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Wahyu Indah Mala Rohmana
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Journal of English Language Teaching and Learning (JETLE)
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : -     EISSN : 2686665X     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 103 Documents
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Adaptation and instructional strategies of Indonesian pre-service teachers teaching non-English subjects in Thai classrooms Ilyin, Masruratul; Ismiatun, Febti; Widowati, Diah Retno
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 2 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i2.31649

Abstract

This study explores how Indonesian pre-service teachers specializing in teaching non-English subjects adapt their instructional strategies in Thai classrooms, addressing challenges related to cultural and linguistic diversity. Using a qualitative case study design, data were collected through semi-structured interviews with two participants who taught mathematics and Indonesian language using English in Thai schools. The findings highlight the significance of cultural sensitivity, bilingual sources between Thai and English, and engaging instructional methods, such as visual aids, games, and songs, in overcoming communication barriers and fostering student engagement. Participants noted the critical role of simplifying language, reflective practices, and professional development in navigating cross-cultural teaching environments. Challenges included limited access to technology, language barriers, and managing classroom dynamics during transitional periods. The study underscores the need for language preparation and culturally responsive teaching strategies to ensure effective pedagogy in multicultural settings. While the small sample size limits generalizability, this research contributes valuable insights into the adaptation processes of pre-service teachers, advocating for enhanced training programs for international teaching practicums.
Integrating genre-based approach in designing English syllabus for Islamic education study program Maulida, De Lara Siti; Gunawan, Hevie Setia
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 2 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i2.32136

Abstract

Reaching decisions about what should be taught and how is highly crucial when designing a syllabus such as English syllabus regarding a number of issues. One of the issues is the demand to design a syllabus that meet with the students’ need. Thus, this paper aims to construct a prototype of an English syllabus for the Islamic Education Study Program as a response to the issue. In order to promote students’ writing skill, the developed prototype incorporates a genre-based approach in designing writing syllabus. This research employed Dick and Carey’s model of Research and Development in designing a prototype syllabus. The prototype of English syllabus design refers to the component of syllabus provided by SN-Dikti article 12 toward the syllabus components. The stages of GBA covers Building Knowledge of the Fields, Modelling, Independent Construction, Developing and Presenting the Task, and Analyzing and Evaluating the Written Text. The students are also familiarized with various genres to compose the text and relate it with Islamic values in daily life. The designed prototype syllabus then validated by expert judgements trough forum group discussion. The experts' feedback was used to refine and finalize the prototype syllabus.
Mobile-Assisted Language Learning (MALL) for grammar: Trends and outcomes (2018-2023) Muslimah, Nadrotul; Tarihoran, Nafan; Oktafiana, Fadilla
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 2 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i2.32350

Abstract

Mobile Assisted Language Learning (MALL), especially in grammar skills, may have a favorable impact on the teaching and learning process as industrial technology 4.0 advances. Thus, this systematic review analyzed the trends and the outcomes of Mobile Assisted Language Learning MALL in teaching grammar from a diverse range of studies. This study was conducted by using Publish or Perish software to compile the data and VOSviewer to generate the data visualization and report in bibliometric analysis in the last 5 years (2018-2023), with exclusion and inclusion criteria considered. A total of 149 articles were excluded as criteria, and 15 selected articles were systematically analyzed. The analysis highlighted the outcomes of Mobile Assisted Language Learning (MALL), such as interactive learning experiences. The finding implied that the students' grammar skills were positively impacted due to the use of mobile applications such as Duolingo, Anki, Telegram, Throwback Time (TBT), and other tools. Besides, it also influenced students' interest in the teaching-learning process, which tended to increase students' engagement, since it can save time, energy, and money. However, there was a need to develop more adjustments and useful features to deal with some challenges in teaching and learning grammar using MALL. It is therefore suggested that future research focus on the challenge and approach to teaching grammar using MALL or mobile learning. 
Teaching English as a foreign language through Merdeka curriculum framework: The four C’s (Critical thinking, Communication Collaboration, and Creativity) Arum, Vindi Puspita; Ifrianti, Syofnidah; Puspita, Nurul
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 2 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i2.32267

Abstract

21st-century skills—critical thinking, communication, collaboration, and creativity—commonly known as the Four C’s, are essential for preparing students to thrive in modern educational and professional environments. This research was conducted in response to widespread confusion among teachers regarding the implementation of the Merdeka curriculum in Indonesian high schools. The study aimed to analyze how the Four C’s are incorporated into English language instruction under the Merdeka curriculum and to examine the extent to which these skills are integrated into the teaching modules. A qualitative research design was employed, utilizing documentation, observation, and interviews as data collection techniques. The presence of the Four C’s in teaching activities and instructional materials. Data analysis followed a three-stage process: data condensation, data display, and conclusion drawing. The findings offer insights into how the Four C’s are embedded in classroom practices and curriculum resources, and highlight challenges and opportunities for effective implementation.        
Examining the reinforcement of digital literacies in English as Foreign Language (EFL) Textbook: A content analysis approach Rukmayadi, Yazid; Anzali, M.Noor; Safitrie, Puspa; Nurhaliza, Silvana; Hanafi, Lisca Aulia
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 2 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i2.32361

Abstract

This study aimed to examine the prevalence of digital literacy reinforcement in the textbook called “English for Change” for senior high school grade XI produced by Puskurbuk, Kemendikbud. The investigation consisted of analysis of prevailing reinforcement of digital literacy dimensions using Hogue and Payton’s (2010) framework and how the dimensions were reinforced through the analysis of learning tasks using Nunan’s (2004) theories. This study used a Content Analysis approach. The steps of this study were to collect parts of the learning tasks that reinforced digital literacy dimensions, identify types of the learning tasks/procedures, identify the collected parts of the learning tasks into digital literacy dimensions’ framework, count each finding of the dimensions, and analyze the findings for discussion. The findings showed the appearance of the digital literacy dimension in all chapters of the textbooks. There were 163 appearances of digital literacy dimension in the textbooks which consisted of Functionality and beyond (63), Creativity (17), Collaboration (8), Communication (12), Ability to find reliable information (22), Critical thinking (34), and Social and Cultural Understanding (7). These dimensions were found mainly to be reinforced by cognitive- note-taking, affective-personalizing tasks, and creative-brainstorming tasks. Majority of the sub-dimensions reinforced were related to technical skill but not important issues, mainly e-safety and ethical issues, such as copyright and digital permanence, etc. Consequently, this suggested a need for curriculum developers and textbook writers to more explicitly and comprehensively integrate a wider range of digital literacy dimensions, particularly those concerning online safety and ethical digital citizenship, into English language learning materials for senior high school students.
The construction of teacher identity: A study of pre-service EFL teachers’ discourse in Khulna Shaikh, Hasan; Kabir, Md. Shahjahan
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.35337

Abstract

Teacher identity is not learned rather it is authored not from manuals, nor methods, but through language, experience, and the delicate art of narrating oneself into being. Professional identity development of 15 pre-service EFL instructors is investigated in this paper. The data were collected through semi-structured interview and interpreted based on positioning theory. The findings of this study demonstrate that participants positioned themselves reflexively as empathetic change agents motivated by social injustices and personal struggles. They resisted traditional grammar-based roles, adopting communicative, student-centered pedagogy. Identity was fluid, developed through classroom practice, mentoring, and social determinants such as class and gender. Strategic language use became salient in self-presentation. Several aspired to future roles as reformers or tech-integrated educators, but some were doubtful because of systemic constraints. Such doubtful responders vacillate between conformity and resistance, exercising agency in reflexive resistance to interactive positioning by peers, managers, and symbolic power of English in Bangladesh. Rather than a linear trajectory, identity is envisioned here as a dynamic dance of self within discourse—contradictory, shifting, and morally invested. Ultimately, this research affirms identity not as a credentialing product in the EFL settings in Bangladesh, but as an ongoing tale being told throughout one’s life in tension with other individuals, contexts, and possibility.
Reforming English language teaching through the Merdeka curriculum: A case study on policy, pedagogy, and practice Wiranegara, Dian Arsitades; Badriyah, Ima Mutholliatil; Jayanti, Septia Dwi
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.33083

Abstract

This study explored the implementation of Merdeka Curriculum in English language learning at the senior high school level in Indonesia. The objective was to examine the policy, pedagogical practices, and challenges when implementing this curriculum. As a qualitative case study, it employed purposive sampling involving English teachers, school principals, and students from a senior high school in East Jaya, Indonesia. The instruments used were semi-structured interview, classroom observation and focus group discussion. Thematic analysis was conducted to identify the patterns and themes related to curriculum implementation and its impact. The results showed that the Merdeka Curriculum is supported by policies that encourage student independence, student-centeredness, and contextualization, thus enabling schools to adapt the curriculum to the needs of their students. Pedagogical strategies such as project-based learning, the use of authentic materials, and technology integration increase students' motivation, engagement, and language proficiency. However, challenges such as limited teacher readiness and lack of development of teacher professional resources hinder optimal implementation. This study highlighted the importance of systemic support through training, resource allocation, and collaborative professional communities to realize complete curriculum implementation.
Improving students' writing skills using storyboard Rahmadina, Cut Anandea; Susilawati, Endang; Rezeki, Yanti Sri
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.36250

Abstract

In English language learning, writing is a skill that allows students to express their ideas, opinions, and thoughts effectively. However, students at SMPN 03 Entikong demonstrated low writing proficiency. This research aimed to investigate how the implementation of the Storyboard in teaching solves students’ writing problems. Storyboard is a teaching tool that displays a sequence of pictures accompanied by the appropriate words and sentences to describe events in the story. This research was conducted through classroom action research, which was carried out in two cycles with 36 students in Grade VIII-B as participants. Data were collected using writing test, observation checklist, and field notes. The quantitative findings showed an improvement in the average of the writing test score from 63.44 to 72.22. The qualitative results indicated that the implementation of Storyboard in the writing instruction and practice helped students to express ideas clearly, choose appropriate vocabulary, and use correct grammar in their writing, especially for the narrative text. Thus, it can be concluded that Storyboard improved students’ writing skills.
Student teachers' difficulties in implementing lesson plan during teaching internship Prasetyanti, Rahmanissa Nurul Hikmah; Rismiyanto, Rismiyanto; Sulistyowati, Titis
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.36195

Abstract

The teaching internship program is designed to help students develop into professional educators and effectively implement their lesson plans. During the 2024/2025 academic year, English student teachers from Muria Kudus University participated in a teaching internship program at SMA 1 Mejobo. However, implementing their lesson plans in a real classroom was not easy. The objective of this research is to determine whether English student teachers face difficulties when implementing their lesson plans during the teaching internship. This study uses a qualitative descriptive approach with a case study method. The data sources consist of seven participants from seventh-semester English Education students who are participating in the teaching internship program at SMA 1 Mejobo and were selected using purposive sampling (homogeneous). Data were collected through two instruments: questionnaires and semi-structured interviews, then analyzed using thematic analysis, and verified by the participants. The results of the study revealed that student teachers still face several difficulties, such as a lack of experience, limited time, poor classroom control, inadequate teaching media, and so on. The researcher concluded that student teachers had difficulties in implementing lesson plans during teaching internship program
Empowering academic essay writing through project-based learning: A case study of non-English major students in Institut Teknologi dan Bisnis Asia Malang Aqromi, Nur Lailatul; Wahyuni, Tri
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.35859

Abstract

This case study investigated how Project-Based Learning (PBL) supported academic essay writing among non-English major undergraduates in an English for Specific Purposes (ESP) course at Institut Teknologi dan Bisnis Asia Malang (N = 32, Information Technology). Methodologically, the study contributed a transparent analytic protocol that combined pre post analytic rubric scoring, classroom observations, weekly reflection journals, and focus-group discussions, with procedures for coding, theme development, member checking, and an audit trail to enhance trustworthiness. The four-week PBL intervention culminated in a digital magazine on the “AI Phenomenon” and scaffolded five writing components: content, structure/organization, argumentation, cohesion, and language use. Descriptive comparisons showed gains across components on a 5-point scale, with structure/organization (+1.04) and cohesion (+1.15) indicating stronger organization and clearer reader guidance. Thematic synthesis of qualitative sources triangulated these results, evidencing increased writer confidence, clearer uptake of feedback, and engagement driven by an authentic publication target. Contextually, the study documented an actionable PBL model for ESP settings with novice EFL writers, detailing design principles such as authentic product, iterative peer review aligned with analytic rubrics, and reflective documentation. The study argued that PBL provided a structured pathway from formulaic drafting toward audience aware, coherent academic essays.

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