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
-
Editorial Address
-
Location
Kab. kudus,
Jawa tengah
INDONESIA
Journal of Teaching and Learning English Issues
Published by Sekolah Tinggi Agama Islam Negeri Kudus
ISSN : -     EISSN : -     DOI : -
Core Subject :
Journal of English Teaching and Learning (JETLI) is academic journal published by Tadris Bahasa Inggris Institut Agama Islam Negeri Kudus. JETLI dedicated to research on the teaching and learning of English as a second or foreign language. It presents information and ideas on theories, research, methods and materials related to language learning and teaching. The journal welcomes submissions on course design, teaching materials, teacher training, teaching methods, language assessment, bilingual education, as well as from the fields of sociolinguistics, psycholinguistics, and other related areas. The journal welcomes contributions that have in mind the common professional concerns of both the practitioner and the researcher, providing a bridge between theory and practice.
Arjuna Subject : -
Articles 7 Documents
 1 
ChatGPT for Self-Regulated Teacher Professional Development: An Autoethnography in an EFL Teacher Development Course Jepri Ali Saiful
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.35000

Abstract

Revealing a course instructor’s perspective on ChatGPT in English teacher education offers valuable insider insight into how English pre-service teachers learn about the teaching profession. However, this perspective remains underexplored. This autoethnography explores my experiences of integrating ChatGPT as a self-regulated learning partner in an EFL Teacher Development course for nineteen third-semester English Education students (September 2024–January 2025). Through critical reflections on my instructional decisions and interactions, I traced how my pedagogy evolved while students engaged in weekly ChatGPT conversations about the ELT profession. I implemented four key strategies: providing orientation on pedagogical AI use and prompting, requiring weekly ChatGPT engagement, fostering reflection through journals and video documentation, and connecting AI-based learning with classroom discussions. Despite challenges related to technology access and uneven digital literacy, I found ChatGPT to be valuable teaching partner to use in English teacher education to support English pre-service teachers to learn ELT profession.
Need Analysis of an English for Specific Purposes (ESP) Course for Indonesian Vocational Tertiary Students Ihsan Tanama Sitio; Dini Hadiani; Nia Nuryanti Permata; Yeni Latipah
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.36215

Abstract

The expanding use of English as a lingua franca for occupational, commercial, educational and industrial purposes has resulted in the global need for English for Specific Purposes (ESP) instruction in the English language teaching curriculum, especially in Indonesian context. However, most of the ESP courses offered are unable to address the students’ specific needs. Hence, this study investigates the role of needs analysis in ESP courses in vocational tertiary education level before designing any English Language Teaching curriculum in Indonesian context. Different yet interrelated sources of data collection including a set of closed-ended questionnaires, semi-structured interviews and classroom observation protocol were used to collect the relevant data. A total of 85 second-year students from a state polytechnic in Bandung, West Java, participated in this study. The results reveal that although knowledge of the four English language skills was figured out to be important for the students for being successful in both academic (educational) and professional (working) contexts, proficiency in speaking and reading was deemed to be of vital importance. The fulfillment of their academic targets, preparation for a better future, and becoming global citizens are the three perceived overarching reasons for the students to learn English. Accordingly, although students’ individual needs are basically subjective and unstable across contexts, this study’s findings can serve as a possible aid to decision-making in the contexts linking English language learning in vocational tertiary education to the broader professional world.
ChatGPT-Based Debate Coursebook for Enhancing Islamic University Students’ Argumentative Skills: Strengths, Challenges, and Alternatives Suciati Suciati; Zulfa Sakhiyya; Novia Trisanti; Yudhi Arifani
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.34960

Abstract

The rapid advancement of generative Artificial Intelligence has opened new possibilities for improving speaking and debate instruction in higher education. This study aimed to investigate the implementation of “ChatGPT-based Debate Coursebook” in a second-semester Debate and Critical Thinking class, focusing on its strengths, challenges, and proposed improvements from both students and classroom observers. This research employed a qualitative case study design, involving 7 student participants and 2 observers from the English Education Department at a State Islamic University in Indonesia. Data were collected through semi-structured interviews, classroom observations, document analysis, and field notes. In addition, data analysis involved thematic coding, frequency analysis, and triangulation of data sources to ensure trustworthiness. The findings indicated that the coursebook provided clear structure, strengthened argumentation skills, and increased engagement, particularly through the integration of ChatGPT for independent practice and feedback. Nevertheless, several challenges emerged, including limited class time, initial difficulty understanding the Australasian Parliamentary Debate format, uneven or excessive reliance on ChatGPT, and limited live feedback. Students and observers recommended the addition of multimedia support, clearer scaffolding for ethical AI use, structured practice schedules, improved pronunciation and fluency activities, and more explicit assessment rubrics. Based on these insights, the study recommends developing AI-assisted materials that are multimodal, ethically guided, and supported by stronger lecturer scaffolding to balance AI use and foster deeper critical thinking.
Recent Trends and Global Perspectives on Critical Reading in ELT: A Bibliometric Analysis Nila Umi Salamah; Lusi Nurhayati; Nur Hidayanto Pancoro Suryo Putro
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.34760

Abstract

As critical reading becomes increasingly important in English language teaching (ELT), it is attracting growing scholarly attention due to changing literacy needs in contemporary education. The present study aims to trace the evolution of critical reading research in ELT by means of a bibliometric analysis of 251 Scopus-indexed articles published from 2015 to 2025. The PRISMA procedure was followed and Biblioshiny and VOSviewer were used to analyze publication trends, authorship patterns, institutional contributions, citation impact and thematic developments. The results revealed a general increase in publication output over the decade, with a peak in 2024, pointing to growing academic interest in the field. Analyses of author productivity and co-authorship revealed distributed patterns of scholastic contribution by several groups of researchers rather than a single dominant community. The institutional analysis shows that there has been support of critical reading research in different academic environments in different geographical locations. The citation analysis revealed the most important studies on reading processes, instructional practices, translanguaging, biliteracy, and language policy.  Keyword analysis also showed a shift of research interest from reading comprehension to critical thinking, academic literacy, digital literacy, critical discourse analysis and critical pedagogy.  The findings provide a broad overview of the intellectual development and thematic evolution of critical reading research in ELT, and of the increasing importance of critical reading as a pillar of contemporary literacy and language education.
Heutagogy-Based Digital Extensive Reading: Enhancing Students’ Critical Reading Skills in EFL Islamic Higher Education Aries Fitriani; Faiqotur Rizkiyah; Fitriya Dessi Wulandari
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.33906

Abstract

This study investigates the application of the heutagogical teaching model through Digital Extensive Reading (DER) in enhancing university students’ critical reading competencies in an English as a Foreign Language (EFL) context. It focuses on three key aspects: (1) the implementation of heutagogy-based DER, (2) heutagogy-based DER’s role in developing critical reading skills, and (3) the implications of this model. The participants consisted of 35 EFL Islamic university students. Using a qualitative structural analysis, data were gathered through document analysis, questionnaires, interviews, field notes, and literature review. The findings reveal that heutagogy-based DER empowers students to select texts, set goals, and engage in reflective learning, thereby fostering learner autonomy and personalization. Through exposure to diverse digital platforms, peer discussions, and presentations, students enhanced their critical thinking by developing analytical skills and intercultural awareness. Moreover, this approach redefined teachers’ roles as facilitators, emphasized formative over summative assessment, and encouraged deeper, more meaningful engagement with reading.
Exploring Black Native English Teachers’ Racial Experiences: Phenomenological Case Study in Indonesian Schools Somariah Fitriani; Adeyemi Adefadeshola Oluwadamilola Victoria Diamond
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.36763

Abstract

Despite the sustained demand for native English speakers, most educational institutions frequently favor White native teachers due to racial stereotypes, the ideology of native-speakerism, and presuppositions of linguistic superiority. This study aims to explore the racial experiences of Black English teachers in the context of English Language Teaching (ELT) in Indonesia, particularly in private schools and English institutions, focusing on how they are perceived and treated in comparison to their white counterparts. Through interviews with teachers, principals, agency staff, parents and students, this phenomenological case study highlights recurring patterns of discrimination in recruitment practices and social engagement. A qualitative survey also collected data from teachers working with Black native speakers. Participants revealed that despite their qualifications and proficiency in English, Black teachers often encounter microaggressions, have their nativeness questioned, and endure heightened scrutiny. The finding also reveals that principals, students, parents, and the general public continue to favor White English teachers for both pedagogical and commercial reasons due to stereotyping, racial bias, and social constructs that depict white people as superior and more representative than native English speakers. This research critiques the simplistic perception of nativeness by examining lived experiences, prompting educational institutions in Indonesia to reconsider their recruitment strategies to adopt a more inclusive and equitable approach to diversity in English language education. The implications of this research emphasize the need for competency-based recruitment policies, anti-racist education, and the deconstruction of native-speakerism ideology in ELT in Indonesia.
Move-Tense Interactions in Undergraduate Thesis Abstracts: Pedagogical Insights for EFL Writers Azizah Maulina Erzad; Rudi Hartono; Puji Astuti; Widhiyanto Widhiyanto
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.35147

Abstract

Writing effective thesis abstracts remains a significant challenge for many EFL undergraduates, particularly in organizing rhetorical moves and selecting appropriate verb tenses. This study investigates the interaction between rhetorical move structures and tense usage in undergraduate thesis abstracts in English Education Department, offering a combined genre- and language-focused perspective that remains underexplored in EFL genre research. Using a qualitative Genre-Based Discourse Analysis approach, 41 abstracts from an Indonesian Islamic university were analyzed, with questionnaire data from 7 alumni, to identify common writing difficulties. The analysis applied a five-move model adapted from Swales and Feak, Koopman, and Weissberg and Buker, as well as frameworks for tense distribution. The findings show that although most abstracts successfully include the Aim (92.68%), Method (100%), and Results (97.56%) moves, only 36.59% present a complete five-move structure due to the limited presence of the Conclusion move. Tense analysis reveals an overuse of the present tense across moves, including in the Method (73.2%) and Results (80%) sections, where the past tense is typically required. Questionnaire responses indicate persistent difficulties related to understanding move functions, selecting appropriate tenses, and applying academic writing conventions without explicit guidance. Overall, the study demonstrates partial adherence to conventional abstract-writing practices and highlights the importance of explicit instruction in rhetorical organization and tense selection in EFL academic writing courses to support students’ development as academic writers.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol 9, No 1 (2026): June