Journal of English Language Teaching and Learning (JETLE)
JETLe was established in 2019 by Tadris Bahasa Inggris (English Education Department) Faculty of Education and Teacher Training of Universitas Islam Negeri Maulana Malik which is regulary published twice a year on April and October. The journal welcomes articles from Indonesia and other nations where English language and literature are part of the school and higher education curriculum. This journal seeks to share the knowledge and expertise of English teachers, researchers, practicioners, consultans and advisers who are enganged in English through out the world. THe journal invites the submission of papers which report on dynamic and interactive pedagogies and which interrogate contemporary responses to the changing nature of communication in all its form, including drama,digital and media literacy, literature, linguistics as well as aspect in English language
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<![CDATA[A psycholinguistics view on a child’s speech production in babbling stage: A case study ]]>
<![CDATA[Puput Jianggimahastu Larastika Suryanto]]>;
<![CDATA[Rizqi Husaini]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.21077
<![CDATA[This study aims to examine a baby's babbling child's speech production seen from psycholinguistics view. It also aims to reveal the phonological organization, contextualize meaning, and decipher meaning of the baby’s babbling stage. The participant was an infant who was at the stage of babbling at eight months old. This study used case study as the research design. Moreover, the data was collected by using direct observation, document and parents’ interview. The results shows that there were 99 patterns in the baby’s babbling stage. Furthermore, the babbling topic occurred in several contexts, with each babbling having a varied meaning depending on the situation. ]]>
<![CDATA[Thinking in English as a strategy in creating better performance for the students' critical speaking skill ]]>
<![CDATA[Wiwi Setia Wati]]>;
<![CDATA[Muhammad Zuhri Dj.]]>;
<![CDATA[Uswatun Hasanah]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20416
<![CDATA[The purpose of this study was to determine students’ perception regarding thinking in English as a strategy for creating a better performance for the students’ critical speaking skills. This study used qualitative research and employed observation and interviews to acquire data. Based on the observations, the researchers determined that students in English-speaking courses confront a problem: they still lack self-confidence due to variables such as a lack of vocabulary and a fear of making errors while speaking. Besides, the result of the student’s interview, all of the students gave their positive perceptions about thinking in English. One of the students argued that thinking in English was something important for him as an English learner and it could help him in practicing his speaking skill. Therefore, the researcher thought it was something appropriate to introduce thinking in English as one strategy for the students and as one option to create a better performance for the students' critical speaking skills.]]>
<![CDATA[The effects of online learning on English language education during the COVID-19 pandemic: A meta-analysis ]]>
<![CDATA[Ratna Yunita]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20617
<![CDATA[This study aims to conclude the effects of online learning on English language education during the coronavirus disease (COVID-19) pandemic. This meta-analysis study examined the results of relevant studies conducted and published in variouscountries worldwide within the two years of the pandemic (between January 2020 to April 2022). With a database of 430 research, only eight articles met the inclusion requirements to answer the overview of the effects and four articles to answer the overall effect, benefits, and drawbacks of online learning on English language education. The data were analysed quantitatively and qualitatively. Data in percentages and figures representing the effects of online learning were analysed using quantitative methods. The important research findings, including the advantages and disadvantages of online learning based on content analysis, were described using qualitative data analysis. The objectives of researching online learning in English language education, forms of online learning research, samples, analyses of online learning research data, and settings of online learning research were discovered from the eight research publications this meta-analysis found. The outcomes demonstrated that online learning positively impacted English language instruction during the COVID-19 pandemic.]]>
<![CDATA[The effect of Suggestopedia method on Indonesian EFL learners’ reading achievement ]]>
<![CDATA[Langgeng Budianto]]>;
<![CDATA[Rendhi Fatrisna Yuniar]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20573
<![CDATA[This research is intended at investigating the effect of suggestopedia method on Indonesian EFL learners’ reading achievement in descriptive texts. Suggestopedia method in this research described as the use of classic music as the background in the process of teaching and learning. This research used Quasiexperimental research design and involving two classes of SMP Al Izzah IIBS, Batu. There were 30 students as the experimental group and 27 students as control group. The participants were given treatment of suggestopedia in 3 meetings (each meeting lasted for 90 minutes). They were given two kinds of tests as the instrument in this study, namely pre-test and post-test. The result of the pre-test and post-test was analyzed by using t-test in SPSS. The research revealed that there was a significant progress between the pre-testand the post-test score.]]>
<![CDATA[The influences of cultural characteristics in writing English: Perspectives from multilingual learners ]]>
<![CDATA[Rahma Fitriana]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20679
<![CDATA[Research studies have discussed about potential influences of the learners’ cultural characteristics on writing in the first language to writing in English. However, only limited bodies of literature highlighted the phenomenon from the learners’ perceptions and experiences. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools. The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar. There were several other factors which could also determine students’ performance in writing classes, such as teachers’ instruction, teachers’ feedback, classroom environment, and home literacy practices. The participants’ experiences have demonstrated that intercultural rhetoric (IR) better approached ESL writers as it views culture in complex and dynamic perspectives, and acknowledges learners’ different cultural backgrounds. The learners expect that the writing teachers aware of potential cultural differences in their writing and provide more intercultural opportunities. This article also highlights the IR-informed pedagogical approach which can potentially utilize the strengths of multicultural and multilingual writers in ESL classrooms.]]>
<![CDATA[Difficulties and strategies of learning English reading skills in large classes: A systematic literature review ]]>
<![CDATA[Santi Istiqomah]]>;
<![CDATA[Rohmani Nur Indah]]>;
<![CDATA[Edwin Nuvianto Al Aziz]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20362
<![CDATA[Reading in large classes can lead to many difficulties demanding for various teaching strategies to overcome any difficulties. This research aimed to find the difficulties found in large classes of reading and analyzed the strategies used to overcome them. It used a systematic analysis method that identifies existing literature available online. The data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, and 5) interpreting the findings. The results show that students learning English in large classes particularly in secondary schools are always constrained in making inference, finding main idea, retention of detail information, understanding vocabulary, and locating reference. Concerning the strategies, junior and senior high school students must be involved in joyful and meaningful group fun activities forreading. However, at university level, the self and autonomous learning style must be implemented. The finding implies on the need for collaborative learning method and also group fun activities for reading. It can be also helped by utilizing the technology and digital platform to make the students have more experiences inlearning reading in large class. ]]>
<![CDATA[Exploring students’ perception on the use of Instagram as a platform in Creative Writing course ]]>
<![CDATA[Tria Mellinia Satya Pratiwi]]>;
<![CDATA[Noor Eka Chandra]]>;
<![CDATA[Elvina Arapah]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20675
<![CDATA[As a product of Information and Communication Technology (ICT), the commonly-used social media Instagram offers a new platform of digital writing with unique features that could facilitate and accommodate the exploration of creative writing genre. Through this study, 27 university students’ perception were explored with qualitative descriptive study using open-ended questionnaire, interview and documentation to find out how they perceived this new platform in their writing journey in comparison to university website or traditional means like printed paper. For the findings, variety of students perception were showed in three different spectrums using thematic analysis: 1) majority of the students perceived their experience as positive one due to Instagram benefits as source of inspiration, creativity endeavour and larger engagement for their writing product; 2) some of the students also offered their negative experience in regards to word limitation and insecurity of uploading to public; 3) meanwhile, the more neutral one admitted that Instagram’s benefit was just similar to other platforms. This study’s significant can help future lecturer/teacher in adapting and evaluating the advantage and disadvantage of this application implementation for the improvement of future class.]]>
<![CDATA[Corrective oral feedback on students’ errors in speaking courses ]]>
<![CDATA[Anis Firdatul Rochma]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20442
<![CDATA[It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feedback given by the lecturer, the forms of oral corrective feedback offered by lecturer in speaking courses, and the types of oral corrective feedback most desired by students during speaking courses particularly students taking courses of Speaking for Social Intercultural Communication and Speaking for Academic Purposes. The present study indicates that the teachers should be able to recognize which errors to correct and which sorts of corrective feedback to employ in their speaking classes.]]>
<![CDATA[A review on digital multimodal composing in post-secondary EFL context: Practices and implications ]]>
<![CDATA[Lanoke Intan Paradita]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20664
<![CDATA[The availability of texts and how they are produced have become more multimodal, along with the rapid development of technology. In the English as Foreign Language (EFL) context, this change has influenced classroom instructions where digital multimodal composing (DMC) is incorporated into students’ meaning-making. This qualitative study aims to review recent studies on DMC in the post-secondary EFL contexts to find out the DMC tasks implemented in this setting and what implications have resulted from the tasks. Based on the analytical review of twenty empirical studies from 2015-2022, DMC was generally used to leverage students’ English language skills, train students’ digital literacy skills, advocate students’ voices, build learning engagement and investment, and increase students’ participation in collaborative projects. The implication of the studies showed that teacher support is needed and that the DMC tasks afford to expand students’ meaning-making. Future direction on DMC studies in the post-secondary EFL context is also discussed. ]]>
<![CDATA[Mapping Vocabulary: A corpus-based comparison of Indonesian fourth-grade students' writing and English language textbooks ]]>
<![CDATA[Fitria Ningsih]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i2.20683
<![CDATA[This study compares the vocabulary used by Indonesian fourth-grade students in their free writing with that taught in their English language textbooks to assist language teachers in developing relevant learning materials for young learners. To achieve this, the researchers employed the corpus linguistic method and analyzed the writings of 369 students from 19 public elementary schools in Malang, East Java, Indonesia, along with five selected English textbooks. The University of Adelaide Text Analysis Tool program, AdTAT, was used to analyze the corpus. The program generated word lists consisting of the top 100 words most frequently used by students and the top 100 words used in English textbooks. The findings of the study revealed a 45% match between the top 100 words most frequently used by students and the top 100 words used in English textbooks. This suggests that there is a significant overlap between the vocabulary used in free writing and that taught in textbooks. The implication of this study is that language teachers need to recognize the basic words students acquire before learning new vocabulary to achieve successful learning of the target language. The study suggests that language teachers should incorporate more culturally relevant vocabulary into their teaching materials to better engage and motivate their students. The findings of this study can also assist language curriculum developers in designing more effective and culturally relevant teaching materials for young learners.]]>
