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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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Saussurean Semiotic Analysis of Visual Meme Literal Wordplay Assyifa Putri Azzahra; Ujang Suyatman; Deni Suswanto
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.v11i4.2575

Abstract

This study aims to analyze the linguistic-semiotic mechanisms in visual memes featuring literal wordplay in English. The data consist of five visual memes, Butterfly, Catfish, Eggplant, Fireworks, and Bookworm, collected from digital platforms such as Google Images, Pinterest, and Facebook. This study employs a descriptive qualitative approach, using Ferdinand de Saussure’s semiotic theory as the primary framework, alongside Victor Raskin’s Script-based Semantic Theory of Humour (SSTH). The results show that memes break words down into their literal elements and visualize them, thereby creating a clash between conventional meaning and literal-visual meaning, emphasizing the arbitrary nature of signs in language and triggering incongruity that produces a humorous effect. This study contributes to linguistic semiotics by emphasizing that the arbitrariness of signs is not just a theoretical concept, but an active mechanism that enables the reinterpretation of meaning in language. 
Navigating Technology-Supported English Learning in Vocational Higher Education: Insights from the First-Year Indonesian Polytechnic Students Beni Wijaya; Sri Endah Kusmartini; Darmaliana Darmaliana; Eli Yeny
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.v11i4.2749

Abstract

Despite the growing integration of digital technology into English language instruction in vocational higher education, little research has explicitly looked at how technology-supported learning affects learner autonomy, English proficiency, and learning challenges among Indonesian vocational college students. This study examined how first-year students at Politeknik Negeri Sriwijaya, Indonesia, learned English with the aid of technology based on their patterns of technology use, perceptions, contributions and challenges. Data from 474 students were gathered via an online survey utilizing a descriptive quantitative methodology, and descriptive statistics were used for analysis. The results showed that students regularly employed digital technologies to help them learn English (M=3.79, SD=0.95), with online videos, mobile applications, artificial intelligence (AI) tools, and online resources being widely used. Additionally, students showed positive perceptions of technology-supported English learning (M=3.98, SD=1.01), especially with regard to simple access to educational resources, heightened enthusiasm for learning, and enhanced comprehension of lessons. Additionally, it was believed that technology improved English language proficiency (M=3.92, SD=0.98), particularly speaking, listening, and reading. Additionally, the results demonstrated that technology fosters learner autonomy (M=3.81, SD=0.96) by allowing students to autonomously access resources, participate in self-directed learning, and assume more accountability for their educational journey. Despite these advantages, students reported a number of difficulties (M=3.40, SD=0.98), such as the need for more teacher supervision, inadequate internet access, technological difficulties, and learning distractions. Overall, the study shows that technology significantly improves vocational higher education students' English learning experiences, language growth, and learner autonomy. To optimize the advantages of technology-supported English learning, the results emphasize the significance of efficient technology integration, sufficient infrastructure, and pedagogical support.
Particularized Conversational Implicatures Through Off-Record Strategies in Surah Maryam Dialogues Giffari Ramdhani; Andang Saehu; Ice Sariyati
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.v11i3.2580

Abstract

This study examines Particularized Conversational Implicature (PCI) in the dialogues of Surah Maryam and its contribution to politeness in religious discourse. Therefore, this study aims to analyze how PCI is realized through off-record strategies and how it contributes to politeness in the dialogues of Surah Maryam. Grounded in the theories of Paul Grice and Brown and Levinson, this study employed qualitative content analysis, using the Sahih International translation of Surah Maryam as the source of the data. The data consisted of 32 utterances forming dialogic verses grouped into 12 dialogue sections. The findings reveal that 7 sections contain PCI which is realized through off-record strategies such as giving hints, rhetorical questions, understatement, presupposition, and association clues. These strategies enable indirect, context-dependent, and polite communication. The study contributes to pragmatic studies and Qur’anic discourse analysis by demonstrating how indirect communication constructs ethical interaction in religious texts.
Teachers’ Experiences and Challenges in Implementing Listening Test in English Language Teaching at Afaada Islamic Boarding School Sinta Tanwirul Hayah; Maslihatul Umami
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.v11i4.2158

Abstract

This study explores teachers’ experiences and challenges in implementing listening tests within English Language Teaching (ELT) at Afaada Islamic Boarding School. Although listening assessment has received considerable attention in ELT research, limited studies have specifically examined teachers’ experiences in conducting listening tests in Islamic boarding school contexts, where educational facilities and students’ exposure to English may differ from those in mainstream schools. Using a qualitative descriptive approach, data were collected through in-depth interviews, classroom observations, and documentation involving three English teachers who were directly responsible for administering listening assessments. The findings reveal that teachers generally perceive listening tests as essential for assessing students’ comprehension and promoting active listening skills. However, they encounter several challenges, including limited technological resources, inconsistent audio quality, students’ low vocabulary mastery, and time constraints in preparing appropriate test materials. To address these challenges, teachers employ various strategies such as conducting pre-listening activities, simplifying instructions, and utilizing alternative audio sources to support students’ understanding. The study concludes that enhancing institutional facilities, providing professional development opportunities, and improving listening test design are crucial for promoting more effective listening assessment practices in Islamic boarding school settings.
The Implementation of Deep Learning and Cross-Disciplinary Learning Approaches in EFL Material “Procedure Text” at Elementary School Wibisono Yudhi Kurniawan; Rudi Hartono; Yuliati Yuliati
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.v11i4.2703

Abstract

This study aims to examine the implementation of interdisciplinary learning in English language instruction on procedural texts among sixth-grade students at SD Negeri 2 Kentengsari and to explore its impact on students’ understanding and classroom engagement. A qualitative descriptive approach was employed, involving sixth-grade teachers and students as the research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, then analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The credibility of the findings was ensured through source and technique triangulation. The results indicate that integrating English with Fine Arts created a more contextual, meaningful, and engaging learning environment. Students not only developed a better understanding of procedural text structures but also applied their knowledge through practical classroom activities. The interdisciplinary approach also enhanced students’ participation, collaboration, critical thinking, creativity, and artistic expression throughout the learning process. Furthermore, the teacher’s role as a facilitator was essential in guiding learning activities effectively. These findings suggest that interdisciplinary learning is an innovative instructional approach that supports holistic competency development and promotes meaningful learning experiences at the elementary school level.
The Influence of Financial Literacy in Digital Learning and Utilization on Students' Entrepreneurial Interest in University Mutia Seplinda; Harmeli Harmeli; Yonna Anggayu Putri
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.v11i4.2647

Abstract

This study aims to determine the effect of financial literacy in learning and digital utilization on students’ entrepreneurial intention at UPI YPTK Padang. This research used a quantitative approach with a survey method through questionnaires distributed to 50 students. Data analysis used multiple linear regression analysis. The results showed that financial literacy in learning had a positive and significant effect on entrepreneurial intention (t = 3.214; p = 0.003). Digital utilization also had a positive and significant effect on entrepreneurial intention (t = 4.102; p = 0.001). Simultaneously, both variables significantly affected students’ entrepreneurial intention (F = 28.621; p 0.001) with a coefficient of determination (R2) of 0.684, indicating that 68.4% of the variation in entrepreneurial intention could be explained by the proposed model. These findings indicate that financial learning and productive use of digital technology can encourage entrepreneurial intention among university students.
Enhancing EFL Students’ Speaking Ability through a HOTS based Show and Tell Technique Alfiana Alfiana; Nurhamdah Nurhamdah; Magdahalena Tjalla; Muh. Yusuf
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.v11i3.2584

Abstract

This study investigated the effectiveness of a HOTS-Based Show and Tell technique in enhancing EFL students’ speaking ability. The study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants were 36 eleventh-grade students of SMAN 2 Parepare. Data were collected through speaking tests and analyzed using descriptive statistics and a paired-samples t-test. In the implementation of the technique, students were encouraged not only to describe objects or topics but also to analyze, evaluate, and express personal opinions, thereby incorporating Higher Order Thinking Skills (HOTS) into speaking activities. These tasks required students to explain reasons, compare ideas, solve simple problems, and support their arguments during presentations. The findings revealed that students’ speaking ability improved significantly after the implementation of the technique. The mean score increased from 36.44 in the pre-test to 55.67 in the post-test, with a significance value of p .001. The results indicate that integrating HOTS into Show and Tell activities can promote more meaningful speaking practice, increase student participation, and create a more interactive learning environment in EFL classrooms.
The Role of Single Parents in Enhancing Children's Learning Motivation: A Case Study at Islamic Elementary School Erisa Widya Putri; Siti Nurjanah; Ifrohan Ifrohan
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.v11i3.2496

Abstract

The family is the first environment that plays an important role in shaping children's learning motivation, including families with a single parent due to the death of a spouse. This condition requires a single parent to perform dual roles as both caregiver and breadwinner, making it important to examine how single parents contribute to enhancing children's learning motivation. This study aimed to describe the role of a single parent in improving the learning motivation of a second-grade student at MI Islamiyah Tugu Agung, the obstacles encountered, the child's responses, and the strategies employed. This research used a qualitative approach with a field research method. Data were collected through observation, in-depth interviews, and documentation. The primary data sources were Mrs. K as a single parent and her child, R, while secondary data were obtained from school documents and relevant literature. The findings revealed that Mrs. K acted as an emotional supporter and learning motivator by providing attention, affection, learning assistance, communication with teachers, and praise and rewards. Despite facing limited time, economic pressure, and physical and emotional fatigue, these efforts succeeded in improving R's discipline, enthusiasm, and academic achievement. Therefore, the role of a single parent can effectively support and enhance children's learning motivation.
The Effect of Cartoon Character Role Play for Students’ Speaking Fluency and Confidence Siti Fatimah; Mukrim Mukrim; Sukmawati Sadilia
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.v11i4.2644

Abstract

Speaking is a fundamental component of English language learning that enables students to communicate ideas effectively in academic and social contexts. Among the key aspects of speaking, fluency facilitates smooth and coherent communication, while confidence supports students in expressing their ideas without excessive hesitation or anxiety. However, many lower secondary school students continue to experience difficulties in these areas. This study aimed to examine the effect of Cartoon Character Role Play on students’ speaking fluency and confidence. A quantitative approach employing a pre-experimental one-group pre-test and post-test design was used. The participants were 25 ninth-grade students of MTs Alkhairaat Mamboro. Data were collected through speaking performance tests and analyzed using SPSS. The findings revealed that the mean score increased from 44.5 in the pre-test to 56 in the post-test. Furthermore, the paired sample t-test yielded a significance value of 0.000 (p 0.05), indicating that Cartoon Character Role Play significantly improved students’ speaking fluency and confidence.
Politeness Strategies in Locker Room Communication: A Pragmatic Analysis of Bojan Hodak's Utterances in Persib Bandung Muhammad Ferdiansyah Nugraha; Ruminda Ruminda; Erfan Muhammad Fauzi
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.v11i4.2780

Abstract

This study examines the politeness strategies employed by Bojan Hodak in locker room communication and analyzes how these strategies contribute to maintaining team cohesion in Persib Bandung during the 2024/2025 BRI Liga 1 season. Using a qualitative descriptive method, data were collected from 34 locker room videos on Persib Bandung's official YouTube channel, yielding 68 utterances. Eight utterances were selected through purposive sampling based on their clarity in representing the four politeness strategy types proposed by Brown and Levinson (1987). The findings reveal that Bojan Hodak employs positive politeness, negative politeness, bald on record, and off record strategies to deliver motivation, instructions, and evaluations. These strategies function as pragmatic tools that balance authority, solidarity, and interpersonal respect, thereby maintaining team cohesion

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