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Mandra Saragih
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Editor in Chief Mandra Saragih, S. Pd., M. Hum, Universitas Muhammadiyah Sumatera Utara Editorial Board Dr. Bambang Panca Syahputra, M.Hum, Universitas Muhammadiyah Sumatera Utara Pirman Ginting, S. Pd., M. Hum, Universitas Muhammadiyah Sumatera Utara Rakhmat Wahyudin Sagala, S.Pd., M.Hum, Universitas Muhammadiyah Sumatera Utara Dr. Purnama Rika Perdana, S. Pd., M. Hum, Univiersitas Muhammadiyah Sumatera Utara Alfitriani Siregar, S. Pd., M. Pd, Universitas Muhammadiyah Sumatera Utara
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English Teaching and Linguistics Journal (ETLiJ)
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 27160831     DOI : https://doi.org/10.30596/etlj
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
English Teaching and Linguistics Journal (ETLiJ) is dedicated to the global advancement of English teaching-learning and linguistics practice (e.g., morphology, semantics, second language acquisition, psycholinguistics). The ETLiJ strongly encourages submissions of unpublished articles topics that are highly relevant and contribute significantly to the TEFL and TESL issue.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 124 Documents
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Enhancing Students' Reading Comprehension through Realia-Based Activities Risma Atikah; Wiwied Pratiwi; Dian Anggraini
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.29764

Abstract

Reading comprehension was one of the most challenging skills for EFL learners, especially when dealing with descriptive texts that required strong vocabulary and visualization ability. This study investigated how realia-based activities improved this skill among eighth-grade students at MTs Ma'arif Roudlotut Tholibin, a boarding school in Metro, Lampung, where access to technology was limited. A total of 18 students from Class VIIIA participated in this research during the academic year 2025/2026. The study employed a Classroom Action Research design following the Kurt Lewin model, which was conducted in two cycles with three stages in each cycle: Planning, Action, and Observation and Reflection. Reading comprehension tests and observation sheets were used to collect the data, and the findings were verified through methodological triangulation. The results showed a significant improvement across both cycles. The class mean score increased from 62.56 in the pre-test to 70.22 after Cycle 1, and further improved to 76.33 after Cycle 2, exceeding the passing standard of 74. The percentage of students who achieved the passing score increased from 22.2 percent to 77.8 percent. In addition, student participation improved from 70 percent to 90 percent between cycles. These findings indicated that the use of real objects in the classroom was an effective and practical approach to improve students’ reading comprehension, particularly in educational settings with limited access to digital resources.
Parents’ Perceptions of English Language Teaching in Early Childhood: A Case Study of Kindergartens in Probolinggo Indah Dwi Lestari; Rian Sri Rahayu
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.31322

Abstract

The growing emphasis on English language teaching in early childhood has increased parents’awareness of its potential contribution to children’s future language development. This study aims to explore parents’ perseptions of English language teaching in kindergartens in Probolinggo, East Java, and to examine the role of parental support in children’s early English learning. A qualitative approach was employed through semi-structured interviews with five parents of children aged four to six years, consisting of two fathers and three mothers, supported by one additional informant who was a doctoral student and parent of a four-year-old child. The interview data were analyzed using thematic analysis to identify recurring patterns and themes. The findings indicate thet parents perceive English as an important global language and strongly support its introduction from an early age. They believe that early English lerning contributes to children’s language development, self-confidence, and future educational and career opportunities. Parents also recognize that active involvement at home through daily communication and continous encouragement plays a crucial role in reinforcing children’s learning experiences. These findings highlight the importance of collaboration between schools and families in vreating meaningful early English learning environments and provide practical insights for educators and policymakers in designing parent-inclusive language education programs.
Writing Tool Use and Writing Self-Efficacy among EFL Undergraduate Students: A Preliminary Correlational Study Tsaltsa Rafi'ah Pramono; Moh. Yamin; Inayati Fitriyah Asrimawati
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.30861

Abstract

Writing is among the most cognitively demanding skills in English language learning, and self-efficacy has consistently been identified as one of its principal affective determinants. The rapid proliferation of digital writing tools raises the question of how their use relates to learners’ confidence in composing academic texts. This study examined the relationship between writing tool use and writing self-efficacy among undergraduate students of an English Language Education study programme, and additionally described the participants’ descriptive writing performance. A correlational design was employed. Nine students who had completed an advanced writing course and reported prior experience with writing tools participated voluntarily through self-selection sampling. Data were collected through a ten-item questionnaire adapted from Khosravi et al. (2017), which demonstrated acceptable internal consistency (Cronbach’s α = .712), and a descriptive writing test scored with an analytic rubric covering identification, description, language features, vocabulary, and mechanics. Pearson product-moment correlation revealed a strong, positive, and statistically significant association between writing tool use and writing self-efficacy (r = .778, p = .013, n = 9). Writing performance was uneven: 55.56% of the participants were categorised as good to average and 44.44% as fair to poor, with mechanics emerging as the weakest indicator (88.89% fair to poor) despite the fact that two-thirds of the participants reported using an automated grammar checker. The findings suggest that writing tools may support learners’ confidence without automatically translating into textual accuracy. Given the small, self-selected sample, the results are exploratory and warrant replication.
Learning Style Preferences Among Indonesian EFL University Students: A Learning Style Survey Analysis Muthia Sandra Riphasa; Marnita Marnita; Afdhal Dzikri; Agung Prasetya; Nurul Hidayati
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.30904

Abstract

This study investigated the multidimensional learning style preferences of Indonesian EFL university students using the Learning Style Survey (LSS). A quantitative descriptive survey design was employed involving 35 university students enrolled in English as a Foreign Language (EFL) courses and selected through convenience sampling. Data were collected using a questionnaire consisting of 46 items representing eleven learning style dimensions, namely Visual, Auditory, Kinesthetic, Extroverted, Introverted, Closure-Oriented, Open, Deductive, Inductive, Impulsive, and Reflective learning styles. Prior to data collection, the instrument was tested for validity and reliability, resulting in 37 valid items and high internal consistency (Cronbach’s Alpha = 0.908). The collected data were analyzed using descriptive statistics to determine the mean scores and standard deviations of each learning style dimension. The findings revealed that Reflective learning style emerged as the most preferred dimension, followed by Closure-Oriented and Visual learning styles. In contrast, Open (Perceiving) learning style showed the lowest level of preference among the participants. These findings indicate that Indonesian EFL university students tend to prefer learning environments that encourage reflection, provide clear instructional structures, and incorporate visual support during the learning process. This study contributes to the existing literature by providing empirical evidence of multidimensional learning style preferences beyond the traditional visual, auditory, and kinesthetic framework. The findings suggest that English language teachers should design instructional activities that integrate reflective learning opportunities, structured classroom procedures, visual support, and balanced deductive and inductive teaching approaches to accommodate diverse learner preferences and enhance students' learning experiences.

Page 13 of 13 | Total Record : 124

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