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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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Challenging Native Speakerism: TEFL in Indonesia Beyond Native Speaker Fallacy Hendri Yawan; Marhamah
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2692

Abstract

This article examines the English native speaker fallacy and its implications in the field of Teaching English as a Foreign Language (TEFL) in Indonesia. The NS fallacy refers to the belief that Native English-Speaking Teachers (NESTs) are inherently superior and more competent in teaching English, disregarding the importance of their Pedagogical Content Knowledge (PKC). Through a synthesis research methodology, this article involves examining, integrating, and synthesizing existing conceptual and empirical studies related to teacher professional identity, NESTs, TEFL, and its implementation in Indonesia. The findings suggest that the notion of standard English taught in EFL classrooms should be questioned, as it is influenced by linguistic imperialism and marginalizes World Englishes. In Indonesia, the dominance of standardized English tests further reinforces the perception that NESTs are more competent in teaching standard English. To challenge native speakerism, the article argues for a shift in focus from linguistic proficiency to pedagogical expertise when evaluating NESTs' qualifications. Emphasizing the value of Pedagogical Content Knowledge can lead to a more inclusive and equitable hiring process, where NESTs are assessed based on their teaching capabilities and experience. By prioritizing pedagogical expertise, educational institutions can promote a culturally responsive learning environment that embraces linguistic diversity and enhances the quality of English language education in a globalized world.
Exploring Students' Perspectives on the Use of Grammarly in Writing Analytical Exposition Text Tarisa Marta Inayah; Tri Wintolo Apoko
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2802

Abstract

This study explores the students' perspectives of Grammarly and its effectiveness in improving their writing skills. Using a mixed methods approach with 60 participants (53% male, 47% female), the research collected quantitative data through a questionnaire distributed via Google Form and qualitative data through interviews with nine students. Integrating quantitative and qualitative findings revealed a generally positive view of Grammarly. Quantitative findings show that 63% of students found Grammarly useful, and 72% agreed that Grammarly feedback significantly improved their writing quality. Additionally, 52% of students appreciated detailed feedback, and 63% reported that Grammarly helped them better understand grammar rules. In relation to the perceived use of ease, the study revealed that 55% of students found Grammarly easy to use, and 61% agreed that Grammarly provided clear feedback on errors. Qualitative data confirms these findings, highlighting Grammarly's effectiveness in correcting mistakes, enhancing grammar understanding, and increasing students writing confidence. Students also valued Grammarly as being easy to use and allowing them to simplify the writing process, save time, and make writing tasks more manageable. However, some of Grammarly's advanced features require a paid premium subscription, which may be an obstacle for some users. The study concludes that integrating technology with Grammarly in EFL writing instruction offers significant benefits, including increased confidence in writing, better understanding of Grammarly, and efficient feedback.
Exploring Illocutionary Speech Acts in Yasmin Mogahed's Dakwah Videos: A Pragmatic Study Dinar Dipta; Norhayati binti Haji Abd Karim; Amira Said Sholeh
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2884

Abstract

Illocutionary speech acts refer to intentionally producing an utterance to achieve a specific purpose. This study aims to determine the types and functions of illocutionary speech acts in Yasmin Mogahed's Islamic lessons. This was a qualitative study to perform a content analysis. The data were from Yasmin Mogahed’s utterances through her speech on her YouTube account. Those utterances were selected using the types and functions of the speech act’s checklist. Only the utterances that contain illocutionary speech acts were used as the data. Therefore, these utterances were collected through documentation and a rater of linguistics to check the data accuracy. Later, the data were analyzed through reduction, display, and conclusion drawing. It was found that the types of illocutionary speech acts in Yasmin Mogahed’s speech included: (1) Assertive that consists of stating, concluding, and reporting; (2) Directives that consist of asking, requesting, and ordering; (3) Commissive that consists of promising and planning; and (4) Expressive that includes revealing the psychological state. The type of illocutionary act that appeared the most was assertive with an appearance frequency of 650 utterances, followed by directive of 202 utterances, expressive of 12 utterances, and commissive of 10 utterances. Meanwhile, the functions of the illocutionary act performed by Yasmin Mogahed were: (1) Competitive that includes begging, asking, and ordering; (2) Convivial that includes thanking, congratulating, and greeting; and (3) Collaborative that includes asserting, announcing, and instructing. The functions of illocutionary speech acts in Yasmin Mogahed’s video were revealed as collaborative of 659 utterances, competitive of 193 utterances, and convivial of 22 utterances. It indicates that during her speech, Yasmin Mogahed performs assertive type and collaborative functions since both especially aim to state only the truth hence, she frequently expresses what is considered correct according to Islamic lesson. Highlighting the findings, learning speech acts can be used to minimize communication misunderstandings hereafter.
Using Indirect Speech Acts and Their Impacts on Creating a Conducive Workplace Environment Fatimah Hidayahni Amin; Seny Luhriyani; Sri Puji Rahayu; Muhammad Syukri; Rahma Melati Amir
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2924

Abstract

Communication at the workplace requires meaningful understanding because it affects the work relationship as well as the work atmosphere. Hence, expressions used to generate such conditions are supposed to embody a conducive environment. This research aimed to determine the types of indirect speech acts and their language functions. This study used a qualitative research with a descriptive design to depict the phenomenon. The subjects were three employees at PT. Bosowa Berlian Motor Makassar, who were chosen purposively considering their availability and their readiness during the data collection. The data were collected by using observation with audio recordings and the researchers themselves as the non-participant observers. The results of this study showed that there were five types of indirect speech acts and there were certain language functions practiced by the employees, they are: emphasizing and instructing (assertive type), telling a condition and commanding what to do (directive type), directing and checking for the appropriate work (commissive type), complaining and giving subtle offense (expressive type), and responding, telling information and encouraging (declarative type). All types and their functions revealed and occurred to meet the need of creating a conducive environment in the workplace. The five types represent the traits of being assertive, directive, trusted, expressive, and declarative along with their use of language functions. These traits bear positive and good atmosphere in the workplace. Thus, with the conducive working environment, the employees can undertake their tasks well and focus on reaching the target in the workplace.
Students’ Grammatical Mistakes on the Use of Language Features in Composing Narrative Text Heriyanti Tahang; Yuliana A; Emiliana Oratmangun; Syahira Syahira; Shoheh Shoheh
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2945

Abstract

A narrative text with several grammatical and linguistic aspects is one of the texts learned in senior high school. In fact, according to the researcher's prior observation, students faced numerous challenges when attempting to write it, especially grammatical mistakes in using language features. This study aims to detect grammatical errors in the utilization of language elements in narrative texts produced by students, as well as to determine the underlying reasons contributing to these errors. The recent research employed a descriptive qualitative methodology. Eight of the eleventh-grade students studying Online Business and Marketing major in SMK Negeri 1 Kota Sorong have been selected as the participants in this research. Due to the COVID-19 pandemic situation which restricted social interactions, only those students than could be reached out to gather data. The data was derived from a writing exam and a semi-structured interview. Upon analyzing the student's writing, it was discovered that they made errors in utilizing the simple past tense and action verbs. Simultaneously, the interview data indicated that the causes contributing to grammatical errors in using language features in this study were limitations, lack of attention, and carelessness. This research finding implied that the teacher must identify the most effective technique to engage the student's attention and enable them to concentrate on acquiring language skills for future use in creating narrative texts.
Pragmatic Instructions in Oral Communication in Context Joseph B Quinto
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2952

Abstract

There is a need to revisit and recalibrate pragmatic instructions of English teachers in the Philippines to adequately communicate the competencies required of students. Consequently, the primary purpose of this research was to look into the pragmatic instructions utilized by senior high school English teachers and whether there was a difference in the use of their pragmatic instructions when grouped according to years of service and educational attainment in one leading private senior high school in Baguio City, Philippines. By employing a survey questionnaire and a series of classroom observations of all senior high school English teachers, the researcher found that they sometimes integrated at least one from instructional pragmatic approaches and at least one from interlanguage pragmatic awareness-raising techniques, interlanguage pragmatic communicative practice techniques, interlanguage pragmatic corrective feedback techniques, and culture teaching techniques in every lesson in their Oral Communication in Context classes. Meanwhile, there was a discrepancy between the perceptions of English teachers as expressed in the questionnaire and their performance in the classroom. Although there were generally no significant differences in the application of pragmatic instructions by English teachers when grouped according to years of service and educational attainment, there is sufficient evidence to suggest that they incorporate more approaches and more techniques as they amass more years in the English teaching profession as well as when they obtain more advanced degrees in the graduate school. Besides adding to the body of literature regarding pragmatic instructions, this research endeavor also puts forward recommendations for future study.
Developing Students’ Speaking Skill Through Digital Storytelling Amrul Hidayat; Sri Wahyuni Thamrin; Andi Anugrah M; St. Wahidah Z
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2991

Abstract

Students’ speaking ability of the eleventh grade at Pondok Pesantren Abu Bakar Ash-Shidiq was still classified as low. Therefore, it is necessary for the researcher to conduct the research in order to give significance theortically and practically. Theoretically, the result of this study was expected to support or refine the theory of EFL and ESL teaching. And, practically it is essential for those English teachers in designing a classroom activity to help the learners speak in English more accurately and fluently. This research aimed at finding out the improvement of the students’ speaking skills by using Digital Storytelling at the Eleventh Grade of Pondok Pesantren Abu Bakar Ash-Shidiq Taccorong. This research used pre-experimental method with 15 students of the eleventh grade of Pondok Pesantren Abu Bakar Ash-Shidiq Taccorong as the sample which was taken purposively from 32 as the population. The research findings showed that the mean score the value of post-test is higher than the pre-test’s value; 70,6>50,6. Furthermore, the t-test value of each speaking aspect and combination of aspects found were all higher than the t-table; 5.69>2.145, 4,65>2.145, and 11,8 > 2.145. The statistical research result indicates that the null hypothesis was rejected and the alternative hypothesis was accepted. Therefore, it can be concluded that digital storytelling improved the students’ speaking ability
Cooperative Learning: Index Card Match Method in Increasing Students’ English Learning Outcome Kisman; Rafi’ah Nur; Salasiah Ammade; Ammang Latifa; Siti Hajar Larekeng
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.3058

Abstract

English language achievement encompasses proficiency in the English language, reflecting a person's ability to effectively comprehend, communicate, read, and write in English. The Index Card Method is a cooperative learning strategy that promotes active participation and collaboration in the classroom, encourages students to engage in active learning and develop their creativity. The aims of this research was to find out whether or not Index Card Match Method of cooperative learning can significantly increase students’ English achievement to the seventh grade students of SMP Negeri 6 Wonomulyo. The method used in this research is quantitative research using pre-experimental method with one group pre-test and post-test design. The procedure of collecting data involved administrating pre-test before treatment and post-test after treatment. The population of this research was seventh grade students of SMP Negeri 6 Wonomulyo academic year 2023/2024. The sample was taken by using cluster sample technique, where the researcher chose one class consisted 18 students. The result of this research showed that the mean score of students’ English achievement before taught by Index Card Match method was 38.89, while after doing the treatment, the mean score was 64.00. To find out the difference between pre-test and post-test, the researcher applied t-test. The value of t-test was 14.726 greater than the value of t-table 2.110 at the level of significance 0.05 and the degree of freedom was 17. The conclusion of this research is the Index Card Match method of cooperative learning can significantly increase the students’ English achievement.
Designing an AI-Integrated LMS: EFL Teachers’ Views on Affordances and Challenges Hendri Yawan; Rais Abin; Marhamah; Puan Maharani
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.v6i1.3867

Abstract

The integration of generative artificial intelligence (GenAI) into English as a Foreign Language (EFL) learning is an emerging area of inquiry, particularly in contexts undergoing curriculum reform. This study explores how embedding ChatGPT into a Learning Management System (LMS) can support secondary EFL teachers’ instructional practices. Despite national efforts to improve digital infrastructure and pedagogical innovation, many EFL teachers still struggle with effectively using LMS platforms for language instruction. The study adopted a Design-Based Research (DBR) guided by the Software Development Life Cycle (SDLC) Waterfall model, to design, implement, and evaluate an AI-integrated LMS. Data were collected through surveys, interviews, and user walkthroughs with six secondary EFL teachers. Findings show that the AI-enhanced LMS improved usability, instructional planning, language material development, and teacher confidence. Teachers described the AI chatbot as a supportive thinking partner for generating lesson ideas, workload and encouraged pedagogical reflection. At the same time, they raised concerns about student overreliance, content accuracy, and the ethical boundaries of AI use. These insights highlight the importance of co-design, context-sensitive implementation, and critical digital literacy in GenAI integration. This study contributes to growing conversations on AI in secondary education by emphasizing the role of teacher agency, ethical awareness, and system adaptability. It suggests that GenAI, when grounded in local practice, can act not only as a technical tool but as a catalyst for language pedagogical instruction.
The Effectiveness of Elsa Speak Application in Teaching English Pronunciation Bunaken Dwi Saputra; 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.

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