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Journal of English Education
Published by CV. Doki Course and Training
ISSN : 30249902     EISSN : 29886511     DOI : https://doi.org/10.61994/jee
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Education is a scientific journal published by CV. Doki Course and Training. The papers to be published in JEE are research articles (Qualitative, Quantitative and Mix Method Approach), literature studies or original ideas that are considered to contribute to scientific studies of English Education. It covers problems in English education such as English Language Pedagogy, English language Literacy, English for Specific Purposes, ELT Materials Development and Evaluation, English Language Testing and Assessment, Teaching English to Young Learners, English Literature, Language Policy and Planning, and Second Language Acquisition.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 35 Documents
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The Anatomy of AI-Assisted Scientific Writing: Comparative Insights into Generative, Retrieval, and Language Enhancement Technologies Gaya Tridinanti; Nurul Maskana; Irvan Maulana; Yovanka Faradila
Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v4i1.1126

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed scientific writing practices in higher education by providing innovative support for literature exploration, content generation, paraphrasing, grammar correction, and manuscript refinement. Despite the increasing adoption of AI-powered writing platforms, comprehensive comparative studies examining their strengths, limitations, and educational implications remain limited. Therefore, this study aimed to investigate the roles, capabilities, and challenges of six widely used AI tools Perplexity.ai, Braintext, QuillBot, Claude, Gemini AI, and Grammarly in supporting scientific writing. This study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 framework. Relevant studies published between 2019 and 2025 were retrieved from Google Scholar, Scopus, ScienceDirect, SpringerLink, and Taylor & Francis Online. The initial search identified 126 records. After removing duplicate records, 108 studies were screened based on titles and abstracts. Subsequently, 78 full-text articles were assessed for eligibility, and 35 peer-reviewed studies met all inclusion criteria and were included in the final synthesis. The findings revealed four major themes: (1) efficiency and productivity enhancement, (2) improvement of writing quality and linguistic accuracy, (3) ethical and academic integrity concerns, and (4) pedagogical implications for higher education and English education. The review demonstrated that each AI platform offers distinct advantages in supporting scientific writing; however, no single tool comprehensively addresses all writing requirements. Furthermore, challenges related to hallucination, factual accuracy, transparency, and overreliance remain significant concerns. The study concludes that AI should function as a cognitive support tool rather than a substitute for human intellectual engagement.
Innovating Listening Pedagogy through English Story with Audio Application in EFL Contexts Jamilul Insan; Heru Setiawan; Rio Ahmad Wildan
Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v4i2.1228

Abstract

English Story with Audio is a downloadable and playable audio-based learning application featuring recordings by native speakers. This application is used by teachers to improve students’ listening comprehension. The purpose of this study was to determine: (1) whether or not there was a significant improvement of the ninth graders' listening achievement at MTs Negeri 1 Palembang using English Story with Audio Application, and (2) whether or not there was a significant difference on listening achievement between the ninth graders of MTs Negeri 1 Palembang who were taught using English Story with Audio Application and those who were not. This study used a quasi-experimental design involving 60 students, divided equally into experimental and control groups. Listening tests were given before and after the treatment. Data were analyzed using paired and independent sample t-tests through SPSS. The results showed significant improvement. In the experimental group, 43.3% of students achieved an “Excellent” level, while only 20% in the control group reached the average level. The application proved effective, interactive, and a modern alternative for teaching listening skills at the junior high school level
Beyond Information Exchange: Academic Politeness and Identity Construction in Student–Lecturer WhatsApp Communication Alexi Sapta Pratama
Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v4i1.1591

Abstract

The increasing use of digital messaging platforms in higher education has transformed the ways students communicate with lecturers. While WhatsApp offers a convenient and efficient medium for academic interaction, it also raises important questions regarding the linguistic practices employed by students in maintaining professionalism and appropriateness in digital communication. This study investigates the linguistic patterns found in students’ academic short-message communication with lecturers through WhatsApp. Employing a descriptive qualitative design, the study analysed 60 academic messages produced by four undergraduate students during the 2025 academic year. The data were collected through documentation techniques and analysed using content analysis. The findings reveal six prominent linguistic features: greetings, honorifics, apology expressions, indirect requests, gratitude expressions, and compliance statements. These linguistic patterns demonstrate that students strategically employ language not only to convey information but also to construct academic identities, negotiate institutional relationships, and maintain professional communication. The findings further indicate that politeness remains a central component of digital academic discourse despite the informal nature of WhatsApp as a communication platform. Drawing on Politeness Theory, Computer-Mediated Communication (CMC), Academic Discourse, and Critical Discourse Analysis perspectives, the study argues that students’ linguistic choices are shaped more strongly by institutional norms and sociocultural expectations than by technological affordances. The study contributes to the growing body of research on digital academic communication by providing empirical evidence from the Indonesian higher education context and highlighting the interaction of language, identity, authority, and technology in academic messaging practices. The findings offer insights for students, lecturers, and educational institutions seeking to promote effective and professional digital communication.
Unpacking the Conscientiousness–Reading Achievement Relationship Among Junior High School Learners Mirna Anggun; Renny Kurniasari; Eko Saputra
Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v4i1.1927

Abstract

This research aimed at (i) examining the correlation between conscientiousness personality traits and reading comprehension achievement among students; (ii) investigating the extent to which conscientiousness contributes to reading comprehension achievement. This quantitative research applied a correlational design involving 60 students selected through criterion sampling based on their dominant conscientiousness trait. Data were collected through a conscientiousness questionnaire adapted from Goldberg (1992) and a multiple-choice reading comprehension test covering narrative and recount texts, both of which were tested for validity and reliability prior to the study. The data were analyzed using the Pearson product-moment correlation and simple linear regression. The results indicated that (i) there was a significant positive correlation between conscientiousness and reading comprehension achievement (r = 0.364; p < 0.05) which was categorized as moderate; (ii) conscientiousness contributed 11.8% to reading comprehension achievement, showing a significant yet relatively small effect with other factors likely playing a greater role. In conclusion, the findings emphasize the importance of fostering the six facets of conscientiousness identified by Costa and McCrae competence, order, dutifulness, achievement striving, self-discipline, and deliberation as key personal attributes that can support the improvement of students’ reading comprehension skills.
Unpacking Student Engagement in Gamified English Learning: Teachers’ Perspectives on the Pedagogical Use of Kahoot Khoirotul Juniper; Syaiful Islam
Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v4i1.2025

Abstract

Student engagement has become a critical factor in achieving successful English language learning outcomes, particularly in technology-enhanced learning environments. Among various gamified learning platforms, Kahoot has gained increasing attention for its potential to promote active participation and classroom interaction. However, studies exploring teachers’ lived experiences in using Kahoot to support student engagement remain limited. Therefore, this study aimed to explore teachers’ perspectives and experiences regarding the pedagogical use of Kahoot in English language learning This study employed a qualitative method using a phenomenological design. Two English teachers from Bhakti Pertiwi Junior High School were purposively selected as participants based on their experience in implementing Kahoot in English classrooms. Data were collected through semi-structured interviews and classroom observations and analysed using Miles and Huberman’s interactive model, including data collection, data reduction, data display, and conclusion drawing and verification. The findings revealed three major themes. First, teachers experienced Kahoot as a tool that created an enjoyable learning atmosphere and fostered classroom interaction. Second, Kahoot contributed positively to students’ behavioral, emotional, and cognitive engagement by increasing participation, motivation, enthusiasm, and attention to learning content. Third, teachers encountered several challenges, including unstable internet connectivity, limited access to digital devices, and classroom management issues during game-based activities. The study concludes that Kahoot is an effective gamified learning platform for enhancing student engagement in English language learning. The findings provide practical insights for teachers and contribute to the growing literature on gamification, student engagement, and technology-enhanced language learning

Page 4 of 4 | Total Record : 35

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