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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 Impact of Migration Language on Tolaki Linguistic Identity: A Case Study in Southeast Sulawesi Arsih Wahyuni; Evinda Purnama; Yuliyanah Sain
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.v11i5.2733

Abstract

This study aims to explore the impact of migration-induced language contact on the linguistic identity of the Tolaki community in Moramo, Southeast Sulawesi. Employing a qualitative case study design, data were collected from 15 Tolaki participants through semi-structured interviews, participant observation, and field notes. The data were analyzed using thematic analysis. The findings reveal that migration has intensified language contact and increased the use of the Indonesian language in public and interethnic communication. Although the Tolaki language remains an important marker of ethnic identity, its use among younger generations has declined. Nevertheless, the community continues to maintain its linguistic identity through family communication, cultural practices, and strategic bilingualism. The study concludes that migration reshapes language practices while linguistic identity remains resilient despite growing sociolinguistic challenges.
The Relation of English Tutors Teaching Style and Student's Motivation to Learn: Case Study of Hello English Course Ratih Octaviana; Girindra Putri Dewi Saraswati
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.v11i5.2849

Abstract

English has become one of the most important skills students need today, both for communication and future opportunities. In reality, many students in English courses still struggle with low confidence and lack of motivation, despite having voluntarily chosen to attend. However, limited empirical attention has been paid to the motivational dynamics within informal, semi-private learning environments. To fill this research gap, this study explicitly examines how tutors' teaching style and classroom language use affect students' motivation to learn English at Hello English Course, a semi-private English course in Indonesia. A qualitative case study approach was used, with 20 students from semi-private classes participating in a questionnaire through purposive sampling, and 3 students selected for semi-structured interviews based on varied responses ranging from positive, neutral, to mixed. The findings show that most students responded positively to the tutor's way of teaching, particularly when the tutor explained things clearly, gave everyone a chance to speak, offered supportive feedback, and kept the classroom atmosphere friendly. These factors made students feel more comfortable and willing to engage. The study concludes that teaching style and classroom language use play a significant role in shaping students' motivation, especially in small, informal class settings where personal interaction between tutor and student is more intensive. Implications for tutors and course organizers are also discussed.
Analysis of the Implementation of Extensive Reading Class in English Course II for Agriculture Students at University Gusparia Gusparia; Puspa Gundary; Sri Chairani; Melliofatria Melliofatria; Josua Aqriyanto
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.v11i5.3178

Abstract

In the context of Agriculture 4.0, agricultural students need English reading skills to access international literature, research articles, and technical information. Extensive Reading (ER) offers an approach that encourages autonomous reading, builds positive reading habits, and supports vocabulary development through exposure to self-selected materials. This study aimed to examine the implementation of an ER class in developing students’ reading interest, identify challenges encountered during independent reading, and explore its contribution to English vocabulary development. A qualitative descriptive design was employed with 26 second-semester students of the Agrotechnology Study Program, Faculty of Agriculture, Universitas Islam Kuantan Singingi. Data were collected through classroom observations, in-depth interviews, student response questionnaires, and documentation of reading portfolios. The findings indicated positive student responses toward the ER implementation, with a cumulative mean score of 4.00 and an eligibility percentage of 80.00%, categorized as good. Students particularly appreciated the freedom to select reading materials according to their interests, while lecturers were perceived as effective facilitators who provided guidance and motivation. The most notable perceived improvements concerned English reading speed (80.77%) and vocabulary development (80.00%). Students also reported increased confidence and greater engagement in reading English outside the classroom. Overall, ER provided a flexible and low-stress learning environment that supported students’ reading engagement and vocabulary development.
The Effect of the Role-Playing Model on the Indonesian Language Learning Outcomes of Third-Grade Students at SD Negeri 064027 Medan in the 2025/2026 Academic Year Intan iman sari Lahagu; Anton Sitepu; Irmina Pinem; Regina Sipayung; Juliana Panjaitan
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.v11i5.2811

Abstract

This study aimed to determine the effect of the Role-Playing model on the Indonesian language learning outcomes of third-grade students at SD Negeri 064027 Medan in the 2025/2026 academic year. The study employed a quantitative approach using a Pre-Experimental Design with a One-Group Pretest-Posttest design. The sample consisted of 26 students selected through a purposive sampling technique. Data were collected using a learning achievement test, which were then analyzed through normality, correlation, and t-test analyses. The results showed that the students’ mean score significantly increased from 58.3 on the pretest to 82.3 on the posttest after the treatment. The normality test indicated that the data were normally distributed (0.111 ≤ 0.173). The correlation test showed a very strong relationship between variables (r = 0.841 0.388). Furthermore, the t-test result (7.630 1.708) at a significance level of α = 0.05 proved that the Role-Playing model had a significant positive effect on students’ Indonesian language learning outcomes, specifically regarding the Animal Guessing topic.
Cognitive Levels in English Summative Assessment Items Under the Merdeka Curriculum Masintan Masintan; Ira Maisarah
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.v11i5.2710

Abstract

Summative assessment in the Merdeka Curriculum is carried out as a basis to ensure the overall achievement of learning objectives. This study examines the cognitive levels in English summative assessment constructed by teachers under the Merdeka Curriculum. This study employed a descriptive analysis with 30 test items for Grade X and 30 test items for Grade XI, which were constructed by two English teachers at Senior High School Kota Bengkulu. Each test item was examined and classified according to the cognitive process levels of the Revised Bloom's Taxonomy to identify the distribution of Lower-Order Thinking Skills (LOTS) and Higher-Order Thinking Skills (HOTS) in the assessments. The study found that English summative assessment test items developed by teachers are still dominated by lower-order thinking skills (LOTS). Most of the questions are at the Remembering level (C1), while questions that measure higher-order thinking skills (HOTS) are only found at the Analyzing (C4), Evaluating (C5) levels, and Creating (C6) levels, with relatively fewer numbers. Overall, HOTS elements have appeared in the analyzed assessments, but their proportion is still lower compared to LOTS. Therefore, English teachers need to increase the use of HOTS-based questions in summative assessments so that they are more in line with the objectives of the Independent Curriculum in developing students’ critical and higher-order thinking skills.
EFL Students’ Perceptions of English Vocabulary and Reading Exposure through Role-Playing Games (RPGs) Noufal Fajar Rizqullah Haryanto; Abdul Syahid; Zaitun Qamariah
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.v11i5.3173

Abstract

Video games offer substantial potential for incidental language learning, yet research has paid less attention to learners’ subjective experiences of encountering English texts during gameplay. This qualitative study explores EFL students’ perceptions of vocabulary and reading exposure through extramural English role-playing games (RPGs). Data were collected through in-depth interviews with five experienced EFL gamers. The findings indicate that participants perceived vocabulary learning as an incidental outcome of gameplay, particularly when they needed to understand unfamiliar words to follow instructions, complete quests, and progress through the game. This process reflects the Involvement Load Hypothesis, as vocabulary encounters were perceived to require attention, engagement, and a need to understand meaning for immediate gameplay purposes. Participants also reported that audio, visual representations, and contextual clues helped them infer the meanings of unfamiliar words and reduced the difficulty of processing English texts. Although complex texts initially created a cognitive burden, narrative engagement and identification with the gamer role appeared to reduce anxiety and encourage continued interaction with English. Participants described reading as a form of action-oriented activity that required them to process texts voluntarily and continuously, which they perceived as strengthening their reading stamina. Overall, RPGs were perceived as an engaging and relatively low-anxiety environment that supported students’ confidence and sustained exposure to English literacy, although the findings reflect learners’ perceptions rather than direct evidence of actual vocabulary acquisition.
Quality Management in Education within the Boarding School System at Private Islamic High School Anisa Rahmadani; Ria Azmayani; Sarah Shabirah
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.v11i5.2732

Abstract

Educational quality is essential for developing graduates with strong academic competence and character. However, research on quality management in pesantren-based madrasahs remains limited, particularly concerning the integration of formal and pesantren education. This study examines the implementation of educational quality management at Darul Hikmah Private Islamic High School Pekanbaru. Using a descriptive qualitative approach, data were collected through interviews with the Deputy Head of Curriculum Affairs and three teachers, supported by document analysis. The findings show that quality management is implemented through planning, organizing, implementation, and monitoring processes integrated into the pesantren system. These efforts include curriculum integration, the Tahfizh Al-Qur’an program, Arabic and English language development, and regular program evaluation. The study highlights that the pesantren system can effectively support continuous educational quality improvement.
Semiotic Analysis of Gun Violence Representation in Childish Gambino's This Is America Sausan Fadhila Noor; Krisna Sujiwa
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.v11i5.3072

Abstract

Gun violence, as illustrated in Childish Gambino’s “This Is America,” highlights a social problem in the United States and the unequal impact on Black populations, revealing racial inequality. Previous studies of This Is America have concentrated on racial representation, racial inequality, and violence. However, little attention has been paid to the gun violence in the music video through semiotic meanings. The objective of this research is to analyze the representation of gun violence in “This Is America” using Roland Barthes’ semiotic theory. The study, using a descriptive qualitative method, analyzes selected scenes from the music video through the levels of denotation, connotation, and myth. The findings reveal that the video presents gun violence as a normalized social reality tied to systemic racism, media distraction, and cultural desensitization to violence. This study finds that this is an important cultural text that challenges dominant myths of freedom and equality in American society.
Javanese Language in Rituals and Traditions in Transmigration Areas of Lalembuu Sub- Regency Ahmad Junandar; Sucipto Sucipto; Yuliyanah Sain; Siti Khotimah
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.v%vi%i.2745

Abstract

Although previous studies have extensively examined Javanese language shift, bilingualism, and identity negotiation, limited attention has been given to the maintenance of Javanese within ritual domains among transmigrant communities outside Java. This study investigates the use and preservation of Javanese in traditional rituals and ceremonies practiced by Javanese transmigrant communities in Lalembuu Sub-Regency, South Konawe Regency, Southeast Sulawesi, Indonesia. Drawing on language maintenance, ethnolinguistics, and language ideology perspectives, the study explores how Javanese functions as a cultural resource for sustaining collective identity, social relationships, and symbolic meanings. A descriptive qualitative approach with ethnolinguistic methods was employed. Data were collected through in-depth interviews, participant observation, and document analysis involving 45 informants from Javanese transmigrant villages in Kecamatan Lalembuu. The findings indicate that Javanese remains an important cultural medium in four major ritual domains: agricultural ceremonies, including slametan panen and wiwitan; life-cycle rituals, including birth, circumcision, and marriage ceremonies; communal safety prayers, such as kenduren and manakiban; and ancestral commemoration practices, particularly sedekah bumi. Despite prolonged interaction with Bali, Sunda, and Bugis communities, Javanese transmigrants continue to preserve specialized sacred registers, particularly Krama and Krama Inggil, while using mixed Javanese–Indonesian varieties in everyday communication. The selective use of ritual Javanese reflects a strong language ideology associating sacred speech with respect, spiritual authority, and ancestral legitimacy. Ritual language therefore strengthens ethnic identity, intergenerational transmission, and communal solidarity, demonstrating its role as an important form of cultural resilience in transmigrant communities.
Improving Speaking Skills through Role Play and Drilling Technique Chariyani Tindaon; Desty Febria; Maya Maservani
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.v11i5.2854

Abstract

To address the classroom problem of limited pronunciation accuracy and low speaking confidence in EFL speaking activities, this Classroom Action Research aimed to improve Grade 11 students' speaking skills through the combined use of Role Play and Drilling Technique. The participants were 43 students of class XI.H in a senior high school. The research was conducted in two cycles consisting of planning, acting, observing, and reflecting. Data were collected through speaking tests, classroom observation, and documentation. The results showed that the class mean increased from 57.21 in Pre-test 1 to 81.86 in Post-test 2, while students reaching the minimum criterion of 75 increased from 0% to 100%. The findings indicate that drilling strengthened pronunciation accuracy through controlled repetition, whereas role play provided meaningful communicative practice. Therefore, the combined sequence improved students' speaking performance by balancing accuracy, fluency, and confidence.

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