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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 94 Documents
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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.
Strategic translanguaging patterns in asynchronous vocational ELT discussions: A qualitative case study Mutiaraningrum, Ira; Salam, Urai; Mahendra, Made Wahyu; Nugroho, Arif; Lestari, Sri; Sulaiman, Sulaiman
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 8, No 1 (2026): Vol 8(1)
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v8i1.104284

Abstract

This study aims to explore how technology-mediated pedagogical translanguaging practices serve as a space for meaning-making in online discussion forums through Google Classroom. It focuses on how vocational students construct meaning during online discussions by strategically mobilizing multilingual resources to negotiate ideas with peers. Employing a qualitative case study approach, this study focused on how Indonesian vocational college students constructed meaning. This study involves a thread of 114 comments discussed by 24 7th-semester students from the Fisheries and Maritime Agribusiness Study Program at a vocational college. The data collected were excerpts from the online discussion forum. They were analyzed using thematic analysis through a translanguaging lens. This study reveals that translanguaging functions as a pedagogical rationality, as it occurs functionally to explain concepts, negotiate ideas, and express stance during discussions. Students generally use English to express formal feelings, self-assess, discuss abstract concepts, and use general terms. Bahasa Indonesia explains processes and difficulties, concretize English concepts, and construct sentences that show cause-and-effect relationships. Meanwhile, Malay is used to express personal feelings and to affirm student identity. It also serves as a language of persuasion and a marker of everyday fluency. Translanguaging as a pedagogical resource in a vocational ELT context serves distinct communicative and cognitive roles in a technology-mediated environment. This study contributes to translanguaging research by demonstrating how multilingual resources function strategically in vocational ELT within asynchronous digital environments.

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