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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 95 Documents
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A conceptual article: The teachers’ role in implementing cognitive reading strategies to enhance students' reading comprehension Pertiwi, Nestiti Lintang; Iftanti, Erna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): 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.v6i1.27136

Abstract

The ability to read well is essential for learning English. Students' reading comprehension can be influenced by the application of efficient reading practices. Cognitive reading strategies are one method that can be used to enhance reading comprehension abilities. By using cognitive reading strategies, students can visualize information, absorb information in a predictable way, make connections between the text and prior knowledge, and evaluate their understanding. This study investigates the teacher's role in implementing cognitive reading strategies to improve students' reading comprehension abilities. This article uses a descriptive qualitative approach with a literature study design. Data was gathered through literature searches on Sinta, Google Scholar, Neliti.com, and ResearchGate. By arranging and summarizing research findings from several chosen articles, a descriptive analysis of the data was conducted. The findings indicate that the role of teachers is essential in helping students apply cognitive reading strategies to improve their reading comprehension skills, such as providing direction and guidance on reading strategies, modeling strategies, providing a supporting learning environment, activating students' prior knowledge, assisting and providing feedback to students, facilitating cooperative practice. However, this article only used secondary data so that the weakness of this article is the limited availability of related literature. Concerning the consequences, it is advised that future researchers might investigate deeper into the specific aspects that determine the successful implementation of cognitive reading strategies.
Cultural content in English textbook: Analyzing the representation of culture in the English textbook “English for change” Hakim, Andrean Naufal Maula; Wahyuni, Dewi Sri
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): 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.v6i1.27768

Abstract

The present study examines the representation of cultural content in cultural representation, English the 11th-grade English textbook “Bahasa Inggris: English for Change.” This descriptive qualitative research employs document analysis as the data collection technique. The study investigates the cultural representation in this Senior High School English textbook using Cortazzi and Jin’s (1999) cultural dimensions and Yuen’s (2011) cultural elements as the analytical framework. The analysis reveals that Indonesian culture is predominantly featured across all textbook units, resulting in a limited representation of foreign cultural dimensions. Practice elements are the most prevalent, followed by product, person, and perspective elements in terms of cultural distribution. The findings indicate an imbalanced representation between Indonesian and foreign cultures, as well as an uneven distribution of the cultural aspects outlined by Yuen's framework (2011). It is recommended that the textbook authors incorporate a more diverse range of cultures to enhance students’ intercultural knowledge.
Exploring the role of English club for students' speaking skills Romli, Siti Sarah Herlina; Yanie, Kayla Hannifa Dwi; Safhira, Nadia Indah; Rohimah, Imas
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): 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.v6i1.31082

Abstract

This study explores the role of English clubs in improving the speaking skills of junior high school students. By utilizing a descriptive qualitative approach, data was collected through observation and semi structured interviews with nine participants from a public junior high school in Bandung, Indonesia. The result showed that enrollment in the English club can improve students’ confidence and speaking skills, including vocabulary, pronunciation, grammar, and fluency. The encouraging environment and engaging activities, such as public speaking, storytelling, and watching English movies, created a comfortable learning atmosphere. The teacher plays an important role providing constructive feedback, which motivates students to develop without fear of making mistakes. Collaboration with peers cultivates a positive learning environment. Apart from these benefits, challenges such as repetitive material and short duration of participation were also noted. The study concludes that English clubs effectively enhance speaking skills by combining interactive activities, teacher coaching, and peer support. The study also recommends integrating English clubs into school programs and carrying out further research on long term impact and wider application, including the use of digital tools to improve engagement and learning outcomes.
Enriching English vocabulary of young learners by using the “Word Guess” game and flashcard media Utami, Irma Fajar Tri; Lestari, Titis Yekti; Rosyta, Merie Dreana Kamelia; Indriani, Lilia
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): 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.v6i1.29093

Abstract

This research aims to introduce English to young learners by enriching their vocabulary through the "Word Guess" game with flashcard media. The study used the Classroom Action Research method, involving planning, action, observation, and reflection cycles. The participants were 30 class B children from a private kindergarten in Magelang Regency, comprising 17 boys and 13 girls. The test results revealed that using the "Word Guess" game and flashcard media significantly improved the children’s English vocabulary and learning motivation. Students’ comprehension achievements reached 80%, while their learning motivation increased by 83.33%. Furthermore, the implementation of this method led to a 40% improvement in students’ knowledge, demonstrating the effectiveness of combining the "Word Guess" game with flashcards. The "Word Guess" game, enhanced by the use of colorful flashcards, made learning English enjoyable and interactive for the young learners. The activities encouraged active participation, improved focus, and helped build a positive attitude toward learning English. In conclusion, the findings indicate that the "Word Guess" game using flashcard media is an effective and engaging strategy for enriching English vocabulary among young learners. It not only boosts comprehension and motivation but also supports the development of foundational language skills.
The effectiveness of guided question technique to improve student' ability in writing descriptive text in the seventh grade of SMPN 1 Pabelan Mustaidah, Mustaidah; Umami, Mashlihatul; Ruwandi, Ruwandi
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): 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.v6i1.31935

Abstract

The objectives of the study were to find out the effectiveness of using the guided questions technique to improve students’ ability in writing descriptive text and the profile of students’ ability to write descriptive text before and after using the guided question technique the seventh grade of SMPN 1 Pabelan in the academic year 2023/2024. The researcher utilized a true experimental research method for this research. This research used a random sampling technique to obtain a sample. In seventh grade, there are 6 parallel classes, each class takes 5 students as samples. So, they were collected into one class as a control class and an experimental class. A test was employed as the means for gathering the data. The students' descriptive writing skills were assessed before treatment using a pretest. Following the treatment, their abilities were measured again using a post-test. Statistical analysis was conducted on the collected data from the test. The result showed the differences in students’ writing ability before and after using the guided question technique. The student's lowest pretest result was 30. After using the guided question technique, the student's post-test result showed the number 80. Meanwhile, after taking part in the lesson using the guided question technique, the lowest post-test result was 80, the highest post-test result was 95. This shows that the use of the guided question technique is effective in improving students' ability to write. The data analysis revealed that the research hypothesis was confirmed as the T –Test value of ±25.154 was greater than the T – Table value of 2.045. The table has 29 degrees of freedom (df). This means that using guided questions techniques is effective enough to improve students’ writing skill.
Students' perceptions of Photomindset media in English language teaching Ghaisani, Fadhilah; Manurung, Sulastri; Siahaan, Safnidar
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.v6i2.32176

Abstract

The demand for innovative and attractive teaching resources in the digital age is crucial for enhancing students' language proficiency and learning engagement. This study examines students' perceptions of Photomindset as media in English teaching and learning. This study employed a mixed-method approach, combining a close-ended questionnaire and interviews. The study involved 32 students in one of Junior High School in Batam, Indonesia and utilized the Technology Acceptance Model (TAM) to assess their perceptions. Three students with the highest TAM scores were selected for interviews to gain deeper insights into their perception. Data were analyzed using descriptive statistics to describe the tendency of students' perceptions of Photomindset and the relationship between perceived usefulness and perceived ease, as measured by Pearson correlation. Thematic analysis was employed to identify recurring themes and pattern from interviews. The results showed that students have positive perception of Photomindset with the mean score of 116 for Perceived Usefulness and 115 for Perceived Ease of Use. However, there is no correlation between perceived usefulness and perceived ease of use. The findings suggests that Photomindset is an effective, beneficial and user-friendly tool for enhancing English learning.
Enhancing tourist experience through interactive speaking: A practical application of english communication skills at the tourist information centre in Banyuwangi Rinda, Renata Kenanga; Finalia, Ratih; Indrastana, Nodistya Septian; Rahmanita, Meiga
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.v6i2.32815

Abstract

This qualitative descriptive study investigates the application of English-speaking skills in authentic service encounters at the Tourist Information Centre (TIC) in Banyuwangi, East Java. Drawing on approximately 10 observed interactions with both domestic and international tourists—including visitors from Indonesia, Singapore, and Malaysia—the study identifies four key stages of communication: information delivery, feedback provision, negotiation, and agreement confirmation. These stages reveal the strategic use of clarification, turn-taking, and negotiation techniques in real-time exchanges. The findings suggest that effective and adaptive spoken English significantly contributes to improved service quality and tourist satisfaction. By analyzing how TIC staff engage in interactive speaking practices, this research highlights the practical importance of communicative competence in tourism settings and provides insights for English for Specific Purposes (ESP) education.
Investigating the impacts of ChatGPT on students motivation in learning English grammar Gunawan, Florencia Cindy; Susanto, Allvian Ika Fiki
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.v6i2.32397

Abstract

Nowadays, technology has developed and greatly influenced the world of education, one of which is an AI called ChatGPT. This AI is very widely used today, but its influence certainly raises the pros and cons of its users. Therefore, this study aims to explore students' perceptions of the impact of ChatGPT on their motivation to learn grammar. This study used a mixed-methods research design, combining quantitative and qualitative approaches through questionnaires and interviews. The objects of the study were 25 students majoring in English from 5 different universities in Central Java, Indonesia. The data obtained will be statistically analyzed using the average system of each sub-theme. The findings of the study revealed that students generally have a positive perception of ChatGPT's role in increasing their motivation to learn grammar. However, the study also identified two main issues: the sometimes-inaccurate feedback from ChatGPT and students' tendency to become overly dependent on the tool.
Reticence among English department students in an online speaking class: Contributing factors and remedies Adiatma, Putri Sanda; Subekti, Adaninggar Septi
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.v6i2.31517

Abstract

This study seeks to investigate second/foreign language (L2) reticence among students taking an online public speaking class at an English Language Education Department in Java, Indonesia. These participants were selected because based on a preceding observational study, L2 reticence was present among these target participants in the observed public speaking class. More specifically, the present study intends to discover the possible causes of L2 reticence and the possible strategies to alleviate it. To achieve this goal, four reticent students, identified based on the observation data from the preceding study, as well as two teachers who taught the class, were individually interviewed. The interview data were analysed using Thematic Analysis. The results suggested the student participants' beliefs that low confidence levels and fear of possible embarrassment were major causes of L2 reticence. The teacher participants, furthermore, believed that constantly monitored group discussions and teacher psychological support could lessen students' L2 reticence. Implications include setting clear expectations and assigning roles to each student to keep students accountable. Teachers should also maintain a democratic classroom environment where students can feel more at ease in expressing their thoughts.
Developing English and sign language module for hearing impaired students at SEN School Idayu 1 Malang Putera, Alam Aji; Twingardi Syahriar, Muhammad Iqbal; Mubarok, Moh. Najib; Fachriyan, M.
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.v6i2.32307

Abstract

This study aimed to develop an English and sign language module for hearing-impaired students, addressing significant gaps in existing educational resources tailored to their unique learning needs. Despite the importance of effective communication for this demographic, there remains a scarcity of comprehensive materials that integrate both English language skills and sign language, particularly at the elementary level. The researchers employed the ADDIE model Analyze, Design, Develop, Implement, and Evaluate to create a module specifically designed for 15 hearing-impaired students at Grade 4 SEN School Idayu 1, Malang City. Validation was conducted through feedback from an English lecturer and a hearing-impaired students’ teacher, alongside student responses post-implementation. The results indicated that this module not only meets the academic needs of the students but also enhances their English skills, particularly in vocabulary acquisition and comprehension through the use of sign language. This study underscores the necessity for targeted educational tools that facilitate effective learning environments for hearing-impaired students, ultimately contributing to their language development and academic success.

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