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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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The Implementation of Wayground for Speaking Activities and Students’ Responses in an Inclusive Junior High School EFL Classroom Wahyuni, Dela; Amin Dalimunthe, Ahmad
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.v10i2.57982

Abstract

This study aimed to investigate the implementation of Wayground (formerly known as Quizizz) as a game-based learning platform to support speaking activities in an inclusive EFL classroom and to explore students’ responses toward its use. This study employed a descriptive qualitative research design. Data were collected through classroom observations, semi-structured interviews with the teacher and students, and documentation. The data were analyzed using thematic analysis based on Braun and Clarke’s (2006) framework. The findings revealed that Wayground was implemented through teacher-guided speaking activities in which questions were displayed via a projector and students were encouraged to respond orally in English. The findings also indicated that students demonstrated active participation in speaking activities and classroom interactions during the implementation of Wayground. In addition, students perceived the learning activities as engaging and enjoyable, which encouraged participation among learners with different levels of speaking ability and self-confidence. Nevertheless, several challenges were identified, including students’ limited vocabulary, technical issues, and time constraints during the implementation process. Overall, the findings suggest that Wayground can be implemented as a game-based learning platform to support speaking activities in an inclusive EFL classroom. The study also highlights its flexible use across different classroom contexts and describes students’ responses toward its implementation in English language learning. Furthermore, the findings provide insights into how Wayground was implemented in speaking activities and how students responded to its use in an inclusive EFL classroom.
The Place of Artificial Intelligence in the Communicative Approach:: A Critical Review Chávez Monsalve, Andrés Felipe
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.v10i2.58074

Abstract

The rapid emergence of artificial intelligence (AI), particularly large language models (LLMs), in language education is frequently discussed in terms of effectiveness alone. This article offers a theoretically grounded critical evaluation based on key principles of the Communicative Approach, including authentic communication, communicative competence, interaction, production, willingness to communicate, affective dimensions, socioculturally mediated communication, and critical pedagogy. It argues that LLMs create new opportunities for implementing communicative language teaching by expanding interaction, feedback, learner output, and access to language resources. However, these technologies simultaneously constrain the fundamental aims of the communicative approach because they only simulate, rather than genuinely embody, the social, intersubjective, and intentional dimensions of communicative competence. These limitations are therefore structural rather than incidental. Accordingly, the article neither promotes uncritical technological optimism nor rejects educational technology altogether. Instead, it advocates a critically mediated use of AI in which educators function as curators of authenticity and stewards of critical literacy. Conceptually, the article reframes the AI debate in language education from a question of effectiveness to one of communicative theory, using Communicative Language Teaching as an evaluative lens to identify both its contributions and inherent contradictions.
Developing a Genre-Based ESP English Module for Vocational Accounting Students Puspasari, Rini; Hawanti, Santhy
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.v10i2.58102

Abstract

Preparing vocational students for workplace communication has become an important objective of English language education. However, English instruction for vocational accounting students remains predominantly based on general English materials that inadequately address their workplace communication needs. Although previous studies have investigated English for Specific Purposes (ESP), Genre-Based pedagogy, or instructional material development, few have integrated these components into a systematic instructional framework for vocational accounting education. This Research and Development (R&D) study aimed to identify vocational accounting students’ English language needs, develop an ESP-based English module through a Genre-Based Approach, and evaluate the validity, practicality, and effectiveness. The study adopted the ADDIE instructional design model and involved 30 Grade XI Accounting and Financial Institution students at a vocational high school in Indonesia. Data were collected through questionnaires, interviews, document analysis, classroom observations, expert validation, learning achievement tests, and response questionnaires. The findings revealed that students required contextualized English materials emphasizing accounting-related communication, professional vocabulary, authentic workplace tasks, and scaffolded learning activities. The developed module consisted of five genre-based units organized into two integrated skill clusters. Expert validation indicated that the module was highly valid, while classroom implementation showed highly positive student responses and improved students’ learning achievement. This study presents an integrated instructional framework that combines ESP, learners’ needs analysis, Genre-Based pedagogy, and the ADDIE model to support workplace-oriented English learning in vocational accounting education.
Teacher’s Perception of Video-Based Learning in ELT for ASD Students in Inclusive Classroom Putri, Milia; Fithriani, Rahmah
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.v10i2.57803

Abstract

The integration of video-based learning has become increasingly common in inclusive English Language Teaching (ELT) classrooms as educators seek effective strategies to support students with Autism Spectrum Disorder (ASD). This study explored an English teacher’s perceptions of the use of video-based learning for students with autism in an inclusive classroom. Employing a qualitative case study design, the research involved an English teacher at an inclusive senior high school in North Sumatra, Indonesia. Data were collected through semi-structured interviews, classroom observations, and teacher reflective journals and were analyzed using thematic analysis. The findings revealed that video-based learning played an important role in supporting students’ emotional regulation, sustaining attention, and encouraging participation during classroom activities. Students demonstrated greater enthusiasm and engagement when exposed to visual and auditory content. However, a significant engagement–comprehension gap was identified. Although students were highly attracted to animations, sounds, and visual elements, they often experienced difficulty understanding the intended language content and instructional objectives. The findings further indicated that the effectiveness of video-based learning was strongly influenced by the selection of authentic and relevant materials and collaboration between the classroom teacher and the shadow teacher. These forms of support helped students connect visual information with linguistic meaning and participate more actively in language-learning activities. The study concludes that video-based learning can serve as a valuable instructional resource for students with autism when combined with appropriate pedagogical support, teacher agency, and collaborative practices that address both engagement and language comprehension within inclusive ELT classrooms.
Amplifying Voices: Enhancing EFL Speaking through Video-Based Assessment Atha Ghina Zaim, Dhiya; Setyarini, Sri; Purnawarman, Pupung
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.v10i2.57825

Abstract

Speaking is a fundamental skill in English language learning, yet many students face various challenges in developing it effectively. To address these issues, several strategies can be implemented, one of which is video-based assessment. This study investigates the impact of video-based assessment on students’ speaking performance and explores their responses to its implementation. A qualitative research design was employed, involving the use of video-based tasks and interviews with participants. The assessment procedure followed step-by-step guidelines adapted from Dal (2010), based on the Task-Based Learning framework proposed by Willis (1996). The participants were 11th-grade high school students. The results showed that nearly all students experienced improvements in their speaking scores from the first to the third video submission. An increase was also observed in the class average score. In addition, score classification using Harris’s (1974) criteria indicated a shift from lower to higher performance categories. Students expressed positive responses toward video-based assessment, citing benefits such as increased self-confidence, reduced nervousness, enhanced creativity, greater opportunities to practice English outside of class, improved speaking skills, self-reflection, and a platform to share personal interests. Despite these benefits, students also encountered some challenges, including repeated video recordings, editing difficulties, sound issues, and limited phone storage capacity.
Apperception as a Communication Event to Foster Mindful Learning in Indonesian Language Learning Naila Shofa, Anindha; Subyantoro, Subyantoro
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.v10i2.58099

Abstract

Apperception is commonly viewed as an introductory learning activity that connects students’ prior knowledge with new material. However, existing research still tends to treat apperception merely as a procedural step and has not sufficiently examined its role as a communicative event that fosters mindful learning. This study aims to describe apperception as a communicative event that promotes mindful learning in Indonesian language instruction. This study employed a qualitative approach using Dell Hymes’s ethnography of communication. It was conducted in Class VIII E at SMPN 2 Kalinyamatan, involving an Indonesian language teacher and students. Data were collected through non-participant observation, semi-structured interviews, documentation, and field notes, and analyzed using the interactive model of Miles, Huberman, and Saldaña, interpreted through Hymes’ SPEAKING components. The findings show that apperception functions as a communicative event constructed through the interrelationships of Setting and Scene, Participants, Ends, Act Sequence, Key, Instrumentalities, Norms, and Genre. These interactions encourage students to activate prior knowledge, relate experiences to learning material, engage in reflective thinking, and develop readiness to learn—key aspects of mindful learning. The novelty of this study lies in integrating apperception, communication ethnography, and mindful learning into a unified framework, demonstrating that mindful learning can emerge through pedagogical communication without requiring specific mindfulness interventions. These findings suggest that apperception should be designed as a dialogic, contextual, and reflective communication process to support more meaningful Indonesian language learning.
Reconceptualizing Kurikulum Berbasis Cinta: English Teachers' Cognition and Classroom Implementation Faqih Luthfia, Ayaza; Faisal, Faisal
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.v10i2.58468

Abstract

Kurikulum Berbasis Cinta (KBC) has recently been introduced by the Indonesian Ministry of Religious Affairs as a value-oriented curriculum promoting empathy, respect, compassion, and meaningful relationships in education. Although previous studies have examined KBC from the perspectives of character education and classroom implementation, limited attention has been given to how English teachers interpret its principles and translate them into English language teaching. This study explored English teachers' cognition of KBC, its classroom implementation, and the challenges encountered during practice. Employing a qualitative descriptive design, the study involved four English teachers from two Madrasah Tsanawiyah (MTs) in Cilacap Regency, Indonesia. Data were collected through semi-structured interviews, classroom observations, and lesson plan analysis and analyzed using thematic analysis. The findings revealed that teachers perceived KBC as an educational approach integrating character development with English language teaching through supportive teacher–student relationships, collaborative learning, and meaningful classroom interaction. Teachers also integrated KBC values through interpersonal, transactional, and functional texts in the Capaian Pembelajaran (CP) Phase D English curriculum while adapting instruction to students' diverse characteristics, learning readiness, and limited instructional time. Viewed through the lens of teacher cognition, the findings demonstrate that teachers actively interpreted KBC principles and translated them into context-sensitive pedagogical practices. This study contributes to teacher cognition theory by showing that implementing a value-based curriculum is a process of teacher sense-making, through which teachers reinterpret curriculum principles and transform them into context-sensitive communicative pedagogical practices.
Exploring Student Speaking Competence Through Role-Based Differentiated Assessment in Project-Based EFL Learning Fauziyah, Jihan; Luthfiyyah, Roghibatul; Dwiniasih, Dwiniasih
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.v10i2.58473

Abstract

Differentiated assessment has been proposed to accommodate students’ diverse roles and abilities in collaborative speaking activities. However, speaking instruction in many EFL classrooms still relies on memorized dialogues and uniform assessment, limiting fairness and authentic evaluation of communicative competence. Moreover, few studies have integrated Project-Based Learning (PjBL) and differentiated assessment into a role-based speaking assessment framework from students’ perspectives. This study explored the implementation of role-based differentiated speaking assessment in PjBL, students’ speaking performance across communicative roles, their perceptions of the assessment process, and its challenges and benefits. A qualitative case study was conducted with ten senior high school students in an English Club Program in West Java. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis with data triangulation. The findings showed that role-aligned assessment fostered different competencies: fluency, vocabulary, and clarity among presenters, and interactional and facilitation skills among moderators. Students also reported greater confidence, participation, and perceptions of fairness despite speaking anxiety and role-related cognitive demands. This study offers a novel integration of role-based differentiated assessment within PjBL and provides pedagogical implications for more equitable and authentic speaking assessment in EFL classrooms. However, the small sample, single-site English Club context, and focus on only two roles limit the generalizability of the findings.
Politeness Strategy Retention as a Mechanism of Pragmatic Equivalence in the Indonesian Translation of Macbeth Khoirida, Aina
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.v10i2.58805

Abstract

Literary drama translation requires translators to preserve not only semantic meaning but also the pragmatic construction of characterization. While previous studies have predominantly examined shifts in politeness strategies across languages, the role of strategy retention as a mechanism for preserving pragmatic equivalence has received little scholarly attention. This study investigates how retained politeness strategies function to preserve characterization in the Indonesian translation of Shakespeare’s Macbeth. Using a qualitative descriptive design, the study analyzes 92 utterances from Act 1 in which politeness super-strategies are retained from the source text to the target text. The findings demonstrate that translators systematically retain bald-on-record, positive politeness, and negative politeness strategies when these strategies encode socially significant meanings, including monarchical authority, in-group solidarity, and manipulative intimacy. Rather than reflecting a failure to adapt to the target culture, such retention functions as a deliberate mechanism for preserving pragmatic equivalence while maintaining the original characterization and dramatic tension. These findings extend current discussions of pragmatic equivalence by demonstrating that literary translation requires not only strategic adaptation but also strategic retention when interpersonal meanings are central to character construction.

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