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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 178 Documents
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Exploring The Impacts of Mind Mapping Technique on EFL Students’ Writing Performance: A Systematic Literature Review Gayatri Enok Saraini; Anselmus Sudirman; Johanes Climacus Setyo Karjono; Novita Sumarlin Putri
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.v9i2.21419

Abstract

This comprehensive study explores the impact of the mind-mapping technique on the writing performance of English as a Foreign Language (EFL) students. It aims to uncover the process, benefits, and challenges of using mind mapping as a pre-writing tool and brainstorming aid. The research methodology involved a systematic review of peer-reviewed international journals indexed in Scopus and the Web of Science. The findings, which cover a wide range of aspects including memory, idea development, organization, and overall writing quality, as well as critical thinking, creativity, and knowledge of vocabulary, grammar, and writing topics, provide a robust understanding of the topic. However, challenges such as time consumption and the learning curve for mastering the technique were identified. This research offers practical significance for educators and sets the stage for future researchers to explore the adaptations of mind-mapping techniques in EFL writing.
A Study on the Key Factors Affecting Speaking Fluency in Indonesian Higher Education Settings Abdullah Kafabih; Rozanah Katrina Herda; Leong Jin Jee
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.18977

Abstract

English speaking fluency plays a crucial role in supporting students’ academic achievement and global employability. However, many learners continue to struggle with spoken English despite years of formal instruction. This study investigates key factors influencing speaking fluency among university students in the Indonesian higher education context, focusing on personal attributes, cultural and social influences, and pedagogical practices. A mixed-methods approach was used, with data collected through questionnaires from 105 students and semi-structured interviews with 10 participants. The findings indicate that psychological barriers, such as anxiety and lack of confidence, are significant obstacles to speaking fluency. Additionally, limited exposure to authentic English practice and teacher-centered pedagogical approaches contribute to the challenges faced by students. However, the study also highlights positive factors that enhance fluency, such as interactive teaching strategies, vocabulary development, and the provision of constructive feedback. These elements were found to significantly improve students’ fluency and boost their confidence in speaking. Furthermore, the study emphasizes the importance of peer interaction, supportive learning environments, and the integration of technological tools in promoting speaking proficiency. The results suggest that these factors play a critical role in developing students’ communicative competence. Based on these findings, the study offers practical recommendations for educators and policymakers, emphasizing the need for tailored interventions to address students’ specific challenges and improve their English speaking skills in the context of Indonesian higher education. Keywords: speaking fluency, psychological barriers, interactive teaching, higher education, language learning strategies.
Examining Factors Influencing Pre-Service EFL Teachers’ Motivation to Develop Their English Language Literacies Rudha Widagsa; Dery Tria Agustin; Pramugara Robby Yana; Rizkyana Wulandari
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.21193

Abstract

Abstract: English language literacy is essential for pre-service English teachers, as it shapes their academic performance, professional identity, and future classroom practices. However, many pre-service teachers in Indonesia continue to encounter challenges in developing strong English literacy skills due to motivational, contextual, and experiential constraints. Guided by Self-Determination Theory, which emphasizes the psychological needs of autonomy, competence, and relatedness, this study examined the factors influencing pre-service EFL teachers’ motivation to develop their English literacies and how these factors shape their learning trajectories. Employing a qualitative case study design, data were collected through semi-structured interviews and document analysis with two pre-service teachers enrolled in an English Education program in Yogyakarta. The findings reveal six key motivational factors: relatedness through social and environmental support, intrinsic motivation through interest in English, autonomy supported by digital technology and learning preferences, extrinsic motivation and goal orientation, and competence development through teaching experience. These factors interact to influence how pre-service teachers engage with literacy practices and internalize motivation for long-term development. The study highlights the central role of fulfilling psychological needs in sustaining literacy motivation and points out the importance of supportive learning environments, digital literacy integration, and meaningful teaching opportunities. Implications for teacher education programs include designing motivation-enhancing practices that foster positive attitudes and improve English literacy outcomes among future teachers.
A Self-View on Teacher Leadership among Early Childhood Education English Teachers through Their Reading Classes Anita Wijayanti; Dyah Setyowati Ciptaningrum; Jamilah Setyowati Ciptaningrum
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.21999

Abstract

This study investigates the natures of teacher leadership in early childhood education, specifically focusing on English reading class. Through questionnaires, the research explores the connections among teacher leadership perspectives, practices, and identity. The findings verify the significance of teacher leadership perspectives in shaping educators' beliefs about their role in improving student learning performance. Teachers possessing a strong sense of leadership are more likely to create literacy-rich environments, engage in collaborative practices, and support their students' needs. In addition, effective teacher leadership practices, such as involving parents in supporting children's reading development and utilizing innovative instructional strategies, play a crucial role in enhancing student outcomes. The results also reveal the relationship between teacher leadership perspectives, practices, and identity indicating that positive perspectives and effective practices contribute to the development of a strong teacher leadership identity. Nurturing both perspectives and practices allows educators to develop a sense of agency and empowerment. By prioritizing the development of teacher leadership, educational institutions can create more supportive and innovative learning environments. Professional development programs should be designed to equip teachers with the knowledge, skills, and dispositions necessary to assume leadership roles. Additionally, school leaders should foster a culture that values and supports teacher leadership. In conclusion, this study offers valuable insights into the complexities of teacher leadership in early childhood English education. By understanding the connectedness between perspectives, practices, and identity, educators can enhance their leadership capacity and ultimately improve student learning outcomes.
Analyzing Grammatical Errors in Students’ Theses at PGRI Silampari University Using Grammarly Premium Desty Candriati Desty; Maria Ramasari; Ani Fiani
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.20698

Abstract

This research aimed to analyze grammatical errors found in the background sections of theses written by English Education Study Program students at PGRI Silampari University who graduated in 2024. The study employed a qualitative descriptive method with primary data consisting of 34 background sections collected through purposive sampling. To identify the errors, the Grammarly Premium application was used as an automatic detection tool. The analysis revealed a total of 526 grammatical errors. The most frequent errors occurred in the use of determiners, incorrect verb forms, and incorrect noun numbers. These findings suggest that students continue to face challenges in mastering fundamental aspects of English grammar, particularly in areas that impact sentence accuracy and clarity. This study is expected to contribute to academic evaluation by highlighting common grammatical weaknesses in student writing. Moreover, the results may serve as valuable input for lecturers and curriculum developers in designing effective teaching strategies to improve students' writing skills in academic contexts.
Improving Students’ Writing Ability of Procedure Text through Genre-Based Approach at SMA Negeri 11 Bandar Lampung Mawar Fadillah; Intan Hamzah
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.20856

Abstract

This project intends to increase students’ capacity to produce procedure texts by implementing the Genre-Based Approach (GBA) at SMA Negeri 11 Bandar Lampung. Writing is a crucial skill in language learning; however, many students face serious challenges, such as difficulties in writing coherent texts and limited vocabulary, which often affect the quality of their work. Students in the twelfth grade participated in this study, which used a quantitative methodology. A pre-test, a post-test, and a questionnaire were used to gather data. The pre-test was administered before the implementation of GBA to measure students’ initial writing ability. The GBA was then applied through its four main stages: Building Knowledge of the Field, Modeling, Joint Construction, and Independent Construction. Following the intervention, a post-test was conducted to assess students’ improvement in writing procedure texts. Additionally, a questionnaire was distributed to gather information about students’ perceptions and how much their knowledge improved after learning through GBA. The findings reveal that students’ writing ability significantly enhanced upon the introduction of the Genre-Based Approach. Furthermore, students expressed positive responses toward this approach,proving that GBA is a useful technique for improving writing abilities in an EFL setting.
A Rhetorical Study of Indonesian Football Supporters’ interaction on Social Media Annisa Nurul Jannah; Eko Setyo Humaniika; Septi Riana Dewi
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.21669

Abstract

Social media has become a central space for football supporters to express support, criticism, and collective identity through diverse linguistic and rhetorical strategies. This study examines the linguistic characteristics, rhetorical elements, and gender-based rhetorical patterns in Indonesian football fans’ social media posts on Instagram and TikTok. Using a descriptive qualitative approach, data were collected through non-participant observation and analyzed through content analysis based on linguistic theory and Aristotle’s classical rhetoric, including stages of data reduction, tabulation, and conclusion drawing. The findings show that out of 60 analyzed posts, 24 display distinctive linguistic characteristics such as slang, figurative language, hashtags, and multimodality, while 29 posts employ rhetorical elements of ethos, pathos, and logos to convey support or criticism toward teams and players. In addition, 7 posts reveal gender-based differences in rhetorical patterns, with male supporters tending to use direct, evaluative, and analytical communication styles, whereas female supporters favor more emotionally expressive, supportive, and collaborative language. Overall, the study demonstrates that digital rhetoric within football supporter communities’ functions not only as a communication tool but also as a means of constructing collective identity, fostering emotional solidarity, and shaping persuasion in the digital public sphere.
Enhancing EFL University Students' Speaking Proficiency through Storynomics: A Quasi-Experimental Study Ni Luh Supartini; Ni Made Sri Rahayu
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.21970

Abstract

This study investigates the effectiveness of a Storynomic-Based Learning Model among English as a Foreign Language (EFL) university students. The study was conducted in an English for Hospitality course at a higher education institution in Indonesia using a quasi-experimental design. Two intact classes were selected as the experimental and control groups. The experimental group was taught using the Storynomic-Based Learning Model, while the control group received conventional speaking instruction. Pre-test and post-speaking tests were conducted and assessed using a standardized rubric focusing on fluency, accuracy, pronunciation, and coherence. Results from independent samples t-tests and ANCOVA revealed that the experimental group demonstrated significantly greater improvement in overall speaking proficiency compared to the control group (p < 0.01). Qualitative feedback further indicated increased motivation, confidence, and narrative competence among students in the Storynomic group. The results suggest that the integration of storytelling, contextual hospitality narratives, and experiential speaking activities can enhance students’ speaking performance in a more meaningful and engaging way. This study contributes empirical evidence to the application of storynomic pedagogy in English for Specific Purposes (ESP) contexts, particularly hospitality education in Indonesia.

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