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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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Sociolinguistic Study on the Use of Regional Languages for Students of the Indonesian Language Study Program Famel Zatrio; Kasmantoni Kasmantoni; Randi Randi
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.v11i4.2625

Abstract

Regional languages play a significant role in preserving cultural identity and remain widely used in multilingual communities, including higher education settings. Although Indonesian functions as the official language in academic communication, regional languages continue to be actively employed by students in both academic and non-academic interactions. However, studies examining regional language use among university students from a sociolinguistic perspective remain limited. Therefore, this study aims to describe the forms of regional language use among students of the Indonesian Language Education Study Program at Fatmawati Sukarno State Islamic University of Bengkulu and identify the factors influencing their language choices. This study employed a descriptive qualitative approach within a sociolinguistic framework. Data were collected through observation, interviews, documentation, and recordings of students’ natural conversations and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that regional language use remains dominant, particularly in informal interactions, and is manifested through code-mixing, code-switching, language interference, and local dialect variation. These linguistic practices are influenced by ethnic background, social solidarity, environmental habits, cultural identity, and communicative comfort. The study highlights the importance of maintaining regional languages while strengthening positive attitudes toward the appropriate use of Indonesian in academic contexts.
The COLAK Model for Vocabulary Learning in Primary English Classrooms Rani Zahra; Yesi Darmayanti; Vivi Amanda; Arisman Arisman; Yondri Mei Muzaqi
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.v11i3.2799

Abstract

Vocabulary development is fundamental to Teaching English to Young Learners (TEYL), yet many primary English classrooms continue to rely on teacher-centred instruction with limited use of culturally relevant learning approaches. Although traditional games have been widely used as learning media, previous studies have largely treated them as supplementary classroom activities rather than structured instructional models with systematic learning procedures and multidimensional vocabulary assessment. Addressing this research gap, this study investigated how the COlourful CongkLAK (COLAK) model supports vocabulary development and student engagement in primary English classrooms. A descriptive qualitative approach supported by quantitative frequency analysis was employed with 18 second-grade students at SD Negeri 001 Rambah, Indonesia. Data were collected through structured classroom observations, observation checklists, and video recordings. The findings showed that the COLAK model effectively enhanced students' vocabulary development, particularly in word recognition, followed by pronunciation accuracy and meaning recall, while contextual word use remained the most challenging aspect. The model also promoted high levels of student engagement through meaningful interaction and collaborative learning. These findings suggest that the COLAK model provides an effective culturally responsive approach to vocabulary learning in TEYL.
Examining the Impact of Artificial Intelligence Integration in ESP Tourism and Hospitality Education on Students’ Critical Thinking Skills Siska Amelia Maldin; Dailami Dailami; Tito Pratama; Yudha Wardani; Arina Luthfini Lubis; Yoffie Kharisma Dewi
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.v11i4.2581

Abstract

Artificial Intelligence (AI) integration such as ChatGPT, Grammarly, QuillBot, AI-based language learning platforms, and automated feedback applications has become increasingly important in higher education, particularly in English for Specific Purposes (ESP) tourism and hospitality learning. However, limited studies have specifically examined the influence of AI integration on students’ critical thinking skills in ESP tourism contexts. This study aimed to investigate AI integration influences students’ critical thinking skills in ESP tourism and hospitality education. The study employed a quantitative descriptive design involving 113 students of tourism study program selected through purposive sampling. Data were collected using questionnaires and analyzed through validity, reliability, and simple linear regression analyses using SPSS 25. The findings revealed that AI integration significantly influenced students’ critical thinking skills with an R Square value of 0.360 and significance level of 0.000. The study concludes that AI integration positively contributes to students’ critical thinking development in ESP tourism.
English Diphthong Pronunciation: A Quantitative Evidence of Articulatory Difficulties Among EFL Learners Anggun Angriani; Konder Manurung; Hastini Hastini
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.v11i4.2751

Abstract

This study investigated students’ difficulties in pronouncing English diphthongs and the factors contributing to those difficulties among second-semester students of the English Education Study Program at Tadulako University. A quantitative descriptive design was employed. Data were collected through a pronunciation test and a questionnaire. The pronunciation test was used to identify students’ ability in pronouncing English diphthongs, while the questionnaire examined factors affecting their pronunciation difficulties. The findings revealed that students experienced varying levels of difficulty in producing English diphthongs, particularly in maintaining smooth vowel glides and accurate articulatory movements. Several students tended to simplify diphthongs into monophthongs or produce incomplete vowel transitions, reflecting the influence of their first language. Questionnaire results showed that learning environment was the most influential factor (M = 3.12), followed by articulatory difficulty (M = 2.95) and learning media (M = 2.90), all categorized as high-level factors. Teaching materials were perceived as moderately influential, with mean scores of 2.68 and 2.79. These findings indicate that students’ pronunciation difficulties are influenced by a combination of articulatory complexity, first-language interference, learning conditions, instructional resources, and limited opportunities for pronunciation practice. Overall, the study highlights the importance of creating supportive learning environments and providing systematic pronunciation instruction to improve EFL learners’ mastery of English diphthongs.
An Analysis of Students' Grammatical Errors in Writing Descriptive Text Germana Oreng Ritan
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.v11i3.2530

Abstract

This research aims to identify the types of grammatical errors made by tenth-grade students at SMAN 1 Lewolema in writing descriptive texts and to analyse the causes of these errors. The sample consisted of 18 eleventh-grade students.The study employed a qualitative descriptive approach, utilizing observations, interviews, and document analysis. The findings revealed that students frequently made errors in sentence patterns, tenses, pronouns, prepositions, and punctuation. The most common errors were omission and addition, often attributed to the influence of students’ first language (L1) and their limited English vocabulary. The study underscores the need for targeted grammar instruction and vocabulary development to enhance students’ descriptive writing skills.
Navigating Vocabulary Limitations: Conversation Control Strategies of Indonesian EFL University Students Wulan Sefia; Girindra Putri Dewi Saraswati
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.v11i4.2458

Abstract

Vocabulary limitation remains a major challenge in English as a Foreign Language (EFL) speaking, particularly in higher education contexts. However, few studies have explored how learners perceive their vocabulary limitations and how they manage them in real-time communication. This study aimed to investigate Indonesian EFL university students’ perceptions of vocabulary limitation and the conversation control strategies they employ. A descriptive qualitative design was used, involving 20 students through an open-ended questionnaire and follow-up interviews. The findings revealed that students perceived their vocabulary as sufficient for basic communication but limited in more complex contexts. Vocabulary limitation affected both speaking performance, leading to hesitation and simplification, and psychological factors such as anxiety and lack of confidence. To overcome these challenges, students employed various strategies, including paraphrasing, code-switching, using gestures, asking for help, and using fillers. These findings highlight the importance of integrating strategic competence into language teaching to support effective communication.
Improving The Eight Grade Students’ Writing Skill Through STEM-Integrated in Project-Based Learning at SMP Labschool Palu Maulana Malik Al-givari; Budi Budi; Maf'ulah Maf'ulah
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.v11i4.2709

Abstract

This study investigated the effectiveness of STEM-integrated Project-Based Learning (PjBL) in improving the writing skills of eighth-grade EFL students at SMP Labschool UNTAD Palu. Writing remains a persistent challenge for junior high school EFL learners, particularly in terms of content development, organizational coherence, and vocabulary application. Although Project-Based Learning has been widely shown to support EFL writing development, few studies have specifically examined the integration of Science, Technology, Engineering, and Mathematics (STEM) content within procedural text writing at the junior high school level. The Emancipated Curriculum (Kurikulum Merdeka) encourages contextual, interdisciplinary, and project-driven approaches to language learning, yet empirical evidence on STEM integration within procedural text writing instruction at the junior high school level remains limited. A pre-experimental design with a one-group pretest-posttest method was employed. Twenty students from Class VIII A were selected through purposive sampling and received six sessions of STEM-integrated PjBL treatment centered on a bridge-building project using ice cream sticks. Writing performance was assessed using an analytic rubric adapted from Jacobs (1981), encompassing content, organization, vocabulary, grammar, and mechanics. The pre-test yielded a mean score of 61.13, while the post-test produced a mean score of 76.25, representing a mean deviation of 15.13 points. Statistical analysis using a paired t-test returned a t-counted value of 14.14, which exceeded the t-table value of 1.729 (df = 19; α = 0.05), confirming that the improvement was statistically significant. The findings suggest that integrating STEM content through project-based activities provides authentic and meaningful contexts that support students' procedural writing development. Teachers are encouraged to adopt this interdisciplinary approach to enhance EFL writing instruction, particularly under the Emancipated Curriculum framework.
English Teachers' Perceptions and Adaptive Strategies in Using Wordwall for Teaching Adjectives: A Qualitative Case Study Kima Lovely Berry; Fela Dafitri
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.v11i4.2576

Abstract

Digital technology has transformed English language teaching, with game-based platforms increasingly integrated into grammar instruction. However, research on teachers' integration of Wordwall for teaching specific grammar items, particularly adjectives at the secondary level, remains limited. This study investigates three aspects: English teachers' perceptions of Wordwall, the challenges they encounter, and the adaptive strategies they employ when teaching adjectives in secondary school. Using a qualitative descriptive case study design, the study involved three English teachers at a private secondary school in West Cikarang, West Java, Indonesia. Data were collected through semi-structured interviews, document analysis of lesson plans and Wordwall templates, and teachers' reflective journals. Thematic analysis followed the miles 2014 framework. Findings indicate that teachers perceived Wordwall as accessible, motivating, and pedagogically relevant. Three categories of challenges emerged: technical barriers (internet instability and limited devices), pedagogical barriers (classroom management and overemphasis on competition), and content relevance barriers (misalignment with local context). Teachers responded with adaptive strategies including template modification, scaffolding, post-game reflective activities, and peer collaboration. The study concludes that Wordwall can serve as an effective medium for active, student-centered grammar instruction when teachers apply systematic pedagogical adaptation. Findings advance the literature on technology integration in EFL grammar teaching within the TAM, TPACK, and Technology Integration Barriers frameworks.
Representation of Muhammad in The Message 1976 and Sirah Nabawiyah Sinsin Sintya; Udayani Permanaludin; Bunyamin Faisal
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.v11i3.2563

Abstract

The representation of the Prophet Muhammad (peace be upon him) in visual media warrants further in-depth study. Previous research has focused primarily on theoretical analyses of the Prophet’s portrayal, and few studies have compared his depiction in visual media with that in religious texts. This study employs a descriptive qualitative method and a comparative approach to analyze the representation of the Prophet Muhammad in the film The Message and Sirah Nabawiyah through an analysis of dialogue, narrative, and cinematic techniques. The results indicate that the film constructs the Prophet’s representation through intermediary characters, a narrator, and Western dramatic structures, whereas Sirah Nabawiyah focuses more on historical and religious aspects. This study concludes that the representation of the Prophet Muhammad is influenced by various factors, including the author’s cultural background.
Speech Errors in Ed Sheeran’s Interview on “Call Her Daddy” YouTube Channel Salsabila Fauziyah Ihya; Nurholis Nurholis; Toneng Listiani
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.v11i4.2598

Abstract

Speech errors in spontaneous communication provide valuable insights into the cognitive processes underlying language production. However, studies examining speech errors in informal digital interviews remain limited. This study aims to identify the types of speech errors produced by Ed Sheeran and examine the factors influencing their occurrence in his interview on the Call Her Daddy YouTube channel. A descriptive qualitative approach was employed. The data consisted of utterances transcribed from the interview and were analyzed using Clark and Clark's (1977) speech error taxonomy. The findings identified 134 speech errors, with repeats and filled pauses as the most frequently occurring types. These errors were influenced by cognitive factors, including hesitation and utterance-planning difficulties, as well as situational factors such as spontaneity and the informal nature of the interview. The findings suggest that speech errors are a natural characteristic of spontaneous speech and demonstrate how cognitive processing and communicative context interact during language production. This study contributes to psycholinguistic research by providing empirical evidence from authentic digital media discourse. 

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