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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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Blended Learning as a Catalyst: A Mixed-Method Study on Its Influence on Student Engagement and English Comprehension in a Batam Vocational School Hussien, M. Rabiddin; Samanhudi, Udi; Bachtiar, Bachtiar
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1300

Abstract

Blended learning, integrating traditional face-to-face instruction with online components, is increasingly recognized for its potential to transform English Language Teaching (ELT) by offering flexibility and enhancing engagement. This study aimed to investigate the impact of blended learning on students' engagement and English reading comprehension within a vocational high school in Batam. Employing a mixed-methods sequential explanatory design, quantitative data from pre-tests, post-tests, and questionnaires were collected from 80 second-grade students, supplemented by qualitative insights from semi-structured interviews with six students. Results indicated that blended learning significantly improved students' English reading comprehension, with the experimental group showing a substantial increase in scores compared to the control group. Student engagement levels were generally moderate to high, particularly in behavioural and technological aspects (students’ comfort and interaction with the digital platform and tools used for learning, including their ease of use and the perceived effectiveness of online materials), though emotional and cognitive engagement variations were observed. Qualitative findings elucidated these nuances, revealing how confidence and preference for direct instruction influenced engagement. The study underscores blended learning's robust potential to enhance academic achievement and engagement, even with mixed engagement profiles. These findings provide strong empirical evidence for integrating well-structured blended learning in vocational ELT, bridging classroom learning with workplace demands and preparing students for global career challenges.
Development of Technology-Based Education Curriculum as a Form of Sustainable Education Jaalussalam, Ejen; Pertiwi, Dian; Hidayat, Ishak; Romlah, Romlah
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1296

Abstract

The development of the times goes hand in hand with the development of technology and science, which automatically influences the world of education. Technology and education have a close relationship. In Indonesia, technology has been integrated into the curriculum system. The Indonesian government still implements an independent curriculum with the use of technology. A technology-appropriate and oriented curriculum system not only improves the quality of education but also serves as a catalyst for sustainable social and economic transformation. This is an interesting area to research, particularly in understanding the value of technology use in the educational curriculum. The research employs a descriptive qualitative method. The study, based on literature review, utilizes secondary data from existing studies. The research findings indicate that a curriculum system based on Information and Communication Technology (ICT) can create supportive learning environments. This is manifested in several ways, including engaging or interactive learning, more realistic learning experiences, more effective and efficient learning management, encouragement of independent learning, improved learning quality, flexible learning processes, and fostering positive responses in learning.
The Influence of Storytelling on Students’ Confidence in Speaking English : Out of The Class Context Mawaddah, Sakina; Maulina, Maulina; Rusli, Tri Indah
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1483

Abstract

Speaking ability is an essential skill in learning English as a Foreign Language (EFL), set many students still struggle to express themselves due to a lack of confidence and speaking anxiety. Although various studies have examined storytelling techniques as a learning strategy to improve speaking skills, most have focused on classroom contexts and have not specifically explored how storytelling competitions impact students’ confidence and speaking anxiety outside the classroom. This study aims to investigate how participation in storytelling competitions can influence students’ confidence in speaking English, reduce speaking anxiety, and identify the factors that affect students’ confidence after participating in such competition. This research uses a qualitative descriptive approach with semi-structured interview and documentation methods. The subjects of the study are three junior high school students who actively participate in storytelling competitions. The data were analyzed using thematic analysis techniques based on the six phases proposed by Braun and Clarke (2006). The findings demonstrate that self-confidence develops through four main sources of self-efficacy proposed by Bandura (1977). First, mastery experience emerged as the strongest factor, where repeated participation gradually reduced students’ nervousness and built their belief in their ability to perform. Second, vicarious experience from observing peers provided both motivation and learning opportunities that encouraged self-improvement. Third, verbal persuasion in the form of support and appreciation from teachers, parents, and peers played a crucial role in strengthening students’ confidence. Finally, although students initially experienced nervousness and anxiety, these feelings transformed into pride and satisfaction after performing, showing the importance of emotional regulation in public speaking. Overall, storytelling competitions not only reduce students’ speaking anxiety but also enhance their confidence, fluency, and readiness to use English in real communication contexts.
Pragmatic Analysis of Figurative Language in The Moon and Her Secrets Rachmaningtyas, Amelia Jacklyn; Sabat, Yulianto; Aisyah, Siti; Prasetyo, Yudy
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1324

Abstract

This study identifies and analyzes the types of figurative language in Leony Jardine's poetry collection The Moon and Her Secrets, interpreting their contextual meanings through a pragmatic perspective. Employing a qualitative descriptive method and Keraf’s classification, the research reveals that metaphor is the most frequently used device, followed by simile, with limited occurrences of personification, allusion, eponym, epithet, hypallage, irony, satire, and innuendo. These figurative expressions serve not only as stylistic devices but also convey emotional, symbolic, and interpersonal meanings shaped by context and speaker intention. Through close reading and contextual analysis, this study demonstrates how figurative language acts as a pragmatic strategy in poetic communication, enhancing the reader’s emotional engagement and understanding of the text. The findings indicate that poetic language fulfills both aesthetic and communicative purposes in expressing complex human experiences.
The Emoji Speaks of Visual Reflection of English Language Learning in Kindergarten: A Systematic Literature Review Sanhas, Tasman; Maulina, Maulina; Rahim, Titin Rahmiatin; Flores, Rosenell B.
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1318

Abstract

Emojis have evolved from informal digital symbols to useful teaching tools, particularly for young students learning English as a second language. The function of emojis in kindergarten classrooms in promoting visual communication, emotional comprehension, and language development is examined in this comprehensive literature review. We find patterns of emoji integration that improve vocabulary acquisition, promote emotional expressiveness, and facilitate cooperative contact by reviewing 22 peer-reviewed studies published between 2013 and 2024. We conclude that emojis speaks enable kindergarten learners' linguistic and social-emotional learning environments enhanced by serving as visual scaffolding and affective cues in English language learning. There includes discussion of the implications for digital tool development and classroom practice.
Students Perception towards Traditional Game in Improving Students' Motivation in English Language Learning Arsita, Dita; Sain, Yuliyanah; Nasrullah, Rahmat
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1406

Abstract

This study explores students’ perceptions of using the traditional game Lengko-lengko to enhance motivation in English learning. A descriptive qualitative method was employed with 15 seventh-grade students at SMP Negeri 20 Kendari as participants, selected through purposive sampling. Data were collected through semi-structured interviews and documentation, then analyzed using Miles and Huberman’s interactive model. The findings reveal that Lengko-lengko fosters three aspects of intrinsic motivation: curiosity, enjoyment, and sense of achievement. Students showed eagerness to explore new vocabulary, experienced greater enjoyment through interactive and collaborative activities, and developed pride and confidence from their achievements during the game. These aspects created a continuous motivational cycle that supported active participation, cultural appreciation, and positive attitudes toward English learning. The study suggests that integrating traditional games into teaching strategies not only enriches students’ language learning experiences but also preserves cultural values.
Beyond the Screen: Student’s Voices on eLearning Nurhaliza, Siti; Ramadhani, Diva; Efnawati, Yulia
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1468

Abstract

This study explores students’ perceptions of using eLearning technologies at SMAN 2 Tanjungpinang, aiming to understand the types of digital tools students use, their proficiency levels, and their attitudes toward integrating technology into learning. Using a quantitative descriptive method, data were gathered through a structured questionnaire distributed to 45 students. The survey focused on their use of devices, applications, and software related to eLearning, assessing both familiarity and confidence. Results indicate that while students generally view eLearning technologies positively—especially those that are user-friendly and accessible—their digital proficiency varies widely depending on the tool. Smartphones emerged as the most confidently used device, with 66.7% of students identifying as advanced users, likely due to their daily integration and ease of use. In contrast, only 6.8% reported advanced skills in using computers, and just 9.1% for tablets, suggesting a need for greater focus on these essential academic tools. Similarly, students demonstrated strong skills in general digital tools like search engines, but much lower proficiency with educational apps such as Duolingo and quizziz, where 62.2% were beginners. While platforms like TikTok, Instagram, and Google saw high user confidence, engagement with formal educational tools and productivity platforms was limited. These findings highlight a clear gap in academic digital literacy and emphasize the need for targeted digital education initiatives to better prepare students for technology-integrated learning environments.
The Effectiveness of Fable-Based Picture Book in Teaching Reading Comprehension of Narrative Text to Junior High School Pebriyani, Pebi; Surayya, Siti Ayu; Usuluddin, Usuluddin; Agustina, Yulia
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1356

Abstract

This study aimed to improve students’ reading comprehension skills in narrative text using a fable-based picture book. The participants of the study were seventh-grade students at MTs. Unwanul Falah NW Paok Lombok in the 2025-2026 academic year. Sample consisted of two classes divided into experimental and control groups. This study used a quasi-experimental method with non-equivalent control group design. Data were collected through pre-test and post-test. The results of the data analysis showed that the average post-test score of the experimental class reached 77.35, while the average post-test score of the control class was 68.82. The independent sample t-test analysis showed a significance value (2-tailed) of 0.036 0.05, indicating that Ho was rejected and Ha was accepted. Therefore, it can be concluded that fable-based picture book improved the reading comprehension skill of seventh-grade students at MTs. Unwanul Falah Nahdatul Wathan Paok Lombok.
Students’ Perception of Using Reciprocal Teaching on Reading Comprehension of 9th Grade Students at SMP N 1 Pematangsiantar Purba, Christian Neni; Manihuruk, Leonita Maria Efipanias; Sagala, Sepriyana; Damanik, Bernieke Anggita Ristia; Marpaung, Tiarma Intan
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1441

Abstract

This research aims to analyse students’ perceptions of the use of Reciprocal Teaching strategy in inferential level reading comprehension based on narrative text in 9th grade students at SMP N 1 Pematangsiantar. This research uses a descriptive quantitative approach using a closed questionnaire with a 4-point Likert scale. The sample is 32 students of grade IX.9 selected through a purposive sampling. Data were analysed using SPSS version 21. The results showed that overall, students’ perceptions of the application of Reciprocal Teaching were in the agree category with an average percentage of 83%. Specifically, the cognitive aspect obtained 84%, the affective aspect 85%, and the behavioural aspect 80%. These findings indicate that Reciprocal Teaching not only helps students understand texts both literally and inferentially but also increases motivation, interest, and active participation in reading activities. Therefore, this strategy can be recommended as an effective alternative in teaching reading comprehension of narrative text at the junior high school level.
The Utilization of Teaching Modules Through Learning Outside the Classroom in Improving Understanding of History Learning in Class X of SMA Negeri 5 Palu Rezki, Hikmah Setia; Nuraedah, Nuraedah
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1511

Abstract

This study aims to determine the use of teaching modules through learning outside the classroom in improving students' understanding of history learning at SMA Negeri 5 Palu. The background of this research is based on the low interest and understanding of students in historical material which is often considered boring and only focuses on theory. For this reason, more contextual learning innovations are needed by utilizing teaching modules that are arranged according to the needs of students and implemented through learning outside the classroom. The research method used is the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research subjects were students of class X MIA 4 and a follow-up trial was carried out in class XI Social Studies to see the consistency of the results of the implementation of the teaching module. The research instruments include observation sheets, comprehension tests, and student response questionnaires. The results of the study show that the use of teaching modules in learning outside the classroom is able to increase activeness, foster curiosity, and provide a more meaningful learning experience. The data from the evaluation showed an increase in students' understanding of history material both in class X and in the trial in class XI with the very good category. Thus, the use of teaching modules through learning outside the classroom can be used as an alternative strategy to improve the quality of students' understanding of learning history at SMA Negeri 5 Palu.

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