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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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The Impact of Interculture-Based Language Learning on English Paragraph Writing Skill in Higher Education: A Systematic Review Ilham, Ilham
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.v10i6.1294

Abstract

This study is a systematic literature review aimed at evaluating the effectiveness of Intercultural Learning (IBL) in improving English paragraph writing skills in higher education. IBL is recognized as a pedagogical approach that integrates linguistic, cognitive, and social aspects, supporting students in understanding cultural contexts when writing. This review analyzed 25 studies published between 2016 and 2025, focusing on the application of IBL in improving writing skills for students learning English as a foreign language (EFL). Research findings indicate that IBL significantly improves students' writing quality, particularly in terms of text structure, cohesion, and coherence. Additionally, this approach helps students develop higher cultural awareness and intercultural communication skills. However, the main challenges faced in implementing IBL include time constraints, teacher readiness, and skill gaps among students. This study emphasizes the importance of institutional support and adaptive learning strategies to maximize the effectiveness of IBL. Thus, IBL can be implemented sustainably to optimize the development of students' writing skills in the context of an increasingly global higher education system.
The Role of Mentawai Night in Cultural Preservation and Increasing Social Participation of the Mentawai Community Asnur, Lise; Fransiska, Serly Dwi; Mardhiyah, Mardhiyah; Putra, Sandra Yusda; Vanni, Vino Gion; Nofrializa, Nofrializa
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.v10i5.1695

Abstract

Mentawai Night is a regular cultural agenda serving a dual and crucial role in preserving local cultural heritage and increasing social participation among the Mentawai community. By featuring traditional arts and rituals, such as the Sikerei dance or gong music, and actively involving all community segments, the event not only provides a platform for authentic cultural expression but also significantly strengthens social cohesion and bonds. Nevertheless, organizers face significant challenges: a massive surge in visitors is typically observed only on the opening night, followed by a sharp decline in attendance during the subsequent week of the event. Therefore, innovative sustainability strategies—including program diversification or interactive workshops—are essential to maintain the event's appeal and relevance throughout its entire duration. By addressing these challenges, Mentawai Night holds substantial potential to evolve into an inclusive, self-sufficient, and sustainable model for community-based cultural activities for other island territories.
Heutagogy in Indonesian Higher Education: Cultural Challenges and Opportunities in Online EFL Learning Friska, Yuliana; Purnama, Syahfitri; Miranti, Ira
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.v10i6.1641

Abstract

This study highlights the importance of the application of heutagogy in online EFL learning in higher education, which is still rarely studied in the Indonesian context. There is a gap between heutagogy theories that emphasize learning autonomy and EFL teaching and learning that tend to be lecturer-centric. This study aims to analyze cultural challenges and opportunities in the application of heutagogy from the perspective of lecturers and students. Using a qualitative approach, data were collected through semi-structured interviews with participants from Universitas Pamulang and analyzed using thematic analysis. The results of the study show that there are cultural barriers such as lecturer-centered learning, a hierarchical educational structure, cultural views related to respect and obedience to lecturers, and language proficiency barriers. However, opportunities were also found in the form of increased autonomy, engagement, communication, collaboration, critical thinking skills, and fostering a lifelong learning mindset. This study concludes that heutagogy has the potential to enrich EFL pedagogy in Indonesia with the need for contextual implementation strategies and sustainable lecturer capacity development.
Duolingo and The Development of Speaking Skills: A Case Study Frans, Nofry; Wahani, Vera; Baureh, Gabriella A,D
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.v10i6.1703

Abstract

English‘s a crucial productive skill in global communication because it enables verbal interaction. Developing English speaking skills presents challenges, including shyness, limited opportunities for practice, and limited use of learning media that support active speaking practice. This study aims to investigate the effect of Duolingo use on the development of English speaking skills among English language students at Klabat University in the second semester of the 2024/2025 academic year. The research method used a mixed method, namely quantitative and qualitative research. The results provide evidence that Duolingo features can significantly help or challenge English speaking skills. Furthermore, the Duolingo application has contributed significantly to the development of students' communicative competence in English at Klabat University. However, the Duolingo application didn’t significantly impact student self-confidence. This’s evidenced by students' pedagogical recommendations regarding the need for improvement in Duolingo use, including the need for two-way features, evaluation and feedback features, and improvements to the Duolingo application.
The Difference Between Night and Morning Exercise in the Running Community to Physiologycal Recovery Areta, Handyan; Arfiansyah, Rengga Dio; Maharan, Eidelweis Yusida; Atha, Naufal Fathin; Pratiwi, Bunga Mayang Eka
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.v10i6.1716

Abstract

This study aimed to examine the difference between morning and evening training sessions on physiological recovery among members of a running community in Surabaya. A quantitative approach with a descriptive retrospective design was applied. Twenty participants were divided into two groups: morning runners and evening runners. Data were collected through an online questionnaire including the Pittsburgh Sleep Quality Index (PSQI) to assess sleep quality, the Profile of Mood States (POMS) to evaluate mood state, and Resting Heart Rate (RHR) measurement as an indicator of physiological recovery. Data were analyzed using the independent samples t-test to compare both groups. The results revealed no significant difference between morning and evening runners in terms of sleep quality (p=0.978), mood state (p=0.784), and resting heart rate (p=0.819). These findings suggest that training time does not directly influence physiological recovery as long as the exercise is performed consistently and supported by a healthy lifestyle. Therefore, body adaptation to exercise is more affected by sleep habits, stress levels, and consistent training routines rather than the timing of the activity.
A 4Cs-Based Framework for Arabic Language Curriculum to Improve Students’ Linguistic Competence Adawiyah, Yayah Robiatul; Aisyah, Aisyah; Lestari, Ana Fuji
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.1691

Abstract

Although 21st-century skills (the 4Cs) have been widely discussed in general education, studies that specifically examine their integration into the Arabic language curriculum remain limited. Most previous research emphasizes instructional methods or product-oriented curriculum development (RD), while qualitative and conceptual analyses focusing on how a 4Cs-based curriculum enhances students’ linguistic competence are still underexplored. This study aims to address this gap by exploring the implementation of a 4Cs-based Arabic language curriculum at Nurul Jadid University, a pesantren-based higher education institution in Indonesia. Using a qualitative descriptive approach, data were collected through observations, interviews, and document analysis. The findings reveal that integrating critical thinking, creativity, communication, and collaboration into the Arabic language curriculum contributes positively to students’ linguistic competence, contextual understanding, and relevance to real-life communication. However, the study also identifies challenges related to human resource development, particularly lecturers’ readiness and capacity to implement the 4Cs approach effectively. This study highlights the importance of curriculum innovation in strengthening 21st-century learning competencies within Islamic higher education.
Behaviorism Approach through Operant Conditioning: Motivating Students in English Speaking Class Sahabuddin, Ilham; Rasyid, Asriadi; Maming, Khadijah; Sianna, Sianna; Wahyuddin, Wahyuddin
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.v10i6.1682

Abstract

This study investigates whether applying behaviorist operant conditioning can better use reinforcement in EFL classrooms to increase students’ speaking confidence, skills, and motivation. Using a quasi-experimental, non-equivalent control-group design, an experimental class received reinforcement while a control class followed conventional instruction; pre/post tests and a Likert-scale motivation questionnaire were analyzed with t-tests. Results show significant gains for the experimental group: mean speaking scores rose to Satisfactory (82.37) versus the control’s Adequately outcome (69.12), score dispersion narrowed (SD 10.21 to 6.01), and post-test distributions shifted to Satisfactory. Motivation outcomes were robust, with most students reporting high motivation after reinforcement. We conclude that operant conditioning effectively strengthens desirable speaking behaviors, increases engagement, and reduces performance variability, offering a practical approach for speaking classes. Implications include integrating reinforcement, feedback, and repetition into classroom pedagogy to sustain gains.
Unlocking Student Writing Potential: Exploring Genre-Based Learning in the English Classroom Sholihah, Risma Zahrotus; Prastikawati, Entika Fani; Wahyuni, 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.v10i6.1778

Abstract

Writing remains one of the most challenging skills for Indonesian English as Foreign Language (EFL) learners, particularly at the secondary education level. This study investigates the effectiveness of Genre-Based Learning (GBL) in enhancing students’ writing abilities and explores their learning experiences throughout the instructional process. Employing a mixed-methods pre-experimental design, the research involved 32 eleventh-grade students from SMA PGRI 1 Pati who participated in an eight-session GBL intervention following the Building Knowledge of the Field (BKOF), Modelling of Text (MOT), Joint Construction of Text (JCOT), and Independent Construction of Text (ICOT) cycle. Data were collected through pre-test and post-test writing assessments focusing on narrative and analytical exposition texts, complemented by student learning journals completed after each session by a purposively selected subsample of 18 students who demonstrated significant performance variations. Quantitative analysis using paired sample t-tests revealed significant improvement in students' writing across five key components: content development, structure, grammar, vocabulary, and coherence. Qualitative thematic analysis of student reflections indicated enhanced confidence, understanding of text structures, and motivation to write, though some challenges with complex grammatical forms persisted. Findings suggest that GBL offers effective scaffolding for Indonesian EFL learners, fostering genre awareness and writing competence while supporting positive learning experiences.
The Implementation of Peer Feedback to Improve Writing Skills of the Eleventh Grade Students of SMA Negeri 1 Bungku Tengah Oli’i, Apriliani; Budi, Budi; Lebagi, Desrin; Rofiqoh, Rofiqoh; Putri, Dwi
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.v10i6.1780

Abstract

The aim of this research was to prove whether implementation of Peer Feedback effectively improve students’ writing skill. This study employed a quasi-experimental design. The population involved all eleventh-grade students at SMA Negeri 1 Bungku Tengah, totaling 277 learners. To determine the Experimental and Control groups, the researcher used cluster random sampling. The researcher used a descriptive text writing test to collect data in terms of pretest and posttest. However, only the experimental class received peer feedback treatment while the control group received other treatments. Organization, Content, vocabulary, grammar, and mechanics were the focus of this study. The results demonstrated that once peer feedback was introduced, the experimental group outperformed the control group on the post-test, with a mean score of 76.12 compared to 61.78. Meanwhile, analysis of the pre-test indicated that there was no statistically significant difference between the two groups’ average scores. In addition, the obtained significance value (2-tailed) was 0.001, which is lower than the standard level of 0.05. This suggests that the use of peer feedback has a statistically significant and meaningful effect on improving students’ writing skill. Consequently, peer feedback can be considered an advisable strategy for writing instruction. 
Discourse Ability in Speech Texts of Students of the Faculty of Letters, Nahdlatul Wathan University. Zainul, Zainul
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.v10i6.1711

Abstract

This study aims to analyze students' ability to construct a complete speech based on structural elements such as a title, greeting, introduction, body, and closing. The method used is descriptive qualitative, analyzing speech texts from a number of students. The results indicate that although students understand these elements, their application is still limited and does not support speech cohesiveness. The use of greetings and other pragmatic expressions is often inconsistent, resulting in less effective messages. In addition, students experience difficulty in organizing data and facts comprehensively, and introductions and closings are often inadequate. These findings highlight the need for training and a deeper understanding of speech structure and discourse analysis to improve students' ability to construct cohesive, contextual, and meaningful speeches.

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