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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 890 Documents
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Digital Reading Practices and Urban Narratives: Exploring Medan’s Cityscape in Contemporary Literature Maulina, Intan; Fithriani, Rahmah; Pardi, Pardi
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.v10i6.1625

Abstract

This study investigates how Medan’s urban identity is constructed and reimagined through both traditional literary works and digital reading practices. Grounded in the constructivist–interpretive paradigm, it analyzes texts by Titan Sadewo, Ika Natassa, Hasan Al Banna, and Lucya Chriz, along with digital platforms such as @beyondthepage.mdn and KleioBuku. The findings reveal that Medan’s cityscape is a dynamic cultural construct shaped by memory, modernity, and digital participation. Digital literary communities foster new modes of interaction, where readers and writers collaboratively reinterpret urban experiences beyond the printed page. By examining these intersections, the study expands Indonesian urban literary discourse and highlights the transformative role of digital media in shaping contemporary representations of place and identity.
Students’ Perception on The Use Of ChatGPT in Research Writing Yeki, Dominikus; Bunau, Eusabinus; Rezeki, Yanti Sri
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.v%vi%i.1610

Abstract

The integration of Artificial Intelligence in education has transformed how students engage with academic tasks, particularly in research writing. Among various AI applications, ChatGPT has emerged as a widely used language model that assists students in generating, organizing, and refining research writing process. This study investigates students’ perceptions and behavioral intentions toward using ChatGPT in academic research writing, employing the Technology Acceptance Model as the analytical framework. A quantitative survey design was implemented involving 205 undergraduate students from the English Education Study Program at Tanjungpura University, representing the batch of 2020 to 2022. Data were collected through a 20 item online questionnaire using a five-point Likert scale and analyzed using descriptive statistics including means and standard deviations. The findings show consistently high perceptions across all constructs of the model, with Perceived Usefulness (M = 3.80, SD = 1.05), Perceived Ease of Use (M = 3.78, SD = 1.00), Attitude Toward Usage (M = 3.79, SD = 1.02), and Behavioral Intention (M = 3.96, SD = 0.97), all categorized as high. These results indicate that students find ChatGPT beneficial, easy to use, and supportive in enhancing writing quality and productivity. The results also suggest a strong intention to continue using AI tools for academic writing, reinforcing the relevance of the Technology Acceptance Model in the higher education context. This study concludes by emphasizing the importance of promoting ethical AI literacy and critical engagement to ensure that ChatGPT complements, rather than replaces, students’ intellectual and creative efforts.
Adaptive Partnership between SKB Randong and Ruteng Class II B Prison in Integrating Nonformal Education Programs Lima, Stofiani Susana; Makleat, Nirwaning; Acan, Herminsia Jesika Pax
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.v10i6.1675

Abstract

This study aims to analyze the adaptive partnership model between SKB Randong and Ruteng Class II B Prison in implementing nonformal education programs. Employing a qualitative case study design the research explores the mechanisms of planning, implementation, and evaluation encompassing four key activities such as Yoga, Communication Psychology, Barbershop, and Make-up Training. Data were collected through document analysis, participant observation, and in-depth interviews, analyzed using Miles and Huberman’s interactive model. Findings indicate that the adaptive partnership is structured around three main pillars. The pillars are collaborative coordination, implementation flexibility and reflective evaluation. Adaptiveness ensures program sustainability by allowing both institutions to adjust policies and resources in response to contextual dynamics. The integration of psychoeducational and vocational programs enhances emotional well-being, practical competence and a more humanistic institutional image. Theoretically, the study posits adaptive partnership as a mechanism for diffusing social innovation in nonformal education, offering a replicable model of cross-institutional collaboration applicable to other correctional settings.
When Words Offend: A Study of Indonesian Political Speech Loeis, Jhonson; Lubis, Heri Setiawan; Fadillah, Teuku Muhammad Raihan; Rangkuti, Rahmadsyah
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.v10i6.1594

Abstract

This study explores how political speech in Indonesia functions as a catalyst for public anger by violating cultural norms of respectful communication, or tata bicara. Using Critical Discourse Analysis (CDA), it examines five controversial statements made by public officials between 2023 and 2024, analyzing how linguistic choices—such as tone, vocabulary, and framing—trigger emotional backlash. Data were collected from televised interviews, press conferences, and online news reports that documented these public statements. The selected data represent speech events that sparked significant public debate and reactions on social media. Findings reveal recurring patterns of superiority language, blame-shifting, and a lack of empathy, all of which undermine expectations of humility and politeness in political discourse. Drawing on Politeness Theory, Speech Act Theory, and sociolinguistic insights, the study argues that public anger is not just a reaction to policy, but to the emotional and moral dissonance created by disrespectful speech. In the Indonesian context, language is deeply tied to social harmony; when violated, it becomes a site of moral contestation. The research highlights the urgent need for empathetic authority in political communication.
Ali Asghar Engineer's Thoughts on Liberation Theology and Its Implications for Islamic Education Fikri, Ziad; Qorib, Muhammad
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.v10i6.1642

Abstract

Contemporary Islamic education in Indonesia faces a fundamental crisis characterized by three main problems: educational goals oriented to ritual obedience without critical awareness of social injustice, a curriculum dominated by normative-doctrinal approaches without integration of contemporary social reality analysis, and authoritarian learning processes that do not provide space for critical thinking. This research aims to analyze Ali Asghar Engineer's thoughts on liberation theology and its relevance to the transformation of contemporary Islamic education. The research method uses a qualitative approach with library research and philosophical analysis of Engineers' thinking through primary and secondary sources. The findings show that Engineer's liberation theology is built on three fundamental pillars: monotheism as a theological foundation that rejects servitude other than God, movement as an instrument of practical change, and social justice as the ultimate goal. Implications for Islamic education include: (1) the transformation of educational goals from ritualistic to transformative-liberative that results in a critical awareness of social injustice, (2) the reconstruction of the liberative curriculum with an Engineer hermeneutic approach that distinguishes normative (justice, equality, peace) and contextual elements in the Qur'an, (3) the implementation of liberating values (justice, equality, anti-discrimination, freedom of critical thinking) through methodology Dialogical-Democratic Learning. This research contribution provides a theoretical-practical framework for the development of Islamic education that is responsive to contemporary challenges such as radicalization, social inequality, and gender discrimination, and enriches liberation theology discourse in the Islamic tradition with a focus on educational applications that have not been explored much in previous research.
Using the Guided Reading Strategy to Improve Students’ Reading Comprehension Rahma, Nadia; Mashuri, Mashuri; Agussatriana, Agussatriana; Suriaman, Aminah
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.v10i6.1658

Abstract

Reading comprehension is a fundamental skill in English learning, yet many students still face difficulties in understanding texts effectively. This gap between theory and classroom practice calls for more effective teaching strategies. This study aimed to examine the effectiveness of the Guided Reading Strategy (GRS) in improving the reading comprehension of eighth-grade students at SMP Negeri Model Terpadu Madani. Using a quasi-experimental design, the research involved an experimental and a control group. Data were obtained through pre-tests and post-tests and analyzed using SPSS version 27 with Levene’s Test, Shapiro–Wilk Test, and the Mann–Whitney U Test. The findings revealed that the mean post-test score of the experimental group (78.31) was approximately 20% higher than that of the control group (65.06), indicating a significant improvement in students’ reading comprehension. Therefore, the Guided Reading Strategy effectively enhanced students’ ability to comprehend definition exposition texts.
Turn-Taking Strategy as Gender Performance in EFL Classroom Interaction Oktarini, Widya; Citraningrum, Dina Merdeka
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.v10i6.1706

Abstract

This research aims to uncover patterns of turn-taking strategy differences between male and female students, and how these differences affect their engagement and participation in classroom discussions. The study is expected to provide deeper insight into the gender-based interaction dynamics in foreign language classrooms, offering valuable contributions to the development of more inclusive teaching methods. This research is qualitative with descriptive approach. The subjects of this study are second-semester students of the English Education Program at Muhammadiyah University of Jember.There are 20 students who participated in this study. The result of the research reveals that there are some turn taking strategy used by male and female students including self-selection, speaker-selected, overlapping talk, backchannels and silent delay which are used dominantly by the female students. Several factors that influence the selection of turn-taking strategies include self-confidence, social gender roles, and the influence of the classroom environment. Women feel more empowered when the classroom provides equal opportunities for all students to speak. In conclusion, The evolving social gender influence in education allows women to participate more in EFL classroom and take more initiative in conversations, which are typically dominated by men.
Implementation of the Independent Curriculum at State Senior High School 2 Palembang: Towards a Multitalented Generation Syaifullah, M. Farhan; Safitri, Putri Dia; Mandasari, Mandasari; Aulia, Putri Miftah; Abdurramansyah, Abdurramansyah
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.v10i6.1537

Abstract

This study explores the implementation of the Independent Curriculum at SMA Negeri 2 Palembang, aiming to analyze its impact on student-centered learning and character development. Employing a qualitative case study approach, the research involved the entire school community, with purposive sampling of key informants such as the principal, curriculum coordinators, teachers, and students. Data were collected through participatory observation, in-depth interviews, and documentation, and were then analyzed thematically using Miles and Huberman's model. The findings reveal that the school has successfully applied various strategies, including forming a Learning Committee, conducting House Training, and integrating the Pancasila Student Profile Project. These efforts have enhanced student creativity, independence, and skills, although challenges remain in teacher adaptation and resource availability. The study concludes that the Independent Curriculum strengthens student competencies and character, but recommends further comparative research and improved teacher training for broader impact.
Expressive Speech Acts Used by Jude Bellingham in His Personal Brand Development on Youtube Nuralam, Muhammad Aria Ekaputra; Suswanto, Deni; Listiani, Toneng
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.v10i6.1666

Abstract

Language plays a vital role in expressing human emotions, intentions, and identities across various social contexts. Within the framework of speech act theory, expressive speech acts serve as a medium through which speakers convey psychological states and attitudes toward particular situations. This study examines the types and functions of expressive speech acts used by Jude Bellingham in his personal brand development through his YouTube documentary. The research applies Searle’s (1969) classification of expressive speech acts and Ronan’s (2015) typology to analyze how Bellingham communicates emotions, attitudes, and social values in authentic, context-rich settings. A qualitative descriptive method is employed, using naturally occurring linguistic data from the documentary to identify and interpret expressions of gratitude, pride, humility, and empathy within Bellingham’s discourse. The findings reveal that expressive speech acts play a crucial role in shaping his public persona, reinforcing his authenticity, maturity, and relatability as a global athlete. Furthermore, the study highlights the intersection of linguistic expression, cultural adaptation, and personal branding in the digital era. This research contributes to the field of pragmatics by expanding the analysis of expressive speech acts into the domain of sports communication and digital self-presentation.
The Effect of Digital Innovation through Duolingo and Artificial Intelligence on English Language Learning Outcomes Elida, Yusti; Oktadela, Resy; Hadiyanti, Putri Octa; Yuliani, Sri; Ganisa, Ratu
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.v10i6.1635

Abstract

This study investigates the effect of Duolingo, an AI-enhanced mobile learning platform, on English language learning outcomes among sixth-grade students at Sekolah Dasar Islam Terpadu (SDIT) Imam Syafii Cendikia, Pekanbaru. Despite the growing integration of digital technologies in Indonesian secondary and higher education, the application of AI-based platforms in Islamic elementary schools remains limited. This research addresses this gap by examining how adaptive, gamified learning tools can enhance linguistic achievement while maintaining alignment with Islamic educational values. A one-group pretest-posttest quasi-experimental design was employed with 30 participants over six weeks. Results indicated significant improvement in English proficiency, with mean scores increasing from 62.47 (SD = 10.42) to 81.63 (SD = 7.91), yielding a large effect size (Cohen's d = 0.88). Questionnaire data revealed highly positive student perceptions (M = 4.36, SD = 0.52) regarding motivation, usability, and attitudes toward AI-based learning. Classroom observations confirmed high engagement levels (M = 4.32) across attention, participation, and collaborative behavior. The findings suggest that AI-driven adaptive learning platforms can effectively personalize instruction, reduce achievement gaps, and foster intrinsic motivation in mixed-ability classrooms when culturally contextualized within faith-based pedagogy. This study contributes empirical evidence supporting the integration of AI-assisted language learning in Indonesian Islamic elementary education.

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