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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 114 Documents
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Integrating ChatGPT in EFL writing: Perceptions and challenges of Islamic senior high school students Bunayya Izzani Fathi Musaqqaf; Maslihatul Bisriyah
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 2 (2026): 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.v7i2.42005

Abstract

The increasing integration of artificial intelligence tools such as ChatGPT in EFL writing has raised interest in how students experience the use of these tools in learning. This study aims to explore students’ experiences of using ChatGPT and to identify the challenges they encountered. Employing a qualitative phenomenological design, the study involved 23 students from eight working groups. Data were collected through classroom observations during writing activities and semi-structured interviews with six students representing different academic levels. The findings indicate that students generally perceive ChatGPT as a supportive tool that facilitates idea generation, improves sentence organization, and enhances language use. Many students reported increased confidence in writing when using ChatGPT as a reference and scaffolding resource. However, several challenges were also identified, including technical issues such as unstable internet access and cognitive challenges such as limited prompt literacy, overreliance on AI-generated responses, reduced creativity, and diminished critical thinking. Students with higher motivation and stronger language proficiency demonstrated more critical and selective use of ChatGPT, while others tended to depend on it as a shortcut. This study highlights that the effectiveness of ChatGPT depends not only on technological access but also on students’ readiness and teacher guidance to promote critical, ethical, and reflective use.
Exploring students’ perspectives on misalignment in English summative assessment practices Ristha Sukmalasari; Fadila Oktaviana; Yayu Heryatun
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 2 (2026): 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.v7i2.34804

Abstract

This qualitative case study explores students’ perspectives on the misalignment between English summative assessments and classroom instruction in an Islamic senior high school (Madrasah Aliyah) EFL context in Indonesia. Data were collected from ten students and one teacher through semi-structured interviews, followed by document analysis. Thematic analysis revealed that students consistently perceived a gap between classroom instruction and tested competencies. Document analysis confirmed that several skills assessed in the exam were not adequately covered during instruction. Students reported confusion, anxiety, perceived unfairness, and declining motivation when facing unfamiliar test items. These experiences also reduced self-confidence and academic engagement in English learning. In response, students used coping strategies such as guessing answers and relying on peers, while teachers attempted limited instructional adjustments despite restricted control over test design. The study concludes that assessment misalignment affects both test validity and students’ emotional and behavioral engagement, highlighting the need for stronger alignment and increased teacher involvement in assessment design.
Integrating immersive media, language learning applications, and interactive activities to enhance English listening and speaking skills: Narrative literature review Farid Munfaati; Prima Purbasari; Dian Arsitades Wiranegara
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 2 (2026): 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.v7i2.33180

Abstract

The use of technology-integrated and immersive pedagogies can enhance English listening and speaking skills, and it aids regular classes aiming to improve learner proficiency. Teachers can observe learners' progress, such as reduced anxiety, increased confidence, and better comprehension, once both parties engage with digital tools like podcasts, language learning applications, and online exchange platforms. Aiming to identify effective strategies that address common learner challenges, this study employed a narrative literature review of 45 peer-reviewed articles (2015–2025) selected from Google Scholar and Scopus. Unlike previous reviews that examined listening and speaking separately or focused on a single tool, this study synthesized evidence across three integrated strands: immersive media, language learning applications, and structured interactive activities. The results indicated that these approaches consistently fostered learner engagement and perceived competence, aligning with Krashen's Input Hypothesis and the Affective Filter Hypothesis. As a result, the integration of technology and immersive strategies should not burden teachers or students, as long as the learning process remains efficient. This study advanced existing literature by contributing a conceptual framework (Input, Practice, Interaction, Feedback, and Reflection). At the end of the learning process, students can become lifelong learners despite any conditions they experienced.
Developing a teaching guidebook of speaking for daily activities based on Flanders interaction analysis categories system (FIACS) Nanik Mariyati; Nila Susanti; Suyik Binarkaheni; Yuslaili Ningsih
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 2 (2026): 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.v7i2.42168

Abstract

This research focused on developing a teaching guidebook for the Speaking for Daily Activities course based on the Flanders Interaction Analysis Categories System (FIACS). The guidebook was designed to provide practical teaching mechanisms that helped speaking lecturers monitor and reflect on classroom interactions, addressing the absence of a reliable reflection tool in guidebook form. FIACS categorized classroom interaction into three types: Teacher Talk (TT), Student Talk (ST), and silence or confusion. The research employed the ADDIE model, consisting of Analyze, Design, Develop, Implement, and Evaluate stages, to develop a FIACS-based teaching guidebook for the Speaking for Daily Activities course. The study was conducted in the English study program and involved speaking lecturers as the participants. The guidebook was designed to assist lecturers in monitoring and reflecting on classroom interaction patterns through observation sheets, coding procedures, scoring systems, and reflection guidelines. The implementation and evaluation results indicated that the guidebook functioned effectively as a structured reflection tool, although revisions were needed to provide a more detailed interaction-frequency matrix. Overall, the FIACS-based guidebook proved useful in measuring and balancing Teacher Talk (TT), Student Talk (ST), and silence in speaking classrooms.

Page 12 of 12 | Total Record : 114

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