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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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Developing mobile taxation accounting dictionary application: Augmenting speaking proficiency in project-based learning Chandra Handayani, Luh Nyoman; Sukerti, Gusti Nyoman Ayu; Bayu Wicaksana, Ketut Arya; Adi Nugroho, I Made Riyan; Subiyanto, Paulus
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.v6i1.72382

Abstract

This study aims to investigate and develop a mobile tax accounting dictionary that functions as a self-learning tool for improving speaking competence through project-based learning. The dictionary was created based on the ADDIE Model (analysis, design, development, implementation, and evaluation). The application was developed utilizing the Waterfall approach, PHP programming language, and the SLIM framework. The application covered a wide range of tax accounting terms with bilingual sample sentences, learning materials focusing on grammatical constructions utilized in business meeting presentations, an evaluation section featuring vocabulary placement tests, and exercises at varying difficulty levels. During the implementation phase, a quasi-experimental approach was employed using a pretest-posttest control group design with 52 participants from the Accounting Taxation Study Program. To evaluate the impact of the dictionary application on student learning achievement, the speaking scores of the students were analyzed using the Kolmogorov-Smirnov test and the SPSS Statistics 25 program. The data analysis, specifically the independent Samples Test output table, revealed a significant difference (Sig value 0.05) between the results of the control and treatment classes. Consequently, the self-learning Taxation Accounting Dictionary application produced in this study was an excellent aid for boosting students"™ speaking skills, as evidenced by improved performance after using the application.
Instrument development for integrating character education in ELT materials: Students"™ needs survey Ciptaningrum, Dyah Setyowati; Fadhlia, Hilda Nur; Jinabe, Megan; Kalatingal, Hameeda; Yu, Zhao
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.v6i2.84102

Abstract

In addition to acquiring language skills, English students need to develop character to become responsible global citizens. Learning materials play a crucial role in building students"™ competencies, making it essential to integrate character education (CE) into English language teaching (ELT) materials. This study aims to develop valid and reliable survey instruments to collect data on students"™ needs for designing CE-integrated materials. Using the MEASURE approach, the instrument framework is based on ELT and CE theories. A pilot survey was conducted, and Cronbach"™s Alpha and Confirmatory Factor Analysis (CFA) were used to ensure reliability and validity. The results confirm the instrument"™s suitability for larger-scale application to assess students"™ needs for CE in classrooms. Researchers and educators can use this tool to gain insights into student expectations and gaps in CE integration. Future research is recommended to test the instrument at different educational levels and to develop complementary instruments capturing teachers"™ perspectives to further enhance the integration of CE in ELT.
English for business purposes: Designing media for vocational high school students Anugerahwati, Mirjam; Rosyidah, Umniyah Juman; Abargiel, Kauna Bismie; Wijaya, Robby; Laksmi, Ekaning Dewanti; Kusdiyanti, Heny
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.87372

Abstract

English for Specific Purposes (ESP) has become a teaching strategy employed by teachers to support vocational education. However, English instruction in vocational high schools (SMK), especially in Trenggalek Regency, East Java, Indonesia has yet to fully address ESP aspects. Therefore, this study aims to develop an ESP book based on a gamification model and evaluate its effectiveness using ANOVA tests. The research utilized the ADDIE development model, with a private SMK in Trenggalek Regency as the primary research subject. The findings indicate that the book is highly suitable for use, scoring 85% for attractiveness and 84% for appropriateness. Based on these results, it can be concluded that the book is effective for teaching English in the context of entrepreneurship and business at vocational high schools, confirming its suitability for business-oriented English learning. These findings highlight gamified ESP materials"™ potential to improve engagement, communication skills, and career readiness in vocational education. Future research should explore whether the book can further enhance students' learning outcomes and other professional skills.How to cite this paper: Anugerahwati, M., Rosyidah, U. J., Abargiel, K. B., Wijaya, R., Laksmi, E. D., Kusdiyanti, H. (2024). English for business purposes: Designing media for vocational high school students. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 1"“16. http://dx.doi.org/10.26418/jeltim.v7i1.87372There is no conflict of interest related to the publication of this article
Problem-based learning to establish social presence: A mixed method investigation in different modes of classroom management practices Murtafi'ah, Banatul; Ardini, Anandayu Suri
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.85447

Abstract

Post-pandemic learning has led schools in Indonesia to conduct a teaching transition from online to hybrid to offline learning. This uncertain situation has forced pre-service English teachers (PSETs), to be able to adapt to any mode of classrooms. Moreover, PSETs must have the social presence ability to manage online, offline, or hybrid classrooms. However, few studies examined how problem-based learning (PBL) can facilitate the establishment of social presence in classroom management practices among PSETs. This study investigates how PBL can establish PSETs"™ social presence. This convergent mixed-method study compares the social presence before and after the PBL implementation. Eighty PSETs joining the Language Classroom Management course completed a social presence questionnaire before and after the course. One open-ended question about their strategies to maintain students"™ engagement was added to the questionnaire. The result showed that the social presence score after the course (M=42.31) was significantly higher than before the course (M=40.80). It was also revealed that after the course, PSETs emphasized how teachers should also build relationships with students and ensure students"™ sense of belonging in the classroom. From these findings, the PSETs"™ social presence has been established through PBL implementation. While PBL supports teacher education and fosters social presence, further research should explore its integration.How to cite this paper: Murtafi"™ah, B. Ardini, A. S. (2024). Problem-based learning to establish social presence: A mixed method investigation in different modes of classroom management practices. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 17"“34. http://dx.doi.org/10.26418/jeltim.v7i1.85447  There is no conflict of interest related to the publication of this article
Content analysis of thinking skills level in reading questions of tenth grade of EFL textbook in Indonesia Muhsinin, Muhsinin; Sahni, Sahni; Ariawan, Soni; Hamdi, M. Zulpiani
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.60800

Abstract

Textbooks play a pivotal role in education, serving as primary learning resources and guiding both teaching and learning activities. Despite their importance, limited research has examined the cognitive levels of reading comprehension questions in EFL textbooks. This study aimed to analyze the level and distribution of thinking skills reflected in the reading questions of the tenth-grade Indonesian EFL textbook Bahasa Inggris. Utilizing content analysis, the study employed coding tables and checklists based on the revised Bloom"™s Taxonomy, which classifies cognitive skills into six categories: Remember, Understand, Apply, Analyze, Evaluate, and Create. A total of 123 reading questions were analyzed. The results reveal a strong dominance of lower-order thinking skills (LOTS), particularly the Remember category, which accounted for over 60% of all questions. Understand and Apply followed with 15.45% and 13.00%, respectively. Higher-order thinking skills (HOTS) were significantly underrepresented, with Analyze and Evaluate comprising only 1.63%, and no instances of Create were identified. Overall, LOTS constituted 96.74% of the questions, while HOTS made up just 3.24%. These findings indicate a lack of cognitive challenge in the textbook"™s reading sections, highlighting the need for more balanced question design that promotes critical and creative thinking.How to cite this paper: Muhsinin, M., Sahni, S., Ariawan, S., Hamdi, M. Z. (2023). The level of thinking skills in reading questions of tenth grade EFL textbook in Indonesia. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 35"“53. https://doi.org/10.26418/jeltim.v7i1.60800
Integrating Artificial Intelligence in ESP Curriculum: A Bilingual Approach to English for Educational Technology Asrifan, Andi; Oliveira de Barros Cardoso, Luís Miguel; Vargheese, K.J.
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.91274

Abstract

Artificial intelligence (AI) integration into language education has fundamentally changed English for Specific Purposes (ESP) training delivering adaptive learning, real-time feedback, and automated language assessment (AlTwijri Alghizzi, 2024; Sumarni et al., 2022). Especially in English for Educational Technology, AI systems can improve technical language competency and comprehension in bilingual ESP education. Though little study on AI's impact on multilingual learning environments, current studies mainly concentrate on monolingual AI-enhanced ESP education. Examining their impact on grammar accuracy, vocabulary learning, reading comprehension, and technical English communication, this paper looks at how well AI-powered tools fit a bilingual ESP program. The results show that student involvement and tailored learning results were much enhanced by artificial intelligence-driven learning analytics. Still, major issues include artificial intelligence bias, translation errors, and over-reliance on automated feedback. This study clarifies curriculum creation, AI tool choice, and pedagogical methodologies, as well as the benefits and constraints of artificial intelligence in bilingual ESP education. The findings imply that artificial intelligence should complement human education, guaranteeing contextually correct, ethical, and pedagogically sound integration rather than replacing human education. Long-term AI efficacy, developments in adaptive learning models, and ethical issues in AI-driven language instruction should all be investigated in next studies. How to cite this paper: Asrifan, A., Cardoso, L. M. O. de B., & Vargheese, K. J. (2025). Artificial intelligence in bilingual ESP: A mixed-methods study on English for educational technology. Journal of English Language Teaching Innovations and Materials, 7(1), 88-112. http://dx.doi.org/10.26418/jeltim.v7i1.91274
Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international teaching practicum experience Yuyun, Yuyun; Suhartoyo, Eko; Ubaidillah, M. Faruq; Arepin, Mazlen
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.89844

Abstract

While prior research has widely examined domestic teaching practicum, limited attention has been given to the specific challenges EFL pre-service teachers face in international settings and how these experiences inform their development as educators. Adopting a narrative research design, this study delves into the lived experiences of Indonesian EFL pre-service teachers, uncovering nuanced insights through their stories. The findings reveal four primary challenges: distinguishing academic orders, navigating instructional culture shock, adapting to language barriers, and managing insufficient learning facilities. Despite these hurdles, the PSTs employed innovative coping strategies, transforming obstacles into meaningful learning opportunities. The narrative accounts also highlight five significant benefits gained from the practicum: increased teaching confidence, enhanced skills in lesson planning and activity supervision, alignment of teaching methods with diverse learning styles, improved proficiency in constructing learning assessments, and expanded professional networks. This study encourages teacher education programs to include global teaching competencies and an international teaching curriculum into the teaching and learning enactment.How to cite this paper: Yuyun, Y., Suhartoyo, E., Ubaidillah, M. F., Arepin, M. (2025). Bridging cultures and classrooms: A narrative inquiry into pre-service teachers' international practicum experience. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 123"“145. http://dx.doi.org/10.26418/jeltim.v7i1.89844
Survey on effective gamification elements for enhancing junior high students' English proficiency Rosyidah, Umniyah Juman; Suharyadi, Suharyadi; Ivone, Fransisca Maria
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.v6i2.85882

Abstract

Gamification is one of the strategies widely applied by junior high school teachers in English language learning within their classrooms. However, the implementation of gamification thus far only focused on incorporating all gamification elements without considering which specific elements have the greatest impact on improving students' English proficiency. To fill this gap, this research is conducted to discover the gamification elements that can optimally increase English proficiency. Using survey method, this research involves 250 respondents from junior high school students in Kota Malang who have an experience in gamification strategies. The results show that gamification elements cannot increase students"™ English proficiency when implemented individually; while all involved gamification elements simultaneously affect the English proficiency. Therefore, to improve English proficiency, teachers should integrate all gamification elements within their instructional strategies. Because of its limitation, future research that involves respondents from different areas and school types needs to be conducted to provide a broader understanding of how these elements perform in various contexts.
Systematic literature review on current instruments of Indonesian information technology-based ELT materials development Ikhsanudin, Ikhsanudin; Putri, Tri Cantika; Puspitasari, Nurwinda Laili; Ulyasari, Nur
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i1.87864

Abstract

This study presents a systematic literature review (SLR) employing the PRISMA framework to analyse the development and evaluation of English Language Teaching (ELT) materials in Indonesia between 2016 and 2023. From an initial pool of 1,263 records, 24 studies were included following a rigorous screening process. The findings indicate a growing emphasis on IT-based materials, which accounted for 50% of the studies reviewed. Evaluation practices were observed in 79% of the studies, with 81% of these employing instruments, of which 52% were validated. Validation methods predominantly involved qualitative expert reviews and focus group discussions, underscoring the need for broader adoption of robust quantitative approaches. Despite progress, research remains limited on non-IT-based materials and the application of advanced validation techniques. This study highlights the importance of enhancing evaluation practices and aligning ELT material development with contemporary educational demands. It offers valuable insights for researchers, educators, and policymakers committed to advancing language education in Indonesia. How to cite this paper: Ikhsanudin, Putri, T. C., Ulyasari, N., & Puspitasari, N. L. (2025). Systematic literature review on the current instruments of Indonesian information technology-based ELT materials development. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 146"“167. https://doi.org/10.26418/jeltim.v7i1.87864
Optimizing English learning through outcome-based education and Moodle integration in higher education Sriyanto, Agus; Prasetya, Rizky Eka; Hidayat, Ravindra Safitra
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.v6i2.84849

Abstract

This study investigates the impact of Moodle-supported Outcome-Based Learning (OBL) on the acquisition of English language competencies among higher education students. The purpose was to explore how varying levels of interaction with Moodle influence student performance in Reading, Writing, and Speaking. Utilizing a mixed-methods research design, the study combined quantitative analysis of student scores with qualitative insights from participant feedback. The findings reveal that students who engaged more frequently with Moodle demonstrated higher and more consistent performance across all language competencies compared to those with lower engagement or no interaction with Moodle. The study also found that the development of these competencies is largely independent, as indicated by weak correlations between Reading, Writing, and Speaking scores. These results underscore the importance of tailored instructional strategies within Moodle to effectively target each specific language skill. The study concludes that while Moodle is a powerful tool for enhancing language learning, its effectiveness is maximized when activities are designed to address the distinct needs of each competency. The findings have significant implications for educators and curriculum designers, highlighting the need for a differentiated approach to using Moodle in language education.

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