2026-05-26T16:39:05Z https://jele.or.id/index.php/jele/oai

oai:jele.or.id:article/19 2018-12-17T03:44:56Z jele:ART

THE EFFECT OF QAR (QUESTION-ANSWER RELATIONSHIPS) STRATEGY TO IMPROVE STUDENTS READING COMPREHENSION OF THE EIGHT YEAR STUDENTS AT SMP NEGERI 2 KOTO KAMPAR HULU Asilestari, Putri The goal of the QAR strategy is helping the students in reading comprehension actively by analyzing various steps of questions. QAR (Question-Answer Relationships), which helps the students to answer the question based on the text. QAR is the best strategy that helps students in answering question and comprehending the text more effectively. This research was an experimental research. It was conducted at SMA Negeri 2 Koto Kampar Hulu which located on kampar regency. The population of this research was the eight year students of SMP Negeri 2 Koto Kampar Hulu in the second semester. They consisted of 123 students, which divided into 3 classes. The reason to choose eight year students in using QAR technique was this technique appropriate to intermediate level of students. This research focuses of QAR Strategy on students Reading Comprehension. The instrument of this research is reading test. The data collection technique that writer used to analyzed data is t-test. The result of this study is taken from the quantitative data. It can be seen that there is improvement from the score pre-test (47.9) to that of post test (74,82) for experimental class and also the t-table 1.99 is smaller than t-observed 12.4. Moreover, it can be seen that after being taught by using QAR (Question-Answer Relationship) strategy, there is increasing of the students reading comprehension and they can answer the question with more efficiently. The students can analyze how and where to answer the question effectively The results of these tests were taken as data of this research. Universitas Pahlawan Tuanku Tambusai Research Center of University Pahlawan Tuanku Tambusai 2018-12-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/19 10.31004/jele.v2i1.19 Journal of English Language and Education; Vol 2, No 1 (2017) 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/19/19 Copyright (c) 2018 Journal of English Language Education

oai:jele.or.id:article/1938 2026-02-03T07:38:08Z jele:ART

The Effect of Google Classroom Use on Learning Media Design Ability and Teacher Professionalism at SMPN 3 Mandau Ernita, Ernita Sa'ud, Udin Syaefudin Luthfi, Amir Influence; Google Classroom; Design; Learning Media; Educational Technology; Teacher Professionalism This study aims to determine the effect of using Google Classroom on the ability to design learning media and teacher professionalism at SMPN 3 Mandau. The method used is a quantitative approach with a quasi-experimental research design. The population in this study were 20 teachers at SMPN 3 Mandau, sampling was carried out using the total sampling technique. Data were collected through observation sheets distributed to 20 teachers, consisting of 10 observation aspects for the variable of the ability to design learning media, and 15 observation aspects for the variable of teacher professionalism. The results showed that the use of Google Classroom had a significant positive effect on the ability to design learning media with a coefficient value of 0.000 0.05. In addition, the use of Google Classroom has also been shown to increase teacher professionalism with a coefficient value of 0.301 and a significance of 0.002 0.05. Based on these findings, it can be concluded that the use of Google Classroom can improve the ability to design learning media and teacher professionalism, so it is expected to be a reference in the development of technology-based learning in schools. This research contributes to the development of teacher competencies in the digital era and encourages policies that support the use of technology in learning. Universitas Pahlawan Tuanku Tambusai 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1938 10.31004/jele.v10i6.1938 Journal of English Language and Education; Vol 10, No 6 (2025); 1314-1323 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1938/989 Copyright (c) 2025 Ernita Ernita, Udin Syaefudin Sa'ud, Amir Luthfi https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/786 2025-04-29T13:37:10Z jele:ART

The Application of Mind Mapping in Enhancing Students' Understanding of Fiqh on the Requirements of Qurban: A Study in Grade V at MI Jabal Nur Pratami, Rosmala Sari Putri Darmayanti, Darmayanti Yahya, Safaruddin Mind Mapping, Fiqh Education, Qurban Requirements, Teaching Methods, Learning Outcomes, Student Comprehension, Experimental Study. This study aims to enhance students' understanding and performance in the Grade V Fiqh curriculum at MI Jabal Nur through the Mind Mapping teaching method. Mind Mapping is a visual learning technique that organizes information graphically, promoting better comprehension. An experimental approach was employed to assess its effectiveness in improving students’ understanding of the requirements of Qurban. Data collection involved three main instruments. First, observations were conducted using structured sheets to analyze student and teacher activities during lessons. Second, an experiment divided students into an experimental group (Mind Mapping) and a control group (conventional methods), with pre-tests and post-tests measuring learning outcomes. Third, documentation included relevant photographs. The procedure encompassed observations, experimental interventions, and assessments. Quantitative analysis was applied to evaluate student progress and teacher effectiveness. The findings revealed significant improvements. The success rate increased from 47% in the pre-cycle to 93.33% in Cycle II, with the average student score rising from 59.6 to 85.9. These improvements were attributed to enhanced teacher performance, additional learning activities, and greater student engagement. Mind Mapping effectively facilitated information visualization, fostering deeper understanding. This study demonstrates that the Mind Mapping method positively impacts students' comprehension and academic performance in Fiqh. Its structured and interactive nature helps learners better grasp complex religious concepts, making it a valuable pedagogical tool in Islamic education. Universitas Pahlawan Tuanku Tambusai 2025-04-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/786 10.31004/jele.v10i2.786 Journal of English Language and Education; Vol 10, No 2 (2025); 383-388 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/786/392 Copyright (c) 2025 Rosmala Sari Putri Pratami , Darmayanti, Safaruddin Yahya https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1437 2026-05-19T03:47:58Z jele:ART

An Investigation on Students’ Ability Through Images (Pictures) in Writing Spoof Text: A Case on Teaching Strategy Sinaga, Yanti Kristina Herman, Herman Simajuntak, Naomi Spoof Text; Visual Aids; Images; Writing Skills; Teaching Strategy; Quasi-Experimental This study investigates the effectiveness of using images (pictures) as a teaching strategy to enhance students’ ability in writing spoof texts. The research was conducted at SMA Swasta Kampus Nommensen Pematang Siantar during the 2024/2025 academic year, involving two classes of eleventh-grade students. A quasi-experimental design was employed, with one class assigned as the experimental group and the other as the control group. The experimental group received image-based instruction, while the control group was taught using traditional methods. Data were collected through pre-tests and post-tests to measure students’ writing abilities before and after the intervention. The results revealed a significant improvement in the experimental group’s performance. Their average score increased from 52.61 (pre-test) to 84.19 (post-test), whereas the control group’s average rose modestly from 51.77 to 66.54. The statistical analysis using a t-test yielded a value of 6.06, exceeding the critical value of 2.00 at a 0.05 significance level, indicating a meaningful difference between the two groups. These findings suggest that visual aids can effectively support students in understanding and composing spoof texts by stimulating creativity, aiding in idea development, and improving structural coherence. The study concludes that integrating images into writing instruction significantly enhances students' writing performance and recommends this approach for teaching narrative genres that require imagination and structure. Universitas Pahlawan Tuanku Tambusai 2025-09-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1437 10.31004/jele.v10i5.1437 Journal of English Language and Education; Vol 10, No 5 (2025); 334-346 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1437/1317 Copyright (c) 2025 Yanti Kristina Sinaga, Herman Herman, Naomi Simanjuntak https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/306 2023-01-11T21:04:32Z jele:ART

Duolingo Mobile Application for English Listening Skill Improvement of Vocational School Students sari, Arum Octaviani, Saly Kurnia Duolingo, Duolingo application for English Learning, English Listening Skill, Mobile Assisted Language Learning, Vocational Senior High School Duolingo application in mobile assisted language learning can help students flexibly to learn English listening skills by its game-based features. Meanwhile, listening skill as one of significant language aspects for oral communication purpose is highly required for professional need by vocational senior high school. Therefore, this research was intended to find out the progress of students’ English listening skill in SMK Analis Kesehatan Nasional Surakarta using Duolingo and students’ perceptions toward the mobile application. This study used quantitative research with pre-experimental design and its data collection used pre-test, post-test, and close-end questionnaire. The findings show that scores of students’ pre-test and post-test presented significant improvement of students’ English listening skill. The average students’ pre-test score was 73.25 while the average students’ post-test score was 83.3. It was supported by students’ perception that 90% students gave positive perception to the usage of Duolingo mobile application in their English learning process.  Universitas Pahlawan Tuanku Tambusai 2022-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/306 10.31004/jele.v7i2.306 Journal of English Language and Education; Vol 7, No 2 (2022); 84-95 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/306/161 Copyright (c) 2022 Arum sari, Saly Kurnia Octaviani https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2087 2026-03-04T10:23:22Z jele:ART

Implementation Of A Deep Learning-Based Approach In Islamic Religious Education At Madrasah Tsanawiyah Muallimin In Medan Siregar, Rahmayani Siregar, Nur Aisyah Siregar, Nurkholijah Nasution, Saidatun Nisa Deep Learning, Islamic Religious Education. This study employs a qualitative approach with a descriptive research design to examine the implementation of the Deep Learning approach in Islamic Religious Education at Muallimin Islamic Junior High School (MTs) Medan under the Kurikulum Merdeka framework. The research subjects were selected through purposive sampling, involving the school principal, the vice-principal of curriculum affairs, Islamic Religious Education teachers, and students who demonstrated a comprehensive understanding of the learning process. Data were collected through in-depth interviews, field observations, and documentation. The results indicate that: first, lesson planning for Deep Learning-based Islamic Religious Education involves the preparation of teaching modules that include triggering questions, clear learning objectives, and structured time allocations; second, the classroom implementation effectively integrates the three pillars of Deep Learning, namely Mindful Learning (connecting), Joyful Learning (experiencing), and Meaningful Learning (creating meaning); third, the post-implementation evaluation reveals that the Deep Learning approach contributes positively to the overall effectiveness of Islamic Religious Education at MTs Muallimin Medan. Universitas Pahlawan Tuanku Tambusai Sekolah Tinggi Ilmu Tarbiyah Serdang Bedagai 2026-02-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2087 10.31004/jele.v11i1.2087 Journal of English Language and Education; Vol 11, No 1 (2026); 1057-1063 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2087/1127 Copyright (c) 2026 Rahmayani Siregar, Nur Aisyah Siregar, Nurkholijah Siregar, Saidatun Nisa Nasution https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1026 2025-08-28T09:51:14Z jele:ART

The Effectiveness of Hybrid Learning Model with Emotional Design Approach in Improving Digital Literacy of Junior High School Students Fatmasari, Ria Kristia Digital Literacy, Hybrid Learning, Emotional Design Digital transformation in education demands a learning model that is not only technically effective but also pays attention to students' emotional involvement. Digital literacy is an important competency that must be possessed by students since junior high school age, but its implementation still faces challenges in terms of student motivation and participation. This study aims to examine the effectiveness of the hybrid learning model with an emotional design approach in improving digital literacy of junior high school students. The method used is a quasi-experiment with a pretest-posttest control group design. The study population was grade VIII junior high school students at a school in North Sumatra. The research instruments consisted of digital literacy tests, observations of emotional involvement, and documentation of learning activities. Data were analyzed quantitatively and qualitatively. The results showed a significant increase in digital literacy in the experimental group compared to the control group. The average posttest increased by 22.17 points . Observations showed that students were more active and emotionally involved in learning. The hybrid learning model with an emotional design approach has been proven to be effective in improving digital literacy and student involvement in digital learning. This approach can be an innovative alternative in 21st century learning. Universitas Pahlawan Tuanku Tambusai 2025-07-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1026 10.31004/jele.v10i4.1026 Journal of English Language and Education; Vol 10, No 3 (2025); 844-853 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1026/523 Copyright (c) 2025 Ria Kristia Fatmasari https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1657 2026-02-03T07:38:07Z jele:ART

Psychological Factors Affecting Speaking Performance of EFL Students at Tadulako University Maharani, Astrid Deswita Kamaruddin, Abdul Sadilia, Sukmawati Said, Mawardin M. Psychological Factors, Anxiety, Self-Confidence, Motivation, Attitude, Speaking Performance, EFL Students This research aimed to identify and describe the psychological factors affecting the speaking performance of third-semester students of the English Education Study Program at Tadulako University. The study employed a quantitative descriptive design using a survey method with 100 randomly selected respondents. The instruments used were adapted from standardized scales: the Foreign Language Classroom Anxiety Scale, the Speaking Self-Efficacy Scale, and the Attitude/Motivation Test Battery. Data were analyzed using descriptive statistics through SPSS version 25, focusing on frequencies, percentages, and mean scores. The results revealed that students experienced a high level of anxiety (M = 3.13) and low self-confidence (M = 2.03), both of which served as psychological barriers in speaking English. Conversely, students demonstrated high motivation (M = 3.53) and positive attitudes (M = 3.59) toward English-speaking activities, which acted as psychological strengths enhancing engagement and persistence in learning. Overall, these findings suggest that emotional and motivational factors significantly influence students’ speaking performance. Therefore, it is recommended that lecturers foster a supportive learning environment that reduces anxiety, enhances confidence, and maintains students’ motivation and positive attitudes toward English learning. Universitas Pahlawan Tuanku Tambusai Lecture English Education Study Program as my supervisor 2025-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1657 10.31004/jele.v10i6.1657 Journal of English Language and Education; Vol 10, No 6 (2025); 430-439 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1657/891 Copyright (c) 2025 Astrid Deswita Maharani, Abdul Kamaruddin, Sukmawati Sadilia, Mawardin M.Said https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/610 2025-03-10T23:46:21Z jele:ART

The Effect of Self-Efficacy on the Writing Ability of English Study Program Students at IAIN Palangka Raya Hakikiy, Nur Siminto, Siminto Qamariah, Zaitun Correlation, Self-Efficacy, Writing Ability. In learning English as a foreign language, four skills should be mastered by the learners. They are listening, speaking, reading, and writing. Writing has an important role for people. Writing is one of the ways to communicate as well as speaking. Some people my not like it much, because in general, writing skills are rarely more favorite than other. After all, it includes many aspects such as vocabulary, grammar, idioms, and so on. Writing is also the most important skill you need in University. It will be helpful when we need to accomplish our theses.  Self-efficacy, an individual's belief in his or her ability to achieve certain goals, is considered an important factor influencing academic performance, including writing skills. This study involved 48 Semester 6th students from the English language education study program at the Palangka Raya State Islamic Institute, using a self-efficacy questionnaire and a writing test as instruments. Data were analyzed using Pearson Product Moment Correlation to determine the strength and direction of the relationship between the two variables. From the results of the data analysis, it is clear that there is a relationship between self-efficacy (variable X) and writing ability (variable Y). The correlation results show that the value of r = 0.2053 is included in the "Weak" category, which indicates that although there is a positive correlation between Student Self-Efficacy and Writing Ability, this relationship is not strong. The coefficient of determination R² = 0.0422 or 4.22% indicates that only a small part of the variation in writing ability can be explained by student self-efficacy. T-test: The calculated t-value is 1.42. With a sample size of n = 48 and a commonly used significance level (α = 0.05), this t-value is not significant. This means there is no strong evidence to conclude that there is a significant relationship between self-efficacy and writing ability in this sample. The results of this study expand the understanding of the importance of other factors such as motivation, learning environment, and social support that may have more influence on improving writing skills. The study also confirms that the development of writing skills requires a holistic approach, which includes not only improving self-efficacy but also other aspects of the learning process. Universitas Pahlawan Tuanku Tambusai 2025-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/610 10.31004/jele.v10i1.610 Journal of English Language and Education; Vol 10, No 1 (2025); 157-127 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/610/300 Copyright (c) 2025 Nur Hakikiy, Siminto, Zaitun Qamariah https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1993 2026-05-03T05:51:32Z jele:ART

Strengthening Digital Literacy in Cyberbullying Prevention Efforts in Senior Secondary Schools: A Literature Review Yusuf, Muhammad Hidayati, Dian Zuhaery, Muhammad Digital Literacy; Cyberbullying; Literature Review The IT technology development made the purpose of the social media probe very accessible to the target school groups, particularly to high school students. The high usage of social media led to the digitalization of most of the teenagers’ social interaction. The variety in the background and respective digital literacy levels of school students lead to numerous negative effects, including cyberbullying. The aim of the present research is to explore the digital literacy prevention relationship of cyberbullying among high school students through the analysis of the most recent literature survey results. In progresses are utilized the method of system literature review and investigate journals and other scientific articles published between 2020 and 2025. The results of the conducted study showed that good digital literacy, namely, knowledge of digital ethics, helps to regulate students’ thinking and behaving while being on social juvenile media. This in turn can have the benefit of suggesting positive approaches regarding search for the truth and evaluating online content and mitigate the chances to be exposed to cyberbullying. To conclude, based on the results of the conducted study it can be recommended to school administrations to propose a developed digital literacy program, particularly, the one targeting digital ethics to be used as a preventative measure to avoid the negative development of cyberbullying cases in school. Universitas Pahlawan Tuanku Tambusai Dian Hidayati, Manajemen Pendidikan, Universitas Ahmad Dahlan 2026-04-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1993 10.31004/jele.v11i2.1993 Journal of English Language and Education; Vol 11, No 2 (2026); 1070-1078 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1993/1259 Copyright (c) 2026 Muhammad Yusuf, Dian Hidayati, Muhammad Zuhaery https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1184 2026-03-12T09:17:42Z jele:ART

Principal Strategies for Managerial Supervision to Enhance Teacher Discipline in Madrasah Ibtidaiyah Herman, Herman Zahraini, Zahraini Rahmattullah, Rahmattullah Managerial Supervision; Head of Madrasah; Teacher Discipline; Strategy; Madrasah Ibtidaiyah This study examines the approach taken by madrasah ibtidaiyah principals to enhance teacher discipline through the use of managerial oversight. To create a consistent culture of discipline in the classroom, managerial supervision is crucial. There is still a disconnect between the academic notions of supervision and their practical application, especially at madrasahs in the Pidie region. A qualitative descriptive methodology was used in this study, which included document analysis, observations, and interviews. The results show that, in spite of obstacles including a lack of professional development and environmental difficulties, principals use a variety of supervisory techniques to deal with teacher discipline concerns. To improve teacher discipline in primary Islamic schools, the study finds that contextualized policies and focused training are essential for bolstering management supervision. Universitas Pahlawan Tuanku Tambusai universitas bina bangsa getsempena 2025-08-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1184 10.31004/jele.v10i4.1184 Journal of English Language and Education; Vol 10, No 4 (2025); 1180-1190 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1184/662 Copyright (c) 2025 Herman, Zahraini, Rahmattullah https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/54 2021-02-05T04:37:34Z jele:ART

Improving Students’ Reading Comprehension By Using Numbered Head Together (NHT) Strategy in SD IT Fadilah Pekanbaru Afriyeni, Yeni This action research is aimed at improving the students‘ reading comprehension by using Numbered Head Together (NHT) strategy in five (A) grade at SD IT Fadilah in Pekanbaru. The researcher applies the discussion method in learning English at SD IT Fadilah Pekanbaru. Numbered Head Together (NHT) or numbering thinking together is a type of cooperative learning that is designed to influence patterns of interaction and as an alternative to classroom. The result shows that the use of NHT strategy has successfully made the students able to comprehend the reading. It can be seen from student learning outcomes obtained a value of 54.60 with a low category, in UH I increased learning outcomes with the acquisition of value of 65.76 in the medium category, and in UH II student learning outcomes increased again with the acquisition of a value of 79.25 with high category. Based on the above research data, it appears that student learning outcomes in English have improved after the Number Head Together (NHT) strategy was applied. The Numbered Head Together (NHT) strategy generally involves students in reviewing the material in the lesson and understanding of the material provided. Universitas Pahlawan Tuanku Tambusai Prodi Pendidikan Bahasa Inggris Universitas Pahlawan Tuanku Tambusai 2021-02-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/54 10.31004/jele.v5i1.54 Journal of English Language and Education; Vol 5, No 1 (2020); 36-48 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/54/55 Copyright (c) 2020 Yeni Afriyeni https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1125 2026-03-04T10:23:21Z jele:ART

Planning the Needs of Educational Facilities and Infrastructure in the Context of Improving the Quality of Education at PKBM Al Ghoutsillah, Batu Tunau Village Abduh, Muhamad Yahyadin, Muhammad Ahdar, Muhammad Rusidah, Rusidah Sulistiyana, Sulistiyana Planning; Facilities and Infrastructure; Quality of Education; PKBM This study aims to analyze the planning of educational facilities and infrastructure needs at PKBM Al Ghoutsillah as a strategic effort to enhance the quality of education. Adequate facilities and infrastructure are essential components in creating an effective learning environment and supporting the achievement of educational objectives. This research employs a qualitative approach with data collected through observations, in-depth interviews, and documentation involving administrators, tutors, and learners. The findings reveal that the planning process is carried out through identifying learner needs, mapping curriculum requirements, and evaluating the condition of existing facilities. Despite facing financial limitations and resource constraints, PKBM Al Ghoutsillah strives to meet the minimum standards of learning facilities by optimizing internal resources, prioritizing procurement based on urgency, and establishing collaborations with various partners. The study shows that structured and adaptive planning contributes to improved student engagement, increased learning effectiveness, and better overall educational service quality. Furthermore, the research provides significant implications for PKBM management development, particularly in strengthening procurement policies, facility maintenance strategies, and collaborative initiatives to support the sustainability of non-formal education services. Universitas Pahlawan Tuanku Tambusai 2026-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1125 10.31004/jele.v11i1.1125 Journal of English Language and Education; Vol 11, No 1 (2026); 214-223 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1125/1027 Copyright (c) 2026 Muhamad Abduh, Muhammad Yahyadin, Muhammad Ahdar, Rusidah Rusidah, Sulistiyana Sulistiyana https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/813 2025-08-28T09:51:12Z jele:ART

A Pragmatic Stylistic Analysis of the poem‘O Captain! My Captain!’ by Walt Whitman Murtias, Latifa Nanda Silpandi, Neviya Batubara, Vinjellina Ahmad, Sophie Meilatifah Rangkuti, Rahmadsyah Pragmatic stylistics; speech acts; deixis; implicature Walt Whitman This study analyzes the poem O Captain! My Captain! by Walt Whitman using pragmatic stylistic analysis based on speech acts, deixis, and implicature. It adopts a qualitative descriptive analytic model and seeks to answer the question of how Whitman’s linguistic choices affect the emotional and communicative dimensions of the poem. It’s found that expressive, directive, and commission speech acts create feelings of grief, admiration, and a promise of remembrance. Personal, temporal, and spatial deixes emphasize the relationship between the speaker, the deceased leader, and the historical context. The message of the poem, the irony of victory hidden in deep loss, is revealed through implicature. This study shows that Whitman’s choice of language in the elegy touches the hearts of the nation. The study reveals the importance of carrying out a pragmatic stylistic analysis of poetry to discover more meanings behind the text. Universitas Pahlawan Tuanku Tambusai 2025-05-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/813 10.31004/jele.v10i3.813 Journal of English Language and Education; Vol 10, No 3 (2025); 146-151 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/813/432 Copyright (c) 2025 Latifa Nanda Murtias, Neviya Silpandi, Vinjellina Batubara, Sophie Meilatifah Ahmad, Rahmadsyah Rangkuti https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1461 2026-01-12T03:39:01Z jele:ART

ChatGPT in English Learning for Non-English Majors: A Systematic Literature Review Hidayah, Amanda Nurul Yuliana, Yohanes Gatot Sutapa Susilawati, Endang Ikhsanudin, Ikhsanudin ChatGPT, English Language Learning, Non-English Majors, English for Specific Purposes, Artificial Intelligence, Learner Perceptions This systematic literature review investigates the usage of ChatGPT for the learning of English language among non-English majors. Drawing on ten recent research from the last two years, this study looks at students’ perspectives, the impact on language skills, and the challenges of incorporating ChatGPT into learning contexts. The findings show that ChatGPT improves vocabulary acquisition, academic writing, and conversational skills by giving tailored feedback and a low-pressure practice environment. However, issues regarding dependence, ethical use, and the need for teacher direction persist. This paper emphasizes the likelihood of ChatGPT as a complementary learning tool, emphasizing the significance of mixing AI technology with traditional instruction and cultivating AI literacy in order to maximize benefits while maintaining academic integrity. Universitas Pahlawan Tuanku Tambusai 2025-10-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1461 10.31004/jele.v10i5.1461 Journal of English Language and Education; Vol 10, No 5 (2025); 606-614 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1461/792 Copyright (c) 2025 Amanda Nurul Hidayah, Yohanes Gatot Sutapa Yuliana, Endang Susilawati https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/450 2024-01-30T18:53:33Z jele:ART

Articulating Beliefs: A Comprehensive Analysis of English Teachers' Perspectives on Grammar Teaching Wati, Siska Oktawidya Syarif, Hermawati Zainil, Yetti Articulating Beliefs; English Teacher Perspective; Grammar Teaching Teacher beliefs are about how teachers conceptualize their work in classroom. Based on the theories, teacher beliefs is an important element in improving the quality of educational  practice.  Therefore,  the  purposes  of  this  study  are  to describe  the  teachers‟  beliefs  and  to  investigate  how  the  teachers “practice of teaching grammar in classroom. The research method used is descriptive qualitative. The subjects of this study were two English teachers who were experienced in teaching English at  SMPN 1 Harau. The instruments used are interview, field notes, and documents. The technique of data analyses used the Mile and Huberman model. Based on the result of the study the data show that teachers beliefs that grammar is important because it effects on how students make the correct sentence. There are five factors that support the beliefs, lesson plan, teaching method, teaching procedure, sources of teaching materials, the teachers and students roles. However, in teaching practices not those factors are applied because the teachers had to a lot of time to manage the classroom. Universitas Pahlawan Tuanku Tambusai 2023-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/450 10.31004/jele.v8i2.450 Journal of English Language and Education; Vol 8, No 2 (2023); 112-120 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/450/197 Copyright (c) 2023 Siska Oktawiya Wati, Hermawati Syarif, Yetti Zainil https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2168 2026-05-03T05:51:31Z jele:ART

A Deixis Analysis in Song Lyrics of Anti-Hero by Taylor Swift Lailiyah, Manda Ayu Aisyah, Siti Prasetyo, Yudy Deixis; Song Lyrics; Anti Hero; Taylor Swift Deixis is an important pragmatic feature in song lyrics because it enables listeners to interpret meaning based on context, perspective, and interpersonal relations between the songwriter and the audience. In linguistic and pragmatic studies, deixis plays a crucial role in constructing narrative voice, emotional expression, and contextual interpretation. Although previous studies have analyzed deixis in various song lyrics, limited attention has been given to how different types of deixis contribute to the expression of internal conflict, identity struggle, and self-reflection in Taylor Swift’s “Anti-Hero”. Therefore, this study aims to identify the types of deixis found in the song lyrics Anti Hero by Taylor Swift and to describe the contextual meaning of those deixis. This research employed a descriptive qualitative method using a pragmatic approach based on Levinson’s (1983) deixis framework. The data source was the official song lyrics obtained from the Genius website and analyzed through systematic identification, classification, and contextual interpretation using an analytical rubric. The findings reveal that the lyrics contain several types of deixis, namely person, temporal, spatial, discourse, and social deixis, each contributing to the construction of meaning within the song. The study concludes that deixis in “Anti-Hero” functions not merely as a grammatical referencing system but as a pragmatic resource that shapes contextual meaning, emotional expression, and self-reflective narrative, allowing listeners to engage with the songwriter’s personal perspective. Universitas Pahlawan Tuanku Tambusai 2026-03-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2168 10.31004/jele.v11i2.2168 Journal of English Language and Education; Vol 11, No 2 (2026); 131-143 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2168/1159 Copyright (c) 2026 Manda Ayu Lailiyah, Siti Aisyah, Yudy Prasetyo https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1010 2026-03-12T09:17:41Z jele:ART

Teachers' Strategies in Implementing Social Emotional Learning to Improve Student's Wellbeing Oktriani, Neneng Andaryani, Eka Titi Sumartiningsih, Sri Yuwono, Agus Social Emotional Learning, Teacher Strategy, Student Well-Being A holistic education demands attention not only to the academic aspect, but also to the emotional and social development of students. Social Emotional Learning (SEL) is a strategic approach that has been proven to support the overall well-being of students. This study aims to analyze the strategies used by teachers in implementing SEL to improve students' wellbeing. The method used is qualitative descriptive with a literature study approach, which involves the analysis of fifteen articles from national and international journals published from 2020 to 2025. Data were collected through documentation and analyzed thematically to identify patterns of SEL implementation strategies by teachers and their relationship with the dimension of student welfare. The results of the study showed five main categories of strategies: integration of SEL values in the curriculum, reflective learning practices, creation of an empathetic classroom environment, provision of counseling guidance services, and teacher professional competency training. These five strategies contribute to strengthening emotional regulation, social relationships, confidence, and student learning motivation. This study concludes that effective SEL implementation requires strong teacher competence, a supportive school culture, and consistent implementation at all levels of education. Universitas Pahlawan Tuanku Tambusai 2025-07-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1010 10.31004/jele.v10i4.1010 Journal of English Language and Education; Vol 10, No 4 (2025); 315-321 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1010/567 Copyright (c) 2025 Neneng Oktriani, Eka Tri Andaryani, Sri Sumartiningsih, Agus Yuwono https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1644 2026-02-03T07:38:07Z jele:ART

Discourse Criticism in Social Media: A Critical Discourse Analysis of Youth Identity Representation on Instagram Rosalina, Afni Suhadi, Jumino Pratiwy, Devi : Critical Discourse Analysis, Social Media, Instagram, Youth Identity, Representation. This study aims to examine how youth identities are represented within social media discourse, particularly on the Instagram platform. Employing Critical Discourse Analysis (CDA) based on Norman Fairclough’s framework, this research explores the relationship between language, power, and ideology in the production and consumption of digital content. The data were collected from Instagram posts and captions that depict Indonesian youths’ lifestyle, self-expression, and social image. The findings reveal that youth identity representations on Instagram are often constructed through consumptive symbols, visual aesthetics, and narratives of freedom and authenticity. However, beneath these narratives lie the hegemonic influence of popular culture and social pressure to perform an idealized self-image. The study concludes that social media functions not merely as a space for self-expression but as an arena of discursive struggle where meanings and power relations shape youth identities. This research contributes to critical discussions on how digital media mediates the construction of identity in contemporary society. Universitas Pahlawan Tuanku Tambusai 2025-12-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1644 10.31004/jele.v10i6.1644 Journal of English Language and Education; Vol 10, No 6 (2025); 721-732 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1644/924 Copyright (c) 2025 Afni Rosalina, Jumino Suhadi, Devi Pratiwy https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/662 2025-03-10T23:46:22Z jele:ART

Learning Motivation of Undergraduate Nursing Students with Student Centered Learning (SCL) Learning Methods Indriyani, Nur Suparni, Suparni Rejeki, Yunita Fitri Erawan, Annisa Nur Subekti, Trisno College Student, Motivation , Student Centered Learning Student-centered learning is student-centered learning. The application of student-centered learning in various universities has a diverse level of specialization in student-centered learning models and student motivation, so evaluating the application of learning models must be carried out in accordance with the needs of students and the applicable learning curriculum. Objective: This study aims to identify learning motivation in student-centered learning (SCL) of third-level nursing undergraduate students of STIKes Dharma Husada. Methods: This type of study uses an observational descriptive quantitative method with a sample of 82 respondents taken by purposive sampling technique. The instrument used was a learning motivation questionnaire in student-centered learning at STIKes Dharma Husada which referred to Cherniss and Goleman. Results: The results of the study seen from the frequency distribution showed that the motivation of level 3 nursing undergraduate students at STIKes Dharma Husada (67.1%) was in the medium category. In the aspect of motivation, 4 sub-variables, namely: Motivation to achieve something, Commitment, Initiative and Optimism are in the medium category. Student centered learning has 10 types of models. The first most popular student-centered learning model is the Role Play and Simulation model (41.5%) and the first least popular student centered-learning model is Small Group Discussion (34.1%). It is hoped that the study program nursing undergraduate can maintain the most in-demand model and evaluate and make the strategy of applying the student-centered learning model more attractive to the model that is not in demand. Universitas Pahlawan Tuanku Tambusai 2025-02-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/662 10.31004/jele.v10i1.662 Journal of English Language and Education; Vol 10, No 1 (2025); 434-442 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/662/333 Copyright (c) 2025 Nur Indriyani, Suparni, Yunita Fitri Rejeki, Annisa Nur Erawan, Trisno Subekti https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2337 2026-05-18T04:58:51Z jele:ART

Application of the Student Teams Achiepvement Division (STAD) Learning Model Assisted by Word Wall to Improve the Learning Outcomes of Grade IV Students of SDN 010 Rambah Muliawati, Muliawati Safrudin, Safrudin STAD; Word Wall; Llearning Outcomes; Natural and Social Sciences, Cooperative Learning Social studies learning in elementary schools still faces the problem of low learning outcomes and student involvement due to the dominance of teacher-centered learning. This study aims to determine the effectiveness of the application of the Student Teams Achievement Division (STAD) learning model assisted by Word Wall in improving the learning outcomes of fourth grade students of SD Negeri 010 Rambah. This study uses the Classroom Action Research approach which is carried out in two cycles with stages of planning, implementation, observation, and reflection. The research subjects amounted to 24 students. Data collection techniques include learning outcome tests, observations, and documentation, while data analysis is carried out descriptively, quantitatively, and qualitatively. The results of the study showed that the application of the Word Wall-assisted STAD model was able to improve student learning outcomes, which was characterized by an increase in average scores and classical completeness from cycle I to cycle II. In addition, student activities and the implementation of learning by teachers have also increased. The STAD model encourages individual cooperation and responsibility, while the Word Wall helps reinforce the understanding of concepts through visual media. Thus, the application of the Word Wall-assisted STAD model is effective in improving learning outcomes and creating more active and collaborative learning. Universitas Pahlawan Tuanku Tambusai 2026-05-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2337 10.31004/jele.v11i3.2337 Journal of English Language and Education; Vol 11, No 3 (2026); 169-179 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2337/1303 Copyright (c) 2026 Muliawati, Safrudin https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1255 2026-03-12T09:17:42Z jele:ART

Can Peer Assessment Be Reliable as an Evaluating Instrument? Marsaulina, Rumondang Miranda Lecturer Grading; Peer Assessment; Reliability; Results Discourses asserting peer assessment on English learning process particularly regarding its either effectiveness or downfalls as an alternative evaluation method for English as a Foreign Language (EFL) learners have been disseminated. However, doubts on the lack of peer assessment’s capacity as an evaluating tool remains to need more validation by a study examining its reliability in a wider learning context to ensure if the method could be as reliable as teacher’s grading leading to a theory that peer assessment can serve for reducing teacher’s load especially for big classes. In that connection, this study aims to examine the reliability of peer assessment for a big class of first-year non-native English speaking university students majoring in software engineering but already passing English grammar and vocabulary for composing short text genres in their earlier semester. Methods used for collecting and analyzing the data were Wilcoxon reliability and Bivariate Pearson Correlation tests to compare students’ peer assessment and lecturer grading on narrative texts written by 56 software engineering students. The finding shows peer assessment as a tool for evaluating students’ writing quality has been in low reliability indicated from the incompatibility between the students’ peer assessment quality and the lecturer’s grading result. This study contributes to present evidence that peer assessment should be out of consideration as an instrument for evaluating the writing produced by non-native English speaking students despite their passing subjects expected to have enabled them to compose a narrative writing. The conclusion is peer assessment is weak in effect on relieving teacher’s assessment load in a big writing class of English for Foreign Learning (EFL) students in spite of their English grammar and vocabulary acquisition at a certain level, though the method might serve for giving non-grading related advantages such as promoting students’ metacognition. Universitas Pahlawan Tuanku Tambusai Institut Teknologi Del 2025-08-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1255 10.31004/jele.v10i4.1255 Journal of English Language and Education; Vol 10, No 4 (2025); 1441-1452 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1255/692 Copyright (c) 2025 Rumondang Miranda Marsaulina https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/153 2023-02-03T18:57:10Z jele:ART

Music and Seventh Graders’ Listening Proficiency: Does Islamic song work? Ivan, Moh Nawawi Indah, Rohmani Nur Listening proficiency, Islamic music, media The use of music in teaching-learning is helpful and is not only for teachers but also students. For teachers, this music to know if the application of Islamic music in the listening class will help students improve their listening will help them to transfer their knowledge easily and in a pleasant way. While for the students, they will enjoy learning even more. The usage of the music is the use of Islamic music in listening activities. This study aims skills. This study is Classroom Action Research conducted on seventh grade high school student Pare located in Surowono Village Pare-Kediri. The research goes through the four steps, they are planning, acting, planning, and planning in one cycle. Also, three kinds of instruments are used in the study: observation, interview, and documentation. The theory used in this study is Charlotte's theory that claims that listening is one of the skills that can help students develop in learning and have basic function in communicating. This process allows for a greater measure of litigation. The result of the study pointed out that the use of Islamic music did have a positive effect on the students in that it increased their vocabulary skills and pronunciation. Universitas Pahlawan Tuanku Tambusai 2021-10-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/153 10.31004/jele.v6i2.153 Journal of English Language and Education; Vol 6, No 2 (2021); 50-58 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/153/96 Copyright (c) 2021 MOH NAWAWI IVAN, ROHMANI NUR INDAH https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2012 2026-03-04T10:23:21Z jele:ART

Exploring Students’ and Teacher’s Perceptions of Non-Digital Games in Reading Putri, Amanda Arditya Sulistyani, Ummi Nur Laila Non-Digital Games; Reading Motivation; Student Perception; Rural School; Low-Tech Learning Reading motivation is crucial for literacy, yet limited infrastructure in Indonesian rural schools often hinders innovation. Despite the digital learning trend, literature regarding low-cost strategies in resource-constrained settings remains scarce. This study aims to explore student and teacher perceptions of non-digital games, specifically Reading Bingo and Treasure Hunt, to enhance reading engagement at MI Ma’arif Jambu. Employing a descriptive qualitative design with 14 fourth-grade students and one teacher, data were collected via observations, questionnaires, and interviews, then analyzed using the Miles, Huberman, and Saldaña model. Findings revealed that students perceived the games as exciting, with physical movement identified as a key factor in boosting vocabulary comprehension. Furthermore, the teacher perceived these games as feasible ice-breakers creating a lively atmosphere without complex preparation. The study concludes that limited resources are not a barrier to active learning; simple non-digital games offer a high-impact solution for fostering reading motivation. Universitas Pahlawan Tuanku Tambusai 2026-01-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2012 10.31004/jele.v11i1.2012 Journal of English Language and Education; Vol 11, No 1 (2026); 477-483 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2012/1061 Copyright (c) 2026 Amanda Arditya Putri, Ummi Nur Laila Sulistyani https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/720 2025-08-28T09:51:12Z jele:ART

Analysis of difficulties learning accounting for Students Private High School St. Darius Larantuka Beribe, Maria Fatima Learning difficulties in Accounting; St. Darius Larantuka Private High School. This study adopts a descriptive approach with a qualitative methodology, aiming to identify the factors contributing to learning difficulties in Accounting, specifically regarding the Worksheet subtopic, among students in the XII SOS class at St. Darius Larantuka Private High School for the academic year 2024-2025. The research employs a target area site method, with the selection of research subjects determined through a snowball sampling technique. Data collection is conducted through interviews, observations, and documentation, which are subsequently analyzed in three stages: data reduction, presentation, and conclusion drawing. The findings indicate that students' difficulties in learning Accounting related to Worksheets stem from a lack of foundational knowledge and skills in accounting, such as the ability to analyze, calculate, and record transaction data; a low interest in learning accounting; less engaging teaching methods; and limited resources for accounting education, including the availability of textbooks and other supporting materials. Universitas Pahlawan Tuanku Tambusai 2025-06-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/720 10.31004/jele.v10i2.720 Journal of English Language and Education; Vol 10, No 3 (2025); 193-199 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/720/439 Copyright (c) 2025 Maria Fatima Beribe https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1471 2026-01-12T03:39:01Z jele:ART

Enhancing the Seventh Graders' Ability in Writing Descriptive Text Through Picture Media at Smp Negeri 2 Lolofitu Moi Waruwu, Wince Lenta Viska Putri Zega, Riswan Telaumbanua, Kristof Martin Efori Harefa, Trisman writing skills ; descriptive text ; picture media; CAR This research aims to improve the descriptive text writing skills of seventh-grade students at SMP Negeri 2 Lolofitu Moi through the use of picture media. The background of this research is the students’ low ability in writing descriptive texts in accordance with structure and language rules. The research employed Classroom Action Research (CAR) with two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were 20 seventh-grade students. Data were collected through observation, writing tests, and filed note, and were analyzed both qualitatively and quantitatively. The findings revealed that students’ writing skills improved from the first to the second cycle in terms of text structure, vocabulary, and grammar. The average writing score enhanced and exceeded the Minimum Mastery Criterion (KKM). Therefore, the use of picture media proved effective in enhancing the descriptive text writing skills of seventh-grade students at SMP Negeri 2 Lolofitu Moi Universitas Pahlawan Tuanku Tambusai 2025-10-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1471 10.31004/jele.v10i5.1471 Journal of English Language and Education; Vol 10, No 5 (2025); 895-909 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1471/825 Copyright (c) 2025 Wince Lenta Viska Putri Waruwu, Riswan Zega, Kristof Martin Efori Telaumbanua, Trisman Harefa https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/503 2025-09-02T05:44:28Z jele:ART

The Impact of Kahoot as Learning Evaluation on Students' Motivation in Learning English at Senior High School Salsabila, Rahma Apoko, Tri Wintolo Kahoot, Students’ motivation, English language learning The use of Kahoot as a learning evaluation tool has been effective in increasing students' learning motivation. This study aimed to investigate in depth the impact of using the platform as an evaluation tool on students' motivation to learn English at the senior high school level. The study employed a mixed methods approach to comprehensively understand how the use of the platform affects the motivation of students in learning English. The data was collected through semi-structured interviews with a subset of five students in grade 11 who had been experiencing and using Kahoot as an evaluation tool in English language lessons. The results revealed that the participants generally perceived Kahoot to be a valuable resource for enhancing English classes, enabling students to learn and practice subjects, assess their understanding, and receive feedback to enhance their performance. Specifically, the highest mean score of 3.78 (SD = .702) was observed, showing Kahoot could enhance English language learning process, and the mean score was 3.71 (SD= .729), indicating a generally positive perception. Moreover, the finding of this study showed that students generally perceived the Kahoot platform to be an accessible and easy-to-use tool for English classes. In addition, it was found that participants generally believed Kahoot as an effective tool for fostering their English learning process and motivated them to learn. Universitas Pahlawan Tuanku Tambusai 2024-07-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/503 10.31004/jele.v9i4.503 Journal of English Language and Education; Vol 9, No 4 (2024); 27-36 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/503/235 https://jele.or.id/index.php/jele/article/downloadSuppFile/503/143 Copyright (c) 2024 Rahma Salsabila, Tri Wintolo Apoko https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1653 2026-05-03T05:51:31Z jele:ART

Students’ Perception on Using Animated Movies in Speaking Lessons of Seven Graders Sudamara, Olva Greizela Marhum, Mochtar Patmasari, Andi Usman, Sriati students’ perception; animated movies; speaking; motivation; interaction This study investigates the perceptions of seventh-grade students at SMP Negeri 2 Lembo regarding the use of animated movies in teaching English speaking skills. The research employed a descriptive qualitative design using questionnaires and interviews as data collection methods. The participants were ten seventh-grade students. Results show that students held positive perceptions of using animated movies in speaking lessons. They reported improved motivation, confidence, and comprehension in learning English through visual and contextual media. The study concludes that animated movies can serve as an engaging and effective medium for improving students’ speaking competence. Universitas Pahlawan Tuanku Tambusai 2026-03-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1653 10.31004/jele.v11i2.1653 Journal of English Language and Education; Vol 11, No 2 (2026); 440-445 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1653/1195 Copyright (c) 2026 Olva Greizela Sudamara, Mochtar Marhum, Andi Patmasari, Sriati Usman https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1220 2026-03-12T09:17:41Z jele:ART

The Use of Instagram to Enhance Students’ Creative Writing Skills: A Systematic Literature Review Nugraheni, Sinthya Irawati Priyatmojo, Arif Suryo Creative Writing; Instagram; EFL Learners; Digital Literacy; Multimodal Literacy Creative writing is essential in fostering students' ability to express ideas and emotions, yet it remains underemphasized in EFL classrooms due to perceived challenges and low motivation among learners. The rise of digital platforms, particularly Instagram, presents an opportunity to enhance creative writing by leveraging its multimodal and interactive features. Despite growing interest in social media’s educational potential, a comprehensive synthesis of Instagram’s role in creative writing instruction remains underexplored. This conceptual review examines how Instagram can support EFL students’ creative writing by analyzing 30 scholarly articles through a systematic literature review and VOS viewer-based keyword mapping. Findings indicate that Instagram’s visual and interactive affordances—such as captions, stories, and hashtags—effectively stimulate creativity, improve narrative construction, and foster engagement through peer feedback and authentic audiences. The platform also promotes digital literacy and learner autonomy by bridging formal and informal learning environments. However, challenges like digital distractions and privacy concerns necessitate structured pedagogical integration. The study concludes that Instagram, when used strategically, can enhance creative writing skills by aligning with students’ digital practices, though further research is needed to assess long-term impacts across diverse learner contexts. These insights offer practical recommendations for educators to design scaffolded, multimodal writing tasks that leverage Instagram’s features while addressing ethical considerations. The implications highlight the transformative potential of social media in making creative writing more accessible, engaging, and relevant for 21st-century learners. Universitas Pahlawan Tuanku Tambusai 2025-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1220 10.31004/jele.v10i4.1220 Journal of English Language and Education; Vol 10, No 4 (2025); 620-633 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1220/599 Copyright (c) 2025 Sinthya Irawati Nugraheni, Arif Suryo Priyatmojo https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1652 2026-02-03T07:38:08Z jele:ART

An Analysis of Impoliteness Strategies in Indonesia Issue on X Rahma, Alya Vania Hutagalung, Afifah Syahlina Br Nasution, Diantry Binarwati Habibie Lhaksmi, Maha Rangkuti, Rahmadsyah Impoliteness, Twitter, MBG Issue, Indonesian Politic, Online Communication This study investigates Indonesian political discourse on X (formerly Twitter), focusing on public reactions to the government's Nutritious Food Program (MBG). It explores how netizens deploy rudeness strategies to articulate political views, grievances, and ideological stances. Data were collected via purposive sampling of ten public comments from the @salam4jari account on MBG-related posts. Employing a qualitative descriptive approach, the analysis applies Culpeper's impoliteness framework, encompassing updated categories (affective, coercive, entertaining) and classical ones (bald on record, positive, negative, sarcasm/mock politeness, withhold politeness). Findings reveal users frequently venting anger, dissatisfaction, or humor through direct verbal aggression, sarcasm, and emotional outbursts. Affective impoliteness appears in emotionally charged attacks, coercive in forceful demands for policy shifts, and entertaining in amusing yet degrading insults. The lack of withhold politeness suggests open rather than covert dissent. Overall, impoliteness serves as emotional catharsis and a tactic for bolstering group identity, wielding power, and challenging dominant narratives. This research enriches insights into digital communication in polarized contexts, underscoring the sociocultural dynamics of online linguistic behavior. Universitas Pahlawan Tuanku Tambusai Universitas Sumatera Utara 2025-12-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1652 10.31004/jele.v10i6.1652 Journal of English Language and Education; Vol 10, No 6 (2025); 1009-1020 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1652/957 Copyright (c) 2025 Alya Vania Rahma, Afifah Syahlina Br Hutagalung, Diantry Binarwati Habibie Nasution, Maha Lhaksmi, Rahmadsyah Rangkuti https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/764 2025-04-29T13:37:10Z jele:ART

The Effectiveness of Using Montessori-Based Wordwall Educational Games on Elementary School Students' Beginning Reading Skills at Sanggar Bimbingan Pandan Kuala Lumpur Malaysia Azaria, Elvina Perwita, Suci Educational Games, Wordwall, Montessori, Early Reading Skills, Elementary School Students Reading is a fundamental skill essential for academic success; however, in reality, there are still students who struggle with reading because they cannot comprehend the commands or content within books. This skill is particularly vital, as much of human knowledge is acquired through reading. Speaking and reading are uniquely important in the development of communication and knowledge. This research aims to determine whether the use of Montessori-based word wall educational games can influence early reading skills of first-grade students at Sanggar Pandan Guidance, Kuala Lumpur, Malaysia. This study employs a quantitative approach using an experimental method. The research was conducted at Studio Bimbingan Aisyiyah, located on Jl. Kijing No. 15, Kampung Pandan, Kuala Lumpur. The population consists of first-grade elementary students at Sanggar Pandan Guidance, with a sample size of 8 students. The instruments used were performance tests and observations, while the data analysis techniques included expert judgment validity testing and one-sample t-test hypothesis testing. The results show that during the pre-test (before using the educational games), students' early reading skills were categorized as “fair” with a percentage of 58% and a t-value of 177.193 1.89458. After implementing the word wall educational games, the post-test results indicated a significant improvement, with students achieving a “good” category at 84.37% and a t-value of 105.417 1.89458. Based on these findings, it can be concluded that the use of Montessori-based word wall educational games is effective in improving the early reading skills of first-grade elementary students at Sanggar Pandan Guidance, Kuala Lumpur, Malaysia. Universitas Pahlawan Tuanku Tambusai 2025-03-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/764 10.31004/jele.v10i2.764 Journal of English Language and Education; Vol 10, No 2 (2025); 102-110 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/764/363 Copyright (c) 2025 Elvina Azaria, Suci Perwita https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2432 2026-05-23T01:27:39Z jele:ART

Students’ Perceptions Of Enjoyable Listening Activities In A Low Exposure Efl Classroom At Mts. Zainul Irsyad maftuhah, nuriyatul Ferdiyanto, Feri Feri Hariati, Nina Agus Listening Activities; Student Perceptions; EFL Classroom; Student Engagement Listening is an essential ability in English as a Foreign Language (EFL) instruction, particularly in low-exposure settings where students have little contact with English outside of school. However, many students struggle and demonstrate low motivation as a result of boring instructional approaches and a lack of engaging activities. Previous research has emphasized learning results rather than students' impressions of fun listening activities. However, past research has rarely investigated students' perceptions in low-exposure settings. As a result, the purpose of this study is to investigate students' perceptions and determine the types of listening activities that they enjoy the most. This study used a qualitative case study approach with students from MTs. Zainul Irsyad. Data were gathered by observation, interviews, and documentation, then evaluated utilizing data reduction, display, and conclusion drawing. The data show that students initially have negative perceptions but respond positively to participatory activities including songs, movies, and group discussions. Finally, entertaining and participatory activities increase students' interest and drive to learn through listening. Universitas Pahlawan Tuanku Tambusai 2026-05-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article https://jele.or.id/index.php/jele/article/view/2432 10.31004/jele.v11i3.2432 Journal of English Language and Education; Vol 11, No 3 (2026) 2597-6850 2502-4132 en Copyright (c) 2026 nuriyatul maftuhah, Feri Feri Ferdiyanto, Nina Agus Hariati https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1311 2026-01-12T03:38:58Z jele:ART

Implementation of Spiritual Guidance in Fostering Student Independence at Al-Karomah Aidarusy Sibiruang Islamic Boarding School Saputra, Andri Dewi, Eva Moenanda, Meimunah S Spiritual Guidance; Student Independence; Islamic Boarding School; Al-karomah Aidarusy This study aims to analyze the implementation of spiritual guidance in fostering the independence of students at the Alkaromah Aidarusy Islamic Boarding School. The main focus of the research is to identify how spiritual guidance is applied practically as well as the specific methods used to achieve student independence. This research is important considering the strategic role of pesantren in shaping the character and independence of students through holistic education that integrates religious, intellectual, spiritual and social aspects. This type of research is a case study (Case Study) which is carried out with a qualitative approach to understand the phenomenon in depth. Then, in the implementation of this qualitative research, a descriptive method will be used to present the findings in the form of a detailed description of how spiritual guidance is applied and how it impacts the independence of students at the pesantren. And this research will collect data through observation, in-depth interviews with caregivers, ustadz/ustadzah, and several students, the results of this study show that spiritual guidance has been carried out well which is carried out through several methods in each activity, including the advice method that forms behavioral independence, group method that forms social independence and habituation method that forms habituation in worship without must participate (Taklid). Universitas Pahlawan Tuanku Tambusai 2025-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1311 10.31004/jele.v10i5.1311 Journal of English Language and Education; Vol 10, No 5 (2025); 57-66 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1311/725 Copyright (c) 2025 Andri Saputra, Eva Dewi, Meimuna S Moenanda https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/223 2022-06-30T13:51:16Z jele:ART

THE EFFECT OF USING PICTURE TO PREDICT INFORMATION TOWARDS STUDENTS READING COMPETENCE IN READING DESCRIPTIVE TEXT Ahmad, Akasendo Fadhil Melani, Melyann There are some problems in this research first, the students’ lack of vocabulary makes the students difficult to comprehend the written form. This problem also produces another problem. Students do not even know the meaning of the title from a certain text. The next problem is they do not have a good strategy in reading and they were not motivated in learning English.This research used quantitative as the approach and experimental as the design of the research. Researcher chose the Pretest Posttest non-equivalent control Design. The population from this research is 117 students that are the total of the students in the 8th grade in SMPN 2 Kapur IX and the sample of this research will be determined by using purposive sampling which was VIII.A and VIII.D.Based on the finding of the research, it has proven that the using picture to predict information toward students’ test result in reading descriptive text gave significant difference on students’ test result. The mean of post-test of experimental class was 72 and control class was 65. Universitas Pahlawan Tuanku Tambusai 2022-04-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/223 10.31004/jele.v7i1.223 Journal of English Language and Education; Vol 7, No 1 (2022); 53-62 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/223/129 https://jele.or.id/index.php/jele/article/view/223/130 https://jele.or.id/index.php/jele/article/downloadSuppFile/223/46 Copyright (c) 2022 Akasendo Fadhil Ahmad, Melyann Melani https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1798 2026-03-04T10:23:21Z jele:ART

Analysis of PIONEER Co-curricular Program and Learning Habit Development in SMK Negeri 3 Salatiga Deviana, Risfa Saputri, Aninda Esadilla Kamalvi, Meisa Winarno, Winarno co-curricular program, industry-based curriculum, learning habits, vocational education, PIONEER program The increasing demand for industry-ready graduates requires vocational schools to develop curricula that strengthen students’ character, work ethic, and learning habits. However, discrepancies remain between industrial expectations and school practices, especially regarding students’ discipline, parental support, and school facilities. This study aims to analyze the PIONEER co-curricular program at SMK Negeri 3 Salatiga and its role in developing students’ learning habits within an industry-based culture. Using a qualitative descriptive method, data were collected through interviews, observations, and document analysis involving the vice principal for curriculum and teachers. The findings reveal that PIONEER strengthens discipline, work ethics, collaboration, and students’ adherence to industrial values, despite challenges related to teacher perceptions, parental involvement, financial constraints, and limited facilities. The study concludes that PIONEER serves as a strategic initiative to align vocational education with real workplace demands while cultivating students’ readiness and character.Keywords: co-curricular program, industry-based curriculum, learning habits, vocational education, PIONEER program Universitas Pahlawan Tuanku Tambusai 2026-02-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1798 10.31004/jele.v11i1.1798 Journal of English Language and Education; Vol 11, No 1 (2026); 774-781 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1798/1093 https://jele.or.id/index.php/jele/article/downloadSuppFile/1798/352 Copyright (c) 2026 Risfa Deviana, Aninda Esadilla Saputri, Meisa Kamalvi, Winarno Winarno https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/944 2025-08-28T09:51:13Z jele:ART

The Role of ChatGPT in EFL Writing: Students’ Perspective Capah, Catherine Rohmoia Abrar, Mukhlash Prapassel, Luxvhyona Fharadhylla Sukarno, Berliana Sukma Tri Writing activity; ChatGPT; writing class EFL learner English language instruction is one of the many facets of contemporary life that ChatGPT has affected. The purpose of this study was to investigate ChatGPT's function as a writing aid for EFL students enrolled in writing classes. In particular, it looks at how the students use ChatGPT, an artificial intelligence tool. The study was carried out at one of Jambi's public universities' English departments. This study used a case study methodology in conjunction with a qualitative approach. Five English education students enrolled in writing classes participated in this study. Based on the criteria, the researcher chose the right individuals using purposive sampling. The researcher interviewed the individuals in order to collect data. The researcher applied thematic analysis to the data analysis. According to the study's findings, ChatGPT plays six roles in the writing process. They are gathering ideas, recommending references, identifying the best words and vocabulary, locating an outline or story plot, organizing the writing outcome, and even having discussions on the writing content. Universitas Pahlawan Tuanku Tambusai 2025-06-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/944 10.31004/jele.v10i3.944 Journal of English Language and Education; Vol 10, No 3 (2025); 703-710 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/944/503 Copyright (c) 2025 Catherine Rohmoia Capah, Mukhlash Abrar, Luxvhyona Fharadhylla Prapassel, Berliana Sukma Tri Sukarno https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1458 2026-02-03T07:38:07Z jele:ART

Career Maturity of Southwest Aceh State High School Students Rahmiyati, Evi Martunis, Martunis Ummah, Izzatul Career Maturity; Career Readiness; High School Students; Career Decision-Making Career maturity has been positioned as an important indicator in assessing students' readiness to plan and make career decisions realistically. In this study, the picture of the level of career maturity of students has been analyzed through a descriptive quantitative approach. A total of 1,255 students from SMAN 2, SMAN 5, and SMAN 8 have been made into the population, and 302 students have been selected as samples using simple random sampling techniques. The instrument used is a career maturity scale with 35 statement items, which has been adapted from Savickas and Porfeli (2011). Based on the results of the analysis, it was found that 54% of students were categorized as having high career maturity, 27% moderate, 18% very high, and 1% low. When viewed from its aspects, attention to career has been shown to be high by 41% of students, curiosity by 46%, confidence by 43%, and consulting is in the very high category by 43% of students. Thus, it can be concluded that most students have shown good career readiness. The ability to choose a job, seek information, make decisions, and accept advice from others has been successfully shown as a form of maturity in their career. Universitas Pahlawan Tuanku Tambusai 2025-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1458 10.31004/jele.v10i6.1458 Journal of English Language and Education; Vol 10, No 6 (2025); 139-146 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1458/858 Copyright (c) 2025 Evi Rahmiyati, Martunis Martunis, Izzatul Ummah https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/565 2024-12-30T00:34:47Z jele:ART

Foreign Languages Teachers’ Beliefs in Infusing Moral Values in Their Teaching Practices Nirwanto, Rahmadi Rahmah, Yulia Dewi, Binar Febriyanti Airlangga, M. Irsyad beliefs; moral values; Teachers’ beliefs play a fundamental role in building the foundation for the teachers’ classroom practices. Beliefs determine what they say and do. The present study investigates teachers’ beliefs related to infusing moral values in their teaching practices. The data were collected through interview with six foreign language teachers (three Arabic teachers and three English teachers) who participated in the study. Finding indicated that the teachers hold a variety of beliefs about; a) the moral values, b) the ways they used to nurture moral values, and c) the factors that influence the instillation of moral values. The findings suggest that future researchers could deploy methods such as observation, document analysis, and other methods to provide a more comprehensive understanding and depiction of how moral values are viewed and integrated by foreign languages teachers. Universitas Pahlawan Tuanku Tambusai 2024-10-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/565 10.31004/jele.v9i5.565 Journal of English Language and Education; Vol 9, No 5 (2024); 75-94 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/565/266 Copyright (c) 2024 Rahmadi Nirwanto, Yulia Rahmah, Binar Febriyanti Dewi, M. Irsyad Airlangga https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2248 2026-05-03T05:51:32Z jele:ART

The Influence of Digital Behavior and Professional Learning Community on the Professionalism of Elementary School Teachers in North Penajam Paser District Harisah, Harisah Karwanto, Karwanto Trihantoyo, Syunu Khamidi, Amrozi Digital Behavior; Professional Learning Community; Teacher Professionalism A quantitative approach with a causal design was used in this study to analyze the influence of Digital Behavior and Professional Learning Community on the Professionalism of Elementary School Teachers in Penajam Paser Utara Regency in the 2025/2026 academic year. The independent variables were defined as Digital Behavior (X1) and Professional Learning Community (X2), while the dependent variable was defined as Teacher Professionalism (Y). The study population consisted of 520 public elementary school teachers spread across four sub-districts. The sample was determined using the Slovin formula at a 7% error rate, resulting in 147 respondents and then rounded to 150 teachers to increase accuracy. The sampling technique was proportional random sampling. Data were collected using a five-level Likert-scale closed questionnaire. All instruments were tested for validity and reliability before use. Data analysis was performed using SPSS version 22 through classical assumption tests (normality and linearity) and multiple linear regression. Hypothesis testing was carried out at a significance level of 0.05 and strengthened by the coefficient of determination (R²). The results of the study show that partially and simultaneously, Digital Behavior and Professional Learning Community have a positive and significant influence on Teacher Professionalism. These findings imply that strengthening teachers’ digital competencies and fostering collaborative professional learning communities within schools are essential strategies to enhance teacher professionalism and improve the quality of elementary education. Universitas Pahlawan Tuanku Tambusai 2026-04-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2248 10.31004/jele.v11i2.2248 Journal of English Language and Education; Vol 11, No 2 (2026); 738-749 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2248/1227 Copyright (c) 2026 Harisah Harisah, Karwanto Karwanto, Syunu Trihantoyo, Amrozi Khamidi https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/883 2026-03-12T09:17:42Z jele:ART

Gender and Communication: Analyzing Tweet Length, Sentiment, and Lexical Patterns on X (Twitter) Romadloni, Annisa Sari, Laura Sentiment Analysis; Gendered Language; Social Media; Gender This study explores gendered communication patterns on X by examining tweet length, sentiment expression, and lexical choices in 20.050 tweets across 26 variables. Through sentiment analysis using the Bing Lexicon and word frequency analysis, the research investigates how male and female users differ in their digital communication styles. The study also incorporates non-parametric statistical tests, such as the Mann-Whitney U and Wilcoxon rank sum tests, to assess significant differences in tweet length and sentiment scores between genders. Results show that women tend to write shorter, more positive tweets, often reflecting a more personal and relational communication style. In contrast, men’s tweets are generally longer, incorporating more action-oriented language and a broader range of topics. While sentiment analysis revealed a trend of more positive tweets from women, the lack of statistical significance in sentiment differences highlights the complex nature of gendered expression in digital spaces. This research contributes to the understanding of gendered communication on social media and suggests the need for future studies to examine the intersectionality of gender with other social factors. Universitas Pahlawan Tuanku Tambusai Politeknik Negeri Cilacap 2025-08-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/883 10.31004/jele.v10i4.883 Journal of English Language and Education; Vol 10, No 4 (2025); 878-888 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/883/630 Copyright (c) 2025 Annisa Romadloni, Laura sari https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1306 2026-01-12T03:38:58Z jele:ART

Hardiness Personality of Shadow Teachers Who Accompany More Than 1 Special Needs Student Maulidyah, Noermah Hardiness, Shadow Teacher, School, Inclusive, Special Needs Students Education is a fundamental right for every individual, including persons with disabilities, as stipulated in the 1945 Constitution and reinforced through various national regulations. Inclusive education serves as a means to fulfill this right by accommodating the needs of children with special needs (CSN) within regular school environments. One of the key roles in this system is the shadow teacher, a special assistant who provides individualized support to CSN. However, in practice, shadow teachers face numerous challenges, especially when assisting more than one student simultaneously. This condition demands not only theoretical knowledge but also psychological resilience, known as hardiness, which consists of three main components: control, commitment, and challenge. This study aims to explore the hardiness traits of a shadow teacher who supports more than one CSN in an inclusive elementary school in the Tanggulangin area. Using a qualitative phenomenological approach and data collection through semi-structured interviews, the study involved one main subject (the shadow teacher) and two supporting informants (a homeroom teacher and a fellow shadow teacher). The findings reveal that the subject possesses a strong sense of control, demonstrated by the ability to manage tasks professionally and flexibly according to students’ needs. Commitment is shown through active involvement in the entire learning and development process of the students, including coordination with teachers, parents, and therapists. The challenge aspect is reflected in how the subject views difficulties as opportunities for growth, marked by improvements in decision-making, emotional regulation, and problem-solving. These findings suggest that hardiness is a crucial trait for shadow teachers to perform their roles effectively and maintain psychological well-being within inclusive educational settings. Universitas Pahlawan Tuanku Tambusai 2025-09-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1306 10.31004/jele.v10i5.1306 Journal of English Language and Education; Vol 10, No 5 (2025); 240-246 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1306/750 https://jele.or.id/index.php/jele/article/downloadSuppFile/1306/274 Copyright (c) 2025 Noermah Maulidyah https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/232 2023-01-11T21:04:32Z jele:ART

Appropriating Grammar as a Tool in Writing Activities: Student's Perception Fernando, Elya Kristian Suryaman, Maman EFL; Grammarly; Perspective; Automated Writing Evaluation This study explores the motivations and perspectives of 2 university students in Indonesia. In this research, author employed qualitative design with the research method "Interview Study". The author collects data using Semi-structured Interviews, meanwhile, the author uses Thematic Analysis by Braun and Clarke for data analysis. It was found that the use of Grammarly independently by the participants was motivated by feedback from the teacher, belief in learning, feedback preference and English proficiency. In addition, their abilities also shape their perspective on the features provided by Grammarly. Students’ AWE appropriation is influenced by their belief about learning, preference on feedback and language proficiency Universitas Pahlawan Tuanku Tambusai Universitas Singaperbangsa Karawang 2022-10-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/232 10.31004/jele.v7i2.232 Journal of English Language and Education; Vol 7, No 2 (2022); 1-8 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/232/151 Copyright (c) 2022 Elya Kristian Fernando, Maman Suryaman https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1425 2026-03-04T10:23:22Z jele:ART

The Role of Classroom Teachers in the Formation of Morals in Early Childhood at State Kindergarten 1 Katilombu Kiranti, Wa Ode Iren Rusli, Rusli Yahya, Safaruddin Role of Classroom Teachers; Morality; Moral Formation in Early Childhood This study sought to ascertain the ways in which early childhood moral development is influenced by class instructors at Katilombu 1 State Kindergarten.  Using procedures for documentation, interviews, and observation, a descriptive qualitative approach was adopted.  The findings show that educators have a role in guiding kids, serving as role models (models or examples), and helping kids develop high moral standards. However, there are also obstacles such as parental busyness, the environment, and the mass media. However, through a consistent approach, the formation of children's moral character is effectively instilled, positive habits are formed, social skills are developed, discipline is developed, and a sense of responsibility grows. Universitas Pahlawan Tuanku Tambusai 2026-02-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1425 10.31004/jele.v11i1.1425 Journal of English Language and Education; Vol 11, No 1 (2026); 977-981 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1425/1118 Copyright (c) 2026 Wa Ode Iren Kiranti, Rusli Rusli, Safaruddin Yahya https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/989 2025-08-28T09:51:14Z jele:ART

Problems of Students in the Early Childhood to Elementary School Transition Period Novitawati, Novitawati Permata Sari, Nina Hayati, Firdha Andri Setiawan, Muhammad Learning Problems, Transition, Pre-School, Elementary School This study aims to determine the difficulties of children who are in the early stages of elementary school and the efforts made by teachers to overcome them. Factors that cause difficulties for children who are in the transition period of ECE SD are internal and external factors, including the lack of synchronization of the SD and ECE curriculum. The research method used is descriptive qualitative with a phenomenological approach. In this study, the instrument used was an interview guide. And the analysis used descriptive analysis. The results of this study indicate that children's learning difficulties were found in the aspects of reading, writing and arithmetic, social, emotional, psychological, and physical-motor. This will have an impact on children so that children will have difficulty learning at the elementary school level. Based on the findings, the efforts made by teachers are 1) collaborating and communicating with parents, 2) helping to direct children both in academics and socializing, 3) using differentiated learning by dividing into three groups according to their respective levels, 4) habituation, 5) activating the class with ice breaking, 6) providing free activities, 7) providing advice,  and 8) establishing cooperation with other teachers. The teacher hopes that after these efforts are made, children can become more independent and can adjust to elementary school. Universitas Pahlawan Tuanku Tambusai 2025-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/989 10.31004/jele.v10i3.989 Journal of English Language and Education; Vol 10, No 3 (2025); 912-918 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/989/550 Copyright (c) 2025 Novitawati Novitawati, Nina Permata Sari, Firdha Hayati, Muhammad Andri Setiawan https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1638 2026-02-03T07:38:07Z jele:ART

Evaluation of Guava Leaf Extract Hair Tonic (Psidium Guajava L.) on Cosmetology Education Students at Medan State Sipayung, Frenika Sitompul, Astrid Hair tonic, Guava leaf, Psidium guajava L, Hedonic test. This study aims to evaluate the formulation and consumer acceptance of a hair tonic made from guava leaf extract (Psidium guajava L.) as a natural alternative for reducing hair loss among university students. Hair loss is a common issue influenced by factors such as stress, nutritional imbalance, and prolonged use of chemical-based hair products, which may irritate the scalp and weaken hair roots. A preliminary survey conducted among 100 female students at Universitas Negeri Medan revealed that 87% experienced hair loss, and 68% preferred natural-based products, indicating the need for safer and more sustainable hair care solutions. Guava leaves contain bioactive compounds including flavonoids, tannins, and vitamins, which are known to strengthen hair roots and maintain scalp health. This research employed a quantitative descriptive method carried out at the Beauty Education Laboratory of Universitas Negeri Medan in August–September 2025. The guava leaf extract was obtained using the maceration method with 96% ethanol and formulated into a 2% hair tonic. A hedonic test was conducted with 72 panelists to assess six sensory indicators: color, aroma, texture, sensation during application, after-use aroma, and overall comfort. The findings showed that the formulation had a pH of 6.4, a viscosity of 45 cP, and caused no irritation, indicating good safety. All sensory indicators received average scores above 4.00, with acceptance levels exceeding 85%, categorized as highly liked. The product’s brownish color originated from natural tannins, its aroma from the fresh scent of guava leaf extract, and its light non-sticky texture from the combination of ethanol and propylene glycol. The cool sensation during application was attributed to ethanol, while flavonoids contributed antioxidant benefits that protect hair cells from damage. In conclusion, the guava leaf extract hair tonic demonstrates strong consumer acceptance, safe physicochemical characteristics, and promising potential as an innovative natural hair care product. These findings support further development and application of herbal-based cosmetic products aligned with sustainable beauty trends. Universitas Pahlawan Tuanku Tambusai 2025-11-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1638 10.31004/jele.v10i6.1638 Journal of English Language and Education; Vol 10, No 6 (2025); 356-362 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1638/882 Copyright (c) 2025 Frenika Sipayung, Astrid Sitompul https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/603 2025-03-10T23:46:21Z jele:ART

Fillers in Finals of National School Debating Championships Rahmawati, Yuni Farida, Alief Noor fillers; debate; national school debating championship; spoken language Fillers, such as “uh” and “uhm,” played a crucial role in spontaneous spoken communication. Despite their importance, research on fillers in debate competitions remained limited, with most studies focusing on classroom contexts. This study addressed this gap by examining the types and functions of fillers used in National School Debating Championships (NSDC) 2023 and 2024, highlighting their pedagogical implications. Using a descriptive qualitative case study approach, it analyzed utterances with fillers from debate finals. The findings revealed that lexicalized fillers, such as repetitive phrases, were used more frequently than unlexicalized fillers. Additionally, fillers served five functions: hesitation, mitigation, time-creating, empathizing, and editing-term devices. These insights underscored the importance of incorporating fillers into English teaching and learning to enhance fluency and confidence. By understanding how to use fillers strategically, students could improve their speaking skills, particularly in high-pressure environments like debates. Universitas Pahlawan Tuanku Tambusai 2025-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/603 10.31004/jele.v10i1.603 Journal of English Language and Education; Vol 10, No 1 (2025); 53-63 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/603/293 Copyright (c) 2025 Yuni Rahmawati, Alief Noor Farida https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2280 2026-05-03T05:51:32Z jele:ART

Developing a Learning Evaluation Tool Based on the Gimkit Application on Economic Systems to Improve Student Learning Outcomes Humaisaroh, Siti Dewi, Retno Mustika Economic system, GimKit, Learning evaluation tools, learning outcomes This study aims to develop a learning evaluation tool using the GimKit application on economic system material in Economics for grade X-6 and to analyze its feasibility, practicality, and effectiveness in improving student learning outcomes. Learning evaluation in schools is still dominated by the use of Student Worksheets (LKS), which tend to be monotonous, less interactive, and less optimal in measuring higher-order thinking skills. This condition contributes to low student learning outcomes and indicates the need for innovation in digital-based evaluation tools. This research uses the Research and Development (RD) method with the 4D development model consisting of define, design, develop, and disseminate stages. The subjects of this study were grade X students at SMAN 19 Surabaya. Data collection techniques included expert validation from material and media experts, practicality questionnaires, student response questionnaires, and pretest–posttest tests to measure cognitive learning outcomes. The results show that the GimKit-based evaluation tool is very feasible according to expert validation, practical to use in learning activities, and effective in improving student learning outcomes, as indicated by the increase in posttest scores compared to pretest scores. Therefore, the GimKit-based evaluation tool can be used as an innovative, interactive, and effective alternative for learning evaluation on economic system material. Universitas Pahlawan Tuanku Tambusai 2026-04-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2280 10.31004/jele.v11i2.2280 Journal of English Language and Education; Vol 11, No 2 (2026); 977-983 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2280/1250 Copyright (c) 2026 Siti Humaisaroh, Retno Mustika Dewi https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1277 2026-03-12T09:17:42Z jele:ART

Understanding Pre-Service Teachers’ Perception in Applying Teaching Media: A TPACK-Based Study Fauziah, Shiva Kalisa, Pasca Pre-Service Teacher; Teaching Media; TPACK This study explores how English pre-service teachers at Semarang State University develop and apply digital teaching media using the Technological Pedagogical and Content Knowledge (TPACK) framework. In today’s digital learning environment, teachers are expected not only to master subject content but also to skillfully combine it with suitable teaching methods and digital tools. Based on the findings, the participants showed strong ability in using digital platforms such as Canva, Quizizz, Wordwall, and Google Classroom. They integrated these tools with their lesson plans to make learning more interactive, engaging, and student-centered. Although they faced challenges such as limited teaching time, unstable internet access, and a lack of school facilities they managed to adapt by modifying their teaching strategies and media use. These results confirm what suggested: that effective technology use in education requires a deep understanding of how content, pedagogy, and technology work together. This study highlights the importance of preparing future teachers with real-world experiences and practical digital skills to meet the demands of modern classrooms. Universitas Pahlawan Tuanku Tambusai 2025-08-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1277 10.31004/jele.v10i4.1277 Journal of English Language and Education; Vol 10, No 4 (2025); 1077-1090 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1277/650 Copyright (c) 2025 Shiva Fauziah, Pasca Kalisa https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/45 2019-11-29T02:21:51Z jele:ART

AN ANALYSIS ON STUDENTS’ ABILITY IN USING SIMPLE PRESENT TENSE AT XI GRADE OF SOCIAL SCIENCES OF SMA N 1 KAMPAR ON ACADEMIC YEAR 2016/2017 Andriani, Reni This research is purposed to know students’ ability and the level of their ability of XI grade of SMAN 1 Kampar in using simple present tense. This research is categorized as descriptive analysis, because this research the focus on the students’ ability in using simple present tense. The respondent of the research is 32 of XI grade of Social Sciences 1 of SMAN 1 Kampar. An analysis of the test is to know what extent was the students’ ability level in using simple present tense, and did the students’ ability in using simple present tense. The result of the test was analyzed to know the students’ ability in using the simple present tense. The finding of this research shows that the average score in the form of the simple present of verb be is 33,89%, and the average score in the form of simple present tense of verb is 57,04%. In addition, the result of the test shows that the students’ ability in using simple present tense is on low level. from the data got it showed that the students did errors most is in the usage of simple present tense is simple present tense of verb be. The students’ ability in using simple present tense is still low. Universitas Pahlawan Tuanku Tambusai Prodi Pendidikan Bahasa Inggris Universitas Pahlawan Tuanku Tambusai 2019-03-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/45 10.31004/jele.v4i1.45 Journal of English Language and Education; Vol 4, No 1 (2019); 74-91 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/45/46 Copyright (c) 2019 Journal of English Language Education

oai:jele.or.id:article/1723 2026-03-04T10:23:21Z jele:ART

From Jokes to Harm: A Critical Discourse Analysis of Humor and Harassment in TikTok Comment Sections Loeis, Jhonson Lubis, Heri Setiawan Harianja, Alvernod Andreas Dachi, Paulus Habib, Reyhan Putri, Dian Marisha Tiktok Discourse; Online Humor; Microaggression; Critical Discourse Analysis; Ethnic Stereotypes; Digital Communication; Hate Speech. This study examines how humor in TikTok comment sections can gradually transform into discriminatory and verbally aggressive discourse. While online humor is often perceived as harmless entertainment, limited research has examined how repeated joking practices on TikTok contribute to the normalization of ethnic stereotypes and subtle harassment. Using Critical Discourse Analysis (CDA) supported by microaggression theory and Goffman’s concept of face-threatening acts, this study analyzes a total of 18 comments collected from five viral TikTok videos, selected based on their high engagement, public visibility, and the presence of controversial identity-based humor. The data were documented through screenshot-based qualitative collection to preserve original linguistic features. The findings reveal recurring patterns of ethnic labeling, blame attribution, and dehumanizing humor that function as microaggressions and reinforce social hierarchies. Beyond identifying linguistic patterns, this study highlights important implications for digital literacy, ethical online participation, and the need for stronger content moderation to prevent humor from becoming a socially accepted form of harassment. Universitas Pahlawan Tuanku Tambusai Jhonson Loeis, Heri Setiawan Lubis, Alvernod Andreas Harianja, Paulus Dachi, Reyhan Habib, Dian Marisha Putri 2026-01-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1723 10.31004/jele.v11i1.1723 Journal of English Language and Education; Vol 11, No 1 (2026); 126-133 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1723/1017 Copyright (c) 2026 Jhonson Loeis, Heri Setiawan Lubis, Alvernod Andreas Harianja, Paulus Dachi, Reyhan Habib, Dian Marisha Putri https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/678 2025-08-28T09:51:12Z jele:ART

Correlation between Reading Comprehension and Writing Coherence in Junior High EFL Learners yani, Ida Bafadal, Moh Fawzi Hiadayati, Hidayati Ilham, Ilham Reading Comprehension, Writing Coherence, EFL Learners, Correlational Analysis, Language Competence This study aims to examine the correlation between reading comprehension and writing coherence among English language learners in junior high school. This study used a quantitative approach with a correlational design to determine the correlation between reading and writing. 17 eighth grade students from MTs Raudatul Jannah were selected through purposive sampling. Data were obtained using a standardized reading comprehension test and an analytic rubric that assessed coherence in students' written texts. Pearson correlation analysis showed a moderate positive correlation (r = 0.63, p 0.05) between students' reading comprehension scores and the coherence of their writing. This finding suggests that higher reading comprehension is associated with greater coherence in writing. This study highlights the pedagogical implication that integrated reading and writing instruction can improve students' overall language performance in an EFL environment. Universitas Pahlawan Tuanku Tambusai MTS Raudatul Jannah 2025-05-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/678 10.31004/jele.v10i3.678 Journal of English Language and Education; Vol 10, No 3 (2025); 86-91 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/678/425 Copyright (c) 2025 Ida yani, Moh Fawzi Bafadal, Hidayati Hiadayati, Ilham Ilham https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1302 2026-01-12T03:38:58Z jele:ART

The Role of Coaches in Shaping the Character of Futsal Extracurricular Children at SD Muhammadiyah 1 Menganti Alfarid, Hasraf Futsal Coach; Student Character; Extracurricular Activities; Elementary School; Character Education Character building is a crucial aspect of education, aiming to nurture a generation with integrity and a sense of responsibility. This study seeks to explore the role of futsal coaches in shaping students’ character through extracurricular activities at SD Muhammadiyah 1 Menganti. A qualitative descriptive approach was employed, with data collected through observation, interviews, and documentation. The research involved eight fourth and fifth-grade students actively participating in futsal, as well as the coach, principal, physical education teacher, and homeroom teachers as supporting informants. The findings reveal that the coach plays a role not only in teaching technical skills but also in guiding students' character development. During training, the coach instills values such as discipline, responsibility, teamwork, sportsmanship, and leadership through several approaches, including modeling positive behavior, consistently enforcing rules, using constructive communication, providing motivation tailored to each student’s character, and implementing a fair reward-and-consequence system. The impact of these approaches is evident in the students’ behavioral changes, both during training sessions and in their school and home environments. Students demonstrated improved discipline, self-confidence, teamwork skills, and a sense of responsibility. This success is further supported by the school’s commitment, effective communication with homeroom teachers, and active parental involvement. In conclusion, futsal can serve as an effective medium for character development when guided by a coach who fully understands their role. Futsal is not merely a sports activity but also a platform for imparting life values that foster students' holistic development—physically, socially, emotionally, and cognitively. Universitas Pahlawan Tuanku Tambusai 2025-09-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1302 10.31004/jele.v10i5.1302 Journal of English Language and Education; Vol 10, No 5 (2025); 526-532 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1302/782 Copyright (c) 2025 Hasraf Alfarid https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/411 2024-01-30T18:53:33Z jele:ART

Essay Writing Module to Stimulate Students’ Critical Thinking Niati, Batdal Wahyuningsih, Destri Rasyidah, Ummi Antoni, Rivi Keywords: Writing Essay, Critical Thinking, Module Todays, using technology in teaching English online is a must for lecturer. It can facilitate student and lecturer in interaction on the learning process and create an interactive and communicative classroom environment. Learning outcome of essay writing is students are able to write essay well. To achieve learning outcome, the lecturer must develop about teaching material. Module is the most suitable teaching material for the students. Module was also useful on online learning. The Purpose of this research was to create Module of essay writing valid, practice and effective and to gain effect of Module in stimulating students’ critical thinking. Method of this research is R and D (Research and Development); ADDIE Development; analysis, design, development, implementation and evaluation. Instruments of this research were Questionnaire and Writing Test. Data were gotten from the result of students’ and lecturer’s questionnaire response, validity test, and pre-test and posttest. Based on the result of Module validity; design, material, and language, the results showed that the Module had good validity. A pretest and posttest were given to get the result of implementation of writing Module in stimulating students’ critical thinking. The Sample Paired-t test was 11.094 t-table was 2.064. The results showed that the Module improved critical thinking and writing skills. Universitas Pahlawan Tuanku Tambusai 2023-07-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/411 10.31004/jele.v8i2.411 Journal of English Language and Education; Vol 8, No 2 (2023); 32-42 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/411/187 Copyright (c) 2023 Batdal Niati, Destri Wahyuningsih, Ummi Rasyidah, Rivi Antoni https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1831 2026-05-03T05:51:31Z jele:ART

Building the Foundation of Education through Learning Philosophy and Theory: A Study on Strengthening the Educational Function of Libraries Alamin, Rahmatan Lil Febriyanti, Adelia Putri Firmansyah, Eka Philosophy of Education, Learning Theory, Library, Educational Function, Information Literacy Quality education requires a solid philosophical and theoretical foundation. Educational philosophy provides the normative direction and values of education, while learning theories offer empirical guidance for designing effective and learner-centered instruction. This study examines how both perspectives strengthen educational foundations through optimizing the educational role of libraries in the digital era. Using a descriptive qualitative literature review supported by findings from the Darul Ma’arif Al Insan Foundation, the study reveals that philosophy shapes educational orientation, whereas learning theories guide practical instructional strategies. Their integration reinforces libraries as active learning centers that promote information literacy, character development, independent learning, and lifelong learning. Libraries managed in alignment with philosophical principles and learning theories—through relevant collections, adaptive services, and supportive environments—can enhance their function as non-formal educational institutions. Thus, educational philosophy and learning theories are strategic components in building an adaptive and sustainable education system in the context of digital transformation. Universitas Pahlawan Tuanku Tambusai 2026-03-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1831 10.31004/jele.v11i2.1831 Journal of English Language and Education; Vol 11, No 2 (2026); 56-64 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1831/1150 Copyright (c) 2026 Rahmatan Lil Alamin, Adelia Putri Febriyanti, Eka Firmansyah https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1096 2026-03-12T09:17:41Z jele:ART

Mingle Game Activities in Task-Based Language Teaching (TBLT) : Essential Tool to Improve Students Speaking Skills in Thai Primary School Students P.A, Novia Lestari Amran, Ali Syahputri, Diani Speaking Skills, Mingle Game, TBLT Speaking skill is a crucial component of English language learning, especially for EFL students in primary schools, where opportunities to practice real-life communication are limited. This gap between theoretical teaching strategies and classroom practice highlights the need for more interactive and learner-centered approaches. This study explores how Mingle Game Activities within a Task-Based Language Teaching (TBLT) framework can improve students’ speaking skills. A quasi-experimental method was employed, using a pretest-posttest design with control and experimental groups. Speaking tests were used to assess students’ performance, and the data were analyzed using paired and independent sample t-tests. The results revealed a significant improvement in the experimental group’s speaking skills, particularly in vocabulary usage, fluency, and confidence. These findings suggest that Mingle Game Activities are a promising strategy to foster student engagement and enhance speaking ability in interactive English learning environments within EFL classrooms. Universitas Pahlawan Tuanku Tambusai 2025-07-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1096 10.31004/jele.v10i4.1096 Journal of English Language and Education; Vol 10, No 4 (2025); 242-252 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1096/557 Copyright (c) 2025 Novia Lestari P.A, Ali Amran, Diani Syahputri https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1033 2026-02-03T07:38:07Z jele:ART

Amina Wadud's Gender Hermeneutics on QS. An-Nisa: 34: Criticism of Patriarchal Bias and Its Relevance to Contemporary Women's Thought Cahya, Hafiza Afari Bukhari, Rauuf Yumna, Hayatul Milhan, Rumaisha Akbar, Abil Nurrohim, Ahmad Amina Wadud; Feminist Interpretation; QS. An-Nisa: 34; Nusyūz; Gender Equality This study examines Amina Wawud's interpretation of QS. An-Nisa: 34 through a feminist interpretive approach in response to gender bias in classical interpretations that tend to be patriarchal. The focus of this study is how the dominance of traditional interpretations gives legitimacy to the superiority of men over women in the domestic realm. The purpose of this research is to explore the hermeneutic offer of Wadud that is more oriented towards gender justice and equality. The research uses a qualitative method based on literature studies with primary sources in the form of Amina Wadud's work Qur'an and Woman. The results of the study show that Wadud interprets the word qanitāt as "good woman" and not just "obedience to the husband"; nusyūz is understood as domestic disharmony, not just the disobedience of the wife; and ḍaraba is not interpreted as "hitting", but rather emphasizing non-violent settlement. In conclusion, Wadud's feminist interpretation opens up a space for a more gender-fair reading of the Qur'an, as well as makes a significant contribution to strengthening the Muslim feminist movement in fighting for the equal role of women in the domestic and public spheres. The contribution of this research lies in the effort to deconstruct patriarchal interpretations and their relevance to the discourse of gender equality in contemporary social contexts. Universitas Pahlawan Tuanku Tambusai Universitas Muhammadiyah Surakarta 2025-12-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1033 10.31004/jele.v10i6.1033 Journal of English Language and Education; Vol 10, No 6 (2025); 642-654 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1033/915 Copyright (c) 2025 Hafiza Afari Cahya, Rauuf Bukhari, Hayatul Yumna, Rumaisha Milhan, Abil Akbar, Ahmad Nurrohim https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/674 2025-03-10T23:46:22Z jele:ART

The Influence of the School Committee's Role on the Fulfillment of School Facilities and Infrastructure and the Quality of Educational Services Pujianti, Meirita Sirodj, Rusydi A. Hidayat, Rais This study aims to analyze the influence of the role of school committees on the fulfillment of facilities and infrastructure and the quality of educational services in public elementary schools in Dempo Utara District, Pagaralam City. Using a quantitative approach, this research employs a survey method through questionnaires distributed to principals, teachers, and school committee members. Data analysis results indicate that the role of school committees significantly influences the fulfillment of school facilities and infrastructure (p0.05). Moreover, the committee's role positively impacts the quality of educational services, particularly in the aspects of supervision and support for curriculum development. This study underscores the importance of collaboration between schools and communities through school committees to enhance education quality. Recommendations are directed to schools and the government to further empower school committees to optimize the quality of educational services. Universitas Pahlawan Tuanku Tambusai 2025-02-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/674 10.31004/jele.v10i1.674 Journal of English Language and Education; Vol 10, No 1 (2025); 349-357 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/674/324 Copyright (c) 2025 Meirita Pujianti, Rusydi A.Sirodj, Rais Hidayat https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2360 2026-05-18T04:58:51Z jele:ART

Professional Competence of Business and Tourism Vocational School Teachers: The Effectiveness of Online Training and the Success of Industrial Internships with Achievement Motivation Mediation Kurniawan, Rifky Khamidi, Amrozi Karwanto, Karwanto Nursalim, Mochamad Trihantoyo, Syunu Haq, Mohammad Syahidul Efektivitas Pelatihan Daring, Keberhasilan Magang Industri, Motivasi Berprestasi, Kompetensi Profesional Guru This study aims to determine the direct and indirect influence of the effectiveness of online training, the success of industrial internships, the motivation for achievement and the professional competence of vocational school teachers in the field of business and tourism. This study uses a quantitative approach with a constellation model. The sample in this study was 161 teachers using the proportionate stratified random sampling technique. The data collection technique is in the form of a questionnaire using the Likert scale. The test of the requirements of the research analysis used the normality test, the linearity test, the multicollinearity test and the heterokedasticity test. The data analysis technique in this study uses path analysis. The results of the data analysis are as follows: 1) The effectiveness of online training has a direct effect on the professional competence of teachers by 0.159 (15.9%) with a t count of 2,282 1,975. 2) The success of industrial internships has a direct effect on the professional competence of teachers by 0.269 (26.9%) with a t count of 4.034 1.975. 3) Motivation for achievement has a direct effect on the teacher's professional competence of 0.489 (48.9%) with a t calculation of 7.370 1.975. 4) The effectiveness of online training had a direct effect on achievement motivation of 0.448 (44.8%) with a t count of 5.941 1.975. 5) The success of industrial internships has a direct effect on achievement motivation of 0.338 (33.8%) with a t count of 4.474 1.975. 6) The effectiveness of online training has an indirect effect on teachers' professional competence through achievement motivation of 0.2190 (21.90%) with a sobel test value of 4.62 1.96). 7) The success of industrial internships has an indirect effect on teachers' professional competence through achievement motivation of 0.1652 (16.52%) with a sobel test score of 3.84 1.96. Universitas Pahlawan Tuanku Tambusai 2026-05-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2360 10.31004/jele.v11i3.2360 Journal of English Language and Education; Vol 11, No 3 (2026); 56-69 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2360/1294 Copyright (c) 2026 Rifky Kurniawan, Amrozi Khamidi, Karwanto Karwanto, Mochamad Nursalim, Syunu Trihantoyo, Mohammad Syahidul Haq https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/976 2026-03-12T09:17:42Z jele:ART

The Influence of Song Implementation on Early Childhood Language Skills: A Literature Review Ginting, Eunike Laveda Amini, Mukti Chandrawati, Titi Syarah, Erie Siti Songs; Transportation; Communication; Abilities; Language; Early Childhood This literature review explores the influence of song implementation on the development of language skills in early childhood. Songs are widely used as an engaging educational tool to introduce children to vocabulary, sentence structures, and concepts such as counting and environmental knowledge. This study aims to examine how the integration of songs in early learning environments supports language acquisition and communication development. Using a qualitative literature review approach, relevant studies were analyzed to identify patterns in the use of music for linguistic stimulation. The findings highlight that songs significantly enhance children's vocabulary, facilitate faster word recall, and improve long-term memory retention. Moreover, singing activities help reduce language delays by creating a relaxed, enjoyable learning atmosphere that encourages verbal expression. These results underscore the importance of incorporating music-based methods in early childhood education as a strategy to optimize language development. Universitas Pahlawan Tuanku Tambusai 2025-08-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/976 10.31004/jele.v10i4.976 Journal of English Language and Education; Vol 10, No 4 (2025); 1384-1394 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/976/686 Copyright (c) 2025 Eunike Laveda Ginting, Mukti Amini, Titi Chandrawati, Erie Siti Syarah https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/84 2023-01-11T21:08:44Z jele:ART

The Effect of QAR (Question-Answer Relationships) Strategy to ImproveStudents’ Reading Comprehension lestari, putri asi The goal of the QAR strategy is helping the students in reading comprehension actively by analyzing various steps of questions. QAR (Question-Answer Relationships), which helps the students to answer the question based on the text. QAR is the best strategy that helps students in answering question and comprehending the text more effectively. This research was an experimental research. It was conducted at Pondok Pesantren Miftahul Muarrif which located on kampar regency. The population of this research was the eight year students of Pondok Pesantren Miftahul Muarrif in the second semester. They consisted of 123 students, which divided into 3 classes. The reason to choose eight year students in using QAR technique was this technique appropriate to intermediate level of students. This research focuses of QAR Strategy on students’ Reading Comprehension. The instrument of this research is reading test. The data collection technique that writer used to analyzed data is t-test. The result of this study is taken from the quantitative data. It can be seen that there is improvement from the score pre-test (47.9) to that of post test (74,82) for experimental class and also the t-table 1.99 is smaller than t-observed 12.4. Moreover, it can be seen that after being taught by using QAR (Question-Answer Relationship) strategy, there is increasing of the students’ reading comprehension and they can answer the question with more efficiently. The students can analyze how and where to answer the question effectively The results of these tests were taken as data of this research. Universitas Pahlawan Tuanku Tambusai 2021-07-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/84 10.31004/jele.v6i1.84 Journal of English Language and Education; Vol 6, No 1 (2021); 122-130 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/84/85 Copyright (c) 2021 putri asi lestari https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1794 2026-03-04T10:23:21Z jele:ART

Enhancing Students’ English Business Communication Skills Through the TSTS Learning Model at Balikpapan State Polytechnic Damayanti, Lilik Huda, Masrul Rahmatika, Tia Dwimas, Herdian English for Business; CAR; Cooperative Learning; Communication Skills This research investigated the role of the Two Stay Two Stray (TSTS) cooperative learning method in developing students’ English for business communication skills by employing a Classroom Action Research (CAR) approach. The participants were 67 second-semester students of the Tax Accounting Study Program at Balikpapan State Polytechnic. The intervention was conducted in two cycles, each consisting of planning, action, observation, and reflection. Findings revealed a consistent improvement in students’ performance. The pre-test recorded an average score of 51.76, indicating initial difficulties in vocabulary use, pronunciation, grammar, and fluency. In the first cycle, students showed better engagement and confidence, with the average score rising to 62.35 in Post-test 1. By the second cycle, further progress was evident as students became more fluent and collaborative, achieving an average score of 75.02 in Post-test 2. These results confirm that the TSTS strategy effectively enhanced not only test performance but also classroom interaction, self-confidence, and willingness to communicate. The study highlights the significance of cooperative learning models in fostering both linguistic competence and active participation in English language classrooms. The findings imply that integrating cooperative learning strategies such as TSTS can provide a practical and replicable approach for educators seeking to improve communication skills and learner engagement in English language settings. Universitas Pahlawan Tuanku Tambusai 2026-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1794 10.31004/jele.v11i1.1794 Journal of English Language and Education; Vol 11, No 1 (2026); 408-418 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1794/1052 Copyright (c) 2026 Lilik Damayanti, Masrul Huda, Tia Rahmatika, Herdian Dwimas https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/936 2025-08-28T09:51:13Z jele:ART

Portrait of Character Education Values in Literary Works Case Study of the Novel Savana by Ima Lawaru Alim, Juflyn Suruambo, Juharmin Rudiyasa, Muh. Yasmin Lariyos, Zidan Warda, Syah Atul Character Education Values, Savannah Novel The study of language and literature entitled Character Education Values in the Novel Savannah by Ima Lawaru explores the character education values presented in the story of a coastal child from Torina who dreams of conquering the world but loses that ambition after becoming a victim of sexual violence by an unknown person. This research aims to describe the character education values and analyze the storyline in the novel. Using a descriptive qualitative method and library research approach, data analysis was carried out through comparison, categorization, and inference techniques. The findings reveal that the novel contains 12 character’s education values: religious values, tolerance, discipline, hard work, creativity, curiosity, national spirit, love for the homeland, respect for achievement, friendship and communication, social concern, and perseverance. These values offer meaningful implications that can be applied in character education in both schools and higher education institutions in Indonesia. Universitas Pahlawan Tuanku Tambusai 2025-05-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/936 10.31004/jele.v10i3.936 Journal of English Language and Education; Vol 10, No 3 (2025); 381-389 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/936/457 Copyright (c) 2025 Juflyn Alim, Juharmin Suruambo, Muh. Yasmin Rudiyasa, Zidan Lariyos, Syah Atul Warda https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1336 2026-01-12T03:38:59Z jele:ART

Development of an Assessment Instrument for Beginning Reading for Moderately Mentally Disabled Children in Grade VIII at SLB ABC Miiroojuttaqwaa Rohimat, Mamat Hidayat, Ayi Najmul early reading; assessment instrument; moderate intellectual disability; special education; inclusive assessment This study aims to develop a contextual early reading assessment instrument tailored for eighth-grade students with moderate intellectual disabilities at SLB ABC Miiroojuttaqwaa in Sumedang Regency. Using a qualitative approach and descriptive methods, the research involved non-participatory observations, interviews, focus group discussions (FGD), documentation studies, and validation by expert teachers. The results reveal that students demonstrate varying levels of competence in phonemic recognition, syllable decoding, and vocabulary comprehension but face difficulties with sentence construction and reading fluency. The assessment instrument was refined collaboratively through FGDs, covering core reading domains, and validated by external experts for operational clarity and usability. Key improvements include more concrete indicators, enhanced visual media, and implementation guidelines to standardise administration. The findings highlight the importance of authentic, adaptive assessments that align with cognitive and developmental characteristics of students with intellectual disabilities. This tool not only supports the development of Individualised Education Plans (IEPs) but also provides a model for inclusive assessment practices. The study recommends broader institutional adoption, including integration into policy frameworks, professional development for teachers, and cross-school moderation, to enhance reliability and equity. The validated instrument holds promise for advancing literacy interventions and promoting meaningful participation in education for students with intellectual disabilities. Universitas Pahlawan Tuanku Tambusai 2025-10-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1336 10.31004/jele.v%vi%i.1336 Journal of English Language and Education; Vol 10, No 5 (2025); 821-830 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1336/816 Copyright (c) 2025 Mamat Rohimat, Ayi Najmul Hidayat https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/490 2026-02-10T04:54:12Z jele:ART

Students’ Perception toward Independent Listening Using TED Talks Nenti, Nitra Windhachaya Perdhani, Widya Caterine Independent listening; TED Talks videos; EFL Learners’ Perception The utilization of video content offers visually captivating elements that captivate pupils, while its accessibility across several platforms renders it very adaptable. Various videos, including those from TED Talks, can be used for English language acquisition. The research focused on the perspectives from learners on using TED Talk videos for the purpose of self-directed listening. The study utilizes a quantitative survey design as its approach. The researcher administered an online questionnaire consisting of close-ended questions to a sample of 12th grade students at SMAN 10 Malang. The findings show TED conference videos had a beneficial effect on enhancing the listening abilities of learners. Most learners have the capacity to improve their vocabulary and their ability to understand several diverse accents. Moreover, participating in individual listening can equip students with a foundational understanding of the complexities. Universitas Pahlawan Tuanku Tambusai 2024-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/490 10.31004/jele.v9i2.490 Journal of English Language and Education; Vol 9, No 2 (2024); 6-13 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/490/227 Copyright (c) 2024 Nitra Windhachaya Nenti, Widya Caterine Perdhani https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2020 2026-05-03T05:51:31Z jele:ART

Modeling Expected Years of Schooling Based on Socioeconomic Factors in Banten Province Using the Gamma Regression Model Oktaviani, Resti Banten Province, Gamma Regression, Gender Development Index, Expected Years of Schooling, Socioeconomic Factors Despite rapid economic growth in Banten Province, the disparity in Expected Years of Schooling (HLS) between districts/cities remains significant due to socioeconomic factors. This study aims to analyze the effect of Poverty Percentage, Gender Development Index (IPG), and Beneficiary Families (KPM) on HLS using Gamma Regression. A quantitative approach using secondary data from BPS Banten (2020-2024), the population of all districts/cities (n=42 total sampling observations), was analyzed through GLM R Studio with the link log function. The results show that IPG has a significant positive effect on HLS (p=0.007), while Poverty Percentage and KPM have a non-significant negative effect. The model has a high fit (AIC=79.05, MAPE=3.62%, RMSE=0.581) without heteroscedasticity, autocorrelation, or multicollinearity. Gender equality has been shown to be crucial for increasing access to education, although poverty remains a structural barrier. Universitas Pahlawan Tuanku Tambusai 2026-03-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2020 10.31004/jele.v11i2.2020 Journal of English Language and Education; Vol 11, No 2 (2026); 350-357 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2020/1185 Copyright (c) 2026 Resti Oktaviani https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/966 2026-03-12T09:17:41Z jele:ART

The Role of Soft Skills in Improving the Job Readiness of Study Program Graduates: A Study on Critical Thinking in Accounting Education, Faculty of Economics and Business, Universitas Putra Indonesia YPTK Putri, Yonna Seplinda, Mutia Hermalia, Hermalia Soft Skills, Job Readiness This study aims to identify the influence of soft skills (about critical thinking) on the work readiness of accounting graduates of the Faculty of Economics and Business, Universitas Putra Indonesia YPTK Padang. In this study, soft skills about critical thinking function as an independent variable (X), while work readiness is the dependent variable (Y). The population studied included all students of the accounting study program, class of 2021, totaling 150 students. The sampling method used was purposive sampling, so that the sample in this study consisted of 100 respondents. Data were collected through questionnaires and documentation, and data analysis was carried out using descriptive percentage analysis, instrument testing, and hypothesis testing. Instrument testing includes validity testing and reliability testing, while hypothesis testing includes simple linear regression testing, coefficient of determination (R²) testing, and t-testing. The results of the simple regression analysis show the equation Y = 36.924 + 0.143X, which means that if the soft skill value is zero, then the work readiness will reach 0.143. From the results of data processing and analysis that have been carried out, it can be concluded that soft skills have a positive influence of 0.143 on the work readiness of accounting graduates of the Faculty of Economics and Business, Putra Indonesia University YPTK Padang. Universitas Pahlawan Tuanku Tambusai 2025-07-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/966 10.31004/jele.v10i4.966 Journal of English Language and Education; Vol 10, No 4 (2025); 516-521 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/966/589 Copyright (c) 2025 Yonna Anggayu Putri, Mutia Seplinda, Harmelia https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1699 2026-02-03T07:38:08Z jele:ART

Assessment of the Quality and Credibility of Literature in Academic Research Elyas, Titip Sagita, Widya Fitriani, Wahidah Literature Quality; Scientific Credibility; Predator Journals; Publication Evaluation Literature has a fundamental role in the academic world, especially at the master's and doctoral levels, as the foundation for scientific development. However, in the digital era marked by a flood of information, the assessment of the quality and credibility of literature has become increasingly complex. Researchers and students are not only required to find relevant sources, but also trustworthy and high-quality sources. This challenge is exacerbated by the rise of predatory journals, scientific disinformation, publication pressure, and an over-reliance on metrics such as the Impact Factor, which has the potential to obscure the scientific quality of a work. This article aims to explain and dissect the criteria and techniques in assessing the quality and credibility of scientific literature. In addition, this study also aims to compare the characteristics of academic sources with popular literature to help researchers choose the right and scientifically responsible sources. This study uses a literature study approach with descriptive analysis of various academic literature sources that discuss the assessment of the quality of scientific publications. Data were obtained from books, reputable journal articles, and relevant academic guidelines, then analyzed to identify criteria and techniques for evaluating the literature. The results of the discussion show that the assessment of the quality of literature needs to be carried out comprehensively by considering the credibility of the author, the reputation of the publisher, the peer review process, the relevance of the content, and the methodological context. The practical implication of this research is the availability of conceptual and technical guidance for researchers and students in facing literary challenges in the digital era, so as to maintain research integrity and improve the quality of scientific work. Universitas Pahlawan Tuanku Tambusai 2025-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1699 10.31004/jele.v10i6.1699 Journal of English Language and Education; Vol 10, No 6 (2025); 922-927 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1699/947 Copyright (c) 2025 Titip Elyas, Widya Sagita, Wahidah Fitriani https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/682 2025-04-29T13:37:10Z jele:ART

The Influence of Spiritual Intelligence, Emotional Intelligence and Intellectual Intelligence towards Student Learning Achievement Taupik, Muhammad Spiritual Intelligence, Emotional Intelligence, Intellectual Intelligence, Student Learning Outcomes This study investigates the influence of Spiritual Intelligence, Emotional Intelligence, and Intellectual Intelligence on students' English learning outcomes. The primary objective of this research is to determine the extent to which these three forms of intelligence influence students' academic performance in English, and to assess how strong the impact of each form of intelligence is on learning achievement. This study uses a survey method with correlational and regression analysis techniques to examine the relationships between the three independent variables—Spiritual Intelligence, Emotional Intelligence, and Intellectual Intelligence—and one dependent variable, English learning achievement. The key findings of this study reveal a significant simultaneous influence of Spiritual Intelligence, Emotional Intelligence, and Intellectual Intelligence on English learning achievement, with a Sig value of 0.000 and an F count of 43.27. These three intelligences together account for 60.3% of the variance in English learning achievement, while the remaining 39.7% is attributed to other factors not studied. Additionally, each form of intelligence individually shows a significant impact on learning achievement: Spiritual Intelligence (Sig = 0.000, t = 4.001), Emotional Intelligence (Sig = 0.001, t = 3.684), and Intellectual Intelligence (Sig = 0.001, t = 3.687). These findings suggest that enhancing Spiritual, Emotional, and Intellectual Intelligence can significantly improve students' academic performance in English. Universitas Pahlawan Tuanku Tambusai 2025-03-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/682 10.31004/jele.v10i2.682 Journal of English Language and Education; Vol 10, No 2 (2025); 33-41 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/682/357 Copyright (c) 2025 Muhammad Taupik https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2494 2026-05-19T04:11:17Z jele:ART

Patriarchal Resistance Of Female Characters In There’s Still Tomorrow (2023) Sanjaya, Angelica Fitriana, Ephrilia Noor Patriarchy; marxist feminism; female resistance; domestic labor; economic control Patriarchy continues to shape women’s roles and limit their opportunities across social and economic structures. However, existing studies often focus on symbolic and institutional forms of resistance, overlooking the material conditions that sustain women’s oppression. This study aims to analyze the representation of patriarchal power and female resistance in There’s Still Tomorrow (2023) using Silvia Federici’s Marxist feminist framework. This research employs a qualitative descriptive method by examining selected scenes and dialogues related to domestic labor, economic control, bodily regulation, and resistance. The findings reveal that patriarchal power operates through economic dependency, control over women’s bodies, and unequal access to resources. At the same time, Female Resistance (FR) emerges as the dominant pattern through everyday strategies. However, such resistance remains constrained within the patriarchal-capitalist system. Therefore, the study concludes that resistance exists but functions primarily as a survival strategy rather than a structural transformation. Universitas Pahlawan Tuanku Tambusai 2026-05-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article https://jele.or.id/index.php/jele/article/view/2494 10.31004/jele.v11i3.2494 Journal of English Language and Education; Vol 11, No 3 (2026) 2597-6850 2502-4132 en Copyright (c) 2026 Angelica Sanjaya, Ephrilia Noor Fitriana https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1376 2025-08-28T09:51:45Z jele:ART

Leadership in the Scientific View of Islamic Philosophy Rahmatulloh, Aang Inayatullah, Muhamad Iqbal Purwanto, Purwanto Dahlan, Charly Pua, Fatmawati Leadership; Scientific Perspective; Islamic Philosophy In Islamic teachings, leadership is a sacred mandate from Allah that demands sincerity, honesty, justice, open-mindedness, and wisdom, with every leader ultimately accountable before Him. Leadership must begin with right intentions, seeking only Allah’s pleasure and viewing the role as a responsibility, not a privilege. The Prophet Muhammad taught that women should not hold the reins of leadership in certain contexts and warned against seeking positions for personal ambition, as leadership given upon request leaves one to bear the burden alone, whereas if bestowed without asking, Allah grants assistance. A leader must adhere strictly to Allah’s laws, judge fairly, and maintain justice, for injustice leads to ruin in the Hereafter. They should remain accessible to the people, keeping their doors open to needs and complaints, sincerely advising the community, and refusing gifts to avoid corruption. Surrounding oneself with righteous advisors is essential to promote good and prevent wrongdoing. Gentleness is highly valued in leadership, as the Prophet prayed for ease upon those who are kind to their people and hardship for those who are harsh. Leaders must not create suspicion or spy on the people, as this erodes trust and destroys society. The Prophet emphasized that every individual is a leader within their domain—a ruler over their people, a wife over her household, and a servant over their master’s trust—and each will be held responsible for those under their care. Thus, leadership in Islam is both an honor and a heavy trust that must be carried with integrity and fear of Allah. Universitas Pahlawan Tuanku Tambusai 2025-08-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1376 10.31004/jele.v%vi%i.1376 Journal of English Language and Education; Vol 10, No 3 (2025); 949-959 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1376/716 Copyright (c) 2025 Aang Rahmatulloh, Muhamad Iqbal Inayatullah, Purwanto Purwanto, Charly Dahlan, Fatmawati Pua https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/159 2023-02-03T18:57:11Z jele:ART

The Teachers’ Perception on the Use of Cooperative Learning Model for Improving Learners’ Reading Fluency Ningrum, Asih Sari irwandi, irwandi Teachers Perception, Cooperative Learning Model, Reading Fluenc The learners’ reading fluency becomes one of the crucial problems in teaching reading. The preliminary research indicates that the students find the obstacles in understanding the structure of the sentence in reading text quickly. It is also difficult for them to understand the meaning of word in the text. To overcome these problems, the teachers have applied the use of cooperative learning model. The design of this research is descriptive qualitative. The questionnaire is used to collect the data. In addition, for the technique of data collection, the researcher used questionnaire which the researcher gave that questionnaire to the English teachers. The researcher analyzed the answers of the English teachers by using steps of qualitative data analysis. The results show that the teachers agree with the application of the cooperative learning model. The form of the teachers’ view is marked by their agreeing on the cooperative learning model. Universitas Pahlawan Tuanku Tambusai 2021-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/159 10.31004/jele.v6i2.159 Journal of English Language and Education; Vol 6, No 2 (2021); 270-275 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/159/119 https://jele.or.id/index.php/jele/article/downloadSuppFile/159/38 https://jele.or.id/index.php/jele/article/downloadSuppFile/159/39 Copyright (c) 2021 Asih Sari Ningrum, irwandi irwandi https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1986 2026-03-04T10:23:21Z jele:ART

An Error Analysis of Grammatical Errors in EFL Students' Speaking Performance Permatasari, A.A. Sg. Candra Ningrum, Ida Ayu Fortuna Error analysis, grammatical errors, EFL students, speaking performance This study aims to analyze grammatical errors produced by Indonesian EFL university students in their English-speaking assignments. The data were obtained from students’ speaking videos collected from mid-term and final tests at Universitas Pendidikan Nasional, Denpasar, Bali. Using a qualitative descriptive approach, the study employed error analysis based on the surface strategy taxonomy proposed by Dulay, Burt, and Krashen, which classifies errors into omission, addition, misformation, and misordering. A total of 50 grammatical errors were identified, with misformation errors occurring most frequently, followed by omission, addition, and misordering errors. The findings indicate that students experience difficulties in selecting appropriate grammatical forms during spontaneous oral production, particularly in verb forms, subject–verb agreement, comparative constructions, and sentence structure. These errors reflect learners’ developing interlanguage and their tendency to prioritize fluency over grammatical accuracy in spoken communication. The study suggests that explicit grammar instruction integrated into speaking activities and systematic corrective feedback may help improve students’ grammatical accuracy in English speaking performance. Universitas Pahlawan Tuanku Tambusai 2026-02-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1986 10.31004/jele.v11i1.1986 Journal of English Language and Education; Vol 11, No 1 (2026); 691-699 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1986/1084 Copyright (c) 2026 A.A. Sg. Candra Permatasari, Ida Ayu Fortuna Ningrum https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/889 2025-08-28T09:51:13Z jele:ART

Development of Science Learning Modules with Differentiated Approach Assisted by AI Canva Human Digestive System Material to Improve Learning Outcomes Yuliani, Yuliani Kusrina, Tity Suriswo, Suriswo Development, Module, IPAS, Differentiated, AI Canva. Science education in elementary school is essential for developing students' critical thinking and understanding of natural processes. This study aims to develop and evaluate a differentiated science learning module assisted by AI Canva on the human digestive system to improve fifth-grade students' learning outcomes in Tegal Regency. Using the ADDIE development model, this Research and Development (RD) study collected data through questionnaires, interviews, observations, and documentation. The sample consisted of two fifth-grade classes: a control group and an experimental group. Data were analyzed using normality, homogeneity, t-tests, and feasibility assessments. The results show that the module is highly feasible, with material validation at 86.53% and media validation at 94.13%. Student learning outcomes in the experimental class increased from 81.66% (pre-test) to 100% (post-test), indicating the module's significant effectiveness. In conclusion, the AI Canva-assisted differentiated module is both feasible and effective in enhancing students’ understanding of the human digestive system. Universitas Pahlawan Tuanku Tambusai 2025-06-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/889 10.31004/jele.v10i3.889 Journal of English Language and Education; Vol 10, No 3 (2025); 603-621 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/889/489 Copyright (c) 2025 Yuliani Yuliani, Tity Kusrina, Suriswo Suriswo https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1338 2026-02-03T07:38:07Z jele:ART

Assessing Speaking Skills through Picture Description: Evidence from Senior High Students Afrizal, Johari Ayoddukki, Mumlikka Yulianto, Yulianto Assessing; Speaking Skills; Picture Description This study investigated the speaking skills of senior high school students in Pekanbaru, Riau, Indonesia, through a picture description task. Speaking is a crucial skill in English as a Foreign Language (EFL) learning because it enables effective communication in both academic and social contexts. However, despite its significance, limited research has examined Indonesian students’ speaking performance through picture description tasks, particularly in relation to pronunciation and fluency. To address this gap, the present study assessed 46 students using a standardized rubric covering comprehension, grammar, vocabulary, pronunciation, and fluency. Their performances were evaluated by three independent raters to ensure reliability and objectivity. The findings showed an overall mean score of 3.7, categorized as very good. Vocabulary obtained the highest average (4.2), followed by comprehension (3.8), grammar (3.6), and fluency (3.5). Pronunciation recorded the lowest mean (3.3). These results highlight the need for targeted pedagogical strategies to improve pronunciation and fluency while consolidating vocabulary and comprehension skills. Universitas Pahlawan Tuanku Tambusai 2025-11-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1338 10.31004/jele.v10i6.1338 Journal of English Language and Education; Vol 10, No 6 (2025); 53-63 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1338/849 Copyright (c) 2025 Johari Afrizal, Mumlikka Ayoddukki, Yulianto https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/513 2024-12-30T00:34:47Z jele:ART

Exploring the Role of AI Chatbot in English Language Teaching and Learning Nasution, Maulana Oscard Arianto, Arianto Chatbots; Artificial Intelligence; Teaching; Learning; English Language The integration of Artificial Intelligence (AI) in education has garnered significant attention, with AI-Chatbots emerging as a transformative tool in English language teaching and learning. This investigation delves into the incorporation of AI-Chatbots in the context of English language instruction, with a specific focus on their capacity to enhance educational achievements. This researcher delves into various utilities of AI-Chatbots, elevating proficiency in English language, grammar, and vocabulary. The study employed a mixed methods strategy, amalgamating quantitative insights from teacher surveys with the interpretation of qualitative data. This study evaluates the efficacy of teachers utilizing AI-Chatbots with their students. The outcomes demonstrate that the teacher's involvement in furnishing guidance on the utilization of AI-Chatbots to students substantially heightens student engagement and motivation towards enhancing their English language competencies. Subsequent research endeavors should concentrate on enhancing the contextual comprehension capabilities of Chatbots and investigating their amalgamation with other educational technologies. Universitas Pahlawan Tuanku Tambusai 2024-09-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/513 10.31004/jele.v9i5.513 Journal of English Language and Education; Vol 9, No 5 (2024); 34-43 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/513/257 Copyright (c) 2024 Maulana Oscard Nasution, Arianto Arianto https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2264 2026-05-03T05:51:32Z jele:ART

Implementation of Dola Artificial Intelligence as a Learning Tool to Improve Students’ English Speaking Skills Isabella, Putri Ferdiyanto, Feri Zainuddin, Zainuddin Artificial Intelligence, English speaking skills, Young learners, Non-formal education, DOLA AI In the era of globalization, English speaking skills are essential for young learners to communicate effectively and access broader knowledge resources. However, in non-formal English courses, speaking practice opportunities are often scarce, resulting in low confidence, mispronunciation, and minimal vocabulary mastery, and few studies have examined the use of AI-based tools in such settings for elementary students. This study aims to investigate the implementation of DOLA AI in improving students' speaking skills at Tekume English Course Semampir Kraksaan. A qualitative descriptive case study was employed, involving fifteen students and one tutor, with data collected through observation, interviews, documentation, and questionnaires. The findings indicate that DOLA AI created an interactive and supportive learning environment, increased students' motivation and participation, and improved pronunciation, fluency, vocabulary, and confidence. It can be concluded that DOLA AI is an effective tool for enhancing elementary students' speaking competence in a non-formal context. Universitas Pahlawan Tuanku Tambusai 2026-03-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2264 10.31004/jele.v11i2.2264 Journal of English Language and Education; Vol 11, No 2 (2026); 640-650 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2264/1218 https://jele.or.id/index.php/jele/article/downloadSuppFile/2264/459 Copyright (c) 2026 Putri Isabella, Feri Ferdiyanto, Zainuddin Zainuddin https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/986 2026-03-12T09:17:42Z jele:ART

Evaluating Translation AI’s Effectiveness in Enhancing English Vocabulary Acquisition Among University Students: A Global Communication Perspective Fakira, Jakiatul Ilham, Ilham Hidayati, Hidayati Bafadal, Moh Fauzi AI-Driven Translation Tools; Vocabulary Acquisition; Language Education; Global Communication; Digital Learning The rapid advancement of AI-driven translation tools has significantly transformed English vocabulary acquisition, particularly in global communication. These tools offer innovative methods for enhancing language learning by providing instant translations, contextual examples, and user-friendly interfaces. However, despite their widespread adoption, the effectiveness of these tools in improving vocabulary acquisition remains underexplored. This study investigates the role of AI translation tools in facilitating vocabulary development among university students. By employing a mixed-method approach that combines quantitative analysis with qualitative insights, the research evaluates the impact of these tools on learners’ vocabulary retention and usage. The findings reveal that AI translation tools can effectively support vocabulary learning by offering immediate feedback and diverse contextual applications. However, challenges such as over-reliance on technology and inaccuracies in translation highlight the need for cautious implementation. The study concludes that AI-driven translation tools have the potential to enhance vocabulary acquisition and foster intercultural communication, provided they are integrated thoughtfully into educational practices. Further research is recommended to explore their long-term effects and optimize their role in language education. Universitas Pahlawan Tuanku Tambusai 2025-07-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/986 10.31004/jele.v10i4.986 Journal of English Language and Education; Vol 10, No 4 (2025); 813-820 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/986/622 https://jele.or.id/index.php/jele/article/downloadSuppFile/986/221 https://jele.or.id/index.php/jele/article/downloadSuppFile/986/222 Copyright (c) 2025 Jakiatul Fakira, Ilham, Hidayati , Moh. Fauzi Bafadal https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/7 2019-06-25T09:02:39Z jele:ART

THE EFFECT OF 3-2-1 TECHNIQUE AND READING MOTIVATION TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT GRADE XI IPA OF SMAN 1 BANGKINANG SEBERANG Ayu, Citra This study describes and concluded that the existence of teaching reading narrative texts for high school students using varied techniques have touched the substantive area. 3-2-1 techniques are cooperative learning techniques have been reconstructing the individual instruction that has been applied in schools. The purpose of this study was to determine the effect of learning techniques and reading motivation of students to learn English results. This research used experimental method with 2x2 factorial design and conducted in SMAN 1 Bangkinang Opposite, Riau with a sample of 2 classes. Results of the analysis of the data reveals that: (a) students who are taught by the 3-2-1 technique showed better results than students taught using conventional techniques, (b) students who have high motivation techniques taught by 3-2- 1 shows the results of the study as well as students who are taught by using conventional techniques, (c) students who have low motivation taught using 3-2-1 techniques showed better learning outcomes than students taught using techniques conventional, and (d) there is interaction between the use of techniques learned by the students' reading motivation. However, the results of different values between the experimental group with the control group to measure achievement in this study that the 3-2-1 technique has a better effect than with conventional techniques. On the other hand, students 'reading motivation affect students' reading results. Universitas Pahlawan Tuanku Tambusai Program Studi Pendidikan Bahasa Inggris STKIP Pahlawan Tuanku Tambusai 2018-12-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/7 10.31004/jele.v1i1.7 Journal of English Language and Education; Vol 1, No 1 (2016); 1-8 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/7/8 Copyright (c) 2018 Journal of English Language Education

oai:jele.or.id:article/1881 2026-02-03T07:38:08Z jele:ART

Management of Student Character Education Through Cheerleading Extracurricular Activities in the City of Surabaya (Multi-Site Study at SMPN 17 and SMPN 12 Surabaya) Kristiani, Lucia Ayu Karwanto, Karwanto Khamidi, Amrozi Cheerleading; Extracurricular Activities; Character Education; Qualitative Study; Case Study; Surabaya This study aims to explore the management of cheerleading extracurricular activities in fostering students’ character at SMP Negeri 12 Surabaya and SMP Negeri 17 Surabaya. Employing a qualitative approach with a multi-site case study design, the research focuses on understanding how schools organize, implement, and evaluate cheerleading programs to develop values such as discipline, responsibility, cooperation, leadership, and sportsmanship. Data were collected through participant observation, in-depth interviews with students, coaches, and school principals, as well as document analysis. The analysis was conducted using a descriptive-inductive method involving data reduction, presentation, and verification. To ensure data validity, triangulation of sources and methods, prolonged observation, and thorough examination were applied. Findings indicate that cheerleading extracurricular activities contribute significantly to character development by providing opportunities for students to practice collaboration, responsibility, and leadership in authentic contexts. The study also identifies supporting and inhibiting factors that affect the effectiveness of character education through these activities. Universitas Pahlawan Tuanku Tambusai 2025-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1881 10.31004/jele.v10i6.1881 Journal of English Language and Education; Vol 10, No 6 (2025); 1233-1242 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1881/980 Copyright (c) 2025 Lucia Ayu Kristiani, Karwanto Karwanto, Amrozi Khamidi https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/741 2025-04-29T13:37:11Z jele:ART

Development Interactive Teaching Materials with Google Sites Website-Based Media in Islamic Cultural History Subjects at Madrasah Aliyah Agustin, Siti Maulidiya Murhayati, Sri Alwizar, Alwizar Pengembangan, Bahan Ajar, Interaktif, Website Google Sites, Sejarah Kebudayaan Islam. This study aims to explore the development of interactive teaching materials using website-based media (Google sites) for Islamic Cultural History subjects at Islamic Senior High School. This research employs the Research and Development (RD) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection techniques include observation, interviews, questionnaires, tests, and documentation. The collected data were analyzed using descriptive analysis techniques, including expert validation questionnaire analysis, user validation, and student responses, all processed in accordance with research and development procedures. Based on the research findings, this development was carried out in five stages: analysis, design, development, implementation, and evaluation. The analysis stage involved curriculum analysis, student analysis, and needs assessment. The design stage included the preparation of learning materials, selection of media, choice of format, and initial design. The development stage involved validation by experts, including media experts, subject matter experts, and Islamic Cultural History teachers. The validation results were as follows: media experts (88.3%, categorized as highly valid), subject matter experts (92.8%, highly valid), and Islamic Cultural History teachers (95.6%, highly valid). During the implementation stage, activities such as pretests, trial implementations, explanations, in-depth material discussions, and posttests were conducted. The overall pretest and posttest results showed a significant improvement, with an average pretest score of 54.09 and a posttest score of 93.71. The student trial results indicated the following ratings: material aspect (83.29%, highly practical), language aspect (83.14%, highly practical), presentation aspect (81.57%, highly practical), and usefulness aspect (85.10%, highly practical). Thus, it can be concluded that the interactive teaching materials using website-based media (Google sites) for the Islamic Cultural History subject, specifically on the topic of the Khulafaur Rashidin, achieved an overall validity percentage of 83.27%, indicating high practicality. The evaluation stage, based on pretest and posttest results, demonstrated a significant improvement in students' learning outcomes in Islamic Cultural History when using the interactive teaching materials Website-based using Google sites. Universitas Pahlawan Tuanku Tambusai 2025-04-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/741 10.31004/jele.v10i2.741 Journal of English Language and Education; Vol 10, No 2 (2025); 460-470 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/741/399 Copyright (c) 2025 Siti Maulidiya Agustin, Sri Murhayati, Alwizar Alwizar https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2105 2026-03-04T10:45:13Z jele:ART

Developing Flipbook for Teaching Narrative Text through Reading Aloud Strategy Sari, Dila Permata Hidayah, Bariqotul Alimin, Alimin ADDIE Model; Flipbook; Narrative Text; Reading Aloud; Research and Development This research was motivated by low student motivation and their difficulties in understanding narrative texts when using conventional teaching materials. Therefore, this research aimed to develop interactive flipbook as a learning media for eighth-grade students at MTs Hasyimiyah. This research followed the Research and Development (RD) method using ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The participants were 77 eighth-grade students who took part in the field trial. Data were collected using validation sheets for experts, observation checklists, and student response questionnaires as the primary instruments. The findings showed that the integration of digital features, such as QR codes for audio models, into the flip-book was feasible and practical for classroom use. These features successfully supported student performance in reading aloud activities, particularly in improving confidence and pronunciation accuracy. The implication of this research is that the flipbook provides a flexible and engaging alternative for English teachers to enhance the quality of reading instruction through technology-integrated media. Universitas Pahlawan Tuanku Tambusai 2026-02-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2105 10.31004/jele.v11i1.2105 Journal of English Language and Education; Vol 11, No 1 (2026); 890-897 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2105/1109 Copyright (c) 2026 Dila Permata Sari, Bariqotul Hidayah, Alimin https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/998 2025-08-28T09:51:14Z jele:ART

Partnership Model in Supporting Principal Performance Mayasari, Mayasari Ahmad, Suriansyah Purwanti, Ratna Partnership, Performance, Principal Continuous cooperation in a partnership must always include effective and open communication so that stakeholders understand and know the performance system of the institution that is entrusted in developing a directed and effective education for children and education. This research is to find out the management and utilization of existing resources, both teacher resources and infrastructure resources managed by schools in cooperation and collaboration with stakeholders and partnerships that always support every decision making in helping the development of human resources (teachers) and school infrastructure. The collaboration built by parents and school management has a great impact both on the success of an educational institution and on teacher resources and school infrastructure in addition to facilitating schools for student growth by carrying out sustainable collaboration. In order to create good cooperation between schools and the community, the community needs to know and have a clear picture of the school concerned.   The description and condition of the school can be informed to the public through reports to parents of students. Universitas Pahlawan Tuanku Tambusai 2025-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/998 10.31004/jele.v10i3.998 Journal of English Language and Education; Vol 10, No 3 (2025); 836-843 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/998/522 Copyright (c) 2025 Mayasari Mayasari, Suriansyah Ahmad, Ratna Purwanti https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1586 2026-02-03T07:38:07Z jele:ART

Project-Based Learning and Group Discussion to Enhance Critical Thinking in English Language Education: A Qualitative Case Study in SMA 1 Blora Murtini, Anugrah Rasyki, Adrian Rasyki, Adrian Project-Based Learning, Group Discussion, Critical Thinking, English Language Education, Qualitative Case Study This qualitative case study investigates the implementation of Project-Based Learning (PBL) combined with Group Discussion (GD) to enhance students' critical thinking skills in English language education at SMA 1 Blora. The study involved 32 students from the 11th-grade English class and was conducted in August 2025. Data were collected through classroom observations, interviews with students and teachers, and analysis of students’ project outputs. The findings indicate that integrating PBL and GD fosters higher-order thinking, improves problem-solving skills, and encourages collaborative learning. Students demonstrated increased engagement, reflective thinking, and the ability to articulate ideas coherently in English. The study concludes that PBL and GD are effective pedagogical approaches to cultivate critical thinking in secondary English education contexts. Universitas Pahlawan Tuanku Tambusai 2025-11-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1586 10.31004/jele.v10i6.1586 Journal of English Language and Education; Vol 10, No 6 (2025); 280-287 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1586/872 Copyright (c) 2025 Anugrah Murtini, Adrian Rasyki https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/562 2025-09-02T05:29:42Z jele:ART

An analysis of slang language used in raditya dika’s podcast Delpia, Fila Pasaribu, Tiara k. Sembiring, Rony Arahta Slang Language, Language Variation, Podcast Language is the most important means of communication in life, whether in the form of writing, orally, or only in the form of certain signs. Without language, humans cannot socialize with other people and slang is a phenomenon of the use of linguistic variations that are formed as a result of language development and social dynamics in society. Slang is a new vocabulary owned by a certain group of people that is related to informal conversations and used in informal situations. This research aims to find out the types and meanings of slang contained in Raditya Dika's podcast. The data source for this research was taken from Raditya Dika's podcast which was uploaded to his Spotify account with the title "Guide to Facing Haters ft Uus". This research uses a qualitative descriptive method and data is collected by transcribing conversations from Raditya Dika and Uus. 23 pieces of data were found in Raditya Dika's podcast related to slang language. The research results show that the Podcast "Guide to Facing Haters ft Uus" by Raditya Dika contains 5 types of slang according to the theory of Allan and Burridge (2006), namely Fresh and Creative, Flippant, Imitative, Acronym, and Clipping. From the research results, it was found that the Fresh and Creative types were most widely used with 10 data, 8 data for Acronyms, 3 data for Imitative, 1 data for Flippant, and 1 data for Clipping. Universitas Pahlawan Tuanku Tambusai 2024-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/562 10.31004/jele.v9i6.562 Journal of English Language and Education; Vol 9, No 6 (2024); 135-140 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/562/281 https://jele.or.id/index.php/jele/article/downloadSuppFile/562/158 Copyright (c) 2024 Fila Delpia, Tiara k. Pasaribu, Rony Arahta Sembiring https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2281 2026-05-03T05:51:32Z jele:ART

English Major Students’ Perceptions of Ethical Use of ChatGPT in Academic Learning Anggita, Mohammad Anjas Sakhiyya, Zulfa ChatGPT; Academic Learning; Ethical Use; Student Perceptions; The integration of artificial intelligence tools such as ChatGPT has increasingly influenced academic learning in higher education. While previous studies highlight ChatGPT's usefulness in supporting students’ academic tasks, limited research has examined students’ ethical awareness when using AI tools in academic contexts. This study aims to investigate English major students’ perceptions of the ethical use of ChatGPT in academic learning. A descriptive quantitative design was employed using a questionnaire distributed to 23 English major students. The data were analyzed using percentages and mean scores to examine students’ perceptions of ChatGPT’s usefulness, ease of use, and ethical considerations. The findings indicate that students generally perceive ChatGPT as a helpful learning tool that supports idea, comprehension of academic materials, and task completion. However, students also demonstrate awareness of the importance of verifying AI-generated information and maintaining originality. The study concludes that ChatGPT can support academic learning when used responsibly and ethically. Universitas Pahlawan Tuanku Tambusai 2026-04-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2281 10.31004/jele.v11i2.2281 Journal of English Language and Education; Vol 11, No 2 (2026); 889-897 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2281/1241 Copyright (c) 2026 Mohammad Anjas Anggita, Zulfa Sakhiyya https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1258 2026-03-12T09:17:42Z jele:ART

Integration of Positive Language in Hypnoteaching Modules: Solutions to Increase the Learning Motivation of Elementary School Students (Study at MIN 2 Tegal) Aziz, Aminudin Agung, Nugraha Rahmad Suriswo, Suriswo Hypnoteaching; Positive Language; Learning Motivation; Affective; Elementary Education This study aims to develop a teaching module guidebook based on hypnoteaching and positive language as an affective learning strategy to improve student motivation at Madrasah Ibtidaiyah Negeri (MIN) 2 Kota Tegal. The research is motivated by the low learning motivation among fifth-grade students, as indicated by limited engagement, low affective expression, and challenges faced by teachers in creating an enjoyable classroom atmosphere. The research employed a Research and Development (RD) approach based on the Borg Gall model. Data were collected through observation, interviews, learning motivation questionnaires, and expert validation and product effectiveness tests. The findings reveal that prior to using the module, most students were in the low to moderate motivation categories. The developed guidebook integrates principles of hypnoteaching, including affirmation, relaxation, visualization, and the use of suggestive and affirmative language. Validation and effectiveness tests showed that the module is highly feasible and effective in enhancing student learning motivation. Therefore, this module offers a practical and inspiring solution for teachers in designing empowering, communicative, and affective-centered learning. Universitas Pahlawan Tuanku Tambusai 2025-08-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article https://jele.or.id/index.php/jele/article/view/1258 10.31004/jele.v10i4.1258 Journal of English Language and Education; Vol 10, No 4 (2025); 1007-1014 2597-6850 2502-4132 en Copyright (c) 2025 Aminudin Aziz, Nugraha Rahmad Agung, Suriswo Suriswo https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/36 2019-07-12T08:19:39Z jele:ART

THE EFFECT OF USING VIDEO AS A MEDIA TOWARD STUDENTS’ SPEAKING SKILL Marleni, Lusi This research aims to find out whether an effect of using video as a media toward students’ speaking skill at tenth grade of SMA 1 SALO, in academic year of 2017/2018. This research was classified as a quasi-experimental method. It involved 54 students of two groups. The experimental group was taught by using video and control group was taught using the conventional method. The data were obtained by using pre-test and post-test. After the data were tested and found to be normal but not homogeneous, the hypothesis was tested using the ANOVA test. The results of the research show that there is an effect in the speaking skill between the students who were taught by using video and those who were taught by using the conventional method. In ANOVA test it can be seen that (F-value = 53,209> F-table = 2,380 or sig = 0.000 < 0.05), and Significance (2-tailed) calculated (0.000) is smaller than 0.05. Therefore, the hypothesis of this study is accepted. In conclusion, the use of video as a media gave an effect to the students’ speaking skill in English teaching at SMA 1 SALO. Universitas Pahlawan Tuanku Tambusai Prodi Pendidikan Bahasa Inggris Universitas Pahlawan Tuanku Tambusai 2018-02-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/36 10.31004/jele.v3i1.36 Journal of English Language and Education; Vol 3, No 1 (2018); 24-36 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/36/33 Copyright (c) 2019 Journal of English Language Education

oai:jele.or.id:article/1787 2026-03-04T10:36:43Z jele:ART

The Correlation of AI Text-to-Speech and Indonesian EFL Students’ Confidence in Pronouncing English Words Marelia, Febi Putra, Reko Hary AI TTS; pronunciation; self-confidence; EFL learners; correlational study This study explores how AI TTS relates to students’ confidence in English pronunciation among English as a Foreign Language (EFL) learners in Indonesia. Previous studies examined TTS perception and pronunciation quality, but none linked AI-TTS use with learners’ confidence, especially in Indonesia. This research used a quantitative correlational design and involved 38 students from an English language education program. Data were collected using a questionnaire measure of AI TTS use and pronunciation confidence. The results indicate that students have positive perceptions of AI TTS and its role in supporting pronunciation confidence. The two variables have a positive and statistically significant correlation, according to Pearson's Product-Moment correlation Test (r = 0.850, p 0.05). Put differently, students with increased interaction with AI TTS tend to feel greater comfortable pronouncing English words. These results also imply that AI TTS can assist the growth of self-confidence, promote autonomous learning, and lessen fear. Universitas Pahlawan Tuanku Tambusai 2026-01-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1787 10.31004/jele.v11i1.1787 Journal of English Language and Education; Vol 11, No 1 (2026); 40-50 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1787/1007 Copyright (c) 2026 Febi Marelia, Reko Hary Putra https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/832 2025-04-29T13:37:11Z jele:ART

Contextual Teaching Learning (CTL) Learning Model and Learning Motivation on the Ability of Writing Narrative Texts of Grade XII Students State Senior High School 1 Wanasari, Brebes District Larastanti, Renastasya Basuki, Basuki Setiyadi, D.P Putut Hersulastuti, Hersulastuti Herawati, Nanik CTL Learning Model, Learning Motivation, Writing Narrative Texts. The study aims to: 1. Determine the effect of the CTL learning model on the ability to write narrative texts, 2. Determine the effect of motivation on the ability to write narrative texts, and 3. Determine the effect of the CTL learning model and motivation on the ability to write narrative texts. The study was conducted using a descriptive correlative method, which explains the relationship between two or more variables. In this case, it is to explain the relationship between the CTL learning model and learning motivation on the ability to write narrative texts. The subjects of the study were grade XII students of SMA Negeri Wanasari Brebes in the 2023/2024 academic year. The study was conducted from September to December 2024. Samples were taken from 2 classes, 1 class as an experimental class and 1 control class. Samples were taken using a cluster random sample. Data were obtained through documentation, tests, and questionnaires. Data analysis was carried out using the multiple classification variance analysis formula technique. The results of the analysis are as follows: 1. The calculated F for the research group was 9.894 with a significance of 0.002 0.05. 2. F count for motivation is 8.060 with a significance of 0.001 0.05. 3. F count for the interaction of learning models and motivation is obtained at 3.462 with a significance of 0.03 0.0. From the significance value, it can be stated that Ho for the three hypotheses is rejected and Ha is accepted. Based on the hypothesis testing, it can be concluded that: 1. The CTL model has a significant effect on the ability to write narrative texts. 2. Learning motivation has a significant effect on the ability to write narrative texts. 3. The interaction between the CTL learning model and learning motivation has a significant effect on the ability to write narrative texts. Universitas Pahlawan Tuanku Tambusai 2025-04-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/832 10.31004/jele.v10i2.832 Journal of English Language and Education; Vol 10, No 2 (2025); 593-601 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/832/412 Copyright (c) 2025 Renastasya Larastanti, Basuki, D.P Putut Setiyadi, Hersulastuti, Nanik Herawati https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1488 2026-01-12T03:39:02Z jele:ART

Uang Panai: Between Tradition And Perception Among Bugis, Moronene, And Sundanese Culture In Indonesia Sanhas, Tasman Sain, Yuliyanah R, Novita P Nufus, Siti Hayatun Amin, Syarif The "Uang Panai" (bridewealth) custom holds significant cultural weight in various Indonesian ethnic groups, particularly among the Bugis, Moronene, and Sunda. This study investigates the intricate relationship between tradition and contemporary perceptions surrounding Uang Panai in these three distinct communities. Utilizing a qualitative approach with an ethnographic design, the research employed in-depth interviews and participant observation with community elders, young adults, and cultural figures in selected regions of South Sulawesi (Bugis), Southeast Sulawesi (Moronene), and West Java (Sunda). Key findings reveal diverse interpretations and practices of Uang Panai, ranging from its symbolic value as a reflection of family honor and social status among the Bugis, to its more pragmatic function as a shared financial responsibility in the Moronene community. In contrast, the Sundanese perspective, while acknowledging traditional dowry, shows less emphasis on a comparable "Uang Panai" concept, often prioritizing the couple's readiness. The study concludes that while Uang Panai remains a fundamental cultural element, its execution and societal acceptance are continually shaped by evolving socio-economic conditions and generational perceptions, leading to varying degrees of adaptation and preservation across these Indonesian ethnic groups. Universitas Pahlawan Tuanku Tambusai 2025-09-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1488 10.31004/jele.v10i5.1488 Journal of English Language and Education; Vol 10, No 5 (2025); 440-445 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1488/771 Copyright (c) 2025 Tasman Sanhas, Yuliyanah Sain, Novita P R, Siti Hayatun Nufus, Syarif Amin https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/397 2023-06-30T16:36:46Z jele:ART

ESP curriculum in Accounting Study: Exploring Alumni's Needs of Learning Nawir, Erna Elsara, Wenny Dwisusila, Dessy ESP, Alumni, Learning Need, Accounting The absence of clear curriculum guidelines for ESP education in Indonesia, particularly at the university level, has prompted the need for a needs analysis from alumni, particularly in the field of accounting, as one of the important stakeholders in ESP curriculum design. Through a mixed approach with convergent design, data obtained from questionnaires and interviews involving 14 alumni, 5 instructors, and a head of the accounting department revealed that the alumni strongly require language proficiency and good language skills, with an equal percentage of 84.28%. This was followed by the desire for relevant vocabulary and suitable learning themes that align with their professional environments, with percentages of 78.57% and 77.16% respectively. In a nutshell, the alumni require specific language proficiency and skills in their respective fields, supported by adequate vocabulary and relevant learning themes as input in designing an ESP curriculum, especially in the field of accounting.  Universitas Pahlawan Tuanku Tambusai 2023-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/397 10.31004/jele.v8i1.397 Journal of English Language and Education; Vol 8, No 1 (2023); 59-67 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/397/178 Copyright (c) 2023 Erna Nawir, Wenny Elsara, Dessy Dwisusila https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1680 2026-03-04T10:23:22Z jele:ART

Implementation of Academic Supervision on the Professional Dimension of Teachers on Teacher Performance at State Elementary School 147 Palembang Sari, Karlina Widayatsi, Tri Mulyadi, Mulyadi Implementation; Academic Supervision; Professional Dimension; Teacher Performance. This study aims to find out and describe the implementation of academic supervision in the professional dimension of teachers on teacher performance at SD Negeri 147 Palembang which includes aspects of planning, implementation, supervision, problems, and solutions implemented. This study uses a qualitative descriptive method with data collection techniques through observation, interviews, and documentation, then analyzed systematically. The results of the study show that the implementation of academic supervision carried out by the principal has gone well and in accordance with the expected goals through the stages of planning, implementation, and structured supervision. However, there are still several problems, such as the preparation of supervision schedules that are not optimal, the lack of pedagogic competence of teachers, difficulties in designing learning tools according to student needs, the limited ability of teachers to operate digital devices, and the lack of reflection activities at the end of learning. To overcome these problems, there is an increase in socialization and training for teachers, a strengthening of collaboration between schools and parents, and the development of more innovative and student-centered learning strategies and methods, so that teachers are expected to continue to develop as professional educators who are able to answer the challenges of 21st century education. Universitas Pahlawan Tuanku Tambusai 2026-02-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1680 10.31004/jele.v11i1.1680 Journal of English Language and Education; Vol 11, No 1 (2026); 1177-1186 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1680/1141 Copyright (c) 2026 Karlina Sari, Tri Widayatsi, Mulyadi https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/982 2026-03-12T09:17:41Z jele:ART

Exploring the Types of Teachers’ Questioning Strategies Used in EFL Secondary School Classroom Putri, Vivien Pandu Wicara Trisanti, Novia Questioning Strategies, English Classroom, Classroom Interaction Questioning strategies are a significant way for EFL teachers to encourage student’s participation and interaction in learning a language, particularly at the secondary level. This research examined the types and applications of questioning strategies used by a seventh-grade English teacher in an EFL classroom at MTs NU Mranggen in Central Java, Indonesia. A qualitative case study methodology gathered video-recorded lessons and teacher interviews, and analysed thematically. The study outcomes revealed that teachers used four types of strategies—prompting (14), probing (7), repetition (3) and redirecting (1)—with prompting dominant across lesson stages. The prompting strategy was often employed because it increases students' thought processes and improves critical thinking. The teacher employed these strategies at the lesson's opening, main, and closing activities. Educators and researchers can use the insights to improve their approaches and establish a dynamic learning environment. Universitas Pahlawan Tuanku Tambusai 2025-07-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/982 10.31004/jele.v10i4.982 Journal of English Language and Education; Vol 10, No 4 (2025); 153-160 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/982/542 Copyright (c) 2025 Vivien Pandu Wicara Putri, Novia Trisanti https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1708 2026-02-03T07:38:07Z jele:ART

The Role of the Community and Health Workers in Preventing Stunting in Tuapeijat Village, Mentawai Province Asnur, Lise Sahara, Siti Sukardi, Tega Effendi, M Abdurrahman Fadila, Lidia Ramatul Delviyanti, Diva Tri Stunting; Community; Health Workers This article presents a qualitative analysis of the collaborative roles between the community and health workers in stunting prevention efforts within Tuapeijat Village, Mentawai Islands, a region confronting significant geographical challenges and limited healthcare facilities. Through interviews with key informants (parents, Posyandu cadres, midwives, and health center staff), the study found that the community actively participates in Posyandu and nutrition counseling, although effectiveness is constrained by limited knowledge and access to nutritional resources. Meanwhile, health workers function as facilitators and educators by monitoring child growth and providing interventions, but are hindered by constraints in personnel and facilities. Therefore, the success of stunting prevention highly depends on a strong synergy between these two parties, implemented through culturally appropriate approaches, thus emphasizing the need to focus on community empowerment and capacity building of health workers to foster a healthier future generation. Universitas Pahlawan Tuanku Tambusai 2025-12-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1708 10.31004/jele.v10i6.1708 Journal of English Language and Education; Vol 10, No 6 (2025); 563-566 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1708/905 Copyright (c) 2025 Lise Asnur, Siti Sahara, Tega Sukardi, M Abdurrahman Effendi, Lidia Ramatul Fadila, Diva Tri Delviyanti https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/619 2025-03-10T23:46:21Z jele:ART

The Effect of Implementing Merdeka Curriculum on Teachers' Pedagogical Literacy Skills in Learning and Evaluation at Elementary Schools Ma’muni, Sugeng Suriswo, Suriswo Nasukha, Muntoha Independent Curriculum, Pedagogical literacy, Learning, Evaluation The objectives of the study were (1) to find out the success of the implementation of the independent curriculum, (2) to find out how much influence it has in improving teachers' pedagogical literacy in learning and (3) how much influence it has in improving teachers' pedagogical literacy in evaluation in public elementary schools in Margasari sub-district. The approach in this study uses a quantitative approach whose data relate to numbers. The design in this study aims to describe the extent of the influence of the implementation of the Merdeka curriculum in improving teachers' pedagogical literacy in learning and evaluation in elementary schools in Margasari Subdistrict.The population in this study were all public elementary school teachers in Margasari Subdistrict, Tegal Regency, totaling 43 teachers. Based on the results of data analysis and the results of hypothesis testing that have been revealed in the previous section, the results of the study include: (1) The effect of the implementation of the Merdeka Curriculum of State Elementary Schools in Margasari District, on this variable obtained an average of 3.20 with a good category (2) The effect on teacher literacy skills on a) Learning obtained an average of 3.25 with a good category b) Evaluation obtained an average score of 3.23 with a good category. (3) supporting factors for the implementation of the Independent Curriculum (a) supportive government policies, (b) school readiness, and (c) stakeholder involvement. Meanwhile, the inhibiting factors for the implementation of the independent curriculum in public elementary schools in Margasari Subdistrict: (a) lack of teacher understanding, (b) limited facilities and infrastructure, (c) challenges in implementing learning. Universitas Pahlawan Tuanku Tambusai 2025-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/619 10.31004/jele.v10i1.619 Journal of English Language and Education; Vol 10, No 1 (2025); 257-273 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/619/313 Copyright (c) 2025 Sugeng Ma’muni, Suriswo Suriswo, Muntoha Nasukha https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/2361 2026-05-03T05:51:32Z jele:ART

The Application of the Scramble Method to Improve Indonesian Language Learning Outcomes of Third Grade Students at State Elementary School 002 Rambah Ananda, Bunga Kasih Adawiyah, Minni Cahaya, Nur Holijah, Nur Sahdiah, Nur Pasaribu, Satria Wijaya Sahrawi, Sifa Efendi, Rinja Sramble Method; Learning Outcomes; Bahasa Indonesia; Elementary School Students This study aims to describe the application of the Scrumble method (a game of arranging letters/words) in an effort to improve the learning outcomes of Indonesian language in grade 3 students at SD 002 Rambah. Low interest in reading and mastery of vocabulary is the background for this research. The research method used is qualitative descriptive with a Class Action Research (PTK) design consisting of two cycles. The subject of the study was a 3rd grade student of SD 002 Rambah. Data collection techniques are carried out through participatory observation, in-depth interviews, and documentation of student work. Data analysis uses interactive analysis techniques that include data reduction, data presentation, and conclusion drawn. The results of the study show that the application of the Scrumble method is able to create an active and fun learning atmosphere. Qualitatively, there was a significant increase in students' ability to compose sentence structures, vocabulary enrichment, and courage in expressing ideas in writing. The improvement in learning outcomes can be seen from the completeness of the material understanding which is more evenly distributed than before the application of the method. It can be concluded that the Scrumble method is effective in improving the quality of the Indonesian language learning process and outcomes of elementary school students. Universitas Pahlawan Tuanku Tambusai 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/2361 10.31004/jele.v11i2.2361 Journal of English Language and Education; Vol 11, No 2 (2026); 1188-1192 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/2361/1281 Copyright (c) 2026 Bunga Kasih Ananda, Minni Adawiyah, Nur Cahaya, Nur Holijah, Nur Sahdiah, Satria Wijaya Pasaribu, Sifa Sahrawi, Rinja Efendi https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1216 2026-03-12T09:17:42Z jele:ART

Challenges and Efforts of School Stakeholders in Enhancing P5 through the Theme “Bangunlah Jiwa Raganya” at SMP Negeri 31 Batam Sondari, Resti Rianto, Slamet Febriani, Trina Pancasila Student Profile, Merdeka Curriculum, School Challenges, Character Education This study is based on the implementation of the Pancasila Student Profile Strengthening Project (P5) as part of Indonesia’s curriculum shift from the 2013 Curriculum to the Merdeka Curriculum. The research aims to identify: (1) the challenges faced by school stakeholders in enhancing P5 through the theme "Bangunlah Jiwa Raganya", and (2) the efforts made to overcome these challenges at SMP Negeri 31 Batam. This is a qualitative study using purposive sampling involving the principal, vice principal, teachers, administrative staff, school committee, and students. Data were collected through observation, interviews, and documentation. The findings reveal key challenges such as lack of facilities, limited collaboration, and insufficient materials. However, the school has responded with several strategies including the use of student smartphones, group-based learning, and peer collaboration to ensure successful P5 implementation. Overall, the project is running smoothly with continuous efforts to improve its delivery. Universitas Pahlawan Tuanku Tambusai 2025-08-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1216 10.31004/jele.v10i4.1216 Journal of English Language and Education; Vol 10, No 4 (2025); 1310-1314 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1216/676 Copyright (c) 2025 Resti Sondari, Slamet Rianto, Trina Febriani https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/91 2023-01-11T21:08:44Z jele:ART

THE EFFECT OF EXTENSIVE READING TOWARDS STUDENTS’ VOCABULARY MASTERY Buana, Delvia Syafitri, Widya In this study researcher found some problems that faced by students of grade X in MAS TI Koto Tinggi. The problems were: first, Students did not understand the meaning of vocabulary in the reading text. Secondly, Students seemed to have lack of willingness and interest in learning English. Thirdly, Students’ ability in English was still average especially in vocabulary and grammar. The study aimed: (1) To find out whether there is a significant effect of using extensive reading towards students’ vocabulary mastery, (2) To find out whether there is a significant difference of students who are using extensive reading and students who are not using extensive reading, (3) To know whether students’ reading taught by using extensive reading is better than students who are not taught by it. The class research was consisted of two classes and the students are 24 students. the first was experiment class with 12 students and the second was control class with 12 students. The researcher did pre-test in both class, then the researcher gave treatment in experiment class by using extensive reading method then did post-test in both class to know the result. Data that has been collected was processed by using SPSS. 20 The results showed that most of the average score of pre-test in experiment class 55.67. The average score of post-test in experiment class was 81. That was mean that the class category of student’s vocabulary mastery in reading skill after did treatment by using extensive method was increase. The average score of pre -test in control class was 58.67, then the average of post-test in control class was 66.67. it’s mean that the class category of student’s vocabulary mastery in reading skill after taught by using conventional method was increase in score, but the category was still in fair category. Universitas Pahlawan Tuanku Tambusai 2021-06-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/91 10.31004/jele.v6i1.91 Journal of English Language and Education; Vol 6, No 1 (2021); 27-32 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/91/76 https://jele.or.id/index.php/jele/article/downloadSuppFile/91/10 Copyright (c) 2021 Delvia Buana Widya Syafitri https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/1761 2026-03-04T10:23:21Z jele:ART

Management of Educational Facilities and Infrastructure to Improve the Quality of Education Nuril Chusna, Via Faridah, Ida Kumala, Shofa Aulia Administrative; Facilities and Infrastructure Management; Educational Quality This study aims to analyze the management of facilities and infrastructure administration as a strategy in improving the quality of education at Pejengkolan State Elementary School. The research focus includes the planning, utilization, maintenance, and development of educational facilities and infrastructure. This research uses a qualitative approach with data collection techniques in the form of interviews, observations, and documentation. The research informants consisted of school principals, administrative staff, teachers, and education staff. The results of the study show that the management of facilities and infrastructure administration that is carried out systematically through structured planning, transparent budgeting, routine maintenance, and the involvement of school stakeholders makes a positive contribution to the creation of a conducive learning environment and the improvement of learning quality. Strategic management in the management of facilities and infrastructure not only supports the operational efficiency of schools, but also plays an important role in improving the quality of education. This study concludes that strengthening the administration and management of facilities and infrastructure is an important factor in realizing a sustainable improvement of the quality of education in elementary schools. Universitas Pahlawan Tuanku Tambusai 2026-01-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/1761 10.31004/jele.v11i1.1761 Journal of English Language and Education; Vol 11, No 1 (2026); 172-181 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/1761/1023 Copyright (c) 2026 Via Nuril Chusna, Ida Faridah, Shofa Aulia Kumala https://creativecommons.org/licenses/by-sa/4.0

oai:jele.or.id:article/834 2025-08-28T09:51:13Z jele:ART

Artificial Intelligence and Parent Perception: Their Influence on Students’ English Pronunciation Skill at SMPN XYZ Pekanbaru Julanos, Julanos Rahmi, Hanifatul Wiroto, Noto Sari, Febrina Hakim, Darul Baroqah, Ummul Artificial Intelligence; Parents’ perception; Pronunciation skill Fluency in English requires accurate pronunciation. Many students still have difficulty pronouncing words and sentences correctly, making it hard for listeners to understand. In recent years, artificial intelligence (AI) has witnessed the emergence of numerous applications and platforms, including ChatGPT, ELSA Speak, Memrise, and Duolingo, among others. The success of artificial intelligence (AI) in educational settings is not contingent solely on the students and the technology itself; it is also essential to comprehend the parents' perceptions. This research is correlational. The objective of this study is to investigate the influence of artificial intelligence (AI) and parental perceptions on students' pronunciation skills at SMPN XYZ Pekanbaru. The sample population comprised 166 ninth-grade students selected at random from a total population of 285. The validity and reliability of the questionnaires were tested before distribution to determine how students use AI and how parents perceive it. The students underwent a brief reading test to assess their pronunciation. The findings of this study demonstrate a substantial influence of both artificial intelligence and parental perception on students' pronunciation skills; however, the observed effect size was relatively modest. The present study posits that collaboration between teachers and parents is necessary to ensure that artificial intelligence (AI) provides optimal benefits. Universitas Pahlawan Tuanku Tambusai 2025-05-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://jele.or.id/index.php/jele/article/view/834 10.31004/jele.v10i3.834 Journal of English Language and Education; Vol 10, No 3 (2025); 324-332 2597-6850 2502-4132 eng https://jele.or.id/index.php/jele/article/view/834/452 Copyright (c) 2025 Julanos, Hanifatul Rahmi, Noto Wiroto, Febrina Sari, Darul Hakim, Ummul Baroqah https://creativecommons.org/licenses/by-sa/4.0 5685621689ae5e6ee5783057f4ae18d6