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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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The Influence of Academic Supervision and Teacher Competence on Teacher Performance: Implementation of Merdeka Curriculum at Senior High School Oktavia Abriwani; Bambang Nurakhim; Suhardi Suhardi
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.v11i5.2646

Abstract

This study examined the influence of academic supervision and teacher competence on teacher performance in implementing the Merdeka Curriculum at SMAN 71 Jakarta. The study is important because the successful implementation of the Merdeka Curriculum depends largely on teachers’ professional performance, while empirical evidence regarding the combined effects of academic supervision and teacher competence remains limited. The purpose of this study was to analyze the partial and simultaneous effects of academic supervision and teacher competence on teacher performance. A quantitative survey design was employed, involving 58 teachers selected through a saturated sampling technique. Data were collected using structured questionnaires and analyzed using multiple linear regression with SPSS version 27. The results revealed that academic supervision had a positive and significant effect on teacher performance (B = 0.528, β = 0.612, t = 5.739, p .001), while teacher competence also showed a positive and significant effect (B = 0.617, β = 0.684, t = 7.092, p .001). Simultaneously, academic supervision and teacher competence significantly predicted teacher performance (F = 48.512, p .001), explaining 63.8% of the variance in teacher performance (R² = .638). The resulting regression model was Y = 8.215 + 0.412X₁ + 0.495X₂. These findings indicate that effective academic supervision and strong teacher competence are critical factors in enhancing teacher performance and supporting the successful implementation of the Merdeka Curriculum. Therefore, schools should strengthen supervision practices and provide continuous professional development opportunities to improve educational quality and curriculum implementation outcomes.
EFL Students’ Experiences and Perceptions of Using Chatgpt for Brainstorming in Research Proposal Writing Nurul Hafizatul Isnaini; Darmawan Darmawan; Sukmawati Sadilia; Erniwati Erniwati
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.v11i4.3177

Abstract

This study aimed to explore English Education students’ experiences and perceptions of using ChatGPT during the brainstorming stage of research proposal writing at Tadulako University. While previous research has examined the use of artificial intelligence in academic writing more broadly, limited attention has been given to its role in brainstorming research ideas. Using a qualitative case study design, data were collected through semi-structured interviews with 12 students and analyzed using Braun and Clarke’s thematic analysis. The findings revealed five main themes: challenges in brainstorming, ChatGPT as academic support, perceived relational value, developing strategic AI use, and recognizing limitations. Participants reported that ChatGPT helped them generate, develop, and organize research ideas, which increased their confidence and facilitated the proposal writing process. However, they also emphasized the importance of verifying AI-generated information, critically evaluating its responses, and maintaining intellectual autonomy because of concerns about accuracy and reliability. Overall, the findings indicate that ChatGPT can serve as an effective brainstorming support tool for research proposal writing when its use is accompanied by critical thinking, careful verification, and responsible AI practices.
The Effect of Using Wordwall Games on Teaching Grammar and Pronunciation Adies Nuari
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.v11i5.3092

Abstract

Speaking accuracy is important in English language learning because students need to produce grammatically accurate and intelligible speech. However, previous studies on Wordwall have mainly focused on general speaking proficiency or vocabulary mastery, leaving limited attention to grammar and pronunciation in spoken recount texts. This research aimed to find out the effect of using Wordwall games on teaching spoken recount text. The research employed a pre-experimental design using a one-group pre-test–post-test design. The participants were 26 eighth-grade students of Junior High School in Pontianak, selected through cluster random sampling. Data were collected through speaking tests using an analytic speaking rubric. The collected data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and effect size calculation. The Wilcoxon test indicated a statistically significant difference between students’ pre-test and post-test results. The effect size was 0.88, categorized as a large effect. The findings indicate that Wordwall games contribute positively to enhancing students’ grammar mastery and pronunciation accuracy.
International Curriculum Implementation Strategy: IB PYP Framework and Cambridge at Primary School Aria Nur Akmal; Bagus Rizky Pangestu; Muhammad Nur Basit; Pamasa Ardhana
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.v11i5.2817

Abstract

This study examines the strategic management of implementing two concurrent international curricula at Madania School: the inquiry-based International Baccalaureate Primary Years Programme (IB PYP) for primary education and the structured Cambridge curriculum for secondary education. Faced with the demands of global competition, the school successfully integrated these distinct pedagogical frameworks through meticulous, systematic planning and phased stakeholder socialization. Utilizing a qualitative phenomenological approach, this research identifies key adaptive strategies deployed by management, including integrated curriculum mapping, internal professional development programs, community-based resource optimization, and differentiated learning protocols to address student diversity. The findings demonstrate that this dual-curriculum model effectively bridges the transdisciplinary philosophy of the IB framework with the academic rigor of the Cambridge system. Consequently, the implementation has significantly transformed students into resilient, independent thinkers and analytical problem-solvers with a global outlook, as evidenced by the high success rate of alumni in gaining admission to top-tier international universities. Ultimately, this study posits that the synergy between integrated governance and adaptive leadership at Madania School serves as a highly viable and inspiring blueprint for other educational institutions in Indonesia seeking to elevate their standards to a global level.
Tacit Affective Pedagogy in Indonesian EFL Speaking Instruction Adittiya Warman; Elih Sutisna Yanto
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.v11i5.2712

Abstract

Speaking tasks expose EFL learners to social judgement, yet lesson plans often document activities more clearly than the affective work that makes those activities possible. This qualitative intrinsic case study examined one English teacher in a private junior high school in Karawang, Indonesia, using a semi-structured interview, stimulated recall, two classroom observations, and lesson-plan analysis. Reflexive thematic analysis showed strong alignment between the teacher’s communicative beliefs and her enacted use of fluency-first instruction, collaborative projects, authentic digital media, and scaffolded presentations. However, anxiety management, private correction, strategic code-switching, peer emotional support, and adaptive pacing were enacted consistently but remained absent from the formal lesson plan. The study proposes tacit affective pedagogy to explain how teachers protect learners’ confidence during speaking tasks and argues that belief–practice alignment should include documentary visibility. Speaking lesson plans should therefore document affective scaffolding, feedback timing, language-choice triggers, and adaptive pacing.
Analysing EFL Students’ Motivation in English Learning through Culturally Responsive Teaching Teguh Satria Amin; Zulfitri Zulfitri; Nurlaili Nurlaili; Tg Nur Liyana Azlina Mohd Kosnin; Siti Ainul Ayzan
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.v11i5.3008

Abstract

Culturally Responsive Teaching (CRT) is increasingly important in English language education because classrooms are becoming more culturally and linguistically diverse. By integrating students’ cultural backgrounds, experiences, and identities into the learning process, CRT can promote inclusion, equity, cultural awareness, and meaningful student engagement. This study aimed to analyze the motivation of students in the English Language Education Study Program when CRT was implemented in English language learning. The participants were 20 fifth-semester students enrolled in the English Language Education Study Program at Universitas Muslim Nusantara Al Washliyah during the 2023/2024 academic year. This study employed a descriptive qualitative research design to provide an in-depth description of students’ learning motivation, participation, and experiences during the implementation of CRT. The design was selected because the study focused on understanding and interpreting participants’ perspectives and classroom experiences in their natural learning environment without manipulating variables. Data were collected through classroom observations, questionnaires, and semi-structured interviews with students and lecturers. The data were analyzed through data reduction, data display, and conclusion drawing, while data-source and method triangulation were used to enhance the credibility of the findings. The findings showed that the implementation of CRT increased students’ motivation to learn English and contributed to a more enjoyable, inclusive, and supportive classroom atmosphere. The integration of culturally relevant materials also helped lecturers improve their instructional practices and enabled students to establish meaningful connections between their cultural backgrounds and the language being studied. Furthermore, CRT supported a deeper understanding of English language concepts and strengthened students’ sense of belonging, particularly among those from diverse cultural backgrounds. These findings suggest that CRT can be an effective pedagogical approach for enhancing student motivation, participation, and inclusiveness in English language classrooms at the higher education level.
Narrating a Student's Technological Courage: A Narrative Inquiry into Meaning-Making through Consecutive Interpreting Application Development R Muhammad Satria Gyas Mustagis; Nur Tizannulloh
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.v11i5.3234

Abstract

Previous research on technology in interpreter education has focused primarily on institutionally provided tools and measurable skill outcomes, leaving a gap regarding how student-created technology shapes the creator's own meaning-making and professional identity. This narrative inquiry addressed that gap by asking: how does one student narrate her experience of developing and presenting a custom consecutive interpreting application within a classroom setting? The study focused on a single seventh-semester student in the English Education program at Institut Pendidikan Indonesia Garut (IPI Garut) who independently designed a consecutive interpreting application using MIT App Inventor. Data were collected through structured written reflections guided by Thiel's (1999) reflective framework on critical incidents and two semi-structured interviews, then analyzed using Özyıldırım's (2009) structural narrative analysis and Bamberg's (2024) positioning theory. The findings, organized around five thematic categories, indicated that the development process fostered progressive confidence development, deepened procedural understanding of consecutive interpreting, expanded awareness of audience dynamics and classroom setting, required negotiation of technical limitations and speech-rate timing, and catalyzed identity reconstruction from a compliance-oriented student to an agency-oriented innovator. The participant reported in her reflective accounts and interviews that the interface felt intuitive during classroom demonstration, though she negotiated processing delays, background noise, and attentional demands throughout the presentation.
Analysis of the Implementation of Flagship Programs in Efforts to Improve Educational Quality at Vocational High School Nofy Rahma Khairani KS; Selvia Chan
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.v11i5.2735

Abstract

Educational quality is essential for preparing graduates to meet workforce demands. To achieve this goal, schools implement flagship programs that support students’ character and competency development. However, research examining the contribution of such programs to educational quality based on Education Report indicators remains limited. This study aims to analyze the implementation of flagship programs in supporting educational quality improvement at Taruna Masmur Private Vocational High School. A descriptive qualitative approach was employed through interviews with the principal, vice principal for student affairs, teachers, and students, as well as document analysis of the 2025 Education Report. The findings indicate that the cadet program, physical training, swimming, volleyball, futsal, and English Day contribute to strengthening students’ character, social competencies, and communication skills. These contributions are reflected in the achievement of character, diversity climate, and link-and-match indicators, demonstrating the role of flagship programs in supporting continuous educational quality improvement.
Use of Smarts Kids Big Book Media in Stimulating the Cognitive Abilities of 4–5-Year-Old Children at Kindergarten Marwah Marwah; Sri Elani Supriyanto; Viola Viola
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.v11i5.3077

Abstract

This study aims to describe the analysis of the use of Smart Kids Big Book media in stimulating the cognitive abilities of children aged 4-5 years at Aisyiyah Bustanul Athfal Kindergarten. This study involved 8 children in Group A as participants. The method used was descriptive qualitative with data collection techniques in the form of observation, interviews, and documentation, and analyzed using the interactive analysis technique of Miles Huberman. The results of the study showed that the use of this media was able to stimulate children's cognitive abilities optimally, indicated by the success of children in recognizing letters, numbers, colors, and geometry very well. Children also showed very active and enthusiastic participation when doing activities matching pictures and thickening pattern lines. In conclusion, Smart Kids Big Book media has been proven effective as an instrument for children's cognitive stimulation that is interactive, concrete, fun, and supports the principle of learning through play in early childhood education 
Pedagogic Adaptation of Teachers in Utilizing Artificial Intelligence as a Learning Partner at Senior High School Fadila Husna Halawa; Supsiloani Supsiloani
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.v11i5.3028

Abstract

The development of artificial intelligence technology or Artificial Intelligence (AI) as a learning partner holds great potential in changing the modern educational landscape. However, the existing literature so far tends to focus on the technical functional aspect alone, leaving a significant research gap related to the absence of in-depth studies on the subjective dimension, inner struggle, and the essence of educators' awareness in operating the technology in real classrooms. This research is designed to explore the structure of pure teacher consciousness when integrating AI as a collaborative partner at SMAS Budisatrya Medan. By applying a qualitative method based on Edmund Husserl's transcendental phenomenological analysis knife, data collection was carried out through non-participant observation, documentation studies, and in-depth interviews with ten teachers as key informants. The findings of this research that dissect the correlation between noema and noesis show that the use of AI presents a new reality in the form of ease of exploration of learning models, acceleration of search for specific materials, and the realization of an interactive digital classroom ecosystem. Essentially, this study concludes that AI is positioned as a collaboration partner that streamlines instructional tasks without reducing the professional authority of educators. The contribution of these findings enriches the theoretical discourse on the importance of integrating digital technology that remains centered on the autonomy and professionalism of teachers.

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