Journal of English Language and Education
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).
Articles
1,177 Documents
<![CDATA[THE EFFECT OF CARTOON MOVIE ON STUDENTS’ LISTENING COMPREHENSION AT ELEVENTH GRADE OF SMA NEGERI 2 BANGKINANG KOTA ]]>
<![CDATA[Nur, Nadia]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i2.345
<![CDATA[This study aims to determine whether using the cartoon movie affects students’ listening comprehension in eleventh grade for the academic year 2022/2023. The research was conducted on eleventh grade MIA students at SMAN 2 Bangkinang Kota. The study involved 63 students who were divided into 2 classes, namely class XI MIA 1 as the control class which consists of 30 students, and XI MIA 5 as the experimental class with 27 students present that day. The experimental class uses the cartoon movie as media learning and the control class is taught using conventional media which is using the audio speaker. The data were analyzed using the SPSS 25 program. Based on the results obtained, the average value of students in the experimental class was 61.85 and 48.33 in the control class. The data obtained showed a significance (2-tailed) 0.001 0.05. This means that H0 is rejected and Ha is accepted. This indicates that there are differences in students’ listening comprehension between students who are taught using the cartoon movie and students who are taught using audio speakers. Based on the findings, it can be concluded that cartoon movie effectively affects students’ listening comprehension.Keywords: Listening Comprehension, Cartoon Movie]]>
<![CDATA[Physical Needs of Language Resource Centre to Support English Language Learning ]]>
<![CDATA[Budiyanti, Kurnia]]>;
<![CDATA[Juita, Novia]]>;
<![CDATA[Ardi, Havid]]>;
<![CDATA[Wati, Siska Oktawidya]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i3.504
<![CDATA[A learning resource centre must have facilities that can be used by students in seeking information and knowledge. The present study aimed to investigate the students’ perception of the physical needs of resource centre to support English language learning. The study employed qualitative approach with a case study design. The participants of the research were 104 English Department students. Questionnaire and interview were used to collect the data. The results showed that there was a neutral indication on students’ perception of the physical needs of the LRC. The language resource centre facilitated the students to find out some references for course assignments, to obtain addition information on certain subject, to enrich students’ knowledge through book review program, and to build independent learning through digitalization. However, the availability of up-to-date materials collection, EFL website access, and sustainable language program should be developed and qualified. Therefore, a constructive solution is needed to optimize the functions of learning resource centre to support English language learning.]]>
<![CDATA[Sociocultural Representation in the Use of Speech Acts ]]>
<![CDATA[Sutikno, Bellatrix Angelicamila]]>;
<![CDATA[Setyorini, Ajeng]]>;
<![CDATA[Hidayat, Nur]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.542
<![CDATA[This research explores analyse the word speech action by socio-cultural approach that values frequently found in the novel "Totto-Chan: The Girl at the Little Window" by The goal of this speech action study is to analyse speech actions containing sociocultural Tetsuko Kuroyanagi. The study employs Leech's theory of speech acts, which centres on the theory of speech actions. This study uses a qualitative methodology. The data analysis approach utilizes both primary and secondary data, collected from the object of study—in this case, the novel "Totto-Chan: The Girl at the Little Window." The method of collecting data involves sorting and classifying information from study materials, such as books or transcripts, into primary and secondary data categories. Additionally, phrase sentences containing sociocultural components are analyzed. The analysis's findings demonstrate the extent to which a variety of sociocultural elements, including speech action, impact speech action. Trust and culture are the two most important variables influencing speech development and people's attitudes towards speaking up and taking action. ]]>
<![CDATA[An Analysis of Student Vocabulary in Finding Noun Trought Descriptive Text at SDN 013 Laboy Jaya ]]>
<![CDATA[Musyafii, Husen]]>;
<![CDATA[Sari, Nurhidayah]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i1.347
<![CDATA[Vocabulary is a basic skill that must be mastered in learning and mastering English. Vocabulary will relate to four skills in English, namely reading, listening, writing, and speaking. Vocabulary has several types, one of which is a noun. This research will focus on describing an analysis of student vocabulary in finding noun through descriptive text at SDN 013 laboy jaya bangkinang in the 2022/2023 academic year. This study aims to determine the student's English vocabulary in finding nouns through descriptive text. Researchers chose class iv SDN 013 laboy jaya bangkinang as many as 24 students as samples in this study. In this study, researchers used tests, observations and documentation in collecting data. Based on the research findings, the researcher found that the test results for the students were good. As many as 10 students get very good score criteria, 3 students get good score criteria, 6 students get enough, and 5 students get low score criteria in the test. The range of scores shows that the average student test score is 70. The criteria for this score are taken from (arikunto, 2009) where a score of 70-79 indicates good or well.]]>
<![CDATA[The Use of Emojis in Language Communication on Social Media Platforms ]]>
<![CDATA[Telaumbanua, Yasminar Amaerita]]>;
<![CDATA[Telaumbanua, Nita Trima Niat]]>;
<![CDATA[Halawa, Mercy Dwiyul]]>;
<![CDATA[Gulo, Benedikta]]>;
<![CDATA[Halawa, Dian Margaretha Enjelina]]>;
<![CDATA[Waruwu, Elvi Krisnawati]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.524
<![CDATA[Emojis have become crucial in digital communication, enhancing emotional expression and clarity on social media. However, discrepancies exist in how emojis are interpreted across different cultural and contextual settings. This study aims to explore emoji usage and interpretation among university students inEnglish Language Education Study Program at UniversitasNias. Employing a qualitative phenomenological approach, the research examines how emojis influence message meaning and clarity. Findings reveal that while emojis significantly enhance emotional nuance and expressiveness, their interpretation varies widely based on context and cultural background. This can lead to misunderstandings if emojis are not used appropriately. The study highlights the importance of understanding cultural and contextual nuances to ensure effective communication. Conclusively, while emojis enrich digital interactions, users must be mindful of their context-aware and culturally informed usage to maximize clarity and minimize misinterpretations.]]>
<![CDATA[Exploring Students' Difficulties in Memorizing English Vocabularies in A Higher Education ]]>
<![CDATA[Arochman, Taufik]]>;
<![CDATA[Madani, Syifana Aulia]]>;
<![CDATA[Welasiyah, Slamet]]>;
<![CDATA[Setiandari, Rara Kunti]]>
<![CDATA[ Journal of English Language and Education Vol 8, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v8i2.430
<![CDATA[Vocabulary is a very important aspect for learners when they are learning a language. More than one million English vocabulary, it is a challenge for them to memorize and know their meaning. In the learning process, many students have difficulty remembering vocabulary. It is this difficulty that makes students experience limited vocabulary when speaking or writing in English. The difficulties experienced by students are of course caused by several factors. This study aims to explore the students’ difficulties in memorizing English vocabularies and the causes. The method used in this study was descriptive qualitative. To collect data and get sample answers, researchers used questionnaire media. In the questionnaire, the researchers presented eight questions with a multiple-choice model. The answers from the respondents were then analysed by researchers and concluded. Based on the findings of the questionnaire, the biggest difficulty experienced by students was being able to understand but not being able to express it with a percentage of 42.9%. The biggest factor that causes students to have difficulty memorizing vocabulary was that they take too long to translate what they want to say with a percentage of 57.1%, followed by their laziness to apply the vocabulary in everyday life with a percentage of 38.1%. The most common solution used by students to overcome difficulties in memorizing vocabulary was that they always want to know the meaning of the vocabulary they read and write it down in notes with a percentage of 71.4%. In this study, the researchers concluded that the most difficulty experienced by students when memorizing vocabulary was that students were able to understand the meaning of their vocabulary but were unable to express it. The most factors that cause difficulties are the time it takes too long to translate what the students want to say and also their laziness. To overcome these difficulties, the most chosen solution is to find out the meaning of new vocabulary and write it on a note]]>
<![CDATA[Articulating Beliefs: A Comprehensive Analysis of English Teachers' Perspectives on Grammar Teaching ]]>
<![CDATA[Wati, Siska Oktawidya]]>;
<![CDATA[Syarif, Hermawati]]>;
<![CDATA[Zainil, Yetti]]>
<![CDATA[ Journal of English Language and Education Vol 8, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v8i2.450
<![CDATA[Teacher beliefs are about how teachers conceptualize their work in classroom. Based on the theories, teacher beliefs is an important element in improving the quality of educational practice. Therefore, the purposes of this study are to describe the teachers‟ beliefs and to investigate how the teachers “practice of teaching grammar in classroom. The research method used is descriptive qualitative. The subjects of this study were two English teachers who were experienced in teaching English at SMPN 1 Harau. The instruments used are interview, field notes, and documents. The technique of data analyses used the Mile and Huberman model. Based on the result of the study the data show that teachers beliefs that grammar is important because it effects on how students make the correct sentence. There are five factors that support the beliefs, lesson plan, teaching method, teaching procedure, sources of teaching materials, the teachers and students roles. However, in teaching practices not those factors are applied because the teachers had to a lot of time to manage the classroom.]]>
<![CDATA[The Impact of Kahoot as Learning Evaluation on Students' Motivation in Learning English at Senior High School ]]>
<![CDATA[Salsabila, Rahma]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i4.503
<![CDATA[The use of Kahoot as a learning evaluation tool has been effective in increasing students' learning motivation. This study aimed to investigate in depth the impact of using the platform as an evaluation tool on students' motivation to learn English at the senior high school level. The study employed a mixed methods approach to comprehensively understand how the use of the platform affects the motivation of students in learning English. The data was collected through semi-structured interviews with a subset of five students in grade 11 who had been experiencing and using Kahoot as an evaluation tool in English language lessons. The results revealed that the participants generally perceived Kahoot to be a valuable resource for enhancing English classes, enabling students to learn and practice subjects, assess their understanding, and receive feedback to enhance their performance. Specifically, the highest mean score of 3.78 (SD = .702) was observed, showing Kahoot could enhance English language learning process, and the mean score was 3.71 (SD= .729), indicating a generally positive perception. Moreover, the finding of this study showed that students generally perceived the Kahoot platform to be an accessible and easy-to-use tool for English classes. In addition, it was found that participants generally believed Kahoot as an effective tool for fostering their English learning process and motivated them to learn.]]>
<![CDATA[Exploring the Role of AI Chatbot in English Language Teaching and Learning ]]>
<![CDATA[Nasution, Maulana Oscard]]>;
<![CDATA[Arianto, Arianto]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i5.513
<![CDATA[The integration of Artificial Intelligence (AI) in education has garnered significant attention, with AI-Chatbots emerging as a transformative tool in English language teaching and learning. This investigation delves into the incorporation of AI-Chatbots in the context of English language instruction, with a specific focus on their capacity to enhance educational achievements. This researcher delves into various utilities of AI-Chatbots, elevating proficiency in English language, grammar, and vocabulary. The study employed a mixed methods strategy, amalgamating quantitative insights from teacher surveys with the interpretation of qualitative data. This study evaluates the efficacy of teachers utilizing AI-Chatbots with their students. The outcomes demonstrate that the teacher's involvement in furnishing guidance on the utilization of AI-Chatbots to students substantially heightens student engagement and motivation towards enhancing their English language competencies. Subsequent research endeavors should concentrate on enhancing the contextual comprehension capabilities of Chatbots and investigating their amalgamation with other educational technologies.]]>
<![CDATA[Students’ Perception toward Independent Listening Using TED Talks ]]>
<![CDATA[Nenti, Nitra Windhachaya]]>;
<![CDATA[Perdhani, Widya Caterine]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i2.490
<![CDATA[The utilization of video content offers visually captivating elements that captivate pupils, while its accessibility across several platforms renders it very adaptable. Various videos, including those from TED Talks, can be used for English language acquisition. The research focused on the perspectives from learners on using TED Talk videos for the purpose of self-directed listening. The study utilizes a quantitative survey design as its approach. The researcher administered an online questionnaire consisting of close-ended questions to a sample of 12th grade students at SMAN 10 Malang. The findings show TED conference videos had a beneficial effect on enhancing the listening abilities of learners. Most learners have the capacity to improve their vocabulary and their ability to understand several diverse accents. Moreover, participating in individual listening can equip students with a foundational understanding of the complexities.]]>
