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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 1,453 Documents
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The Grammatical Aftermath of English Language Monolingualism in West Africa Samuel Akanbi Babatunde
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.v11i3.2372

Abstract

This study examines the English language grammatical aftermath among 400 English monolinguals in Ghana and Nigeria. Grounded in the communicative competence framework, the research investigates how exclusive reliance on English, coupled with the non-acquisition of indigenous languages, impacts grammatical competence. Using a quantitative survey design, data on Standard English concord and tense were collected via structured questionnaires and analyzed using descriptive statistics and t-tests. Findings reveal grammatical incompetence; fewer than 40% of respondents mastered complex subject–verb agreement constructions. Notably, background data indicate that 95% of participants possessed no indigenous language proficiency, confirming a state of total monolingualism. While statistically significant differences emerged between Ghanaian and Nigerian cohorts in tense (p = 0.005) and concord (p = 0.020), both groups exhibited uneven competence. The study concludes that monolingual dominance fails to guarantee solid English competence, leaving learners without functional communicative proficiency in either English or their indigenous languages.
Improving Students’ Reading Comprehension through the Use of Pre-Reading Tasks at the Eight Grade of SMP Negeri 1 Mepanga Rahmi Mawadah; Mukrim Mukrim; Agussatriana Agussatriana; Andi Patmasari
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.v11i3.2366

Abstract

Reading comprehension is a key component of English as a Foreign Language (EFL) learning, as it supports vocabulary development, critical thinking, and academic achievement. Although theory highlights the importance of activating students’ prior knowledge before reading, classroom instruction often begins directly with the text, creating a gap between pedagogical principles and actual practice. This mismatch may contribute to students’ limited understanding and low engagement in reading activities. This study aimed to determine the effect of pre-reading tasks on the reading comprehension of eighth-grade students at SMP Negeri 1 Mepanga. A quasi-experimental design was employed, involving 49 students, with 25 students in the experimental group and 24 students in the control group. The experimental group was taught using specific pre-reading activities, including brainstorming, skimming, and vocabulary preview, while the control group received conventional instruction. Data were collected through pre-test and post-test instruments and analyzed statistically. The findings revealed that students exposed to pre-reading tasks achieved significantly better results than those in the control group. It can be concluded that pre-reading activities effectively enhance students’ reading comprehension.
Nature Themed English Songs for Language Learning and Environmental Awareness in Preschoolers Pratiwi Lestari; Nurul Aryanti; Welly Ardiansyah; Vasa Annisa Indina
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.v11i3.2523

Abstract

Songs are widely recognized as effective instructional media for young learners because they encourage active engagement, support vocabulary development, and create meaningful learning experiences. Nevertheless, research focusing on the implementation of nature-themed English songs in Indonesian preschool EFL settings remains limited. Therefore, this study aimed to examine the effectiveness of nature-themed English songs in improving preschool students’ language learning and environmental awareness. The study applied a pre-experimental one-group pretest-posttest design involving 21 preschool students at a PAUD institution in Palembang, Indonesia. Data were collected through vocabulary and pronunciation tests, observation checklists, and environmental awareness checklists. The results showed a significant improvement in students’ language performance and environmental awareness after the treatment. The mean score increased from 57.28 on the pre-test to 84.52 on the post-test, supported by a significant t-test result (p 0.05). In conclusion, nature-themed English songs were found to be effective in enhancing preschool students’ English language learning.
Students’ Perceptions of Kahoot! Use in English Learning at Senior High School in West Sumatra Nadila Febrina Eka Putri; Siska Siska; Melvina Melvina
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.v11i3.2190

Abstract

The use of gamification in English language learning has become increasingly significant, particularly through application-based interactive media such as Kahoot! which is considered effective in fostering an enjoyable learning environment and enhancing students’ motivation and engagement. However, studies examining students’ perceptions of Kahoot! implementation at the high school level, especially in West Sumatera, remain limited. This study aims to investigate students’ perceptions of the use of Kahoot! by an English teacher at SMAN 1 Sitiung. A qualitative case study design was employed, involving five twelfth-grade students selected through purposive sampling. Data were collected through structured in-depth interviews and analyzed using an interactive qualitative analysis model focusing on effectiveness, competitiveness, and ease of use. The findings reveal that students hold positive perceptions of Kahoot! as it promotes an enjoyable learning environment, encourages healthy competition, and is easy to use and access both inside and outside the classroom. In conclusion, Kahoot! is an effective gamification tool that supports student engagement and motivation in English learning.
The Correlation between Grammar Awareness and Academic Writing Proficiency among EFL Students in the Digital Learning Era Junita Ulhusna; Ilham Ilham; Lukman Lukman; Irwandi Irwandi
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.v11i3.2303

Abstract

This study investigates the relationship between grammar awareness and academic writing proficiency among undergraduate EFL students in the digital learning era. Although previous studies have highlighted the importance of grammar awareness in writing, limited research has examined its direct relationship with actual academic writing performance using both metacognitive measures and authentic writing tasks in digital learning contexts. The participants were 50 students from the third and fifth semesters of the English Education Department at Universitas Muhammadiyah Mataram. Grammar awareness was measured using an 18-item Grammar Awareness Questionnaire (GAQ), while academic writing proficiency was assessed through an analytical essay-writing test. Descriptive statistics indicated moderate grammar awareness (M = 42.36) and high academic writing proficiency (M = 85.00). Normality tests confirmed that the data were suitable for parametric analysis. Pearson correlation analysis revealed a very weak and non-significant relationship between grammar awareness and writing proficiency (r = .033, p = .818). Furthermore, simple linear regression analysis showed minimal predictive power of grammar awareness on writing performance (R² = .001). These findings suggest that academic writing proficiency is more likely influenced by other factors, such as vocabulary knowledge, writing strategies, topic familiarity, and academic engagement, rather than grammar awareness alone. Therefore, integrating grammar instruction with explicit writing strategy training is recommended in digital learning environments.
Teachers’ Perceptions and Practices on the Integration of Gender Issues in Teaching English at Islamic Secondary School Wulansari Wulansari; Nuskhan Abid
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.v11i3.2304

Abstract

The integration of gender issues in teaching English as a Foreign Language (EFL) plays a crucial role in Islamic schools, as it combines religious values with principles of social justice. This study aims to investigate how EFL teachers integrate gender literacy in Islamic schools (madrasah). The method used was a qualitative case study involving three teachers in Kudus Regency. Data were obtained through interviews, observations, and document analysis, which were then analyzed thematically. The results revealed four main themes: equality, justice, sensitivity, and non-discrimination. The teachers' understanding is based on Islamic values such as justice and compassion, which are reflected in equal participation, the use of gender-neutral language, materials free from stereotypes, and objective assessment. The implications of this study emphasize the importance of teacher training and the development of teaching materials focused on gender literacy in Islamic schools or madrasah.
Analysis of Translation Techniques Used in LINE Webtoon “Serena” by Jeong Ina Sonia Dewi Marsanda; Ummi Nur Laila Sulistyani
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.v11i3.2403

Abstract

Translation techniques play a crucial role in ensuring that meaning is conveyed accurately and naturally across languages, particularly in dialogue-driven texts such as webtoons. However, previous studies on webtoon translation have predominantly focused on specific linguistic or cultural aspects, with limited attention to the overall distribution of translation techniques in English-to-Indonesian contexts. This study aims to identify the types of translation techniques and analyze their frequency in selected chapters of Serena by Jeong Ina, based on the framework proposed by Molina and Albir (2002). Using a descriptive qualitative design with quantitative support, 474 data units were analyzed from the English and Indonesian versions. The findings indicate that modulation is the most dominant technique, followed by amplification, reduction, and established equivalent. These results suggest that the translator prioritizes naturalness, clarity, and readability. Overall, the selection of translation techniques is influenced by the communicative demands of webtoons as multimodal and dialogue-based medium.
Students’ Perceptions of the Benefits of Using Character.AI for Speaking Practice Roni Kurniawan; Maida Norahmi; Akhmad Fauzan; Alvionita Damayanti
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.v11i3.2398

Abstract

This study explores students’ perceptions of the role of Character.AI in developing speaking skills and supporting adaptive communicative practice. Most existing studies on AI in language learning primarily focus on tools that rely on structured or predefined prompts, which tend to be monotonous and less effective in fostering adaptive speaking development. However, limited attention has been given to more interactive, persona-driven AI platforms that can simulate real-life communication. To address this gap, this study employed a qualitative phenomenological approach involving five (5) eighth-semester students of the English Education Study Program who had experience using Character.AI for speaking practice. Data were collected through triangulation methods, including questionnaires and semi-structured interviews, and analysed using thematic analysis. The findings revealed that Character.AI contributes to the development of speaking skills, including improvements in fluency, confidence, motivation, vocabulary, willingness to speak, as well as a reduction in speaking anxiety. It also facilitates adaptive communicative practice by promoting adaptability, flexibility and accessibility in speaking activities. However, some limitations were identified, particularly in generating occasionally unnatural responses, indicating that it cannot fully replace authentic human interaction. Therefore, Character.AI is best utilized as a supplementary tool to support students in preparing for real-life communication.
Analysis of Dance Extracurricular Activities at Pertiwi Kindergarten Medan Enjelina Vincere Sihombing; Wan Nova Listia
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.v11i3.2382

Abstract

This study aims to analyze the implementation of dance extracurricular activities in early childhood education within the framework of the Merdeka Curriculum. Early Childhood Education (ECE) emphasizes play-based learning supported by a flexible curriculum that accommodates children's developmental needs. Extracurricular activities, particularly dance, play a significant role in fostering children's creativity, motor skills, and self-confidence. This research employs a descriptive qualitative approach conducted at TK Pertiwi Medan. Data were collected through observations and interviews with teachers and the school principal to examine the planning, organizing, implementation, and evaluation of dance extracurricular activities. The findings reveal that the implementation of dance extracurricular activities has been carried out effectively in practice, particularly in terms of teaching methods using demonstrations and repetitive exercises adapted to children's abilities. However, the program is not yet supported by systematic administrative management. Planning is conducted flexibly without written teaching modules, organizational structures are informal, and evaluation is carried out through direct observation without standardized assessment instruments or documentation. Despite these limitations, the program has successfully contributed to students’ achievements, as evidenced by consistent victories in dance competitions over the past four years. This indicates that practical implementation and teacher competence play a crucial role in program success, although improvements in structured planning, organization, and evaluation are still needed to optimize educational outcomes.
Literacy as Power and Its Impacts on Women’s Empowerment in Kathryn Stockett’s The Help Faradilla Khairin Nisa'; Much. Koiri
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.v11i3.2417

Abstract

This study reveals how literacy functions as a form of power and shapes women’s empowerment in Kathryn Stockett’s novel, The Help (2009). Drawing on New Literacy Studies, Williams and Zenger’s (2007) concept of literacy as power, and Kabeer’s (1999) empowerment framework, it employs qualitative textual analysis of three key literacy events: the book’s initiation, the writing process, and its publication. The findings show that literacy operates through control over meaning, action production, and strategicity, enabling marginalized Black women to challenge dominant racial narratives, navigate risk, and generate social consequences. Within Kabeer’s framework, literacy emerges as a strategic resource that enables agency and produces achievements, including economic mobility and psychological autonomy. Rather than merely a medium of expression, literacy is shown to function as a socially embedded and strategic practice through which marginalized women negotiate and reshape power relations.

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