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Journal of English Language Teaching Innovations and Materials (Jeltim)
Published by Universitas Tanjungpura
ISSN : -     EISSN : 26571617     DOI : http://dx.doi.org/10.26418/jeltim.v2i2.41363
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
JELTIM focuses on publishing research articles on innovations and materials in English language teaching. We can accept genuine works on ELT methodologies, curriculum and syllabus, materials, media, computer-based innovations, internet-based interactions, and blended teaching and learning. We specifically welcome studies that are conducted through development, analysis, evaluation, experiment, survey, experiment, correlation, case study, grounded research, and action research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol 7, No 2 (2025): October 2025" : 10 Documents clear
Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design Rohadi, Tedi; Anugrah, Imani; Dedi, Sulaeman; Muhammad, Aminuddin; Shofia, Mardhiyah; Geng, Hui; Khan, Mohammad Ekramul Islam
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.97197

Abstract

This study investigates the extent to which EFL students demonstrate agency in deep learning processes during academic writing tasks, using an explanatory sequential mixed-methods design. Situated in the academic writing course at an Islamic university in West Java, Indonesia, the study involved 35 fourth-semester ELT students. Phase one utilized a self-report questionnaire to measure learners"™ perceived agency in planning, reflecting, making choices, transferring knowledge, and interacting with others. In phase two, semi-structured interviews explored students"™ lived experiences and behaviors across these dimensions. Quantitative results revealed generally high levels of perceived agency, particularly in goal-setting, strategy use, and reflection. Qualitative data enriched this picture, portraying that learners actively engaged with feedback, exercised autonomy in rhetorical decisions, and applied writing strategies across disciplines. The integration of findings highlighted that learner agency in writing is both intentional and developmental manifesting through personal effort, relational dialogue, and contextual adaptation. This study provides new insights by framing agency as both an intentional and developmental construct within deep learning processes"”an area that remains underexplored in EFL writing research. By explicitly linking learner agency with the mechanisms of deep learning, the study advances current understanding and calls for pedagogical approaches that scaffold autonomy, reflection, and knowledge transfer in EFL writing instruction. Keywords: academic writing, deep learning, EFL writing, learner agency, mixed-methods research How to cite this paper: Rohadi, T., Imani, A., Sulaeman, D., Aminuddin, M., Mardhiyah, S., Geng, H., & Khan, M. E. I. (2025). Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design. Journal of English Language Teaching Innovations and Materials, 7(2), 1"“20. https://doi.org/10.26418/jeltim.v7i2.97197
A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels Hidayat, Hendi; Yuliasri, Issy; Rukmini, Dwi; Widhiyanto, Widhiyanto
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.97081

Abstract

This study examines the comparative effectiveness of Web-Based Inquiry Learning (WBIL) and Field-Based Inquiry Learning (FBIL) in enhancing academic writing performance among EFL students with differing levels of self-regulated learning (SRL). Sixty third-semester students from UIN Siber Syekh Nurjati Cirebon participated in a quasi-experimental design within a Writing for Academic Purposes course. Students in the WBIL group explored information on Cirebonese wedding ceremonies through online sources, while the FBIL group conducted interviews with cultural figures. Pretest and posttest writing tasks were analyzed using two-way ANOVA. Findings showed that both groups improved, but no statistically significant differences emerged across instructional types or SRL levels. Although the overall model was significant, individual variables did not explain the variance in writing gains. The study contributes by explicitly contrasting online and field inquiry within culturally grounded EFL writing tasks, highlighting that both modes offer equally valuable learning experiences. These findings underscore the importance of authenticity and cultural context in inquiry-based learning and call for further research on how these factors interact with learner characteristics to foster academic writing development. How to cite this paper: Hidayat, H., Yuliasri, I., Rukmini, D., & Widhiyanto, .. (2025). A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 21-37. http://dx.doi.org/10.26418/jeltim.v7i2.97081
Indonesian EFL lecturers’ positive perceptions and adaptive strategies in implementing authentic assessment for sustainable education: Mixed-methods study Lumintang, Sheline Feranda; Kuswandono, Paulus
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.96334

Abstract

Authentic assessment (AuA) is emerging as an alternative that has its own appeal, especially in the context of sustainability education. Although numerous studies have investigated how authentic assessment is perceived and practiced in EFL higher education within Indonesia, studies which connects AuA practices with sustainability education are still underrepresented. AuA practices can promote students’ critical thinking and problem-solving skills and is increasingly recognized for its potentials to promote meaningful and effective learning, especially in English as a Foreign Language (EFL) classrooms. This study investigates two key questions: (1) how EFL lecturers perceive and address the challenges of implementing authentic assessment in sustainability education; and (2) what instructional strategies lecturers can use to implement authentic assessment in sustainability education. Using a mixed-methods approach, survey data and follow-up interviews were collected from 30 English lecturers of various universities in Indonesia. The quantitative data shows that lecturers view authentic assessment as a relevant and effective tool. However, the data highlighted two key challenges: limited time and pressure from institutional expectations. Qualitative results further reveal how lecturers design assessment tasks, reflect on their practice, and integrate sustainability values into their teaching, while pointing to the need for institutional support. Overall, the study highlights lecturers’ positive perceptions and emphasizes the importance of external support to ensure authentic assessment effectively promotes context-relevant learning and sustainability education. How to cite this paper: Lumintang, S. F., & Kuswandono, P. (2025). Indonesian EFL lecturers’ positive perceptions and adaptive strategies in implementing authentic assessment for sustainable education: Mixed-methods study. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 38-58. http://dx.doi.org/10.26418/jeltim.v7i2.96334
From pre-service to practice: A narrative inquiry into differentiated instruction in Indonesian teacher education Muthiah, Ranidya Ayu; Vianty, Machdalena; Amrullah, Amrullah
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.88936

Abstract

In contemporary Indonesian education, Differentiated Instruction (DI) has become an integral component of the national curriculum and a key element of the Pre-service Teacher Professional Development Programme (PTPDP), known locally as Pendidikan Profesi Guru Prajabatan (PPG Prajabatan). This study explores how DI is understood and enacted by an alumna of a university-based PTPDP who now serves as a novice homeroom teacher and contract-based civil servant (Pegawai Pemerintah dengan Perjanjian Kerja, PPPK). Employing a qualitative narrative inquiry design, data were collected through three rounds of in-depth interviews and analysed thematically. The narrative revealed two complementary perspectives: the participant’s experience of implementing DI during her teaching practicum in a senior high school in Palembang City and her current practice in a rural elementary school. Findings show that DI fosters inclusive and responsive teaching by enabling the teacher to adapt content, process, and learning environments to students’ varying readiness and interests. However, the participant’s transition from pre-service to professional teaching also highlighted persistent challenges, particularly in content differentiation and limited school resources. The study concludes that DI not only enhances learner engagement and equity but also strengthens teachers’ professional growth, adaptability, and reflective capacity. Its contribution lies in offering an authentic account of how teacher education principles evolve into practice across diverse educational contexts in Indonesia. How to cite this paper: Muthiah, R.A., Vianty, M., Amrullah. (2025). From pre-service to practice: A narrative inquiry into differentiated instruction in Indonesian teacher education. Jourmal of Emglish Lamguage Teachimg Imnovations amd Materirals (Jeltim), 7(2), 60-79. http://dx.doi.org/10.26418/jeltim.v7i2.88936
Exploring vocabulary learning needs and preferred media among fifth-grade English as a foreign language learners Talan, Scolastica Eva; Yulia, Yuyun; Hidayati, Sari
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.88031

Abstract

This study aims to analyze the target needs and learning needs of the EFL students of Fifth-Grade Elementary Students in Yogyakarta. The innovation of this research lies in employing survey questionnaire, interview, and observation to provide an in-depth analysis regarding vocabulary learning among elementary EFL students. The participants in the study are 29 students and 2 teachers. Employing explanatory sequential design, the data collected were analyzed using descriptive quantitative and thematic qualitative methods to better understand the results and draw meaningful conclusions about the student’s learning preferences. The findings indicate that the students find it difficult to acquire new English vocabulary and tend to ask their teachers what the words’ meanings are. The survey questionnaire revealed that the students prefer pair or group activities rather than individual activities indicating a preference for peer support in the learning process. They like to visualize learning by using pictures, videos, and flashcards as it helps them to memorize new vocabulary. From the interview with the teachers, it became evident that there is a need for supplementary instructional materials that incorporate group work, engaging learning media, and the use of Information Communication and Technology (ICT) to enhance students’ vocabulary mastery. In conclusion, the study recommends a student-centered approach by combining group work and interesting learning media to enrich students’ vocabulary acquisition. Keywords: Group-work; ICT; materials; need analysis; vocabulary
Measuring what matters: A design-based development of English literacy assessment integrating climate literacy for EFL learners Purwandani, Endah; Silvhiany, Sary; Inderawati, Rita
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.96878

Abstract

Integrating climate literacy into education is increasingly crucial to prepare learners as responsible global citizens capable of addressing complex environmental challenges and promoting sustainable development. In the context of English Language Teaching (ELT), embedding climate-related content can serve a dual purpose. It enhances linguistic competence while cultivating ecological awareness, critical thinking, and social responsibility. However, there remains a lack of assessment instruments specifically designed to evaluate both English literacy and climate literacy simultaneously in EFL contexts. Therefore, this study aimed to develop a valid and reliable PISA-based English literacy assessment that integrates climate literacy for EFL learners. Employing a Design-Based Research (DBR) framework with Tessmer’s formative evaluation model, the study followed five iterative stages: self-evaluation, expert review, one-to-one evaluation, small-group testing, and field testing. The participants consisted of 422 eighth-grade students and six experts in English education and environmental literacy. Data analysis combined quantitative and qualitative approaches. Quantitative data were examined using Aiken’s V, item discrimination and difficulty indices, and Cronbach’s Alpha to determine validity and reliability. While qualitative insights were drawn from interviews and classroom observations. The findings revealed that 40 items were valid, with high reliability (α = 0.838) and balanced item difficulty. The instrument demonstrated strong content validity (Aiken’s V = 0.90–1.00) and effectively measured English literacy alongside ecoliteracy domains, encompassing knowledge (head), attitude (heart), and action (hand). The results underscore the potential of this dual-purpose assessment model to align language education with Indonesia’s curriculum transformation and the broader goals of global sustainability education worldwide. How to cite this paper: Purwandani, E., Shilviany, S., & Inderawati, R. (2025).Measuring What Matters: A Design-Based Development of English Literacy for EFL Learners. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 163-181. http://dx.doi.org/10.26418/jeltim.v7i2.96878
A Sociocultural Exploration of EFL Teachers’ Beliefs about Formative Assessment in Indonesia Nufus, Hayatun; Aziz, Zulfadli Abdul; Muthalib, Kismullah Abdul
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.96419

Abstract

While previous studies have examined formative assessment in various contexts, limited attention has been given to how English teachers in Indonesia’s “Emancipated Curriculum” interpret and implement it within sociocultural frameworks. This study employed a qualitative descriptive design to explore the beliefs of two English teachers at a non-mover school in Banda Aceh through the lens of Vygotsky’s Sociocultural Theory and Black and Wiliam’s formative assessment framework. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings revealed two contrasting belief orientations shaped by teaching experience and institutional support. The experienced teacher demonstrated a strong understanding of formative assessment grounded in sociocultural principles such as scaffolding and feedback within the Zone of Proximal Development (ZPD). Conversely, the novice teacher perceived assessment mainly as a tool for measuring performance, showing limited engagement in interactive or collaborative practices. Both acknowledged the importance of formative assessment but faced barriers related to time, resources, and training. The study highlights the influence of sociocultural factors on teacher beliefs and calls for continuous professional development and digital integration to foster equitable and effective learning environments. How to cite this paper: Nufus, H., Aziz, Z. A., & Muthalib, K. A. (2025). A sociocultural exploration of EFL teachers’ beliefs about formative assessment in Indonesia. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 80–105. https://doi.org/10.26418/jeltim.v7i2.96419
Project based-injected learning for reading development: A classroom action research in senior EFL classes Liando, Nihta Vera Frelly; Tatipang, Devilito Prasetyo; Ismail, Ismail
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.98983

Abstract

This study investigates the impact of Project-Based Learning (PBL) on enhancing senior high school students’ reading aloud and narrative writing skills in an English as a Foreign Language (EFL) context. Conducted through Classroom Action Research (CAR) over two cycles with 50 students in North Sulawesi, Indonesia, the research applied a randomized class sampling technique. Data were collected using reading aloud assessments, narrative text rubrics, observations, and documentation. Quantitative analysis revealed significant improvements in students’ reading performance across categories including pronunciation, fluidity, volume, and intonation, with the proportion of students rated Excellent increasing notably from Cycle I to Cycle II (e.g., pronunciation from 14% to 34%). Narrative writing scores also rose substantially, with most students achieving mastery-level performance in the second cycle. Qualitative findings indicated heightened student engagement, motivation, and collaboration as a result of the PBL implementation. Challenges remained for a small subset of students with persistent low performance, potentially influenced by individual motivation and linguistic background. The study confirms that PBL effectively promotes active learning and measurable gains in English reading skills, supporting the integration of project-centered activities in EFL classrooms. Pedagogical implications include the need for teachers to design project tasks that foster student autonomy and provide opportunities for meaningful language practice. Future research should explore digital PBL platforms and broader, cross-institutional studies to validate and extend these findings. This research contributes original evidence of PBL’s value in developing both oral and written reading proficiency, offering practical insights for Indonesian EFL education. How to cite this article: Liando, N. F., Tatipang, D. P., & Ismail. (2025). Project based-injected learning for reading development: A classroom action research in senior EFL classes. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 106-130. http://dx.doi.org/10.26418/jeltim.v7i2.98983
Facilitating intercultural learning: Strategies and challenges in primary school virtual exchanges Anisa, Rochmatika Nur; Sabilah, Fardini; Halimatussadiyah, Halimatussadiyah; Alam, Daniar Jauhar
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.69239

Abstract

This study explores the challenges and strategies involved in facilitating virtual exchange programs for primary school students, a group often overlooked due to their beginner-level English proficiency. The shortage of English teachers in Indonesian primary schools further complicates participation in international collaborations. This research investigates how educators navigate these challenges, focusing on their pedagogical strategies, obstacles, and adaptations in virtual exchanges. Using a qualitative approach, the study gathers insights from an elementary school teacher in Indonesia responsible for international programs. Thematic analysis identifies three key strategies: L1 translation, authentic material integration, and structured preparation to enhance student engagement and comprehension. Despite these efforts, teachers face time constraints and difficulties in understanding discussion topics. Findings suggest that while L1 translation supports comprehension, excessive reliance may hinder English acquisition. The study emphasizes the need to balance linguistic and intercultural competencies through immersive, interactive learning. It advocates for inclusive educational practices that promote cross-cultural awareness and language development among young learners. Future research should explore diverse educational settings and scalable models for integrating virtual exchanges into primary English language teaching.
Harnessing video reaction-based tasks to foster speaking fluency and critical thinking in English: A mixed-method study Fachriyah, Eva; Nehe, Berita Mambarasi; Hasanah, Arifatul
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.96634

Abstract

In digital era, English language instruction in university, particularly for Communication Studies students, demands innovative pedagogical strategies that go beyond promoting fluency to also foster critical thinking and media literacy. This study explores the implementation of video reaction-based tasks as a digital learning approach to enhance speaking fluency and critical thinking among second-semester Communication Studies students in the English for Communication course at a university in Banten Province, Indonesia. Drawing on Communicative Language Teaching (CLT), Multimodal Learning Theory, and Self-Determination Theory, the method utilizes students’ familiarity with digital media to create authentic, engaging, and reflective speaking opportunities. Using a mixed-method sequential explanatory design, this study collected quantitative data through pre- and post-tests, and qualitative insights from student interviews, classroom observations, and perception surveys. The results showed a statistically significant increase in speaking fluency (mean gain = 12.8, p < 0.05) and critical thinking (mean gain = 14.2, p < 0.05), especially in organizing arguments, using logical reasoning, and articulating personal opinions. Qualitative findings echoed this improvement, revealing enhanced student confidence, motivation, and cognitive engagement with video-based content. Although students faced some technical and emotional challenges, such as editing difficulties and anxiety speaking on camera, they valued the opportunity to plan, reflect, and express ideas in English through multimodal formats. With sufficient scaffolding, technical support, and peer feedback, video reaction tasks present a promising strategy for developing 21st-century skills, including media literacy, critical analysis, and interpersonal communication. This study offers both theoretical and practical insights into digital pedagogy for Communication students.

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