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
Articles
10 Documents
Search results for
, issue
"Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE)"
:
10 Documents
clear
<![CDATA[Exploring the impact of time allocation on students’ writing performance: A quantitative study ]]>
<![CDATA[Ramadhani, Dwiansari]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26482
<![CDATA[Many educational institutions have been conducting writing assessments to measure students’ ability in writing, yet little is known about whether time restriction and learning strategies are contributing factors to students’ performance. In Indonesian educational institutions, writing assessments serve as a means to measure students’ proficiency in articulating thoughts in the target language, providing teachers with insights into their linguistic ability. The objective of this study is to determine whether allocating extra time for timed academic essays will substantially enhance the quality of students' writing. Additionally, this study seeks to uncover the correlation between students' L2 learning strategies and their writing performance. This study used a quantitative design. The main instruments were questionnaires and writing tests collected at two parallel classes of a private university in Indonesia, comprising of 50 students in total as the study participants. The quantitative methods used independent t-tests and Spearman’s rho correlation to analyze the data. The result showed that time limit had a significant effect on writing performance (t(34.6)= 3.185, p= .003). Another result indicated minimal to no correlation between writing scores and autonomous learning practices. In conclusion, this study offers valuable and practical implications in the writing assessment industry that there should be a re-evaluation in the administration of writing assessment in educational institutions in Indonesia that truly reflects students’ writing ability.]]>
<![CDATA[Naturalness translation: A parameter of translation quality assessment in a pragmatic perspective ]]>
<![CDATA[Wisudawanto, Rahmat]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26483
<![CDATA[A parameter in assessing the translation quality is naturalness. The naturalness in translation adopted the concept of translation as an act of communication. It means that translation has a proper structure and choice of words according to a particular context. The article discusses the naturalness of translation based on pragmatic studies. The study used the utterances in the tourism text Solo Calendar of Event 2018 as data since the text had a communication function in conveying persuasive messages to tourists. In measuring the naturalness, the translation must achieve the equivalence in sentence structure and the types as well as the intended meaning of an utterance. The results indicated that the translation was categorized as fully equivalence with 70.49% of total data while the less equivalence and inequivalence of translation are 24.59% and 4.91% respectively from total data. The naturalness of translation from a pragmatic point of view requires understanding the objective of communication. It involves understanding utterance functions from the source text and achieving equivalence in translation. Translators also consider the choices of utterances since they can impact the target audience. The analysis of naturalness using pragmatic perspective offers new insight in the translation quality assessment.]]>
<![CDATA[Investigating technology integration in English language instruction from 2018 to 2024: A systematic literature review ]]>
<![CDATA[Wiranata, Sendy]]>;
<![CDATA[Nasrullah, Nasrullah]]>;
<![CDATA[Asrimawati, Inayati Fitriyah]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26439
<![CDATA[In-depth research on the use of technology in English language training from 2018 to 2024 is done in this complete systematic review of the literature. It explores how a wide range of digital tools are changing pedagogical methods and highlights the significance of continued professional growth and assistance. The study features the necessity for strategic implementation in line with pedagogical aims to maximize the influence of technology integration on language learning outcomes by integrating previous research and revealing insights into various approaches to technology integration. The results emphasize a general tendency in favor of digital integration, particularly for preservice teachers. In addition, this research also highlights issues revealing educators' differing degrees of familiarity with technology and the scarcity of resources. In this regard, there is an urgency in the inclusivity of digital language literacy exposure and training whether it can elevate English language teachers’ technology integration.]]>
<![CDATA[Enhancing English’ speaking skill of students in Tunas Baru High School through ICT- integrated news reporting ]]>
<![CDATA[Pratiwi, Theodesia Lady]]>;
<![CDATA[Togatorop, Sarah Ayuandri]]>;
<![CDATA[Putri, Andien Aisyah]]>;
<![CDATA[Samuel, Samuel]]>;
<![CDATA[Zaki, Leil Badrah]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26461
<![CDATA[There is an increasing importance of English speaking proficiency in today's era and there comes with challenges that students face in mastering this skill. It calls the necessity of enhancing speaking skills for 21st-century learners and proposes an innovative approach— news reporting practice aided by Information and Communication Technology (ICT). The research aims to demonstrate the effectiveness of news reporting as a method to improve students' speaking abilities, leveraging ICT tools such as video creation and platforms like "Flipgrid." Various challenges inhibiting students' progress in speaking English, such as lack of confidence, pronunciation differences, limited vocabulary, and grammar issues, are discussed. The study at Jin Seung High School focuses on assessing students' speaking skills through questionnaires and implementing interventions using video-based learning facilitated by ICT tools. The research questions revolve around the potential development of speaking skills through news reporting in ICT and the impact of ICT on students' mastery of speaking skills. The findings showed that Flipgrid effectively enhances high school students' English-speaking skills by providing a time-efficient, easy-to-use platform that boosts confidence and reduces anxiety. However, further research with larger samples and objective proficiency measures is needed to confirm these findings and address technical issues.]]>
<![CDATA[A case study of EFL students’ perceptions on the use of English songs in learning English vocabulary ]]>
<![CDATA[Basori, Basori]]>;
<![CDATA[Setyowati, Ika Suci Ciptaning]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.25908
<![CDATA[The researchers observed that the difficulty faced by students at the time was the difficulty of memorizing new vocabulary, which hindered the progress of their language skills, specifically in learning English. This study aimed to understand students’ perspectives on using English song lyrics for vocabulary mastery. Using a qualitative method where questionnaires and interviews were used as the instruments, the study found some important points related to students’ perceptions of using English songs. The study found that the use of English songs improves students’ English vocabulary mastery and pronunciation despite the challenges they face when listening to English songs. Through the challenge, students found two ways of coping with the challenges that teachers need to take into account when teaching using English songs. Some limitations and future research suggestions are also explained.]]>
<![CDATA[The implementation of metacognitive strategies in students’ teaching practice in microteaching class ]]>
<![CDATA[Wahyuni, Hanna Irma]]>;
<![CDATA[Kuswandono, Paulus]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26444
<![CDATA[A B S T R A C T Microteaching classes can be a challenging area of negotiation between personal and professional values which can help and provide pre-service teachers understanding and opportunities to hone their teaching and learning process better. This research aims to identify the application of metacognitive strategies in the preparation process for teaching practice in microteaching classes, by focusing on the research questions regarding the implementation of metacognitive strategies in teaching practice exercises and students’s motivation to apply metacognitive strategies in micro-teaching classes. A qualitative case study method was used to answer these two research questions by employing purposive sampling with three participants in a micro-teaching class (semester five). The study reveals that students applied metacognitive strategies of goal-setting, planning, monitoring, and evaluating strategies to enhance their teaching practices. These strategies are influenced by internal and external motivation factors, such as intuition, personal experience, and self-awareness. Nevertheless, as this study involved a small group and did not focus on real classroom practices, future studies are suggested to involve more participants and combine methods to track both the immediate and long-term effects of using metacognitive strategies in teacher training.]]>
<![CDATA[Identifying and addressing challenges in teaching English at SDN Mangunsari ]]>
<![CDATA[Ibrahim, Nuno Heydie]]>;
<![CDATA[Nuratika, Fauziah Diah]]>;
<![CDATA[Fortinasari, Paulina Besty]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.25469
<![CDATA[English language teaching in primary schools provides an important basis for students’ language development. The development of English language skills in elementary school students is important. The primary goal of this study was to explore the challenges that teachers face when teaching English at SDN Mangunsari. The qualitative method was used in this study to identify and classify the specifics of challenges in teaching English. The researchers gather the data through a observation to identify and address challenges faced by teachers when teaching English at SDN Mangunsari. The collected data will be analyzed using the descriptive analysis method. The difficulties in teaching English at SDN Mangunsari include curriculum transitions, gaps generated by students of different ages within the same grade, and inconsistency caused by a lack of alignment between teaching and assessment. To overcome the challenges found at SDN Mangunsari when teaching English, transition English classes, cooperative learning, and consistent English teaching in all grades must be implemented. These strategies attempt to create a suitable learning environment and to make the English language topic more accessible at SDN Mangunsari.]]>
<![CDATA[Online reading strategies to boost the students’ motivation ]]>
<![CDATA[Putera, Alam Aji]]>;
<![CDATA[Anggrainy, Fitri Pangestu Noer]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26522
<![CDATA[Students have a reason for reading a passage or a book. Fostering students' reading motivation is a difficult but necessary aspect. The sudden transition due to the COVID-19 outbreak in 2020 has also driven the educational field to be online learning where the teacher still should advocate the best way to develop a student’s reading motivation which is a novel English learning environment. Teacher strategies are an attempt to attract students’ attention to learning and this study focuses on reading skills. This research aimed to find out the teacher strategies applied in teaching reading to foster students' reading motivation in online learning. The researchers used descriptive qualitative methods and the instruments of this research were classroom observation and semi-structured interviews. The subject of this research was English teachers and EFL students at MAN 2 Batam. This study revealed that the teacher applied three strategies: (1) read aloud, (2) scaffolding, and (3) reading outside class activity in teaching reading to foster reading motivation. Indeed, the teacher strategies applied in teaching reading through online learning at MAN 2 Batam foster students reading motivation as the advocate way of the teacher to promote reading skills.]]>
<![CDATA[The occurrence of code-switching in English as foreign language Classroom: An analysis of teacher’s and students’ conversations ]]>
<![CDATA[Rinda, Renata Kenanga]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26172
<![CDATA[Code-switching is an exciting phenomenon in the English classroom, especially in multilingual settings. While it is being practiced, several types of it have appeared. Dealing with the previous phenomenon, this research is intended to describe the types of code-switching used by the English teacher while conducting English classrooms. Descriptive research was used as the framework of this study to cope with the earlier goal. In collecting the data, the audio recording was used to record the classroom conversation and then transcribed into written form. After that, the data was analyzed. Furthermore, the findings highlight that the teacher uses three types of code-switching: tag-switching, inter-sentential switching, and intra-sentential switching. Also, this study reclassified the tag-switching into tag-switching with tag-phrase at the initial and the end of the sentence. Then, it regrouped inter-sentential switching into inter-sentential switching between clause and sentence and inter-sentential switching between two sentences. Last, it recategorized intra-sentential switching into intra-sentential switching with embedded words and intra-sentential switching with the inserted words. By describing the previous findings, it is hoped that types of code-switching can be clearly understood.]]>
<![CDATA[EFL students’ challenges in TOEIC® updated test: listening section ]]>
<![CDATA[Zewitra, Zewitra]]>;
<![CDATA[Purnamasari, Yessy]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jetle.v5i2.26463
<![CDATA[The TOEIC® Listening and Reading Test has been updated since 2018 and has been utilized for various purposes. This present study attempts to investigate the challenges faced by EFL students in achieving certain desired scores on the TOEIC® Updated Test, particularly in the listening section. This study employed qualitative methodology and CBT (computer-based test) of TOEIC® updated test was used as the instrument. Data was taken from the test results of 52 participants who joined POLBAN’s (Politeknik Negeri Bandung) TOEIC® Preparation and Prediction for IISMA 2024 conducted in January 2024. The results reveal that in solving the listening section in the TOEIC® Updated Test, test takers encounter difficulties in 12 different targeted skills. Some targeted skills are considered more challenging than others, i.e., understanding information questions and tag questions in the listening part II and making inferences as well as understanding graphics in the listening part IV. Surprisingly, understanding graphics is one of the new types of questions in the TOEIC® Updated Test. The fruitful implications of this study, both theoretically and practically, will be further explained in this article.]]>
