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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
 148   149   150   151   152 
The Effectiveness of Differentiated Learning on Reading Skills at the Eighth-Grade Students of a Junior High School Rada Rada; Henny Yulia; Merie Agustiani; Nopa Yusnilita; Nurul Afifah
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.v11i5.3106

Abstract

Although differentiated learning has been widely implemented in English language teaching, limited studies have investigated its effectiveness in improving junior high school students' reading skills, particularly in the Indonesian EFL context. Therefore, this study aimed to determine the effectiveness of differentiated learning in improving the reading skills of eighth-grade students at SMP Negeri 2 OKU. A pre-experimental one-group pre-test and post-test design was employed. The sample consisted of 33 students selected through total sampling. Data were collected using a multiple-choice reading comprehension test and analyzed using IBM SPSS Statistics version 27 through normality and Paired Sample T-Test analyses. The findings revealed that the students' mean score increased from 62.06 to 80.36. The Paired Sample T-Test showed a significance value (Sig. 2-tailed) of less than 0.001, indicating that differentiated learning significantly improved the students' reading skills.
Technology-Based and Contextual English Learning Practices in a Seventh Grade Classroom Imelda Imelda; Dian Shinta Sari; Desi Sri Astuti
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.v11i5.3078

Abstract

Technology integration and Contextual Teaching and Learning (CTL) can support meaningful English learning when digital resources are connected to students’ real-life experiences. This study explored how technology was integrated into contextual English learning and how these practices supported student engagement in a seventh-grade classroom in Pontianak, Indonesia. A qualitative case study involved one English teacher and 32 seventh-grade students. Data were collected through classroom observations, a semi-structured interview, and documentation, and analyzed using thematic analysis. The findings revealed three themes: technology integration, contextual learning practices, and student engagement. Technology was integrated through PowerPoint, educational videos, laptops, an Infocus projector, and Google Forms to support instruction, learning activities, and assessment. Contextual learning connected English materials with students’ daily experiences. These practices supported students’ participation, attention, interaction, enthusiasm, and motivation. The study contributes practical insight into combining simple technology with contextual teaching to create meaningful and engaging EFL learning.
Politeness Strategies in Chatgpt Corrective Feedback: A Pragmatic Study of Face Threatening Acts in Indonesia Classrooms Sofiah Rahmah Nasution
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.v11i5.2966

Abstract

The increasing use of artificial intelligence (AI) in language education has raised interest in the characteristics of AI-generated feedback. While previous studies have focused on the effectiveness of ChatGPT in improving writing, limited attention has been given to its interpersonal and pragmatic dimensions. Drawing on Brown and Levinson’s politeness theory, this study investigates the politeness strategies employed by ChatGPT in providing corrective feedback on EFL learners’ writing. Using qualitative content analysis, 150 feedback instances generated by ChatGPT-4 in response to essays written by 30 Indonesian undergraduate EFL students were analyzed. The findings indicate that negative politeness was the most frequently employed strategy, characterized by hedges, modal verbs, and indirect suggestions. Positive politeness and bald on-record strategies were also identified, whereas off-record strategies were absent. The results suggest that ChatGPT tends to deliver corrective feedback in a face-sensitive manner by framing corrections as suggestions rather than directives. The study highlights the importance of considering the pragmatic aspects of AI-generated feedback and contributes to the growing discussion of AI-assisted language learning.
Students’ Perceptions on Politeness and Respect in Teacher-Student Interaction Nindya Rahma Maulida; Siti Dian Farhaniah; Aneiya Isni Neliku Aprilia; Fadhilatul Maulidha; Yusuf Danang Adi Baraka; Dipa Wijaya
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.v11i5.2890

Abstract

Politeness and respect in teacher-student interaction are important to create a supportive learning environment, yet students’ perspectives about this issue is still underexplored. The aim of this study is to explores how high school students perceive politeness and respect in daily classroom interactions. This study uses a qualitative approach with narrative inquiry method. The data were collected through interviews of five high school students. The findings show that polite teacher behaviors, such as giving praise, providing clear instructions, and not forcing participation, can create a safe environment that builds students’ confidence to speak. In contrast, impolite actions like scolding students in public cause high anxiety and make them stay silent to protect their feelings. This study shows that the way a teacher speaks is an important tool that shapes student emotions. In conclusion, teachers must choose their words carefully to protect student dignity and encourage active speaking
Quantitative Descriptive Analysis of Students’ Speaking Progression Using VARK Materials Ni Made Wening Dwi Shartika; Ni Wayan Surya Mahayanti; Luh Putu Dian Kresnawati
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.v11i5.3025

Abstract

The Merdeka Curriculum in Indonesia requires student-centered learning through Differentiated Instruction (DI). However, inflexible textbook approaches often fail to accommodate diverse learning styles, creating a pedagogical gap in speaking skills development. This study aimed to investigate the effectiveness of VARK-based differentiated materials in supporting the speaking progression of sixth-grade students at SD Negeri 1 Banyuasri. Students were grouped by learning style (visual, auditory, read/write, kinaesthetic) and evaluated on three criteria: speaking clearly, using English words, and understanding and answering. Quantitative analysis revealed a consistent upward trend, with mean score gains of +7.32 in speaking clearly, +6.94 in using English words, and +6.90 in understanding and answering. These findings indicate that aligning sensory input with the VARK model effectively overcome textbook limitations, providing a practical framework to systematically enhance primary students’ English-speaking skills.
A Case Study on the Implementation of Teacher-Assigned YouTube Vlog Project in Teaching English Public Speaking: Students' Benefits and Challenges Arnetta Sasikirana Kurniawan; Ahmad Munir
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.v11i5.2737

Abstract

Public speaking is a challenging skill for EFL students due to anxiety, low confidence, and limited practice opportunities. This study explores the use of YouTube vlog assignments in teaching English public speaking to 25 tenth-grade students and one English teacher at a senior high school in Sidoarjo, East Java. Using a qualitative case study design, data were collected from students’ vlog submission and semi-structured interviews, then analysed through thematic analysis. The findings show that vlog projects were implemented through planning, scripting, recording, editing, and uploading stages. Students reported greater confidence and lower anxiety because they could practice repeatedly before sharing their work. However, challenges such as nervousness, fear of evaluation, and technical difficulties persisted. Overall, YouTube vlogs provide a supportive and flexible medium for improving public speaking skills when accompanied by appropriate teacher guidance.
Exploring EFL The Implementation and Students’ Perceptions of Role-Play in English Speaking Activities Zahra Farida Septi; Indah Purnama Dewi; Yuna Tresna Wahyuna
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.v11i5.2816

Abstract

Speaking is one of the most challenging skills for EFL students because they often experience speaking anxiety and have limited opportunities to communicate meaningfully in English. Role-play was selected as the focus of this study because it provides authentic communicative situations that allow students to practise speaking in realistic contexts while encouraging interaction and reducing speaking anxiety. This study aimed to describe the implementation of role-play in English speaking activities and explore students’ perceptions of its use in a Grade VIII classroom at a junior high school in Bogor, Indonesia. A qualitative case study design was employed involving one English teacher and six purposively selected Grade VIII students. Data were collected through classroom observation, semi-structured interviews, and documentation. The findings showed that role-play was implemented through several stages, including context building, instruction, vocabulary and expression introduction, modelling, guided practice, role assignment, performance, interaction, and feedback. Students generally expressed positive perceptions of the activity. Their cognitive, affective, and behavioral responses indicated that role-play was useful, enjoyable, confidence-building, and supportive of active participation in English speaking practice.
Effectiveness of Meaning-based Approach to Pedagogical Grammar Material in Accounting Students’ Learning Erna Nawir
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.v11i5.2332

Abstract

This study highlights the importance of English proficiency for accounting students in the ASEAN Economic Community (AEC), where professional communication is essential. However, existing ESP Materials often fail to integrate grammar with meaningful communication relevant to professional contexts. Few studies have empirically examined the effectiveness of meaning-oriented grammar materials in ESP contexts, particularly for accounting students in Indonesian higher education. This study aims to evaluate the effectiveness of Meaning-based Approach to Pedagogical Grammar (MAP Grammar) materials on students’ learning achievement compared with conventional ESP materials. A quasi-experimental design was employed involving two groups (N=25) at the University of Riau. Pre-test results showed no significant difference between groups (M=61.28 vs. 59.48; p=0.168). Post-test results indicated higher mean score in the experimental group (M=79.60) than the control group (M=73.08), but the difference was not statistically significant (p=0.937). in other words, the findings revealed no significant difference in pre-test scores between groups, while the experimental group achieved a higher post-test mean score than the control group, although the difference was not statistically significant. These findings indicate that MAP Grammar may support the integration of grammatical understanding and communicative use in ESP learning. However, further longitudinal studies with broader assessment measures are required to determine its long-term effectiveness. 
Students’ Perceptions of Using Canva in Project-Based Learning for Writing Activities Bonafentura Yoan Olivia; Yohanes Gatot Sutapa Yuliana; Luwandi Suhartono
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.v11i5.2940

Abstract

Writing is an essential English language skill, yet many students experience difficulties in generating ideas, organizing content, and maintaining motivation. Although Canva has been increasingly integrated into language learning, limited studies have explored students' perceptions of its use in Project-Based Learning (PjBL) for writing activities at the junior high school level. This study aimed to explore ninth-grade students' perceptions of using Canva in PjBL for writing activities at SMP Suster Pontianak. A qualitative descriptive design was employed involving 35 students from Class 9B selected through purposive sampling. Data were collected through questionnaires, classroom observations, and documentation. The findings indicated that students generally perceived Canva positively, as it enhanced creativity, motivation, confidence, idea organization, collaboration, and active participation in writing activities. Despite challenges related to internet connectivity and certain Canva features, Canva was perceived as an effective learning tool that supported writing activities within the Project-Based Learning framework.
Case Study in Primary School: What Makes Gen Alpha Uninterested in English Yana zebua; Percis Zebua; Imel Zebua; Yasminar Telaumbanua; Celsia Gulo; Hubertus Gulo; Lorensia Harefa; Kristin Zai
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.v11i5.2929

Abstract

English plays an important role in helping young learners participate in a globalized world. However, many Generation Alpha students in rural areas show low interest in learning English. This study aimed to identify the factors contributing to the lack of interest in learning English among fifth-grade students at SDN 074046 Lolomoyo, Gunungsitoli Barat, North Sumatra. A qualitative case study design was employed. Data were collected through a semi-structured interview with one English teacher and classroom observations involving 17 students. The data were analyzed using thematic analysis. The findings revealed four major factors affecting students' interest: limited foundational knowledge of English, difficulties in basic language skills, perceived irrelevance of English to daily life, and limitations in teaching methods and learning resources. The study concludes that interactive, meaningful, and contextually relevant learning activities are needed to increase Generation Alpha students' engagement and interest in learning English, offering practical implications for English teachers and schools in designing more engaging learning experiences in rural primary schools.

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