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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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Do Gender and Academic Anxiety Associate with AI Utilization in English Grammar Courses? I Komang Adiartha Negara; Ni Made Ratminingsih; Kadek Sintya Dewi
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.v11i3.2126

Abstract

The growing use of artificial intelligence (AI) in English grammar learning has brought new attention to the role of internal factors in students' use of technology. Although previous studies have focused on demographic and affective variables, the relevance of these factors in a routine academic context still needs to be reviewed. This study examines the relationship between gender and academic anxiety with students’ use of AI-based applications in English Grammar courses. An ex post facto quantitative design was employed involving 123 fourth-semester students majoring in English Education at a public university in North Bali. Data were collected through a survey with questionnaires on academic anxiety and AI utilization, and were analyzed using multiple linear regression. The findings show a relatively similar pattern of AI use among students, indicating that AI functions as an institutionalized learning practice. These results highlight the importance of context and learning design in AI-assisted language learning.
Understanding the Role of Cooperative Learning Groups in Reducing Speaking Anxiety among EFL Students Putri Alivia; Feri Ferdianto; Nina Agus Hariati
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.v11i3.2424

Abstract

This study aims to examine the role of cooperative learning groups in reducing speaking anxiety among EFL students at SMPN 2 Gading. This study employed a qualitative descriptive research design involving 18 ninth-grade students selected through purposive sampling. Data were collected through classroom observations, questionnaires, and documentation during three cooperative learning sessions. Data were analysed using thematic analysis based on the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The findings indicate that students initially experienced high levels of speaking anxiety, characterized by hesitation, low self-confidence, and fear of negative judgment. However, after participating in cooperative learning groups, students became more comfortable, active, and confident in speaking. The main factors contributing to the reduction in anxiety included peer support, sharing opinions, emotional comfort, frequent speaking practice, and shared responsibility. This study concludes that cooperative learning is an effective pedagogical strategy for reducing speaking anxiety and creating a supportive learning environment in English as a Foreign Language (EFL) classroom.
PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN MEDIA KARTU BERGAMBAR DALAM MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS III SD NEGERI 010 UJUNG BATU Riska Puput Apriliani
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.v11i3.2467

Abstract

Penelitan ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk mengetahui penerapan model discovery learning berbantuan media kartu bergambar dalam meningkatkan hasil belajar Bahasa Indonesia siswa kelas III SD Negeri 010 Ujung Batu. Penelitian ini dilakukan pada kelas III C yang berjumlah 21 siswa, terdiri dari 8 siswa perempuan dan 13 siswa laki-laki. Setiap siklus dilaksanakan sebanyak 2 kali pertemuan. Teknik pengumpulan data berupa tes soal, lembar observasi aktivitas siswa dan guru. Hasil belajar Bahasa Indonesia sebelum melakukan penelitian diperoleh siswa yang tuntas 48% dan yang tidak tuntas 52%. Namun setelah pembelajaran Bahasa Indonesia menggunakan discovery learning berbantuan media kartu bergambar hasil penelitian yang diperoleh pada siklus 1 pertemuan 1, siswa yang tuntas sebanyak 10 siswa dengan nilai rata-rata sebesar 71,43, kemudian pada pertemuan 2 terjadi peningkatan siswa yang tuntas menjadi 12 siswa dengan nilai rata-rata 71,90. Kemudian pada siklus 2 pertemuan 1 jumlah siswa yang tuntas sebanyak 15 siswa dengan nilai rata-rata 73,81 sedangkan pada pertemuan 2 jumlah siswa yang tuntas semakin meningkat yaitu 19 siswa dari jumlah keseluruhan siswa 21 dengan nilai rata-rata 84,76. Disamping hasil belajar siswa yang meningkat lembar observasi siswa juga meningkat. Pada siklus 1 pertemuan 1 observasi aktivitas siswa memperoleh hasil sebesar 55%, kemudian pada siklus 1 pertemuan 2 meningkat menjadi 75%. Pada siklus 2 pertemuan 1 lembar observasi aktivitas siswa masih meningkat menjadi 78%, dan pada siklus 2 pertemuan 2 meningkat menjadi 90%. Berdasarkan hasil penelitian yang telah dilakukan dapat disimpulkan bahwa penerapan model discovery learning berbantuan media kartu bergambar dapat meningkatkan hasil belajar Bahasa Indonesia siswa kelas III C SD Negeri 010 Ujung Batu.
Students’ Perceptions of Enjoyable Listening Activities in a Low Exposure EFLClassroom at MTS. Zainul Irsyad Nuriyatul Maftuhah; Feri Ferdiyanto; Nina Agus Hariati
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.v11i3.2432

Abstract

Listening is a significant skill in English as a Foreign Language (EFL) instruction, especially in low-exposure settings where students have limited contact with English outside the classroom. However, many students struggle and demonstrate low motivation as a result of monotonous teaching approaches and a lack of engaging activities. Previous research has mostly focused on learning outcomes rather than students' perceptions of enjoyable listening activities. Furthermore, little research has explored students' perceptions in low-exposure settings. As a result, the purpose of this study is to investigate students' perceptions and determine the types of listening activities they enjoy the most. This study used a qualitative case study approach with students from MTs. Zainul Irsyad. Data were obtained through classroom observations, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings show that while students initially have negative perceptions, they respond positively to participatory activities such as songs, videos, and group discussions. Finally, enjoyable and interactive activities increase students' interest and motivation in learning through listening.
Criticism of Capitalist Ideology in American Cinematic Representations: An Analysis of the Film The Menu Berama, Aditya Pria Niaga; Prihatika, Yusrina Dinar
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.v11i3.2578

Abstract

This study examines The Menu (2022) as a form of contemporary literary text through a Marxist literary approach. Within the field of English literary and cultural studies, film can be analyzed as a narrative text that reflects social and ideological issues. While previous studies have explored symbolic and cultural aspects of the film, limited attention has been given to the representation of creative labor within a literary-critical framework. This study employs a descriptive qualitative method using narrative and symbolic analysis to investigate how characterization, dialogue, and visual elements construct meanings related to class relations and capitalist ideology. Drawing on the theory of Karl Marx, particularly the concepts of alienation and commodification, the findings reveal that the film represents the transformation of creative labor into commodified objects within capitalist systems. The study contributes to English literary studies by demonstrating how contemporary cinematic texts function as sites of ideological critique and literary representation.
From Reflection to Revision: Exploring Self-Regulated Learning in EFL Writing Portfolios Ana Zulianingrum
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.v11i3.860

Abstract

This study addresses the limited attention given to learners’ internal self-regulatory processes in portfolio-based EFL writing instruction, particularly in non-Western tertiary contexts such as Indonesia. While previous research on self-regulated learning (SRL) in EFL writing has often emphasized measurable writing outcomes, including grammatical accuracy, coherence, and text organization, less is known about how portfolios support learners’ goal setting, self-monitoring, and reflection during the writing process. Employing a qualitative case study approach supported by descriptive writing-performance data, this study investigated 30 Indonesian undergraduate EFL learners enrolled in a writing course. Data were collected through writing portfolios, semi-structured interviews, classroom observations, and reflective journals over a four-week instructional period. Thematic analysis revealed that portfolio-based writing tasks fostered SRL behaviors by encouraging iterative drafting, strategic revision, and critical self-assessment. However, students also encountered challenges related to time management, limited reflective depth, and difficulty self-assessing higher-order writing skills. These findings highlight the need for explicit instructional scaffolding, structured reflection prompts, and sustained teacher and peer feedback. Overall, the study suggests that portfolio-based writing instruction can enhance learner autonomy and writing proficiency by creating a structured, reflective, and process-oriented learning environment.
The Effectiveness of the CAKE Mobile Application in Improving English Speaking Skills Syakila Nazla Muchari; Putri Kinaya Maharani; Arika Zainina Syasya; Husnul Khatimah; Sri Intan Ikhwandari Lubis; Juliana Juliana
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.v11i3.2457

Abstract

The development of English-speaking skills is essential for students, particularly in today’s globalized world, where effective communication is crucial. Despite this, many students face challenges in achieving speaking proficiency, resulting in a gap between their current abilities and desired outcomes. This study evaluates the effectiveness of the CAKE mobile application, an interactive language learning app that focuses on improving speaking skills through real-time practice and feedback, in enhancing students' speaking skills through Classroom Action Research (CAR). Involving 20 junior high school students, the study employed both qualitative (observations) and quantitative (pre-test and post-test) data collection methods. Results indicated significant improvement in speaking performance, with the post-test mean score increasing from 73.50 in Cycle I to 85.10 in Cycle II. Additionally, the percentage of students meeting the minimum mastery criterion (KKM) rose from 25% to 85%. The findings suggest that integrating the CAKE mobile application into the curriculum serves as an effective tool for enhancing speaking proficiency.
Phonics-Guided Reading for Students’ Pronunciation Accuracy Wiwik Andriyani Rahmat
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.v11i3.2481

Abstract

Pronunciation remains a major challenge for young EFL learners, particularly in rural classrooms where students have limited exposure to English and often rely on first-language pronunciation patterns. This research explored the implementation of phonics-guided reading in supporting students’ pronunciation accuracy at MI Nur Hayatul Islam, Probolinggo, Indonesia. Conducted over four weeks, the study involved one English teacher and fifteen fifth-grade students. A qualitative descriptive approach was employed, with data collected through classroom observations, semi-structured interviews, and documentation. The findings revealed that phonics-guided reading helped students recognize sound–letter relationships more systematically and reduced their tendency to pronounce English words using Indonesian spelling patterns. Students also became more active and confident during reading activities. However, several challenges were identified, including limited instructional media, difficulties in distinguishing unfamiliar English sounds, and the teacher’s limited experience in applying phonics instruction consistently. These findings suggest that phonics-guided reading can serve as a supportive approach for improving pronunciation awareness and classroom engagement among elementary EFL learners in rural contexts.
English Vocabulary Acquisition of Grade VII Students of SMPN 6 Satap Kupang Imelda Hongu; Elvis Albertus Bin Toni; Antonius Padu Dagang
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.v11i3.2442

Abstract

Vocabulary is a key component of language proficiency, supporting comprehension and communication. This study examined the level of English vocabulary mastery among students in class VII-C at SMPN 6 Satap Kupang Tengah. Using a descriptive quantitative design, all 21 students completed a vocabulary test consisting of written and visual-supported sections to measure receptive vocabulary—the ability to recognize and understand grade-appropriate words. Scores were converted to percentages and classified as Very Low (0–40%), Low (41–60%), Moderate (61–80%), or High (81–100%). Results showed a mean score of 41.0% for the written section (Low) and 36.9% for the visual section (Very Low). Overall, students’ vocabulary mastery was categorized as Low, with most scoring between 25% and 50%. These findings reflect limited exposure to English outside the classroom and highlight the need for targeted vocabulary instruction to enhance students’ English proficiency.
Students' Perceptions of Project-Based Learning in English Courses Riski Sulistiyaningsih
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.v11i3.2503

Abstract

Project-Based Learning (PjBL) has been widely applied in English language teaching; however, limited research has examined students’ perceptions in non-English major contexts. This study aims to investigate students’ perceptions of PjBL in English learning, particularly in terms of engagement, collaboration and motivation, communication skill, active participation, and laerning effectiveness. A quantitative approach was employed using a Likert-scale questionnaire administered to 46 first-semester Public Health students. The instrument consisted of 19 valid and reliable items (Cronbach’s Alpha = 0.83), and the data were analyzed using descriptive statistics. The results showed that students had generally positive perceptions of PjBL, with mean scores ranging from 3.26 to 3.32. The highest mean score was found in the collaboration aspect, indicating that students benefited from group-based learning activities. Classroom observations also revealed increased participation. These findings suggest that PjBL can support collaborative learning and student engagement in English classrooms for non-English major students.

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