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[The occurrence of code-switching in English as foreign language Classroom: An analysis of teacher’s and students’ conversations ]]>
<![CDATA[Renata Kenanga Rinda]]>
<![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.v5i2.26172
<![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[Promoting senggi folktales as media of contextual teaching learning in Papua ]]>
<![CDATA[Vina Vania Suhartawan]]>;
<![CDATA[Wigati Yektiningtyas]]>
<![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.v5i1.23839
<![CDATA[In EFL class, some students mostly struggle to comprehend reading since the material is not contextually suitable for their needs. Senggi folktale is one of the media to teach reading skill contextually and is now forgotten by Papuan youngsters. This study aimed to explore how to engage students to read narrative text and promote the teaching of reading by using Senggi folktales. This descriptive-qualitative study took place in Keerom, Papua, Indonesia between July and September 2015. There were students of Junior High School, 1 Junior High School teacher, 1 ex-elementary school teacher, 1 tribal chief, and 2 elders as the informants. The data were collected by using observation, interview, and FGD (Focus Group Discussion). The study discovered that students could effectively and enthusiastically learn the social function, generic structure, and linguistic features of the contextual reading material, Senggi folktale. They also indirectly do cultural heritage preservation and get the good socio-cultural values revealed in Senggi folktale.]]>
<![CDATA[Mapping Vocabulary: A corpus-based comparison of Indonesian fourth-grade students' writing and English language textbooks ]]>
<![CDATA[Fitria Ningsih]]>
<![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.v4i2.20683
<![CDATA[This study compares the vocabulary used by Indonesian fourth-grade students in their free writing with that taught in their English language textbooks to assist language teachers in developing relevant learning materials for young learners. To achieve this, the researchers employed the corpus linguistic method and analyzed the writings of 369 students from 19 public elementary schools in Malang, East Java, Indonesia, along with five selected English textbooks. The University of Adelaide Text Analysis Tool program, AdTAT, was used to analyze the corpus. The program generated word lists consisting of the top 100 words most frequently used by students and the top 100 words used in English textbooks. The findings of the study revealed a 45% match between the top 100 words most frequently used by students and the top 100 words used in English textbooks. This suggests that there is a significant overlap between the vocabulary used in free writing and that taught in textbooks. The implication of this study is that language teachers need to recognize the basic words students acquire before learning new vocabulary to achieve successful learning of the target language. The study suggests that language teachers should incorporate more culturally relevant vocabulary into their teaching materials to better engage and motivate their students. The findings of this study can also assist language curriculum developers in designing more effective and culturally relevant teaching materials for young learners.]]>
<![CDATA[EFL students’ challenges in TOEIC® updated test: listening section ]]>
<![CDATA[Zewitra Zewitra]]>;
<![CDATA[Yessy Purnamasari]]>
<![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.v5i2.26463
<![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.]]>
<![CDATA[Interpreting collaborative reasoning and instructional strategies in argumentative writing ]]>
<![CDATA[Masrul Masrul]]>;
<![CDATA[Sri Yuliani]]>
<![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.v5i1.24024
<![CDATA[This experimental study combined collaborative reasoning and instructional strategies as an alternative in argumentative writing. This is important to determine the extent to which the combination of these approaches can enhance students' writing skills. Collaborative reasoning is an approach in learning where students collaborate to formulate thoughts or solutions to a problem. Meanwhile, instructional strategies refer to the approaches and methods used by teachers to guide students in understanding and developing argumentative writing skills. The study took place at SMAN 1 Bangkinang Kota, Riau province, Indonesia. There were 100 students from second grade who participated. The results of the study showed that the combination of the socially-oriented approach in the forms of collaborative reasoning and instructional strategies in argumentative writing by the treatment group was more effective than the control group. Innovative teaching strategies are beneficial for both students and teachers. The combination has helped students develop better writing ability.]]>
<![CDATA[Analysis of higher order thinking skills questions in reading exercises of "Bright" book for ninth grade ]]>
<![CDATA[Parel, M.Ewaldo]]>;
<![CDATA[Sujarwati, Iis]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (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.v6i1.30849
<![CDATA[This research aims to identify the cognitive dimensions present in the textbook "Bright" and examine the composition and distribution of higher order thinking skills in reading exercises as classified by Revised Bloom's Taxonomy. The research employs a descriptive quantitative methodology, focusing on the ninth-grade textbook "Bright," published by Erlangga in 2024. Data collection was conducted using a checklist instrument. The findings reveal that: 1) The reading questions in the "Bright" textbook encompass only five cognitive dimensions: remembering, understanding, applying, analyzing, and evaluating. 2) Analysis results indicate that 92.8% of the reading questions are categorized as Lower Order Thinking Skills (LOTS), while only 7.2% fall under Higher Order Thinking Skills (HOTS). This suggests a predominance of Lower Order Thinking Skills over Higher Order Thinking Skills in the reading questions of the "Bright" textbook. Consequently, the questions presented in the "Bright" textbook primarily focus on Lower Order Thinking Skills rather than fostering Higher Order Thinking Skills. Relying solely on the English textbook as a pedagogical resource is insufficient for enhancing students' abilities in Higher Order Thinking Skills.]]>
<![CDATA[Exploring factors influencing phonological errors of Indonesian EFL students ]]>
<![CDATA[Marelita, Dema Finda]]>;
<![CDATA[Iftanti, Erna]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (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.v6i1.27060
<![CDATA[For non-native English speakers, phonological errors posed a serious problem, especially for those from Indonesia, where the local language's phonological structure is very different from English's. The goal of the study was to determine the elements that lead to phonological errors in Indonesian EFL students' sound production. Using a descriptive qualitative methodology, the study examined the factors that lead to growing errors in English phonology by analyzing several article and process them into new idea. The researchers looked at a number of variables, such as the learners' exposure to English and linguistic background, that affect these errors. The study also looked at how these elements work together to affect how Indonesian learners produce sounds. This study found several factors emerging phonological errors of Indonesian EFL student, they are phonetic system gap, social condition, and lack of phonological awareness. The study's emphasized how crucial it is to teach English pronunciation while taking the learners' native tongue and cultural background. EFL teachers should be aware of the variations in the phonological systems of English and Indonesian and implement teaching strategies that take these differences. Furthermore, the sociolinguistic and socioeconomic circumstances of the students had an impact on the phonological errors,]]>
<![CDATA[Students’ engagement for academic success in intensive reading ]]>
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Azami, Mochamad Imron]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (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.v6i1.30781
<![CDATA[The aim of this research is to investigate a significant relationship between students' engagement and their success in academic focus in intensive reading at a private university in Malang, Indonesia. This research used a quantitative approach with a correlational research design to analyze the data. The sample of participants are third semester English Education Department students selected using convenience sampling technique. The data were tested and analyzed using the SPSS application and the Pearson correlation test was used. The results revealed a positive moderate category (r = 0.532, p < 0.05) between students’ engagement including behavioral, affective, social, and cognitive engagement and their academic achievement. The findings emphasize the essential role of engagement of the students in the classroom to enhance their academic success in an intensive reading context. The findings was also found that three dimensions of students' engagement correlate with academic success, including behavioral, social and cognitive engagement. Meanwhile, affective engagement is a dimension of student's engagement that has less influence on their academics. From these findings, it is hoped that educators will develop strategies to increase student engagement, especially in the context of intensive reading.]]>
<![CDATA[Developing reading comprehension assessment: flashcard assessment media for junior high school student ]]>
<![CDATA[Mu'ammalatun, Astuti]]>;
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (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.v6i1.30914
<![CDATA[This study aims to develop a reading comprehension assessment tool using flashcard media for 9th-grade junior high school students, based on the ADDIE model. The development process of the flashcards began with a needs analysis to identify challenges in reading comprehension among students. The developed flashcards include various question types aligned with curriculum standards and were validated by experts to ensure their accuracy, clarity, and appeal. The trial involved a reading test consisting of 25 choice questions. The analysis results showed that the majority of the items (80%) were valid and suitable for assessing students' comprehension, while 20% required revision. Additionally, the reliability analysis yielded a Cronbach's Alpha value of 0.839, indicating high internal consistency. This study concludes that flashcards, as an assessment tool, are effective and reliable in improving reading comprehension among 9th-grade junior high school students.]]>
<![CDATA[The effectiveness of pre-reading activity by using QARS towards students reading comprehension at A2 level ]]>
<![CDATA[Afifah, Alif Jihan]]>;
<![CDATA[Yuniar, Rendhi Fatrisna]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (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.v6i1.28221
<![CDATA[Reading is a receptive skill that involves decoding the written symbol and understanding the meaning. According to CEFR Framework the reading abilities are divided into several level namely: A1, A2, B1, B2, C1, and C2. Throughout the level the educator can adapt the material for student capability. The study object determine the effectiveness pre-reading activity using the question-answer strategy (QARS) to improve the reading comprehension a A2 level. The study employed the quantitative method, involving 57 students in eleventh-grade from MAN 1 MALANG, by divided into experimental and control groups. The data collected using pre-test and post-test by analyzed Mann-Whitney U test which obtained the P-values 0.00. The result revealed that the experimental group achieved a significantly higher score 89.25 which compared to control class who achieved score76.66. These study finding suggest the incorporation QARS into Pre-reading activities to enhance students reading comprehension. The study implication engage the educator to integrate the QARS into their teaching strategies to foster the critical thinking for student.]]>
