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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 1,515 Documents
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Exploring Vocabulary Learning Strategies through TikTok Among English Department Students at a University Nur Intan Pratiwi; Mochtar Marhum; Fadhila Zamzam; 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.v11i4.3045

Abstract

This study explores the vocabulary learning strategies employed by English Department students through TikTok. Although previous studies have highlighted TikTok as a useful platform for English learning, limited research has focused on how students apply vocabulary learning strategies while using the platform. This qualitative case study involved three English Department students selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews and analyzed using data condensation, data display, and conclusion drawing. The findings revealed that students employed seven vocabulary learning strategies, with determination, memory, and noticing strategies emerging as the most frequently used. These strategies operated as an interconnected process in which students noticed unfamiliar words, inferred or searched for their meanings, reinforced retention through repeated exposure, and applied newly acquired vocabulary in meaningful communication. The study concludes that TikTok supports autonomous and meaningful vocabulary learning by facilitating vocabulary discovery, retention, and practical application. The findings also provide practical implications for English teachers by demonstrating how short-form social media platforms can be integrated into vocabulary instruction to promote learner autonomy, increase engagement, and encourage students to develop effective vocabulary learning strategies beyond the classroom.
Improving Students’ Vocabulary Mastery Using Quizizz at Junior High School in Semarang Dhenisa Padmasari; Maria Yosephin; Sri Wahyuni
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.v11i4.3065

Abstract

English is an international language that is essential to master. However, many students experience difficulties in writing due to limited vocabulary, which affects their ability to organize ideas and express meaning accurately. This study examined the effectiveness of Quizizz in enhancing students’ vocabulary mastery and writing abilities, particularly their understanding and application of singular and plural nouns. The research adopted a quantitative approach using a pre-experimental One-Group Pre-Test–Post-Test Design, involving 35 seventh-grade students of Class VII C at SMP Negeri 37 Semarang. The data were obtained through a pre-test, Quizizz activities, a sentence-writing assessment, and a post-test. The collected data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results revealed an increase in the students’ mean score, from 89.37 in the pre-test to 99.60 in the post-test. These findings suggest that the use of Quizizz contributed positively to students’ vocabulary development and improved their ability to use singular and plural nouns appropriately in writing activities.
Students’ Perception Toward the Use of Instagram Reels in Enhancing Vocabulary Development at Senior High School Feit Putra Anugrah; Wahyudin Wahyudin; Andi Patmasari; 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.v11i4.2952

Abstract

This study investigates students’ perceptions of using Instagram Reels for learning English vocabulary at SMAN 5 Palu. In today’s digital era, social media platforms have become increasingly popular as educational tools that support language learning, particularly vocabulary development. Despite their widespread use, limited research has explored students’ perceptions of Instagram Reels as a learning medium in the classroom. Therefore, this study aimed to describe students’ perceptions of the usefulness, engagement, and effectiveness of Instagram Reels in vocabulary learning. This research employed a quantitative descriptive design involving 30 senior high school students as the respondents. Data were collected through a structured questionnaire and analyzed using descriptive statistics to identify students’ responses. The findings revealed that the majority of students held positive perceptions toward the use of Instagram Reels. They believed that the platform helped them learn new vocabulary, improve pronunciation, remember word meanings more easily, and increased their motivation and interest in learning English. In conclusion, Instagram Reels can be considered an effective, engaging, and accessible medium for enhancing English vocabulary learning among senior high school students.
The Influence of Quillbot Towards Students’ Writing Skills at Third Semester of English Students at a University Muhammad Levi; Putri Asilestari; Lusi Marleni; Nurhidayah Sari
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.v11i4.2096

Abstract

This study investigated the influence of QuillBot on the writing skills of third-semester English students at Universitas Pahlawan Tuanku Tambusai. QuillBot is an artificial intelligence (AI)-based writing tool that supports users in paraphrasing, correcting grammatical errors, and improving overall writing quality. The study aimed to determine the extent to which QuillBot could enhance students’ English writing performance. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The sample consisted of 31 third-semester students from the English Language Education Study Program. Data were collected through writing tests administered before and after the treatment and were analysed using the Wilcoxon signed-rank test. The results showed an improvement in students’ mean writing scores, from 69.48 on the pretest to 80.09 on the posttest. The statistical analysis indicated a significant difference between the pretest and posttest scores (p .05). These findings suggest that QuillBot had a significant positive influence on students’ English writing skills.
War as Holiday: Ideological Representation and Counter-Conduct Resistance in Green Day’s Lyrics Aprian Aji Nugraha; Yusrina Dinar Prihatika
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.v11i4.2958

Abstract

Punk rock music has frequently been associated with social and political criticism, yet its ideological representation and resistance mechanisms remain underexplored in linguistic and cultural studies. This study examines how ideology is represented and resisted in Green Day’s Holiday, released on the American Idiot (2004) album, within the context of post-9/11 American politics. Specifically, it aims to describe how the song constructs the ideology of war through Stuart Hall’s constructionist perspective and to analyze how its lyrics reflect Michel Foucault’s concept of counter-conduct as a form of resistance. A descriptive qualitative approach with content analysis was employed, using the song lyrics as the primary cultural text, while Antonio Gramsci’s concept of hegemony served as a conceptual bridge between the two theoretical frameworks. The findings reveal that the song deconstructs the ideological normalization of war through symbolic re-articulation and de-naturalization while simultaneously promoting counter-conduct by rejecting passive citizenship and militaristic nationalism. These findings demonstrate that punk rock lyrics function as a powerful site of ideological contestation and contribute to interdisciplinary studies of language, popular culture, and critical discourse.
Enhancing University Students' Reading Comprehension through AI-Supported Scaffolding with ChatGPT Khoiriyah Khoiriyah; Jenny Ika Misela; Mahendra Puji
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3048

Abstract

This quasi-experimental study investigated the effects of ChatGPT-supported pre-reading scaffolding on the English reading comprehension of university students. Forty-eight students from Universitas Nusantara PGRI Kediri participated in the study and were assigned to an experimental group receiving ChatGPT-supported pre-reading scaffolding and a control group receiving traditional teacher-led instruction over one academic semester. The intervention consisted of structured pre-reading activities involving vocabulary pre-teaching, background knowledge activation, predictive questioning, and interactive clarification through ChatGPT. These activities were designed to prepare students for reading by activating prior knowledge, developing relevant vocabulary, and establishing content schemata before engagement with target texts. Reading comprehension outcomes were analyzed using ANCOVA. The results showed that the experimental group significantly outperformed the control group, F(1, 63) = 5.06, p = 0.02, partial η² = 0.07, indicating a significant effect of ChatGPT-supported pre-reading scaffolding on students’ reading comprehension. The findings suggest that ChatGPT can serve as a complementary scaffolding tool that supports vocabulary preparation, background knowledge activation, and individualized pre-reading support. However, its integration should remain guided by teacher expertise to ensure effective and responsible use in EFL reading instruction.
Reconceptualizing Insyaallah in Digital Interaction: A Cognitive Linguistics Perspective Nuramila Nuramila; Argariawan Tamsil
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.v11i4.3138

Abstract

Language functions not only to convey information but also to express attitudes, commitment, and conceptual perspectives. In digital communication, the Islamic expression insyaallah (“if God wills”) has experienced a semantic shift from its theological meaning toward a pragmatic social function. This study investigates the reconceptualization of insyaallah in digital interactions using Ronald W. Langacker’s Cognitive Grammar framework. Employing a qualitative descriptive approach, the study analyzes utterances from social media and instant messaging platforms by examining their contexts, interlocutors’ responses, and conceptual structures. The findings indicate that insyaallah increasingly functions as a marker of uncertainty, tentative commitment, and social risk mitigation rather than solely expressing submission to God’s will. The analysis also reveals a shift from a religious-theological frame to a social-probabilistic frame and the emergence of reduced commitment patterns. Interlocutors consistently interpret insyaallah according to this emerging meaning, suggesting shared conceptualization. The study contributes empirical evidence that lexical meaning is dynamically reconstructed through repeated social interaction and digital communication.
An Analysis of Translation Techniques Used in the English–Indonesian Subtitle of The Perfect Neighbor (2025) Achmad Sabiqul Umam; Dholiful Hadi
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3107

Abstract

Subtitle translation plays a vital role in facilitating intercultural communication by enabling audiences from different linguistic backgrounds to access and understand audiovisual content. This study investigates the translation techniques used in the English–Indonesian subtitles of The Perfect Neighbor (2025) based on Molina and Albir’s (2002) translation techniques framework. The documentary was selected because it presents authentic real-life interactions and context-rich dialogues that require translators to maintain accuracy, naturalness, and readability while addressing the linguistic and technical constraints of subtitling. This study employed a descriptive qualitative design, using the English and Indonesian subtitles of the documentary as the primary data source. Data were collected through documentation and analyzed by identifying, classifying, and interpreting the translation techniques found in corresponding subtitle pairs. From 1,519 time-aligned subtitle pairs, 94 semantically validated translation units were systematically sampled for analysis. The findings reveal that Literal Translation was the most frequently employed technique (40.4%), followed by Reduction (17.0%), Established Equivalent (12.8%), Modulation (11.7%), and Amplification (7.4%), while Generalization, Adaptation, Borrowing, Particularization, and Transposition accounted for the remaining 10.7%. The predominance of Literal Translation reflects the documentary’s factual and straightforward discourse, whereas the frequent use of Reduction demonstrates the influence of subtitling constraints. Overall, the translator successfully balanced semantic accuracy, naturalness, and readability, contributing valuable empirical evidence to the field of audiovisual translation, particularly subtitle translation in documentary films.
University Students' Lived Experience Using Facebook Group ChatfFor Learning English: A Case Study Reza Eksa Ramadhan; Maulina Maulina; 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.v11i4.3128

Abstract

This study aims to explore the lived experiences of EFL university students in using Facebook group chat as a medium for learning English. Although social media has increasingly been used to support language learning, limited research has examined how university EFL students experience Facebook group chat in their actual learning processes, including its perceived benefits, motivations, and challenges. This study employed a qualitative case study design with thematic analysis. Data were collected through semi-structured interviews with three EFL university students who were purposively selected based on their direct and sustained experience using Facebook group chat for English learning. The small number of participants was appropriate for a case study because it allowed the researchers to examine individual experiences in greater depth and obtain detailed accounts of students' perceptions and learning practices. The findings indicate that Facebook group chat supports communication, information sharing, interaction, and collaboration, particularly in relation to students' academic needs. However, students also experienced challenges, including dependence on internet connectivity and the accumulation of messages within groups. Students' perceptions of the platform's effectiveness varied according to their individual learning experiences and needs. Overall, the findings highlight both the potential and limitations of Facebook group chat as a social media-based medium for EFL learning.
The Effect of Cooperative Learning’s Round Robin During English Lessons on Vocational High School Students’ Listening Skills Cahyo Agung Prihananto; Puji Astuti
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.v11i4.2992

Abstract

Cooperative learning has been widely recognized for promoting student engagement and collaborative learning across various language skills. However, limited research has examined the effectiveness of the Round Robin technique in teaching listening comprehension in vocational high schools, particularly by combining students’ learning outcomes with their perceptions of the learning process. Therefore, this quasi-experimental study investigated the effectiveness of the Round Robin technique compared with conventional instruction and explored vocational students’ perceptions of its implementation. The participants were 50 tenth-grade vocational high school students. Data were collected through pre-tests, post-tests, and a Likert-scale questionnaire to measure students’ listening achievement and perceptions. The Mann–Whitney U test (p = 0.154) indicated no statistically significant difference between the experimental and control groups. Nevertheless, the experimental group demonstrated greater individual improvement, with 84% of students achieving higher post-test scores compared with 56% in the control group. Questionnaire findings also revealed positive perceptions, with an overall favorability rate of 71.84%. Students reported that the structured turn-taking encouraged equal participation, reduced passive learning, and increased classroom engagement despite challenges related to limited vocabulary and classroom conditions. These findings suggest that the Round Robin technique is a practical instructional strategy for promoting active participation, individual accountability, and positive learning experiences in vocational English listening classrooms.

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