cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
hasti@ustjogja.ac.id
Editorial Address
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Kependidikan, Universitas Sarjanawiyata Tamansiswa Jalan Batikan, Tuntungan UH III/ 1043 Umbulharjo, Yogyakarta
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 171 Documents
 12   13   14   15   16 
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.
Comparing EFL Visual, Auditory, Kinesthetic Students’ High Learning Intensity in Increasing Speaking Performance Dedi Aprianto; Sutarman; Lela Rahmawati
JELLT (Journal of English Language and Language Teaching) Vol 9 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18564

Abstract

This study examined the impact of high learning intensity on the speaking performance of EFL students with different learning styles: visual, auditory, and kinesthetic. The study involved the 129 selected students from Computer Study Program, Bumigora University through a total sampling technique. The instruments were the VARK questionnaire identifying the participants’ learning styles, a learning intensity questionnaire assessing their learning intensity, and a speaking performance test evaluating their fluency, accuracy, pronunciation, vocabulary, and grammar. Data were analyzed by using One-Way ANOVA and Bonferroni post-hoc tests to determine differences among the groups. The findings revealed significant differences in speaking performance across the three learning styles with F value 59.967, Sig. value 0.000 < 0.05. Kinesthetic learners demonstrated the highest mean score of 82.16), significantly outperforming visual learners’ mean score of 77.09, and auditory learners’ mean score of 70.80. Post-hoc analysis confirmed that kinesthetic learners performed significantly better than auditory learners with mean difference is 11.364, Sig. value 0.000 < 0.05, and visual learners’ mean difference is 5.069, Sig. value 0.000 < 0.05. The visual learners also outperformed auditory learners with mean difference is 6.295, Sig. value 0.000 < 0.05. These results suggested that the kinesthetic learners benefited most from the high-intensity learning environments, achieving better speaking performance. This study showed the importance of considering learning styles in designing EFL learning curriculum. The findings emphasize the need for integrating kinesthetic activities into instructional practices to maximize speaking performance, particularly in high-intensity learning contexts.
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.
Identifying Grammarly Automated Writing Evaluation and Self-Editing by Administrative Officer Rizky Eka Prasetya; Didik Hariyadi Raharjo; Sofiani, Fenti
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.14153

Abstract

Automated writing evaluation (AWE) tools have been extensively used in foreign language writing classrooms, and their use has been progressively expanding recently. The study investigates an overview of Grammarly’s Automated Writing Evaluation (AWE). The research employed a quasi-experimental, comparative design with convenience sampling to assess the effects of Grammarly on the automated writing evaluation and self-editing of 56 administrative officers. The findings demonstrate that Grammarly’s AWE editing groups produced many better-written outputs. Grammarly’s AWE editing and self-editing experimental groups outperformed the control groups that did not engage in Grammarly’s AWE software. The level and complexity of the impact articles written by experimental groups are much more significant. The comparison was made between automated and non-automated editing. It demonstrates the existence of a considerable advantage for AWE editing. There were statistically significant changes in favor of the post-test between the pretest and post-test mean scores for both groups. These outcomes may be clarified with the software’s contribution. There is no difference between the experimental groups that are statistically significant. This result corresponds with whether there is a substantial difference in the effects on the writings of Grammarly’s AWE and self-editing experimental groups.
PARENTS' PERCEPTIONS OF LEARNING ENGLISH FOR EARLY CHILDREN Melinda Puspita Sari Jaya; Santa Idayana Sinaga; Bambang Purwanto, Muhammad
JELLT (Journal of English Language and Language Teaching) Vol 7 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v7i2.14563

Abstract

This scientific essay examines the value of English language educating young children. Along with a nation's progress, English education is essential. As a result, Students are exposed to English as an international language as early as possible, before they reach 12 years of age. Young children are when a child is in the age range of the ideal time for language learning is between the ages of two and seven. They have the capacity to acquire native-like speech. They remain in a pre-operational cognitive development state, meaning they do not comprehend abstract concepts; they only comprehend symbols and think pre-logically. As a result, teaching English to children needs the use of appropriate and effective methods and procedures, such as singing, music, and giving physical education priority. This approach is regarded as effective and appropriate for learning English in young children. Developing this method also requires the involvement of teachers and parents learning English as a second language
IS IT TOO DIFFICULT FOR STUDENTS TO LEARN ENGLISH? A CASE STUDY OF STUDENTS' HABITS IN USING EXTENSIVE LISTENING/VIEWING Ardianto, Puthut; Fitrah Nurcahya, Andika
JELLT (Journal of English Language and Language Teaching) Vol 7 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v7i2.14663

Abstract

Developing habits related to studying the English language will help you improve your English-speaking abilities. This study aims to identify the behaviors that, in the eyes of the students in the English Language Education Department, improve English-speaking abilities as well as how those habits helped to improve those abilities. The case study research design was used in this study, which used a qualitative methodology. A student in the English Language Education Department of a private institution in Yogyakarta served as the study's participant. Interviews and reflections served as the research instruments for this study. The results showed that his habits of listening to English songs, watching English movies, reading the news, and engaging in self-talk had a substantial impact on the development of his speaking abilities. While the activities that contributed to the improvement of English language skills were slowing down the music and understanding the lyrics from the activity of listening to English music, reading the movie subtitles from the activity of watching English movies, selecting favorite topic news from the activity of reading news, and doing repetition from the activity of self-talk. Keywords: extensive listening, speaking, habits

Page 14 of 18 | Total Record : 171

 12   13   14   15   16 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol 9 No 2 (2025) Vol 9 No 1 (2025) Vol 8 No 2 (2024) Vol 8 No 1 (2024) Vol 7 No 2 (2023) Vol 7 No 1 (2023) Vol 6 No 2 (2022) Vol 6 No 1 (2022) Vol 5 No 2 (2021) Vol 5 No 1 (2021) Vol 4 No 2 (2020) Vol 4 No 1 (2020) Vol 3 No 2 (2019) Vol 3 No 1 (2019) Vol 2 No 2 (2018) Vol 2 No 1 (2018) Vol 1 No 2 (2017) Vol 1 No 1 (2017) More Issue