cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ikhsanudin
Contact Email
ikhsanudin@fkip.untan.ac.id
Phone
+628125626966
Journal Mail Official
jeltim@untan.ac.id
Editorial Address
UPT Bahasa Universitas Tanjungpura Jalan Prof. Dr. H. Hadari Nawawi Kampus Untan, Pontianak, Indonesia Email: jeltim@untan.ac.id Website1: jurnal.untan.ac.id/index.php/JELTIM/index Website2: elteam2nd.org/journal/
Location
Kota pontianak,
Kalimantan barat
INDONESIA
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 93 Documents
 4   5   6   7   8 
Technology acceptance of augmented reality to attitude and self-efficacy in learning English Ryani Yulian; Yuniarti Yuniarti; Noor Azli Bin Affendy Lee
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 2 (2022): October 2022
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v4i2.56212

Abstract

This study examined the effects of the technology acceptance of augmented reality on attitude and self-efficacy in learning English and modelled the direct and indirect effects. It employed non-experimental, analytic survey research with structural equation modelling. Two hundred and fifty-seven participants completed the survey questionnaire. Data analysis used SmartPLS to examine the outer loading, validity and reliability, R square, path coefficients, specific indirect effects, total effects, and model fit. Structural equation modelling (SEM) showed that perceived usefulness has no significant effect on attitude and self-efficacy, while perceived ease of use has a significant effect on attitude but no significant effect on self-efficacy. Perceived enjoyment has a positive correlation with attitude and self-efficacy. This study provides empirical facts that support and contradict previous relevant studies on the technology acceptance on attitude and self-efficacy in using augmented reality technology for language learning. The results of the study also contribute ideas on how technology can be anchored not only from technological but also from cognitive and affective perspectives as well.
Evaluation of bilingual book for English language learning Stella Prancisca; Cary Chappell
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 2 (2022): October 2022
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v4i2.55665

Abstract

This research develops a bilingual reading book that can benefit the students’ reading habits and English language skills. It was developed using an R&D model, namely ADDIE (analysing, designing, developing, implementing, and evaluating), focusing only on the last two stages. The research aimed to evaluate the book by gathering users’ perceptions before the book was launched publicly. To evaluate the book, 37 university students were involved by reading the book as an out-of-class reading. They were given a month to finish their reading. Then, they needed to complete five randomized questions after reading each chapter and a series of questionnaires after reading a whole book. Data from the quiz and the survey revealed positive results. Most of the students achieved a high score on the quiz. They also reported the suitability of the book’s language and topics with their current English level. Nonetheless, a few useful improvements were addressed related to image and layout.
The assistance of e-dictionaries in learning English vocabulary to Indonesian EFL students Tgk Maya Silviyanti; Yunisrina Qismullah Yusuf; Lia Cahya Ningrum; Martin Kustati
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 2 (2022): October 2022
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v4i2.55771

Abstract

This research investigated EFL Indonesian students' perception of using e-dictionaries in learning English. The subjects were 50 students still studying at a university in Banda Aceh, Indonesia. They completed a questionnaire, and ten were selected to be further interviewed. The questionnaire and interview questions were developed from several theories proposed by experts. The results of the study showed that the students had a positive attitude toward the use of e-dictionaries. Although e-dictionaries provided some benefits for students’ language learning, especially in vocabulary, such as ease of use, time, and place, the students also faced some difficulties using them. These included incomplete information on the definitions offered for words searched, uncomfortable and constant pop-up advertisements on the apps, cost and internet quota, and finally, eye health issues where students could not read their smartphone screen for some time duration. It is hoped that as the dominance of digital technology increases, more applications in the future can resolve these problems to better assist students in language learning.
Principled blended learning materials for language acquisition Brian Tomlinson
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v5i1.60159

Abstract

(Invited Expert Article) This paper focuses on how the development of principled blended learning materials can facilitate the acquisition of an L2. By materials development I mean the design, production, and utilisation of anything intended to facilitate language acquisition. This could be a story, a listening activity, a debate, a photo, a video, a board game, a communication task, a blog, a discovery task, an advertisement, an e-mail or even a sequence of questions. By principled I mean informed by what we know from research and observation about what best facilitates language acquisition. By blended learning I mean learning which makes use of both face to face and a distance modes to facilitate language acquisition. And by the acquisition of an L2 I mean the gradual development of the ability to communicate effectively in a second or foreign language. To help learners achieve language acquisition I am advocating the principled design and use of blended learning materials. I am also specifying what I think are the four most important principles of language acquisition and for each one deriving and exemplifying principles and procedures of materials development.
University students' cyclical self-assessment process mediated by artificial intelligence in academic writing Yulia Tria Hapsari; Nur Arifah Drajati; Endang Setyaningsih
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v5i1.59858

Abstract

This study was designed to investigate the cyclical self-assessment process in the Academic Writing class mediated by Artificial Intelligence (AI). This narrative inquiry elicited data from three university students having different writing proficiency levels: high, middle, and low levels at one university in Indonesia. The data was collected through reflective notes and interviews. The data was then analysed using thematic analysis. The study revealed two significant findings. First, the three university students with different writing proficiency levels engaged in different stages of cyclical self-assessment caused by two main factors, namely learning motivation and level of trust in AI. The more motivated university student was to learn, the more likely they were to seek external feedback actively. Additionally, their level of trust in Automated Written Corrective Feedback (AWCF) and Automated Writing Evaluation (AWE) engaged them in an evaluation and revision process that engaged them in a cyclical self-assessment process that would improve their final results. Second, Artificial Intelligence (AI) could facilitate an effective cyclical self-assessment process with various features. The implication of the study is discussed.
Teachers’ challenges and strategies in using digital media in teaching English Urai Salam; Wahdini Wahdini; Surmiyati Surmiyati; Yanti Sri Rezeki; Dwi Riyanti; Payupol Suthathothon
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v5i1.63204

Abstract

This study aimed to identify the challenges faced by teachers in integrating digital media in EFL classrooms and explore their innovative solutions to overcome them. Data were derived from interviews with teachers who attempted to incorporate digital media in a variety of situations. Official documents, including local and national government regulations, school websites, school YouTube channels, and lesson plans supplemented the interview data. The results revealed that teachers faced challenges such as lack of competence, deficient teaching materials, and inadequate digital teaching skills when attempting to integrate technology into their classroom. Limitations of infrastructures, such as low internet bandwidth and a scarcity of devices available in their schools were also reported as additional contributing challenges. Despite the difficult circumstances, evident in the study were teachers’ willingness and efforts to make use of a diverse array of technology devices and applications in their classrooms. These included projectors, laptops, smartphones, audio speakers, as well as software such as word processors, PowerPoint, Google Classroom, Hot Potatoes, search engines, WhatsApp, Zoom, Google Meet, online dictionaries, YouTube, and video editors. This study sheds light on the resilience and resourcefulness of EFL teachers in adapting to digital media and offers insights into ways to support and enhance their efforts.
Correlational study of vocabulary mastery and cognitive learning style in vocational school Ujang Suparman
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v4i1.33159

Abstract

The research is intended to analyze whether there is a correlation between students’ vocabulary mastery and cognitive learning style with their reading comprehension ability. Methodology: It was conducted in Muhammadiyah Vocational school Bandar Lampung. The sample comprises 30 students using random sampling technique. A questionnaire was used to trace students’ cognitive learning strategy, and two sets of tests were used to measure students’ vocabulary mastery and another to measure their reading ability. The instruments were tried out to determine the quality of validity, reliability, level of difficulty and discriminating power. The findings: It has been found that, first, there is a correlation between vocabulary mastery (X1) and reading comprehension (Y), where rx1.y = 0.35; second, there is a correlation between students’ cognitive learning style (X2) and their reading ability (Y). where rx2.y = 0.95, it is very strong correlation: and finally, there is a composite correlation between X1, X2, and their reading ability (Y). Multiple regression is 0.997 meaning that there is a positive and significant correlation between X1, X2, and Y. It suggests that to improve reading ability, teachers should develop students’ vocabulary mastery and cognitive learning style. Cognitive learning style and vocabulary mastery cannot be separated.
Teachers’ voices of TPACK practices on ELT in the post-COVID-19 pandemic Dewi Rochsantiningsih; Lailatun Nurul Aniq
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v5i1.59090

Abstract

This narrative study aimed to interpret evolving themes of teachers' TPACK practices through an entirely different lens. This study engaged two in-service EFL teachers, one who taught in a rural school and another who taught in an urban school. This study was conducted from May to October. In-depth interviews were utilised to shed light on their emotional experiences. Then, we analysed the data through Critical Thematic Analysis. Findings demonstrated how ongoing regulations generated conditions teachers encountered with shifting teachers’ paradigms. Participants truly believed that their TPACK has transitioned to the enhancement of the dominant technology-related knowledge domain (TCK, TPK & TPACK). However, they experienced a deterioration of the quality of the non-technology-related knowledge domain (CK, PK & PCK). There was a gap between teachers' perceived importance of technology-integrated activities and actual integration, which remained a persistent barrier to teachers' technology integration. The study suggests policymakers should pay heed to maintaining sustainable educational system stability rather than forcing teachers to implement an unsteady policy.
A study on needs to design English teaching materials at vocational school Lailatul Abidah; Mifta Libby Askangela; Declarieta Berlianty; Noor Aina Herliana; Nunuk Nur Qomariyah; Ryan Permadi Teladan; Fardini Sabilah
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v5i1.58372

Abstract

English for Specific Purpose (ESP) instruction in vocational schools necessitates the use of English materials that are tailored to the students' particular requirements. However, the English materials currently available for vocational institutions lack an adequate needs analysis. In order to address this issue, the purpose of this study is to determine the requirements of students in the computer and network engineering department for procedure text teaching materials. Eleventh-grade students majoring in computer and network engineering were selected by simple random sampling and surveyed for the study. The results indicated that the primary objective of the students' explanation-based learning process was to enhance their speaking skills. In addition, instructors favoured interactive, engaging, and simple-to-understand multimedia learning to teach English. This research can be used as a guide for designing English language instructional materials that meet the requirements of vocational students, especially those majoring in computer and network engineering.
Climate change awareness in ELT: Ethnography in connected learning and ecojustice pedagogy Sary Silvhiany; Dedi Kurniawan; Sri Safrina
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 2 (2023): October 2023
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v5i2.63548

Abstract

This research article explores the integration of climate change education in the context of English as a Foreign Language teacher education. As climate–induced disasters are on the rise, the mitigation of climate change necessitates an interdisciplinary approach to climate education. While science education has extensively addressed climate change education, the field of language education and literacy has not taken drastic measures to participate in climate change education. The article heeds the call for more research on climate change education in second/foreign language and literacy programs. Using the connected learning and ecojustice pedagogy, we engaged 20 preservice teachers in exploring climate change issues within a semester-long creative writing course. Analyses of classroom discussions, reflective writing, and picture book projects showed that the preservice teachers’ awareness of climate change issues developed as they delved into the projects that required their understanding of the global climate issues with the local connection. The article concludes by arguing that connected learning and ecojustice pedagogy support the development of climate change awareness while facilitating preservice teachers’ multimodal writing skills. It recommends that language educators engage in interdisciplinary participation to address climate change issues through curricular engagements that support multimodal-based climate literacy learning.

Page 6 of 10 | Total Record : 93

 4   5   6   7   8 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol 7, No 2 (2025): October 2025 Vol 7, No 1 (2025): April 2025 Vol 6, No 2 (2024): October 2024 Vol 6, No 1 (2024): April 2024 Vol 5, No 2 (2023): October 2023 Vol 5, No 1 (2023): April 2023 Vol 4, No 2 (2022): October 2022 Vol 4, No 1 (2022): April 2022 Vol 3, No 2 (2021): October 2021 Vol 3, No 1 (2021): April 2021 Vol 2, No 2 (2020): October 2020 Vol 2, No 1 (2020): April 2020 Vol 1, No 2 (2019): October 2019 Vol 1, No 1 (2019): April 2019 More Issue