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International Journal of Language Teaching and Education
Published by Universitas Jambi
ISSN : 26141191     EISSN : 25982303     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Language Teaching and Education (IjolTe) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. IJoLTe receives research-based and conceptual articles on English Language Education, Language Policy, English for Specific Purposes, Teaching English which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
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Articles 176 Documents
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Verbal Phrase Ellipsis in Xitsonga Language: A Linguistic Corpus-Based Approach Molotja, Tsebe Wilfred; Maswanganyi, Khazamula N.
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.50842

Abstract

In literature, some sentences often omit words for dramatic effect, to signify a trailing thought, or to create pauses; sometimes omitting words to create a conversational dialogue. This study investigates gapping in the Xitsonga language, a type of verbal ellipsis. Judgmental sampling was used to select sources. The research was qualitative and descriptive in nature. Data were collected using the corpus method and analysed through content analysis, following the assumptions of ellipsis theory. Humans and/or animals were never involved as participants. The results reveal that gapping occurs in the Xitsonga language, in which elements are elided from a sentence without affecting its meaning. Verbal phrase units that are omitted could be recovered elsewhere within texts. Linguistic elements omitted may be realized from the verbal phrases and/or conjunctive sentences. The verbal phrase elements omitted from their positions do not change the sentence's meaning. They could be recovered from somewhere within the text environment.
Exploring the Relationship Between Vocabulary Knowledge and Reading Comprehension Skills Reza Khatami, Muhammad; Maulana Gibrani, Akbar; Suharyadi, Suharyadi
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.51683

Abstract

This study carries some practical implications for Indonesian EFL classrooms, particularly about the role of vocabulary in the improvement of reading comprehension, which could be useful for EFL teachers in designing successful lessons. The present study was conducted to investigate, in addition to the correlation of vocabulary skill and reading comprehension, whether vocabulary predicts reading performance. Accordingly, the quantitative correlational research design was employed in the study. Subjects were thirty-nine tenth-grade students from MA Daarul Ukhuwah. Students' receptive vocabulary was assessed with a 20-item vocabulary test. The school assessed reading level with an end-of-semester test. The Shapiro-Wilk tests suggested that the data were not normally distributed, and therefore, Spearman's rho correlation and simple linear regression analyzes were conducted to analyze the data. The correlation between rating comprehension and vocabulary knowledge was large and moderate (rs = .363, p = .023). Vocabulary knowledge was responsible for 12.4% of the variance in reading comprehension scores (R² = .124). From an educational point of view, the results suggest that instruction in contextualized vocabulary should be augmented by inferencing and building background knowledge to improve reading comprehension. Future studies should employ larger and more diverse samples, use item-level, psychometrically validated instruments, and employ more rigorous methods for calculating effect sizes to better inform classroom practice.
Moral Values in The Little Prince as Character Education in Vocational High School Pradikta, Rahma Dian; Yudi Cahyono, Bambang
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.51919

Abstract

This study explores the moral values in Little Prince by Antoine de Saint-Exupery in correlation to character education in Vocational High School. It is connecting with the learning outcomes of Indonesian subjects in Phase E of the Independent Curriculum (Kurikulum Merdeka). This research is a descriptive qualitative study, with data collection using documentation techniques. The data was in from the story quotes that show the moral values, taken from the data source: the novella. Data analysis using an interactive approach. The results of the study are: (1) the positive moral value, and (2) the moral values can be utilized in character education and are in line with the achievements of Indonesian language learning in Phase E of the Curriculum
The Effect of Cognitive, Linguistic, and Social Factors in EFL Students’ Speaking Anxiety Damayanti, Alfina; Cahyano, Bambang Yudi
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.52036

Abstract

Speaking anxiety is a persistent challenge for learners of English as a Foreign Language (EFL) and can significantly hinder their oral performance. This study investigates the influence of cognitive, linguistic, and social factors on EFL students’ speaking anxiety using a quantitative approach and Partial Least Squares Structural Equation Modelling (PLS-SEM). The participants consisted of 40 active students and alumni of the English Education Department at a well-known university in Indonesia. who had completed the Speaking course. Data were collected through a Likert-scale questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS). The findings indicate that the linguistic factor has a significant positive effect on speaking anxiety, while cognitive and social factors do not significantly influence students’ anxiety levels. These results highlight that linguistic difficulties are the strongest contributors to speaking anxiety among the participants. Therefore, it is necessary to provide the students with learning strategies that can support the students' linguistic abilities, such as pronunciation practice, vocabulary improvement, and speaking activities.
Curriculum Reform and The Integration of Sustainable Development Education in English Language Classrooms Davidson, Vincent Chukwujekwu; Maduegbunam, Theresa Obiageli; Okoro, Precious Ogonna
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.54986

Abstract

This study examined curriculum reform and the integration of Sustainable Development Education (SDE) in English language classrooms in secondary schools in Enugu State, Nigeria. The increasing need to align educational practices with global priorities, particularly the United Nations Sustainable Development Goal 4 (Quality Education), has heightened demand for curriculum innovations that promote sustainability awareness among students. The study investigated the extent to which sustainable development concepts are embedded in the English language curriculum and how teachers implement these concepts in classroom instruction. A descriptive survey research design was adopted. The population comprised English language teachers in public secondary schools in Enugu State. A sample was selected using a multistage sampling technique. Data were collected through a structured instrument titled the Curriculum Reform and Sustainable Development Education Integration Questionnaire (CRSDEIQ). Instrument validity was confirmed by experts in curriculum studies and English language education, while reliability was established using Cronbach’s alpha. Data were analyzed using mean, standard deviation, and t-test at the 0.05 level of significance to answer research questions and test hypotheses. Findings revealed that although elements of sustainable development education exist within the English language curriculum, classroom implementation remains limited. Major challenges identified included inadequate teacher training, insufficient instructional materials, and low teacher awareness of sustainability concepts. The study concluded that effective curriculum reform, supported by continuous professional development, is essential for promoting SDE through English language teaching. It recommended integrating sustainability-focused content into textbooks and providing targeted teacher training programmes to strengthen classroom implementation.
Euphemism in Translation of Al-Qur’an Bacaan Mulia by H.B. Jassin Jauhari, Falah; Baehaqie, Imam
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.55743

Abstract

This study aims to describe the forms of euphemism found in Al-Qur’an Bacaan Mulia, an Indonesian translation of the Qur’an by H.B. Jassin, particularly in verses related to gender issues. This research employed a descriptive qualitative approach grounded in the theories of euphemism proposed by Allan and Burridge as well as Olimat’s euphemism analysis model. The data consisted of words, phrases, and sentences containing euphemistic expressions in verses concerning male–female relations, marital relations, aurat, divorce, inheritance, and other gender-related issues. Data were collected through observation, documentation, and note-taking techniques. The data were analyzed using distributional and identity methods through direct element division and comparative techniques. The findings reveal five forms of euphemism in Al-Qur’an Bacaan Mulia: substitution, circumlocution, generalization, remodelling, and metaphor. These euphemistic forms are used to soften expressions related to sexuality, gender relations, and body parts considered sensitive. The use of euphemism in Jassin’s translation demonstrates the integration of Qur’anic meaning with literary aesthetics and linguistic politeness. Furthermore, the study indicates that diction choices in Qur’anic translation may influence readers’ understanding of gender meanings within the sacred text.
The English Literacy Subtest in Indonesia College Entrance Examination: A Bridge or a Barrier to Academic Reading? Nurizqia, Rifania; Fitri, Auliana; Iasya, Lydia Kusdyanti; Wirza, Yanty
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.55904

Abstract

English literacy is one of the components of the National College Entrance Examination in Indonesia (SNBT), as it assesses students’ reading comprehension skills needed for academic study. This study explores students’ voices of the English literacy subtest, focusing on the difficulties they experience and their reflections on school-based English learning. A qualitative approach was employed, using questionnaires and semi-structured interviews with 32 first and second year students from a public university in Indonesia who had previously taken the SNBT. The findings show that students experienced different levels of difficulty across reading components. Linguistically, complex sentence structures required greater processing effort than vocabulary or grammatical features. At the comprehension level, identifying main ideas, understanding text organization, and restating information were perceived as more demanding than locating explicit details. Students also reported test-taking challenges, particularly post-review hesitation, confusing distractors, and lengthy reading passages. In reflecting on their school learning, students indicated that English instruction supported general reading comprehension and text understanding, but provided limited emphasis on strategic engagement with multiple-choice questions and inferential reading under test conditions. The study highlighted the need for alignment between classroom instruction and national assessment requirements for educators, curriculum developers, and policymakers in Indonesia.
Neuro-Psycho Linguistic (NPL) Strategies in Relation to Writing Performance of ESL Learners at the Secondary Level M, Thenmozhi; Amutha, S.
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.55927

Abstract

Developing an effective writing skill persists a significant challenge for many learners in English as a Second Language (ESL) contexts. The present study examined the influence of Neuro-Psycho-linguistic (NPL) strategies on the writing performance among secondary-level ESL learners in Tiruchirappalli, Tamil Nadu, India. A cross-sectional survey design was adopted in the present study. The data were collected from 182 ESL learners from secondary level by using a structured questionnaire consisting of 25 items in eight domains of NPL: Anchoring, Modeling, Mirroring, Real-Time Processing Activities (RTPA), Priming, Interactive Learning (IL), Dissociation and Swishing. Learners’ mid-term formative writing performance were obtained from school academic records. The results revealed that anchoring, modeling and mirroring strategies were most frequently utilized by learners. Correlation analysis showed a strong positive relationship between writing performance and NPL strategies such as anchoring, modeling and mirroring. Furthermore, multiple linear regression analysis indicated that anchoring, mirroring, modeling and RTPA significantly predicted on writing performance.  The results suggested that NPL-based strategies may support learners’ active cognitive engagement and writing development in ESL contexts.
Students’ Views on the Use of Educaplay in Indonesian Learning at Elementary School Nur Asih, Dian; Werdiningsih, Dyah
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.55933

Abstract

This study aims to describe the perception of elementary school students towards the use of Educaplay educational games in Indonesian learning. The research uses a qualitative method with a descriptive design. Data were collected through semi-structured interviews with students who had used Educaplay and questionnaires to corroborate the results of the interviews. The participants in this study amounted to 3 students. Interview data was transcribed and analyzed, then combined with the results of the questionnaire. The results show that Educaplay is considered to have an attractive appearance, easy-to-use features, and increase learning motivation that is felt directly by students. Regarding the implementation of the use of Educaplay quizzes, students are divided into two opinions, students choose to be carried out at the beginning of learning as a way to recover energy after previous learning activities and students choose at the end of learning as a conclusion and evaluation of fun learning.
Netizen Politeness Strategies in the Instagram Comment Section of Kraton Kasunanan Surakarta Pakubuwana Setyawardana, Ardi; Musfiroh, Tadkiroatun; Nurbaya, St.
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56060

Abstract

This study investigates netizen politeness strategies in the Instagram comment section of @kraton_solo (Kraton Kasunanan Surakarta Pakubuwana) from September 2025 to March 2026, a period shaped by the death of Pakubuwana XIII and an ensuing succession conflict. Grounded in a sociopragmatic framework that integrates Brown and Levinson’s (1987) politeness taxonomy as the primary analytical tool and Leech’s (1983) politeness maxims as a complementary value-orientation framework, this qualitative descriptive study analyzed 44 purposively selected comments to reach theoretical saturation. Findings show that off-record and positive politeness strategies were equally prominent (31.8% each), followed by bald-on-record (20.5%) and negative politeness (15.9%). The prominent use of off-record strategies reflects the Javanese cultural tradition of indirect expression (sasmita and sanepa) operating in digital contexts as acceptable vehicles for critique. Meanwhile, the persistence of krama inggil in positive politeness demonstrates that the Javanese unggah-ungguh register system adapts to, rather than erodes in, digital communication by hybridizing with markers such as emojis. Ultimately, these findings contribute to the development of sociopragmatics by demonstrating how universal frameworks can accommodate digitally mediated Javanese cultural nuances, offering practical insights into netizen communication dynamics on sensitive socio-cultural issues.

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