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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 148 Documents
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The Diagnostic TOEFL Reading Pretest as a Self-Efficacy and Motivational Catalyst in an IndonesianIslamic University EFL Classroom Wahyu Wahyu; Nirwana Darwis; Dewi Purwati; Nihla Afdaliah; Arifuddin Balla
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.14555

Abstract

Diagnostic pretests are routinely administered in EFL classrooms yet remain underexplored as motivational and self-efficacy events. This qualitative case study examines how a single pre-instructional TOEFL reading diagnostic pretest shaped the self-efficacy beliefs, motivational orientations, and learning intentions of 32 fourth semester Indonesian EFL students at one of the Islamic universities in Bone Regency, South Sulawesi. Semi structured interview data collected immediately after the pretest but before any formal instruction reveal three consistent patterns: the pretest functioned as a reality check that recalibrated rather than discouraged students; the discovery of specific knowledge and skill gaps through the pretest triggered purposeful rather than avoidant responses; and the encounter produced concrete, student generated learning intentions that students articulated without any instructional prompting. These findings extend self-efficacy theory and assessment for learning frameworks into the Indonesian Islamic EFL context and offer practical implications for the intentional pedagogical use of diagnostic assessment in reading courses.
Enhancing Students’ Critical Writing Skills through Experiential Learning: Evidence from Secondary Education Contexts Fatin Nadifa Tarigan; Siti Aminah Hasibuan; Epi Supriyani Siregar
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.14578

Abstract

This study examines the effectiveness of experiential learning in improving students’ critical writing skills in secondary education settings. Using a quasi-experimental design, 60 students were assigned to either an experimental group or a control group. The experimental group was taught through Kolb’s experiential learning approach, whereas the control group received conventional instruction. Data were gathered through pre-tests and post-tests evaluated using a critical writing rubric that emphasized argumentation, use of evidence, and coherence. The results demonstrated a substantial improvement in the experimental group’s critical writing performance. The mean score increased from 62.4 on the pre-test to 81.7 on the post-test, indicating a gain of 19.3 points. Meanwhile, the control group showed a more modest improvement, with scores rising from 63.1 to 70.2, resulting in a gain of 7.1 points. An independent samples t-test confirmed a statistically significant difference between the two groups (p < 0.01). These findings indicate that experiential learning can effectively enhance students’ critical writing abilities by encouraging active participation and reflective learning experiences.
Dialogic Scaffolding as a Strategic Pedagogical Framework: Developing EFL Speaking Competence through Mediated Deliberation Ayu Meita Puteri Siregar
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.14677

Abstract

This study investigates the effectiveness of the Dialogic Scaffolding as a Strategic Pedagogical Framework (DSSPF) in enhancing EFL speaking competence among first-year university students. Grounded in Vygotsky’s sociocultural theory and contemporary language learning strategy research, the DSSPF integrates systematic strategic instruction within dialogic deliberation tasks (Vygotsky, 1978; Rose et al., 2024). The research employed a mixed method embedded design involving 20 Basic Speaking students at STAIN Mandailing Natal over 15 weeks. Data were collected through classroom observations (15 sessions), pre-post speaking assessments, semi-structured interviews, and student reflective journals. Quantitative analysis revealed significant improvements in strategic speaking competence, with a large effect size in communication strategy use frequency (t (19) = 4.86, p < .001, d = 1.08) and speech rate (t (19) = 3.92, p < .001, d = 0.87). Qualitative analysis identified three key lecturer mediation moves, namely meta-strategic prompting, dialogic weaving and contingent feedback, that facilitated students’ transition from formulaic to strategic discourse production. Thematic analysis of interview data yielded five emergent themes: developing strategic awareness, reducing speaking anxiety, growing dialogic confidence, appreciating localized content and recognizing the lecturer’s role as a strategic mediator. The DSSPF offers a practical pedagogical model for integrating language learning strategies into communicative language teaching, addressing the persistent gap between strategy instruction and authentic language use in EFL contexts.
Banning Ideologies in EFL Classrooms: A Critical Discourse Analysis of Teachers’ Pedagogical Talk Yenni Hasnah; Pirman Ginting
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.14698

Abstract

Classroom discourse is no longer perceived as a neutral conduit for knowledge dissemination but rather as a locus of ideological negotiation, regulation, and control. Accordingly, educational environments are inherently normative spaces where certain actions and attitudes are intentionally discouraged to maintain institutional order and instructional effectiveness. Therefore, this study examines the phenomenon of ideological banning in classroom discourse through the application of critical discourse analysis. Drawing on qualitative data from two teachers’ pedagogical discourse, this study reveals four major prohibited ideologies involving academic dishonesty, passivity, fixed mindset, and lack of personal responsibility. Using Fairclough’s three-dimensional model for analyzing the data, the study demonstrates that instructors deploy a range of linguistic mechanisms, including imperatives, direct language, casual language, conditional clauses, humor, and directives to establish ideological boundaries. These tactics operate not merely to govern classroom conduct but also to mold students’ cognitive, ethical, and emotional growth. The findings contribute to applied linguistics by defining ideological banning as a novel analytical construct and offering empirical insights into teacher discourse as a mechanism of epistemic and ideological control. Thus, educational discourse not only reflects but also preserves and negotiates prevalent society ideals, thereby contributing to broad discourses around language, power, and education.
Teacher Elicitation and Student Reply in EFL Classroom Discourse: Evidence from An Islamic Junior High School Aji Gapiano; Fakry Hamdani; Muhammad Aminuddin
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.14785

Abstract

Classroom interaction plays a central role in English as a Foreign Language (EFL) learning by providing opportunities for learners to participate in communicative exchanges and develop language competence. Despite extensive research on classroom discourse, limited attention has been given to the interactional relationship between elicitation and reply acts, particularly in Islamic educational contexts. This study examines how elicitation and reply acts are realized and interact in classroom discourse and identifies the dominant interactional patterns in an EFL classroom. Drawing on Sinclair and Coulthard’s (1975) discourse framework, the study employed a qualitative classroom discourse analysis with descriptive quantitative support. Data were collected through classroom observations and audio recordings of four English lessons involving a seventh-grade class at an Islamic junior high school in Indonesia. The interactions were transcribed, coded, and analyzed using the Rank Scale model. The findings revealed that elicitation (20.27%) and reply (18.54%) were the two most frequent discourse acts, indicating that classroom interaction was predominantly organized through teacher-initiated question-and-answer exchanges within the Initiation–Response–Feedback (IRF) sequence. The analysis further showed that elicitation and reply functioned as interconnected interactional mechanisms, while re-initiation, checking, listing, and repetition supported participation and discourse continuity. The study contributes to classroom discourse research by providing an act-level understanding of teacher–student interaction in an Islamic EFL classroom.
Exploring Topic Card in Collaborative Descriptive Speaking Activities among Junior High School EFL Classroom Semaria Girsang; Alfiah Zahraini Silalahi; Ridwin Purba; Anita Purna; Rita Mahriza
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.14837

Abstract

This study explored the use of topic cards in collaborative descriptive speaking activities among junior high school EFL learners. Although collaborative speaking activities have been widely discussed in EFL learning, few studies have specially examined to the integration of topic cards as scaffolding support in descriptive speaking interaction at the junior high school level. This study employed a quantitative approach using a pre-test and post-test control group design involving 62 eight-grade students at UPTD SMP Negeri 1 Pematangsiantar. The experimental class participated in collaborative speaking activities using topic card, while the control class received conventional speaking instruction. The data were collected through speaking test assessing pronunciation, grammar, vocabulary, and fluency and were analyzed using SPSS version 27.0. The findings reveled that both groups demonstrated improvement after the instructional process. However, the independent samples t-test indicated that the statistical analysis did not indicate a significance, students in the experimental class demonstrated greater classroom participation, interaction, and confidence during speaking activities. These findings suggest that topic cards may function as scaffolding support for collaborative speaking interaction in EFL classrooms.
Navigating TPACK Challenges: EFL In-Service Professional Teachers and Teaching Material Design Sri Wahyuni; Dadang Sudana; Bachruddin Mustafa; Ika Lestari Damayanti
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.15065

Abstract

This study investigates how EFL in-service teachers participating in Indonesia’s Teacher Professional Education Program (PPG) implement the Technological, Pedagogical, and Content Knowledge (TPACK) framework in lesson planning and classroom teaching. The research employed a qualitative case study design involving ten EFL in-service teachers from Universitas Bina Bangsa Getsempena, Aceh. Data were gathered through semi-structured interviews and a Likert-scale questionnaire and analyzed using the processes of data condensation, data display, and conclusion drawing. The findings identified significant divergence between teachers’ perceived competence and their classroom realities. Although nine participants reported high Technological Knowledge and all participants rated their Pedagogical Knowledge positively, survey responses simultaneously indicated substantial infrastructural constraints, including unreliable internet access and unstable electricity. Teachers also reported difficulties maintaining student engagement during technology-supported learning activities and completing planned instruction within the available classroom time. These challenges contributed to a measurable implementation gap, evidenced by the finding that five of seven technology-integrated lesson plans were only partially enacted or not enacted at all. The findings suggest that barriers to TPACK enactment are predominantly contextual rather than cognitive, highlighting the need for infrastructural investment and sustained professional support.
Utilization of Learning Materials in Teaching Listening Skills: Content Analysis and Teacher’s Experience Nurul Fitri; Yanty Wirza
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): 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.v7i1.15175

Abstract

Listening is the most frequently used yet least systematically taught language skill in Indonesian junior high school. The quality of the learning materials that mediate it remains under-examined. This study analyses the listening materials used by a teacher in an Indonesian junior high school and investigates how that teacher utilizes and adapts them in practice. Adopting a qualitative design that combines directed content analysis with a single-teacher case study, the research evaluated an elementary coursebook together with teacher-supplemented tasks, using Cunningsworth’s (1995) coursebook-evaluation checklist as the analytical instrument. Data on teacher experience were gathered through a semi-structured interview. The content analysis revealed that the materials offer a strong variety of listening text types and largely contextualized, level-appropriate audio, but are weak in authenticity, visual exploitation, and local cultural relevance, while tasks are dominated by listening for specific detail at the expense of the gist and inferential listening. The teacher’s account confirmed these patterns and showed deliberate supplementation to compensate for coverage gaps. The study offers practical recommendations for selecting and adapting listening materials in resource-constrained EFL settings.

Page 15 of 15 | Total Record : 148

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