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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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Political Stance Using Deixis in Annalena Baerbock’s United Nations Speech Muhammad Zulfan Adi Putra; Ruminda Ruminda; 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.v11i4.2947

Abstract

Deictic expressions constitute a fundamental pragmatic mechanism in political communication, yet their role in constructing diplomatic stances within multilateral forums remains underexplored. This study aims to examine how deictic expressions are employed to construct political stance in the closing remarks delivered by Annalena Baerbock, President of the 80th session of the United Nations General Assembly, at the Closing of the General Debate on 29 September 2025 in New York. Employing a descriptive qualitative approach, the data were collected through purposive sampling across three discursive domains: global geopolitical crises, the climate change crisis, and women's rights and gender equality. The data were analyzed using Levinson's (1983) five-type deixis framework and mapped onto Du Bois's (2007) Stance Triangle. The findings reveal that person deixis is the most dominant category, functioning as the primary resource for evaluation, positioning, and alignment. Collectively, deictic expressions serve as a unified rhetorical instrument that transforms bureaucratic discourse into a morally binding call for global action.
Students’ Perceptions of the Use of Machine Translation in Learning English for Non-English Department Nisrina Amalia Rizqi; Intan Permata Hapsari
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.v11i4.3100

Abstract

Machine translation (MT) has become an increasingly important technology in English language learning, particularly for students with limited English proficiency. However, previous studies have mainly focused on English department students or the technical performance of MT, while the perceptions of non-English department students who study English as a general course remain underexplored. This study aims to investigate non-English department students’ perceptions of using MT in English language learning. A descriptive qualitative design was employed involving 25 undergraduate students selected through purposive sampling. Data were collected through an open-ended questionnaire distributed via Google Forms and analyzed using thematic analysis following Braun and Clarke’s (2006) six-phase procedure, which includes familiarization with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. The findings indicate that students generally perceive MT positively, particularly for facilitating comprehension, improving learning efficiency, supporting academic tasks, and providing accessible language assistance. MT also functions as a learning support tool that enhances students’ confidence and understanding. These findings suggest that MT has considerable potential to support English language learning among non-English department students.
The Assertive Communication Style of English Language Education Students in Verbal Interaction: A Descriptive Study Abdul Malik Badrudin; Wendi Kusriandi; Agus Wirabhakti
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.v11i4.3066

Abstract

Assertive communication is a communication style that enables individuals to express thoughts, feelings, and opinions openly, honestly, and confidently while respecting the rights of others. This study aims to describe how students of the English Language Education Study Program apply assertive communication in their everyday verbal and non-verbal interactions. A qualitative descriptive approach was employed. Data were collected through classroom observations and semi-structured interviews with four students. The research instrument was developed based on the assertive communication indicators proposed by Samfira (2020) and Yoshinaga and Cooper (2025), complemented by recent studies on assertive communication in language education (Ogunyemi Olagbaju, 2020; Hastuti Wijayanto, 2023). The verbal findings revealed that all participants consistently demonstrated openness, the use of “I” statements, respect for their own rights and those of others, non-aggressive firmness, and contextual appropriateness through empathic assertion. In contrast, the non-verbal findings showed greater variation, particularly in maintaining eye contact, with three participants displaying limited eye contact and one participant demonstrating it consistently. Triangulation of observation and interview data also identified discrepancies between self-perceived and actual communication behaviors, as well as individual differences in empathic assertion strategies. These findings contribute to understanding assertive communication development among prospective English teachers.
Exploring the Students Experiences with Speaking Anxiety at Tadulako University A. Putri Tiara; Mochtar Marhum; Desrin Lebagi; 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.v11i4.3020

Abstract

Speaking anxiety is a common challenge that affects students’ confidence, participation, and oral performance in English language learning. Although previous studies have identified the causes and levels of speaking anxiety, limited attention has been given to students lived experiences and how they cope with anxiety in authentic classroom contexts. Understanding these lived experiences is essential because it provides deeper insights into the emotional and contextual factors that influence students’ willingness to communicate and enables educators to develop more responsive pedagogical practices. This study aimed to explore English Education students lived experiences of speaking anxiety at Tadulako University using a qualitative phenomenological approach. Data were collected through in-depth semi-structured interviews with three fourth-semester students and analyzed using Colaizzi’s Seven-Step Phenomenological Method. Four major themes emerged: sources of speaking anxiety, emotional responses during speaking activities, coping strategies, and the role of classroom support. The findings revealed that speaking anxiety was influenced by fear of making mistakes, lack of confidence, limited vocabulary, classroom atmosphere, classmates’ reactions, and lecturer expectations. Students managed their anxiety through positive thinking, careful preparation, repeated practice, and AI voice chat applications, highlighting the interaction between psychological and instructional factors in shaping speaking experiences.
Language Attitudes of Undergraduate Students towards English as a Social Identity Sulistia Wati Razak; Mochtar Marhum; Anjar Kusuma Dewi; Jamiluddin Jamiluddin
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.v11i4.2953

Abstract

English plays an important role not only as a means of communication but also as a symbol of social identity among university students. Although previous studies have reported generally positive attitudes toward English, limited attention has been given to how English functions as a social identity among English Education undergraduate students. This study aims to describe English Education undergraduate students’ language attitudes toward English as a social identity. A quantitative descriptive survey design was employed involving 25 sixth-semester students of the English Education Study Program at Tadulako University, selected through purposive sampling. Data were collected using a four-point Likert-scale questionnaire and analyzed through descriptive statistics. The findings reveal an overall very positive language attitude (M = 3.35), with the cognitive aspect obtaining the highest mean score, followed by the affective aspect, while the behavioral aspect remained positive but comparatively lower. The study concludes that English functions as an important symbolic resource in shaping English Education students’ academic and social identities, although its use in everyday communication remains relatively limited.
The Effectiveness of English Vlog Project Towards Students Speaking Ability at a Vocational High School Brilian Siliwangi; Baiq Sumarni; Sugianto Sugianto
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.v11i4.3041

Abstract

Speaking ability is one of the essential competencies in English as a Foreign Language (EFL), yet many Indonesian students continue to experience difficulties due to limited opportunities for authentic speaking practice and meaningful communication in classroom settings. Project-Based Learning (PjBL) has been widely recognized as an effective instructional approach because it engages students in authentic, collaborative, and learner-centered tasks that promote language use in real contexts. Therefore, this study aimed to investigate the effectiveness of the English Vlog Project, implemented through a Project-Based Learning approach, in improving students’ speaking ability. The study employed a pre-experimental one-group pretest–posttest design involving 19 tenth-grade students of class X DPIB at SMKN 6 Mataram selected through random sampling. Data were collected through classroom observation, speaking pretest, instructional treatment using the English Vlog Project, and posttest. Students’ speaking performance was assessed using Brown’s speaking rubric covering pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using the Shapiro–Wilk normality test and a paired-samples t-test. The findings indicated that the data were normally distributed (Sig. = 0.133 0.05). Students’ mean speaking score improved from 60.32 in the pretest to 77.37 in the posttest, and the paired-samples t-test revealed a statistically significant difference between the two tests (Sig. = 0.001 0.05). These findings demonstrate that the English Vlog Project is an effective instructional strategy for enhancing students’ speaking ability in the EFL classroom.
English Speaking Difficulties Faced by English Education Students from Rural Areas in Tadulako University Nurlela Nurlela; Mochtar Marhum; Sukmawati Sadilia; ⁠Abdul Kamaruddin
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.v11i4.2885

Abstract

This study aimed to describe the speaking difficulties and their underlying causes experienced by English Education students from rural areas at Tadulako University. The study employed a descriptive qualitative research design involving three first-year students of the English Education Study Program who were selected through snowball sampling. Data were collected through semi-structured interviews and supported by documentary evidence. The data were analyzed using Braun Clarke (2006) thematic analysis. The findings revealed that the participants experienced various speaking difficulties, including limited vocabulary, grammatical problems, pronunciation difficulties, hesitation, frequent pauses, and difficulties organizing ideas. The participants also tended to translate their ideas mentally from their first language into English before speaking, which affected their fluency and confidence. Several factors contributed to these difficulties, particularly speaking anxiety, limited opportunities for speaking practice, and minimal exposure to English outside the classroom. The study concludes that students’ speaking difficulties are influenced by both linguistic and non-linguistic factors. Therefore, supportive learning environments and meaningful opportunities for communication are needed to improve their speaking competence and confidence.
Speech Acts of Racism in the Comment Column of Rachel Zegler Instagram Account as Snow White Salsabila Nurhusna; Lili Awaludin; Irman Nurhapitudin
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.v11i4.3010

Abstract

Racism remains prevalent on social media, where discriminatory attitudes are frequently expressed through language. This study aims to identify the speech acts used in racist comments on Rachel Zegler’s Instagram account and examine the types of racism they represent. Rachel Zegler’s casting as Snow White generated widespread online controversy because some audiences criticized the casting of a Latina actress in a role traditionally portrayed as a white European princess, prompting intense public debate and numerous racist responses on social media. A qualitative descriptive method with purposive sampling was employed to analyze ten racist comments posted in response to this controversy. The data were interpreted using Searle’s Speech Act Theory and Braveman’s racism framework. The findings identified three categories of speech acts: representative, expressive, and directive, with representative speech acts occurring most frequently. The comments reflected two dominant forms of racism: individual racism, expressed through racial insults and derogatory labeling, and cultural racism, manifested through stereotypes about the representation of Snow White. These findings demonstrate how speech acts function as linguistic strategies for expressing and legitimizing racism in online discourse, contributing to pragmatic and critical discourse studies on digital communication and hate speech.
Tertiary EFL Lecturer’s Assessment Beliefs and Practices in English Listening Yustika Sari; Yulianah Sain; Faridawati Faridawati
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.v11i4.2950

Abstract

Listening assessment plays an important role in supporting effective language learning and evaluating students’ listening proficiency in EFL classrooms. However, limited research has examined how lecturers’ beliefs about listening assessment are reflected in their actual classroom practices, particularly in Indonesian higher education contexts. This study aims to investigate an EFL lecturer’s beliefs about listening assessment and how these beliefs are enacted in classroom assessment practices at Muhammadiyah University of Kendari. A qualitative case study design was employed involving one experienced EFL lecturer who taught English listening courses and was responsible for designing and implementing listening assessments. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis. The findings reveal that the lecturer believes listening assessment should be fair, reliable, valid, and accountable. These beliefs are reflected in the implementation of diagnostic, formative, and summative assessments, the use of varied assessment techniques, and the selection of authentic and credible listening materials aligned with learning objectives. The study concludes that there is a strong alignment between the lecturer’s assessment beliefs and classroom practices. These findings contribute to a better understanding of listening assessment in higher education and provide practical insights for EFL lecturers seeking to develop more effective and consistent assessment practices.
Auditory Learning Styles and Their Impact on EFL Learners' Listening Proficiency Irham Mifta Jannah; Risma Rahajeng Lestari; Sinta Restu Ningsih
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.v11i4.3052

Abstract

This study investigates the influence of auditory learning preference on students’ listening proficiency. Although learning style inventories, particularly auditory learning preferences, have long been promoted as useful tools for improving language instruction, recent empirical evidence has questioned their ability to predict academic achievement. Most previous studies have focused on students’ perceptions of learning styles or their relationship with general learning outcomes, while relatively few have specifically examined whether auditory learning preference predicts listening proficiency in English as a Foreign Language (EFL) context. Addressing this gap, the present study employed a quantitative approach involving 22 auditory-dominant students. Data were analysed using descriptive statistics and Simple Linear Regression. The results revealed that auditory learning preference was not a statistically significant predictor of listening proficiency (*p* = 0.460 0.05), explaining only 2.8% of the variance in students’ listening scores. These findings suggest that self-reported auditory learning preference is not a reliable predictor of listening success. The study highlights the importance of prioritizing evidence-based instructional approaches, including vocabulary development and metacognitive listening strategies, rather than relying on learning style classifications. These findings contribute to the growing body of research challenging the educational value of learning style inventories in second language acquisition.

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