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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 1,309 Documents
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Self-Inadequacy in Daniel Caesar’s Lyrics Album Never Enough Muhammad Sayyid Fathan Fadhlullah; Toneng Listiani; Hasbi Assiddiqi
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.v11i3.2507

Abstract

This study examines the representation of self-inadequacy in Daniel Caesar’s Never Enough album, focusing on the songs “Ocho Rios,” “Toronto 2014,” and “Always.” While previous studies often apply Paul Ricoeur’s hermeneutics in a limited or descriptive manner, this research provides a more structured application of the hermeneutic arc as a systematic method. By focusing on textual autonomy, explanation, understanding, and the world of the text, the analysis reveals how linguistic and symbolic patterns construct feelings of inadequacy. The findings show that self-inadequacy appears in three dimensions: dependency in “Ocho Rios,” temporal stagnation in “Toronto 2014,” and emotional subordination in “Always.” Ultimately, the lyrics construct a coherent “world of the text” where the subject lacks agency and relies on external validation. This study concludes that the selected lyrics serve as a structured narrative of modern vulnerability, demonstrating the potential of song lyrics as complex interpretive texts.
Politeness Strategy and Mitigation in Food Evaluations of Nick DiGiovanni’s YouTube Reviews Fanny Meilani NH; Dewi Kustanti; Toneng Listiani
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.v11i3.2515

Abstract

Digital communication has reshaped how evaluations are expressed in public platforms, particularly on YouTube, where food reviews combine entertainment and judgment. However, limited attention has been given to how reviewers balance criticism and politeness in such contexts. This study aims to examine politeness strategies and mitigation devices used in food review videos by Nick DiGiovanni. Using a qualitative descriptive approach, the study applies Brown Levinson’s politeness theory and Fraser’s mitigation framework to analyze evaluative utterances from selected videos published between 2024 and 2025. The findings reveal that negative politeness strategies are dominant and frequently combined with mitigation devices such as hedges, disclaimers, and parenthetical verbs. These features function to soften criticism, maintain audience engagement, and preserve the speaker’s credibility. Overall, the study shows that politeness and mitigation play a crucial role in shaping evaluative discourse in digital media.
The Effect of Reflection-Based Questioning Approach in Reading Comprehension of Recount Text Elina Wilujeng; Arik Susanti
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.v11i3.2397

Abstract

Reading comprehension is vital for secondary students to master functional texts like recount stories. However, a gap remains in implementing effective questioning strategies that move beyond rote learning to deeper understanding. This study aims to examine the effect of the Reflection-Based Questioning Approach (RBQA) on junior high school students' reading abilities. Using a quasi-experimental design, 66 eighth-grade students in Sidoarjo were divided into experimental and control groups. Data collected from reading tests were analyzed via an independent sample t-test. Findings revealed that the experimental group achieved a significantly higher mean post-test score (M = 89.45) than the control group (M = 78.83), with a significance value of 0.001. In conclusion, the RBQA strategy, utilizing the Initiate-Respond-Evaluate (IRE) model, significantly enhances students' reading comprehension skills compared to conventional methods.
Translation Analysis of Culture-Specific Items (CSIs) in the Indonesian Movie “KKN di Desa Penari” Dominggus Florensius; Bahing Siritman; Richard Ferry Nugraha; Arvin Armando; Arya Febridinata
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.v11i3.2512

Abstract

Translation of Culture-Specific Items (CSIs) in audiovisual media plays a crucial role in supporting cross-cultural understanding and preserving cultural meaning. However, previous studies have predominantly focused on translation strategies, with limited attention to how translated CSIs contribute to cultural understanding among global audiences, as evaluated through the extent to which the translations preserve referential meaning, retain cultural nuances, and remain comprehensible to target viewers. This study aims to analyze the translation of CSIs in the Indonesian horror film KKN di Desa Penari by applying Newmark’s (2010) CSI categories and Aixelá’s (1996) translation strategy framework. This research employs a qualitative descriptive case study design. The data were collected from movie dialogues and their English subtitles using observation and note-taking techniques. The analysis identified 41 CSIs classified into six categories, with social life and private passions emerging as the most dominant. The findings also reveal that while many translations successfully preserve referential meaning, some cultural nuances are reduced in the process. This study contributes to audiovisual translation research by highlighting the role of CSI translation not only as a linguistic process but also as a mediator of cultural understanding. It shows that although translation enables international audiences to access Indonesian cultural elements, certain layers of cultural depth may not be fully conveyed.
Analysis of Language Errors in Speech Texts of Grade VIII Students at SMP Negeri 29 Medan Rahel July Sihotang; Ita Khairani
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.v11i3.2521

Abstract

This study aims to identify language errors in speech texts written by eighth-grade students at SMP Negeri 29 Medan. The errors analyzed include morphological and syntactic errors. This study employed a descriptive qualitative method, in which the researcher directly observed the research object and produced data in the form of narrative texts. Data were collected through documentation, reading, and note-taking techniques. The data consisted of 96 speech texts written by students of classes VIII-1, VIII-2, and VIII-3 at SMP Negeri 29 Medan. The data analysis was conducted through three stages: data reduction, data display, and conclusion drawing/verification. The results showed that students made language errors at the morphological level, including affixation, reduplication, and composition errors. In addition, syntactic errors were found in phrases and sentences. The most dominant errors were morphological errors in affixation, with 202 errors or 50.75% of the total 398 language errors identified in the study.
English Language Needs Analysis of Industrial Engineering Students at the Institute of Technology and Business Riau Pesisir Julanos Julanos; Welly Desriyati; Hanifatul Rahmi; Azhari Siregar; Fariz Kharisma
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.v11i3.2459

Abstract

English language skills play a vital role in supporting students’ academic and professional development, particularly in Industrial Engineering. Therefore, a needs analysis is essential to identify the specific language competencies required in industrial contexts. This study employed a qualitative descriptive design to examine students’ English language needs, focusing on four main skills—writing, reading, speaking, and listening—as well as relevant language components. Data were collected through questionnaires distributed to 242 randomly selected from a population of 619 active Industrial Engineering students at the Institute of Technology and Business Riau Pesisir. The findings indicate that reading and writing skills in Occupational Health and Safety (OHS) and environmental contexts considered as primary subject, and office administration, technical production, and logistics are the secondary important subject. Meanwhile, speaking and listening skills are in office and OHS contexts considered as primary subjects, while production and logistics as secondary. Overall, students emphasize mastering language components to support workplace communication.
The Impact of English Language Proficiency on Bank Employees’ Performance in Makassar Marwah Juwita Yusuf; Indrayani Simpuruh; Syamsinar Syamsinar
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.v11i3.2582

Abstract

This study aims to analyze the impact of English language proficiency on the performance of bank employees in Makassar. In the era of globalization and international banking services, English has become an essential communication tool for employees who interact with foreign customers, operate digital banking systems, and access global financial information. This research employed a quantitative research design using a survey method. The participants consisted of 25 bank employees from several banking institutions in Makassar selected through purposive sampling. Data were collected through a structured questionnaire using a five-point Likert Scale to measure employees’ English proficiency and job performance indicators, including work efficiency, communication skills, and career development opportunities. The collected data were analyzed using descriptive statistical analysis, including percentages, mean scores, and frequency distributions. The reliability test using Cronbach’s Alpha showed a reliability coefficient of 0.82, indicating that the instrument was reliable. The findings revealed that 60% of respondents had intermediate English proficiency, while 20% were categorized as advanced and 20% as beginner users. The overall mean score for employee performance was 4.12, indicating a high level of agreement that English proficiency positively influences workplace performance. Furthermore, 72% of respondents agreed that English proficiency improved communication with foreign clients, while 68% stated that it increased work efficiency and productivity. The study concludes that English language proficiency significantly contributes to employee performance, customer service quality, and career advancement opportunities in the banking sector. Therefore, banking institutions are encouraged to provide continuous English language training programs to strengthen employees’ competencies and organizational competitiveness.
Major Trends in Education Irfan Irfan; Moch Subhan Syarif; Suyudi Suyudi; Fuad Abdul Baqi; Mutoharoh Mutoharoh
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.v11i3.2019

Abstract

Education is a planned and organized effort aimed at developing human potential holistically, including intellectual, emotional, social, and moral aspects. Throughout the history of educational thought, various schools of thought have developed, each with its own characteristics regarding the nature of education, its goals, learning approaches, and the roles of educators and students. Traditional schools emphasize the importance of systematically and structured transmission of past values, culture, and knowledge. Progressivism, on the other hand, places greater emphasis on students' learning experiences, using a flexible and contextual approach tailored to the needs of the times. Meanwhile, existentialism allows individuals the freedom to determine the meaning and purpose of their education, while essentialism emphasizes the importance of mastering basic knowledge and essential skills as the foundation of education. Social reconstructionism views education as a means to bring about social change and create a better social order through innovation. The main findings. From this study indicate that no single school of education is entirely superior; rather, each has complementary strengths and limitations. Integrating various approaches from these schools is a more relevant strategy in addressing the complex challenges of modern education. Furthermore, it was found that current educational trends are moving toward a more adaptive, contextual, and learner-oriented approach without neglecting the importance of core values and knowledge structures. Theoretical implications of this study reinforce the importance of an eclectic approach in developing educational theory that is not tied to a particular school of thought. Practically, the results of this study provide recommendations for educators and education administrators to combine various learning approaches proportionally according to the needs of students and the context of the educational environment. Thus, education is expected to become more relevant, innovative, and responsive to the dynamics of change.
The Effect of the 3I’s Method (Instruct, Integrate, Involve) on Students’ Recount Text Writing Skill at a Vocational High School Indriyani Adam; Zulfah Fakhruddin; Abd. Haris Sunubi; Muajiz Muallim
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.v11i3.2574

Abstract

This study was conducted to examine the effectiveness of the 3I’s method (Instruct, Integrate, and Involve) in enhancing students’ ability to write recount texts at SMK Negeri 2 Parepare. A quasi-experimental research design was employed, involving both experimental and control groups that completed pre-tests and post-tests. The participants were eleventh-grade students, and the sample was selected through cluster random sampling. Class XI DKV C served as the experimental group, while Class XI TITL B functioned as the control group, with 21 students in each class. Data were collected using a recount writing test evaluated according to five writing components: content, organization, vocabulary, language use, and mechanics, based on Heaton’s scoring rubric. The collected data were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that the experimental group achieved a higher mean post-test score (86.05) than the control group (81.52). In addition, the statistical analysis produced a significance value of 0.029, which was lower than the 0.05 threshold, indicating a significant difference between the groups. These results suggest that the 3I’s method effectively improves students’ recount writing performance, particularly in generating ideas, applying grammar accurately, and producing well-organized texts. Therefore, the 3I’s method can be recommended as an effective instructional approach for teaching writing in vocational high school settings.
Bridging the Gap between Reading and Presenting: Examining Psychological Constraints and Adaptive Coping Strategies in EFL Academic Presentations Arif Alexander Bastian; Bungsudi Bungsudi; Eka Pratiwi Yunianti
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.v11i3.2436

Abstract

Why do students who understand effective presentation practices continue to rely on reading from slides? This study investigates the cognitive, affective, and strategic mechanisms underlying this discrepancy in EFL academic presentations. Using a convergent parallel mixed-methods design, data were collected from 16 Indonesian undergraduate students through Likert-scale questionnaires and semi-structured interviews. The findings generate three key contributions. First, text dependency is reconceptualized not as a performance deficit but as a performance-stabilization strategy, enabling learners to manage fluency and reduce anxiety under real-time communicative pressure. Second, the study identifies a persistent affective–cognitive disjunction, in which anxiety operates independently of content mastery and overrides metacognitive intention during performance. Third, the study documents the emergence of AI-mediated coping, where students use generative AI tools as real-time cognitive extensions during moments of uncertainty, revealing a previously untheorized form of distributed performance regulation. Taken together, these findings reconceptualize the knowing–doing gap as a multidimensional performance regulation system shaped by the dynamic interaction of cognition, affect, and technology. Building on this integration, the study proposes the PACE Framework (Psychological–Affective–Cognitive–Ecological AI) as a pedagogical model for supporting adaptive and authentic communication in AI-mediated learning environments. The study contributes to the extension of Communication Apprehension theory into digital contexts and advances a distributed cognition perspective on L2 oral performance. Pedagogically, it highlights the need for integrated approaches that address not only speaking skills, but also affective regulation, cognitive load management, and ethical AI use in academic communication.

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