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Journal of Language Education and Development (JLed)

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Published by Universitas Muhammadiyah Muara Bungo

ISSN : 26213796 EISSN : - DOI : https://doi.org/10.52060/jled.v6i1

Core Subject : Science, Education, Social,

Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

Journal of Language Education Development (JLed) is an open access journal. This journal managed by the English Study Program at Universitas Muhammadiyah Muara Bungo. Its global audience includes linguists, journalists, broadcasters, writers, teachers, students and others with a professional or personal interest in education and language in general and English. In addition, this journal also allows participants to raise issues regarding literature and other sub-language studies.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 222 Documents

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investigasi pengalaman guru non jurusan bahasa inggris dalam mengajar bahasa inggris Kuni Zakiyatul Hamidah; Durratul Hikmah
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/78d9jt53

English is a compulsory subject in junior high schools, yet many institutions, including Islamic boarding schools (pesantren), rely on non-English teachers due to limited qualified staff. This study aims to investigate the experiences of non-English teachers in teaching English at MTs Nurul Jadid, focusing on the challenges faced and the strategies implemented to improve student comprehension. Using a qualitative phenomenological design with interviews and observations, the study found that the main challenges were student fatigue due to intensive Islamic boarding school activities and low learning motivation. Teachers addressed these challenges through adaptive classroom management, contextual and interactive learning, and continuous self-development. These findings highlight that with commitment, professional awareness, and adaptability, non-English teachers can teach English effectively in an Islamic boarding school context.

The factors of students' anxiety in speaking english:case study of eight grade SMP Negeri 3 Pelepat Ilir Titik Nurchasanah Titik Nurchasanah; Diana Oktavia; Nur Habibah
Journal Of Language Education and Development (JLed) Vol. 7 No. 2 (2025): Vol 7 No 2 (2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Anxiety in speaking English is a common problem experienced by students, especially at the junior high school level, and can hinder their language learning process. Therefore, it is important to identify the underlying factors that underlie the appearance of students' anxiety in speaking English. This study aims to explore and analyze the factors that cause anxiety in English speaking in grade VIII students at SMP Negeri 3 Pelepat Ilir. This study uses a qualitative research design with data collection techniques in the form of interviews and observations. Using the Interview Guideline and Observation Sheet instruments. The study participants consisted of five students who were selected purposively based on criteria such as low academic achievement and lack of confidence. The analysis technique is based on Miles and Huberman 1994, with thematic analysis based on Braun and Clarke 2006. The results of the study show that there are four main factors that cause students' anxiety, namely fear of making mistakes, lack of confidence, nervousness, and low motivation. These findings confirm the importance of creating a supportive learning environment and a positive teaching approach to help students overcome anxiety in speaking English. It was found that there was a dominant factor that had the most influence on students. One of them is the factor of lack of internal trust where there is an external cause. All four students have explained the reasons why they feel less confident. Namely lack of understanding of the material, fear of being the center of attention in class, and feeling insecure. This lack of confidence is also shown on the pitch. This factor becomes dominant because almost all students feel anxious, causing students to become less confident when trying to speak English in front of the class.

PERSEPSI SISWA TENTANG PENGGUNAAN ICE BREAKING DALAM PEMBELAJARAN BAHASA INGGRIS DI SD ALAM MUARA BUNGO Febriani Nuryanti; Winda Trisnawati; Renda Lestari
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i1.3564

This research tittle is Students' Perceptions of Using Ice Breaking in English Learning at At Sd Alam Muara Bungo. English learning in elementary schools often faces challenges in maintaining student concentration and motivation. One strategy used is icebreaking, an activity to break the ice, increase engagement, and create a pleasant learning atmosphere. This study aims to describe the perceptions of fourth-grade students at Muara Bungo Natural Elementary School regarding the use of icebreaking in English learning. The research method used is descriptive qualitative with fourth-grade students as subjects. Data were obtained through semi-structured interviews, with interview protocol based on Bandura's social learning theory. Data analysis was conducted thematically using NVivo 12. The results showed that most students had positive perceptions, considering icebreaking to be calming, increase enthusiasm, focus, and self-confidence. However, a small number of students expressed negative perceptions, such as boredom due to the lack of variety and discomfort in participating. These findings emphasize the importance of icebreaking variations tailored to students' needs for optimal benefits.

Motivasi siswa dalam belajar bahasa Inggris menggunakan ice breaking: studi kasus siswa SDN 025/II Muara Bungo: Students Motivation in learning english using ice breaking: A case study of students At SDN 025/II Muara Bungo Manisa Laksana Putri Sar'i Family; Renda Lestari
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/gdpvfv06

Motivasi merupakan salah satu faktor penting yang mempengaruhi keberhasilan siswa dalam pembelajaran, khususnya dalam pembelajaran bahasa Inggris di tingkat dasar. Berdasarkan observasi awal dan wawancara, siswa di SDN 025/II Muara Bungo menunjukkan respon positif terhadap penggunaan ice breaking dalam proses pembelajaran. Mereka muncul lebih antusias, fokus, dan terlibat aktif dalam kegiatan kelas. Ini temuan awal mengarahkan peneliti untuk menyelidiki jenis motivasi apa yang dimiliki siswa yang dimiliki dan strategi apa yang mereka gunakan untuk mempertahankan motivasi mereka. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Data dikumpulkan dikumpulkan melalui wawancara semi-terstruktur dengan lima siswa sebagai peserta. Peneliti menggunakan pertanyaan terbuka untuk mengeksplorasi pembelajaran siswa. pengalaman mendalam. Data dianalisis menggunakan model Miles dan Huberman, yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa motivasi belajar siswa dipengaruhi oleh faktor internal dan eksternal. Faktor internal meliputi minat terhadap bahasa Inggris dan keinginan untuk berprestasi, sedangkan faktor eksternal meliputi dorongan guru, rasa gembira suasana belajar, dan penerapan ice breaking. Ice breaking membantu mengurangi ketegangan, menciptakan lingkungan kelas yang santai, dan meningkatkan keterlibatan. Untuk tetap termotivasi, siswa berpartisipasi aktif dalam kegiatan interaktif kegiatan, fokus pada penjelasan guru, dan merespon secara positif terhadap memuji.

PERCEPTIONS OF ENGLISH EDUCATION STUDENTS TOWARDS COOPERATIVE LEARNING IN LEARNING ENGLISH AT MUHAMMADIYAH UNIVERSITY OF MUARA BUNGO Dhea Aura Cindyana; Ridho Kurniawan; Nur Habibah
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/51hjny80

Cooperative learning has become a key pedagogical approach in English education, with group discussion as its primary implementation. This study aims to explore English Education students' perceptions of cooperative learning through group discussion activities at Muhammadiyah University of Muara Bungo. Using a qualitative phenomenological approach, this study involved five students from different cohorts selected purposively. Data were collected through semi-structured interviews and analyzed using thematic analysis based on the five basic elements of cooperative learning theory. The findings indicate that students demonstrate high awareness of positive interdependence and individual accountability, recognizing the collective nature of success. They prefer small-group formats and value promotive interaction, especially the "learning by teaching" phenomenon. Students develop interpersonal and conflict-resolution skills, though communication skills still require improvement. Group processing emerges as the least systematically applied element. The study recommends implementing more structured group processing and systematic training in cooperative learning principles.

Analysis of Students' Perspectives of the Kurikulum Merdeka Implementation at SMP Swasta Kristen Tomosa 1 Ayu Kartika Zai; Kristof Martin Efori Telaumbanua; Yaredi Waruwu; Afore Tahir Harefa
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/maad5w42

This study aims to analyze the perspectives of students at SMP Swasta Kristen Tomosa 1 on the implementation of the Kurikulum Merdeka. This research focuses on how students view the curriculum in terms of understanding, learning experiences, emotional responses, and expectations. To comprehensively explore these perspectives, an appropriate research approach is needed. Therefore, a qualitative descriptive method was used using interviews as the main instrument and classroom observation as the second instrument. Data were analyzed using the Miles et al. (2014) model which includes data condensation, data display, and conclusion drawing. This study involved 25 seventh-grade students as respondents. The results showed that most students viewed Kurikulum Merdeka positively. They consider this curriculum to be more practical, fun, and interesting compared to the previous curriculum. Students expressed their appreciation for hands-on activities, project-based learning, and a more flexible learning process. This research also found that students expect more creative and interactive teaching methods to support their interests and learning styles. This research provides insights into how Kurikulum Merdeka is received by students and highlights their expectations for the learning environment. Keywords: students’ perspectives, kurikulum merdeka.

An Analysis of Classroom Management in Teaching Speaking Skill at UPTD SMP Negeri 5 Gunungsitoli Priskila Destalenta Tafona'o; Adieli Laoli; Trisman Harefa; Yasminar Amaerita Telaumbanua
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i1.3761

This research aims to analyze classroom management applied in the process of teaching speaking skills in English classes. Classroom management is an essential aspect that influences the effectiveness of learning, especially in speaking skills, which require active interaction between teachers and students. This study employs a qualitative approach using observation, interview, and documentation methods involving English teachers and students at UPTD SMP Negeri 5 Gunungsitoli. The focus of the analysis includes classroom management strategies used by teachers to create a conducive learning environment, time management techniques, the arrangement of student interactions, and the handling of disturbances during speaking lessons. The findings reveal that teachers use a combination of classroom management techniques such as grouping students for discussions, providing clear instructions, and giving positive reinforcement to motivate learners. However, challenges remain in controlling distractions and maintaining students’ focus during speaking activities. This research recommends the need for specific training for teachers in effective and adaptive classroom management strategies to ensure that the teaching of speaking skills runs more optimally and results in maximum learning outcomes. Keywords :Classroom Management, Teaching Speaking Skill, Teacher Strategies, Learning Process, UPTD SMP Negeri 5 Gunungsitoli.

PERCEPTION AND MOTIVATION OF STUDENTS ON ENGLISH WRITING LANGUAGE LEARNING THROUGH GOOGLE CLASSROOM Neli Nurhavni; Sintia Nur Rohmawati; Naf’an Tarihoran
Journal Of Language Education and Development (JLed) Vol. 8 No. 2 (2026): Vol. 8 No. 1 (2025): Vol 8 No 2(2026): Journal of Language Education and Develo
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i2.4204

This research examines how students view and are motivated by Google Classroom in the context of learning to write in English. A quantitative method was used to gather information through a questionnaire sent to 21 participants via Google Forms. The survey included 10 statements organized into two categories: students’ perceptions and their motivation. Results indicate that a majority of students hold favorable views of Google, Classroom, characterizing it as beneficial, effective, and user friendly. The platform supports access to educational resources, submission of assignments, and communication with instructors, thus aiding in a more structured learning experience. Regarding motivation, the findings suggest that Google Classroom boosts both internal and external motivation, prompting students to engage more actively in writing tasks. Nonetheless, issues like unreliable internet connections and slow notifications were mentioned, which could somewhat influence students’ experiences. In summary, the research concludes that Google Classroom serves as a valuable resource for enhancing the learning of English writing by fostering positive perceptions and motivation among students.

UNLOCKING GRAMMARLY’S POTENTIAL TO FACILITATE NOTICING AND UPTAKE IN EFL WRITING Yuliana Angreini Syafruddin
Journal Of Language Education and Development (JLed) Vol. 8 No. 2 (2026): Vol. 8 No. 1 (2025): Vol 8 No 2(2026): Journal of Language Education and Develo
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i2.4290

The research aims to show how Grammarly can be integrated into the learning process to increase the noticing and learners’ uptake of grammar and writing skills. The research used the descriptive qualitative method to understand the noticing process and analyze the learners’ uptake to understand the acquisition and learning process in depth. The study was based on the framework of Schmidt’s (1990) Noticing Hypothesis and the Learner’s Uptake Concept from Lyster and Ranta (1997). The participants in the study were a group of adults who took an IELTS class at KIES Aceh, one of the intensive learning courses in Banda Aceh, ranging from beginner to intermediate level. To receive comprehensive data, the study employed the Noticing Sheet for students to record their noticing process; then, the students’ writings were also compared to analyze the uptake. The research shows that Grammarly could facilitate the students’ noticing process when the automated feedback was used in the revision stage of the learning process. Grammarly could also help the teachers by providing constant and automated feedback for numerous students’ writings in a short period of time.

The Analysis of Speech Function in Prabowo’s Inaguration Speech Linda Efrina Nasution; Masria Sari Pasaribu
Journal Of Language Education and Development (JLed) Vol. 8 No. 2 (2026): Vol. 8 No. 1 (2025): Vol 8 No 2(2026): Journal of Language Education and Develo
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v8i2.4465

This study investigates the speech functions employed in Prabowo Subianto's inaguration speech using Halliday's Systemic Functional Linguistics (SFL) framework. The objective of the study is to identify the dominant speech functions and explain how these functions contribute to the effectiveness of political communication. A qualitative descriptive method was employed by analyzing the clauses contained in one selected speech delivered by Prabowo Subianto. The data were categorized into four speech function types: Statement, Question, Command, and Offer. The findings indicate that Statement is the most dominant speech function, followed by Command, while Question and Offer occur less frequently. The predominance of declarative statements demonstrates Prabowo's intention to inform, persuade, and establish credibility before his audience. Meanwhile, commands function as motivational devices encouraging collective action. The study concludes that speech functions play a significant role in constructing political authority, strengthening leadership identity, and influencing public perception.

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Contact Name Ridho Kurniawan

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Journal Mail Official jledfkipummuba@gmail.com

Editorial Address Journal of Language Education Development (JLed) Published by Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Muara Bungo Jl. Rang Kayo Hitam, Cadika, Rimbo Tengah, Kabupaten Bungo, Jambi 37211

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Contact Name
Ridho Kurniawan

Contact Email
jledfkipummuba@gmail.com

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Journal Mail Official
jledfkipummuba@gmail.com

Editorial Address
Journal of Language Education Development (JLed) Published by Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Muara Bungo Jl. Rang Kayo Hitam, Cadika, Rimbo Tengah, Kabupaten Bungo, Jambi 37211

Location
Kab. bungo,

Jambi

INDONESIA