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JLE: Journal of Literate of English Education Study Program
Published by Universitas Islam Ahmad Dahlan
ISSN : 27459357     EISSN : 27458563     DOI : https://doi.org/10.47435/jle.v4i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this journal is to promote and publish research-based articles having a depth discussion of the theories and practices of English language teaching and learning related concerns by encouraging inquiries into relationship between theoretical and practical studies. - English Language Teaching and Learning - English language testing and assessment - Language in Education - English Literature - Clinical linguistics - Discourse analysis - English for Specific Purposes - Second Language Acquisition - Curriculum Material and Development - Discourse Analysis - Translation
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 98 Documents
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Digital Tools across the Genre-Based Approach Cycle: Enhancing EFL Learning through Technology Integration Novi Intan Aprilia; Alief Noor Farida
JLE: Journal of Literate of English Education Study Program Vol 6 No 2 (2025): Volume 6 Number 2 December 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i2.4256

Abstract

This research study presents descriptive qualitative with a conceptual framework for utilizing digital tools ,including Padlet, Jamboard, blogs, AI-generated texts, Google Docs, Grammarly, and Write & Improve. in the EFL writing class through the GBA cycle. In the digital era, integrating technology into GBA processes promotes the development of language learning more efficiently. The theory used in this research consists of socio-constructivism theory, connectivism theory, and self-regulated learning to link digital tools with Ganre-Based Approach stages in EFL, such as Building Knowledge of the Field, Modeling of Text, Joint Construction of Text, and Independent Construction of Text. This present integration highlights the potential of digital tools, including Padlet, Jamboard, Textual Clustering Blog, AI-generated texts, Google Docs, The Object’s Writing Games, Grammarly, and Write & Improve, to enhance peer collaboration, guided support, and independent learning throughout the writing process. The results demonstrate a significant connection between GBA stages and the pedagogical benefits of these tools, which contribute to enhancing students ' writing performance and motivation. Therefore, the research offers both theoretical and practical contributions by providing a technology-oriented model that facilitates the effective use of GBA EFL.
Students’ Perceptions on the Effectiveness Use of YouTube in Learning English Dewi Veranita Rajagukguk; Janis Irma J.E; Fidratan Anacy
JLE: Journal of Literate of English Education Study Program Vol 6 No 2 (2025): Volume 6 Number 2 December 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i2.4269

Abstract

This study investigates how YouTube functions as an effective medium for English language learning among junior high school students at SMP Negeri Anggori by employing Classroom Action Research that integrates qualitative and quantitative approaches. Data were collected through tests, questionnaires, and interviews to evaluate learning outcomes and students’ attitudes toward the use of YouTube in learning. The results show significant improvements in students’ English proficiency and learning motivation, as reflected in the consistent increase in students’ scores from pre-test to post-test across each cycle, namely from 50.00 to 70.00 in Cycle 1, from 60.00 to 80.00 in Cycle 2, and from 50.10 to 75.30 in Cycle 3. These findings confirm that YouTube contributes positively and effectively as a medium for English learning, although some challenges in the form of distractions remain, highlighting the need for guided use and teacher supervision when integrating digital media into classroom activities.
Friend or Fraud? Exploring Foreign Language Students’ Awareness of AI-Generated Content Sitti Aminah; Akmal; Atmarani Dewi Purnama
JLE: Journal of Literate of English Education Study Program Vol 6 No 2 (2025): Volume 6 Number 2 December 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i2.4283

Abstract

This study aims to explore the awareness of students majoring in Arabic Language Education and English Language Education at Ahmad Dahlan Islamic University, Sinjai, regarding content generated by artificial intelligence (AI). In today's digital era, many students utilize AI tools to complete academic assignments, but not all are aware of the difference between human-generated and machine-generated content. This study employed a quantitative method with a survey approach, involving 42 students. Data were collected through online questionnaire with Likert scale and were analyzed using descriptive statistical techniques, including mean scores and percentage distributions. The result showed that students were quite familiar with the use of AI, especially for translation and grammar correction purposes. However, their level of awareness in critically evaluating AI-generated content, especially in distinguishing between human and machine-generated writing, was in the moderate category. From an ethical perspective, most respondents expressed a positive attitude towards the responsible use of AI in learning and rejected academic dishonesty practices involving the unethical use of AI content. These results suggest that while AI functions as a “friend” by assisting language learning, it also has the potential to become a “fraud” when students lack sufficient critical awareness and ethical guidance. Overall, this study concludes that the role of AI in foreign language education depends largely on students’ critical awareness, ethical attitudes, and institutional guidance. Strengthening critical digital literacy and establishing clear academic policies are therefore essential to ensure responsible AI integration.
The Effectiveness of Charades Game in Teaching Vocabulary Harmilawati Harmilawati; Ulfayanti; Sitti Aminah
JLE: Journal of Literate of English Education Study Program Vol 7 No 1 (2026): Volume 7 Number 1 July 2026
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

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

Abstract

This study aims to examine the effectiveness of using the Charades game in teaching English vocabulary to fifth-grade students at SD Negeri 141 Pakka. The participants of this study consisted of 15 students. This research employed a quantitative approach with a quasi-experimental method using a one-group pretest-posttest design. The data were collected through observation, questionnaires, and tests, and analyzed using normality and homogeneity tests, a paired-sample t-test, and N-Gain analysis. The findings reveal that the implementation of the Charades game in the classroom was carried out very effectively, as indicated by the observation score of 96.43%. Students’ learning activities were categorized as very good (91.67%), and their responses toward the use of the Charades game were highly positive, with an average score of 89.7%. The results of the paired-sample t-test show a significance value of 0.000 (p < 0.05), indicating a significant difference between pretest and posttest scores. Furthermore, the N-Gain analysis reveals a score of 0.72 (72%), which falls into the high effectiveness category. These results indicate that the use of the Charades game has a significant and meaningful impact on students’ vocabulary mastery. Therefore, it can be concluded that the Charades game is an effective strategy for improving English vocabulary, while also enhancing students’ motivation and active participation in the learning process.
Using Project-Based Learning in Reading Class: Based on Students Perceptions At Junior High School Manokwari Suardi Sahid; Riana Murianty; Hana C. S. Rumbewas
JLE: Journal of Literate of English Education Study Program Vol 7 No 1 (2026): Volume 7 Number 1 July 2026
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v7i1.4556

Abstract

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) in improving students’ reading comprehension and to explore their perceptions toward its implementation. A mixed-methods design was employed, combining quantitative data from reading comprehension tests with qualitative data from classroom observations and student interviews. The participants were twenty-seven eighth- grade students, six of whom were selected for interviews.The quantitative results showed that the majority of students (51.85%) reached the Advanced category, with an average score of 82.22, indicating a relatively high level of comprehension. In conclusion, Project-Based Learning (PjBL) was found to be effective in enhancing students’ reading comprehension by integrating cognitive, social, and affective dimensions of learning. It transformed the reading process from teacher-centered to student-centered learning, encouraging active participation and deeper understanding. Therefore, teachers are encouraged to implement PjBL regularly with adequate scaffolding, differentiated instruction, and culturally relevant materials to ensure inclusive and meaningful literacy development.
The Effectiveness of Dola AI in Teaching Descriptive Writing to EFL Student Dinda Nur Khadijah; Hastuti Retno Kuspiyah; Eka Agustina
JLE: Journal of Literate of English Education Study Program Vol 7 No 1 (2026): Volume 7 Number 1 July 2026
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v7i1.4566

Abstract

The goal of this study is to determine whether there is a significant difference in EFL writing ability, specifically in writing descriptive texts, between students taught using Dola AI and students taught using conventional methods among eleventh-grade students at SMK PGRI 2 Belitang. A quasi-experimental method with a matching-only pre-test and post-test control group design was applied in this study. Through a purposive sampling technique, 45 students were selected as participants, consisting of 23 students in the experimental group (XI.4) and 22 students in the control group (XI.3). Writing tests, namely pre-tests and post-tests, were used to collect data, while data analysis was performed using SPSS 26, which included the Kolmogorov–Smirnov normality test, the Levene homogeneity test, and the independent samples t-test. This study yielded a significance value (two-tailed) of 0.006, which is less than 0.05 (0.006 < 0.05), indicating a statistically significant difference between the experimental and control groups. Additionally, the experimental group’s post-test mean score (87.09) was higher than the control group’s (79.50). These findings indicate that Dola AI is effective in improving students’ EFL writing ability, particularly in the areas of content, organization, vocabulary, grammar, and mechanics.
English Language Learning Challenges in Remote Areas: A Case Study of Rural Schools Irma Juliana Ekawati Janis; Dewi Veranita Rajagukguk; Grace Ireni Gaitedy
JLE: Journal of Literate of English Education Study Program Vol 7 No 1 (2026): Volume 7 Number 1 July 2026
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v7i1.4580

Abstract

This research aimed to investigate the challenges of English learning in remote areas at SMP Terpadu Negeri 12 Nafar, Kepulauan Aru, Maluku. The research employed a qualitative case study approach involving twenty students as the participants. The data was collected through questionnaires and semi-structured interviews. The questionnaire data was analyzed using a Likert scale, while the interview data was analyzed descriptively to support and strengthen the research findings. The result revealed that the students experienced several significant challenges in learning English. The findings showed that geographical access factors had the highest influence on students’ learning challenges with a percentage of 90%, followed by environmental and social factors at 85%, student’s factors which included motivation and ability at 80%, facilities and infrastructure at 65%, and teachers and teaching methods at 30%. Limited facilities, lack of support in environmental, low learning motivation and geographical isolation significantly affected students’ English learning experiences. This research suggests the importance of improving the educational support, learning resources, and teaching strategies to enhance English learning in rural and remote schools
Utilizing the Literacycloud.org Website in Reading Comprehension: Students’ Perceptions Lutfi Putri Khairani; Siti Ismahani
JLE: Journal of Literate of English Education Study Program Vol 7 No 1 (2026): Volume 7 Number 1 July 2026
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v7i1.4729

Abstract

This study explores students’ perceptions of utilizing the LiteracyCloud.org website in reading comprehension activities among Tsanawiyah students. A descriptive qualitative approach was employed involving 29 participants selected using a purposive sampling technique. Questionnaires were distributed to all students, while data were also collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that students generally hold positive perceptions toward the use of LiteracyCloud.org in reading comprehension activities. Most students reported favorable responses regarding perceived ease of use (86.21%), attractiveness (89.66%), usefulness (82.76%), learning comfort (86.21%), and satisfaction (86.21%). In addition, the platform supported students’ reading-related activities, including reading frequency (82.76%), motivation (79.31%), engagement (75.86%), comprehension (79.31%), and overall reading interest (79.31%). The findings indicate that the utilization of LiteracyCloud.org provides an interactive and engaging reading environment that supports students’ reading comprehension. Students’ positive perceptions toward the platform also contribute to their active participation and engagement in literacy activities. This study implies that integrating digital reading platforms such as LiteracyCloud.org into classroom instruction can support students’ reading comprehension development and create more meaningful reading comprehension in the digital era.

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