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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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Development of Android-Based Learning Media SiBudiman for Biography Text Material in Class X Students Arifin, Ahsanul; Werdiningsih, Dyah; Rani, Abdul; Asror, Abdul Ghoni
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.v10i1.56687

Abstract

Educational technology advancement demands learning methodologies aligned with interactive, autonomous ecosystems. This research developed SiBudiman, an Android-based learning media employing hybrid architecture (MIT App Inventor frontend + Google Sites backend cloud storage) for Biography Text instruction (Merdeka Curriculum Phase E, Grade X). The hybrid design produced a lightweight application (≤10 MB) with rich multimedia content, representing a methodological innovation addressing storage limitations while maintaining content quality, a critical gap in literature where prior offline Android applications consumed 50-100 MB. Using 4D model (Define, Design, Develop, Disseminate), expert validation encompassed content, language, and media dimensions. Quasi-experimental pre-post control group design tested effectiveness (n=33 experimental, n=30 control). Validation achieved 86.7% average (content 90%, language 90%, media 80%), with iterative revision addressing identified media design improvements. Practicality testing demonstrated 93.4% student approval rate and 76.8% teacher acceptance. Effectiveness analysis controlling for baseline differences (pretest: experimental M=81.21 vs. control M=76.33) revealed significant posttest gains (experimental M=90.91 vs. control M=82.33; t(61)=4.84, p<0.001). Normalized Gain analysis showed superior learning efficiency (experimental N-Gain=0.5161 vs. control N-Gain=0.2535), indicating SiBudiman facilitated 51.61% of available improvement potential versus 25.35% for conventional methods. Cohen's d=1.26 (very large effect size) positioned SiBudiman within highest-efficacy technology-enhanced learning interventions reported in literature (typical d=0.4-0.6). These results demonstrate SiBudiman successfully overcame infrastructure constraints while significantly enhancing analytical comprehension of biography text structure, linguistic features, and exemplary values, with sustained effectiveness across diverse student achievement levels.
Between Informal Engagement and Classroom Passivity:: Understanding EFL Investment in Indonesian Islamic Boarding Schools Destari, Herlin Putri Indah
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.v10i1.56696

Abstract

This study explores the challenges influencing students’ investment in Indonesian Islamic boarding schools (pesantren), and how students negotiate these challenges. Drawing on Darvin and Norton’s (2015) model of investment, it examines qualitative data from focus group discussions with 29 students and semi-structured interviews with three English teachers from three pesantren schools in West Java. The findings reveal a discrepancy between learners’ high informal engagement with English and their limited classroom participation, which cannot be explained simply by low motivation or limited proficiency. In this context, learners’ investment is influenced by institutional regulations, pedagogical constraints, examination priorities, and moral discourses that frame English as both opportunity and ethical risk. Some cases show how learners may remain highly invested in English while strategically limiting their classroom participation when existing forms of engagement did not align with their aspirations or values. These cases suggest that classroom passivity may reflect a calculated negotiation rather than a lack of interest in the language. Theoretically, the findings add depth to existing investment theory by demonstrating how both teachers and learners in religious educational settings negotiate the perceived benefits of English against moral legitimacy. Pedagogically, the findings call for more dialogic approaches that recognise learners’ informal English experiences while remaining respectful to the moral boundaries. While serving as pedagogical filters to ensure the propriety of learning content, EFL teachers can design low-stakes communicative activities that encourage active communication and reflection for critical language awareness.
Representations of Sexual Violence in Islamic Boarding Schools on Nu. or.id and Mubadalah.id:: A Corpus-Assisted Critical Discourse Analysis Maharani, Elektra Aulia; Darmayanti, Nani; Citraresmana, Elvi
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.v10i1.56829

Abstract

Islamic boarding schools (pesantren) across two Indonesian online news outlets: NU Online and Mubadalah.id. Employing a mixed-methods approach, the study integrates Fairclough's three-dimensional Critical Discourse Analysis (CDA) framework, transitivity analysis within Halliday and Matthiessen's Systemic Functional Linguistics (SFL), and corpus-assisted discourse analysis using the SketchEngine platform. The data corpus comprises 25 articles from NU Online and 18 articles from Mubadalah.id published between 2022 and 2025, all addressing cases of sexual violence within pesantren environments. The findings reveal that, despite both outlets being rooted in the organisational tradition of the Islamic mass organisation Nahdlatul Ulama, they construct markedly divergent discursive representations of sexual violence. NU Online constructs its discourse through the predominance of verbal processes attributed to institutional sources, thereby positioning sexual violence as the object of authoritative statements and producing narratives that tend to foreground institutional positioning and boundary maintenance. Mubadalah.id, by contrast, employs relational and existential processes to frame sexual violence as a structural phenomenon embedded in power relations and gender inequality, while affording comparatively greater representational space to survivors' voices. These discursive divergences are inseparable from the distinct institutional positions, editorial orientations, and value systems articulated by each outlet. This study affirms that media reporting is never ideologically neutral, and that grammatical choices in news texts carry direct implications for the social construction of victims, perpetrators, and religious institutions.
Digital Literacy and Academic Writing in the Age of AI:: Evidence from Undergraduate Students Salsabila, Syarifah; Lengkanawati, Nenden Sri
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.v10i1.56841

Abstract

In today’s AI-mediated educational landscape, digital literacy is a crucial skill for language learners and educators. This study investigates the relationship between digital literacy competence and academic writing performance among EFL undergraduate students. Employing a sequential explanatory mixed-method design, the study involved 68 sixth and eighth-semester students who had completed ICT and academic writing courses. Data were collected through a Digital Literacy Scale (DLS) questionnaire, an online academic writing test monitored using AI-based auto-proctoring tools, and follow-up interviews. Results showed that while most participants demonstrated high digital literacy, there was no statistically significant correlation between composite digital literacy scores and academic writing performance. However, dimension-level analysis revealed that three of nine dimensions, Critical Thinking, Character, and Citizenship, yielded weak but significant positive correlations with writing performance (rs = .247, .246, and .269 respectively, p < .05), suggesting that academically proximate competencies, rather than digital literacy as a whole, warrant targeted attention. Interviews revealed students perceived digital tools as useful for access and formatting, but not as direct enhancers of writing quality. These findings highlight a disconnect between general digital fluency and academic writing competence, suggesting technology integration should move beyond access and convenience toward fostering the evaluative and ethical digital competencies most relevant to academic writing. This study contributes to discussions on optimizing digital and AI tools in EFL writing instruction, proposing a more dimension-sensitive approach to digital literacy integration in EFL curricula.
Reflective Practice in EFL Teacher Professional Development:: Barriers, Strategies, and Growth Susanti, Desi; Siti Rodliyah, Rojab; Sri Lengkanawati, Nenden
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.v10i1.56882

Abstract

This study investigates the role of reflective practice in empowering English language teachers toward sustained professional development. Despite its recognized importance, many in service teachers struggle to integrate reflective routines into their daily practice due to systemic and personal constraints. Using a qualitative design, data were collected from eight postgraduate English education students at Universitas Pendidikan Indonesia through open-ended questionnaires. Responses were analysed using Braun and Clarke’s (2006) thematic analysis framework. Findings reveal five interconnected barriers: time constraints arising from heavy institutional workloads, limited access to reflective resources and tools, insufficient collaborative culture within schools, methodological uncertainty in selecting appropriate reflection strategies, and sceptical attitudes toward the value of reflection. These challenges are contextually shaped by individual, institutional, and cultural factors. The theoretical contribution of this study lies in its application of Schön’s (1983) reflective practitioner framework and Farrell’s (2015) reflective practice model to an underexplored Indonesian EFL context, offering a contextualized mapping of barriers that extends existing local research. The study suggests that effective support for reflective practice requires both structured institutional frameworks and the embedding of reflective competencies as a core outcome in teacher education programmes. When adequately supported, reflective practice may foster critical pedagogical awareness and a professional disposition oriented toward continuous improvement.
Modeling the Interrelationships of Critical Thinking Skills-Dispositions in Questioning Skills of Preservice Language Teachers Rahmawati, Sophia; Munawarah, Munawarah; @ Khalid, Kartini Aboo Talib; Octavia Kusuma Wardani, Diah; Rachmad Pratama, Deri
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.v10i2.56911

Abstract

Questioning skills, in most teacher education discourse, is treated as though it were a matter of technique as if asking better questions were simply a skill to be drilled. This study takes a different position. Drawing on Facione's critical thinking framework, we examine how dispositional and cognitive dimensions of critical thought shape the questioning practices of 111 preservice language teachers during microteaching. Using PLS-SEM, findings confirm that critical thinking disposition predicts both critical thinking skills (t = 5.203, p < .001) and questioning skills directly (t = 4.206, p < .001), while critical thinking skills independently predict questioning quality (t = 3.952, p < .001). CTD and CTS together explain 32% of variance in questioning skills. The remaining variance being, frankly, an invitation for researchers who assume questioning is reducible to pedagogy alone. What emerges from this data is uncomfortable but necessary is being preservice teacher cannot train someone to ask intellectually serious questions if they are not, at some level, an intellectually serious person. Teacher education programs would do well to sit with that.
Investigating Students’ Levels and Challenges in Promoting Autonomous Learning:: A University EFL Context in Indonesia Wardani, Dwi Anjar Fitriyah Kusuma; Nur Yusuf , Fazri
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.v10i1.56918

Abstract

Over the past three decades, autonomous learning has emerged as a hot topic in language learning. This study investigates the learner autonomy levels and the challenges faced by English as a Foreign Language (EFL) learners in an Indonesian university context. Using a qualitative method, data were collected through a structured survey with 30 participants and follow-up interviews with four graduate students. The survey is based on Bandaranaike & Willison’s framework. The results were analyzed using thematic analysis by Braun & Clarke (2006). Results revealed that learners showed moderate autonomy, confidence in guided tasks, critical thinking, but faced challenges in initiating independent tasks, managing time, planning objectives, managing communication, and relying on teacher guidance. Future research could investigate more on the ICT application in enhancing students’ autonomous learning.
AI Tools in Academic Writing: Indonesian EFL Students' Perspective Suhail, Ayesha; Nur Alim, Chondro; Valmeo, Christinelle
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.v10i1.56973

Abstract

The purpose of this study was to explore Indonesian EFL students’ beliefs and challenges regarding the use of Artificial Intelligence (AI) tools in academic English writing. A mixed-methods approach was employed, involving a descriptive survey of 112 students from the English Education Department at Universitas Muhammadiyah Purwokerto and semi-structured interviews. Quantitative data provided an overview of students’ AI usage patterns, while qualitative data offered deeper insights into their experiences and perceptions. The findings revealed that students generally held positive attitudes toward AI tools and used them for idea generation, grammar checking, vocabulary enhancement, and text organisation. AI tools were also perceived to increase confidence and reduce writing anxiety, supporting both cognitive and affective aspects of learning. However, participants expressed concerns about overreliance on AI, the accuracy and reliability of AI-generated content, issues of originality, and academic integrity. Importantly, students demonstrated awareness of these limitations and emphasised the need for critical evaluation when using AI. The findings highlight the importance of integrating AI literacy into academic writing instruction and establishing clear institutional guidelines for the ethical and responsible use of AI. Overall, AI should be viewed not as a replacement for learners’ efforts but as a supportive tool that can enhance academic writing when used critically and responsibly.
Language Proficiency, Information Behavior, and Reliance on Official Information among BIPA Learners Joseph Saera, Idda; Gani, Fuad; Iswary Lawanda, Ike
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.v10i1.56977

Abstract

This study explored the relationship between Indonesian language proficiency and information behavior patterns, specifically reliance on official information sources, among BIPA learners in Indonesia. Using an explanatory quantitative design, data were collected through an online survey from 92 respondents (prior and currently enrolled in BIPA programs from multiple universities in Indonesia). The instrument captured language proficiency, patterns of electronic resources use, perceived accessibility, and reliance on official information channels. Data were analyzed using descriptive statistics, reliability testing, correlation analysis, and multiple regression using IBM SPSS Statistics 31. The findings indicate that while language proficiency is positively associated in reliance, it does not significantly predict reliance when controlling for passive accessibility. Instead, passive accessibility emerges as the strongest predictor. The research findings show that BIPA learners interact with the digital information environment, relying moderately on official information channels. This study emphasizes the importance of usability and clarity in shaping information behavior in multilingual digital settings. This study contributes to information behavior research by providing empirical insights into how non-native speakers engage with official information in multilingual digital environments. This study provides practical tools and insights for policymakers, educators, and information providers to enhance the accessibility and efficiency of government information systems for international users in Indonesia.
Between Help and Hesitation:: How ELT Graduate Students Negotiate AI Use in Academic Practices Agustin, Tari; Ashadi, Ashadi
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.v10i1.57055

Abstract

Artificial Intelligence (AI) has become increasingly integrated into higher education, creating new opportunities for academic writing, research, and learning support. However, concerns regarding academic integrity, source reliability, and responsible AI use remain significant, particularly among future educators. This study explores how English Language Teaching (ELT) graduate students engage with AI tools in their academic practices. A qualitative approach was employed involving open-ended questionnaires completed by 13 ELT graduate students, followed by semi-structured interviews with five participants and reflective written responses from four participants. Data were analyzed using thematic analysis. The findings revealed three major themes: AI as Linguistic and Cognitive Scaffolding, negotiating trust, verification, and academic integrity, and emerging professional beliefs about responsible AI use. Participants perceived AI as a valuable resource for idea generation, academic writing, language development, and conceptual understanding. At the same time, they expressed concerns regarding fabricated references, misinformation, dependency, and originality, leading them to adopt verification practices such as source checking, cross-referencing academic materials, and revising AI-generated outputs. The findings further indicate that participants viewed AI not only as an academic tool but also as a pedagogical resource requiring critical and ethical use. Unlike studies that primarily focus on technology acceptance, this study highlights how future language educators actively negotiate the opportunities and challenges of AI through verification practices, ethical reflection, and professional responsibility. The study emphasizes the importance of integrating AI literacy, critical evaluation, and responsible technology use into teacher education programs to prepare educators for increasingly AI-mediated learning environments.

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