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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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Difficulties of the Sixth Semester Students of English Language Study Program UIN Datokarama Palu in Translating Essential Idioms Gulsam Gulsam; Muhammad Ihsan; Ruslin Ruslin; Hijrah Syam
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.v11i4.2834

Abstract

Despite being an essential translation competency, idiom translation remains challenging for English Language Study Program students at UIN Datokarama Palu. Students often produce literal or unnatural translations due to limited cultural awareness, structural rigidity, dependence on translation technology, and difficulties in determining appropriate equivalents. This study aims to analyze the difficulties faced by sixth-semester students in translating English idioms and identify the factors influencing these difficulties. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through questionnaires, while qualitative data were obtained through classroom observations and an analysis of students’ understanding of idiom translation. The findings reveal that students experienced moderate to high levels of difficulty in translating idioms. The main challenges involved determining appropriate lexical equivalents, selecting suitable translation strategies, and understanding cultural and pragmatic meanings. Limited vocabulary and a tendency to rely on literal translation also contributed to students’ difficulties. The findings indicate that idiom translation requires not only linguistic competence but also cultural and pragmatic awareness. Therefore, contextual and integrative instruction is recommended to help students produce more accurate and natural idiom translations
Code-Mixing Practice on Instagram as an Informal English Learning in Social Media Nidya Kayla Adhana; Akhmad Haqiqi Ma'mun
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.v11i4.2870

Abstract

Code-mixing has become a common linguistic phenomenon in social media communication, particularly among English language learners. Previous studies have examined code-mixing across various digital platforms; however, limited attention has been given to its role in informal English learning through Instagram. Instagram was selected as the research context because it is one of the most popular social media platforms among university students, enabling frequent bilingual interaction through captions and comments in authentic communication. This study aimed to identify the types of code-mixing used in Instagram captions and comments, investigate the reasons for its use, and explore its contribution to informal English learning. A descriptive qualitative approach was employed involving five undergraduate English Education students. Data were collected through documentation of Instagram captions and comments, followed by semi-structured interviews, and were analyzed using thematic analysis. The findings revealed three types of code-mixing: insertion, alternation, and congruent lexicalization, with insertion being the most dominant type. The participants primarily used code-mixing to express feelings, construct identity, and enhance social prestige. Moreover, code-mixing contributed positively to vocabulary acquisition, increased confidence in using English, and encouraged continuous language exposure. These findings suggest that Instagram provides a meaningful environment for informal English learning while facilitating authentic bilingual communication.
The Correlation Between Students' Listening Anxiety and Listening Achievement at a University Salsabila Fitriah Ramadhani; Jamiluddin Jamiluddin; Maghfira Maghfira; 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.v11i4.3023

Abstract

Listening is an essential skill in English as a Foreign Language (EFL) learning; however, many students experience listening anxiety that may affect their academic performance. Previous studies have reported inconsistent findings regarding the correlation between listening anxiety and listening achievement, indicating the need for further investigation in different educational contexts, particularly in Indonesian higher education. This study aimed to examine the correlation between students' listening anxiety and listening achievement among fourth-semester students of the English Education Study Program at Tadulako University. A quantitative correlational design involving 35 students was employed. Data were collected using a validated listening anxiety questionnaire and students' final listening examination scores and analyzed using the Pearson Product-Moment Correlation test. The findings revealed a very weak negative correlation between listening anxiety and listening achievement (r = −0.063, p = .720), indicating no statistically significant relationship between the two variables. The study concludes that listening anxiety was not a determining factor of students' listening achievement in this context. These findings contribute to the growing body of EFL listening research by providing empirical evidence from an Indonesian university setting and suggest that factors beyond anxiety, such as listening strategies, language proficiency, and learner motivation, may play a more substantial role in determining listening achievement.
A Review of Teacher Feedback Strategies on Student’s Writing Performance in EFL Contexts Geral Dien Stefanny Sapulete; Lailatul Musyarofa; Yudy Prasetyo
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.v11i4.3147

Abstract

This paper presents a comprehensive synthesis of recent empirical research on teacher feedback strategies and their contributions to improving English as a Foreign Language (EFL) students’ writing performance. Writing is a cognitively demanding skill that requires learners to coordinate vocabulary, grammar, organization, and genre conventions. Although previous studies have demonstrated that teacher feedback can improve writing performance, the existing literature remains fragmented regarding which feedback strategies are most effective, under what conditions they produce positive outcomes, and how learner characteristics influence their effectiveness. Previous research has often examined individual feedback techniques or specific instructional contexts, making it difficult to establish broader patterns across different EFL settings. This gap highlights the need for a systematic synthesis of recent empirical evidence. This study employs a descriptive qualitative approach with a systematic literature review design to examine peer-reviewed, open-access articles published between 2021 and 2026 from ScienceDirect, Springer Open, Frontiers, and MDPI. Twelve studies were analyzed using thematic analysis to identify patterns in feedback types, implementation, and learning outcomes. The findings indicate that direct corrective, indirect facilitative, and metalinguistic feedback serve different pedagogical functions. Overall, feedback is most effective when it is timely, specific, adaptive, and encourages active learner engagement and self-regulated revision. The review contributes a broader synthesis of recent evidence and highlights the importance of differentiated feedback practices in EFL writing instruction.
Code Mixing as Fashion Discourse: The Use of English Fashion Registers in Aquinaldo Adrian’s Tiktok Content Naufaldi Athallah; Andang Saehu; 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.v11i4.3015

Abstract

The increasing use of English in Indonesian digital media has contributed to the widespread practice of code mixing, particularly in fashion-related content on TikTok. One notable form of this phenomenon is the use of **English fashion registers**, which refer to specialized English vocabulary and expressions commonly used to describe fashion products, styling techniques, garment features, and trends within the fashion industry. This study aims to identify the types and reasons for code mixing involving English fashion registers in Aquinaldo Adrian’s TikTok review and styling videos. A descriptive qualitative method with a sociolinguistic approach was employed. Data were collected from twenty-four review and styling videos uploaded between March and May 2026 and analyzed using Hoffmann’s (1991) theory of code mixing. The findings identified 838 instances of code mixing, comprising intra-sentential code mixing (595 occurrences; 71%) and intra-lexical code mixing (243 occurrences; 29%). Two primary reasons for code mixing were identified: talking about a particular topic and expressing group identity. The findings demonstrate that English fashion registers function not only as specialized terminology but also as linguistic resources through which Indonesian fashion content creators communicate domain-specific concepts and construct professional and social identities within contemporary digital fashion discourse.
Effectiveness of Peer-Supported Practice Strategy in Reducing Public Speaking Anxiety among Students Maria Theresa Ina Boli Ratumakin
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.v11i4.2912

Abstract

Public speaking anxiety remains a major challenge for English as a Foreign Language (EFL) students because it limits their confidence, participation, and speaking performance. Although previous studies have identified the causes of speaking anxiety and highlighted the benefits of peer support, limited research has specifically examined the effectiveness of the Peer-Supported Practice Strategy (PSPS) in reducing public speaking anxiety among senior high school students. Therefore, this study aimed to investigate the effectiveness of PSPS in reducing students’ public speaking anxiety while improving their speaking performance. A quantitative study employing a one-group pre-test–post-test quasi-experimental design was conducted with 15 students. Public speaking anxiety and speaking performance were assessed using a public speaking performance rubric adapted from Brown (2004), which evaluated pronunciation, grammar, vocabulary, fluency, and comprehension, together with an EFL Public Speaking Anxiety Questionnaire administered before and after the intervention. The data were analyzed using descriptive statistics and a paired-samples t-test. The findings showed that students’ mean score increased from 41.73 in the pre-test to 76.27 in the post-test, with a statistically significant difference (p 0.05). These results indicate that PSPS effectively reduces public speaking anxiety while enhancing students’ confidence and overall speaking performance.
Higher Education Students’ Perceptions of Using English Songs for Vocabulary Development Maylani Ayu Wulandari; Daud Jiwandono
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.v11i4.2891

Abstract

Vocabulary development is fundamental to English language learning, yet conventional instructional methods often limit learner engagement and long-term retention. Although English songs have been widely explored as an alternative learning medium, previous studies have primarily emphasized vocabulary achievement rather than higher education students' perceptions and the challenges they experience. Therefore, this study aimed to explore undergraduate students' perceptions of using English songs for vocabulary development and identify the challenges they encountered during the learning process. This study employed a descriptive survey design with a mixed-methods approach, integrating quantitative and qualitative data. Data were collected from 42 undergraduate students through an online questionnaire consisting of Likert-scale items and open-ended questions. The quantitative data were analyzed using descriptive statistics, while the qualitative responses were examined through thematic analysis. The findings revealed overwhelmingly positive perceptions across all indicators, including vocabulary acquisition, contextual understanding, pronunciation awareness, vocabulary retention, and learning motivation. However, students also reported challenges related to fast-paced lyrics, pronunciation variations, unfamiliar vocabulary, and slang expressions. These findings suggest that English songs are an effective resource for vocabulary development, particularly when accompanied by structured vocabulary-focused learning activities that help students engage more meaningfully with authentic language input.
The Impact of Classroom Environment on Student’s Willingness to Speak English Thoriq Adiel Rofiif; Arif Suryo Priyatmojo
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.v11i4.3087

Abstract

Many students feel reluctant to speak English in the classroom due to fear of making grammatical or pronunciation mistakes, negative evaluation from teachers or peers, and limited vocabulary to express their ideas effectively. This study aims to examine how the classroom environment influences junior high school students’ willingness to speak English by exploring the roles of teacher support, peer relationships, learning activities, and the physical classroom environment in shaping students’ confidence and classroom participation. This study employed a conceptual research design using a literature review approach. The review analyzed 32 peer-reviewed journal articles published between 2019 and 2025 that focused on classroom environment, willingness to communicate, speaking anxiety, and English language learning in EFL contexts. The literature was selected based on its relevance to the research objectives, publication quality, and empirical contribution to the topic. The findings reveal that a supportive classroom environment plays a crucial role in enhancing students’ willingness to speak English. Teacher support emerged as the most influential factor, followed by positive peer relationships, interactive learning activities, and a conducive physical classroom environment. Together, these factors reduce speaking anxiety, strengthen students’ confidence and motivation, and encourage more active participation in English-speaking activities, highlighting the importance of creating supportive learning environments to improve students’ communicative competence.
The Figurative Language found in Taylor Swift’s Song in the Folklore Album Eonike Esther Wulandari; Lailatul Musyarofah; Yudy Prasetyo
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.v11i4.3113

Abstract

This study examines the use of figurative expressions in selected songs from Taylor Swift’s Folklore album. It focuses on identifying and interpreting the various literary devices found in six songs: Cardigan, The 1, Mirrorball, My Tears Ricochet, The Last Great American Dynasty, and Invisible String. This research employed a descriptive qualitative approach, using the song lyrics as the primary data source. Data were collected through documentation from official lyric sources and analyzed by identifying, classifying, and interpreting the rhetorical devices based on relevant literary and linguistic theories. The findings reveal the presence of several types of figurative expression, including metaphor, hyperbole, personification, symbolism, simile, and irony. Among these, metaphor is the most dominant, reflecting emotions, memories, relationships, and life experiences through symbolic imagery. Hyperbole and personification are also frequently employed to intensify emotional expression and create vivid mental images, while symbolism, simile, and irony enrich the depth of meaning and narrative complexity of the lyrics. Overall, these literary devices play a significant role in enhancing the album’s aesthetic quality, emotional resonance, and storytelling. The findings demonstrate that contemporary song lyrics can be examined as literary texts and provide valuable insights into the creative use of language in modern music.
Qualitative Study: English Language Education Students' Perceptions of the Use of AI Technology in Academic Writing Nanda Wati Ika Syafitri; Agus Wardhono
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.v11i4.2998

Abstract

The integration of artificial intelligence (AI) has transformed academic writing by providing digital tools that support English as a Foreign Language (EFL) learners throughout the writing process. Among these tools, QuillBot has become one of the most widely used because it offers accessible features such as paraphrasing, grammar checking, and vocabulary enhancement that directly address common writing difficulties faced by students. This study aimed to explore English Education students’ perceptions of using QuillBot in academic writing, the features they utilized, the challenges they encountered, and its contribution to their writing development. A qualitative descriptive design was employed involving 17 fourth-semester students of the English Education Study Program at Universitas PGRI Ronggolawe (UNIROW), Tuban. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and the interactive model of Miles, Huberman, and Saldaña. The findings revealed generally positive perceptions, with students reporting improvements in grammar, vocabulary, sentence structure, paraphrasing, writing efficiency, and confidence. However, concerns regarding overdependence, originality, and academic integrity were also identified. The study contributes to the growing literature on AI-assisted writing by providing qualitative insights into students’ experiences and offers practical implications for integrating AI tools into academic writing instruction while promoting critical thinking and responsible AI use.

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