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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 68 Documents
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Identifying Code Mixing on Instagram: The Case of Chinese-Indonesians Lubis, Rafi Muhammad; Nazreensyah, Fabian Putra; Siahaan, Daniel Fernando; Anargya, Hafwen; Rangkuti, Rahmadsyah
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.v6i2.34848

Abstract

This study looks into code mixing in Chinese-Indonesian users' Instagram descriptions and comments. The research employs a qualitative descriptive approach to identify and categorize the types of code mixing found in online discourse, using Muysken's (2000) typology of code mixing as the analytical framework. Data were carefully gathered from 100 Chinese-Indonesian Instagram caption pages and 40 instagram posts consist of public Instagram accounts of Chinese-Indonesian people, with an emphasis on comments and captions that included multilingual content. Three forms of code mixing are identified by the analysis: congruent lexicalization, alternation, and insertion. The most common type was insertion, with 58 instances, followed by alternation with 30 instances and congruent lexicalization with 12. The results demonstrate the ongoing role of social media in maintaining linguistic diversity by indicating that Instagram functions as a platform for the active performance and maintenance of multilingual practices.
Interactional Scaffolding in EFL Reading Classrooms: A Classroom-Based Study of Cooperative Learning Practices Karim, Lelan; Abid, Abid; Kau, Magvirah El Walidayni
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.v6i2.36587

Abstract

This qualitative study examines how cooperative learning is implemented by an EFL teacher to support students’ reading comprehension in a lower-secondary context at a school in Indonesia. Drawing on four classroom observations and a semi-structured teacher interview, the study investigates how cooperative learning functions as an interactional scaffold during reading instruction. Data were analyzed thematically using an interactive analytical approach. The findings reveal three interrelated ways in which cooperative learning fostered reading comprehension: (1) structuring peer-mediated reading through cooperative routines, (2) scaffolding comprehension through teacher-guided interaction, and (3) sustaining engagement through recognition and affective support. Cooperative learning was enacted through Jigsaw and Think-Pair-Share, which created structured opportunities for peer explanation, shared responsibility, and negotiation of meaning. Although students initially experienced confusion and hesitation, engagement increased as instructional routines stabilized and teacher mediation became more explicit. Instead of demonstrating causal learning gains, this study offers process-level, classroom-based insights into how cooperative learning supports EFL reading comprehension through interaction and pedagogical practices.
Analysis of Grammatical Cohesion in the Reading Texts of the “English for Nusantara” Ninth Grade Textbook Tiara Andhini; Safnil Arsyad
Jambura Journal of English Teaching and Literature Vol 7, No 1 (2026): 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.v7i1.36264

Abstract

This study examines the use of grammatical cohesive devices in the reading texts of the English for Nusantara textbook for ninth-grade. This study employed a descriptive qualitative approach, and analyzed 14 reading texts to identify four types of grammatical cohesion: reference, substitution, ellipsis, and conjunction, based on Halliday and Hasan’s framework. The findings reveal that a total of 694 instances of grammatical cohesion were identified in the textbook. Reference emerged as the most dominant cohesive device with 552 occurrences, followed by conjunctions with 132 occurrences. Ellipsis appeared only 6 times, while substitution only 4 times. These findings show that the textbook relies heavily on explicit cohesive devices, particularly reference and conjunction, to maintain textual coherence. And it suggests that the English for Nusantara textbook effectively supports students’ reading comprehension by providing clear grammatical links between sentences, although the limited use of substitution and ellipsis indicates a restricted variety of cohesive devices.
Testimonial Injustice in YouTube Comment Sections: An Epistemological Reflection on Digital Discourse Syarifah Syarifah; Jumino Suhadi; Devi Pratiwy
Jambura Journal of English Teaching and Literature Vol 7, No 1 (2026): 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.v7i1.37063

Abstract

YouTube comment sections are often treated as noisy and trivial spaces, yet they function as important arenas where people negotiate knowledge, credibility, and authority. This article examines how testimonial injustice unfolds in YouTube comment sections through everyday interactions surrounding contested knowledge claims. Drawing on social epistemology, particularly the concept of testimonial injustice, this study focuses on how speakers are believed, dismissed, or granted authority in digital discourse. Using qualitative discourse analysis, the data consist of selected comment threads responding to a viral YouTube video related to the Apollo moon landing. The comments were drawn from a dataset of 1,264 comments collected between 15 December 2025 and 1 March 2026, from which 9 comments and reply threads were purposively selected for detailed analysis. As YouTube comment sections continue to grow over time, the dataset reflects the comments available during the specified data collection period. The analysis shows four recurring epistemic patterns: credibility deficit, where testimonies are dismissed without engagement; uptake failure, where attempts to explain or correct information receive partial or no epistemic recognition; identity-based credibility judgments, where speakers are evaluated based on perceived competence rather than the content of their claims; and credibility excess, where confidence and technical tone grant undue epistemic authority. These findings suggest that YouTube comment sections are not merely spaces of misinformation or disagreement, but sites where epistemic norms are actively negotiated and often unevenly distributed. This article contributes to digital discourse studies by highlighting how testimonial injustice operates in everyday online interactions and by positioning YouTube as an epistemically consequential space rather than a marginal one.
Exploring Independence Values through Character Development in the Luck Movie Kharisa Aprilia Fiandita; Endah Alamsari Andayani; Yuliyanto Sabat
Jambura Journal of English Teaching and Literature Vol 7, No 1 (2026): 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.v7i1.37902

Abstract

This study examined how the animated film "Luck" depicted independence. The protagonist of the tale was Sam Greenfield, a young lady who initially had little luck. As the narrative progresses, she develops self-reliance, makes wise choices, and overcomes obstacles. While moral messages in animated films have been the subject of some prior studies, independence as a fundamental ideal has received less attention. The purpose of this study was to investigate how Sam's choices, behaviors, and personal development demonstrate independence principles. A qualitative descriptive method was employed in the study. By watching the film and identifying key moments, dialogue, and character actions, they gathered information. The data was arranged into four primary categories that demonstrated independence: being independent and in charge, making wise decisions, exhibiting bravery and perseverance, and developing via self-discovery. The findings demonstrated that Sam's independence comes from acting independently, making deliberate choices, displaying emotional fortitude in trying circumstances, and discovering more about herself via her experiences. According to the study, independence is a multifaceted trait that is cultivated via diligence, thorough consideration, and perseverance. Additionally, it was believed that pupils could learn valuable life skills from animated films, such as independence and self-reliance.
An Accuracy Analysis of Translation in English-Indonesian Bilingual Children’s Storybooks through Back-Translation Yeni Erlita; Berlin Sibarani; Juli Rachmadani Hasibuan; Johannes Jefria Gultom
Jambura Journal of English Teaching and Literature Vol 7, No 1 (2026): 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.v7i1.37828

Abstract

This study evaluates the translation accuracy of the English-Indonesian bilingual children’s storybook Purple and Walter: Save the Trees using the Back-Translation method to ensure its reliability for bilingual education. Employing a qualitative descriptive design with textual analysis, the research analyzed 65 linguistic units comprising sentences and dialogue segments following the four-step "circular" validation procedure (Forward Translation, Review, Blind Back-Translation, and Comparison) proposed by Yu et al. (2003). The data were further assessed using Nababan’s (2012) translation accuracy framework. The findings indicate a high level of semantic consistency, with 0% (0 units) falling into Low Accuracy, 27.7% (18 units) categorized as Moderate Accuracy, 52.3% (34 units) as High Accuracy, and 20.0% (13 units) as Very High Accuracy. Results demonstrate that while the core message and narrative function remain stable (72.3% total High/Very High accuracy), Moderate Accuracy units reveal a consistent pattern of stylistic reduction, where descriptive intensity and double emphasis (e.g., "tiny little") are simplified for audience adaptation. This study concludes that the Back-Translation method serves as a rigorous "diagnostic filter" for detecting subtle meaning shifts that traditional direct comparisons may overlook. The high semantic reliability of the text confirms its effectiveness for literacy development, though a balance between readability and the preservation of stylistic richness is recommended for future bilingual materials.
Student Perceptions of the Three-Phase Learning Model in English Courses Rifda Nur Hikmahwati Arif
Jambura Journal of English Teaching and Literature Vol 7, No 1 (2026): 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.v7i1.35756

Abstract

This study aimed to analyze student perceptions of the implementation of a three-phase learning model (trigger questions and discussion, lecturer explanation, and practice exercises) in English courses. This research contributes to the pedagogical discourse on active learning approaches by providing empirical evidence of how non-English major students perceive structured, phase-based instruction that combines discussion, direct explanation, and practice. The findings offer insights into which instructional elements resonate most with learners and which require refinement, thereby informing evidence-based improvements in English language teaching for teacher education programs. This study employed a survey method with a quantitative descriptive approach. The research sample consisted of 72 students from the Primary School Teacher Education Program, divided into three classes (A, B, and ICP). The research instrument was a questionnaire with 32 statement items using a 1-5 Likert scale. The instrument reliability was very high, with a Cronbach's alpha of 0.928. The results showed that student perceptions of the three-phase learning model were in the good category, with a mean score of 3.68. The aspects receiving the highest appreciation were the delivery of learning objectives at the beginning of the session (mean score of 4.25) and the relevance of examples to the exercises (mean score of 4.12). Meanwhile, the pace of material delivery (mean score of 3.25) and transitions between phases (mean score of 3.32) require improvement. ANOVA tests showed no significant difference in perceptions among classes (p=0.260), nor did t-tests based on gender (p=0.533).
Grammatical Cohesive Device Analysis of Reading Text in English Text Book for 7th Grade Students of Junior High School Lailatul Qadar; Safnil Arsyad
Jambura Journal of English Teaching and Literature Vol 7, No 1 (2026): 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.v7i1.36270

Abstract

Cohesive devices can pose problems for junior high school students in reading English passages when they are not aware of them; this is why they should know the devises and how they are used in the reading passages. This study aims to analyze the use of Grammatical cohesive devices in reading text in New Frontiers 1, an English text book for seventh grade of Junior High School’s students. Using Qualitative descriptive content analysis, this study used ten reading texts from ten chapters of the book as its data source. The analysis is based on the cohesion framework proposed by M. A. K. Halliday and Ruqaya Hasan which categorizes grammatical cohesion into reference, substitution, ellipsis, and conjunction. All of the texts were analyzed based on their types, functions, and the variety level of grammar cohesive devices used. The finding of this study shows that reference and conjunction are the most dominant used grammar cohesive device. Personal reference functions to maintain the subject identity and the information continuity in text. Conjunction, especially the additive and temporal conjunction, helps building a logically coherent idea. On the contrary, Ellipsis and substitutions appear in a limited number. This finding indicate that the texts in the book are mainly written for beginner English learners. It makes the grammar cohesive devices used are simpler and more explicit, matches the character of beginner learners who use this book as learning source. The result also implies the importance of developing teaching material which gradually introduces cohesive device in learning English on Junior High School level.

Page 7 of 7 | Total Record : 68

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