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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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The Effectiveness of Quizwhizzer on Students’ Past Tense Mastery Muhammad Risnanda Imawan; Muh Shofiyuddin
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.v11i3.1763

Abstract

English is crucial for students as it serves as the global language of communication, education, and technology, opening doors to higher education, international career opportunities, and access to fast information resources. Many students struggle to understand grammatical, particularly past tense, due to the repetitive teaching methods and low engagement that negatively impact their learning outcomes in English. This study was conducted to examine whether the Quiz Whizzer application media has a positive influence on students’ learning. The study was conducted on tenth-grade students’ using a quantitative research method. Quantitative data were obtained from pre-test and post-test result. The findings indicate an increase in students’ learning outcomes in the past tense material, with the experimental class achieving an average score of 84.88 and the control class 81.61. therefore, it can be concluded that Quiz Whizzer is effectively used to improve students’ learning outcomes.
7th Grade Students’ Perceptions of Zep Quiz for Gamified Vocabulary Learning Rini Musrifa; Ida Ayu Panuntun
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.v11i4.2700

Abstract

Vocabulary mastery often becomes a hurdle for junior high school students, particularly when the teaching methods lack variety. This study aims to describe the learning problems faced by seventh-grade students, the implementation process, and their perceptions toward the use of Zep Quiz as a gamification media in vocabulary learning. A descriptive qualitative approach was employed, involving 38 seventh-grade students as the sample, with five students selected for interviews. Data were collected through questionnaires, semi-structured interviews, vocabulary tests, and documentation. Questionnaire data were analyzed descriptively, while interview data were analyzed using thematic analysis based on Miles and Huberman's interactive model. The findings revealed that students primarily struggled with remembering new words and using them in proper contexts. The teacher implemented Zep Quiz as a supplementary tool for practice and assessment, which ran interactively in the classroom. Overall, students held positive perceptions. They felt more motivated, more active, and found the learning process enjoyable. The average vocabulary test score reached the high category. Nevertheless, some students reported technical issues such as unstable internet connections, and a few felt pressured by the point system and time limits. Additionally, several students still relied on traditional memorization strategies for long-term vocabulary retention. This study recommends integrating Zep Quiz as a complement to, rather than a replacement for, conventional teaching methods.
Tiktok as a Microlearning Platform for Improving Vocabulary Mastery and Student Engagement at State Islamic Senior High School Nahdah Alfiani Rahman; Nanning Nanning; Ambo Dalle; Nur Asiza
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.v11i4.2969

Abstract

The rapid development of digital technology has encouraged the integration of innovative and interactive media into English language learning. However, vocabulary mastery and student engagement remain relatively low among Grade XI Social Science students at MAN 1 Soppeng. This study aims to investigate the effectiveness of TikTok as a microlearning platform in improving students’ English vocabulary mastery and learning engagement. A quantitative approach employing a pre-experimental one-group pre-test–post-test design was used. The participants consisted of two Grade XI Social Science classes selected through purposive sampling. Data were collected using vocabulary tests and student engagement questionnaires, then analyzed through descriptive statistics, paired-sample *t*-tests, and percentage analysis. The findings are expected to demonstrate that TikTok-based microlearning significantly enhances students’ vocabulary mastery while increasing their active participation and engagement in English learning. By presenting vocabulary through short, interactive, and engaging videos, TikTok offers meaningful learning experiences that encourage continuous practice beyond the classroom. This study is expected to provide practical insights for English teachers seeking to integrate social media into technology-enhanced vocabulary instruction and promote more engaging, student-centered EFL learning environments.
The Implementation of Differentiated Instruction and Adaptive Assessment in Improving English Reading Comprehension in an Efl University Context Ega Melani; Helta Anggia; Helta Anggi
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.v11i4.2597

Abstract

This study investigates the implementation of differentiated instruction and adaptive assessment in improving the reading comprehension of university students in an English as a Foreign Language (EFL) environment. Both approaches have been recognised widely for their pedagogical benefits, but they are rarely employed simultaneously, which is a missed opportunity for a more holistic approach to instructional design. Moreover, there is a lack of study on the implementation of adaptive evaluation in different EFL reading teaching. To overcome this gap, an eight-session mixed-methods intervention was administered to 20 first-semester university students enrolled in an intensive reading course. The quantitative data were analysed using t-tests and Rasch modelling and the qualitative data were collected using classroom observations and semi-structured interviews. Results showed statistically significant gains in reading comprehension. Rasch analysis further evidence of consistent levels of learner competency and meaningful development among participants. Furthermore, the students found the adaptive assessments fair and transparent, which increased their engagement and awareness of their learning progress. Overall, the findings suggest that the use of differentiated instruction and Rasch-based adaptive assessment is an effective way to support reading development by aligning instructional delivery and assessment practices to learners’ needs.
Transforming Multicultural Islamic Curriculum for Religious Moderation and Global Peace Syaiful Amin; Jamaluddin Akbar; Tri Wahyu Ramdhan; M. Holil; Jimmy Malintang
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.v11i4.2726

Abstract

D Amid increasing ideological polarization and global extremism, Islamic education plays a crucial role in cultivating peace. Although prior research has extensively explored the theological concepts of moderation (wasathiyah), current literature remains trapped within rigid epistemic dichotomies. The critical research gap systematically overlooked by previous studies is the lack of operational integration between the Independent Curriculum (Kurikulum Merdeka) reforms in formal schools which are often studied in isolation as technical-administrative state instruments and the organic ecosystem of traditional Islamic boarding schools (pesantren), which are frequently romanticized in a partial manner. Furthermore, a conceptual void persists regarding the operationalization of an inclusive curriculum that bridges classical sufistic ethics with 21st-century digital media resilience. This study is required to bridge the gap between macro-level policy idealism and micro-level realities on the ground. Employing a qualitative library research method with a content analysis approach toward 22 core literatures (2020–2026), the results formulate a multidimensional roadmap through integrative curriculum reconstruction (Bayani, Burhani, Irfani), institutional management based on cross-identity dialogue, and the digitization of peace narratives. Critical analysis reveals an emerging systemic vulnerability: a culture of absolute theological obedience (sami'na wa atha'na) among junior students that leaves them susceptible to manipulation within digital echo chambers. Theoretically, this study contributes by positioning religious moderation as a transformative, adaptive epistemological paradigm oriented toward universal benevolence (Rahmatan Lil 'Alamin).
Constructing Male Immaturity through Figurative Language: A Stylistic Analysis of Sabrina Carpenter’s “Manchild” Yasin Ali Rogas; Ristati Ristati; Dellis Pratika
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.v11i4.2848

Abstract

This study examines how figurative language constructs male immaturity in Sabrina Carpenter’s Manchild. The song was selected because it has attracted widespread public attention for its critical portrayal of male behavior through rich figurative expressions, making it an appropriate text for stylistic analysis. Using a qualitative descriptive design, the study applies Perrine’s and Rozakis’ classifications of figurative language alongside Leech and Short’s stylistic theory to analyze both the types and functions of figurative expressions. The data consist of lyric lines collected through documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that irony is the dominant device (36.8%), followed by hyperbole (31.6%) and sarcasm (15.8%), while metaphor, paradox, and ambiguity occur less frequently. Rather than functioning independently, these devices interact to construct a critical representation of male immaturity. Irony serves as the primary evaluative strategy, whereas hyperbole and sarcasm intensify criticism through exaggeration and ridicule. This study contributes to stylistic and linguistic research by integrating figurative language classification with functional analysis and demonstrating how figurative language constructs gendered meaning and social criticism in contemporary popular music.
Beyond Traditional Listening Instruction: A Mixed-Methods Study on the Impact of VOA Learning English on EFL Learners’ Motivation and Listening Proficiency Arif Eko Wahyudi; Bachtiar Bachtiar; Ahmad Heki Sujiatmoko
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.v11i4.2564

Abstract

Grounded in Self-Determination Theory (SDT), which identifies autonomy, competence, and relatedness as core drivers of intrinsic motivation, this study examines the effectiveness of VOA Learning English in enhancing EFL learners’ listening comprehension and motivation. A sequential explanatory mixed-methods design was employed, combining a quasi-experimental pre-test and post-test control group design with semi-structured interviews. Seventy tenth-grade students from a public senior high school in Anambas Regency, Indonesia, were assigned to either an experimental group using VOA Learning English or a control group receiving conventional instruction; six students were purposefully selected for the qualitative phase. Results showed that the experimental group achieved a significantly greater improvement in listening comprehension (pre-test M = 44.00; post-test M = 76.00) than the control group, supported by statistically significant between-group differences (t = -3.077, p = .003). Motivation scores were also uniformly high (M = 4.28), spanning intrinsic, extrinsic, integrative, and instrumental dimensions. Qualitatively, students across all proficiency levels reported positive learning experiences, citing the transcript and replay features as particularly effective scaffolding tools. These findings indicate that VOA Learning English is a pedagogically sound and inclusive instructional tool, with implications for the broader integration of mobile-assisted platforms into EFL curricula.
An Analysis of Presupposition in International News Reporting on Environmental Disaster in Sumatra Zalfa Zahira; Bunyamin Faisal; 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.v11i4.2629

Abstract

This study examines how presuppositions construct narratives in international media coverage of recent environmental disasters in Sumatra, specifically focusing on the flash floods and landslides that occurred in late 2024. Using a qualitative descriptive method, the study analyzes eight news articles from four international outlets: BBC, The Guardian, France 24, and Al Arabiya. The analysis applies Yule’s (1996) grammatical presupposition framework and Levinson’s (1983) sub-classifications. These grammatical triggers are then cross-tabulated with emerging thematic categories, such as Ecology, State/Politics, and Physical Damage. From 261 identified triggers, Lexical Presuppositions dominate the dataset at 68.2%, primarily conveyed through verbs of change and comparison. The cross-tabulation reveals strategic framing across themes. Lexical verbs of state change establish human causality within ecological frames. Meanwhile, structural negation presupposes state administrative failure, whereas factive presuppositions validate the state's official narrative. Ultimately, presuppositions function as architects of implicit reality in news discourse. They allow the media to naturalize subjective interpretations, presenting them as objective facts to readers.
Figurative Language in The Stone Roses Self-Titled Album: A Habitus Perspective Rizky Roy Rizwaanshah; Deni Suswanto; Dian Nurrachman
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.v11i4.2962

Abstract

This study examines the use of figurative language—specifically metaphor, symbol, and personification—in five songs from The Stone Roses’ self-titled album (1989): “Bye Bye Badman,” “Waterfall,” “Made of Stone,” “This Is the One,” and “I Am the Resurrection.” Employing literary criticism as its methodological approach, the study classifies each figurative expression using Perrine’s (1992) framework and interprets its meaning within the lyrical context. To extend the analysis beyond textual description, the study also applies Bourdieu’s (1990) concept of habitus, which explains how repeated social experiences shape enduring ways of perceiving, thinking, and acting. This sociological perspective is relevant because figurative language not only conveys aesthetic meaning but also reflects socially embedded dispositions and collective experiences encoded in the lyrics. The findings reveal that metaphor is the dominant device, transforming emotional states such as resilience, confinement, and dominance into concrete imagery, while symbols broaden these meanings into representations of instability and authority, and personification portrays the surrounding environment as an active participant in emotional experience. Through the lens of habitus, these recurring figurative patterns represent textual expressions of resistance, social constraint, and aspirations for transformation, demonstrating how literary and sociological perspectives together provide a richer understanding of song lyrics.
Utilizing Tiktok as an Alternative Media for Learning History among General Z Jas Ryanata Sukma; Urwatul Wusqo; Nensi Lingga Ananda; Safatul Jannah
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.v11i4.2137

Abstract

The development of digital technology demands innovation in history learning to suit the characteristics of Generation Z, who tend to be visual, interactive, and familiar with social media. One platform that has the potential to be used as an alternative medium for history learning is TikTok. This study aims to analyze the use of TikTok in history learning among Generation Z, including the forms of use, the types of historical content preferred, the effectiveness of use, and the challenges faced. This study used a descriptive qualitative approach with an internet search method as a data collection technique through the exploration of relevant digital sources. The results show that TikTok is effective in increasing student interest, motivation, and engagement through short, narrative, visual, and contextual historical content. However, its use still faces challenges such as limited video length, the risk of material simplification, the potential for distortion of historical facts, and limited digital competence of educators. Therefore, pedagogical planning, digital literacy, and policy support are needed so that TikTok can be used educationally and responsibly.

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