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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 93 Documents
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Undergraduate students’ reading preference in the extensive reading program: Diary method Stella Prancisca; Ana Fergina; Zou Deping; Iwan Ramadhan; Muhammad Ainur Rizqi; Elsa Ananda
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.v5i2.67998

Abstract

Although the Extensive Reading (ER) program has multiple benefits for language learners, the long nature of this program can make it daunting, especially for those with limited book selection.  Thus, ensuring a book collection that fits the learners’ preferences is crucial, not only to maintain their reading enjoyment during the program but also to save costs. This research then investigated learners' reading preferences during an ER program, particularly by looking at the reading genres that were frequently chosen by the learners. This research was conducted on 30 university students who took English as a mandatory course. The course used ER as part of the curriculum. This research recorded the learners’ reading preferences through a reading log. This log must be filled in after reading a book or text. Overall, the research generated 373 entries. The results of this research indicated participants’ high interest in books with the themes of drama (slice of life), tales, and comedy. The current research also discovered a preference difference between gender. In conclusion, this research believes ER practitioners must consider learners’ preferences to provide suitable book collections for students. Thus, the learners can read more comfortably and maintain their motivation.
Word number, level, and frequency in current English course books: Corpus study Ari Nurweni; Endang Komariah
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.v5i2.64468

Abstract

Introducing the right English words in an adequate number and levels to beginner EFL learners is of paramount importance to enable them to communicate and develop their English further. This corpus study is meant to investigate the number and levels of English words, and their frequency of occurrences in a set of three official English course books for Indonesian junior high school students of the seventh to ninth grades, published by The Indonesian Ministry of Culture and Education. The study was conducted by converting each of the three English books into MS Word documents, eliminating the non-English and very common loanwords, saving each course book in plain text, and processing the plain text using a word frequency analysis program. The results show the English course books contain (1) a sufficient number of English words for comprehension of simplified pictured texts but not for authentic texts, (2) the high-frequency words that belong to the first, second thousand, and academic words, each of which is in an inadequate number, and (3) the frequency of word occurrences in the three books that is unlikely to lead to incidental word learning if no further efforts are made by the students and teachers.
Collaborative and meaningful engagement in hybrid learning: Post-pandemic narrative ethnography Agustin, Fitri; Purnawarman, Pupung; Nur Yusuf, Fazri
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 1 (2024): April 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i1.71725

Abstract

Given the impact of the COVID-19 pandemic, educational institutions have to adapt to a new approach to enable students to engage in remote learning. To ensure a seamless learning experience for students, educational institutions have been adopting a blended or hybrid learning approach. This narrative ethnography explores the dynamics of student engagement within the context of hybrid learning, unveiling a post-pandemic educational landscape. By synthesizing qualitative data in the form of personal stories, this study aims to provide educators, administrators, and policymakers with valuable insights to enhance the quality and inclusivity of hybrid learning experiences in the aftermath of the global pandemic, shedding light on the strategies that foster effective student engagement in a hybrid learning environment.    The findings demonstrate that cognitive, social, and emotional engagement in hybrid learning involves collaborative teaching and learning processes necessitating active cooperation between students and teachers to acquire knowledge.   In light of the emerging sociocultural dynamics associated with hybrid learning, teachers should be present and embody the desired behavioural patterns for their students. This current study recommends teachers actively collaborate and establish meaningful connections between the subject matter and real-world contexts, issues, and scenarios serving as a model for students"™ behaviour.
Three-partite need analysis to design crosscultural coursebook for Islamic higher education: Mixed-method Istiqamah, Istiqamah; AR, Nurmy; Keuk, Chan Narith
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 1 (2024): April 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i1.64064

Abstract

This research aimed to investigate the needs of the curriculum, teachers, and learners for a cross-cultural course book implementing mixed methods. It enlisted 6 teachers and 42 learners as respondents. Documents and questionnaires were data collection techniques that were analyzed quantitatively and qualitatively. The findings indicated that the curriculum implemented the global-local approach and competency-based curriculum. Teachers experienced a rich English culture and expected that the course book design would include values such as more attention to openness, flexibility, humility, and a sense of humour and less on a spirit of adventure. They selected electronic over non-electronic materials and five topics. In addition, learners experienced literal text comprehension. They also expected that it included concepts on culture, electronic over non-electronic materials, and learning resources consecutively arranged, such as articles, videos, posters, PPTs, books, and others (newspapers, magazines). To conclude, the investigation on the needs of the cross-cultural course book design implemented a three-partite need analysis model involving curriculum, teachers, and learners, which is also the novelty of this research. They contributed to shaping the design: a global and local approach, competency-based curriculum, topical and value-oriented, electronic-oriented materials, and multiple learning resources.
Effects of augmented reality on perceived motivation for struggling readers: Mix-method analysis Rengganis Siwi Amumpuni; Mustakim Sagita; Zaiturrahmi Zaiturrahmi
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.v5i2.60720

Abstract

Higher education students who struggle with reading may find some relief via the use of technology, especially new and developing forms of technology. Even though augmented reality (AR) has been used in the classroom with great success to motivate and engage children who are difficult to teach, there hasn't been a lot of research done on how augmented print may help those who have trouble reading. The purpose of this study is to investigate the effect of augmented reality on perceived motivation for students currently enrolled in higher education, namely their engagement with and understanding of an upgraded design theory book, as well as their perceived motivation to read. This research was conducted using the mix method approach, supported with some different methodologies. The findings reveal that increased support for academic literature enhances motivation, engagement, and confidence in understanding, impacting both struggling and proficient readers. We concluded that students, regardless of their reading level, expressed a willingness to use AR reading assistance for future books. Further research is crucial given the heightened levels of motivation and confidence. This research aligns with technological advancements, and educators can influence the development of augmented reality apps for classroom use. Future studies should focus on students with reading difficulties, exploring the optimal design of AR experiences and learning games to enhance understanding and retention of art history lectures in higher education
Continuous professional development: Assessing teachers' experiences with the cascading training model Hugh Leong; Souba Rethinasamy
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.v5i2.71219

Abstract

Continuous professional development (CPD) is integral in educational reform; developing and enhancing teachers’ pedagogical skills and knowledge. In Malaysia, the cascade training model is often preferred for CPD programmes in public secondary schools. This may be due to cost effectiveness and reach, where many teachers can be trained in a short timeframe. Critics of the cascade model of training tend however, point to a risk of knowledge being diluted as it is transferred from the trainers to the attendees and then to teachers in schools. This paper focuses on documenting the experiences of Malaysian secondary school English teachers attending school-based assessment (SBA) CPD training courses using the cascade training model. Adopting a qualitative research approach, through the use of in-depth semi-structured interviews, data was collected from 14 English teachers from 14 public secondary schools. The findings indicate that there were mixed experiences of teachers attending cascade training programs and that of subsequent trainings that were conducted by attendees of the programmes. These experiences were affected largely by the quality of the training programme (i.e. design of program curriculum and materials), trainer quality, participants selected, and follow up support afforded to participants. This paper culminates with recommendations for further CPD improvements.
English instruction challenges and opportunities in Indonesian primary schools: A systematic review Daud, Afrianto
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 1 (2024): April 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i1.72178

Abstract

This study aims to examine the challenges, opportunities, and future directions of teaching English at primary schools in Indonesia through a systematic literature review. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic search was conducted across multiple academic databases, including Google Scholar, ERIC, and ScienceDirect. Two independent reviewers screened titles and abstracts, and subsequent full-text reviews were performed to confirm eligibility. After the systematic selection process, 11 articles were finally included in this study, providing valuable insights into the challenges and opportunities associated with teaching English at primary schools in Indonesia. This study found that English teaching at primary schools in Indonesia is confronted with various challenges ranging from a shortage of qualified English teachers, changes in language policy, limited learning resources, and limited time allotment to limited exposure to English. Despite the challenges, this study reveals that there are some opportunities, such as the high demand for English learning from the community and the new Emancipated Curriculum policy reopening doors for English lessons at primary schools. These findings offer insights on how the English teaching at primary schools in Indonesia should be managed in the future.
Trust in Automated Writing Evaluation (AWE): Multiple case study on feedback engagement and literacy Drajati, Nur Arifah; Handayani, Anis
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 2 (2024): October 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i2.83172

Abstract

Artificial Intelligence (AI) for educational purposes has recently been a research interest. Specifically for academic writing, AI-based feedback, often called automated writing evaluation (AWE), is an essential aspect to support students"™ writing. However, despite its popularity, the trust in AWE, which potentially contributes to the students"™ writing improvement, has been explored on a limited basis. Hence, this multiple case study attempts to examine the trust in AWE and how this trust influences feedback engagement and literacy. Of 42 students joining a writing class, a total of 4 undergraduate students were involved to explore this issue. Considering the Indonesian government's policy to conduct online learning amidst the COVID-19 pandemic era, classroom observation, stimulated recalls, and semi-structured interviews were conducted virtually via Zoom meetings to gather the data. Results show that the students' trust in AWE varied, indicated by their varied responses to AWE. Furthermore, their trust in AWE only affects the behavioral aspect, excluding the cognitive and affective aspects. Meanwhile, in feedback literacy, their trust only affected the aspect of appreciating the feedback. These findings imply that educators should pay interest to students' trust in AWE since it, in some ways, influences improvement of their feedback engagement and literacy.
Thematic analysis on novice learner"™s procedural writing challenges: Insights, influences, and implications Ristati, Ristati; Bahing, Bahing; Sujiyani, Erma; Susanty, Susanty; Norahmi, Maida; Nugraha, Richard Ferry; Amalia, Novika
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 2 (2024): October 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i2.68513

Abstract

This research article provides an examination of the challenges faced by students during the composition of procedure texts. It aims to uncover factors influencing students' proficiency. Utilizing thematic analysis, we analyzed students' written texts and conducted interviews with junior high school English teachers and students, providing a holistic perspective.   Four significant areas of difficulty were identified: minimal word and phrase variations, lack of clarity and precision, ignorance of writing mechanisms, and challenges with grammar and spelling. These challenges provided insights into the recurring patterns of students"™ writing. Factors contributing to these difficulties included motivational factors, language environment, language proficiency, and formal presentation aspects. Student motivation to write and seek comments was hindered by low intrinsic motivation. Students' writing talents were also shaped by language exposure and proficiency, which varied by background and experience. Additionally, formal presentation characteristics and technology-based teaching strategy restrictions underlined the need for improved infrastructure to accommodate various and engaging teaching methods. In conclusion, the research sheds light on the intricate landscape of students' struggles in composing texts and underscores the urgency of providing tailored teaching strategies to address these challenges effectively while also keeping the influencing factors in consideration.
Optimizing English education curriculum for EFL students: Multimodal approach in academic writing Yana, Dewi; Rozimela, Yenni; Hamzah, Hamzah
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 1 (2024): April 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i1.76028

Abstract

English education faces challenges in academic writing due to technological advancements and multimodal writing. Due to the incompatibility between present curricula and student demands, the study intends to restructure the curriculum to emphasize multimodal writing projects that meet students' needs and multimodal paradigms.  The study was a type of Design and Development Research using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, specifically the Analysis and Design stages. It involved 30 students and three team-teaching lecturers of the English Education Study Program at a private university in Indonesia. The data collection is conducted through a content analysis of the existing syllabus, needs assessment using questionnaires to the students, followed by interviews with the lecturers to further reinforce the data obtained from the questionnaires. Data analysis was conducted using a qualitative methodology that incorporates triangulation techniques and relationship mapping. The research results highlighted the need for curricula that are more tailored to multimodal projects and student needs. It implies that curriculum reconstruction has become crucial to accommodating changing needs and technologies. It is a progressive step in improving the quality of English language education.

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