cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Sulhan
Contact Email
journalenglisheducation@gmail.com
Phone
+6285814878301
Journal Mail Official
journalenglisheducation@gmail.com
Editorial Address
TB. Simatupang, Jl. Nangka Raya No.58 C, RT.5/RW.5, Tj. Barat., Kec. Jagakarsa, Jakarta Selatan, Provinsi DKI Jakarta, 12530, Indonesia
Location
Kota adm. jakarta selatan,
Dki jakarta
INDONESIA
JEdu: Journal of English Education
Published by Universitas Indraprasta PGRI
ISSN : 27985164     EISSN : 27986543     DOI : https://doi.org/10.30998/jedu.v1i2.4129
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JEdu: Journal of English Education focused to publish high-quality articles dedicated to all aspects of the latest outstanding research and developments in the fields of English Education. The scope of this journal encompasses to study of English Education, Literature, Linguistics, and Translation.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 122 Documents
 9   10   11   12   13 
Self-Regulated and Online Collaborative Grammar Learning Via Google Multi-Platforms: Indonesian Case Study Febriyanti, Rina Husnaini
JEdu: Journal of English Education Vol 5, No 1 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i1.13956

Abstract

Grammar acquisition is essential in learning English as the fundamental component in leveraging language skills. However, attaining the grammar competency optimally for Indonesian EFL learners encounters the challenges with various factors. Hence, a proper applicable approach is necessary to be adopted such as incorporating self-regulation strategy, online collaboration learning, and technology enhancement in grammar instruction. This study attempts to investigate the students perspectives in self-regulated and online collaborative grammar learning via Google multi-platforms. Employing a qualitative case study with questionnaires that distributed to 104 and 10 for the interviews of undergraduate sophomore students. The findings revealed that the participants positively perceived on self-regulated strategy and online collaborative grammar learning via Google multi-platforms. The implication of the current study can be as the consideration for educators, researcher, and technology developers relating utilizing online setting, collaboration activity, and technology aid in a grammar instruction.
Integration of Local Culture into Communicative Language Teaching Method to Improve Speaking Ability of Extracurricular Students of SMPN 15 Bekasi Rohman, Fadlur; Deprina, Faza Putri; Silalahi, Rachel Martha Ully; Wirianti, Zubaidah; Manurung, Ersa Beta Damayanti; Widya, Widya
JEdu: Journal of English Education Vol 5, No 1 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i1.13960

Abstract

The Community Service Program (PKM-PM) at SMPN 15 Bekasi City, which ran from 30 April to 18 July 2024, aimed to improve students' speaking skills through wayang performances in English. By applying the Communicative Language Teaching (CLT) method, the program combined the structural and functional aspects of language with local culture through shadow puppets and folklore in seven meetings that included material explanation, demonstration of puppet movements, and role play. The evaluation showed students' enthusiasm and significant progress in speaking skills, with 15 students successfully performing a wayang performance in English with improved vocabulary, confidence and speaking skills. To ensure the sustainability of the program, regular training for teachers, integration of the program in the extracurricular curriculum, development of a puppet-based learning module, involvement of alumni and parents, and periodic evaluations to measure effectiveness are recommended. In addition, seeking collaborations with other educational institutions, cultural organizations, and providing additional resources such as books and online materials will support the future success of the program.
The Effect of Digital Flashcards on Vocabulary Mastery of the 7th Grade Students at SMPN 2 Cibitung Hudayani, Ria Dewi; Muhammad, Aris Setiawan; Mutiara, Dewi; Nurlela, Neng Siti
JEdu: Journal of English Education Vol 5, No 1 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i1.13976

Abstract

Vocabulary is the important thing to learn in English, but there are still many people who find it difficult to master vocabulary because of the lack of media to master it. This research was designed with the aim of finding out the effect of digital flash cards on vocabulary mastery. The design used in this research is quantitative research using pre-experimental methods. The sample in this research was 29 class 7B students at SMPN 2 Cibitung. This research was carried out by conducting a pretest, then continued with treatment for two meetings while observing, then a posttest was held after the treatment. Data in this study were collected using vocabulary test instruments at pretest and posttest, as well as observations made during the treatment. The results of this research show that students' vocabulary mastery increased after carrying out treatment using digital flash card media. This can be seen from the average score which increased from 31,28 to 61,38. Data from the results of the paired sample t-test in the SPSS application shows a significance of <0,001, which is smaller than 0,05. Then, from the observation results, it was found that digital flash cards had a positive impact on students' vocabulary mastery. The data findings from this research indicate that digital flash cards have the effect of increasing vocabulary mastery.
Knowledge & Treatment of Students Who are Potentially Dyslexic: Teachers Perspectives Septiani, Komang; Artini, Luh Putu; Ana, I Ketut Trika Adi
JEdu: Journal of English Education Vol 5, No 1 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i1.13989

Abstract

This study aims to: (1) explore classroom teachers knowledge of dyslexia in teaching English as a Foreign Language (EFL) to second-grade elementary school students who are potentially dyslexic; and (2) examine the classroom treatments or support provided for those students. A qualitative case study approach was employed, with data collected through semi-structured interviews and classroom observations at three public elementary schools in Singaraja, Bali. This method facilitated a comprehensive exploration of teachers knowledge of dyslexia and the treatments they provide to support students who are potentially dyslexic. The participants were classroom teachers responsible for teaching English to second-grade students. The study focused on teachers knowledge and the treatments offered to students showing signs of potential dyslexia. Among the three teachers interviewed, varying levels of understanding regarding dyslexia were evident. Only one teacher was able to relate certain student difficulties specifically in reading, writing, and spelling to dyslexia. In contrast, the other two teachers observed similar challenges but did not associate them with dyslexia. Furthermore, none of the participants demonstrated awareness of the broader range of dyslexia-related characteristics, such as difficulties in phonological processing, memory, or visual perception. As a result, the treatments provided were general in nature such as extended time, verbal encouragement, and individualized support but lacked specialized approaches, including multisensory techniques or assistive technologies. These findings suggest the need for targeted teacher training and inclusive practices to support potentially dyslexic students more effectively.
Integrating Artificial Intelligence in English Language Learning: A Systematic Literature Review Prayogo, Lego; Agustin, Rizka Kamalia; Puspita, Bella
JEdu: Journal of English Education Vol 5, No 2 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i2.14647

Abstract

The rapid development of Artificial Intelligence (AI) has had a significant impact on education, particularly in English language learning. AI offers more adaptive, personalized, and interactive learning approaches that can be tailored to individual learner needs. This study aims to systematically review empirical literature on AI integration in English language learning published between 2021 and 2025. Using the Systematic Literature Review (SLR) method and following PRISMA guidelines, a total of 23 articles from Crossref and Google Scholar were analyzed based on educational level, type of technology used, and learning outcomes. The findings reveal that AI is most widely applied at the secondary and university levels, with chatbot technology being the most dominant. The main impact of AI integration includes improved language skills (speaking, writing, reading, listening), enhanced learning motivation, automated feedback, and flexible learning. The study concludes that AI contributes positively to the effectiveness of English language learning, although challenges such as infrastructure readiness and teachers' digital competence still need to be addressed for optimal implementation.
A Study of EFL Learners: Student Team Achievement Division Method in Increasing Students' Argumentative Text Writing Fitriana, Meida; Yusup, Mohamad
JEdu: Journal of English Education Vol 5, No 2 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i2.14722

Abstract

English has become a necessity for everyone to be able to communicate in today's global era.  This study aimed to identify the application of the Student Team Achievement Division (STAD) learning method to improve the ability to write argumentative text in fifth-semester students of STISIP Banten Raya. This research was a descriptive qualitative research and the object of this research is 28 students of STISIP Banten Raya Pandeglang. In learning English there are four skills that must be possessed, namely listening, reading, writing, and speaking skills. In STAD method there is one component that must be implemented, namely team formation, student are organized based on their pre-test result. Each team consists of from three students with different level English proficiency such as high, medium, and low proficiency. Thus forming a team with heterogeneous member abilities is a best choice. The research instruments used were tests and observations. The test used as a pre-test and post- test. Students worked in a team and assisted each other in learning the assigned material. All team members had to sign the worksheet as proof of their study. Then, students took a test/quiz individually without assistance from other students. Finally, their test scores are compared with those obtained on previous tests. The average score improvement of all over members in team used as team score that can be categorized as a good, excellent or great team. The results of the study stated that the average pretest score obtained by students was 66 and the post-test results increased to 74. In addition, the results of the study also showed that students' enthusiasm in learning English writing was better than before. 
Ecological Perspectives in Language Education: A Critical Look at ELT Practices in Higher Education Rizal, Rizka Patrika; Seli, Fenny Yutika
JEdu: Journal of English Education Vol 5, No 2 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i2.14572

Abstract

As global environmental challenges intensify, integrating green ecoliteracy into higher education has become increasingly relevant, including within English Language Teaching (ELT). This study explores how ecoliteracy is represented and practiced in ELT curricula at the tertiary level, focusing on syllabi, textbooks, and educator perspectives. Employing a qualitative research design, the study combines content analysis of three ELT syllabi and textbooks with semi-structured interviews involving two lecturers and a program coordinator at a private university. The results reveal that while environmental themes occasionally appear in course materials, their integration is often incidental, fragmented, and lacks critical engagement. Institutional and pedagogical barriers—such as limited curriculum guidelines, insufficient teacher training, and a dependence on commercial textbooks—hamper the effective inclusion of ecoliteracy. Nevertheless, there is growing awareness among educators of the potential value in embedding sustainability themes to promote critical thinking, global citizenship, and interdisciplinary learning. This study underscores the need for structured, localized, and critically designed materials and professional development initiatives to support the meaningful inclusion of green ecoliteracy in ELT at the higher education level.
Technological Advances in Dejavu Movie Matondang, Adira Gautama; Dwiastuty, Nina; Prasetyo, Agung; Miranti, Ira; Muniroh, Zumrotul; Santoso, Doni Anggoro Ari
JEdu: Journal of English Education Vol 5, No 2 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i2.14267

Abstract

The purpose of this study is to find out about technological progress in the film that explains and represents technological progress in the movie Dejavu, namely the development in the scheme and story containing the Theory of Relativity previously proposed by Albert Einstein. This is in several explanations and interpretations of logic, namely the proof of the representation of space and time with electromagnetic wave tools, which are widely available in our environment, although sometimes less realized, for example, an instrument that occurs every time we travel either on foot or by using a vehicle, then the acceleration produced will also be different in space and time. That is an example of an instrument that will be explained through a film work. This research method uses a descriptive qualitative method and uses the Theory of Relativity consisting of Acceleration Relativity, Time Expansion, Lorentz Contraction, and Mass and Energy Relativity. Based on the results of this Dejavu movie research, it can explain in detail how an object can move from one place to another, with a percentage connecting the Theory of Relativity with this Dejavu movie, it is concluded that Acceleration Relativity has 8 scenes (65%), Time Expansion has 3 scenes (15%), Lorentz Contraction has 2 scenes (10%), and Mass and Energy Relativity has 1 scene (5%). Acceleration relativity is present in certain accelerations although from science there are still some things that are still under development, in addition to technological advances based on CGI (Common Gateway Interface) which is a benchmark for combining technology in a film so that the understanding that is done can be conveyed clearly and realistically.
Linguistic Features of Online Scam Messages: A Forensic Analysis of Deceptive Communication Language Pradesi, Deliana; Marlianingsih, Noni
JEdu: Journal of English Education Vol 5, No 2 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i2.14352

Abstract

This research investigates the linguistic features commonly used in online scam messages from a forensic linguistic perspective. The researcher uses a qualitative descriptive approach to analyze twenty scam messages collected from SMS, WhatsApp, and email platforms. The data reveal recurring patterns of deceptive language, including impersonation of official institutions, expressions of urgency, persuasive tone, and call-to-action strategies. These linguistic features are used intentionally by scammers to manipulate victims and create a false sense of trust or fear. The findings highlight how language functions as a tool of deception in digital fraud, offering valuable insights for digital literacy education and forensic investigation. This research contributes to understanding deceptive communication and the practical application of forensic linguistics in combating online scams.
TBLT Strategy: Its Effectiveness in TBLT for the Eighth Grade Students at Salsabila Islamic School of Palembang Yunarti, Yunarti; Syahri, Indawan; Yukamana, Hanni
JEdu: Journal of English Education Vol 5, No 2 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v5i2.14513

Abstract

The research was carried out to investigate the significant effect of the TBLT (Task-Based Language Teaching) and students’ reading motivation on their reading comprehension achievement. The research employed an experimental approach with a factorial framework to investigate the interaction and individual impacts of the variables that were independent. The study population included all eighth-grade students at Salsabila Islamic School Palembang during the 2024–2025 academic years, encompassing four classes with a combined total of 120 students. From this population, a total of 60 students were purposively selected from the population, with 30 students placed in the experimental group and the remaining 30 students in the control group. The data collection methods included a reading motivation questionnaire and reading comprehension tests, both administered as pretests and posttests. The questionnaire, consisting of 20 structured items, aimed to measure the students' levels of reading motivation. The comprehension test consisted of 40 multiple-choice questions, each with five answer options, designed to evaluate the students’ understanding of reading materials. To analyze the data, several statistical techniques were utilized. Specifically, the paired sample t-test, independent sample t-test, and two-way ANOVA were used. All statistical analyses were conducted using SPSS version 22. The results of the hypothesis testing indicated that all four hypotheses yielded statistically significant outcomes, as shown by p-values less than 0.05. Based on these findings, it can be taken the conclusion that the implementation of TBLT strategy has a positive and significant influence on improving students’ reading comprehension. Thus, TBLT is recommended as an effective pedagogical approach in English language instruction, particularly in enhancing reading skills among junior high school students.

Page 12 of 13 | Total Record : 122

 9   10   11   12   13 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol 5, No 2 (2025): JEdu: Journal of English Education Vol 5, No 1 (2025): JEdu: Journal of English Education Vol 4, No 3 (2024): JEdu: Journal of English Education Vol 4, No 2 (2024): JEdu: Journal of English Education Vol 4, No 1 (2024): JEdu: Journal of English Education Vol 3, No 3 (2023): JEdu: Journal of English Education Vol 3, No 2 (2023): JEdu: Journal of English Education Vol 3, No 1 (2023): JEdu: Journal of English Education Vol 2, No 3 (2022): JEdu: Journal of English Education Vol 2, No 2 (2022): JEdu: Journal of English Education Vol 2, No 1 (2022): JEdu: Journal of English Education Vol 1, No 3 (2021): JEdu: Journal of English Education Vol 1, No 2 (2021): JEdu: Journal of English Education Vol 1, No 1 (2021): JEdu: Journal of English Education More Issue