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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 79 Documents
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Developing the Eighth Graders' Digital Writing Material Book Using Book Creator Application Trima Niat Telaumbanua, Nita; Harefa, Afore Tahir; Laoli, Adieli; Zega, Riswan
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.3961

Abstract

In response to the transformation of education in the digital era and the implementation of Kurikulum Merdeka, this study aims to develop digital writing materials using Book Creator for eighth grade students at SMP Swasta Kristen BNKP Gunungsitoli. This research seeks to identify the level of appropriateness of the developed digital writing materials and to evaluate how effectively these materials support students’ writing skills. The study employed the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The result of this study is an interactive digital book titled Interactive Writing for Creative Thinkers, which was developed to address students’ writing challenges and to enhance their engagement, creativity, and digital literacy. The findings from the pre-test and post-test demonstrated a significant improvement in students’ writing skills, particularly in the areas of vocabulary, sentence structure, and writing mechanics. Additionally, student evaluations indicated highly positive perceptions regarding the book’s ease of use, interactivity, and content relevance, further supporting its appropriateness for classroom implementation. Overall, the study confirms that contextually designed digital teaching materials, which are aligned with students’ actual learning needs, are not only appropriate for use in the classroom but also essential in promoting active learning and meeting the demands of 21st-century education.
Stimuler Application for Speaking Class: Senior High School Students’ Experiences Sari, Khoiriya; Rahman, Benni Ichsanda
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.4051

Abstract

This study investigates the experiences and opinions of senior high school students who use the Stimuler application to enhance their English-speaking abilities. Digital resources such as Stimuler provide dynamic and captivating methods for practicing speaking as technology continues to influence language acquisition. The study focuses on the way in which students believe the app improves their motivation, confidence, and fluency. 26 North Sumatra senior high school students who have used the Stimuler app in their speaking classes are the subjects of this qualitative case study. Thematic analysis was used to examine the data that was gathered through questionnaires, semi-structured interviews, and classroom observations. The results prove that most students thought the Stimuler app helped them feel less anxious and enjoy speaking practice. Students' participation increased as a result of the application gamification features and real-time feedback, which enhanced their speaking abilities Nonetheless, certain obstacles were noted, including problems with internet access and comprehension of specific app functionalities. These results are consistent with Krashen's Affective Filter Hypothesis, which stresses the value of a low-anxiety learning environment, and Vygotsky's Constructivist Theory, which emphasizes the role of interactive tools in language learning. This study shows that the Stimuler application is a useful resource for improving students' speaking abilities, despite certain drawbacks. Enhancements like offline access and more lucid instructional guidance The findings suggest improvements such as offline access and clearer instructional support to enhance the app’s effectiveness. Future studies could examine the app's long-term effects on speaking ability as well as its use in various educational settings.
Enhancing Junior High School Students’ Speaking Skills through Group Based-Learning Fahira, Prahda; Sofiana, Nina
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.4077

Abstract

This study investigates the effectiveness of group-based learning in enhancing the speaking abilities of eighth-grade students at SMP Muhammadiyah Keling. The school was selected due to observable challenges among students in verbal expression, including limited vocabulary, low confidence, and minimal classroom interaction. Speaking skill is a crucial aspect of language proficiency, reflecting learners’ communicative competence and playing a vital role in academic success and social integration. While previous studies have explored cooperative learning, few have examined its implementation specifically in a value-based school with limited use of interactive methods. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design involving 18 students. The intervention spanned four sessions over two weeks. Speaking skills were assessed through structured tasks measuring fluency, pronunciation, vocabulary, grammar, and content. Results showed a significant improvement in speaking performance, with the mean score rising from 65.56 to 84.44. A paired sample t-test yielded a p-value of 0.000 (p < 0.05), indicating a statistically significant difference. While the study was limited by sample size and duration, the findings suggest that group-based learning fosters peer interaction and active participation, contributing to improved oral communication. These results have practical implications for EFL instruction, particularly in promoting student-centered learning environments. Future research could explore long-term impacts and adaptations of group-based strategies across diverse educational contexts.
Increasing English Vocabulary of Grade VIII Students through Duolingo Application Maryam; Said, Mawardin M.; Hasyim, Zarkiani; Anggreni, Afrillia
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.4094

Abstract

The purpose of this research is to determine whether the Duolingo application can enhance the English vocabulary of grade VIII students at SMPN 1 Sindue Tombusabora. This research focused on teaching concrete nouns and action verbs, including their spelling, meaning, and use in sentences. A quasi-experimental design was employed, involving two classes: an experimental class (VIII C) and a control class (VIII A), each consisting of 20 students selected through purposive sampling. Data collection was conducted using pretests and posttests to measure changes in vocabulary knowledge before and after the intervention. The experimental class utilized the Duolingo application, while the control class did not receive this treatment. After the posttest, the researcher used statistical analysis to evaluate whether there was a significant difference between the two classes. Based on the data analysis tests, the mean pretest score for the experimental class was 30.62, compared to 35.97 for the control class. After administering the treatment, the mean score on the posttest for the experimental class was 66.45, which is significantly higher than the mean score of 36.96 for the control class. Using a significance level of 0.05, the researcher found that the calculated t-value of 7.50 exceeded the t-value of 1.687 from the t-table. It indicates that the hypothesis was accepted. In other words, grade VIII students at SMPN 1 Sindue Tombusabora can increase their English vocabulary by using the Duolingo application.
The Function of Translation as a Tool for Intercultural Communication in the Global Age Melati Amir, Rahma; Syukri, Muhammad
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

Abstract

In an increasingly globalized society, translation plays a vital role in overcoming linguistic and cultural barriers and facilitating effective cross-cultural communication. This article examines translation not only as a linguistic process but also as a form of intercultural mediation that enables the transfer of meaning across diverse cultural contexts. The study aims to explore how translation contributes to global understanding by analyzing major translation theories and practical challenges encountered in academic translation. A qualitative descriptive research methodology was employed to investigate translation as a means of intercultural communication within the context of globalization. This approach is particularly suitable for examining contextual meanings, cultural adaptation strategies, and translation techniques used in intercultural exchanges. Data were collected through document analysis of translated academic texts and supported by insights from professional translators. The findings highlight the importance of translation competence in achieving communicative goals, emphasizing the balance between linguistic equivalence and cultural adaptation. The study concludes that despite advancements in translation technology, human translators remain essential in contexts where cultural sensitivity, contextual understanding, and nuanced interpretation are required to produce accurate and meaningful translations.
The Effectiveness of Elsa Speak Application in Teaching English Pronunciation Dwi Saputra, Bunaken; Harmilawati; Sabaruddin
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.v6i2.4200

Abstract

The findings of this study indicate that the ELSA Speak application is effective in improving the pronunciation ability of eighth-grade students at SMPN 7 Sinjai. This is evidenced by the results of the paired-sample t-test, which show a significance level of 0.000, lower than the significance threshold of 0.05; therefore, the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted. Accordingly, it can be concluded that the use of the ELSA Speak application has a significant positive effect on students’ pronunciation improvement. Furthermore, the N-Gain analysis reveals a score of 0.72 or 72%, which falls into the high effectiveness category. Descriptive statistical analysis also demonstrates an increase in students’ mean scores from the pretest to the posttest, indicating a significant improvement in students’ pronunciation performance after using the application. These findings are further supported by students’ positive responses during the learning process, in which they showed high levels of engagement, enthusiasm, and confidence in pronouncing English words. The ELSA Speak application also facilitates autonomous learning by providing immediate feedback, making pronunciation practice more effective, focused, and sustainable.
Digital Tools across the Genre-Based Approach Cycle: Enhancing EFL Learning through Technology Integration Intan Aprilia, Novi; Noor Farida, Alief
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 Rajagukguk, Dewi Veranita; Irma J.E , Janis; Anacy, Fidratan
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; Dewi Purnama, Atmarani
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.

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