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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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Video Recording Tasks to Improve Visual Communication Design Students’ Speaking Ability: A Quasi Experimental Study Tri Wahyuni; Timbul Yuwono
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.v11i2.1969

Abstract

This quasi-experimental study (pretest–posttest control group design) investigates the effectiveness of a Video Recording Task (VRT) in enhancing the speaking ability of second-semester students in a Visual Communication Design (DKV) program. Sixty participants were assigned to control and experimental groups and received six weeks of instruction. While the control group followed traditional speaking activities, the experimental group engaged in structured VRT-based tasks. Pre- and post-test data were collected to assess gains in fluency, accuracy, pronunciation, and vocabulary. The pre-test and post-test results of the experimental group (n = 30) show improvements across all speaking subskills, with fluency increasing from 22.1 to 27.4 (gain = +5.3), accuracy from 23.2 to 27.1 (gain = +3.9), and pronunciation from 24.2 to 27.9 (gain = +3.7). Quantitative results demonstrate a notable improvement in the experimental group, with measurable gains across all four speaking components and a higher overall achievement score compared to the control group. Additionally, participants in the VRT group reported increased confidence and greater engagement in speaking tasks. These findings indicate that integrating video-based activities into ESP instruction significantly supports learners’ oral performance and contributes to technology-enhanced learning practices. The study highlights the pedagogical value of VRT, particularly within creative disciplines such as DKV, and suggests promising implications for future ESP course design.
Digital Transformation of English Language Learning Through Artificial Intelligence Chatbots: Teacher and Student Perspectives in Central Aceh Widya Astuti
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.v11i2.2184

Abstract

This research aims to examine the students’ and teachers’ perspectives in Aceh Tengah regarding the digital transformation of English language learning through Chatbot AI. Descriptive qualitative design was employed and the data gather through semi structure interview with 4 English teachers and 12 senior high school students in Aceh Tengah. The findings indicate that digital technology, including Chatbot AI, has been used as a supporting tool in English language learning, particularly to assist in understanding materials, completing assignments, and expanding students’ knowledge. Students perceive Chatbot AI as beneficial due to its ease of use, speed, and clarity of information, while teachers view it as an additional learning resource that should be used wisely with supervision and verification of information. Nevertheless, the use of Chatbot AI remains limited due to facility constraints, uneven internet access, school policies restricting device usage, and differences in students’ English proficiency levels. The conclusions and recommendations of this study are expected to contribute to policymakers, educators, application developers, and researchers in enhancing understanding of the impact of Chatbot AI on English language learning.
Phonological Accent Features in Anne-Marie’s and Ariana Grande’s YouTube Interviews: A Descriptive Study Lintang Fajar Aidhawardini; Yudy Prasetyo; Yuliyanto Sabat
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.v11i2.2196

Abstract

Accent variation is an important aspect of spoken English, yet descriptive studies of phonological features in spontaneous media interviews remain limited. This study aims to describe the phonological accent features found in the vowels and consonants produced by Anne-Marie (British English) and Ariana Grande (American English) in YouTube interviews. The study employs a qualitative descriptive method using International Phonetic Alphabet (IPA) transcription to analyze pronunciation patterns in spontaneous speech. The data consist of two interview segments: one interview of Anne-Marie (2 minutes 16 seconds) and one interview of Ariana Grande (3 minutes 39 seconds). The findings show that Anne-Marie demonstrates British English features such as /ɒ/ vowels, non-rhoticity, stable /ɪ/ realization, and T-glottalization. In contrast, Ariana Grande displays American English features including /ɑː/ vowels, stable /ɪ/ realization, and rhotic pronunciation. These patterns illustrate how phonological accent features systematically reflect speakers’ linguistic identity in natural communication contexts. 
Development of E-Student Worksheet based on Guided Discovery of Membrane Transport Materials to Train Integrated Science Process Skills Vidyasary Agustiningsih; Sari Kusuma Dewi
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.v11i2.2135

Abstract

21st century education requires students to have integrated science process (KPST) skills. This research aims to develop E-LKPD based on guided discovery on membrane transport materials that are valid, practical, and effective in practicing KPST. This study uses a 4D development model (Define, Design, Develop, and Disseminate) and is tested on a limited basis in grade XI students. Data was collected through validation sheets, student response questionnaires, implementation observation sheets, and pre-test and post-test tests. The e-LKPD developed has five main features, namely Bio-Insight, Scilab Explore, Bio-Viz, Veri-Bio, and Bio-Conclusion to train KPST. The results of the study received a score of 97.12% and were included in the very valid category. Observation of activities received a score of 100% with a very practical category and the student response questionnaire obtained a score of 97.64% with a very practical category The learning outcomes of students with an N-gain score  of 0.80 included in the high category, and the achievement of KPST indicators with an average score of 37% in the pretest increased to 87% in the posttest, with  an N-gain score 0.80 which is included in the high category. Thus,  guided  discovery-based E-LKPD is declared valid, practical, and effective to train students' integrated science process skills.
The Effectiveness of Virtual Reality in Enhancing English Speaking Skills in English as a Foreign Language Classes Fitri Wulandari; Akhmad Suyono; Cyintia Kumalasari; Nunuk Suryanti; Rahmad Al Fajri
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.v11i2.2215

Abstract

Speaking proficiency remains a persistent challenge in Indonesian EFL higher education, where students often demonstrate adequate linguistic knowledge but limited confidence and high speaking anxiety in oral communication. Although Virtual Reality (VR) has been widely discussed as an innovative tool in language learning, empirical evidence examining its effectiveness in improving both speaking performance and affective factors in Indonesian university contexts remains limited. The research employed a quasi-experimental design with pre-test and post-test measures to examine the effectiveness of Virtual Reality (VR) technology in improving speaking skills among second-ssemester EFL students at the Islamic University of Riau. The study involved administering assessments before and after the intervention, without a separate control group, allowing measurement of changes attributable to VR-assisted instruction. The findings indicate that the use of VR contributed to positive developments in students’ speaking abilities and learning motivation. Quantitative data showed improvements in several key areas, while qualitative feedback highlighted increased motivation and engagement. The research outputs include empirical evidence supporting the integration of VR in EFL speaking classes, comparative assessment data, and the development of an instructional model for VR-based activities. These results are aligned with recent studies and the original research objectives.
A Portrait of Civics Learning Strategies Oriented to National Character at SMA Negeri 1 Kabila Ariyanto Nggilu; Yuli Adhani; Sabrina Nadia; Sanri J. Dotutinggi
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.v11i2.2165

Abstract

This study aims to photograph the learning strategy of PPKn oriented to national character in SMA Negeri 1 Kabila. The research uses a descriptive qualitative approach with a case study design through in-depth interviews, learning observations, and documentation studies. The results of the study show two main findings. First, the PPKn learning strategy applied is semi-participatory, characterized by the use of discussions and questions and answers that are still dominated by the pedagogical control of teachers. Second, the implementation of learning strategies is supported by teacher commitment and a conducive school climate, but is limited by time constraints, passive student learning culture, and lack of experiential learning. This research emphasizes the need to transform PPKn learning strategies that are more dialogical and contextual to strengthen students' national character in a sustainable manner.
Implementing English for Specific Purposes (ESP) in a Multi-Major Vocational Context: A Qualitative Case Study of Software Engineering and Electrical Installation Programs Jihan Hanapiah; Setia Muljanto; 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.v11i2.2216

Abstract

English for Specific Purposes (ESP), defined by Hutchinson and Waters (1987) as a goal oriented approach that tailors language instruction to learners’ specific professional needs, occupies a central place in vocational education in Indonesia. Current policies such as the Merdeka Curriculum and Ministerial Decree No. 244/M/2024 emphasize that English instruction in vocational high schools must prepare students for the linguistic demands of their respective fields rather than for general communication alone. However, existing studies primarily investigate ESP within a single vocational major and focus on needs analysis or material development, leaving limited understanding of how teachers implement ESP simultaneously across different departments with distinct technical discourses under one curriculum framework. This study aims to examine how ESP materials are implemented in two majors, Software Engineering (RPL) and Electrical Installation Engineering (TITL), at SMK Teknologi Mandiri in Garut, West Java. A qualitative descriptive design was employed through four classroom observations and semi structured interviews with two experienced English teachers. The findings reveal four consistent implementation strategies: technical vocabulary introduction, genre contextualization of national curriculum text types, authentic material use, and vocational task simulation. The study also identifies three major challenges, namely limited instructional time, demands on teachers’ technical knowledge, and varied student proficiency levels. The findings suggest that effective ESP implementation in a multi major vocational context depends on interdisciplinary collaboration and adaptive material development to align curriculum requirements with workplace communication needs, thereby strengthening students’ readiness for Field Work Practice.
An Analysis of Gender Representation in Bilingual Textbook ‘Little Sunshine’ Anis Sulalah
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.v11i2.2212

Abstract

This study investigates gender representation within the ‘Little Sunshine Bilingual Textbook’ (Setyaningrum et al., 2018), specifically examining grammatical equivalence in translating Indonesian pronouns and nouns into English. Employing a qualitative methodology with a naturalistic approach, the research utilizes corpus tools to categorize masculine and feminine terminology across three analytical levels. Findings reveal a significant gender disparity and visibility bias within the text, as male-oriented terms predominantly surpass female equivalents. Furthermore, the analysis demonstrates a systematic preference for masculine descriptors when translating the Indonesian gender-neutral third-person singular pronoun. These results underscore the presence of gender discrimination and linguistic asymmetry in bilingual educational materials. The study concludes that such translation choices reflect and reinforce traditional gender hierarchies, necessitating a more balanced approach in pedagogical content.
The Influence of Social Environment on the Understanding of Islam for Class X Students at Madrasah Aliyah Siompu Barat Nur Sakina; Darmayanti Darmayanti; Sulasri Sulasri
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.v11i2.2213

Abstract

Understanding of Islamic Religion is often influenced by social interactions that occur between students and their families, schools, peers, and the surrounding community. Asy'arie, emphasized that strengthening Islamic Religious education in the educational environment has a significant impact on improving students' understanding of religious principles, moral values, and social behavior. This study aims to determine how the social environment influences students' understanding of Islamic religion. This study used a quantitative approach, with data analysis techniques, namely Pearson correlation analysis and determination coefficient test. The number of samples in this study was 57 respondents. Data collection techniques used a questionnaire. The results of the study explain that the social environment has a strong relationship with students' understanding of the Islamic religion, with the form of the relationship between these two variables being positive, which means that the higher the social environment, the higher the students' understanding of the Islamic religion. There is a positive and significant influence between the social environment on students' understanding of the Islamic religion. This is seen from the R square value = 0.612. Variable X influences variable Y by 61.2% while the remaining 38.8% is influenced by other factors.
The Effect of Round Robin Strategy Towards Students Reading Comprehension at Class X Darul Fatah Islamic Boarding School Muhammad Padila; 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.v11i2.2201

Abstract

This study aims to investigate the effect of the Round Robin strategy on students’ reading comprehension at Class X of Darul Fatah Islamic Boarding School. Reading comprehension is a fundamental skill in English learning, as it enables students to understand written texts, identify important information, and construct meaning from various sources. This research employed a quasi-experimental design involving two groups: an experimental class and a control class. The experimental class was taught using the Round Robin strategy as a cooperative learning model, while the control class was taught using a conventional reading aloud strategy. The participants consisted of 59 tenth-grade students selected through cluster sampling. Data were collected through pre-tests and post-tests in the form of multiple-choice questions covering five indicators of reading comprehension: identifying main ideas, identifying specific information, understanding word meaning, identifying references, and making inferences. The results of the study showed that the Round Robin strategy had a significant positive effect on students’ reading comprehension. The mean post-test score of the experimental class (80.44) was higher than that of the control class (74.52). Furthermore, the independent sample t-test revealed a significance value of 0.017, which is lower than the significance level of 0.05, indicating a statistically significant difference between the two groups. These findings suggest that the Round Robin strategy effectively enhances students’ reading comprehension by promoting active participation, cooperative learning, and critical thinking during the learning process

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