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Prodi Pendidikan Bahasa Inggris, Fakultas Sastra dan Budaya, Universitas Negeri Gorontalo, Lantai 3 Kampus 4, Kab. Bone Bolango, Provinsi Gorontalo
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Jambura Journal of English Teaching and Literature
Published by Universitas Negeri Gorontalo
ISSN : -     EISSN : 27224880     DOI : -
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Jambura Journal of English Teaching and Literature (JJETL) is a peer-reviewed journal published by the English Education Study Program, Faculty of Letters and Culture, Universitas Negeri Gorontalo, Indonesia. It is published twice a year in April and October, with submissions accepted throughout the year. The journal seeks to provide established and early-career researchers, teachers and academia with a platform to publish research-based papers from the fields of English language teaching and literature. JJETL welcomes current analysis on: English language teaching and learning; English language testing and assessment; Curriculum design and development in ELT; Applied linguistics; Literary studies; and Translation studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 61 Documents
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A Defense Mechanism of the Characters in Stephen King’s Book “Bazaar of Bad Dreams” Pakaya, Sitti Safirah Mardhatillah; Podungge, Rusni; Muhamad, Farid
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.31768

Abstract

This study aims to describe the use of ego defense mechanisms by characters in three short stories by Stephen King in the book “Bazaar of Bad Dreams”, namely Premium Harmony, A Death, and Bad Little Kid, using Sigmund Freud’s psychoanalytic theory that focuses on ego defense mechanisms. The study uses a qualitative descriptive method with a psychoanalytic approach. Data were collected through short story selection, reading and recording, and coding, then were analyzed through data classification, data analysis, description of analysis results, conclusions of analysis results, and reporting of research results. The results show that the characters in the three short stories display various ego defense mechanisms in dealing with conflict and stress, including denial, reaction formation, projection, displacement, rationalization, and repression. The analysis reveals the complex psychological dynamics of each character and how internal and external factors influence their ego defense mechanisms. It also compares their applications in the context of Indonesian society. Ego dominance is seen in the character’s attempts to balance id drives, superego demands, and reality through different ego defense mechanisms.
The Pragmatic Analysis of Politeness Strategies used by the Character of “Turning Red” Movie Script Zahro, Fatimatuz; Candraloka, Olyvia Revalita
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.31066

Abstract

Film also brings many things to learn, including politeness. This qualitative descriptive study investigates the politeness strategies employed by the underrated characters in the film Turning Red, with a particular focus on the character Jin. The objective of the research is to analyze how assertive and non-assertive politeness strategies are used by Jin and to explore their implications for English language teaching and learning. To identify which characters to analyze, the researchers conducted a document analysis of fan comments gathered from online platforms such as Moviepedia and Looper, ensuring that audience perceptions guided the selection of underrated figures. After identifying the characters, the researchers used the official movie script and examined it through Brown and Levinson’s (1987) politeness framework, following the steps of data reduction, data display, and conclusion drawing outlined by Miles et al. (2014). The findings reveal that assertive strategies, especially informative acts, were predominant in Jin’s speech, highlighting his role as a calm, supportive problem solver in the film’s family dynamics. Importantly, this study provides meaningful insights for English as a Foreign Language (EFL) learning, showing how analyzing politeness in authentic media can enhance learners’ pragmatic competence, cultural awareness, and communication skills. By linking media analysis with language education, the study underscores the value of films like Turning Red as resources for developing both linguistic and intercultural competence among EFL learners.
Evaluating Educational Tool for Young Learners: Formative Assessment Techniques in the Grade 2 English Textbook "My Next Words" Hakim, Putri Kamalia; Dafitri, Fela; Rahmawati, Maya
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.31224

Abstract

This study investigates formative assessment techniques within the grade 2 English textbook “My Next Words”, focusing on their effectiveness in supporting young learners’ language development. Employing a descriptive evaluative methodology, this research analyzes three representative chapters from the textbook using a structured analytical framework influenced by foundational educational theories from Wortham (204), Boyd (2020), and Gullo (2004). The analysis is centered on several key aspects of formative assessment: task design and effectiveness, task duration and adaptability, task presentation and support, feedback and reinforcement, and repetition and practice. Data were collected through a detailed evaluation checklist applied to selected textbook chapters, with a binary rating system quantifying the presence of effective formative assessment strategies. The findings reveal that while the textbook effectively utilizes engaging and developmentally appropriate activities, there are notable gaps in providing structured progress markers, authentic language, personalized learning experiences, and varied feedback mechanisms. These gaps suggest opportunities for enhancing the textbook’s instructional design to better meet the developmental needs and learning styles of young learners. The implications of this study extend to curriculum developers and educational practitioners, emphasizing the need for textbooks that not only engage young learners but also systematically track and support their language learning progress.
Transforming English Learning: The Role of ClassDojo in Enhancing Vocabulary Mastery of International Business Administration Students Hanik, Siti Rofiatul; Shofiyuddin, Muh
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.29626

Abstract

The ClassDojo app proved to be effective in improving vocabulary mastery through gamification approaches and interactive features. This approach increased engagement and motivation to learn, created a dynamic and personalized learning environment, and supported more effective language learning. This study examines the effectiveness of ClassDojo in enhancing vocabulary mastery among International Business Administration students. This study was conducted at higher vocational education of Polytechnic Balekambang Jepara, in the International Business Administration department. This research is a quantitative use pretest-posttest design involving 44 fourth-semester students enrolled in the English for Business II course. Results indicated significant improvements in students’ vocabulary mastery post-intervention, as measured through paired-sample t-tests and effect size calculations. ClassDojo’s interactive and gamified approach was shown to increase engagement and motivation, supporting vocabulary acquisition. However, social factors in the classroom also influenced outcomes, suggesting a need for further research to identify unobserved variables affecting vocabulary mastery. These findings highlight the potential of ClassDojo as an effective tool for language learning in higher education.
Teaching Through Hope and Growth: A Critical Incident Study of Gen Z Novice EFL Teachers in Rural Kalimantan Barat Keny, Anatasia; Kuswandono, Paulus
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34272

Abstract

The professional development of novice teachers has nowadays become an urgent concern, particularly in rural areas where contextual challenges are complex and multifaceted. While formal training continues to dominate professional development discourse, there is growing recognition that critical, emotionally charged experiences, often unplanned and situated within local realities, play a pivotal role in shaping teacher identity and growth. This research aims to investigate how critical professional experiences influence the development of five Gen Z novice English teachers in rural Kalimantan Barat, Indonesia. Beyond classroom-centered perspectives, this study examines incidents arising from interactions with school leaders, peers, parents, and the broader community. Guided by a qualitative interpretive paradigm, this research adopts the Critical Incident Technique (CIT) and uses thematic analysis, the research captures the data through semi-structured interviews and reflective narratives. Findings indicate that critical incidents not only challenge novice teachers emotionally and pedagogically but also serve as catalysts for reflection, adaptation, and resilience. The study highlights the value of context-specific, experiential learning in fostering professional growth. These results suggest the need for localized, reflective professional development and rural-responsive educational policies.
Designing SDGs-Oriented Digital Materials to Foster 21st Century Learning in the Productive Written Language Skill Course Br. Batubara, Khairunnisa; Erlita, Yeni; Oktora, Maya; Frida, Karunia Devi; Khairina, Yuni; Natalia, Christine Helena; Dewi, Nora Ronita
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34765

Abstract

This study aims to design and evaluate SDG-oriented digital learning materials for the Productive Written Language Skill (PWLS) course in alignment with 21st-century learning principles. Responding to the growing need to integrate global citizenship and sustainability into English language education, the materials embed Sustainable Development Goals (SDGs) within argumentative writing tasks. A research and development (R&D) approach (Branch, 2010) was employed, involving expert validation, student testing, and classroom observation. Two subject-matter experts assessed the materials and rated them as very good (M = 4.0) in terms of relevance, clarity, and integration of SDG content. Thirty students from the English Education Study Program at Universitas Negeri Medan participated in the implementation stage. Their feedback indicated strong engagement and perceived usefulness (M = 4.16), while pre- and post-test results showed significant improvement in writing performance—from 65.30 to 76.40. Observational data confirmed high student participation and timely task completion, with only minor navigation issues. Overall, the SDG-oriented digital modules effectively supported language development, critical thinking, and 21st-century competencies. The findings imply that SDG-oriented digital materials can effectively foster students’ critical thinking and writing competence in the Productive Written Language Skill course, supporting the goals of 21st-century learning.
Adapting the English Language Teaching Curriculum to Overcome Resource Limitations in Rural Areas Nurteteng, Nurteteng; Sunra, La; Dollah, Syarifuddin
Jambura Journal of English Teaching and Literature Vol 5, No 2 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i2.27988

Abstract

This research explores the adaptation of the English Language Teaching (ELT) curriculum to address the significant resource limitations faced in rural areas, specifically in Sorong, West Papua, Indonesia. The study aims to investigate how teachers creatively modify lesson plans, instructional methods, and assessment strategies in environments lacking essential resources, such as teaching materials, technological tools, and professional development opportunities and the impact on the students' outcomes. Using a qualitative multi-case study approach, data were gathered through semi-structured interviews, classroom observations, and document analysis over a two-month period. The findings reveal that teachers employed various strategies to cope with resource constraints, such as simplifying lesson content, utilizing locally available materials, and incorporating peer collaboration in the classroom. These adaptations resulted in enhanced student participation and improvements in oral communication skills. However, significant challenges were observed in fostering literacy, particularly reading and writing skills, due to the scarcity of instructional resources and limited teacher training. Moreover, while short-term engagement and speaking proficiency increased, the long-term impacts on overall English proficiency remained limited. The study underscores the need for comprehensive professional development for rural teachers and better access to teaching materials to fully bridge the educational gap between urban and rural students. Ultimately, these findings offer valuable insights for future curriculum development aimed at improving language education in resource-limited settings.
The Kinship Terminology and Practice of Bataknese: A Sociolinguistics Approach Pandiangan, Bobby Samuel
Jambura Journal of English Teaching and Literature Vol 5, No 2 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i2.27652

Abstract

This research aims to describe the kinship terminology of four Bataknese tribes: Toba Batak, Karo Batak, Simalungun Batak and Pak-Pak Batak. There were four selected participants, who were native and used kinship terms in family. A questionnaire with 56 questions asking about the kinship terminology and 6 questions asking about the practice of kinship was used as an instrument of this research. The result of this research showed even though from the same Batak tribe, but the kinship terms of the four Batakneses are varied. Simalungun Batak and Toba batak have the most vary terms with 31 in total. Moreover, Bataknese still practice the kinship terminology of Bataknese itself than the national one. Additionally, the society of Bataknese agreed that using Bataknese kinship terminology was a way of respecting family members. In conclusion, Bataknese society still practice and maintain their kinship terminology to strengthen the relationship of the family members.
Exploring the Types and Causes of Pauses in Students' English Oral Presentations Idris, Wiranto
Jambura Journal of English Teaching and Literature Vol 5, No 2 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i2.28166

Abstract

This study examines the types and causes of pauses in students' English presentations at a Senior High School in Gorontalo, Indonesia, with a focus on understanding how pauses affect fluency in public speaking. Drawing on Schroeder and Sonderegger (2014), the study explores the relationship between pause occurrence and speech rate in both spontaneous dialogues and read speech. The study provides insights into how pauses function in natural speech and the factors that influence their frequency and type. Specifically, it categorizes pauses into two primary types: silent pauses and filled pauses. This research analyzes the frequency and nature of pauses during classroom presentations. The study involved ten 12th-grade students, who were observed during their presentations, with data collected through audio recordings, questionnaires, and direct observations. The findings revealed a total of 84 pauses, with 45 silent pauses and 39 filled pauses. Silent pauses were more frequent, often resulting from students struggling to recall words or organizing their thoughts. The study identified several factors contributing to pauses, including nervousness, concerns about grammar, and lack of vocabulary. The results suggest that pauses are not only a natural aspect of speaking but also indicative of underlying psychological and linguistic challenges. This research has implications for language instruction, highlighting the importance of addressing anxiety, improving vocabulary, and reinforcing grammar to help students enhance their fluency and confidence in public speaking.
Effectiveness of Using Game Techniques to Improve English Vocabulary Mastery in Elementary School: A Systematic Literature Review Pratiwi, Yuliani; Maulina, Maulina; Nasrullah, Rahmat
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34711

Abstract

Vocabulary mastery is a fundamental aspect in English learning, especially at the elementary school level. However, many students still experience difficulties in mastering vocabulary optimally due to learning methods that are less interesting and not appropriate to their age characteristics. This study uses a Systematic Literature Review (SLR) methodology to look into how well game tactics can help elementary school students improve their command of English vocabulary. A total of 50 articles published from 2020 to 2025 from various sources using publish or perish were collected and analyzed according to predetermined both inclusion and exclusion standars. The study’s findings indicate that game techniques have a favorable effect on enhancing vocabulary mastery, learning motivation, and active student engagement.Various types of games such as flash card, scrabble game, word game and wordwall have been demonstrated to be successful in aiding students in comprehending and rebember new vocabulary. However, there are also several obstacles such as limited time, facilities, and teachers' abilities in implementing game techniques optimally. The results of this investigation should be a reference for educators, researchers, and educational policy makers in developing more interesting and effective English learning methods at the elementary school level.

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