analysis. Findings reveal that classroom interaction was heavily dominated by the traditional IRF/E pattern, with display questions comprising 23.8% of teacher turns and advanced CIC practices (referential questions, extended wait time, clarification requests, confirmation checks, and scaffolding) accounting for only 8.7%. In 24 identified formative assessment episodes, 83.3% of feedback moves were evaluative or effusive praise that closed sequences without guiding improvement, while scaffolded, suggestive feedback occurred only once (4.2%) yet produced immediate and extended student uptake. The results confirm that, in this severely under-resourced context, limited CIC transforms potentially formative moments into ceremonial, teacher-centred checks, thereby constraining the effectiveness of formative assessment. The study highlights CIC as a critical equity issue in marginalised regions and calls for discourse-focused professional development to enable teachers to create genuine “space for learning” even under significant contextual constraints.
Indonesian EFL Undergraduate Students’ Perceptions of English Critical Reading Azhipa, Dinda Putri; Daflizar, Daflizar; Musdizal, Musdizal
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.v11i1.2066

Abstract

Critical reading (CR) is a crucial academic literacy skill for English as a Foreign Language (EFL) students to evaluate and engage with academic texts. This mixed-method study explored Indonesian EFL students’ perceptions of critical reading, including their self-assessed CR skills, perceived institutional support, gender differences, and frequently read English reading materials. Quantitative data were collected from 100 students through questionnaires, followed by interviews with 10 participants. Results showed that students had positive perceptions of critical reading and recognized the importance of this skill in an academic context. However, advanced skills such as identifying bias and evaluating arguments remain challenging. The study found that gender was not a significant factor. Qualitative findings revealed linguistic difficulties and limited institutional support, even though students frequently interact with academic texts. Practical implications for teachers and educational institutions in the Indonesian context are put forward.
Intercultural Sensitivity for Bullying Prevention in Multiethnic Classrooms: A Cultural Study at Sembilanbelas November University Hariadi Syam; Syarifuddin Dollah
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.v%vi%i.1851

Abstract

Bullying in multiethnic classrooms remains a persistent challenge, particularly in educational settings where cultural diversity is not always supported by strong intercultural understanding. Previous studies have widely emphasized the importance of intercultural sensitivity for promoting inclusive learning environments; however, there is limited empirical research that examines how intercultural sensitivity is experienced and enacted in everyday classroom interactions as a mechanism for bullying prevention in higher education contexts. This study aims to explore how intercultural sensitivity contributes to bullying prevention within the culturally diverse classrooms of Universitas Sembilanbelas November Kolaka. Using a qualitative research design, data were collected through in depth interviews with students and lecturers from multiple ethnic backgrounds. The findings reveal that intercultural sensitivity supports bullying prevention by reducing stereotyping, enhancing empathy, and encouraging more respectful and constructive peer interactions. The study concludes that strengthening intercultural sensitivity is a crucial cultural approach for fostering safer and more inclusive multiethnic classroom environments.
Investigating Students’ Perception on the Impact of Song Lyrics in Improving Reading Comprehension at SMAN 5 Palu Nabila, Putri; Mashuri, Mashuri; Lebagi, Desrin; Budi, Budi
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.v11i1.2133

Abstract

This study aims to investigate the perceptions of students at SMAN 5 Palu regarding the impact of using song lyrics to improve English reading comprehension. This study focuses on the role of song lyrics in increasing reading motivation and the challenges faced by students in their use. Although reading comprehension is an essential skill, international assessment results such as PISA show that Indonesian students' reading literacy is still below the global average, causing students to often feel bored and have difficulty understanding conventional texts. This study used a descriptive qualitative design with 25 students from class X Merdeka 1 of SMAN 5 Palu selected through purposive sampling. Data were collected through open questionnaires and semi-structured interviews, then analyzed using Miles and Huberman's interactive model. The results showed that students had positive perceptions of the use of song lyrics. Song lyrics increase learning motivation through a fun and relaxed atmosphere, and help improve vocabulary, contextual meaning comprehension, and grasping main ideas. Challenges found include the use of slang, figurative meanings, fast pronunciation, and distractions for some students. This study concludes that song lyrics are effective authentic material in EFL reading learning.
Development of 3D Animated Video Learning Media for Recognizing Alphabet Letters at the At-Taqwa Playgroup in Pajar Bulan Village, Ogan Ilir Regency Dea Kartika Sari; Ardi Saputra; Erna Retna Safitri
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.v11i2.1834

Abstract

Early childhood education in non-formal playgroups such as At-Taqwa in Pajar Bulan Village, Ogan Ilir Regency, faces challenges in introducing the alphabet due to boring print media even though audiovisual facilities are available, causing low interest in learning and suboptimal literacy development. This study aims to develop valid and practical 3D animated video learning media for introducing the alphabet for early childhood. Using research and development (RD) with the ADDIE model (analysis, design, development, implementation), a population of 41 children with one-to-one (3 children) and small group (10 children) trial samples. Instruments include a Likert Scale expert validation questionnaire, a Guttman Scale practicality questionnaire, interviews, and observations; data analysis using a percentage formula. The results show high validity (average 90.83%: material 90%, media 87.5%, language 95%) and practicality (100% in both trials). In conclusion, the media is effective in increasing interest in learning and mastery of the alphabet, ready to be implemented in PAUD.
Effect of Work Environment, Work Motivation and Work Discipline on Teacher Performance at SD Plus Anbata Suwardi, Suwardi; Bukhori, Moh; Karnawati, Tin Agustina
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.v11i1.2155

Abstract

The importance of the teacher's role in learning impacts the quality of students. The purpose of this study was to determine whether the work environment, work motivation, and work discipline partially and simultaneously affect teacher performance at SD Plus ANBATA Medan. The method used was multiple linear regression, assisted by SPSS 26 software. The sampling method was saturated sampling using an online questionnaire, where all 34 teachers at SD Plus ANBATA Medan were used as samples in this study. The data to be analyzed must meet validity and reliability tests, as well as classical assumption tests such as normality, heteroscedasticity, and multicollinearity. The results showed that the work environment variable did not affect teacher performance at SD Plus Anbata Medan, while the work motivation and work discipline variables had a positive and significant effect on teacher performance at SD Plus Anbata Medan. The simultaneous results showed that the work environment, work motivation, and work discipline had a positive and significant effect on teacher performance at SD Plus ANBATA Medan.

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