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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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Lecturers’ Perceptions of Computer-Assisted Language Learning (CALL) in Higher Education: A Survey of English Lecturers in Palangka Raya Ayonia Jelita Boru Sinaga; Olga Dona Retsi; Muhammad Subhan Fikri; Akhmad Fauzan
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.v11i5.3183

Abstract

Lecturers' perceptions are crucial for CALL integration in higher education. This study examined lecturers' perceptions of CALL across six dimensions: general perception, competence, barriers, perceived benefits, students' readiness, and CALL tools in Palangka Raya, Indonesia. A survey involved 30 English lecturers from three universities selected through purposive sampling. Data were collected using an 18-item Likert questionnaire adapted from Ismail et al. (2010), with dimension scores ranging from 3–15. General Perception (M=13.17) and Perceived Benefits (M=13.00) were very high; Competence (M=11.23), Students' Readiness (M=12.53), and CALL Tools (M=11.57) were high; Barriers (M=9.67) were moderate. Quantitative data were analyzed and summarized descriptively, while open-ended responses highlighted unstable internet, inadequate facilities, etc. Descriptively, younger lecturers reported higher competence and CALL tool use, while older lecturers reported greater barriers. Overall, lecturers generally hold positive perceptions despite moderate barriers. Universities should invest in infrastructure and professional development to address barriers and support sustainable CALL implementation
The Relationship Between Growth Mindset and Speaking Anxiety in English Learning Carli Alfian; Ratna Puri Handayani; Nur Izzati; Desi Rahmatina
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.v11i5.2650

Abstract

English communication is an essential competency for office management students in vocational education. However, many students experience speaking anxiety, which may be related to their growth mindset. Growth mindset is considered important in language learning because students who believe their abilities can be developed through effort tend to take more risks in using the target language and recover more quickly from mistakes. Therefore, this study examined the relationship between growth mindset and speaking anxiety. This quantitative study used the Spearman correlation method with eleventh-grade Office Management students at SMK Negeri 1 Tanjungpinang as respondents (N = 108). The findings showed a significant negative relationship between growth mindset and speaking anxiety, with a correlation coefficient of -0.288 and a significance value of 0.003 (p 0.05). The results indicate that students with a higher growth mindset tend to experience lower speaking anxiety in English. However, the correlation strength was weak, suggesting that speaking anxiety is also influenced by other factors beyond growth mindset.
Challenges Faced by English Teachers in Teaching Slow Learners with Special Needs in Inclusive Classrooms Dhafiya Fitriani; Musiman Musiman; Candraning Prihatini
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.v11i5.2690

Abstract

The implementation of inclusive education requires English teachers to deal with the diversity of students with special needs. However, there is a gap between inclusion and theory in the field, especially regarding teacher readiness and available support. This study aims to identify the challenges faced by English teachers in teaching students with special needs in inclusive classrooms, as well as the strategies used to overcome them. This study uses a descriptive approach with a qualitative method on one teacher in an inclusive class at SMPN 14 Bandar Lampung. Data was collected through observation and interviews. The participant in this study was one English teacher who was purposively selected based on his or her first-hand experience in dealing with students with various special needs (including blindness, learning difficulties, and attention deficits) in an inclusive classroom environment. Data were collected through non-participant classroom observation and semi-structured in-depth interviews. Data analysis was carried out using a qualitative descriptive method through three stages, namely data reduction, data presentation, and conclusion drawn. The study concludes that ongoing training and professional collaboration are essential to support the effectiveness of English teaching in inclusive classrooms.
A Grammarly-Mediated Process-Based Writing Approach in Teaching Descriptive Texts Yulia Agnesia; Mobit Mobit; Maya Rahmawati
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.v11i5.2795

Abstract

The integration of artificial intelligence (AI)-assisted writing tools in English language teaching has gained increasing attention due to the potential to support students’ writing development. Grammarly, as an AI-powered writing assistant, provides feedback on grammar, spelling, punctuation, and writing accuracy, making it relevant to writing instruction. However, studies examining the integration of Grammarly within a Process-Based Writing Approach (PBWA), particularly in junior high school contexts, remain limited. This study aimed to investigate the implementation of a Grammarly-mediated PBWA in teaching descriptive writing and to explore the challenges experienced by students during its implementation. Employing a qualitative case study design, the study was conducted at a junior high school in Karawang. The participants consisted of one English teacher and ten seventh-grade students. All ten students participated in the classroom observations and document analysis of their writing drafts, while five students were purposively selected for semi-structured interviews. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis. The findings revealed that the implementation involved four stages: planning, drafting, revising, and editing, with Grammarly mainly supporting the revising and editing stages. Several challenges were identified, including technological limitations, affective challenges, linguistic difficulties, and over-reliance on Grammarly suggestions. The study concludes that Grammarly can effectively support PBWA when accompanied by appropriate teacher guidance.
Improving Junior High School Students’ Reading Literacy through Comic-Based Dialogue Mul Hasana; Maulina Maulina; Rahmat Nasrullah
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.v11i5.3095

Abstract

This Despite the growing use of digital comics in English language learning, limited research has examined the effectiveness of researcher-developed dialogue-based digital comics for improving reading literacy among junior high school students in under-resourced schools with limited internet access. Therefore, this study investigated the effectiveness of dialogue-based digital comics in enhancing students’ reading literacy in a remote educational setting. The study employed a quantitative pre-experimental approach using a one-group pretest-posttest design. Fifteen eighth-grade students from a public junior high school in South Konawe Regency, Indonesia, participated in the study. Reading literacy data were collected through a 15-item multiple-choice test administered before and after six instructional sessions using dialogue-based digital comics. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired-samples t-test. The findings revealed that the mean score increased from 52.33 in the pretest to 65.33 in the posttest, with an average gain score of 13.00 points. The paired-samples t-test indicated a statistically significant improvement in students’ reading literacy (p = 0.005). These findings demonstrate that dialogue-based digital comics effectively support reading literacy development by providing contextualized visual and textual learning experiences and offer a practical instructional alternative for English language teaching in schools with limited technological resources.
Developing English Rhetoric Learning Materials Using the 7E Model for Islamic Banking Students Andriadi Andriadi; Citra Liza
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.v11i5.2220

Abstract

Islamic Banking students often face difficulties in mastering English rhetorical skills needed for academic and professional communication, particularly in organizing ideas, developing arguments, and applying appropriate academic language. However, few studies have developed rhetoric-focused English for Specific Purposes (ESP) materials specifically tailored to Islamic Banking students. Therefore, this study aimed to develop English rhetoric learning materials for Islamic Banking students using the 7E learning cycle model. The study employed a Research and Development (RD) design adapted from Borg and Gall, involving needs analysis, material development, expert validation, revision, and limited field testing. The needs analysis involved 32 Islamic Banking students, semi-structured interviews with five Islamic Banking lecturers and two English instructors, and a focus group discussion with five Islamic bank managers in Bengkulu City. Three experts—a language expert, a teaching expert, and a subject-matter expert—validated the developed materials. Data were collected through student questionnaires, lecturer interviews, an FGD guide, and expert validation sheets. A limited try-out was conducted with ten Islamic Banking students enrolled in an English course. The materials incorporated the seven stages of the 7E learning cycle: elicit, engage, explore, explain, elaborate, evaluate, and extend. The findings from expert validation and student responses indicated that the materials were pedagogically feasible, contextually relevant, and appropriate for Islamic Banking students. The materials also supported students’ rhetorical competence, critical thinking, and learning engagement by helping them generate ideas, organize arguments coherently, and apply rhetorical strategies in academic presentations and professional communication related to Islamic banking practices.
Local Language Practices in the Digital Era: A Comparative Study of Threats and Opportunities for Cultural Identity in Sulawesi Sachrul Muh Saleh; Iwan Iwan; 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.v11i5.2804

Abstract

Digital communication has reshaped language practices in multilingual communities by expanding access to wider audiences while intensifying the visibility of dominant languages. In Indonesia, this transformation raises important questions about the sustainability of local languages and their role in cultural identity. This study examines how local languages are used in online communication and compares the threats and opportunities experienced by two culturally significant communities in Sulawesi: the Bugis community in Bone Regency, South Sulawesi, and the Wolio/Butonese community in Buton Regency, Southeast Sulawesi. A comparative qualitative design was employed through semi-structured interviews, observation of social media interactions, content analysis of online cultural materials, and field notes involving 30 participants from both regions. The findings show that Indonesian dominates public-facing communication because it offers wider reach, institutional familiarity, and social acceptability, while English appears mainly as a prestige marker associated with education, modernity, and global orientation. Local languages remain stronger in family chats, community groups, and culturally oriented content, where they function as markers of ancestry, politeness, kinship, and belonging. The comparison reveals that Bone shows relatively stronger local language visibility in online cultural content, whereas Buton demonstrates stronger concern about declining intergenerational transmission and limited Wolio content. The study concludes that digital media are ambivalent: they can accelerate language shift, yet they also provide strategic spaces for cultural revitalization through storytelling, documentation, youth content creation, and community-based language promotion.
The Effectiveness of the Use of Technology Among the Young Generation According to the Christian Faith in the Digital Era Deasy Manutilaa; Imanuela Pandu
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.v11i5.2775

Abstract

In the current era of digitalization, technology has become an integral part of daily life. The development and advancement of technology have affected various sectors of life such as communication, education, and entertainment. Technology is basically good and very beneficial for humans, namely it can make it easier to carry out activities. However, when humans abuse technology, humans will become slaves to technology. This article will review the development of technology and the effectiveness of using technology in accordance with the Christian Faith. The purpose of this discussion is to provide understanding and awareness to Christians, especially the younger generation, to continue to use technology in accordance with the Christian faith and provide guidance in utilizing technology in this digital era. This research uses a literature review method that refers to scientific journals and books in accordance with the concepts and problems in this discussion. As a result of this research, the author will describe related to: technological developments, the younger generation, the Christian faith's view of technological developments, and technology as a tool in church ministry.
Campus Esports Community Activities as a Stimulus to Strengthen the National Character of Moonton Student Leader Members of IKIP PGRI Bojonegoro Muhammad Luqman Hakim; Fifi Zuhriah; Heru Ismaya
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.v11i5.2721

Abstract

Digital technological advancements have transformed online gaming from a recreational activity into a social space that influences youth character development. This study aims to examine the effect of student involvement in the Moonton Student Leader community on strengthening civic and national character among students at IKIP PGRI Bojonegoro. The research employed a quantitative ex post facto approach with a correlational design. The sample consisted of 80 students selected through purposive and proportional sampling techniques. Data were collected using a validated Likert-scale questionnaire and analyzed using simple linear regression and t-tests. The results produced the regression equation Y = 25.929 + 0.385X, indicating a positive relationship between community involvement and the strengthening of national character. The t-test showed a significance value of p 0.001 with a calculated t-value of 4.064, exceeding the critical t-value of 1.991. These findings demonstrate that participation in the Moonton Student Leader community significantly contributes to the development of students' civic and national character in the digital era.
The Correlation between EFL Students’ Perceptions and Their Practices in Speaking and Writing Skills: An Explanatory Sequential Mixed-Methods Study Muhamad Nazarudin Asyidiq; Desi Widya Alfianita
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.v11i5.2145

Abstract

Students' beliefs about language learning are widely recognized as an important factor that may shape their language learning behaviour. However, classroom instruction and assessment often place greater emphasis on learning outcomes than on understanding how students' beliefs are reflected in their actual speaking and writing practices. Moreover, empirical evidence regarding the relationship between learners' perceptions and their language learning practices remains inconclusive. Therefore, this study aimed to investigate EFL students' perceptions and learning practices in speaking and writing skills, examine the relationship between these variables, and explore students' views on effective learning practices. An explanatory sequential mixed-methods design was employed involving 40 undergraduate students in an English Education Program. Quantitative data were collected using an adapted Beliefs About Language Learning Inventory (BALLI) questionnaire administered through Google Forms and analyzed using descriptive statistics and Pearson Product-Moment correlation analysis. The qualitative phase consisted of semi-structured interviews, and the data were analyzed thematically to explain and enrich the quantitative findings. The results revealed that students generally held positive perceptions toward English learning and recognized the importance of regular speaking and writing practice. Nevertheless, Pearson correlation analysis indicated only a weak positive relationship between students' perceptions and learning practices (r = .236, p = .143), suggesting that positive beliefs were not significantly associated with their actual learning practices. Interview findings further demonstrated that students' learning practices were influenced by multiple factors, including learning opportunities, motivation, self-confidence, and access to authentic language use. These findings suggest that fostering positive beliefs alone is insufficient to encourage consistent language learning practices. English language instruction should therefore integrate motivational support with meaningful opportunities for authentic speaking and writing practice to promote more active learner engagement.

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