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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 204 Documents
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Analysis of Student Responses and Engagement to Media Use Puzzle Ball in Learning Official Letters at SMPN 20 Malang City Arifian Syah Putra, Rizky; Ilmiah, Sailatul; Ambarwati, Ari
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/rijolte.v10i2.59443

Abstract

This study aims to analyze students' responses and involvement to the use  of Puzzle Ball media  in learning official letters in grade VII. This study uses a qualitative descriptive approach with 25 students. Data was collected through questionnaires and observations, then analyzed descriptively based on the tendency of response to each predetermined indicator. The results of the study showed that the use of Puzzle Ball media  received a positive response from students. This media has proven to be effective in increasing student interest, creating a pleasant learning atmosphere, and helping to understand the structure of official letters. This media also encourages student involvement through increased interaction, discussion activity, and critical thinking and problem-solving skills. However, the variation in responses shows the need for adaptive learning strategies to optimize their use.
Illocutional Speech in Conversation Reality Show Be Myself:: Little Courage《 小小的勇气》Xiǎo Xiǎo de Yǒngqì Ariqah, Nisa Faiqatul; Nuryantiningsih, Farida; Tjaturrini, Dyah
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.v10i2.59687

Abstract

This research is titled "Illocution Speech in Conversation of the Reality Show Be Myself: Little Courage《小小的勇气》Xiǎo Xiǎo de Yǒngqì". This study aims to identify and describe the types and functions of illocutional speech and analyze the context of speech situations based on the SPEAKING component of Dell Hymes in the reality show Be Myself: Little Courage 《小小的勇气》. This research uses a qualitative descriptive method with a pragmatic and sociopragmatic approach. The research data was in the form of 11 speeches sourced from the reality show Be Myself: Little Courage in episodes 1 and 2. Data were collected using the technique of watching and taking notes, then analyzed using a pragmatic matching method based on the classification of Searle illocutional speech acts, namely assertive, directive, commissive, expressive, and declarative. Speech situation context analysis using Dell Hymes' SPEAKING components, including Setting and Scene, Participants, Ends, Act Sequence, Key, Instrumentalities, Norms, and Genre. The results of the study showed that four types of illocution speech were found, namely 3 assertive speech acts, 3 directives, 2 commissionive, and 3 expressive speeches, while declarative speech acts were not found. This research is expected to contribute to the socio-pragmatic study of the Chinese language, especially regarding the form and function of illocution speech in Chinese reality show programs.
Preparing Teachers to Integrate Indigenous Knowledge and ICT in English FAL Vocabulary Pedagogy Nndwamato, Ndivhudzannyi Michael; Mulaudzi, Israel Creleanor; Makhwathana, Rendani Mercy
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.v10i2.59733

Abstract

Purpose: This study examined how South African teacher education can integrate Indigenous Knowledge Systems (IKS) and Information and Communication Technologies (ICT) into English First Additional Language (FAL) vocabulary pedagogy to support sustainable education. Design/methodology/approach: An exploratory qualitative design, informed by an interpretivist orientation, involved 25 purposively selected lecturers, program coordinators and pre-service teachers across five public universities. Curriculum documents, semi-structured interviews, and focus groups were analyzed thematically with NVivo 14, using Pedagogical Content Knowledge, Indigenous Pedagogy, and Digital Learning Theory as interpretive lenses. Findings: The curricula positioned IKS largely as optional enrichment and ICT primarily as technical or administrative competence, resulting in weak pedagogical convergence. Nevertheless, participant-led practices involving indigenous idioms, oral narratives, bilingual digital glossaries, and mobile storytelling demonstrated an emergent hybrid pedagogy that strengthened contextual meaning, engagement, and teacher agency. Originality/value: The study develops the Integrated Sustainable Vocabulary Pedagogy (ISVP) model, which conceptualizes vocabulary teaching as the intersection of pedagogical transformation, cultural contextualization, and technological mediation. The model shifts teacher preparation from the parallel treatment of decolonization and digitalization to a coherent design logic for culturally sustaining, digitally responsive English FAL pedagogy.
Exploring Teachers’ Pedagogical Approaches in Teaching Multilingual Learners in the Foundation Phase in Ex-Model C Schools Athiemoolam, Logamurthie; Elliot-Gentry, Jamie-Lee
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.v10i2.60131

Abstract

Multilingual education has always been a controversial issue in South Africa, because most South African learners’ home languages are different from that of the language of learning and teaching (LoLT) in schools. The aim of this study was to explore the pedagogical approaches that teachers in ex-Model C schools (former White schools) use in multilingual classes in the Foundation Phase (grades 1-3) in Gqeberha, South Africa, with a view to understanding how learners are catered for when their home languages are different from the LoLT, which is predominantly English. The study embraced an interpretivist paradigm, was qualitative in nature and adopted a phenomenological design to describe foundation phase teachers’ (grades1-3) pedagogical approaches in teaching multilingual learners. The data collection process involved conducting semi-structured interviews with 15 purposively selected foundation phase teachers from 3 ex-Model C schools in Gqeberha to establish the pedagogical approaches that they used to support learners whose home language was not the LoLT. The data were analysed thematically by studying patterns, including that some teachers are positively predisposed to multilingual teaching and learning and implement approaches such as experiential learning, they do not feel equipped to teach multilingual learners in their classes, since they require more focused training.

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