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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 189 Documents
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Challenges and Strategies of a Private English Tutor in Teaching Autistic Children:: A Case Study Hafizhotunnissa Tabroni, Fitri Maghvira; Gozali, Agus
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.v10i1.57060

Abstract

Private English tutoring for children with Autism Spectrum Disorder (ASD) has received little attention in the field of inclusive education, even though its role is becoming increasingly relevant as a supportive alternative to formal schooling. This study aims to identify the challenges and strategies of a private English tutor in teaching children with ASD using an intrinsic qualitative case study approach, with data collected through semi-structured interviews, observations, and document analysis. The findings indicate that communication difficulties, a preference for routines, repetitive behaviors, and context-inappropriate behaviors each present challenges that the tutor must address independently without institutional support. In response, the tutor developed strategies such as visual aids, student-interest-based materials, structured routines, real-time instructional adjustments, and positive reinforcement. This study underscores the need for inclusive teacher training programs that reflect the realities of teaching English to students with ASD outside formal institutions.
Exploring Students’ Engagement in Learning Comparison through AI-Assisted Canva Games Damanik, Debora Julia Elisabet; Rozi, Fahrur
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.v10i1.57070

Abstract

The integration of technology in education has expanded rapidly, including the use of digital learning media to create more interactive and enjoyable learning experiences. One of these media is Canva, which has become a popular educational design platform. The novelty of this study lies in the use of Canva AI features to develop interactive learning media and create simple educational games more efficiently. This study aimed to explore student engagement in learning comparison through the use of AI-Assisted Canva Games. The research was motivated by students’ low interest and participation in conventional classroom learning. A descriptive qualitative method was employed, with data collected through observations, interviews, and documentation. The participants were 13 fifth-grade students from an elementary school in Simalungun Regency, North Sumatra, who participated in English learning using AI-Assisted Canva Games. The participants were selected purposively because they were directly involved in the implementation of the learning media. The findings revealed that AI-Assisted Canva Games enhanced student engagement by increasing students’ interest, participation, and active involvement during learning activities. Students reported that the games helped them understand the learning material more easily while creating a more enjoyable classroom atmosphere. In addition, teachers found it easier to design engaging and effective learning activities using Canva AI features. Overall, the findings indicate that AI-Assisted Canva Games can promote more innovative, interactive, and student-centered English learning by improving students’ engagement and supporting teachers in developing effective digital learning media.
Understanding Student Engagement and Writing Skills through Interactive Game Based Activities among Young Learners in EFL Classrooms Dama Yanti, Ade; Bahri, Seful
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.v10i1.57072

Abstract

This study explores the relationship between student engagement and writing skills through interactive game-based activities in an elementary EFL classroom. Elementary students often display varying levels of participation and experience difficulties expressing their ideas in English, both orally and in writing. While previous studies have primarily emphasized learning outcomes, this research focuses on students’ engagement during interactive activities and their responses to writing tasks in a game-based learning environment. A qualitative case study design was employed involving 11 sixth-grade students from a public elementary school in Simalungun Regency. Data were collected through classroom observations, semi-structured interviews, and documentation, then analyzed interpretively to examine students’ behavioral, emotional, and cognitive engagement in writing activities and their learning experiences. The findings are expected to demonstrate how interactive games enhance classroom engagement and support students’ writing development. Game-based activities are anticipated to create a more enjoyable and relaxed learning environment, encouraging active participation with peers, teachers, and learning materials. The study is also expected to show that interactive games help students with limited verbal abilities express their ideas more effectively in written English. Overall, this research provides insights into the role of game-based learning in fostering student engagement and improving writing skills in EFL classrooms. It also offers practical guidance for teachers seeking to implement interactive, meaningful, and student-centered English instruction for young learners.
Exploring Eighth Grade Students’ Anxiety in Learning English at SMPN 2 Bolo Wildaniah, Ririn; Khatimah, Khusnul; Suciwati, Ika
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.v10i2.57193

Abstract

Foreign Language Anxiety (FLA) is one of the psychological factors that may influence students’ performance in learning English as a Foreign Language (EFL). Although anxiety is commonly associated with students who have low language proficiency, it can also be experienced by students with relatively good English ability. From a psycholinguistic perspective, anxiety may interfere with cognitive processes involved in language learning, such as attention, memory, and language production. Therefore, this study aimed to explore the types of foreign language anxiety and the factors contributing to anxiety among eighth-grade students with relatively good English proficiency at SMPN 2 Bolo. This study employed a descriptive qualitative design with a psycholinguistic approach. Four participants were selected through purposive sampling based on predetermined criteria, including high academic achievement, relatively better English proficiency, teacher recommendation, and observable indications of anxiety during classroom interaction, particularly speaking activities. Data were collected through classroom observation and semi-structured interviews. The findings revealed that the participants experienced three types of foreign language anxiety, namely communication apprehension, fear of negative evaluation, and test anxiety. Furthermore, the factors contributing to students’ anxiety included internal factors such as lack of confidence, fear of making mistakes, limited vocabulary, and pronunciation difficulties, as well as external factors such as peer judgment and classroom atmosphere. These findings indicate that foreign language anxiety may occur even among students with relatively good English proficiency and can influence their participation during English classroom interaction and speaking activities.
An Investigation of Teachers’ Roles in Implementing Project-Based Learning in Elementary Education Rahmadila, Defitri; Purnawarman, Pupung; Setyarini, 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.v10i1.57270

Abstract

Understanding the right way to effectively implement Project-Based Learning (PBL) in classroom situations while overcoming challenges such as student engagement in the classroom might be a huge issue for teachers. This research explores the experiences, perceptions, and challenges of an elementary school teacher implementing Project-Based Learning (PBL) in their classroom. Using a qualitative approach within the framework of Vygotsky’s theory on socio-cultural, the study focuses on one teacher selected through purposive sampling based on their experience with PBL. Data collection involves semi-structured interviews to understand the teacher’s strategies, challenges, and perceptions. The findings reveal that teachers perceive themselves primarily as facilitators, emphasizing their role in creating a supportive learning environment that fosters student engagement and enhances learning outcomes. While the study highlights the positive impacts of PBL on student collaboration and critical thinking, it also identifies potential obstacles, such as time management and diverse student needs. Additionally, the research suggests the necessity for further investigation into the long-term effects of PBL on student development, as this aspect was not fully addressed in the current study.
The Author’s Worldview in the Novel Teruslah Bodoh Jangan Pintar by Tere Liye Nuzulia, Hilda; Supriyanto, R.M. Teguh
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.v10i2.57409

Abstract

This research aims to describe the author's worldview in the novel "Teruslah Bodoh Jangan Pintar" by Tere Liye, particularly as reflected in the themes, characters, plot, and conflicts, based on Lucien Goldmann's theory of genetic structuralism. This study employs a qualitative approach, specifically literary sociology. The data obtained consist of words, phrases, quotations, and sentences that are interrelated with the author's worldview. Data were collected using observation and note-taking methods, and analyzed using Lucien Goldmann's dialectical method. The results of the study explain the author's worldview, which is realized through the themes, characters, plot, and conflicts. This worldview is used to express various ideologies, ideas, values of life, and criticisms of the realities of life within the scope of society. Several phrases used in the novel require attention to the politeness culture that has been reflected in Indonesian society. Furthermore, this research proves that the use of sarcasm in the novel "Teruslah Bodoh Jangan Pintar" by Tere Liye can influence readers' understanding of the meanings conveyed in the novel, both explicitly and implicitly.
English for Specific Purposes in the Digital Era:: Integrating Needs Analysis, AI Literacy, and Work Readiness among Students of the Faculty of Teacher Training and Education at Ekasakti University Martha Suri, Elda; Novalia Jufri, Windry; Ifana Silaban, Ririn
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.v10i2.56967

Abstract

This study examines the relevance of English for Specific Purposes (ESP) in the digital era by integrating needs analysis, AI literacy, and work readiness among students of the Faculty of Teacher Training and Education at Ekasakti University. The study is motivated by the increasing demand for prospective teachers to possess not only general English proficiency, but also academic, professional, digital, and AI-supported communication skills. A mixed-method approach was employed, involving questionnaires, interviews, and document analysis to identify students’ English learning needs, their awareness and use of AI tools, and their readiness to enter the teaching profession. The findings indicate that students need more contextual ESP materials related to educational terminology, academic reading, classroom communication, teaching material development, professional presentation, and digital communication. The study also reveals that AI literacy plays an important role in supporting students’ English learning, particularly in improving writing, enriching vocabulary, understanding academic texts, preparing presentations, and developing learning resources. However, students need guidance to use AI critically, ethically, and responsibly. The novelty of this study lies in the integration of needs analysis, AI literacy, and work readiness within ESP learning for prospective teachers. The study implies that ESP courses should be developed as needs-based, technology-supported, and career-oriented learning programs to strengthen students’ English competence, digital literacy, professional communication skills, and readiness for the modern teaching profession.
Teachers’ Perspective on the Implementation of Merdeka and K-12 English Curricula Valmeo, Christinelle; Suwartono, Tono; Suhail, Ayesha
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.v10i2.57034

Abstract

English language curriculum reform has become increasingly important in Southeast Asia as countries seek to enhance learners’ communicative competence and global competitiveness. Although studies have been done on Indonesia’s Merdeka Curriculum and the K to 12 Curriculum of the Philippines, most studies have examined these curricula separately, and the focus has mostly been on policy formulation rather than curriculum implementation. This article attempts to fill this gap by exploring the implementation of these two curricula particularly in terms of learning objectives, content, pedagogy, and assessment from the teachers’ perspectives. Using a qualitative comparative case study design, data were collected through semi-structured interviews with 10 secondary English teachers from the Philippines and Indonesia (five teachers from each country), questionnaires, and document analysis. Thematic analysis indicated that both curricula promote communicative competence and develop learners’ macro language skills. Indonesian participants perceived the Merdeka Curriculum as emphasizing flexibility, learner autonomy, and real-world communication. On the other hand, the K to 12 Curriculum highlights academic literacy, competencies, and preparation for higher education.  In addition, both contexts had similar issues in implementing curricula, including challenges with mixed-ability classrooms, lack of time, and assessment. The study also contributes to curriculum implementation literature by proposing a comparative Curriculum Implementation Framework that explains how curriculum policy orientation shapes teacher agency and curriculum enactment across different educational contexts. In conclusion, the findings suggest that a balance between curriculum flexibility and clear standards may support effective English language teaching in these contexts.
The Use of Contextual Video to Improve Students’ Ability in Writing Descriptive Text Dewi Maharani, Maulina; Usman , Sriati; Agussatriana, Agussatriana; Anggreni, Afrillia
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.v10i2.57622

Abstract

This study investigated the effectiveness of contextual video in improving eleventh-grade students’ ability to write descriptive texts at MAN 2 Kota Palu. A quasi-experimental design was employed involving an experimental class taught using contextual video and a control class receiving conventional instruction. Data were collected through pre-test and post-test writing tasks and analyzed using the Mann–Whitney U test. The pre-test results showed no significant difference between the groups (Sig. = 0.836 > 0.05), whereas the post-test results indicated a significant difference (Sig. = 0.004 < 0.05), with the experimental group achieving higher scores. The findings demonstrate that contextual video effectively improves students’ descriptive writing ability. This study extends previous research by explaining that contextual video supports descriptive writing through the integration of meaningful visual and verbal information, consistent with Multimedia Learning Theory. The findings provide practical and theoretical contributions to multimedia-based writing instruction in EFL classrooms.
Exploring Teacher Educators’ Self-Assessment of AI-Assisted Writing:: A Case Study in Eastern Indonesian Universities Suciwati, Ika; Kholidi, Muh. Azhar; Ramadhani, Suciaty; Anggeraini, Nining; Rofikah, Ummu; Pardani, Sulastri
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.v10i2.57808

Abstract

This study attempts to explore how English as a Foreign Language (EFL) teacher educators perceive the impact of artificial intelligence (AI)-assisted writing on their academic writing practices, with a focus on self-assessment. Using a qualitative case study, semi-structured interviews were conducted with six early-career lecturers from universities in Eastern Indonesia who actively use AI-assisted writing tools such as ChatGPT, Grammarly, and QuillBot. The findings show that AI enhances linguistic accuracy, coherence, writing efficiency, and confidence by providing immediate feedback and supporting independent revision. At the same time, participants expressed concerns about overreliance, creativity loss, and authorship, leading them to regulate AI use critically and reflectively. The findings also highlight contextual challenges related to institutional support, digital infrastructure, and unequal access to AI resources, alongside expectations for more integrated AI applications. This study contributes to the growing literature by extending the discussion beyond AI adoption to teachers' self-assessment, explaining how AI builds writing confidence through greater writing autonomy, and providing qualitative evidence from the underexplored context of Eastern Indonesia. The findings offer practical implications for teacher professional development and the responsible integration of AI in higher education.

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