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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 1,222 Documents
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Implementation of Strategic Management in Learning to Improve Intisab Pui-Based Life Skills for Students (Case Study at Madrasah Aliyah Daarul Uluum Pui Majalengka) Rahmatullah, Irfan; Hidayat, Wahyu
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.v11i2.2377

Abstract

This study examines the implementation of strategic management in learning to improve life skills based on Intisab PUI in students at Madrasah Aliyah Daarul Uluum PUI Majalengka. The modern era demands that Islamic educational institutions be able to integrate spiritual values with practical skills, but there is still a gap in the implementation of effective strategies to achieve that balance. Therefore, this study aims to analyze the formulation, implementation, and evaluation of Intisab PUI-based learning strategies, as well as assess its effectiveness in improving students' life skills. The research uses a qualitative approach with a case study method. Data was obtained through in-depth interviews with madrasah heads, teachers, and students, observation of the learning process, and analysis of curriculum documents. The validity of the data is guaranteed through triangulation techniques. The results of the study showed that the formulation of the strategy resulted in the concept of "funny students" with a long-term plan for six years that integrated the values of the PUI Intisab into all subjects through SWOT analysis. The implementation of the strategy runs effectively through excellent programs, such as memorization of the Qur'an with a target of two juz, the development of multidimensional digital skills, project-based learning, and gradual spiritual coaching. The evaluation showed significant success, characterized by increased commitment of graduates to PUI scores, positive behavior changes, increased academic achievement, and mastery of technology and vocational skills. The findings of the study indicate that Intisab PUI-based learning strategic management is able to create a balance between religious, academic, and vocational aspects, and is effective in improving students' life skills. This model has the potential to be adapted by other madrasas in optimizing the development of life skills based on Islamic values in the modern era.
The Use of Taboo Game to Develop Students’ Vocabulary Mastery Fali, Muhammad; Rofiqoh, Rofiqoh; Patmasari, Andi; Suriaman, Aminah
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.v11i2.1905

Abstract

Taboo Game is a word guessing game that challenges players to describe target words without using related forbidden words. This research aims to prove whether the use of Taboo Game can develop English vocabulary mastery of the tenth-grade students at SMA Negeri 1 Parigi Tengah. This quasi-experimental study used purposive sampling, dividing 54 students into experimental and control groups. The experimental group received vocabulary instruction through Taboo Game, while the control group used conventional methods. Data were collected through pre-tests and post-tests. Results showed significant differences between groups, with the experimental group achieving a mean post-test score of 81.11 compared to the control group's 76.96 (sig 0.05). The experimental group demonstrated an average improvement of 13.48 points. These findings confirm that Taboo Game is an effective strategy for developing vocabulary mastery, creating more engaging learning experiences for students across various proficiency levels.
Developing a Learning Evaluation Tool Based on the Gimkit Application on Economic Systems to Improve Student Learning Outcomes Humaisaroh, Siti; Dewi, Retno Mustika
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.v11i2.2280

Abstract

This study aims to develop a learning evaluation tool using the GimKit application on economic system material in Economics for grade X-6 and to analyze its feasibility, practicality, and effectiveness in improving student learning outcomes. Learning evaluation in schools is still dominated by the use of Student Worksheets (LKS), which tend to be monotonous, less interactive, and less optimal in measuring higher-order thinking skills. This condition contributes to low student learning outcomes and indicates the need for innovation in digital-based evaluation tools. This research uses the Research and Development (RD) method with the 4D development model consisting of define, design, develop, and disseminate stages. The subjects of this study were grade X students at SMAN 19 Surabaya. Data collection techniques included expert validation from material and media experts, practicality questionnaires, student response questionnaires, and pretest–posttest tests to measure cognitive learning outcomes. The results show that the GimKit-based evaluation tool is very feasible according to expert validation, practical to use in learning activities, and effective in improving student learning outcomes, as indicated by the increase in posttest scores compared to pretest scores. Therefore, the GimKit-based evaluation tool can be used as an innovative, interactive, and effective alternative for learning evaluation on economic system material.
Learning Strategies in Acquiring Instructional Vocabulary among Pre-service English Teachers Wiraningsih, Putu; Manik, Ni Putu Ines Marylena Candra; Budiarte, Agus
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.v11i2.1686

Abstract

This study investigated the vocabulary learning strategies (VLS) employed by 47 pre-service English teachers enrolled in the Instructional Vocabulary course. This study employed a mixed-method design by combining quantitative data from questionnaires and qualitative data from interviews to provide a more comprehensive understanding of students’ strategy use. Using Schmitt’s (1997) taxonomy as an analytical framework, the findings showed that participants used various strategies, with cognitive strategies being the most dominant (32%), reflecting their practical and task-focused approach to vocabulary learning. Metacognitive (22%) and determination strategies (18%) were used moderately, while memory (15%) and social strategies (13%) appeared less frequently, indicating limited reflective and collaborative learning in vocabulary acquisition. Qualitative interview data revealed that students’ strategy preferences were influenced by their learning goals, course requirements, and individual learning styles. The study concludes that although participants demonstrated awareness of multiple strategy types, they still require explicit instruction and guided practice.
Distinguishing Cohesive Device Errors in Male and Female Students' Written Recount Texts Sutejo, Garan Panji; Areni, Galuh Kirana Dwi
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.v11i2.2370

Abstract

Cohesion plays an important role in EFL writing as it helps students produce coherent texts. However, research on cohesive device errors from a gender perspective remains limited. This study examines the types of cohesive devices used by male and female tenth-grade students in recount texts and the errors in their use. Using a descriptive qualitative design, 34 student texts were analyzed based on Halliday and Hasan (1976) and Dulay et al. (1982). The results show that both groups used reference, conjunction, reiteration, and collocation, while substitution and ellipsis were absent. A total of 128 errors were identified across all texts. Male students produced more cohesive devices and contributed 72 errors, with conjunction addition errors as the most frequent. Female students produced 56 errors, with reference misformation errors dominating. These findings indicate that male and female students face different challenges in using cohesive devices and highlight the need for targeted instructional support.
Social Judgment and Its Effect on EFL Students’ Confidence to Speak English in the Classroom Arinda, Anjeli Aulia Putri; Perdhani, Widya Caterine
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2262

Abstract

Confidence in speaking is a fundamental aspect of learning English as a foreign language (EFL); however, learners often experience anxiety triggered by the verbal feedback they receive during speaking activities. Although previous literature often highlights language anxiety in general, studies focusing specifically on how direct feedback affects students' confidence remain limited. This study investigates the effect of verbal feedback on the speaking confidence of students in the English Education Study Program at Brawijaya University. Using a descriptive qualitative design, data were collected through semi-structured interviews and analyzed thematically. The findings reveal that corrective feedback delivered directly and publicly can act as a cognitive disruptor, reducing focus and fluency while increasing fear of negative evaluation. Conversely, delayed, constructive, and supportive feedback can enhance students' confidence and willingness to communicate. This study concludes that the impact of verbal feedback is strongly determined by its timing, tone, and delivery, highlighting the importance of psychologically safe classroom interactions in developing EFL speaking skills.
Exploring the Implementation of Talk Hunt Media in Enhancing Students' Interest in Learning English Wahyuni, Nadia Nur; Zainuddin, Zainuddin; Ferdiyanto, Feri
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.v11i2.2293

Abstract

English learning requires instructional strategies that can actively engage students and increase their interest in the learning process. However, many English classrooms are still dominated by teacher-centered instruction that limits students’ participation and reduces their motivation to learn. This study aims to explore the implementation of Talk Hunt media in enhancing students’ interest in learning English. The study employed a descriptive qualitative research design and was conducted with 16 tenth-grade students at Darul Lughah Wal Karomah Senior High School. Data were collected through classroom observation, semi-structured interviews, and documentation. The findings reveal that the implementation of Talk Hunt media created a more interactive and student-centered learning environment. Students demonstrated higher enthusiasm, participation, confidence, and engagement during the learning process. The study concludes that Talk Hunt media is an effective and practical instructional media to enhance students’ interest and create a more communicative English learning atmosphere.
Blues as Cultural Resistance: Representing Black Struggle through Music in Sinners 2025 Ramadhanti, Rahma; Sujiwa, Krisna
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.v11i2.2317

Abstract

This study investigates the role of blues music in Sinners, directed by Ryan Coogler, as a form of cultural resistance against racial oppression during the Jim Crow era. It adopts Tricia Rose’s theory of Cultural Resistance and applies a qualitative interpretive method within the broader framework of Cultural Studies. The analysis focuses on how blues operates beyond its function as background music and instead serves as a narrative and ideological device that shapes meaning and representation. The findings identify three interrelated dimensions. First, blues functions as a medium of political expression that articulates the lived experiences and collective memory of Black communities. Second, the film presents a clear politics of sound and space, particularly in locations such as juke joints, where music becomes a site of negotiation, control, and resistance. These spaces are not neutral; they structure who can speak, perform, and be heard. Third, the narrative highlights an ongoing struggle to reclaim identity and cultural ownership in the face of appropriation and commodification. Blues emerges as both a cultural resource and a contested terrain shaped by unequal power relations. Overall, the study demonstrates that blues in Sinners operates as a hidden transcript, a form of symbolic protection, and a site of cultural contestation. These roles reveal both the resilience and the vulnerability of Black expressive culture under systemic oppression. This research contributes to film studies, sound studies, and cultural studies by emphasizing how material and spatial conditions influence practices of resistance and cultural production.
Improving Students’ Pronunciation Ability through Homophone and Rhyming Games Ratriningtyas, Gabriella Efinda; Handayani, Sri
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2362

Abstract

This study focuses on the application of homophone and rhyming games as teaching media to improve students’ pronunciation ability at the tenth grade of SMA N 1 Colomadu in the academic year of 2025/2026 and investigates whether using homophone and rhyming games can improve students’ pronunciation ability at the tenth grade of SMA N 1 Colomadu in 2025/2026 academic year. This research applied Classroom Action Research design. This research was conducted in two cycles started from July to August in the academic year of 2025/2026. This research was gathered using qualitative and quantitative methods. Qualitative data was collected through observation, questionnaire, and documentation. The data was analyzed using Miles and Huberman method. Quantitative data was collected through pre-test, post-test 1, and post-test 2. The data was collected by analyzing the mean score of the tests. The result of the research appeared that the application of homophone and rhyming games proved that the improvement of students’ pronunciation ability. The mean score increased from 65 in the pre-test, 70 in the post-test 1, and 80 in the post-test 2. The application of homophone and rhyming games successfully affected the students at the tenth grade of SMA N 1 Colomadu. The students showed enthusiasm and improvement in their pronunciation performance during teaching-learning process.
English Speaking Fluency and Accuracy Among Informatics and Civil Engineering Students Hasibuan, Derliana; Anggraini Harahap, Dian; Sambayu, Harry; Ginting, Datulina
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.v11i2.2320

Abstract

This study examines fluency and accuracy in English speaking among Informatics and Civil Engineering students at Asahan University. Forty-five second-semester participants (25 Informatics, 20 Civil Engineering) completed structured speaking tasks and semi-structured interviews. Using the Complexity–Accuracy–Fluency (CAF) framework, performances were assessed for speech rate, pauses, grammatical control, and lexical appropriateness. Results show that communicative-oriented instruction enhanced fluency, producing smoother delivery and reduced hesitation, while grammar-focused instruction improved accuracy, yielding fewer errors and more precise lexical choices. Interviews revealed that communicative classes encouraged confidence and risk-taking, whereas grammar-focused classes increased metalinguistic awareness but reduced spontaneity. The findings highlight that fluency and accuracy are dynamically shaped by instructional emphasis. Balanced pedagogical approaches integrating meaning-focused interaction with attention to form are recommended to cultivate oral competence that is both communicatively effective and linguistically precise in Indonesian EFL contexts.This study examines fluency and accuracy in English speaking among Informatics and Civil Engineering students at Asahan University. Forty-five second-semester participants (25 Informatics, 20 Civil Engineering) completed structured speaking tasks and semi-structured interviews. Using the Complexity–Accuracy–Fluency (CAF) framework, performances were assessed for speech rate, pauses, grammatical control, and lexical appropriateness. Results show that communicative-oriented instruction enhanced fluency, producing smoother delivery and reduced hesitation, while grammar-focused instruction improved accuracy, yielding fewer errors and more precise lexical choices. Interviews revealed that communicative classes encouraged confidence and risk-taking, whereas grammar-focused classes increased metalinguistic awareness but reduced spontaneity. The findings highlight that fluency and accuracy are dynamically shaped by instructional emphasis. Balanced pedagogical approaches integrating meaning-focused interaction with attention to form are recommended to cultivate oral competence that is both communicatively effective and linguistically precise in Indonesian EFL contexts.Keywords: fluency, accuracy, English speaking, Informatics Engineering, Civil Engineering

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