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
95 Documents
<![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[The implementation of metacognitive strategies in students’ teaching practice in microteaching class ]]>
<![CDATA[Hanna Irma Wahyuni]]>;
<![CDATA[Paulus Kuswandono]]>
<![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 ]]>
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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[The significance of Podcasting for EFL learning ]]>
<![CDATA[Aries Fachriza]]>;
<![CDATA[Diska Fatima Virgiyanti]]>;
<![CDATA[Eka Indah Nuraini]]>;
<![CDATA[Dinar Dipta]]>;
<![CDATA[Mohammad Luthfi]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 1 (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.v5i1.23582
<![CDATA[The use of podcasts as language teaching and learning has obtained more attention today. Podcasts have been used mostly to improve students' listening skill that is proven by numerous studies to determine how podcasts might assist students in improving their listening skills. Whereas, podcasting promotes activities for the students to practice their whole English skills. This is a literature research that provides a review of podcasting to assist EFL learners in mastering English. As many as 20 articles were used as the data sources in arranging this article. The researchers searched the articles using the keywords ‘podcast’ and ‘podcasting’. The difference between this article among previous studies is the focus on the use of podcasting for EFL learnings. The previous studies mostly discussed podcasts and podcasting for improving listening ability. The review found that podcasting is an interesting medium to be used in English learning. However, several challenges arise such as lack of technological competence, lack of vocabulary and grammar, unstable internet connection, and limited facilities. Consequently, it is advised that when using podcasts, teachers give their students appropriate direction on how to maximize their potential.]]>
<![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[Identifying and addressing challenges in teaching English at SDN Mangunsari ]]>
<![CDATA[Nuno Heydie Ibrahim]]>;
<![CDATA[Fauziah Diah Nuratika]]>;
<![CDATA[Paulina Besty Fortinasari]]>
<![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 ]]>
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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[Teachers' strategies in teaching listening comprehension at MAN 2 Kota Malang ]]>
<![CDATA[Lailatul Masruroh]]>;
<![CDATA[Harir Mubarok]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 1 (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.v5i1.23059
<![CDATA[The aim of this research is to find out the strategies used by teachers in teaching listening comprehension at MAN 2 Kota Malang. The objective of the research is to find out how the teachers implemented the strategy in teaching listening comprehension. Qualitative descriptive approach was used in the research. The research was conducted at MAN 2 Kota Malang and the participants were two English teachers of MAN 2 Kota Malang. The result of the research showed that the strategies used by teachers are Bottom-Up, Top-Down, and Socio-Affective strategy. Then, in the implementation of those strategies, the teacher used stages in teaching listening. The sequence was pre-listening, while-listening, and post-listening. In every single stage, the teachers conducted an activity in every stage with several media such as song, movie, and short dialogue.]]>
<![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[Online reading strategies to boost the students’ motivation ]]>
<![CDATA[Alam Aji Putera]]>;
<![CDATA[Fitri Pangestu Noer Anggrainy]]>
<![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 ]]>
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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[Professional online group discussion proz.com to enhance students’ accuracy in translating legal document ]]>
<![CDATA[Rizky Lutviana]]>;
<![CDATA[Ayu Liskinasih]]>;
<![CDATA[Alwi Atma Ardhana]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 5, No 1 (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.v5i1.23966
<![CDATA[Legal document is a subject matter text which has distinct characteristics and its own system and culture that caused difficulties for translators, especially trainee or semi-professional translator. The most advanced CAT, proZ.com could help the translator to translate legal document with its sophisticated facilities and allowed the translator to search legal terminology quickly and effectively. The purpose of this study was to use professional online group discussion forum, namely proZ.com to improve students’ skill in translating legal document non-disclosure agreement (NDA). This study employed classroom action research (CAR) to 31 students majoring English Education who took translation course as taught by both professional translator and the researcher. The participant was chosen using homogeneous sampling method in which students were selected based on certain characteristics (Creswell, 2012). The instruments used in this study were (1) test to measure students’ achievement in learning, (2) questionnaire to measure students’ attitude toward the implementation of the technique, and (3) in depth interview to gain students’ opinion about the benefit of proZ.com. it is found that proZ.com could improve students’ skill in translating NDA since it helped students to find the most correct translation terms in a target language from its database quickly and practically, since proZ.com offered the translation from the various fields. It is important to teach student to be sensitive in context so that their translation is acceptable.]]>
<![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. ]]>
