cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lusi Marleni
Contact Email
lusimarlenihz@gmail.com
Phone
+6281211909562
Journal Mail Official
jele.universitaspahlawan@gmail.com
Editorial Address
Jalan Tuanku Tambusai No.23 Bangkinang Kota
Location
Kab. kampar,
Riau
INDONESIA
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
 114   115   116   117   118 
Students’ Perceptions of English as the Medium of Instruction in Indonesian Language for Foreign Speakers Classes Devi Suci Rahmawati; Wiwiet Eva Savitri
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.v11i2.2106

Abstract

English as the Medium of Instruction (EMI) has been widely implemented in higher education as part of internationalization efforts; however, its pedagogical role in BIPA (Bahasa Indonesia bagi Penutur Asing) classrooms remains underexplored. Most previous studies on BIPA primarily focus on instructional materials and linguistic achievement, leaving limited attention to how EMI functions in actual classroom practice and how learners perceive its use. This study investigates students’ perceptions of EMI in Level 1 BIPA listening and speaking classes at a university in Surabaya. Employing a qualitative case study design, data were collected through open-ended questionnaires and semi-structured interviews with 13 foreign students and were analyzed using thematic analysis. The findings indicate that students generally perceive EMI as helpful for improving comprehension, confidence, and classroom engagement, particularly at the beginner level, while still emphasizing the importance of Indonesian immersion for developing communicative competence. The study concludes that EMI can function effectively as instructional scaffolding to support beginner learners when applied strategically and progressively reduced as proficiency increases.
The Development of Civics Curriculum in Indonesia: A Review of Policy and Practice Muhammad Fahruddin
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.v11i2.2021

Abstract

In Indonesia, curriculum development has been very dynamic over time. The purpose of this study is to determine the development of the Civics (PPKn) curriculum in Indonesia, from the 1947 lesson plan to the most recent, the 2020 Independent Learning curriculum. The research method used was library research. The research findings demonstrate that Indonesia has experienced highly dynamic curriculum development since the early days of independence, starting with the 1947 Lesson Plan Curriculum, the 1952 Detailed Lesson Plan Curriculum, the 1964 Education Plan Curriculum, the 1968 Curriculum, the 1975 Curriculum, the 1984 Curriculum, the 1994 Curriculum and the 1999 Curriculum Supplement, the 2004 Curriculum, the 2006 Curriculum, the 2013 Curriculum, and most recently, the 2020 Independent Learning Curriculum. Regarding Civics (PPKn), normatively, there has been quite dynamic development in nomenclature. Prior to the current nomenclature, PPKn was previously known by various nomenclatures, such as Civics, National Citizenship Education, Pancasila Moral Education (PMP), Citizenship Education, and then Pancasila and Citizenship Education (PPKn).
The Influence of Teacher Pedagogic Competence and School Organizational Culture on Teacher Performance in Elementary Schools in the North Penajam Paser Cluster, East Kalimantan Elly Cindrayani; Muhammad Sholeh; Karwanto Karwanto; Amrozi Khamidi
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.v11i2.2288

Abstract

This study aims to analyze the influence of teachers’ pedagogical competence and school organizational culture on teacher performance in elementary schools within the Penajam Paser Utara cluster, East Kalimantan. The research employed a quantitative approach using an ex post facto design. The population consisted of 106 elementary school teachers, with a sample of 84 respondents determined using the Slovin formula. Data were collected through the distribution of questionnaires to teachers who served as research respondents. The collected data were then analyzed using multiple linear regression analysis with the assistance of the Statistical Package for the Social Sciences (SPSS) version 22. The results of the study indicate that teachers’ pedagogical competence has a significant effect on teacher performance with a t-value of 2.463. School organizational culture also shows an influence on teacher performance with a t-value of 0.597. Furthermore, simultaneously, teachers’ pedagogical competence and school organizational culture have a significant effect on teacher performance with an F-value of 6.082 and a significance level of 0.003. These findings suggest that improving teacher performance can be achieved through strengthening teachers’ pedagogical competence and developing a supportive, collaborative, and conducive school organizational culture that promotes effective learning processes.
A Phenomenological Study of International Students’ Adaptation to Cultural Diversity Muhammad Izal Mahendra; Maulina Maulina; Rahmat Nasruullah; Tasman S
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.v11i2.2233

Abstract

In an era of increasing global student mobility, understanding cross-cultural adaptation is essential to ensure international students’ academic success, psychological well-being, and social integration. However, limited studies specifically explore Indonesian students’ lived experiences in short-term credit transfer programs within Southeast Asian contexts. This study investigates Indonesian students in the International Credit Transfer (ICT) program and their cross-cultural adaptation to cultural diversity in the Philippines. Using a qualitative phenomenological approach, data were collected through in-depth semi-structured interviews and analyzed thematically. The findings reveal that adaptation is a gradual process influenced by personal communication, host and ethnic interactions, environmental factors, and individual predispositions. Although students initially experienced language anxiety and low confidence, continuous English exposure, buddy systems, and inclusive campus environments facilitated academic and social adjustment. Ethnic networks provided emotional support while enabling integration with the host culture. The study highlights the importance of institutional support and individual readiness in promoting successful cross-cultural adaptation.
The Influence of Communication and Resources on the Implementation of Deep Learning Policy in Penajam District Elementary School Iis Purwanty Badru; Mufarrihul Hazin; Amrozi Khamidi
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.v11i2.2255

Abstract

This study aims to analyze the influence of communication and resources on the implementation of in-depth learning policies in elementary schools in Penajam District. Previous studies on educational policy implementation have generally emphasized structural and administrative factors; however, limited research has specifically examined how communication processes and resource availability jointly influence the implementation of in-depth learning policies at the elementary school level, particularly in regional contexts. This gap highlights the need for empirical investigation into the role of these factors in supporting effective policy implementation in schools. The study used a quantitative approach with an associative (correlational) design to statistically test the relationship and influence between variables. The study population consisted of all 289 public elementary school teachers in Penajam District who implemented in-depth learning. The research sample consisted of 168 teachers determined using a probability sampling technique with the Slovin formula at a 5% error rate. Data collection was carried out through a survey method using a questionnaire that had been tested for validity and reliability. Data analysis was carried out through descriptive statistics, classical assumption tests, multiple linear regression analysis, and hypothesis testing using t-tests, F-tests, and coefficients of determination. The results showed that communication and resources had a positive and significant influence on the implementation of in-depth learning policies. Partially, communication had the most dominant influence with a beta coefficient value of 0.631, while resources had a positive influence with a beta coefficient value of 0.184. Simultaneously, both variables had a significant influence with a calculated F value of 65.102 and a significance level of 0.000. The coefficient of determination of 43.4% indicates that communication and resources partially explain the variation in the implementation of immersive learning policies in elementary schools. This finding underscores the importance of effective policy communication and adequate resource support in enhancing the success of immersive learning implementation in elementary schools.
The Effect of Managerial Workload and Welfare Level on the Performance of School Principals in North Penajam Paser Regency Munasih Munasih; Kaniati Amalia; Mufarrihul Hazin; Amrozi Khamidi
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.v11i2.2258

Abstract

The performance of school principals plays a crucial role in determining the effectiveness of school management and the overall quality of education. Principals are required to carry out various managerial responsibilities while also maintaining professional performance under different organizational conditions. However, the increasing managerial workload and the level of welfare received by principals are often considered factors that may influence their performance in managing schools effectively. This study aims to empirically analyze the influence of managerial workload and welfare level on the performance of public and private elementary school principals in North Penajam Paser Regency, both partially and simultaneously. The study used a quantitative approach with an ex post facto causal design. The study population consisted of 109 principals, and all were sampled through a saturated sampling technique. Data collection was conducted using a five-level Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was carried out through descriptive statistics, classical assumption tests, multiple linear regression, t-tests, F-tests, and coefficients of determination. The results showed that managerial workload had a positive and significant effect on principal performance with a significance value of 0.001 and a beta coefficient of 0.212. The welfare level also had a positive and significant effect with a significance value of 0.000 and a beta coefficient of 0.739 and was the most dominant variable. Simultaneously, both variables contributed 83.6% to the variation in principal performance. These findings indicate that improving principal performance requires strengthening managerial capacity as well as implementing policies that continuously enhance the welfare of school principals.
The Korean Pop Variety Show Effect: English as a Foreign Language Learners’ Perception of Using Going Seventeen English Subtitles for Vocabulary Learning Nayla Faradilla Kusumah; Devinta Puspita Ratri
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.v11i2.2150

Abstract

K-Pop variety shows have gained global popularity through the use of English subtitles, enabling them to reach a broader international audience. Some English as a Foreign Language (EFL) learners utilize these shows to enhance their English skills by watching popular K-Pop variety programs such as Going Seventeen. This study investigates EFL students’ perceptions of using English subtitles in Going Seventeen for vocabulary acquisition. The participants were Indonesian students who are fans of Seventeen (Carats) and regularly watch Going Seventeen with English subtitles. Data were collected through an online questionnaire focusing on perceived benefits, real-life effects, and challenges. The findings indicate that most participants perceived the use of English subtitles positively, with all questionnaire items receiving responses above 40%. The results suggest that English subtitles in Going Seventeen facilitate vocabulary learning by making content easier to understand, enjoyable, and motivating. Nevertheless, some participants reported difficulties in maintaining focus on subtitles while learning vocabulary. Overall, the study highlights the potential of K-Pop variety shows as an effective and engaging resource for vocabulary learning.

Page 118 of 118 | Total Record : 1177

 114   115   116   117   118 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol 11, No 2 (2026) Vol 11, No 1 (2026) Vol 10, No 6 (2025) Vol 10, No 5 (2025) Vol 10, No 4 (2025) Vol 10, No 3 (2025) Vol 10, No 2 (2025) Vol 10, No 1 (2025) Vol 9, No 6 (2024) Vol 9, No 5 (2024) Vol 9, No 4 (2024) Vol 9, No 3 (2024) Vol 9, No 2 (2024) Vol 9, No 1 (2024) Vol 8, No 2 (2023) Vol 8, No 1 (2023) Vol 7, No 2 (2022) Vol 7, No 1 (2022) Vol 6, No 2 (2021) Vol 6, No 1 (2021) Vol 5, No 2 (2020) Vol 5, No 1 (2020) Vol 4, No 2 (2019) Vol 4, No 1 (2019) Vol 3, No 2 (2018) Vol 3, No 1 (2018) Vol 2, No 2 (2017) Vol 2, No 1 (2017) Vol 1, No 2 (2016) Vol 1, No 1 (2016) More Issue