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INDONESIA
Journal Of Academia In English Educations (JADEs)
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 27220168     EISSN : 27979245     DOI : 10.32505
Core Subject : Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other
JADEs is an acronym for Journal of Academia in English Education. JADEs is a journal published by English Language Education and Teacher training Program, State Institute for Islamic Studies (IAIN) Langsa. JADEs is published twice a year both online and printed forms containing the results of studies and research in the fields of English Education, Literature and English Applied Linguistics. It also includes related articles from various perspectives and analysis from various sources. JADEs: Journal of Academia in English Language Educations invites scholars, researchers, and students to contribute the result of their studies and researches on Language, English Language Education, Linguistics and Literature. English Language Teaching Language Education Linguistics Literature
Arjuna Subject : Umum - Umum
Articles 127 Documents
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Bridging the Gap in Speaking: Local Folktales as a Strategy for Active Participation in EFL Education Hambali, Amriani; Marlini Novianty
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.12776

Abstract

This study investigates the use of local folktales as a culturally responsive strategy to enhance students’ active participation and confidence in English speaking classes. The research was conducted as a one-shot descriptive case study involving 15 students from a junior high school in the Selayar Islands, Indonesia. Over five sessions, students participated in a series of folktale-based speaking activities, including discussion, retelling, word shopping, and role play. Data were collected through classroom observations, video recordings, and a perception questionnaire. The findings revealed that folktales effectively encouraged students to speak more actively, ask questions, and express opinions, particularly during discussion and role-play activities. Students reported high levels of enjoyment and motivation, attributing their increased confidence to the familiarity and moral values of the stories. Although participation was lower in retelling tasks, the overall results highlight the potential of culturally grounded materials to foster communicative engagement and reduce speaking anxiety. Despite its limited scope and duration, this study provides pedagogical insights into integrating local narratives in EFL classrooms to make learning more meaningful and culturally relevant.
Exploring EFL Students of Game Based Activities in Enhancing Their Receptive Skills Maharani, Laura; Elanneri Karani; Tutik Haryani
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.12881

Abstract

This research study explores the effectiveness of game-based activities in developing the receptive skills of learners of English as a Foreign Language (EFL) with a focus primarily, but not exclusively, on listening and reading comprehension. In a climate of limited exposure to authentic English and generally low rates of student engagement, games offer an attractive alternative to traditional teaching.This study adopts a qualitative descriptive design, using a literature review to analyse previous empirical studies from reputable journals involving both traditional and computer-based games. The analysis revealed that traditional games such as Chain Whisper, Whisper Race and Tic Tac Toe effectively improved students’ auditory comprehension, focus and motivation. Additionally, digital games, including America’s Army, Grammarian Android, Classcraft, Quizizz and BTS Island: In the SEOM, are associated with enhanced reading comprehension, vocabulary development, and engagement of learners. The outcomes align with significant language learning theories such as Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Self-Determination Theory; specifically, they espouse the idea that comprehension and sustained learning are optimized in contexts where enjoyment is prioritized and there is low anxiety. This study suggests that employing game-based activities in EFL teaching may lead to more meaningful, participatory, and autonomous learning that improves students’ receptive skills and interest in learning English. Keywords: game-based learning, receptive skills, EFL learners, listening comprehension, reading comprehension.
Leveraging Gamification (Quizizz) for Enhanced Reading Comprehension Outcomes: A Quasy Experimental Investigation at Junior High School Wati, Shafrida; Afrida, Nina; Muslem; Permata Sari, Melly
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.12998

Abstract

This study examined the effectiveness of Quizizz, a gamified digital learning platform, in enhancing students’ reading comprehension of descriptive texts at Junior high school in Langsa. Utilizing a quasi-experimental design with pre-test and post-test, the study involved 47 ninth-grade students divided into experimental and control groups. Statistical analysis conducted with SPSS version 25 revealed a significant improvement in the experimental group's mean reading comprehension score from 48.88 in the pre-test to 64.42 in the post-test, with an average gain of 15.54, compared to the control group's smaller gain of 7.00 (pre-test mean = 46.67, post-test mean = 53.67). The independent t-test confirmed a statistically significant difference between the groups (p = 0.000 < 0.05). These results underscore that Quizizz not only improves reading comprehension outcomes but also cultivates a more engaging and student-centered instructional environment. It is recommended that educators integrate Quizizz as an innovative instructional tool to foster student engagement and optimize reading comprehension proficiency.
The English Education Students’ Perceptions of Using Authentic Materials to Enhance Critical Thinking in the EFL Classroom Ardianti, Amelia Putri; Christianti Tri Hapsari
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.13090

Abstract

This study explores English teachers’ perspectives on the use of authentic texts in language learning. It aims to provide a clear understanding of how teachers perceive and apply authentic texts in various classroom contexts. The research focuses on identifying teachers’ attitudes, strategies, and challenges in integrating authentic materials into teaching practices. The urgency of this research is located on the increasing demand for 21st-century education that develops students' abilities to think critically, solve problems, and apply knowledge in real-life contexts. A qualitative descriptive approach is employed, using an open-ended questionnaire as the main instrument to capture teachers’ experiences and perspectives. The collected data will be analyzed thematically to reveal patterns and key issues emerging from teachers’ responses. The findings are expected to contribute both theoretically and practically by offering insights into effective and contextual English language teaching. Furthermore, the study benefits pre-service teachers, especially seventh-semester students of English Education programs, by helping them connect theoretical knowledge with real classroom practices. Ultimately, this study seeks to bridge the gap between pedagogical theory and teaching reality in EFL classrooms.
A Systematic Library Review on the Role of English-Language Films in Enhancing Vocabulary Acquisition Among Generation Z EFL Learners Hafizah, Lafifatul; Hilwa Taqiyya, Athifah; Dzakira, Salsabila Putri; Indah Mala Rohmana, Wahyu
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.13348

Abstract

This study examines the use of English-language films as a medium for improving vocabulary acquisition among Generation Z learners in English as a Foreign Language (EFL) setting. As digital-native learners who favor visual and interactive input, Gen Z often finds conventional vocabulary instruction less engaging. Films provide authentic dialogue, contextual cues, and subtitles that support lexical retention and meaningful comprehension. Using a qualitative library-based approach, this research reviewed 10 studies published between 2015 and 2025 and analyzed them through thematic content analysis. The review highlights several recurring findings: films enhance vocabulary retention through contextual exposure, subtitles strengthen lexical awareness, and audiovisual input increases learner motivation. Subtitled films are shown to improve both receptive and productive vocabulary, especially when paired with active learning strategies such as note-taking and group work. Evidence from Indonesian EFL contexts also shows gains in lexical fluency and pragmatic ability. Overall, films offer a more engaging alternative to rote memorization and align well with Gen Z learning habits. The study recommends integrating film-based tasks into classroom practice to support communicative competence, digital literacy, and broader cultural understanding.
Assertive speech acts in Kompas.com news texts: a pragmatic Analysis Fani Agustina Putri; Alfina Roisatul Isnaini; Neli Novita Sari; Sahril
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.13718

Abstract

This study examines assertive speech acts in Kompas.com news texts using a pragmatic approach grounded in Searle’s speech act theory. The research employs a descriptive qualitative method, with data drawn from a Kompas.com news article reporting the Jakarta floods. The data consist of clauses and sentences containing assertive speech acts, which were collected through documentation and analyzed based on their types and pragmatic functions. The findings reveal that assertive speech acts dominate the news text, appearing in various forms such as stating, reporting, explaining, and confirming. These speech acts function to deliver factual information, describe situational conditions, report official data, and reinforce the credibility of news reporting. The predominance of assertive speech acts reflects the informative nature of journalistic discourse and demonstrates how language is used to construct objectivity and social reality in online news media. This study contributes to pragmatic and discourse analysis research by providing insights into the role of assertive speech acts in shaping meaning and credibility in news reporting.
EFL Students’ Self-Efficacy in Assisting German Exchange Students in Daily Communication Balarama, Bertnego Balarama
JADEs Journal of Academia in English Education Vol 6 No 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.13743

Abstract

This study explores the self-efficacy of EFL (English as a Foreign Language) students in assisting German exchange students in daily communication during the Borneo Mobility Program at Universitas Katolik Santo Agustinus Hippo. Grounded in Bandura and Wood’s (2021) updated Self-Efficacy Theory, the research examines four key sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional states. Although EFL students possess formal training in English, many face difficulties in real-life intercultural interactions due to language barriers, unfamiliar accents, and cultural differences. These challenges often result in communication anxiety and diminished self-confidence. Using a qualitative phenomenological approach, the study involved in-depth interviews, non-participant observations, and document analysis with seven EFL students who acted as language assistants. The findings reveal that mastery experiences, particularly previous successes in real communication tasks, play the most significant role in shaping students’ self-efficacy. Verbal encouragement from peers and mentors, as well as exposure to successful role models, also contributes meaningfully. This study concludes that fostering self-efficacy through experiential learning and institutional support can enhance students’ communicative performance. The implications suggest practical strategies for preparing EFL students for intercultural communication roles and contribute theoretically to understanding self-efficacy in informal, cross-cultural contexts.

Page 13 of 13 | Total Record : 127

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