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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 1,177 Documents
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The Effectiveness of Kaili Folktales to Improve Students Reading Comprehension at SMPN 19 Palu Majeed, Maryana; Mukrim, Mukrim; Lebagi, Desrin; Manurung, Konder
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1170

Abstract

This study investigates the effectiveness of Kaili folktales in enhancing students’ reading comprehension at SMPN 19 Palu. The research was motivated by students' difficulties in understanding narrative texts, reflecting low reading comprehension levels. A quasi-experimental design was employed, involving 43 eighth-grade students divided into an experimental group (n = 23) and a control group (n = 20). The experimental group was taught using Kaili folktales, while the control group used general folktales. Data were collected through pre-tests and post-tests consisting of multiple-choice and essay questions. The results revealed that the experimental group achieved a higher average post-test score (71.04) compared to the control group (61.35). A Mann-Whitney test using SPSS 26 yielded a Sig. (2-tailed) value of 0.001, indicating a significant difference between the groups. The findings suggest that incorporating Kaili folktales into English instruction effectively enhances students’ reading comprehension.
Principal's Managerial Leadership Strategy in Maintaining the Sustainability of New Student Enrollment at SMAN 1 Cisaga Ciamis Helmawati, Helmawati; Kuswanda, Wawan; Riyanti, Rini; Rosmaya, Nenden
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.931

Abstract

The decline in new student enrolment presents a significant challenge to the sustainability of secondary schools, particularly in non-urban areas. This study aims to analyse the principal's managerial leadership strategy in sustaining new student enrolment at SMAN 1 Cisaga, Ciamis Regency. Employing a qualitative approach, data were collected through in-depth interviews, observations, and document analysis involving principals, teachers, and parents as participants. The findings identify three consistently implemented strategies: strategic planning involving community collaboration, adaptive and technology-based school promotion programmes, and ongoing evaluation of strategy effectiveness. The principal plays a central role in shaping a positive school image through the development of extracurricular activities, strengthening community engagement, and optimising digital communication platforms. These strategies have been effective in enhancing the school's attractiveness and increasing public trust in the institution. The study concludes that managerial leadership that is inclusive, participatory, and responsive to social dynamics is essential for maintaining enrolment stability. Further research is recommended to include a broader range of schools and external variables to enhance the generalisability of the findings.
Misconstructing Pseudo-Complement Clauses and Extraposition in English Writing by Elementary Students: A Cognitive Syntax Lens Stevani, Margaret; Wijayati, Wahyu; Taufik, Taufik; Saragi, Alexander Adrian
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1067

Abstract

This research examined systematic errors in pseudo-complement clauses and extraposition. The errors included subject-raising issues, verb-complement mismapping, nominalization drift, and filler-gap confusion. These were found in the English writing of Indonesian elementary school students in Medan, North Sumatra and Manado, North Sulawesi. The research used a cognitive syntax framework and applied a qualitative multiple-case study design. Data were collected through free-writing prompts. The findings revealed frequent clause misformations. Common patterns included overuse of “It is + Verb + That/To” constructions, blending of that/to clauses, mislearned subject raising, and poor control of nonfinite clauses. These errors reflected deeper cognitive struggles. Students had difficulty managing clause control, syntactic focus, and verb-complement alignment. The issues were partly influenced by L1 transfer and rote use of lexical chunks. Many students tried to express abstract ideas without sufficient syntactic mastery. These were not isolated mistakes, but signs of developing syntactic representation. The research emphasized the need for clause-based instruction. Such instruction can support both conceptual understanding and grammatical development. The implications for early writing pedagogy and future developmental studies in bilingual contexts were also discussed
Implementation of Child-Friendly School Programs in Shaping Disciplined Character Salindry, Agesta Eka; Yuniar, Yuniar; Afriantoni, Afriantoni
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.895

Abstract

This research focuses on the implementation of child-friendly schools. This study aims to explain: 1) The implementation of child-friendly schools 2) Efforts to form the character of student discipline through child-friendly school education; and 3) Supporting and inhibiting factors in the process of implementing child-friendly schools. This research is a qualitative descriptive type. Observation, interviews, and documentation are the methods used to obtain data. The data analysis used in this study was carried out by reducing data, which was then presented in descriptive form, and verified by drawing conclusions. The results of the study show that child-friendly schools that implement child-friendly school policies have a system that is free from violence and discrimination. The implementation of the curriculum which is used in accordance with the development of children, qualified educators and educators who have teacher qualifications. Adequate school facilities and infrastructure. Child participation where the teacher always involves the child in everything they do. Child-friendly school programs depend on the participation of parents and the community. All teachers' efforts to ensure that students come to school and enter on time, perform assigned classwork, sit in designated places, adhere to school and classroom rules to demonstrate orderly behavior, and dress neatly are part of the responsibility and discipline of students in school. The factors that support the implementation of Child-Friendly Schools are positive attitudes and support from various parties, which facilitate as much as possible the facilities and infrastructure for school needs.
Forming Students' Independent Character through Scouting Extracurricular Activities at SDN 2 Kertanegara, Purbalingga Permatasari, Dhina; Wakhudin, Wakhudin
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1156

Abstract

This study aims to describe the formation of independent character in elementary school students. In practice, student independence is often hampered by overprotective parenting patterns and high levels of independence. This study attempts to solve the problem of independent character formation through Scouting extracurricular activities in Grade IV of SDN 2 Kertanegara, Purbalingga, involving 22 students as participants. This study uses a qualitative-descriptive approach with a phenomenological method. Data were obtained using observation, interviews, and documentation studies. The results show that activity planning, structured implementation, and evaluation through reflection and General Competency Requirements (SKU) provide a significant contribution to increasing student independence, especially in terms of responsibility, discipline, and cooperation. In conclusion, scouting activities systematically shape independent character, but the success of the program is influenced by collaboration between teachers as mentors, and a supportive school environment.
Application of the Problem Based Learning (PBL) Model to Improve Pancasila Learning on the Behavioral Attitudes of Grade V Students in the Independent Curriculum Pane, Siti Karlina Br Sitorus; Safrudin, Safrudin
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1071

Abstract

This study aims to improve the attitudes and behavior of fifth grade students through the application of the Problem Based Learning model in learning Pancasila in the Merdeka Curriculum. The main problem faced is the lack of active participation of students and the low internalization of Pancasila values in everyday life. This research was conducted in two cycles, each of which consisted of planning, action implementation, observation, and reflection stages. The model used was project-based learning and group discussion. Data obtained through observation, interviews, and documentation. The results showed a significant increase in student attitudes and behaviors, such as a sense of responsibility, tolerance, and cooperation, after the implementation of the Problem Based Learning model. In addition, students' involvement in the learning process increased significantly. The conclusion of this study is that the application of the Problem Based Learning model is proven to be effective in improving the quality of Pancasila learning and shaping student character according to the values promoted in the Merdeka Curriculum.
Teachers' Strategies in Implementing Social Emotional Learning to Improve Student's Wellbeing Oktriani, Neneng; Andaryani, Eka Titi; Sumartiningsih, Sri; Yuwono, Agus
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1010

Abstract

A holistic education demands attention not only to the academic aspect, but also to the emotional and social development of students. Social Emotional Learning (SEL) is a strategic approach that has been proven to support the overall well-being of students. This study aims to analyze the strategies used by teachers in implementing SEL to improve students' wellbeing. The method used is qualitative descriptive with a literature study approach, which involves the analysis of fifteen articles from national and international journals published from 2020 to 2025. Data were collected through documentation and analyzed thematically to identify patterns of SEL implementation strategies by teachers and their relationship with the dimension of student welfare. The results of the study showed five main categories of strategies: integration of SEL values in the curriculum, reflective learning practices, creation of an empathetic classroom environment, provision of counseling guidance services, and teacher professional competency training. These five strategies contribute to strengthening emotional regulation, social relationships, confidence, and student learning motivation. This study concludes that effective SEL implementation requires strong teacher competence, a supportive school culture, and consistent implementation at all levels of education.
Mingle Game Activities in Task-Based Language Teaching (TBLT) : Essential Tool to Improve Students Speaking Skills in Thai Primary School Students P.A, Novia Lestari; Amran, Ali; Syahputri, Diani
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1096

Abstract

Speaking skill is a crucial component of English language learning, especially for EFL students in primary schools, where opportunities to practice real-life communication are limited. This gap between theoretical teaching strategies and classroom practice highlights the need for more interactive and learner-centered approaches. This study explores how Mingle Game Activities within a Task-Based Language Teaching (TBLT) framework can improve students’ speaking skills. A quasi-experimental method was employed, using a pretest-posttest design with control and experimental groups. Speaking tests were used to assess students’ performance, and the data were analyzed using paired and independent sample t-tests. The results revealed a significant improvement in the experimental group’s speaking skills, particularly in vocabulary usage, fluency, and confidence. These findings suggest that Mingle Game Activities are a promising strategy to foster student engagement and enhance speaking ability in interactive English learning environments within EFL classrooms.
Students’ Perception on the Use of AI-based Applications to Practice Pronunciation Fanania, Rangga Akmil; Priyatmojo, Arif Suryo
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1073

Abstract

Artificial Intelligence (AI) is now beginning to be integrated into language learning, particularly in pronunciation practice. However, there is a lack of research exploring students' perceptions and challenges in using AI-based applications for pronunciation practice, especially in the context of English as a foreign language (EFL) learning in Indonesia. This study aims to investigate students' perceptions and challenges toward the use of AI-based applications for pronunciation practice by applying the Technology Acceptance Model (TAM) by Davis (1989) and Challenges with the Use of AI in ELT/L framework by Crompton et al. (2024). The research employed a qualitative study with data collection through questionnaires and semi-structured interviews involving 34 English Language Education students. The study found that students view AI-based applications, specifically Google Translate, Elsa Speak and Duolingo, as effective and user-friendly tools that provide personalized feedback, repetitive practice, and flexible learning plans. Apart from that, students also feel that the apps help them to gain a better understanding about important features like consonants, intonation and stress. However, several challenges were identified, including technical problems, recognition errors, privacy concerns, and doubts about the accuracy of feedback. Despite these challenges, AI-based applications show promising potential to support pronunciation learning if there are further improvement to address existing limitations.
Needs Analysis on Project Base Learning Development to Improve 21st Century Skills Fauzi, Alfun; Suriswo, Suriswo; Habibi, Beni
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1153

Abstract

The rapid advancement of the times demands that the world of education prepare students with skills relevant to the 21st century. One approach believed to be effective in addressing this challenge is Project Based Learning (PjBL). This study aims to analyze the needs in developing Project Based Learning (PjBL) to enhance students' 21st-century skills. The method used in this study is the Research and Development (RD) approach, employing the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. In the needs analysis stage, data were collected through observations, interviews, and questionnaires administered to teachers. The analysis results indicate a high need for the development of project-based learning (PjBL); most teachers are aware of the importance of integrating 21st-century skills into learning. The development of Project Based Learning (PjBL) teaching modules is deemed highly necessary. Students' needs also highlight the necessity for a learning approach that is engaging, contextual, and encourages the development of critical thinking, collaboration, communication, and creativity skills.

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