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All Journal Journal of English Teaching and Applied Linguistics (JETAL) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)
Dibekulu, Dawit
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHERS’ PERCEPTION AND PRACTICE OF USING LITERARY TEXTS TO TEACH READING SKILLS: THE CASE OF SOME SELECTED SCHOOLS IN AKAKI KALITY SUB-CITY, ADDIS ABABA Dibekulu, Dawit
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 4 No. 2 (2022): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v4i2.80

Abstract

¬This study aimed to assess the correlation between teachers’ perception and practice in using literary texts to teach reading skills in case of Ethio-national school, School of Indiana and Seattle academy in Addis Ababa. For this study, correlation design and both quantitative and qualitative data analyses approaches were employed. The samples were 43 teachers selected using comprehensive sampling. Questionnaire, classroom observation and focus group discussion were data collection tools. Both descriptive (frequency and percentage) and inferential statistics (Pearson correlation) were used to analyze the quantitative data and thematic narration for qualitative. The findings of the study revealed that most of the respondents perceived using literary texts in teaching reading positively. In spite of their good perceptions, their practices of using literary texts in teaching reading were infrequent. The relationship between teachers’ perception and their actual practices were positively correlated but the degree of their correlation was weak. Thus, it is possible to recommend that teachers should use all literary materials included in the text to teach reading skill.
ENHANCING ENGLISH FOR NETWORKING, PRESENTATION, AND COLLABORATION (ENPC) COMPETENCIES THROUGH AN INTERNATIONAL VISITING LECTURE: A DESCRIPTIVE REFLECTIVE CASE STUDY Permatasari, Ela Kristi; Dibekulu, Dawit; Lutfiana, Lutfiana; Amalia, Zaky Dzulhiza Hawin; Sholikhah, Estiningtyas; Pahlevi, Ryan Fitrian
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2152

Abstract

English language education in higher education increasingly emphasizes authentic and competency-based learning to prepare students for global academic and professional communication. Within this context, international visiting lectures are often positioned as part of internalization at home initiatives that provide intercultural exposure without physical mobility. This study aims to document and examine the implementation of an international visiting lecture entitled “Beyond the Classroom: English for Networking, Presentation, and Collaboration” and to explore how such an activity supports the development of English for Networking, Presentation, and Collaboration (ENPC) competencies among undergraduate English Education students at Universitas Muhammadiyah Brebes. Adopting a descriptive reflective case study design, qualitative data were collected from 47 participants through online survey responses, individual reflection logs, and selected student produced learning artifacts. The data were analyzed thematically and triangulated across sources to identify recurring patterns in participants’ experiences and perceived learning outcomes. The findings indicate that students reported increased awareness and confidence in using English for networking, presentation, and collaborative communication, alongside heightened intercultural awareness and learning motivation. Reflection narratives and learning artifacts further suggest that participants began to view English less as a classroom subject and more as a practical lingua franca for academic and professional interaction. Challenges related to varied English proficiency levels and limited opportunities for sustained collaboration were also identified. Overall, this study suggests that a well-structured international visiting lecture can serve as a pedagogically meaningful learning experience that supports competency-oriented English instruction and contributes to internationalization at home practices in non-Anglophone higher education contexts, while acknowledging the contextual and descriptive scope of the case study.
Co-Authors Amalia, Zaky Dzulhiza Hawin Lutfiana, Lutfiana Pahlevi, Ryan Fitrian Permatasari, Ela Kristi Sholikhah, Estiningtyas