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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 Influence of E-learning Applications on the Learning Outcomes of MA Muhammadiyah Nanahure Students Nur Cahya Ninsih; Katharina Woli Namang; Alitalia Indah Sari; Susi Susanti Adang; Nurul Adnan Pertiwi
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.v11i4.2543

Abstract

The development of information technology has brought significant changes to the world of education, one of which is the use of e-learning applications in the learning process. This study aims to examine and analyze the impact of e-learning application use on student learning outcomes at MA Muhammadiyah Nanahure. This article uses a literature review approach, reviewing various scientific research findings from the last five years (2020–2025) relevant to the topic of e-learning and student learning outcomes. The study results indicate that the implementation of e-learning applications generally has a positive impact on improving student learning outcomes, including cognitive aspects, learning motivation, and learning independence. Specific findings from the literature indicate an average increase in cognitive learning outcomes of up to 15-20% and a significant strengthening of student learning independence scores through the use of a Learning Management System (LMS). Factors influencing the success of e-learning include the quality of digital learning design, teacher competence in managing online learning, and the availability of supporting facilities and infrastructure. With proper management, e-learning can be an effective and relevant learning solution for implementation at MA Muhammadiyah Nanahure.
Teachers’ Perception on the Use of Problem-Based Learning for Teaching Reading Skills at Senior High School Ni Kadek Siska; Abdul Kamaru ddin; Moh Abraham Akbar Eisenring; Rofiqoh Rofiqoh
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.v11i4.2493

Abstract

This study examined teachers’ perceptions of the implementation of Problem-Based Learning (PBL) in teaching reading skills. Many students still struggle to comprehend texts and demonstrate low motivation during reading activities. Problem-Based Learning (PBL) is considered a suitable approach to support student-centered learning within the Merdeka Curriculum. While previous studies have discussed the effectiveness of PBL, research specifically exploring teachers’ perceptions of PBL implementation in teaching reading skills at the senior high school level remains limited. This study employed a qualitative research design. Data were collected through classroom observations and semi-structured interviews with three English teachers. The data were analyzed using the Miles, Huberman, and Saldaña model, which includes data condensation, data display, and conclusion drawing. The observation data supported the interview findings and demonstrated consistency between teachers’ perceptions and classroom teaching practices. The findings indicated that teachers held positive perceptions of PBL because this method improved students’ engagement, reading comprehension, motivation, and critical thinking skills. However, several challenges, such as time constraints and differences in students’ abilities, were also identified. Overall, the implementation of PBL was considered an effective and authentic approach to supporting the development of students’ reading skills in the context of English as a Foreign Language (EFL) education when accompanied by appropriate instructional guidance in classroom practices.
Difficulties and Solutions in Learning Qowaid Nahwu for Beginners: A Case Study Oktafian Holilullah; Yayah Robiatul Adawiyah
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.v11i4.2640

Abstract

Learning qowaid nahwu (Arabic grammar) at the beginner level is often challenging because students must understand abstract grammatical concepts and apply complex linguistic rules in authentic language use. This study aims to identify the learning difficulties experienced by beginner students at LPBA Nurul Jadid, examine the factors contributing to these difficulties, and explore the pedagogical strategies employed to address them. The study adopted a post-positivist paradigm using a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, diagnostic tests, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that students experienced difficulties in understanding i‘rab rules, distinguishing between jumlah ismiyyah and jumlah fi‘liyyah, applying grammatical rules in context, and determining correct word-final inflections. These challenges were attributed to memorization-oriented instruction, limited visual learning resources, and insufficient scaffolded practice. To overcome these problems, instructors implemented i‘rab charts, structured drills, gradual scaffolding, and contextualized communicative activities. These pedagogical strategies improved students’ grammatical understanding and facilitated more effective application of nahwu rules in practical Arabic communication.
The Influence of Self-Confidence and Growth Mindset on Students’ Interest in Learning Economics: A Study of Grade XI Social Science Students at Senior High School Muhammad Rifqi Farhan Hasibuan; Indra Maipita
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.v11i4.2652

Abstract

This study aimed to examine the influence of self-confidence and growth mindset on the interest in learning Economics among Grade XI Social Science students at SMA Negeri 2 Percut Sei Tuan. A quantitative approach with a regression analysis design was employed. The sample consisted of 75 students selected through a total sampling technique. Data were collected using a questionnaire that had been tested for validity and reliability. The data were analyzed using multiple linear regression. The findings revealed that self-confidence had a positive and significant effect on students’ interest in learning Economics (t = 2.895, p = 0.005), indicating that higher levels of self-confidence were associated with greater learning interest. Similarly, growth mindset showed a positive and significant effect on learning interest (t = 2.885, p = 0.005), suggesting that students who believe their abilities can be developed tend to demonstrate stronger interest in learning Economics. Simultaneously, self-confidence and growth mindset significantly influenced students’ interest in learning Economics (F = 27.589, p 0.001). The coefficient of determination (R² = 0.434) indicated that 43.4% of the variance in students’ learning interest could be explained by these two variables, while the remaining 56.6% was influenced by other factors not examined in this study. The study concludes that self-confidence and growth mindset are important psychological factors that contribute to enhancing students’ interest in learning Economics. Therefore, educators and school administrators should implement learning strategies that foster students’ confidence and encourage the development of a growth mindset to promote greater engagement in learning.
Language Disorder of the Child with Autism in The Gentle Life’s Youtube Channel Sindi Pebriani; Udayani Permanaludin; 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.v11i4.2593

Abstract

This study examines language disorder in a five-year-old child with Autism Spectrum Disorder (ASD), named Mikko, as observed in natural communication settings on The Gentle Life YouTube channel. Language is an essential part of everyday communication; however, children with ASD often experience difficulties in both understanding and producing language. While previous studies have widely explored language disorders in autism, most have been conducted in clinical contexts, providing limited insight into how these difficulties appear in real-life interactions. This study aims to identify the types of language disorder and analyse how they are expressed in natural communication using the perspective of Weak Central Coherence Theory. A qualitative case study design is employed, focusing on naturally occurring utterances produced by the participant. The findings reveal that Mikko demonstrates various language disorder features, with pragmatic impairment as the most dominant, followed by echolalia, syntactic irregularities, and limited vocabulary development. These patterns indicate that her communication is strongly influenced by a detail-focused cognitive processing style, which affects her ability to produce contextually appropriate and meaningful language.
Flouting Maxim as a Trigger of Sarcasm and Humor: A Pragmatic Analysis of X Tweets by @TitaniaMcGrath Evriliani Putri Darmawanti; Dewi Kustanti; Dian Budiarti
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.v11i4.2753

Abstract

The research aims to analyze the flouting of conversational maxims in satirical tweets posted by Titania McGrath on X. Previous studies on maxim flouting have primarily focused on stand-up comedy, webtoons, and general online interactions, while the role of maxim flouting in ideological digital satire remains underexplored. To address this gap, this study investigates how conversational maxims are flouted in Titania McGrath’s tweets and how such flouting generates humor and sarcasm. Using a qualitative descriptive approach, the study analyzes selected tweets through Grice’s (1975) Cooperative Principle, implicature theory, humor theory, and cyberpragmatics. The findings reveal that the Maxim of Quality is flouted most frequently through hyperbole, implausible claims, and verbal irony, while the other maxims contribute to ambiguity, incongruity, and parody. This research contributes to pragmatic research by demonstrating how maxim flouting functions as a key mechanism of digital satire in social media discourse.
Students’ Perceptions toward Project-Based Learning in English Vocabulary Learning at the Eighth Grade of Junior High School Agista Veranita P; Nadrun Nadrun; Budi Budi; Mochtar Marhum
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.v11i4.2697

Abstract

Vocabulary learning plays an important role in English language learning because it supports students’ ability to understand and use the language effectively. Although Project-Based Learning (PjBL) has been widely implemented in English language teaching and has been reported to enhance students’ learning experiences, studies focusing on junior high school students’ perceptions of PjBL in English vocabulary learning remain limited. Therefore, this study investigates students’ perceptions toward the implementation of Project-Based Learning (PjBL) in English vocabulary learning at the eighth grade of SMP Kristen Bala Keselamatan Palu. This study employed an explanatory sequential mixed-methods design. Data were collected through a five-point Likert-scale questionnaire distributed to 28 students and semi-structured interviews with selected students to obtain deeper insights into their learning experiences. The findings reveal that students generally have positive perceptions of Project-Based Learning. Project activities help students understand and remember vocabulary more easily, increase their motivation to learn English, encourage collaboration during group work, and enhance their confidence in using English. However, several challenges were identified, including unclear instructions, unequal participation among group members, and the longer time required to complete project tasks. Overall, the study concludes that Project-Based Learning provides meaningful learning experiences and effectively supports English vocabulary learning in EFL classrooms.
Monstrous Motherhood and Repetitive Trauma in Lucy Rose’s The Lamb Rasya Putri Ramadina; Ice Sariyati; Hasbi Assiddiqi
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.v11i4.2489

Abstract

Contemporary Female Gothic situates horror within the domestic sphere, often centering the maternal figure as a source of threat. This study examines monstrous motherhood and repetitive trauma in The Lamb by Lucy Rose, focusing on how the mother–child relationship normalizes and reproduces domestic violence. While previous studies have discussed monstrous motherhood and trauma in Gothic narratives, limited attention has been given to their interconnected role within everyday maternal relationships. Employing a qualitative interpretive approach, this study applies close reading and thematic coding to selected narrative passages. The analysis draws on Female Gothic criticism, Barbara Creed’s concept of monstrous motherhood, and Cathy Caruth’s trauma theory. The findings show that violence is normalized through domestic care and repeated across relationships, positioning trauma as a continuous relational structure rather than an individual experience.
The Effectiveness of Pictures Series on Students’ Writing Skill of Procedure Text Vanesha Grace Siregar; Junita Siahaan
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.v11i4.2714

Abstract

Many junior high school students encounter difficulties in writing procedure texts, particularly in organizing ideas and presenting sequential steps coherently. This study aimed to investigate the effect of picture series media on students' writing skill in procedure texts. A quasi-experimental design involving an experimental and a control class was employed. The participants were 62 ninth-grade students of SMP Swasta Santo Petrus Medan, comprising 31 students in each class. Data were collected through pre-test and post-test writing assessments. The findings indicated that the mean score of the experimental class increased from 55.55 to 79.65, whereas the control class improved from 55.94 to 64.45. The independent samples t-test showed that the t-value was 8.149 with degrees of freedom (df) = 60. The t-table value at α = 0.05 was 1.67065. Since t-value (8.149) t-table (1.67065), and p .001, the null hypothesis was rejected. Therefore, picture series media had a significant positive effect on students' writing skill in procedure texts.
A Syntactic Ambiguity Analysis of EFL Students’ Recount Text Using Syntactic Tree Diagrams Riskawati Pakaya; Abid Abid; Sri Widyarti
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.v11i4.2632

Abstract

This research aims to analyze the syntactic ambiguity in EFL students' recount texts by identifying the types and patterns of ambiguity and examining how differences in sentence structure can lead to various interpretations of meaning. A descriptive qualitative design was employed to identify results, with data consisting of ambiguous sentences taken from ten recount texts written by ten fourth-semester students in the English Language Education Program at Gorontalo State University. Data were collected through documentation. The results of the study showed that there are 16 sentences containing syntactic ambiguity. These ambiguities are classified into four types: noun phrase ambiguity, prepositional phrase ambiguity, adverbial ambiguity, and relative clause ambiguity, with 6 patterns of ambiguity occurring, such as (Adj+N+N), (Adj+N+conj+N), (VP+VP+AdvC), (V+NP+PP), (NP+NP+PP), and (NP+NP+RelC). The most dominant type found is prepositional phrase ambiguity. The analysis indicates that syntactic ambiguity arises because the grammatical arrangement of sentence elements allows for more than one possible structural interpretation. Furthermore, syntactic tree diagrams effectively reveal how differences between surface structure and deep structure produce multiple interpretations in students’ writing.

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