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Wahyu Indah Mala Rohmana
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malaindah@uin-malang.ac.id
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jetle@uin-malang.ac.id
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INDONESIA
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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EFL students’ voices on the use of Discord in a critical listening course Mubarok, Harir; Lestari R, Kenny Shania; Ramadhan, Iqbal
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.v7i1.33592

Abstract

The increasing popularity of the internet has prompted people to embrace digital platforms for language acquisition. Language learning environments now exist in both physical classrooms and virtual spaces. Therefore, listening skills, which are an important component of language proficiency, especially in higher education can be effectively taught through a medium such as Discord, a new and useful digital learning tool. The primary aim of this study is to explore students’ voices regarding the use of Discord to enhance critical listening proficiency. To gather meaningful data, a descriptive qualitative design was employed using instruments such as classroom observation checklists, field notes, and Focus Group Discussions (FGD). The study involved 20 students enrolled in the International Class Program at Maulana Malik Ibrahim Islamic State University Malang. The findings revealed that Discord facilitates the organization of systematic materials, provides features supporting both offline and online learning, encourages the design of new interactive educational activities, and enables immediate responses that promote dynamic discussions. The implication of this study suggests that Discord can be adopted as an effective supplementary platform for developing students’ listening skills and fostering collaborative learning in digital language classrooms.
The effectiveness of Memrise application on student's English writing in junior high school Qurrotu'ain, Khumairo; Yuniar, Rendhi Fatrisna
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.v7i1.32993

Abstract

Indonesian students face various challenges in writing English, especially when composing descriptive texts due to limited vocabulary and low motivation. This study aims at test the effectiveness of the Memrise application in improving students' writing skills in descriptive texts. This study was conducted at SMP Namira, Probolinggo City using a quasi-experimental design with a nonequivalent control group design. This study involved two classes: an experimental class, which used the Memrise application in learning, and a control class, which used quasi-experimental methods. The results showed that the use of Memrise helped students improving their vocabulary, sentence structure, and writing organization. After conducting validity, reliability, normality, and homogeneity tests, it was found that the data met statistical requirements. Hypothesis testing showed that there was a significant difference in students' writing achievement between the experimental and control groups, concluding that Memrise was effective in improving writing performance. Based on these findings, it is recommended for English teachers to utilize the Memrise application as a learning medium to support students' vocabulary and writing development. Future researchers are encouraged to explore the use of Memrise in other English language skills or different educational level.        
The analysis of cultural contents in the ELT textbook for senior high school students Adelliya, Sabella Nisya; Andayani T, Made Adi; Fitriani, Ika
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.v7i1.35695

Abstract

Integrating cultural content into English language learning is crucial, especially in Indonesia where English is taught as a foreign language. Cultural elements can be introduced through various educational settings, particularly via ELT textbooks used in schools. While previous studies have examined culture in textbooks aligned with the 2013 Curriculum, this study investigates the cultural categories represented in the ELT textbook Bahasa Inggris English for Change for eleventh-grade students. Using a content analysis approach, the study analyzed both visual and textual artifacts based on Cortazzi and Jin’s cultural categories: Source Culture, Target Culture, and International Culture. The results show that all three categories are present across 20 identified artifacts. Source Culture is the most frequently represented (11 artifacts), followed by International Culture (5 artifacts), while Target Culture appears the least (4 artifacts). The study recommends that teachers incorporate a more balanced range of cultural materials, that curriculum developers integrate source, target, and international cultural elements more systematically, and that policy support be strengthened to promote equitable cultural representation in national ELT materials.

Page 11 of 11 | Total Record : 103

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