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
 6   7   8   9   10 
Implementing Smart box interactive learning media in English learning to improve first grade students"™ vocabulary: Research and development Savitri, Ayutdia; Widagdo, Arif
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.v7i1.92290

Abstract

English language instruction at the primary school level frequently encounters challenges, particularly in developing pupils"™ vocabulary. This study aims to design and evaluate the effectiveness of Smart Box, an interactive learning medium intended to improve vocabulary acquisition among first-grade pupils at a local elementary school. The research employed a Research and Development (RD) methodology using the 4D model: Define, Design, Develop, and Disseminate. Expert validation confirmed the medium"™s suitability, with a media validity score of 92.1% and a material validity score of 96.6%. Experimental testing revealed a significant improvement in pupils"™ vocabulary proficiency, as evidenced by a paired-samples t-test result (p .05). Additionally, the normalised gain (N-Gain) score demonstrated an average increase of 0.71, which is considered moderate to high. The use of Smart Box also contributed to improved learner motivation and engagement. These findings suggest that Smart Box is an effective tool for supporting vocabulary development in primary English education. Future research is recommended to explore the integration of digital features or expansion to other subjects to enhance learning outcomes further.How to cite this paper: Savitri, A., Widagdo, A. (2025). Implementing Smart box interactive learning media in English learning to improve first grade students"™ vocabulary: Research and development. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 73"“77. http://dx.doi.org/10.26418/jeltim.v7i1.92290
Evaluating a multimodal digital book's impact on ESP students' learning outcomes Laksana, I Putu Yoga; Padmadewi, Ni Nyoman; Suarcaya, Putu; Utami, I.G.A Lokita Purnamika; Ramendra, Dewa Putu
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.v6i2.82230

Abstract

The use of digital books in EFL setting has become widespread, eliciting responses. However, the evaluation on the multimodal digital book using a Kirkpatrick model of evaluation is limited. This study focused on the evaluation of the use of multimodal digital book in English for Business Course toward the students"™ English competence and behavioral outcomes. 60 students were involved in this study. The integration of Kirkpatrick evaluation model and mixed-method approach used as the research design. Moreover, interviews were used to acquire qualitative data, while surveys, pre- and post-test results, and performance ratings were used to collect quantitative data. The result showed overwhelming feedback from the students which showed over 85% of the scores on every aspect. Pre-and post-test result then showed a significant result with a large effect size (Cohen's d = 1.917). Furthermore, based on six practical activities and a final project result, the students"™ business English skills were steadily improved. Based on the UTAUT model framed, the students also showed the digital book"™s high levels of acceptability and perceived use. The findings also showed the multimodal digital book challenges conventional methods of teaching ESP.
Enhancing job application writing: A comparative case study of AI and human feedback on grammar and mechanics Noerjaman, Lutfi Arief; Dallyono, Ruswan; Hidayati, Farida
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.v7i1.89240

Abstract

Submission of well-structured job application letters is an essential aspect of business and government recruitment processes. However, due to difficulties with grammar and mechanics, many students, fresh graduates included, fail to produce high-quality job applications. While human reviewers typically give feedback to enhance these skills, Artificial Intelligence (AI) has brought about automated feedback systems. The research compared the performance of two artificial intelligence models, Gemini and ChatGPT, and human experts in assessing job application letters. The study compared feedback in six writing features"”subject-verb agreement, parallelism, spelling, capitalization, punctuation, and sentence variety"”of 10 job application letters composed by final-year high school students. Results indicated that ChatGPT and Gemini performed better than human experts in most metrics. These findings add to the discussion of using AI to improve application letter quality and offer implications regarding the potential of AI-assisted writing feedback. Integrating such tools into writing instruction can offer consistent, real-time feedback, thereby supporting skill development and improving students' employability prospects. The study contributes to the growing field of AI in education by highlighting the practical benefits and potential limitations of AI-generated feedback in high-stakes writing tasks such as job applicationsHow to cite this paper: Noerjaman, L. A., Dallyono, R., Hidayati, F. (2025). Enhancing job application writing: A comparative case study of AI and human feedback on grammar and mechanics. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 54-72. http://dx.doi.org/10.26418/jeltim.v7i1.89240
Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design Rohadi, Tedi; Anugrah, Imani; Dedi, Sulaeman; Muhammad, Aminuddin; Shofia, Mardhiyah; Geng, Hui; Khan, Mohammad Ekramul Islam
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.v7i2.97197

Abstract

This study investigates the extent to which EFL students demonstrate agency in deep learning processes during academic writing tasks, using an explanatory sequential mixed-methods design. Situated in the academic writing course at an Islamic university in West Java, Indonesia, the study involved 35 fourth-semester ELT students. Phase one utilized a self-report questionnaire to measure learners"™ perceived agency in planning, reflecting, making choices, transferring knowledge, and interacting with others. In phase two, semi-structured interviews explored students"™ lived experiences and behaviors across these dimensions. Quantitative results revealed generally high levels of perceived agency, particularly in goal-setting, strategy use, and reflection. Qualitative data enriched this picture, portraying that learners actively engaged with feedback, exercised autonomy in rhetorical decisions, and applied writing strategies across disciplines. The integration of findings highlighted that learner agency in writing is both intentional and developmental manifesting through personal effort, relational dialogue, and contextual adaptation. This study provides new insights by framing agency as both an intentional and developmental construct within deep learning processes"”an area that remains underexplored in EFL writing research. By explicitly linking learner agency with the mechanisms of deep learning, the study advances current understanding and calls for pedagogical approaches that scaffold autonomy, reflection, and knowledge transfer in EFL writing instruction. Keywords: academic writing, deep learning, EFL writing, learner agency, mixed-methods research How to cite this paper: Rohadi, T., Imani, A., Sulaeman, D., Aminuddin, M., Mardhiyah, S., Geng, H., & Khan, M. E. I. (2025). Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design. Journal of English Language Teaching Innovations and Materials, 7(2), 1"“20. https://doi.org/10.26418/jeltim.v7i2.97197
A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels Hidayat, Hendi; Yuliasri, Issy; Rukmini, Dwi; Widhiyanto, Widhiyanto
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.v7i2.97081

Abstract

This study examines the comparative effectiveness of Web-Based Inquiry Learning (WBIL) and Field-Based Inquiry Learning (FBIL) in enhancing academic writing performance among EFL students with differing levels of self-regulated learning (SRL). Sixty third-semester students from UIN Siber Syekh Nurjati Cirebon participated in a quasi-experimental design within a Writing for Academic Purposes course. Students in the WBIL group explored information on Cirebonese wedding ceremonies through online sources, while the FBIL group conducted interviews with cultural figures. Pretest and posttest writing tasks were analyzed using two-way ANOVA. Findings showed that both groups improved, but no statistically significant differences emerged across instructional types or SRL levels. Although the overall model was significant, individual variables did not explain the variance in writing gains. The study contributes by explicitly contrasting online and field inquiry within culturally grounded EFL writing tasks, highlighting that both modes offer equally valuable learning experiences. These findings underscore the importance of authenticity and cultural context in inquiry-based learning and call for further research on how these factors interact with learner characteristics to foster academic writing development. How to cite this paper: Hidayat, H., Yuliasri, I., Rukmini, D., & Widhiyanto, .. (2025). A quasi-experimental study of inquiry learning in hybrid environments: Impact on writing and self-regulated learning levels. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 21-37. http://dx.doi.org/10.26418/jeltim.v7i2.97081
Indonesian EFL lecturers’ positive perceptions and adaptive strategies in implementing authentic assessment for sustainable education: Mixed-methods study Lumintang, Sheline Feranda; Kuswandono, Paulus
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.v7i2.96334

Abstract

Authentic assessment (AuA) is emerging as an alternative that has its own appeal, especially in the context of sustainability education. Although numerous studies have investigated how authentic assessment is perceived and practiced in EFL higher education within Indonesia, studies which connects AuA practices with sustainability education are still underrepresented. AuA practices can promote students’ critical thinking and problem-solving skills and is increasingly recognized for its potentials to promote meaningful and effective learning, especially in English as a Foreign Language (EFL) classrooms. This study investigates two key questions: (1) how EFL lecturers perceive and address the challenges of implementing authentic assessment in sustainability education; and (2) what instructional strategies lecturers can use to implement authentic assessment in sustainability education. Using a mixed-methods approach, survey data and follow-up interviews were collected from 30 English lecturers of various universities in Indonesia. The quantitative data shows that lecturers view authentic assessment as a relevant and effective tool. However, the data highlighted two key challenges: limited time and pressure from institutional expectations. Qualitative results further reveal how lecturers design assessment tasks, reflect on their practice, and integrate sustainability values into their teaching, while pointing to the need for institutional support. Overall, the study highlights lecturers’ positive perceptions and emphasizes the importance of external support to ensure authentic assessment effectively promotes context-relevant learning and sustainability education. How to cite this paper: Lumintang, S. F., & Kuswandono, P. (2025). Indonesian EFL lecturers’ positive perceptions and adaptive strategies in implementing authentic assessment for sustainable education: Mixed-methods study. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 38-58. http://dx.doi.org/10.26418/jeltim.v7i2.96334
From pre-service to practice: A narrative inquiry into differentiated instruction in Indonesian teacher education Muthiah, Ranidya Ayu; Vianty, Machdalena; Amrullah, Amrullah
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.v7i2.88936

Abstract

In contemporary Indonesian education, Differentiated Instruction (DI) has become an integral component of the national curriculum and a key element of the Pre-service Teacher Professional Development Programme (PTPDP), known locally as Pendidikan Profesi Guru Prajabatan (PPG Prajabatan). This study explores how DI is understood and enacted by an alumna of a university-based PTPDP who now serves as a novice homeroom teacher and contract-based civil servant (Pegawai Pemerintah dengan Perjanjian Kerja, PPPK). Employing a qualitative narrative inquiry design, data were collected through three rounds of in-depth interviews and analysed thematically. The narrative revealed two complementary perspectives: the participant’s experience of implementing DI during her teaching practicum in a senior high school in Palembang City and her current practice in a rural elementary school. Findings show that DI fosters inclusive and responsive teaching by enabling the teacher to adapt content, process, and learning environments to students’ varying readiness and interests. However, the participant’s transition from pre-service to professional teaching also highlighted persistent challenges, particularly in content differentiation and limited school resources. The study concludes that DI not only enhances learner engagement and equity but also strengthens teachers’ professional growth, adaptability, and reflective capacity. Its contribution lies in offering an authentic account of how teacher education principles evolve into practice across diverse educational contexts in Indonesia. How to cite this paper: Muthiah, R.A., Vianty, M., Amrullah. (2025). From pre-service to practice: A narrative inquiry into differentiated instruction in Indonesian teacher education. Jourmal of Emglish Lamguage Teachimg Imnovations amd Materirals (Jeltim), 7(2), 60-79. http://dx.doi.org/10.26418/jeltim.v7i2.88936
Exploring vocabulary learning needs and preferred media among fifth-grade English as a foreign language learners Talan, Scolastica Eva; Yulia, Yuyun; Hidayati, Sari
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.v7i2.88031

Abstract

This study aims to analyze the target needs and learning needs of the EFL students of Fifth-Grade Elementary Students in Yogyakarta. The innovation of this research lies in employing survey questionnaire, interview, and observation to provide an in-depth analysis regarding vocabulary learning among elementary EFL students. The participants in the study are 29 students and 2 teachers. Employing explanatory sequential design, the data collected were analyzed using descriptive quantitative and thematic qualitative methods to better understand the results and draw meaningful conclusions about the student’s learning preferences. The findings indicate that the students find it difficult to acquire new English vocabulary and tend to ask their teachers what the words’ meanings are. The survey questionnaire revealed that the students prefer pair or group activities rather than individual activities indicating a preference for peer support in the learning process. They like to visualize learning by using pictures, videos, and flashcards as it helps them to memorize new vocabulary. From the interview with the teachers, it became evident that there is a need for supplementary instructional materials that incorporate group work, engaging learning media, and the use of Information Communication and Technology (ICT) to enhance students’ vocabulary mastery. In conclusion, the study recommends a student-centered approach by combining group work and interesting learning media to enrich students’ vocabulary acquisition. Keywords: Group-work; ICT; materials; need analysis; vocabulary
Measuring what matters: A design-based development of English literacy assessment integrating climate literacy for EFL learners Purwandani, Endah; Silvhiany, Sary; Inderawati, Rita
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.v7i2.96878

Abstract

Integrating climate literacy into education is increasingly crucial to prepare learners as responsible global citizens capable of addressing complex environmental challenges and promoting sustainable development. In the context of English Language Teaching (ELT), embedding climate-related content can serve a dual purpose. It enhances linguistic competence while cultivating ecological awareness, critical thinking, and social responsibility. However, there remains a lack of assessment instruments specifically designed to evaluate both English literacy and climate literacy simultaneously in EFL contexts. Therefore, this study aimed to develop a valid and reliable PISA-based English literacy assessment that integrates climate literacy for EFL learners. Employing a Design-Based Research (DBR) framework with Tessmer’s formative evaluation model, the study followed five iterative stages: self-evaluation, expert review, one-to-one evaluation, small-group testing, and field testing. The participants consisted of 422 eighth-grade students and six experts in English education and environmental literacy. Data analysis combined quantitative and qualitative approaches. Quantitative data were examined using Aiken’s V, item discrimination and difficulty indices, and Cronbach’s Alpha to determine validity and reliability. While qualitative insights were drawn from interviews and classroom observations. The findings revealed that 40 items were valid, with high reliability (α = 0.838) and balanced item difficulty. The instrument demonstrated strong content validity (Aiken’s V = 0.90–1.00) and effectively measured English literacy alongside ecoliteracy domains, encompassing knowledge (head), attitude (heart), and action (hand). The results underscore the potential of this dual-purpose assessment model to align language education with Indonesia’s curriculum transformation and the broader goals of global sustainability education worldwide. How to cite this paper: Purwandani, E., Shilviany, S., & Inderawati, R. (2025).Measuring What Matters: A Design-Based Development of English Literacy for EFL Learners. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 163-181. http://dx.doi.org/10.26418/jeltim.v7i2.96878
A Sociocultural Exploration of EFL Teachers’ Beliefs about Formative Assessment in Indonesia Nufus, Hayatun; Aziz, Zulfadli Abdul; Muthalib, Kismullah Abdul
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.v7i2.96419

Abstract

While previous studies have examined formative assessment in various contexts, limited attention has been given to how English teachers in Indonesia’s “Emancipated Curriculum” interpret and implement it within sociocultural frameworks. This study employed a qualitative descriptive design to explore the beliefs of two English teachers at a non-mover school in Banda Aceh through the lens of Vygotsky’s Sociocultural Theory and Black and Wiliam’s formative assessment framework. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings revealed two contrasting belief orientations shaped by teaching experience and institutional support. The experienced teacher demonstrated a strong understanding of formative assessment grounded in sociocultural principles such as scaffolding and feedback within the Zone of Proximal Development (ZPD). Conversely, the novice teacher perceived assessment mainly as a tool for measuring performance, showing limited engagement in interactive or collaborative practices. Both acknowledged the importance of formative assessment but faced barriers related to time, resources, and training. The study highlights the influence of sociocultural factors on teacher beliefs and calls for continuous professional development and digital integration to foster equitable and effective learning environments. How to cite this paper: Nufus, H., Aziz, Z. A., & Muthalib, K. A. (2025). A sociocultural exploration of EFL teachers’ beliefs about formative assessment in Indonesia. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 80–105. https://doi.org/10.26418/jeltim.v7i2.96419

Page 9 of 10 | Total Record : 93

 6   7   8   9   10 

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