Journal of English Language Teaching Innovations and Materials (Jeltim)
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.
Articles
93 Documents
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<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v1i1.32984
<![CDATA[Global materials versus local materials for students’ reading comprehension: a library research ]]>
<![CDATA[Heri Kurniawan]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 2, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v2i1.32831
<![CDATA[This study scientifically aimed to investigate whether or not local materials influences reading comprehension towards students in general instructional settings, compared to global materials. The researcher conducted the study by collecting 20 empirical research articles from 2009 till 2018 through computer searches from the database and through book readings, related to global and local materials and experimental studies for investigating the effectiveness between the global and the local materials towards learner's reading comprehension. As soon as the researcher gathered the articles, the articles were then analyzed and synthesized into data results and discussion related to the theories. The researcher also consulted data result and consultation with the experts of the English Language Teaching Materials. The result had synthetically shown that the local materials, integrated local culture content inside were more active compared by the global materials for reading comprehension because of students' background knowledge of their local cultural familiarity in the target language materials. It also emphasized the strong influence of the usage of it for students' reading comprehension improvement.]]>
<![CDATA[The role of motivation in learning English as a foreign language ]]>
<![CDATA[Dwi Riyanti]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v1i1.27788
<![CDATA[Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.]]>
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<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v1i2.36971
<![CDATA[Clustering technique to improve ability of generating ideas in recount text writing ]]>
<![CDATA[Hilda Mutia Sari]]>;
<![CDATA[Yohanes Gatot Sutapa]]>;
<![CDATA[Clarry Sada]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 3, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v3i1.38880
<![CDATA[One of learners’ difficulties in the English language subject is writing. It also happened at MTs Darussalam Sengkubang, Kalimantan Barat. This classroom action research was conducted in the MTs to solve the learners’ difficulty in writing recount texts. The classroom action research that was used in this study consisted of planning, acting, observing, and reflecting in cyclical process. In this research, the data were collected using field note, observation checklist, interview guideline, documentation, and individual test. The finding was that there was improvement on learners’ behavior in the process of teaching and learning through the implementation of clustering technique. The researcher concluded that clustering technique was improving the learners’ ability in generating ideas in recount text writing. Therefore,clustering technique could help the learners in learning process because this technique encouraged learners to learn actively.]]>
<![CDATA[An evaluation of an English coursebook “When English Rings The Bell” ]]>
<![CDATA[Fransiskus Karsudianto]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v1i2.33346
<![CDATA[This study aimed to evaluate an English course-book for eight graders entitled “When English Rings the Bell” published by the Ministry of Culture and Education of Indonesia in 2014. The study discussed what the teachers perceived as a good quality course-book and what recommendations they expected for the improvement of the course-book. The study was carried out in Bengkayang District. It employed a mixed-method with 15 English teachers as the research subjects. It applied the convenience sampling method and collected data using a questionnaire designed based on Tomlinson’s course-book evaluation framework and analyzed by interpreting the subjects’ answers. The finding revealed that the teachers perceived the course-book positively with some recommendations for its improvement.]]>
<![CDATA[Digital storytelling: a systematic review ]]>
<![CDATA[Nur Fatin Nabila Abd Rahman]]>;
<![CDATA[Rofiza Aboo Bakar]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 2, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v2i2.42199
<![CDATA[Digital storytelling (DST) is one of the helpful educational tools in the teaching and learning process. Nonetheless, there is a scarcity of systematic reviews to enlighten how it was applied and what was done in this area. This paper performed a systematic review of five articles on using DST to foster English speaking skills among learners. This research established continuous interest in the background of South-East Asian countries, including learners at the pre-school till tertiary education levels. DST has been used in the humanities and social sciences as either a stand-alone teaching or in conjunction with other teaching techniques. The review classified two directions (ideal and reflective) as well as six outcomes: affective, intellectual, educational, technical, linguistics, and communal. Hence, this study synthesizes and discusses further two issues: affective motivating passion and a creative, imaginative, and resourceful platform. It is hoped this study able to discuss potential explanations for these issues and offer insights for future studies.]]>
<![CDATA[Digital storytelling: an influential reading comprehension and creativity tool for the 21st century literacy skills ]]>
<![CDATA[Rofiza Aboo Bakar]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v1i2.34362
<![CDATA[Digital storytelling has been proposed as an influential language learning tool that can facilitate learners’ reading comprehension and creativity. There is an interplay between digital storytelling and comprehension. Likewise, there is a connection between digital storytelling and creativity. However, this chemistry that exists is far more complex than previous studies have expressed. This paper puts forth a novel model by which to honor the inter-relationship among digital storytelling, reading comprehension and creativity. The model proffers a practical aim that can allow teachers to recognize and applaud students’ effort whenever they create their digital storytelling, for comprehension and creativity, among other 21st-century literacy skills, have simultaneously and ideally taken place.]]>
<![CDATA[Foreword: on innovations and our new appearance ]]>
<![CDATA[Ikhsanudin Ikhsanudin]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 2, No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v2i1.40545
<![CDATA[It is important to announce that JELTIM has changed its article template. The previous template seemed a bit difficult for some authors to manage tables and figures in two-column pages. Now it is only one column and has been made easy to follow. We also changed the article’s organization, font, font size, header, footer, and authors’ affiliation section. To help ease writers who need to cite articles from this journal, we also provide “How to cite this article” section at the bottom of the first page of every article. Then, to introduce the authors more completely, we add a section of “Author’s Brief CV” at the bottom of every article’s last page. We keep the journal’s focus remains the same (innovations and materials in ELT) but the number of pages will slightly increase change into 120-130 per year. This issue (Vol. 2 No. 1) consists of five articles that form a package of innovation and materials in ELT.]]>
<![CDATA[A library research: teaching English to English language learners with learning disabilities ]]>
<![CDATA[Siti Dwi Karmila]]>;
<![CDATA[Jamie Harrison]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 1, No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v1i1.25501
<![CDATA[Lack of knowledge about learning disability makes the English teachers in developing non-English speaking countries hardly distinguish the presence of students with learning disability among their students in their general setting classroom. Then, when they are able to identify their students having learning disabilities, other problems comes up since the schools do not have enough resources and special education services. It is so problematic since they cannot send these students to special education school as learning disability (LD) is still considered mild to attend the special education school. Related to the problem mentioned, this paper provides some teaching strategies from some experts that can be used to teach both students with and without learning disability in general setting classroom. These teaching strategies will be collected through reviewing all empirical research related to the topic. The result of this paper is a set of collected strategies to teach English language learners (ELLs) with and/or without learning disability (LD).]]>
