Jolly: Journal of English Education
Jolly Journal of English Education (JJEE) aims at promoting a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. Jolly Journal of English Education (JJEE) welcomes contributions in the fields of: Language Teaching and Literacy Practices: Bilingualism, Computer-assisted language learning/teaching, Curriculum innovation and evaluation, English for Specific/Academic Purposes, Materials development, Multiliteracies, Syllabus Design, Teaching Methodologies in Language Classrooms, The use of Technology in Language learning and Teaching Testing and Evaluation in Language Learning: Assessment in second/foreign language teaching and learning, Assessment in a Technology-Enabled Language Learning Class, Problems and Testing Methods in Language Learning, Evaluation for Language Learning in Multilingual and Multicultural Context, Language Policy and Assessment in Language Learning and Teaching Linguistics: Phonetics and Phonology, Pragmatics, Sociolinguistics, Conversation analysis, Critical Discourse Analysis, World Englishes, Corpus Linguistics, Computational Linguistics Translation and Interpretation: Interpreting Studies, Translation in Literature, Translation Studies, Translation Studies, Translation and Globalizations Language and Culture: Cross-Cultural Communication, Intercultural Communication, Language Teaching and Cultural Communication, Multilingual and Multicultural Learning Environments Literature: Contemporary literature, Comparative literature, Interdisciplinary Approaches in Literature, Literary criticism, Literature and history, Literature and Media, Literature and other arts & literature
Articles
55 Documents
<![CDATA[An Analysis Of Seventh Grade Students’ Listening Comprehension At MTs Hubbulwathan Duri ]]>
<![CDATA[Novi Fatma Sari]]>
<![CDATA[ Jolly Journal of English Education Vol. 4 No. 1 (2026): Jolly: Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v4i1.291
<![CDATA[Listening comprehension is a foundational yet complex skill in English language acquisition. This study analyzed the listening comprehension proficiency of seventh-grade students at MTs Hubbulwathan Duri and investigates the potential factors affecting their performance. Employing a descriptive quantitative approach, data were gathered through a structured listening test and a background questionnaire administered to 26 students. The population and sample of this research consisted of a single intact class of seventh-grade students at MTs Hubbulwathan Duri. The class comprised 26 students (N = 26). This specific group was selected using purposive sampling. The empirical results revealed a critical gap in proficiency: only 3.8% of the students (1 out of 26) achieved the passing grade, while the remaining 96.2% struggled significantly. Based on the background questionnaire, limited vocabulary and unfamiliarity with spoken English were frequently reported by students as key challenges in decoding auditory inputs. Furthermore, descriptive patterns suggest that higher proficiency aligns with early language exposure, as the single successful student had a history of attending private English tutoring during elementary school.]]>
<![CDATA[The Effect Of Using Memrise Application On Students’ Vocabulary Mastery At The Fifth-Grade Of SD IT Ar-Refah ]]>
<![CDATA[Taqiyuddin]]>;
<![CDATA[Rezita Estika]]>
<![CDATA[ Jolly Journal of English Education Vol. 4 No. 1 (2026): Jolly: Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v4i1.292
<![CDATA[This study aims to determine whether there is a significant effect of using the Memrise Application on the students’ mastery of the vocabulary of fifth-grade students at SDIT Ar-Refah Tanjungpinang, the research design used a quantitative research method with a quasi-experimental research design. With a population of There 58 students consists of two classes, namely class V Al-Zahrawi as the experimental class and V Al-Ghazali as the control class. The sampling technique used a total sampling. The data were collected by using tests, namely pre-test and post-test. The data were analyzed by independent sample t-test and paired sample t-test statistically by using IBM SPSS version 26. The results showed that there was no significant difference in the two classes before being taught by using the Memrise application. This is shown after analyzing by using the Independent Sample T-test pre-test and the sig value. 2-tailed value of 0.138> 0.005. So, Ho is accepted while Ha is rejected. Based on the results of the study, show that there is a significant difference in the two classes after being taught by using the Memrise application. after being analyzed using the Independent Sample T-test post-test and the sig value 2-tailed value of 0.001 <0.05. So, Ho is rejected while Ha is accepted.]]>
<![CDATA[The Effect Of Using Poster In The Canva Application To Improve Students’ Writing Ability At Twelfth Grade Students Of SMAN 9 Mandau ]]>
<![CDATA[Nur Wahidah]]>
<![CDATA[ Jolly Journal of English Education Vol. 4 No. 1 (2026): Jolly: Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v4i1.293
<![CDATA[This research aimed to investigate how the effect of using poster in the Canva application to improve students’ writing ability at twelfth-grade students of SMAN 9 Mandau. The primary problem addressed was the consistent difficulty students faced in generating and developing ideas, which resulted in poorly organized texts, unrelated supporting sentences, and a less of topic focus. Furthermore, a non-systematic approach to sentence organization often disrupts cohesion, leading to reader confusion and communicative ambiguity. To address these challenges, a quasi-experimental design was employed with a sample of 52 students, divided into an experimental group and a control group of 26 students each. The experimental group used Canva posters as a learning aid, while the control group was taught using traditional methods. Data were gathered through an argumentative writing assessment and analyzed using descriptive statistics and an Independent Sample T-test. The findings revealed that the experimental group’s mean score rose significantly from a pre-test average of 82.42 to a post-test average of 89.50. engagement through the creative combination of visual and textual components. This approach successfully mitigated previous organizational issues and fostered clearer communication.]]>
<![CDATA[Students’ Cognitive Dimensions On The English Club Program At SMAN 8 Mandau ]]>
<![CDATA[Shafira Maulidya]]>
<![CDATA[ Jolly Journal of English Education Vol. 4 No. 1 (2026): Jolly: Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v4i1.295
<![CDATA[Understanding internal mental processing is crucial for explaining language learning outcomes in informal educational settings. However, students’ cognitive development within extracurricular English Club programs has rarely been evaluated through systematic psychometric profiling. This research aimed to identify and analyze students’ cognitive dimensions in the English Club program at SMAN 8 Mandau, focusing on how underlying mental architecture influences English as a Foreign Language (EFL) learning and communicative fluency. A quantitative survey research design employing a census sampling technique was conducted with all 10 active members of the SMAN 8 Mandau English Club. Data were collected using a validated and reliable 8-item Likert-scale questionnaire measuring five core cognitive dimensions: perception, memory, attention, language processing, and thinking and problem solving. Descriptive statistical analysis revealed a high overall cognitive readiness among participants, with a cumulative group mean score of 33.00 out of a maximum of 40.00 (SD = 5.270). Among the dimensions, “Thinking and Problem Solving” achieved the highest score (Mean = 4.5), indicating that club activities effectively train students to utilize communication strategies and overcome real time speaking obstacles. Conversely, “Attention Management” recorded the lowest mean score (Mean = 3.6), highlighting susceptibility to internal and external distractions during oral practice. Overall, the English Club significantly fosters students’ cognitive frameworks by lowering language anxiety, facilitating long term vocabulary recall, and accelerating sentence processing. It is recommended that EFL instructors integrate targeted focus-training and interactive digital tasks into extracurricular club routines to ensure balanced cognitive development and sustained communicative accuracy.]]>
<![CDATA[Exploring Integrative Motivation in English Learning Among Indonesian EFL University Students: An Explanatory Sequential Mixed-Methods Study ]]>
<![CDATA[Baharudin Adu]]>;
<![CDATA[Nining Syafitri]]>;
<![CDATA[Sanaria Maneba]]>;
<![CDATA[Wa Ode Hanafiah]]>;
<![CDATA[Asti Wahyuni B]]>
<![CDATA[ Jolly Journal of English Education Vol. 4 No. 1 (2026): Jolly: Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v4i1.297
<![CDATA[Despite the growing body of research on language learning motivation, limited studies have examined how integrative motivation develops through students’ experiences in Indonesian EFL higher education using a mixed-methods design. This study aimed to investigate how EFL university students demonstrate integrative motivation in English learning and to identify the factors shaping their motivational orientations. An explanatory sequential mixed-methods design was employed, involving 21 sixth-semester students of the English Education Study Program at Dayanu Ikhsanuddin University. Quantitative data were collected through a five-point Likert-scale questionnaire and analyzed using descriptive statistics, while qualitative data were obtained through semi-structured interviews and analyzed using thematic analysis to explain the quantitative findings. The quantitative results indicated that most participants demonstrated high (52.6%) and very high (38.2%) levels of integrative motivation toward English learning. The qualitative findings revealed three interconnected dimensions underlying students’ motivational development: intrinsic enjoyment as the foundation of integrative motivation, self-initiated learning engagement, and intercultural curiosity toward English-speaking communities. The integration of both data sources suggests that integrative motivation is not a fixed psychological attribute but a dynamic developmental process in which affective, behavioral, and intercultural dimensions continuously interact to sustain English learning. These findings provide empirical insights into the development of integrative motivation among Indonesian EFL university students and offer practical implications for designing English learning environments that promote meaningful engagement, student autonomy, and intercultural awareness. ]]>
