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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 194 Documents
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Teachers' Strategies for Addressing Reading Delays through Multisensory Learning: : A Case Study at Bendo Elementary School Youlandi Rahayu Sulistiyawati, Dhesta; Tri Puji Utami, Wulan; Trisnani, Novy; Shinta Wardhani, Ratri
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.v10i2.58541

Abstract

Reading is a foundational skill that determines students' academic success, yet many elementary school students in Indonesia still experience reading delays. It aims to explore teachers' strategies in overcoming reading delays through multisensory learning at SD Negeri Bendo. A qualitative case study approach was employed, with data collected through in-depth interviews, participant observation, and documentation. The subjects were three lower-grade teachers and the school principal, selected purposively. Data were analyzed using Miles, Huberman, and Saldaña's interactive analysis model, with data validity ensured through source and technique triangulation. The findings reveal six key aspects of teachers' strategies: (1) planning through VAKT-based teaching modules tailored to students' characteristics; (2) implementation integrating visual, auditory, kinesthetic, and tactile activities in a sequential learning cycle; (3) supporting factors including school policy support, learning facilities, parental collaboration, and teacher professional commitment; (4) inhibiting factors dominated by students' heterogeneous reading abilities, time constraints, lack of structured implementation guidelines, and limited training; (5) teacher efforts through individual tutoring, varied media, regular evaluation, and parental collaboration; and (6) positive changes in students' letter recognition, syllable reading, simple word arrangement, as well as increased motivation and self-confidence associated with multisensory learning. The novelty of this research lies in its holistic examination of multisensory learning implementation in a specific elementary school context, revealing that the integration of teacher competence, school support, and parental involvement is key to success. The findings imply the need for structured implementation guidelines, teacher training, and strengthened school-parent collaboration to support more effective and inclusive literacy learning.
Digital Technology Integration in Elementary English Language Teaching:: Teacher Practices, Student Engagement, and Implementation Challenges Oviyani, Destia; Saefurrohman, Saefurrohman
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.v10i2.58819

Abstract

The integration of digital technology in English Language Teaching (ELT) has changed the teaching and learning process, but its successful integration in elementary schools is highly dependent on teachers’ familiarity with technology and pedagogical digital literacy. This qualitative multi-site case study aimed to investigate how three elementary school English teachers in Wonosobo, Indonesia, integrate digital technology into their ELT classrooms by examining their instructional practices, implementation procedures, student engagement patterns, and challenges encountered. The data were collected through classroom observations and semi-structured interviews with three teachers from three different elementary schools. Thematic analysis revealed that teachers used PowerPoint, Youtube, Quizizz, Google Forms, Canva, and digital storytelling applications adopting scaffolding pedagogical approaches. Technology integration positively affected students’ behavioral, emotional and cognitive engagement, which led to increased motivation, participation and vocabulary retention. However, teachers faced many challenges such as technical difficulties (e.g., unstable internet, limited devices, outdated equipment), pedagogical difficulties (e.g., distraction, digital literacy levels) and institutional difficulties (e.g., lack of support, budget constraints, increased workload). Teachers showed resilience in developing contingency plans, implementing classroom management strategies, and establishing collaborative arrangements. The findings add to the existing knowledge on technology integration in Indonesian primary education and offer practical recommendations for teachers, schools, and policymakers to encourage effective use of technology to engage young learners.
Cognitive Development and Language Acquisition in Indonesian Early Childhood:: A Qualitative Case Study Budi Santosa, Rochmat; Anggraini, Novianni
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.v10i2.58889

Abstract

Language acquisition during early childhood is closely associated with cognitive development and shaped through meaningful social interaction. However, empirical evidence explaining how cognitive development influences language acquisition in authentic Indonesian kindergarten classrooms remains limited. This study explored the relationship between cognitive development and language acquisition among Indonesian early childhood learners through naturally occurring classroom interactions. A qualitative multiple-case study involved 30 children aged 4–6 years from four kindergartens in Sukoharjo Regency, Central Java, Indonesia. Conducted from January to March 2026, data were collected through classroom observations, semi-structured teacher interviews, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by triangulation and member checking. The findings revealed two major themes. First, children's spontaneous utterances accompanied by gestures, including pointing, object manipulation, smiling, and eye contact, reflected symbolic thinking, conceptual understanding, categorization, and meaning construction during language production. Second, teachers' verbal and non-verbal responses, including open-ended questions, positive reinforcement, repetition, clarification, eye contact, and demonstrative gestures, served as effective scaffolding supporting cognitive development and language acquisition. The findings indicate that language acquisition is a dynamic process emerging from reciprocal interactions between children's cognitive construction and teachers' instructional support. This study contributes empirical evidence from Indonesian early childhood education and supports an integrated perspective combining Piaget's cognitive constructivism, Vygotsky's sociocultural theory, and Bruner's interactionist approach, while offering practical implications for developing cognitively stimulating and interaction-rich language learning environments in early childhood education.
AI-Assisted Self-Regulated Learning and Perceived English Communication Skills among English Education Students Suparmi, Suparmi; Alhusna, Asma; Megista Putri, Dwi
International Journal of Language Teaching and Education Vol. 8 No. 2 (2024): 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.v8i2.59832

Abstract

Generative artificial intelligence (AI) is increasingly used by English Education students to support independent language learning, yet its value may depend on how strategically learners regulate that use. This preliminary correlational study examined the relationship between AI-assisted self-regulated learning (AI-SRL) and perceived English communication skills among 30 undergraduate English Education students at Universitas Putra Indonesia YPTK Padang. Data were collected by using a 33-item five-point Likert questionnaire. Eight isolated missing responses (0.81% of all item responses) were replaced using respondent-mean imputation within the relevant construct. Corrected item-total analysis retained 13 AI-SRL items and 7 communication items, producing acceptable internal consistency (Cronbach’s α = .876 and .713, respectively). AI-SRL showed a high point estimate (M = 3.77, SD = 0.44), whereas perceived communication skills were moderate (M = 3.53, SD = 0.34). Pearson correlation indicated a positive association (r = .397, p = .030, 95% CI [.043, .663]), and HC3-robust regression showed that AI-SRL explained 15.8% of the variance in perceived communication skills (B = .307, p = .049). However, rank-based sensitivity analysis was weaker, so the findings should be interpreted as preliminary. The study highlights regulated AI use rather than technology use alone and suggests that AI-supported English learning should cultivate goal setting, monitoring, verification, reflection, and meaningful human communication practice.

Page 20 of 20 | Total Record : 194

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