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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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From Policy to Pedagogy: A conceptual Comparative Analysis of EFL Curriculum Policies in Indonesia, China, and South Korea Tari Agustin; Karina Septiani; Sukarno Sukarno
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.v11i3.2587

Abstract

This study examined English as a Foreign Language (EFL) curriculum policies in Indonesia, China, and South Korea through a qualitative comparative analysis of official curriculum documents and relevant scholarly literature. Drawing on Language Policy Theory, Curriculum Development Theory, and Educational Change Theory, the study explored how each country conceptualized English language education through curriculum orientation, pedagogical direction, and assessment practices. The findings revealed both similarities and differences across the three contexts. Indonesia adopted a relatively flexible and learner-centered curriculum emphasizing communicative competence, learner autonomy, differentiated instruction, and contextualized learning through Kurikulum Merdeka. In contrast, China maintained a centralized and examination-oriented curriculum structure characterized by strong governmental regulation, curriculum standardization, and high-stakes assessment despite recent communicative reforms. Meanwhile, South Korea demonstrated a hybrid curriculum orientation that combined communicative language education, globalization agendas, and strong academic competitiveness. The study further found that EFL curriculum policy in Asia reflects ongoing negotiations among globalization, educational modernization, sociocultural priorities, and national educational goals. Moreover, curriculum reform did not automatically result in uniform classroom implementation because educational practices continued to be influenced by institutional support, teacher readiness, governance structures, and assessment culture. The study contributes to comparative education and language policy scholarship by providing a conceptual understanding of how different Asian governments construct English education through curriculum policy. 
The Role of Halimbubu Foundation in Promoting Ta’awun among Youth Sofya Ayu; Basri Basri; Madi Madi
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.v11i3.2440

Abstract

This study examines the role of the Halimbubu Foundation in promoting ta’awun, defined as mutual help and cooperation rooted in Islamic values, among youth in the context of modernization. A qualitative approach was employed, with data collected through interviews involving youth members and administrators of the Halimbubu Foundation in Baubau City. The findings show that the foundation plays a significant role in fostering social awareness, mutual assistance, and cooperative attitudes through religious and social activities. However, modern lifestyle tend to reduce direct social interaction among youth. Despite this challenge, continuous guidance and structured programs have strengthened the implemention of ta’awun values. This study concludes that the Halimbubu Foundation contributes positively to the development of youth moral values amid modernization.
The Role of Parental Mediation on Children's Sustained Attention in Short Video Exposure Tita Sapriyanti; Arnita Fitri; Thea Yuliana Anjari; Aisyah Oktavia Siregar; Ribi Annisa Karimah
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.v11i3.2464

Abstract

The rapid development of digital technology has increased young children's exposure to short-form video content. Fast-paced visual characteristics (fast visual content) are assumed to influence children's cognitive abilities, particularly sustained attention. However, the role of parental mediation in moderating this relationship remains underexplored. This study aims to analyze the effect of short-form video exposure intensity on sustained attention among children aged 5–6 years and to examine the moderating role of parental mediation. A quantitative approach with a correlational survey design was employed involving 21 children and their parents (n = 21). The instruments included scales of video exposure intensity, sustained attention, and parental mediation. Data were analyzed using linear regression and Moderated Regression Analysis (MRA). The findings reveal that the intensity of short-form video exposure has a significant negative effect on children's sustained attention (β = -0.45; p 0.05). Furthermore, parental mediation significantly moderates this relationship (β = 0.30; p 0.05), indicating that parental involvement weakens the negative impact of digital media exposure. These results highlight the importance of active parental involvement as a protective factor in early childhood cognitive development. Therefore, strengthening parental mediation strategies is essential in addressing the challenges of digital media use among young children.
Strengthening Early Childhood Social-Emotional Character through STEAM-Based Learning Thea Yuliana Anjari; Tita Sapriyanti; Aisyah Oktavia Siregar; Arnita Fitri; Hera Dwi Kusuma Wardani
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.v11i3.2475

Abstract

This study aims to analyze the effect of STEAM-based learning on strengthening the social-emotional character of early childhood. Various studies have examined the application of STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning in early childhood education, but the majority still focus on the development of cognitive aspects, creativity, and critical thinking skills. Research that specifically integrates the STEAM approach with strengthening social-emotional character, especially on indicators of cooperation, empathy, emotional control, and social communication, is still very limited, and there is minimal empirical evidence based on experimental designs comparing its effectiveness with conventional learning. The study subjects were 30 children aged 5–6 years who were divided into an experimental class and a control class. Data were collected through observations using a Likert scale instrument based on four social-emotional indicators. The results showed that the experimental class experienced higher improvements than the control class, with a gain value of 1.35 in the experimental class and 0.70 in the control class. Statistical tests showed a significant difference between the two groups. These findings indicate that STEAM-based learning is effective in improving children's social-emotional character through interactive, collaborative, and experience-based activities. Thus, this study fills a research gap by providing empirical evidence that STEAM integration in learning not only contributes to cognitive aspects but also significantly strengthens the social-emotional character of early childhood.
The Influence of the Movie Zootopia on Improving 8th Grade Junior High School Students' Vocabulary Mastery Ishmatul Muflihah; Nur Fauzia
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.v11i3.2463

Abstract

Vocabulary mastery plays a crucial role in English language learning as it supports the development of speaking, listening, reading, and writing skills. However, the lack of engaging learning materials means that many junior high school students still struggle with vocabulary acquisition. This study aims to determine the effect of using the movie *Zootopia* on students’ vocabulary mastery. This study employed a pre-experimental design using a one-group pre-test and post-test model involving 31 eighth-grade students. Data were collected through a vocabulary test and analyzed using descriptive statistics and the Wilcoxon Signed-Rank test. The results showed that the mean score increased from 79.42 on the pre-test to 89.06 on the post-test, representing a 12.13% increase. Furthermore, the analysis revealed a significant difference (p 0.05). Thus, the use of the film Zootopia has a significant effect on improving students’ vocabulary mastery.
Investigating the Challenges Faced by the English Teachers in Teaching English at SMP Negeri 14 Palu Sapiani Sapiani; Budi Budi; Maghfira Maghfira; Mochtar Marhum
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.v11i3.2536

Abstract

This study addresses research gap concerning the implemetation of Kurikulum Merdeka in resource-constrained public schools, where empirical data on teacher adaption remains limited. It aims to identifiy instructional challenges and the adaptive strategies employed by English teachers at SMP Negeri 14 Palu. Using a descriptive qualitative design, data were gathered from three teachers via purposive sampling through open-ended questionnaire and document analysis. The data were analyzed through reduction, display, and conclusion drawing. Findings indicat that primary obstacles include students’ limited vocabulary, lack of digital media (projectors), insufficient textbooks, and low motivation liked to socio-economic factors. Teachers mtigated these issues by independently duplicating materials, utilizing smartphones as learning tools, and implementing differentiated instruction based on proficiency levels. The study concludes that teachers creativity in modifying methods and media is essential for effective teaching in facility-deprived environments. 
A Systematic Literature Review : Students’ Perception of Asynchronous and Synchronous in Learning Ressy Novasyari; Melisa Novianty
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.v11i3.2427

Abstract

The rapid development of digital technology has significantly transformed educational practices, particularly through the integration of synchronous and asynchronous learning modes.This article aims to conduct a systematic review of Students’ Perception of Asynchronous and Synchronous in Learning. The search strategy is based on the following keywords: " Students’ Perception of Asynchronous and Synchronous in Learning from Google Scholar. Based on the results of this article, only 7 articles analysis became. The results indicate that students generally view both learning modes positively, though for different reasons. Synchronous learning is appreciated for its real-time interaction, prompt feedback, and sense of social presence, whereas asynchronous learning is valued for its flexibility, self-paced nature, and ease of access. Most students tend to favor a blended approach that integrates the advantages of both methods. The study concludes that combining synchronous and asynchronous strategies can more effectively address diverse student needs and improve overall learning outcomes.
EFL Learners’ Perceptions of Small Group Discussion Technique for Building Speaking Confidence in Non-Formal Education Syadzilia Aluv Mawsally; Sri Wuli Fitriati; Yuliati Yuliati
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.v11i3.2529

Abstract

Speaking in English remains challenging for many EFL learners because oral performance requires confidence. Small group discussion (SGD) is one activity used in EFL speaking instruction. Previous studies have examined SGD from various perspectives in EFL learning. However, the role of SGD in supporting students’ speaking confidence before oral performance in non-formal EFL settings remains underexplored, especially the aspects of confidence supported by SGD and the discussion features that contribute to students’ confidence. This study investigated EFL students’ perceptions of SGD in supporting speaking confidence before oral performance. Using a qualitative descriptive design, this study involved seventh-grade EFL learners at a non-formal English course institution in Central Java. Data were collected through classroom observation, a screening questionnaire, and semi-structured interviews. The data were analysed using thematic analysis. The findings showed that students perceived SGD as a structured preparatory activity that helped them understand the material, exchange ideas, rehearse speaking parts, and organize ideas before oral performance. SGD also supported students’ confidence through peer support, respectful responses, clear role distribution, equal speaking opportunities, and manageable group size. These findings suggest that SGD serves as a preparatory activity in EFL speaking instruction to encourage participation and help students approach oral performance with greater confidence.
The Effect of the Liveworksheet Media-Assisted Problem-Based-Learning Model on the Ability to Write Explanatory Texts of Grade IX Students at UPT SMP Negeri 8 Medan Febina Maharani Br Tarigan; Lili Tansliova
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.v11i3.2408

Abstract

This study aims to determine the effect of the Problem Based Learning model assisted by Liveworksheet media on students' ability to write explanatory texts. This study uses a quantitative approach with an experimental method. The research design used is a Two Group pretest-posttest group design. Data collection techniques through tests, interviews, and observations. The results of the study from the application of the Problem Based Learning model assisted by Liveworksheet media show that: 1) Before being given treatment, the ability to write explanatory texts in both groups was in the low category with an average pre-test of the experimental group of 55.67 and the control group of 57.50. 2) After being given treatment, the experimental group experienced a significant increase to the good-very good category with an average post-test reaching 81.17, far exceeding the average post-test of the control class which only reached 66.67. 3) Based on the hypothesis test (Independent Sample T-test), a significance value of 0.001 was obtained, and the N-Gain Score test results indicated an effectiveness level of 58.18% for the experimental class (fairly effective), while the control class was only 20.76% (ineffective). Based on the research results, it can be concluded that the implementation of the Problem-Based Learning model assisted by Liveworksheet media has a significant impact on the writing ability of ninth-grade students at the UPT SMP Negeri 8 Medan.
Analysis of the Implementation of Malay Oral Tradition in Indonesian Language Learning for Student Character Formation at Kasih Karunia Junior High School Anggi Nur Febriani; Tia Maharani; Siti Azura; Nurul Asiyah Syahkila; Fitriani Lubis
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.v11i3.2550

Abstract

Indonesian language instruction plays a crucial role in developing both students' language skills and character. However, instruction in schools still tends to focus on cognitive aspects and has not yet optimally integrated local culture as a learning resource. This study aims to analyze the implementation of Malay oral traditions in Indonesian language instruction and their role in shaping student character at SMPTK Kasih Karunia. The study employed a qualitative descriptive approach, involving one Indonesian language teacher and five students as research informants. Data were collected through in-depth interviews and analyzed using qualitative descriptive analysis techniques, following the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that Malay oral traditions, particularly Syair Perahu by Hamzah Fansuri, have been incorporated into the teaching of classical poetry through activities focused on structural analysis, symbolic meaning, and moral values. The integration of oral traditions makes learning more contextual, enhances student engagement, and helps instill religious values, responsibility, good manners, and social awareness. Students showed positive responses because the learning material was related to their culture and daily experiences. This study indicates that the Malay oral tradition has the potential to serve as a medium for Indonesian language instruction that supports character education while also contributing to the preservation of local culture within the school environment.

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