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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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An Analysis of Difficulties Faced by Accounting Students in Reading English Accounting Texts Puspa Gundary; Gusparia Gusparia
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.v11i3.2520

Abstract

This study investigates the difficulties faced by accounting students in reading English accounting texts in an English for Specific Purposes (ESP) context. Using a descriptive qualitative design with quantitative support, the study involved 30 fourth-semester accounting students at UIN Sultan Syarif Kasim Riau. Data were collected through a reading comprehension test, a questionnaire, and semi-structured interviews. The reading test showed that all students (100%) identified the main idea correctly, but only 83.3% answered items on technical vocabulary and contextual meaning correctly. Questionnaire results indicated that sentence complexity was the greatest challenge (M = 3.53), followed by limited use of reading strategies (M = 3.40) and technical vocabulary difficulties (M = 3.37). Interviews confirmed problems with specialized terminology, complex sentences, and insufficient background knowledge. The study highlights the need for ESP instruction that integrates vocabulary development, reading strategy training, and authentic accounting materials to improve comprehension.
The Influence of Digital Storytelling on EFL Students’ Reading Motivation and Reading Habits Yesi Darmayanti; Vivi Amanda; Rani Zahra; Asih Ria Ningsih; Khabib Muafi; Andini Safitri
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.v11i3.2474

Abstract

This research examined the effect of digital storytelling on EFL students’ reading motivation and reading habits at SMK Inayah Ujung Batu. A quantitative approach with a quasi-experimental design was applied, involving an experimental group and a control group. The participants consisted of 40 second-grade students, divided equally into two classes: 20 students in the experimental class and 20 students in the control class. The experimental group received instruction through digital storytelling, whereas the control group was taught using conventional reading methods. Data were collected using Likert-scale questionnaires measuring reading motivation and reading habits. The data analysis employed descriptive statistics, paired sample t-tests, and independent sample t-tests using SPSS. The results demonstrated a substantial improvement in the experimental group. The mean score of reading motivation increased from 59.45 (pre-test) to 85.15 (post-test), while reading habits improved from 56.45 to 83.15. In comparison, the control group showed relatively lower gains. Statistical testing confirmed that the significance value was below 0.05 (Sig. = 0.000 0.05), indicating a statistically significant effect. These findings suggest that digital storytelling effectively enhances students’ motivation and fosters better reading habits. The integration of multimedia elements contributes to increased engagement, active participation, and positive attitudes toward reading. Therefore, digital storytelling can be considered an innovative and effective instructional medium for improving students’ reading-related outcomes in English language learning.
Exploring Self-Directed Informal Digital Learning for English Proficiency Hikmatus Soimah; Zainuddin Zainuddin; Feri Ferdiyanto
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.v11i3.2466

Abstract

The explosive growth of digital technology has had a substantial impact on English language learning by expanding access to learning resources beyond the classroom. Despite frequent exposure to English content via digital media, many learners continue to engage passively. The purpose of this study was to investigate the nature and activities of self-directed informal digital English learning (IDLE) and their impact on English proficiency. A qualitative descriptive method was used, with ten university students selected by purposive sampling. Data were gathered through interviews, observations, and documentation, then analysed using an interactive model. The data show that students participate in IDLE by watching YouTube videos, utilising apps like Duolingo, listening to podcasts, and communicating on social media platforms like TikTok and Instagram. Students presented both spontaneous and deliberate learning processes, with IDLE positively impacting vocabulary acquisition, listening comprehension, and speaking confidence. IDLE's efficacy is dependent on motivation, consistency, and self-regulated learning mechanisms. 
Particularized Conversational Implicature in the Movie Crazy Rich Asians (2018) by Jon M. Chu Fatimah Syahidah; Mahi Mamat Hkikmat; 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.v%vi%i.2517

Abstract

Particularized conversational implicature plays an important role in indirect communication because meaning can only be interpreted through specific contextual conditions. In socially structured interaction, speakers often rely on implied meaning rather than direct expression, especially when communication involves hierarchy, interpersonal tension, cultural expectation, and relational sensitivity. These patterns can be observed in the film Crazy Rich Asians (2018), where indirect communication frequently emerges through the flouting of conversational maxims. This research employed a qualitative descriptive method. The data consisted of 22 utterances containing particularized conversational implicature collected from film dialogues, scripts, subtitles, and repeated observation of relevant scenes. The data were analyzed using Grice’s theory of conversational implicature and conversational maxims. The findings show that particularized conversational implicature is generated through the flouting of the maxims of Quantity, Quality, Relation, and Manner. The implied meanings identified in the interactions depend heavily on contextual interpretation and cannot be understood solely through literal meaning. The study also reveals that indirect communication functions as an interactional strategy for managing hierarchy, regulating interpersonal tension, avoiding confrontation, and negotiating social relationships. Overall, the findings highlight that particularized conversational implicature operates not only as a pragmatic phenomenon, but also as a context-dependent interactional mechanism shaped by social and cultural dynamics.
Student Teachers’ Readiness for Instructional English in Primary Classrooms Rifhani Handayani L; Rahmat Darmawan; A. Muhajir Nasir
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.v11i3.2438

Abstract

This study examines student teachers’ readiness to use instructional English in primary classroom contexts. A quantitative survey design was employed involving 133 student teachers from a Primary School Teacher Education (PGSD) program at a public university in Indonesia. Readiness was conceptualized as a multidimensional construct encompassing knowledge, classroom language skills, self-confidence, and classroom interaction readiness. Data were collected using a self-developed questionnaire and analyzed using descriptive statistics. The results indicate a moderate level of readiness across all dimensions. Classroom Language Skills shows the highest mean score (M = 16.32, SD = 3.006), followed by Classroom Interaction Readiness (M = 13.62, SD = 2.492) and Self-Confidence (M = 12.95, SD = 2.820), while Knowledge of Instructional English records the lowest mean (M = 12.01, SD = 1.905). The findings reveal an imbalance in which performance-related competencies are more developed than conceptual understanding and confidence. This suggests that current ESP practices support functional language use but are less effective in fostering adaptive and confident instructional communication. Strengthening the integration of knowledge, practice, and reflective experience is therefore essential to better prepare student teachers to use English as a medium of instruction.
Video Conference Application as a Media for EFL Students in Indonesia to Learn English: A Systematic Literature Review I Kadek Teddy Jaya Nugraha; Made Hery Santosa; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
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.v11i3.2519

Abstract

The rapid development of digital technology has increased the use of video conferencing applications in English as a Foreign Language (EFL) learning, particularly in online and blended learning environments in Indonesia. Applications such as Zoom, Google Meet, and OmeTV have been widely used to facilitate communication, interaction, and speaking practice among EFL students. Therefore, this study aimed to systematically review previous studies regarding the use of video conferencing applications as learning media for EFL students in Indonesia. Specifically, the study investigated the impact of Google Meet, OmeTV, and Zoom on students’ English learning outcomes, particularly speaking skills, pronunciation ability, and learning motivation. This study employed a Systematic Literature Review (SLR) method to identify, assess, and interpret relevant previous studies. Using the PRISMA framework, 15 studies were selected from an initial 198 studies for further analysis. The findings revealed that video conferencing applications positively contribute to improving students’ speaking skills, pronunciation ability, and learning motivation. Furthermore, video conferencing applications provide alternative learning media that can support teachers in creating more interactive and engaging English learning experiences.
Reproduction of Racial Inequality in Sinners (2025) Raga Riswanda; Tenny Sudjatnika; Lili Awaludin
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.v11i3.2429

Abstract

This study examines how Sinners (2025) dramatizes racial domination through the vampire genre by organizing inequality as a structural condition rather than an isolated act of prejudice. While current Black horror scholarship extensively analyzes metaphors of historical trauma, few studies examine the micro-sociological mechanics of capital extraction within these films. Addressing this gap, the film is selected because it places Black cultural space, especially music, communal gathering, and tradition at the center of conflict, allowing racial power to appear through both admiration and coercion. Using a qualitative film-text analysis, this research interprets key scenes through Pierre Bourdieu’s concepts of habitus, capital, and field. The findings show that racial inequality in Sinners operates through three interlocking mechanisms: (1) habitus as bodily recalibration and anticipatory restraint during intrusion, (2) capital as the capture and conversion of Black cultural gifts (especially musical talent) into resources for domination, and (3) field as spatial expansion and forced rule-change that collapses Black autonomy from within. Together, these mechanisms reveal racial reproduction as a repeated process sustained through symbolic legitimacy, highlighting how horror cinema can expose the everyday workings of racial hierarchy beneath the surface of inclusion.
The Effect of ChatGPT-Assisted Writing on EFL Students’ Academic Writing Skills Vivi Amanda; Yesi Darmayanti; Rani Zahra; Asis Ria Ningsih; Khabib Muafi; Resti Oktarisna
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.v11i3.2477

Abstract

Artificial Intelligence (AI) has become increasingly significant in higher students, particularly in improving their academic writing skills. AI-powered tools such as ChatGPT offer immediate feedback, grammar correction, vocabulary enhancement, idea generation, and text organization, which can support EFL learners in the writing process. Academic writing is often considered one of the most challenging skills for EFL students due to difficulties in language accuracy, coherence, and idea development. Although many students use AI tools in writing classes, limited empirical studies have examined the direct effect of ChatGPT-assisted writing on students’ academic writing performance, especially in the Indonesian EFL context. This study aimed to investigate the effect of ChatGPT-assisted writing on EFL students’ academic writing skills. The study employed a quasi-experimental design using a pre-test and post-test control group design involving 50 higher students divided into experimental (25 students) and control groups (25 students). The experimental group received ChatGPT-assisted writing instruction, while the control group received conventional writing instruction. The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p 0.05). It can be concluded that ChatGPT-assisted writing effectively improves students’ academic writing skills. 
Strategies and Challenges in Enhancing Critical Thinking for Writing Descriptive Text Syifa Ul Aini; Misya Niftalia; Husnul Khatimah; Nifyatul Ahya; Risa Miranti; Widyawati Widyawati; Misnawati Misnawati
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.v11i3.2460

Abstract

Critical thinking is one of the essential learning outcomes in Education, particularly in enhancing students’ writing ability. However, many students still face difficulties in applying critical thinking in writing descriptive text, especially in generating and organizing ideas. This research investigates the effectiveness of various strategies and identifies challenges in enhancing students’ critical thinking in writing descriptive text. This study employed a qualitative descriptive approach, with data collected through classroom observation and writing tests. The findings revealed that the lecturer need to prioritize interactive approaches to foster critical thinking. The main challenges included limited vocabulary, difficulty in generating ideas, lack of coherence, grammatical errors, and unclear ideas. These strategies applied included encouraging reading, providing visual aids, and implementing innovative teaching methods. The mean score of tests was 64.94%, it is indicated students’ difficulties. This study concluded that the effective strategies can improve students’ critical thinking in writing descriptive text.
The Leadership of Among Principals in Strengthening Education Management to Improve Quality at SMA Negeri 1 Pengasih Untung Maryadi; Pardimin Pardimin; Saryanto Saryanto
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.v11i3.2396

Abstract

This study examines the application of Among Leadership in strengthening education management to improve the quality of learning at SMA Negeri 1 Pengasih. Among leadership, which is rooted in the thought of Ki Hajar Dewantara, emphasizes the principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. This research uses a qualitative approach with a phenomenological method that focuses on the experience of principals and teachers. The results of the study show that Among Leadership is implemented through strengthening human resource management, curriculum development, and school-to-community relations. The results of the study show that the among leadership applied by the principal of SMA Negeri 1 Pengasih is realized through three main principles, namely in the role of the principal which is reflected in the example of the principal in discipline, responsibility, and concern for the teaching and learning process, in the middle of Mangun Karsa which is seen in the efforts of the principal to empower teachers and education personnel through a participatory approach in managerial decision-making,  As well as Tut Wuri Handayani which is implemented by providing freedom of responsibility to school residents to innovate in education management. The principal acts as a role model, facilitator, and supporter who encourages teacher participation and creates a collaborative culture. In conclusion, Among Leadership is effective in increasing teacher motivation and professionalism which has an impact on improving the quality of learning. This research makes a theoretical and practical contribution to the development of local values-based educational leadership.

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