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Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Kependidikan, Universitas Sarjanawiyata Tamansiswa Jalan Batikan, Tuntungan UH III/ 1043 Umbulharjo, Yogyakarta
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JELLT (Journal of English Language and Language Teaching)
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 25796038     EISSN : 25796046     DOI : 10.36597
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JELLT (Journal of English Language and Language Teaching) is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 9 No 1 (2025)" : 7 Documents clear
Understanding Teaching Style Differences and Its Contributions toward Learning Objectives between A Male and A Female Teacher Kurniawati, Farida Nova; Sonya Maria, Marcella; Syahra Putri, Rizky
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18058

Abstract

Every teacher has different style to teach their students. Therefore, this research investigates teaching style differences between a male and a female teacher, the development of the students’ learning style from teachers’ teaching style, and its contributions toward learning objectives. This descriptive qualitative research used observation, students’ response journal, field note, and video recording to collect the data. The researcher analyzed the data by using theory from (Grasha, 1996) for analyzing teaching style used by a male and a female teacher. Theory from (Kolb, 1984) was used to analyze learning style of the students. The result shows that there are no significant differences of teaching style used by a male and a female teacher. Converger, accomodator, and diverger are learning styles which are used by the students. The students who have converger and accommodator for their learning style have more active contributions in the classroom. Keywords: Teaching Style, Learning Objectives, Male Teacher, Female Teacher
Listening Comprehension Achievement: Comparing Learning Method and Game in EFL Learning Rizal Arisman; Yuli Yastiani; Wa Ode Hanafiah; Irnawati; Poppy Satriani
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i2.18166

Abstract

The Chinese Whisper game and the Question Students Have method can be used in teaching listening comprehension. This research aims to determine whether there is a significant difference in listening comprehension between students taught using the Chinese Whisper game and those taught using the Question Students Have method and decide which is better to improve listening comprehension. This research used a quantitative approach of quasi-experimental design by involving 45 students selected using the purposive cluster sampling technique in grade eight of junior high school in Baubau, Southeast Sulawesi. Data were obtained using a test. They were analyzed by applying three steps: descriptive analysis, normality test, and inferential analysis using the Wilcoxon test, Paired Sample test, and Mann-Whitney U test. The result indicated that students' listening comprehension improved after being taught using the Chinese Whisper and the Question Students Have method. The conclusion is that there is a significant difference in listening comprehension after those were applied. The Chinese Whisper game improves listening comprehension higher than the Question Students Have method.
Non-English Department Students’ Perceptions of the Use of Machine Translation in Learning English Kurniawati, Lemmuela Alvita; Clarisa, Widia
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18871

Abstract

This current study aims to investigate how non-English department students use Machine Translation (MT) to learn English and to explore the students’ perceptions of using MT to learn English. This study employed mixed methods to obtain the data by distributing online questionnaires and interviews. Involving 80 non-English department students throughout Indonesia as the participants, this study found that students use MT to translate texts from Indonesian to English and vice versa, look up the meanings of English vocabulary, phrases, and sentences, and learn how to spell and pronounce unfamiliar words. The findings also showed that the students perceived the use of MT positively, highlighting that MT is relatively easy to use, MT enhance their language learning skills, and MT has positive effects on their language learning process. The findings provide implications and future research.
Gamifying Vocabulary Learning: Students’ Perceptions of Kahoot! in a Junior High School Context Putri, Aulya; Dewi, Desi Surlitasari; Shalehoddin, Shalehoddin
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.19327

Abstract

This study explores students’ perceptions of Kahoot! as a tool for vocabulary learning in a junior high school context, focusing on how it fulfills their motivational needs and enhances its acceptance. A qualitative approach was employed, utilizing semi-structured interviews, observations, and closed questionnaires to collect data from 20 seventh-grade students who used Kahoot! for vocabulary learning. The data were analyzed using descriptive statistics for the Likert scale questionnaire and content analysis for qualitative responses. The findings reveal that Kahoot! creates an enjoyable, interactive, and engaging learning environment, fostering positive experiences. Its gamified features, including competitive elements, sustain students’ motivtion and encourage active participation. Furthermore, students reported improved vocabulary retention facilitated by Kahoot!’s repetitive and manageable design. The platform’s intuitive interface enhances ease of use, allowing students to focus on learning without technological challenges. This study highlights Kahoot!’s potential to enhance vocabulary learning through gamified, student-centered experiences.
The Role of Private Elementary School Principals In Yogyakarta In Implementing Teaching English For Young Learners Azizah, Dinar Martia
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.19445

Abstract

Previous research has shown that school principals play a crucial role in supporting the success of English language teaching for young learners (TEYL) within the context of English as a second language (ESL). However, there has been limited research focusing on the role of principals in supporting the success of TEYL in the context of English as a foreign language (EFL). Therefore, the objective of this study is to describe the role of private elementary school principals in Yogyakarta in the implementation of TEYL. This study is a case study conducted in two private elementary schools (ES) in Yogyakarta that have achievements in the field of English language education. The subjects of this study include the school principals, curriculum coordinators, English teachers, and staff members of ES A and B. The research instruments were developed based on the Principals’ Work Manual (Directorate of Educational Personnel Development for Elementary and Secondary Education, 2017) and were used to collect data through interviews and observations. The data analysis technique to be used in this research referred to Miles, Huberman, and Saldana (2014). The activities in data analysis are data condensation, data display, and conclusion drawing/verification. The findings indicate that the role of private elementary school principals in Yogyakarta in supporting TEYL encompasses several aspects. The aspects are curriculum implementation, student development, teacher professional development and involvement of educational staff, provision of infrastructure, fostering a positive academic culture and atmosphere, enhancing parental and community participation, and organizing additional programs aimed at improving the quality of teaching. The implications of this study suggest that school principals hold a strategic position in assisting teachers to optimize TEYL. Further research could explore the development of training programs for principals to support TEYL within the context of EFL. Keywords: principals, private elementary schools, TEYL, EFL
Analysis of Student Difficulties in Learning English Grammar in Junior High School Tunas Baru Jinseung Silaban, Lisna Wanty; Adam Sulastri Manurung
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.19510

Abstract

This study investigates the difficulties faced by students in learning English grammar at Tunas Baru Jinseung Junior High School, driven by concerns over consistently low grammar performance despite years of formal instruction. English grammar plays a central role in language acquisition, yet students often struggle with core aspects such as tenses, articles, and prepositions structures that differ significantly from those in Bahasa Indonesia. The aim of this study is to identify grammar-related challenges, analyze the contributing linguistic and psychological factors, and evaluate the influence of teaching strategies. The research addresses three main questions: the specific grammar difficulties students face, factors influencing these challenges, and the role of teaching methods in student grammar comprehension and performance. A qualitative method was applied, using purposive sampling to select six students and two English teachers involved in grammar learning. Data were collected through semi-structured interviews and classroom observations over two months. Interviews provided in-depth perspectives from participants, while observations allowed the researcher to examine classroom practices and student engagement in real-time. Data were analyzed using thematic analysis to identify recurring issues and barriers in grammar learning. The results indicate that structural differences between English and Bahasa Indonesia, coupled with teacher-centered methods relying heavily on memorization, hinder students' ability to grasp and apply grammar effectively. Psychological factors such as anxiety and low motivation further contribute to these difficulties. The study highlights the need for more communicative and task-based teaching approaches, emphasizing practical use of grammar in meaningful contexts. A supportive learning environment is also essential to foster motivation and reduce anxiety.
The Implementation of Communicative Language Teaching: Does It Statistically Enhance Students’ Speaking Skills? Tuhawiyur Rohmana Al Chothob; Albert Efendi Pohan; Sholahuddin; Adam
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18228

Abstract

Abstract This study investigates speaking challenges among students and evaluates the effectiveness of Communicative Language Teaching (CLT) in addressing these issues. Conducted at Andalusia Islamic School, the study involved 20 junior high school students. Employing a quantitative approach, data were collected through direct observation and analyzed using SPSS version 20. The research identified key problems, including insufficient vocabulary, low self-confidence, and inadequate practice. Following the application of CLT, there was a notable improvement in students' speaking abilities, with average scores rising from 63 to 70. Significant enhancements were observed in pronunciation, vocabulary, and fluency. This study highlights the effectiveness of CLT in improving speaking skills and offers recommendations for additional support to further enhance student performance. Keywords: Communicative Language Teaching; Speaking Skills; Vocabulary; Fluency; Pronunciation; Self-Confidence)

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