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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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Scientific Realism in the English for Nursing Course Plan: A Content Analysis Suci Sartika Putri; Ira Maisarah
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.1908

Abstract

English for Specific Purposes (ESP) emphasizes the importance of designing language instruction that reflects authentic professional practices and workplace demands. Aligning course plans with real-world contexts is therefore essential to ensure that learning outcomes are meaningful and applicable. This study aimed to examine how the principles of scientific realism are represented in an English for Nursing course plan used at a health college in Bengkulu City. A qualitative content analysis approach was employed to analyze the course plan through three stages: document collection, pre-analysis, and systematic coding. The data were organized according to three core principles of scientific realism: causal mechanisms, approximate truth, and explanatory success. The findings revealed that the learning outcomes reflected the principle of causal mechanisms by emphasizing logical relationships between language use and nursing practice. The instructional materials represented approximate truth through authentic professional content, while the assessment components demonstrated explanatory success by evaluating students’ ability to apply language in realistic nursing contexts. Overall, the study concludes that integrating scientific realism into ESP course planning enhances the relevance, authenticity, and practical value of English for Nursing instruction. 
Students' Perceptions of Teacher-Centered Grammar Instruction in Learning the Simple Past Tense: A Study of Grade IX Students at a Junior High School Maulidya Azfa Shofy Fadhillah; Yousef Bani Ahmad
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2702

Abstract

This study explored Grade IX students’ perceptions of teacher-centered grammar instruction in learning the Simple Past Tense at a junior high school in Karawang, West Java, Indonesia. The study was conducted because previous research has more frequently examined grammar instruction and students’ perceptions in general EFL contexts, while limited attention has been given to junior high school students’ perceptions of teacher-centered instruction for learning a specific grammatical topic. Using a qualitative descriptive design, the study examined students’ experiences of the instructional approach used during grammar lessons. Data were collected through classroom observations and semi-structured online-chat interviews with four purposively selected students. The data were analyzed using Braun and Clarke’s (2006) thematic analysis framework. Three themes emerged: instructional clarity, student engagement, and preference for interactive learning. The participants perceived teacher-centered instruction as helpful when explanations were clear and understandable; however, extended teacher-led explanations were associated with boredom and reduced attention. The students also preferred games, group work, and practical activities to complement teacher explanations. The findings indicate that teacher-centered grammar instruction can support grammatical understanding when combined with interactive activities that sustain student participation and engagement.
The Influence of Work Environment and Job Satisfaction on Teacher Performance: The Mediating Role of Work Motivation at Senior High School Sabilah Hidayati; Putri Kemala Dewi Lubis
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2651

Abstract

This study aimed to examine the influence of the work environment and job satisfaction on teacher performance, with work motivation as an intervening variable among teachers at SMA Negeri 2 Percut Sei Tuan. The study was motivated by the less-than-optimal work environment in supporting the learning process and teachers’ dissatisfaction with salaries and welfare benefits. A quantitative approach with an ex post facto design was employed. The population consisted of all 54 teachers at SMA Negeri 2 Percut Sei Tuan. Using a saturated sampling technique, all population members were selected as research participants. Data were collected through a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3.29. The results showed that the work environment had no significant direct effect on teacher performance. However, it had a positive and significant effect on work motivation. Job satisfaction positively and significantly affected both teacher performance and work motivation. In addition, work motivation had a positive and significant effect on teacher performance. The mediation analysis revealed that work motivation did not significantly mediate the relationship between the work environment and teacher performance, nor the relationship between job satisfaction and teacher performance. The findings indicate that job satisfaction and work motivation are important factors in improving teacher performance. Although the work environment does not directly affect performance, it contributes to enhancing teachers’ motivation. Therefore, schools should prioritize strategies that strengthen job satisfaction and work motivation to improve teacher performance.
Effectiveness of English Program in Teaching Speaking at LP3I Tasikmalaya Polytechnic Yanti Fadila Wahab; Yudi Kurniadi; Ernawati Ernawati
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.v11i3.2551

Abstract

The ability to speak English effectively is essential in global communication and professional settings. However, gaps often exist between theoretical approaches to language teaching and their practical implementation in classrooms, particularly in enhancing students’ speaking skills. Teachers frequently encounter challenges such as limited class time, large class sizes, lack of training, insufficient teaching resources, and students’ low confidence in speaking activities. Consequently, speaking instruction often remains focused on grammar exercises and textbook-based learning rather than authentic oral communication. This study aims to analyse the effectiveness of an English program in improving students’ speaking ability at LP3I Tasikmalaya Polytechnic. A qualitative case study approach was employed, involving ten students, one program coordinator, and two English teachers selected through purposive sampling. Data were collected through observations, interviews, document analysis, questionnaires, and audio-visual materials, and were analysed using data condensation, display, and conclusion drawing. The findings reveal that the English Conversation Journal (ECJ) is the most effective program in engaging students. Additionally, the program improves pronunciation, vocabulary mastery, confidence, motivation, and speaking awareness. In conclusion, the English program is effective in enhancing students’ speaking skills and supports teachers in achieving learning objectives.
The Influence of Demonstration Methods to Improve Student Learning Outcomes in Social Science Subjects Nur Millawati; Siti Nurjanah; Andi Sriwijaya
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.v11i3.2495

Abstract

Low learning outcomes in Natural and Social Sciences (IPAS) at the elementary school level are often caused by a lack of variety in learning methods and a lack of visualization of abstract concepts. Therefore, this study aims to examine the effect of implementing the demonstration method on improving sixth-grade student learning outcomes at SD Negeri 2 Karang Anyar. The approach used was quantitative, with a pre-experimental One-Group Pretest-Posttest design. The study sample involved 16 students selected using a total sampling technique. Data collection instruments consisted of a multiple-choice test and a teacher activity observation sheet. The analysis results showed an increase in the average score from 60.62 to 78.94. Furthermore, the Paired T-Test and Wilcoxon test yielded a significance value of 0.000 (0.05). Thus, the demonstration method has proven effective in improving student learning outcomes while facilitating a more concrete and meaningful understanding of concepts.
Positive Politeness Strategies in Podcast Interactions with Individuals Experiencing Dissociative Identity Disorder: A Pragmatic Study Bryan Raferty Antonio; Irman Nurhapitudin; Cipto Wardoyo
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2641

Abstract

Positive politeness is a pragmatic strategy used to protect the hearer’s positive face while fostering solidarity, mutual respect, and interpersonal rapport during interaction. Grounded in Brown and Levinson’s (1978) politeness theory, this study investigates the types and functions of positive politeness strategies employed in the YouTube podcast episode I Have Dissociative Identity Disorder published by the MedCircle channel. The episode was selected because it discusses the sensitive topic of Dissociative Identity Disorder (DID), a complex mental health condition that requires careful and empathetic communication. This study employed a qualitative discourse analysis approach. The data consisted of utterances produced by the host, the guest speaker, and the guest speaker’s alternate identities. The analysis identified 134 instances of positive politeness strategies. The most frequently used strategy was presupposing, asserting, or raising common ground (75 occurrences), whereas asserting or presupposing the speaker’s knowledge of the hearer’s wants and giving or asking for reasons each occurred only once. Four strategies—using in-group identity markers, offering, promising, being optimistic, and assuming reciprocity—were absent. Overall, the findings demonstrate that speakers predominantly relied on establishing common ground, expressing interest, and seeking agreement to facilitate supportive and empathetic communication when discussing sensitive mental health issues.
The Use of Guessing Meaning from Context in Improving Students’ Vocabulary Mastery Rihadhatul Nur Ramadhiani; Nadrun Nadrun; Andi Patmasari; Abd. Kamaruddin
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2761

Abstract

Vocabulary mastery is a fundamental aspect of language learning as it supports students’ ability to understand and use language effectively. However, many students still experience difficulties due to limited vocabulary knowledge and the use of less effective teaching strategies in the classroom. This study aims to investigate the effectiveness of guessing meaning from context in improving students’ vocabulary mastery. This research employed a quasi-experimental design involving an experimental group and a control group consisting of 49 eighth-grade students at SMPN 1 Mepanga. The data were collected through test (pre-test and post-test) used to measure students’ vocabulary achievement. The results showed that the experimental group outperformed the control group. The t-test result revealed that t-count (4.54) was higher than t-table (2.01) at the 0.05 significance level, indicating that the atlernative hypothesis was accepted. Therefore, guessing meaning from context is an effective strategy for improving students’ vocabulary mastery.
The Effectiveness of Using a Crossword Game on Quizizz in Teaching Vocabulary Ririn Andini; Eusabinus Bunau; Eka Fajar Rahmani
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.v11i3.2672

Abstract

Vocabulary acquisition is a fundamental component of English language learning, yet students often struggle to retain newly learned words when taught through conventional instructional methods. Although various digital technologies have been integrated into vocabulary instruction, limited research has examined the effectiveness of combining traditional crossword puzzles with the Quizizz platform to create an engaging mobile-assisted learning experience. This study aimed to investigate the effectiveness of using Quizizz-based crossword games in improving students’ English vocabulary mastery. A pre-experimental quantitative design with cluster random sampling was employed to measure students’ vocabulary achievement before and after the treatment. The findings indicate that students’ post-test performance exceeded their pre-test performance, with mean scores increasing from 92.81 to 98.55 after participating in Quizizz-based crossword activities. Statistical analysis further demonstrated a significant improvement in vocabulary achievement following the intervention, indicating that the treatment positively influenced students’ learning outcomes. These findings suggest that integrating crossword games into the Quizizz platform provides an interactive and motivating learning environment that enhances vocabulary acquisition. Therefore, Quizizz-based crossword games can be considered an effective digital instructional strategy for supporting English vocabulary learning in classroom contexts.
Enhancing English Vocabulary Using Story-Based Vocabulary Game of Grade Eight Students Maria Kandida Kardoso; Jamiluddin Jamiluddin; Grace Novenasari Manurung; Aminah Suriaman
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2603

Abstract

This study examined the impact of Story-Based Vocabulary Game on English vocabulary mastery of grade eight students at SMP Kristen Bala Keselamatan Palu. This study employed a quantitative approach with a quasi-experimental design. Pre-test and post-test were administered to measure students’ vocabulary mastery before and after the treatment. The findings showed that the students’ vocabulary mastery improved after the implementation of the treatment. The collected data were analyzed statistically to determine whether there was a significant difference between the experimental group and the control group. The results indicated that the average post-test score of experimental groups (56.52) was higher than the control group (42.37). In addition, based on the hypothesis analysis, it showed that the t-test the t-table (2.032 2.008), indicating that the research hypothesis is accepted. Therefore, it can be concluded that the Story-Based Vocabulary Game media significantly improves students’ vocabulary mastery.
The Use of TikTok Application to Improve Students’ Speaking Skills at Senior High School Salsabilah Reynanda; Hastini Hastini; Grace Novenasari Manurung; Zarkiani Hasyim
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.v11i3.2708

Abstract

TikTok has become one of the most widely used social media platforms among students and offers various interactive features, such as short-video creation, audio recording, and content sharing, which have the potential to support language learning and speaking practice. This study aimed to determine whether the use of the TikTok application could improve students’ speaking skills and to identify the most improved aspect of speaking. This research employed a quantitative method with a quasi-experimental design conducted at SMA Negeri 1 Moutong. The sample consisted of 26 students in the experimental group and 24 students in the control group. Data were collected through speaking tests administered in pre-test and post-test sessions. The mean score of the experimental group increased from 46.42 in the pre-test to 86.42 in the post-test, while the control group increased from 35.54 to 48.63. The data were analyzed using the Wilcoxon Signed Rank Test. The results showed that the significance value of the experimental group was 0.000 and that of the control group was 0.001, indicating a significant improvement in students’ speaking skills after the implementation of TikTok. Among the three aspects of speaking, accuracy showed the greatest improvement. Therefore, the TikTok application was found to be effective in improving students’ speaking skills.

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