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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.
Arjuna Subject : -
Articles 189 Documents
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Digital Literacy and Information-Seeking Behavior by Length of Study in the Generative AI Era Ardi, Berliani; Rahmi, Rahmi; Gani, Fuad
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.v10i1.56116

Abstract

In the era of generative artificial intelligence (AI), university students must not only access digital information but also evaluate, verify, manage, and use it ethically for academic purposes. This study examines the relationship between academic digital literacy and academic information-seeking behavior among students at AZ University and explores whether this relationship differs by length of study, represented by admission cohort. Using a quantitative cross-sectional design, data were collected from 246 respondents through a four-point Likert-scale questionnaire. The analysis included reliability testing, descriptive statistics, correlation, regression, cohort comparison, and moderation analysis. The results showed good reliability, with Cronbach’s alpha values of 0.817 and 0.806. Academic digital literacy was strongly and positively associated with academic information-seeking behavior, r = 0.639, p < 0.001, explaining 40.8% of its variance. A planned undergraduate comparison showed a stronger association among first-year students, highlighting the importance of early academic digital literacy support.
English Consonant Mispronunciations by Online Indonesian English Teachers in YouTube Channels Rosari, Maria Dewi; Kusumawati, Arie
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.v10i1.56194

Abstract

This study investigates English consonant mispronunciations among online Indonesian English teachers in YouTube-based instructional videos, mapping the specific phonemes most prone to distortion and identifying their underlying Second Language Acquisition (SLA) causes. Based on an analysis of 24 standard consonants, the findings reveal that only 11 phonemes were frequently mispronounced, culminating in 45 systematic deviations. A distinct hierarchy emerged: the voiced fricatives [z] and [v] exhibited the absolute highest error frequencies, while [t] and [θ] formed the prominent second tier. Viewed through SLA frameworks, these errors are driven by interlingual L1 carry-over regularities (final devoicing and cluster simplification), articulatory difficulties with non-native interdental targets, and intralingual overgeneralizations linked to irregular English orthography. These findings highlight a critical need for targeted contrastive phonology and orthographic decoupling in teacher training to arrest the digital transmission of fossilized errors.
Contextualizing English Speaking Instruction in Indonesian Pesantren:: A Needs Analysis Attabik, Muhammad Haikal; Sugesti, Nunik; Zainiza, Mailiza; Khusuma Dewi, Anggraeni; Ahdiansyah, Agung
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.v10i1.56318

Abstract

This study investigates the target needs, learning needs, and environmental factors influencing English-speaking instruction in an Indonesian pesantren context. Employing a mixed-methods design, data were collected through questionnaires administered to 20 santri (10 male and 10 female) and semi-structured interviews with two English teachers at Pesantren Babakan Ciwaringin Cirebon. The findings reveal that English is primarily used in routine communicative situations, particularly daily conversations and speech-related activities. Daily activity stopics and contextual expressions are perceived as the most relevant speaking content, while grammar emerges as both the greatest speaking difficulty and the most desired aspect to master. Although santri demonstrate adequate performance in basic communication, they experience difficulties in higher-order speaking activities, such as debate, argumentation, and spontaneous discussion. The study also highlights the important role of environmental support, including teacher guidance, peer interaction, institutional language policies, and extracurricular activities, in promoting English use. However, regular language exposure does not necessarily lead to communicative competence, as speaking practices remain largely routine-oriented and accuracy-focused. The study suggests that speaking instruction in pesantren should incorporate more contextualized and interaction-focused activities to support the development of higher-order communicative competence.
Pedagogical Scaffolding and Cohesive Writing in English First Additional Language Classroom: The Qualitative Case Study of Grade 9 Teaching Practices in Rural Secondary School Motlhaka, Hlaviso; Sebone, Mamoshaba
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.v10i1.56399

Abstract

This study examined the pedagogical practices employed in teaching essay writing to Grade 9 English First Additional Language (EFAL) learners in a rural Limpopo school, analysing the relationship between these practices and learners' use of cohesive devices in written composition. Drawing on non-participant observations of six one-hour lessons, semi-structured interviews with two EFAL teachers, and systematic document analysis of 10 learner essays using a cohesive devices analytical framework, the study investigated how instructional approaches shape learners' capacity to produce coherent, cohesive texts. The findings indicate that both observed teachers predominantly employed teacher-centred, product-oriented approaches that emphasised grammatical accuracy and structural replication over the recursive processes of planning, drafting, and revising. Analysis of learner essays revealed limited use of cohesive devices, with deficits in conjunctive adverbs, lexical cohesion through synonymy, and referential clarity. The study establishes empirical connections between specific instructional practices particularly the absence of explicit modelling of cohesive ties, insufficient formative feedback on discourse-level organisation, and decontextualised grammar instruction, and the cohesive deficits evident in learner writing. Therefore, this study concludes with recommendations for targeted professional development in discourse-oriented writing pedagogy and the establishment of professional learning communities focused on cohesive writing instruction.
Navigating Barriers: Teachers’ Perspectives on Implementing TBLT to Develop EFL Speaking Skills Wahyuni, Emi Nurul; Setyarini, Sri; Purnawarman, Pupung
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.v10i1.56410

Abstract

Task-Based Language Teaching (TBLT) has become a widely advocated approach to developing English speaking competence in EFL classrooms due to its interactive and communicative nature. Nevertheless, its implementation in practice is often influenced by various factors that may undermine its effectiveness. This study aims to explore the challenges faced by the teachers while implementing TBLT to teach speaking and the solutions they employ to deal with these challenges. To achieve this objective, a qualitative approach was used, involving 11 English teachers from secondary schools who were purposely selected based on their experience in employing TBLT in their classrooms. Using a thematic analysis of qualitative data collected from open-ended questionnaires, the study categorizes findings into two major themes: the obstacles encountered in practical application and the possible solutions suggested. The findings show that several challenges occurred during its implementation, such as a rigid curriculum, classroom management issues in large classes, and student reluctance due to insecurities or unfamiliarity with TBLT. To overcome these challenges, some suggestions were proposed by the teachers as the participants, including simplifying tass, integrating technology and authentic materials, and providing teacher training. This study offers practical insiieshts for educators and institutions aiming to integrate TBLT effectively into FL classroom practices.
Bringing Stories to Life: Investigating the Role of Stories in Young EFL Learners’ Reading Comprehension Triulandari, Aisyah; Setyarini, Sri; Purnawarman, Pupung
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.v10i1.56413

Abstract

Young EFL learners, especially in Indonesia, often encounter challenges in reading comprehension due to linguistic limitations and cultural unfamiliarity, which can hinder both understanding and motivation. Although reading comprehension is emphasized in the national curriculum, the need for more effective and contextually relevant instructional strategies remains pressing. This study explores the role of stories in supporting young EFL learners’ reading comprehension. Employing a qualitative approach, data were collected through open-ended questionnaires and semi-structured interviews with 10 primary school English teachers in Indonesia. The findings reveal that each stage of the narrative genre contributes uniquely to reading comprehension. Orientation supports literal understanding through vocabulary exposure and contextual clarity; complication fosters inferential thinking by enabling prediction and causal reasoning; and resolution along with re-orientation promote critical comprehension through reflection on character actions and moral lessons. Additionally, the study, found that teachers implemented various scaffolding strategies, including visual aids, questioning techniques, and pre-reading tasks, to enhance learners' engagement with the text. The study concludes that story-based instruction, when supported by appropriate pedagogical strategies, is highly effective in improving comprehension skills in young EFL learners and should be more widely adopted in early English language education.
EFL Students’ Functional and Cognitive Dependency on ChatGPT in EFL Academic Writing Awalia Putri, Fitri; Suratman, Suratman; Annisah, Annisah; Waliyudin, Waliyudin
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.v10i1.56588

Abstract

The increasing use of ChatGPT in academic writing has raised concerns about students' dependency on artificial intelligence, particularly in EFL contexts. This study examines students' functional and cognitive dependency on ChatGPT as theoretically distinct constructs and describes dependency patterns across gender. A descriptive quantitative design was employed involving ten fourth-semester English Education students at STKIP Taman Siswa Bima. Data were collected through a questionnaire (functional: α = .830; cognitive: α = .632) and self-reflection responses analysed thematically, with findings triangulated to strengthen credibility. The results revealed higher functional dependency (M = 3.66) than cognitive dependency (M = 3.29). Students primarily relied on ChatGPT for grammar correction, vocabulary improvement, sentence construction, and paraphrasing, while cognitive support was associated with idea generation and argument development. Thematic analysis yielded three themes: reasons for use, perceived benefits, and awareness of over-reliance. Gender differences were minimal. The novelty of this study lies in demonstrating that AI dependency operates across qualitatively different levels of the writing process, extending AI-assisted writing frameworks and contributing to learner autonomy discourse by suggesting that EFL learners can exercise selective AI use as a form of strategic autonomy.
Sociocultural Perspective on Teaching Critical Listening through Music in English First Additional Language Classroom Motlhaka, Hlaviso
International Journal of Language Teaching and Education Vol. 10 No. 2 (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.v10i2.56525

Abstract

This study explored how music can facilitate the teaching of critical listening in English First Additional Language (EFAL) classrooms from a sociocultural perspective. Grounded in sociocultural theory, the study examined how music-mediated listening activities support learners’ development of critical listening skills through social interaction, cultural mediation, and collaborative learning (Maniraj, 2026; Nakanishi, 2025). A systematic qualitative review research design was adopted to synthesise evidence from previous studies, theoretical literature, and scholarly discussions on the integration of music in language teaching. The review analysis shows how music serves as a cultural and pedagogical tool that promotes learners’ ability to interpret, analyse, evaluate, and discuss spoken and musical texts critically. Furthermore, the study identified effective pedagogical practices that EFAL teachers can employ to foster critical listening through music-based activities. The findings highlight the role of music in stimulating critical thinking, enhancing learner engagement, and creating meaningful opportunities for dialogue and collaborative knowledge construction. The review also reveals gaps in existing research regarding the explicit teaching of critical listening through music in EFAL contexts. Based on the synthesis of the literature, the study proposes a conceptual framework to guide future empirical research and classroom practice. The study contributes to the growing body of knowledge on innovative language teaching approaches by demonstrating the potential of music as a sociocultural resource for developing critical listening skills in EFAL classrooms.
Internal and External Reform of Javanese Language in Deli Javanese Dialect in Binjai City: A Phonological and Lexicon Study Suprayetno, Edy
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.v10i1.56549

Abstract

The Javanese language of the Deli dialect in Binjai City developed in a multilingual situation that brought Javanese speakers together with Indonesian, Deli Malay, and other language elements in everyday communication. This study aims to describe the forms of internal and external renewal of the Javanese language of the Deli dialect in Binjai City, especially in the aspects of phonology and lexicon. The study used a diachronic linguistic approach with a qualitative descriptive method. Data in the form of lingual units showing sound changes, changes in form, and vocabulary replacement were collected through the listening method and the conversation method with the techniques of tapping, noting, recording, fishing, speaking semuka, and vocabularies. Analysis was carried out through the classification of phonological and lexical changes, determination of retention and innovation, and the principles of lexicostatistics and dialectometry. The results showed 39 variants of internal renewal and 26 variants of external renewal. Internal renewal is seen in vowel changes, consonant changes, phoneme additions, phoneme deletions, and changes in form that are not yet fully patterned. External changes primarily occur through lexicon changes resulting from contact with Indonesian, Malay/local languages, English, and product names. These findings confirm that the Deli Javanese dialect in Binjai City retains a number of Javanese characteristics, but also exhibits phonological and lexical adaptations resulting from the social dynamics of the diaspora community.
Making Notes for Teaching Reading: The Implementation of Reading to Learn Program (R2L) in an EFL Classroom Khusuma Dewi, Anggraeni; Kartika Ningsih, Harni
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.v10i1.56675

Abstract

This paper investigates the implementation of note making from the Reading to Learn (R2L) program where students make notes from their reading texts and at the same time learn to read.  R2L is known to support literacy development but one specific phase, note making during the Joint Construction stage particularly in Indonesian EFL classrooms, remains largely unreported. This case study examines how the note making phase serves as a learning scaffold to teach reading. The study employs a pedagogic register to analyze classroom interactions and teacher-student relationships. The data were drawn from the classroom interaction recordings during the Joint Construction stage of R2L instruction. The findings indicate that pedagogical interaction during note making was characterized by explicit instruction, guided participation, affirmative scaffolding, and collaborative engagement between teacher and students. The assignment of reciter and scribe roles, along with prompting, checking, correction, and continuous affirmation, effectively encouraged active student participation in collaborative note construction. Note making activities helped students develop their awareness of vocabulary, spelling, pronunciation, and how texts are organized. This study provides both theoretical and practical insights by showing how systematic R2L note making can strengthen and improve literacy skills in EFL settings.

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