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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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Types of Code Switching Used by Teacher and Students in EFL Classroom Interaction at a Vocational High School Novi Scorpianti Amrin; Nining Nining; 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.v11i5.2781

Abstract

Code-switching is common in multilingual EFL classrooms, yet its structural types and pedagogical functions in Indonesian vocational high schools remain underexplored. This study aimed to identify the types of code-switching used by teachers and students in vocational EFL classroom interactions and examine their communicative and pedagogical purposes. Employing a qualitative descriptive design with a discourse-oriented approach, the study was conducted at a vocational high school in Southeast Sulawesi, Indonesia. Data were collected through classroom observations, field notes, and semi-structured interviews with two EFL teachers and ten students. The data were analyzed using Poplack’s (1980) typology and triangulated with interview and field-note data to enhance credibility. The findings identified 29 instances of code-switching: inter-sentential switching (69%), intra-sentential switching (17%), and tag switching (14%). Inter-sentential switching predominated and primarily supported idea negotiation, argument development, and instructional scaffolding. Tag switching reflected sociocultural values of politeness and respect toward teachers. These findings indicate that code-switching functions as a purposeful multilingual pedagogical resource rather than a linguistic deficit. Principled and context-sensitive language alternation can support comprehension, interaction, and English learning objectives in vocational EFL classrooms.
Implementation of the Design Thinking Model in Entrepreneurship Learning at Senior High School Debora Titi Hapsari
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.v11i5.3082

Abstract

This case study evaluates the implementation of Design Thinking-based entrepreneurship learning in fostering deep learning and 21st-century skills at SMA XYZ South Tangerang. As a human-centered, iterative problem-solving approach, Design Thinking is considered important in entrepreneurship education because it trains students to identify authentic opportunities, tolerate risk, and learn through failure-dispositions central to entrepreneurial success. Design Thinking is therefore regarded not merely as a design methodology, but as a pedagogical vehicle for cultivating an entrepreneurial mindset. A single case study approach was used, with data collected through interviews, classroom observations, a focus group discussion (FGD) with eleven teachers, a student survey (n = 141), and document analysis. Findings show that Design Thinking was implemented systematically through the empathize, define, ideate, prototype, and test stages, integrated into intracurricular and cocurricular activities, particularly the Entrepreneurship Week program. The learning process fostered deep learning through mindful, meaningful, and joyful learning, and significantly developed 21st-century skills: collaboration (94%), creativity (92%), communication (90%), and critical thinking (90%). Design Thinking-based entrepreneurship learning is concluded to be effective in creating meaningful, contextual, and engaging learning experiences relevant to 21st-century education demands.
Exploring the Role of Youtube Videos in Teaching English Speaking Skills: A Qualitative Study at Mi Muhammadiyah Al-Haq Palu Ainnur Wardah Julia Putri; Hastini Hastini; Fadhilah Zamzam; Wahyudin Wahyudin
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.v11i5.3035

Abstract

This study explores the role of YouTube videos in teaching English speaking skills at MI Muhammadiyah Al-Haq Palu. The study aims to investigate how YouTube videos are used in speaking instruction, the benefits perceived by the teacher, and the challenges encountered during their implementation. A qualitative research design was employed, involving one English teacher as the sole participant. Data were collected through semi-structured interviews conducted in Indonesian and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that YouTube videos serve as an effective instructional medium for teaching speaking, particularly for young learners. The teacher used short, colorful, and age-appropriate videos as warming-up activities, pronunciation models, and stimuli for speaking practice. Follow-up activities such as repetition, question-and-answer sessions, role play, and retelling encouraged students to participate actively and practice English more confidently. The study also found that YouTube videos improved students' pronunciation, vocabulary acquisition, motivation, and confidence in speaking English. However, several challenges were identified, including unstable internet connection, advertisements, and students' tendency to become passive viewers if not guided properly. To address these challenges, the teacher downloaded videos beforehand and actively engaged students through questioning and interactive speaking tasks. Although these findings provide valuable insights into the teacher's experience, they are based on a single participant and therefore should not be generalized to all English teachers or educational contexts. In conclusion, YouTube videos can effectively support the teaching of English-speaking skills when integrated with appropriate material selection, interactive activities, and active teacher guidance.
Students’ Perception of ChatGPT use for Vocabulary Mastery at Junior High School Risky Nurain; Mochtar Marhum; Sukmawati Sadilia; Mukrim Mukrim
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.v11i5.2945

Abstract

This study addresses the limited English vocabulary mastery of junior high school students and the potential of ChatGPT as a supportive learning tool in a rural school context. This study aims to investigate how junior high school students use ChatGPT for vocabulary learning and to explore their perceptions of its usefulness in improving vocabulary mastery. A qualitative descriptive exploratory design was employed with three ninth-grade students selected purposively because they had experience using ChatGPT for vocabulary learning and were able to provide rich and relevant information related to the focus of the study. Data were gathered through semi-structured interviews, non-participant observation, documentation, and field notes, then analyzed descriptively. The findings show that students use ChatGPT to find word meanings, learn through example sentences, and simplify difficult instructions. The students also hold generally positive perceptions of ChatGPT, citing its usefulness, ease of use, and ability to increase motivation and confidence, although they also noted internet limitations and the need for teacher guidance. The study concludes that ChatGPT can support vocabulary learning in rural schools when integrated with teacher supervision
Students’ Perceptions of Using AI-Generated Translators in Translation based on the UTAUT Melati Melati; Yanti Sri Rezeki; Eka Fajar Rahmani
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.v11i5.2836

Abstract

This research aimed to describe students’ perceptions of using AI-generated translators based on the Unified Theory of Acceptance and Use of Technology (UTAUT) framework and to identify the AI-generated translator most frequently used by students. This research used a descriptive quantitative design involving 120 students from the English Language Education Study Program at Universitas Tanjungpura, selected through purposive sampling. Data were collected using a questionnaire based on three UTAUT constructs: performance expectancy, effort expectancy, and facilitating conditions. Social Influence construct was excluded because two items were not valid and one item alone was not enough to represent a construct.  The data were analyzed using descriptive statistics, including mean scores, standard deviations, frequencies, and percentages. The findings showed that all UTAUT constructs were categorized as “Very Positive” and “Positive,” indicating that students had positive perceptions of using AI-generated translators in learning English. The findings also showed that DeepL was the most frequently used AI-generated translator, chosen by 58.3% of the students, followed by Google Translate (25.8%) and ChatGPT (13.3%). In conclusion, students had positive perceptions of AI-generated translators and considered them useful and easy to use for translation activities. Therefore, AI-generated translators can be used as supporting tools in EFL translation activities.

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