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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 Principal's Contribution through Supervision to the Effectiveness of Learning Resource Utilization Ernawatie, Ernawatie; Berliani, Teti; Simanungkalit, Eva Marlina; Shelvia, Bet; Nanik, Nanik; Firmanto, Hezkiel Aldi
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1550

Abstract

An important strategy to enhance the quality of education is by optimizing the utilization of learning resources within the educational process. This study aims to analyze the role of the principal as a supervisor in the use of learning resources at SDN Bukit Bamba 1, Pulang Pisau. This qualitative research uses a case study approach with data collection through observation, interviews, and documentation. Research informants included the principal and teachers. Data analysis was conducted using an interactive pattern that included data condensation, data presentation, and drawing conclusions. The results show that the principal has a strategic role as a supervisor in improving the quality of learning by assisting teachers in the use of learning resources. The obstacles are limited supporting facilities, limited internet access, and a lack of variety of learning media. This study recommends the need to improve infrastructure, strengthen teacher training, and develop collaborative learning communities to support more varied learning.
The Correlation Between Learning Environment and Motivation on the Development of Students Speaking Skills at Ma Nwdi Gereneng Nazri, Adib; Fikni, Zahratul; Riana, Linda; Prasetyaningrum, Ari
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1320

Abstract

This study aims to examine the correlation between the learning environment and motivation on students’ speaking skills at MA NWDI Gereneng. Speaking is one of the essential components in English language learning, requiring not only linguistic mastery but also psychological support and a motivating environment. This research applied a quantitative correlational method involving 20 eleventh-grade students. The instruments used were a learning environment questionnaire, a motivation questionnaire, and a speaking test assessed through four indicators: fluency, accuracy, interaction, and comprehensibility. Data were analyzed using Pearson correlation and multiple linear regression. The results showed a very strong and significant correlation between the learning environment and speaking skills (r = 0.975, p 0.01), and between motivation and speaking skills (r = 0.950, p 0.01). Simultaneously, both variables significantly influenced students’ speaking performance, with a determination coefficient (R²) of 0.976. This means that 97.6% of the variation in students’ speaking skills can be explained by their learning environment and motivation. These findings emphasize the importance of a supportive, engaging classroom environment, along with the development of both intrinsic and extrinsic motivation, in enhancing students’ speaking ability in English. Teachers and schools should focus on creating positive classroom conditions and encouraging student motivation to support the success of English language learning.
Strategy Management in Improving the Quality of Learning for Residents Learning Pkbm Al Ghoutsillah Batu Tunau Village Abduh, Muhamad; Yahyadin, Muhammad; Ahdar, Muhammad; Suriansyah, Ahmad; Purwanti, Ratna
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1114

Abstract

This study aims to analyze the implementation of strategic management in improving the quality of learning at PKBM Al Ghoutsillah, Batu Tunau Village. The focus includes planning, implementation, and evaluation of strategies carried out by PKBM administrators to address educational challenges faced by learners, particularly school dropouts. The research method used is qualitative descriptive, utilizing observation, in-depth interviews, and documentation. The results show that the strategic management process includes formulating adaptive visions and missions, designing learning programs based on learners’ needs, and conducting regular evaluations to ensure quality improvement. In conclusion, the effective application of strategic management significantly contributes to increased motivation, participation, and learning outcomes of PKBM learners.
Investigating ChatGPT’s Genre-Sensitive Translation Behavior: A Theoretical Analysis Using Newmark’s Translation Method Febriansyah, Gema; Wallidaeny, Alwin Firdaus
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.v10i4.1295

Abstract

This study investigates ChatGPT’s genre-sensitive translation behavior using Newmark’s translation theory. Three English texts from distinct genres, that are academic (3519 words), literary (4153 words), and news (1242 words) were selected and translated using ChatGPT. The analysis focuses on identifying the dominant translation methods and procedures applied by the model across genres. Findings reveal that ChatGPT employs Semantic translation predominantly in academic texts to preserve terminological accuracy and logical clarity, while Communicative translation is favored in literary and news texts to enhance fluency and readability. The analysis also highlights genre-specific procedures such as modulation, transposition, equivalence, and cultural substitution. While ChatGPT demonstrates adaptive strategies in handling different genres, it struggles with idiomatic expressions and culturally embedded metaphors, particularly in literary texts. The study underscores the model’s surface-level functional awareness but also its limitations in interpreting deeper pragmatic and cultural nuances. These findings offer insights into AI-assisted translation and suggest pedagogical implications for training future translators.
The Effect of Nearpod in Enhancing Writing Skills of Thai EFL Students Br Samosir, Annida Adhwa; Ginting, Pirman
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.v%vi%i.1243

Abstract

The study was motivated by the identified shortcomings in students’ ability to write effectively in English, the less appealing teaching approach employed by the teachers, the emphasis placed on assignments and tests, and the limited use of interactive learning resources. This study examines how the integration of Nearpod affects the English writing proficiency of students in Satun, Thailand. The objective of this research is to explore how Nearpod influences the improvement of students’ English writing skills in Satun, Thailand. This study employed pretests and posttests as instruments for data collection.  This research employs the following data analysis techniques: 1. Normal Distribution Test, 2. Assessment of Variance Homogeneity, and 3. Hypothesis Evaluation Using the t-Test. To test the hypothesis, a t-test was utilized following the assessment of data normality and homogeneity. When the t-test findings indicated a significant impact on fertility (sig (2-tailed) = 0.001 0.05), The rejection of the null hypothesis (Ho) led to the acceptance of the alternative hypothesis (Ha).  The utilization of interactive learning media, such as Nearpod, markedly enhances the English ability in written expression Muslim Suka lower secondary school students in Thailand, surpassing the efficacy of conventional teaching approaches.
Differentiated Learning in the Merdeka Curriculum: A Literature Review on School Practices AP, Darius; Tumonglo, Yasri Tandi; Mar’ah, Faridah Husnatul; R, Hari
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.v10i4.1297

Abstract

This literature review explores the implementation of differentiated instruction within the context of Indonesia’s Merdeka Curriculum. As a major reform in the national education system, the Merdeka Curriculum promotes student-centered learning, flexibility, and autonomy in teaching. Differentiated instruction aligns closely with these goals by responding to learners’ diverse needs, interests, and readiness levels. The review synthesizes findings from national and international research to evaluate how differentiation is conceptualized, practiced, and challenged in real school settings. Key findings reveal that differentiated learning enhances student engagement, supports inclusive education, and improves academic outcomes when implemented effectively. However, it also uncovers several barriers, such as limited teacher preparedness, lack of professional development, and insufficient classroom resources. Many educators express a positive attitude toward differentiation but often struggle with its practical application due to workload, large class sizes, and curriculum constraints. The review emphasizes the need for systemic support, ongoing training, and reflective practices to ensure successful implementation. It also highlights the importance of policy alignment and school-level collaboration to cultivate a culture of differentiation. In conclusion, differentiated instruction is not just a pedagogical choice but a fundamental element in realizing the vision of Merdeka Curriculum—learning that is equitable, contextual, and meaningful for every student.
The Effect of TikTok on English Pronunciation of EFL Secondary School Learners Sulistiani, Tamara; Syahid, Abdul; Qamariah, Zaitun
Journal of English Language and Education Vol 10, No 2 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i2.826

Abstract

As technology evolves, its potential to enhance language learning methodologies, particularly in terms of pronunciation, is becoming increasingly apparent. This study investigated whether students taught using TikTok achieved better pronunciation accuracy compared to those taught using YouTube Shorts. A quasi-experimental design with a pretest-posttest approach was employed, involving 46 9th-grade students from a private Islamic high school in Palangka Raya City, Central Kalimantan Province, Indonesia. Students were divided into two groups: one group received a TikTok-based intervention, while the other group used YouTube Shorts as a comparison tool. The results showed that students exposed to TikTok experienced a significant improvement in pronunciation accuracy (p = 0.001, p 0.05) compared to the group using YouTube Shorts. This finding suggests that TikTok, with its interactive and engaging short video format, is more effective in improving pronunciation accuracy and intonation among EFL learners.
A Probe into Thai EFLTeachers’ Outlook on the Utilization of AI as Pedagogical Tool in EFL Classroom in Thailand Cantika, Cantika; Hasnah, Yeni
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.v10i4.1286

Abstract

This study explores English as a Foreign Language (EFL) teachers’ perspective on the integration of Artificial Intelligence (AI) in English language classrooms in Thailand. With the rise of AI-powered tools such as QuillBot, education is undergoing a transformation that promises personalized learning, improved student engagement, and enhanced language skills. Through qualitative methods, including open-ended questionnaires administered to two EFL teachers at Sri Aman Suska School No. 54, the research reveals generally positive perceptions of AI's potential in supporting instruction. Teachers reported that AI facilitated writing tasks, boosted student confidence, and supported personalized learning. However, challenges such as limited digital access, student overreliance, and lack of formal training were also identified. Despite these concerns, both educators emphasized the importance of balancing technology with human interaction, promoting ethical use, and encouraging critical thinking. The findings suggest that while AI holds significant promise for EFL education, its implementation must be carefully managed through teacher support, infrastructure development, and pedagogically sound integration strategies.
Can Peer Assessment Be Reliable as an Evaluating Instrument? Marsaulina, Rumondang Miranda
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.v10i4.1255

Abstract

Discourses asserting peer assessment on English learning process particularly regarding its either effectiveness or downfalls as an alternative evaluation method for English as a Foreign Language (EFL) learners have been disseminated. However, doubts on the lack of peer assessment’s capacity as an evaluating tool remains to need more validation by a study examining its reliability in a wider learning context to ensure if the method could be as reliable as teacher’s grading leading to a theory that peer assessment can serve for reducing teacher’s load especially for big classes. In that connection, this study aims to examine the reliability of peer assessment for a big class of first-year non-native English speaking university students majoring in software engineering but already passing English grammar and vocabulary for composing short text genres in their earlier semester. Methods used for collecting and analyzing the data were Wilcoxon reliability and Bivariate Pearson Correlation tests to compare students’ peer assessment and lecturer grading on narrative texts written by 56 software engineering students. The finding shows peer assessment as a tool for evaluating students’ writing quality has been in low reliability indicated from the incompatibility between the students’ peer assessment quality and the lecturer’s grading result. This study contributes to present evidence that peer assessment should be out of consideration as an instrument for evaluating the writing produced by non-native English speaking students despite their passing subjects expected to have enabled them to compose a narrative writing. The conclusion is peer assessment is weak in effect on relieving teacher’s assessment load in a big writing class of English for Foreign Learning (EFL) students in spite of their English grammar and vocabulary acquisition at a certain level, though the method might serve for giving non-grading related advantages such as promoting students’ metacognition.
Career Maturity of Southwest Aceh State High School Students Rahmiyati, Evi; Martunis, Martunis; Ummah, Izzatul
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1458

Abstract

Career maturity has been positioned as an important indicator in assessing students' readiness to plan and make career decisions realistically. In this study, the picture of the level of career maturity of students has been analyzed through a descriptive quantitative approach. A total of 1,255 students from SMAN 2, SMAN 5, and SMAN 8 have been made into the population, and 302 students have been selected as samples using simple random sampling techniques. The instrument used is a career maturity scale with 35 statement items, which has been adapted from Savickas and Porfeli (2011). Based on the results of the analysis, it was found that 54% of students were categorized as having high career maturity, 27% moderate, 18% very high, and 1% low. When viewed from its aspects, attention to career has been shown to be high by 41% of students, curiosity by 46%, confidence by 43%, and consulting is in the very high category by 43% of students. Thus, it can be concluded that most students have shown good career readiness. The ability to choose a job, seek information, make decisions, and accept advice from others has been successfully shown as a form of maturity in their career.

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