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Journal of English Language Teaching and Linguistics
Published by Yayasan Visi Intan Permata
ISSN : :25031848     EISSN : 25026062     DOI : -
Core Subject : Education,
Education
JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.
Arjuna Subject : -
Articles 294 Documents
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Translation Techniques Used in the English Version of Andmesh Kamaleng Song’s Hanya Rindu Translated by Emma Heesters Atmojo, Pramudita Maharani Ayuningtyas; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1410

Abstract

This research aims to explore the translation techniques that implemented at English version from Andmesh Kamaleng’s song titled Hanya Rindu which Emma Heesters translated it using the group of 18 techniques of translation from Albir & Molina (2002). This study implements a descriptive qualitative approach to examine the techniques which applicated on  translating Indonesian song lyrics into English. Data were collected from the English version of the song lyrics and the original Indonesian version. This study utilized content analysis and note-taking, the steps are as follows: 1) listen to and observe the lyrics of both versions of the song; 2) identify the categories from the usage techniques of translation; 3) make a conclusion. The study identified 9 out of 18 possible translation techniques used in 48 sample lyrics. The findings show that amplification is the most frequently used technique which is 12 times (25%), followed by literal translation 9 times (19%) and modulation 9 times (19%), linguistic amplification 7 times (15%), transposition 4 times (8%), reduction 3 times (6%), linguistic compression 2 times (4%), generalization 1 time (2%) and 1 time discursive creation (2%). The prevalent use of amplification indicates the translators' tendency to add contextual elements to enhance clarity and maintain the emotional context of the song, as well as to make the translated lyrics match the melody so that it is singable. The findings of this study contribute to a deeper understanding of song translation and expose the challenges faced by translators in preserving song messages across languages.
Navigating the Merdeka Curriculum in EFL Class at Islamic Junior High School: Teachers’ Perception and Challenges Rosadi, Abas; Alim, Condro Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1523

Abstract

This research investigates EFL teachers' perceptions of the Merdeka Curriculum (MC) in State Islamic Junior High Schools (SIJHS) in Purbalingga regency, focusing on implementation challenges and solutions. Using a qualitative design, data were collected from six EFL teachers through interviews, classroom observations, field notes, and document analysis. Findings indicate that (1) teachers held positive perceptions of the MC, but (2) faced challenges due to limited understanding of the curriculum, delayed implementation, and difficulties navigating the Platform Merdeka Mengajar (PMM), exacerbated by insufficient motivation and lack of mandatory regulations for its use. To address these issues, the study recommends teacher training on effective MC implementation, collaboration through district teacher study groups (MGMP), meaningful teaching processes, regular evaluations, and intensive guidance to engage with PMM. These measures can enhance self-directed learning, teacher professionalism, independent learning, webinar participation, and overall professional development, facilitating successful MC implementation.
AI Speaks Your Language: Revolutionary Digital Coaching for EFL Learners’ Pronunciation Tampubolon, Donal; Handayani, Reli; Abrar, Mukhlash
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1565

Abstract

The current study aims to find out the EFL learners’ major problems in pronouncing words of English and to explore the potential of AI technologies especially Google Pronunciation as a supportive tool for pronunciation improvement in secondary school settings. It measures the effectiveness of the tool in improving their pronunciation based on the class observation, pre- and post-assessment outcomes and according to the students’ perceptions. The study comprised 6 secondary high school students covering 2 low performers, 2 mediocre performers, and 2 high performers at English Club in one of the schools in Jambi, Indonesia. The participants were intentionally nominated based on their availability and readiness to provide recorded answers for the research purposes. A qualitative-descriptive research method was employed through a deep-interview to examine their major difficulties in pronunciations and their perspectives toward the tool. The results show that the learners’ chief pronunciation difficulties are both in segmental and suprasegmental features namely the sounds of /θ/ and /ð/, past simple sounds, and also stressed syllables. Their overall perceptions towards the use of the tool own more positive impacts as their pronunciation improves. Despite its effectiveness, the instrument is suggested to be used only for basic or standard pronunciation learning. For being natural in English pronunciation, the tool cannot perform much better than human teachers because it has limited accents and its phones sound too formal. Additionally, the tool is expected to advance the technology's adaptability to diverse accents and linguistic backgrounds, ensuring more inclusive and equitable learning experiences for all EFL learners.
Unlocking Learners' Potential through Project-Based Learning: Factors Influencing Students’ Engagement in the EFL Classes Maalfi, Hind; Faryat, Amar; Brigui, Hind
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1521

Abstract

Engagement is widely recognized as a key factor in the success of the learning process. Project-based Learning (PjBL) seems to stand out as an approach promoting this factor. This qualitative case study explores how students engage in the PjBL classroom and investigates the key factors influencing students' engagement. This study used a convenience sampling method and took common core students as its population. Participants were taught through PjBL for 8 weeks. Data were collected through field observations during the implementation, and semi-structured interviews after the implementation. Data were analyzed using thematic analysis. Findings reveal considerable levels of students' behavioral, cognitive, emotional, agentic, and social engagement in the PjBL classroom. This paper also determined interest, collaboration, group dynamics, voice and choice, desire for achievement, and instructor support, as factors that enhance students' engagement. This approach is found to foster a supportive learning environment conducive to learning. Given its advantages, it deserves more attention from curriculum designers.
Exploring the Effects of EFL Classroom Management Strategies on Students’ Engagement and Academic Success: A Comprehensive Review Piyal, Esraful Haque; Hasan, Md. Mehedi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1570

Abstract

settings where diverse learners and developing educational technologies present unique challenges. The review examines strategies for managing classrooms to enhance student engagement and academic performance, focusing on private universities in Bangladesh. Following the guidelines from Braun and Clarke (2006), 63 peer-reviewed studies were systematically analyzed thematically and were found through academic databases (e.g., Scopus, Google Scholar, ERIC, JSTOR, Education Source) published during the period 2015-2025. Developed themes included the instructing and managing behavior, the transformational possibilities of technology, as well as the significance of teacher self-efficacy and emotion. Findings suggest that successful classroom management requires sensitive approaches, with the fragmentation of traditional face-to-face interactions with digital tools, while addressing cultural and linguistic diversity. Long-term impacts remain underexplored, particularly regarding the growth of large classes and the integration of emotional intelligence into teacher training programs. The implications extend to educators, policymakers, and researchers, advocating for flexible frameworks that prioritize inclusivity, proven practices, and continuous professional development. Future research should adopt mixed-methods designs to evaluate the sustainability of these strategies over time.
Criticism and Correction on Suboptimal Javanese-Indonesian Code-Switching in “KKN di Desa Penari” and “Sewu Dino” Zaki, Ibnuz
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1532

Abstract

As something created with an emphasis on intentionality, art, in this case film, should pose some levels of reasoning behind what is shown in it. This is especially true when what is shown is a representation of a specific real-life culture with its own intricacies, rules and values. This study is based on such notion regarding the act of language representation in film, specifically on some seemingly lacking in intentions or functions in executing Javanese-Indonesian language dynamic in a form of code-switching practice that to me could see some improvements to make it more appropriate while at the same time more aesthetically pleasing. With considerations such as social status, age, education and place of living, this study discusses some suboptimal Javanese-Indonesian code-switching representation in two successful Indonesian horror films “KKN di Desa Penari” and “Sewu Dino”. The discussion involves patterns and language tendencies found in the two films’ characters’ use of Javanese-Indonesian code-switching, lack of clear purpose, intention and function behind said patterns and tendencies, and finally subsequent corrections or improvements that could have been taken in such cases of code-switching contexts.
Exploring Senior High School Students’ Perceptions of Multimodality in ELT Luthfiyah, Endah; Mulatsih, Devi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1571

Abstract

The implementation of multimodal approaches in English Language Teaching (ELT) has been increasingly recognized for its ability to enhance student engagement and comprehension. However, few studies have explored how students perceive specific multimodal elements—such as audio/video, visual design, voice and facial expression, gesture, and spatial position—in authentic classroom contexts, particularly at the high school level in Indonesia. This study aims to investigate high school students’ perceptions of the use of multimodality in ELT also the benefits and challenges they experience from each element. This study used a qualitative descriptive research design, that data were collected from 30 senior high school students through closed- and open-ended questionnaires. Thematic analysis was used to interpret both quantitative and qualitative responses. The results showed that the most preferred elements of multimodality were audio/video, followed by visual design, voice and facial expression, movement, and spatial position. The benefits felt by learners were that it improved comprehension and helped them to focus in class. However, some challenges were also reported, including technical constraints (e.g., internet instability, unclear audio), fast audio delivery, and excessive teacher gestures, which disrupted students' concentration. This study emphasizes that a carefully designed multimodal approach can create a more inclusive and engaging learning environment. Implications for educators include strategic integration of multimodal elements, professional development in digital literacy and infrastructure improvements. Future research is recommended to explore the direct impact of multimodal strategies on learning outcomes across different contexts.
The Impact of Using the Imagidice Board Game on Improving Basic Grammar Skills in EFL Learners Chen, Chun-Fu
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1551

Abstract

Grammar is a crucial yet challenging aspect of acquiring a second language. Many English as a Foreign Language (EFL) learners find grammar lessons overwhelming, especially when taught through traditional methods that rely heavily on rule explanation and repetitive drills. Disengagement or arrested language development may follow. To help address this, educators are increasingly incorporating interactive tools, such as board games, into lessons to create a more engaging learning environment. Board games have become increasingly diverse, with each game’s functionality based on its specific design purpose. This original research investigates the effect of a solely image-based board game, Imagidice, on the basic grammar skills among some young EFL learners. The Imagidice game is a versatile and innovative tool for language instruction, offering flexible application across multiple grammar and speaking activities. The research was conducted with 18 learners aged 10 to 12 at a cram school in Taiwan. Over six weeks, participants engaged in 12 grammar-focused game activities, conducted twice weekly in 40-minute sessions. A mixed-methods approach was used, including pre- and post-tests, classroom observations, questionnaires, and teacher interviews. Results showed a statistically significant improvement in learners’ grammar performance. Learners’ mean scores increased from 57.06 (SD = 10.65) on the pre-test to 82.69 (SD = 8.77) on the post-test. Learners also expressed increased motivation and enjoyment during the lessons. The game facilitated natural interaction with grammar structures, stimulated creativity, and enhanced vocabulary retention. The visual prompts helped reduce language anxiety and supported more confident expression. To enhance generalisability, future research would benefit from increased sample size, varied classroom contexts, and duration of instruction. Further, comparative studies examining the effectiveness of Imagidice in relation to other games could help provide insights into best practices in gamified EFL instruction.
The Use of AI in Supporting Neurodivergent Students: A Multilingual Classroom Study Lahmiyed, Yousra; Anasse, Khadija; Slimani, Najib
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1610

Abstract

This study examines the effectiveness of AI tools’ integration into inclusive multilingual classroom settings, specifically in helping neurodivergent students. Research has shown that many students with Asperger’s Syndrome often face difficulties with language and social interaction, especially in multilingual classrooms. These challenges not only affects their academic performance but also hinders their ability to connect with others. This study explores how Artificial Intelligence (AI) can be used to support Neurodivergent students, with a focus on a particular group of Asperger’s Syndrome, through tools that are sensitive to language needs and tailored to individual learning profiles. The study conducted its research in a Moroccan private multilingual school, specifically in the region of Tangier-Tetouan-Al Hoceima, and draws on a mix of both qualitative and quantitative methods. It focuses on how AI tools; such as language learning apps, speech-to-text programs, and adaptive learning platforms, can support inclusion and engagement in the classroom. Moreover, data was gathered through case studies, interviews with teachers and parents, and classroom observations. Preliminary findings have shown that AI tools can support students in understanding language, improving their communication skills, and becoming more active in their learning. Teachers have also noticed that students responded positively to personalized learning experiences offered through AI and became more autonomous. These results suggest that AI has positively impacted education into a more inclusive setting by offering flexible and accessible support, especially for neurodivergent learners. This study also emphasizes the need for educational policies that recognize the value of technology in diverse classrooms. It offers practical insights for creating learning environments that are more responsive, equitable, and supportive for all students.
Exploring the Impact of Language Learning Platforms on Motivation to Learn English Among Moroccan ISTA Students Mrissa, Brahim
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1529

Abstract

The increasing integration of digital learning platforms in education has raised questions about their impact on student motivation. This study explores the role of online platforms particularly Altissia, platfom for English language learning, in enhancing students' motivation to learn English. Through a quantitative approach, the study employs a questionnaire distributed to 200 participants to gauge the effectiveness of Altissia in fostering both intrinsic and extrinsic motivation. The research examines differences in motivation between male and female students, as well as the influence of students’ majors at ISTA. Findings suggest that while online learning platforms provide flexibility and accessibility, they may not always lead to increased engagement. Participants reported insufficient motivation when using Altissia, factors such as lack of interactivity, limited feedback, and a monotonous interface. These results align with some existing studies while contradicting others emphasizing the need for more interactive and engaging features in Altissia to best attract learners to the process of learning. 

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