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INDONESIA
Journal of English Language Teaching and Cultural Studies
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 26230003     EISSN : 27216985     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
The aim of this journal is to publish high-quality articles in the field of English Education, English linguistics, English Literature, and Culture. The journal invites scientists, lecturers, teachers, practitioners throughout the world to disseminate theoretical and practice-oriented topics of English language studies which cover but not limited to: English Language Teaching, Curriculum and Material Development, English Language Testing and Evaluation, ICT in English Language Teaching, English for Specific Purposes, Linguistics and Translation, English Literature, Discourse Analysis, and Culture and Gender Study.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 97 Documents
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Exploring Modern Islamic Boarding School English Textbooks Based on the SLA Principles Saputri, Avida Pramayshela
Journal of English Language Teaching and Cultural Studies Vol 8, No 1 (2025): March 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i1.29637

Abstract

The main focus of this study is to analyze the activity in the "English Lesson" textbook utilized in contemporary Islamic boarding schools, which is published by Gontor Press. The researcher's objective was to conduct a thorough analysis of the English lesson book designed for sixth-grade students. In modern Islamic boarding schools, the sixth grade corresponds to the third grade in senior high school. This article employs qualitative research methods, specifically concentrating on content analysis proposed by Littlejohn (2011) regarding three main questions: What is the learner supposed to achieve? With whom? What material? Each question describes certain criteria that outline the elements of the three questions to describe the textbook material. Additionally, the author employs the idea of the ten principles of SLA proposed by Ellis (2005) to enhance the task-based analysis presented in the textbook. Findings indicate that vocabulary-based and sentence-building tasks have the potential to support L2 acquisition by providing both explicit and implicit knowledge. However, the analysis identifies a limited presence of interactive and communicative tasks. This research serves as a preliminary step before evaluating and highlighting the importance of SLA principles in designing effective English textbooks for Islamic boarding schools. This research can be used to increase the awareness of EFL teachers, English textbook material makers, and English textbook policymakers about the importance of SLA principles in textbook materials that can help students master English.
Fostering Students’ Vocabulary Mastery through Anagram Word Games Nabila, Elda; Suharsih, Siti; Hakim, Rahman
Journal of English Language Teaching and Cultural Studies Vol 8, No 2 (2025): September 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i2.31578

Abstract

Learning basic English requires a strong command of vocabulary.  Junior high school students are expected to have a basic command of English vocabulary.  However, many junior high students still lack sufficient vocabulary. The purpose of this study was to see if the anagram word game was successful in improving vocabulary knowledge among seventh-grade students during the academic year 2024-2025. This study employed a quantitative approach with a quasi-experimental, non-equivalent control group design.  The experimental group was class 7D, and the control group was class 7E, both of which included 35 pupils.  This study employed a basic random sampling approach. The instrument of this research was a test. It consisted of 15 questions in multiple-choice form for the pre-test and the post-test. The researcher prepared a worksheet as well. After the data was collected, the data analysis was done through the normality test, homogeneity test, and independent samples T-test. The results showed that the data were normally distributed and homogeneous. Moreover, the independent sample T-test sig. (2- tailed) was 0.029, which was lower than alpha 0.05. It showed that the anagram word game is effective for students’ vocabulary mastery in the seventh grade.  
Word Matching Game: An Interactive Media to Vocabulary Learning Ayuni, Erin Windi; Rohbiah, Tatu Siti; Amalia, Ila
Journal of English Language Teaching and Cultural Studies Vol 8, No 2 (2025): September 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i2.34833

Abstract

This research aimed to determine the effect of using a word matching game on students’ vocabulary mastery of eighth grade students at one public junior high school in Serang City. The method used in this study was a quasi-experiment involving two classes as research subjects. After the data collection process was completed, the researcher conducted data analysis using the t-test to test the significance of the research results. The results showed that the average pre-test score in the experimental class was 60.33 which increased to 70.67 in the post-test. On the other hand. the average pre-test score in the control class was 57.50 with an increase to 62.17 in the post-test. Statistical analysis showed that the t-count value (2.411) was greater than the t-table value at the 5% (1.672) and 1% (2.392) significance levels. Based on these results, the null hypothesis (Ho) was rejected while the alternative hypothesis (Ha) was accepted. Thus, it can be concluded that the word matching game is proven to be effective in enhancing students' vocabulary mastery.
Exploring Students’ Perceptions of Portfolio-Based Assessment in English Language Learning: Insight from an ELT Classroom Context Fitriyani, Fitriyani; Miranty, Delsa
Journal of English Language Teaching and Cultural Studies Vol 8, No 2 (2025): September 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i2.31868

Abstract

This study explores students’ perceptions of portfolio-based assessment (PBA) in English language learning in ninth-grade students who utilize PBA as an assessment tool in their English studies. It focuses on its benefits, challenges, and overall effectiveness. The study uses a qualitative method. The data were collected through questionnaires distributed to 40 students and semi-structured interviews with two participants. The result demonstrates that most students recognize the benefits of PBA in tracking progress and fostering independent learning. However, difficulties were also noted, including time-consuming portfolio administration, unclear grading standards, and the need for additional guidance. Three main themes- self-monitoring, responsibility, and self-support in learning were found using theme analysis of the interview answers. Although 75% of students were satisfied with PBA, the surveys imply that digital technologies, well-defined criteria, and organized advice could improve efficiency. Despite its difficulties, PBA offers an engaging and reflective learning environment that lets students participate actively in their education. The study found that PBA positively impacts students' learning improvement, promoting learner autonomy and academic development.
The Use of Writing Assistance Tools in Writing Assignments: Students’ Perspectives Silitonga, Julianthi Zefana; Fikri, Muhammad Subhan; Sujiyani, Erma; Lestari, Tiarannisa Putri
Journal of English Language Teaching and Cultural Studies Vol 8, No 2 (2025): September 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i2.33691

Abstract

Students often face difficulties in academic writing, especially in achieving grammatical accuracy, clear structure, and coherence. These challenges are more evident for Indonesian EFL learners, who have limited exposure to English and often struggle with grammar, vocabulary, and idea organization. With the advancement of technology, writing assistance tools such as Grammarly, DeepL, and QuillBot have emerged to help students improve their writing quality. The interviews were conducted in the Indonesian language and lasted approximately 15-20 minutes each for the participants. The collected data were analyzed using thematic analysis (Braun & Clarke, 2006) to identify recurring patterns and central themes related to students’ perceptions. Although the data were obtained through participants’ personal narratives, thematic analysis was chosen because the study focuses on perceptions rather than reconstructing life stories. The findings indicate that Grammarly is the most commonly used tool, followed by QuillBot and DeepL. Participants reported that these tools are beneficial for improving writing accuracy, saving time, boosting confidence, and reducing stress. However, the study is limited by its relatively small sample size and the reliance on self-reported experiences, which may restrict the generalizability of the findings.
The Integration of Wakelet Platform in Analytical Exposition Writing Performance Prihardini, Fariha Auliya Putri
Journal of English Language Teaching and Cultural Studies Vol 8, No 2 (2025): September 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i2.34844

Abstract

This study aims to determine the effectiveness of the digital platform Wakelet in improving students' analytical exposition writing performance by evaluating the overall improvement in students’ written work and identifying the writing component with the highest gain. The research employed a quantitative approach with a pre-experimental design involving one group of eleventh-grade students at a public senior high school in Surabaya. Students received treatment through the use of Wakelet as a writing learning medium, which facilitated the visual process of collecting, organizing, and structuring ideas. Data were obtained through pre-tests and post-tests and analyzed using descriptive statistics, paired sample t-tests, and effect size calculation. The results revealed a significant difference between the pre-test and post-test scores (p = 0.037) with a moderate effect size of 0.400. Among the five assessed components, students showed the greatest improvement in organization (1.96), followed by vocabulary (1.18), content (0.47), mechanics (0.09), and language use (0.04). These findings indicate that Wakelet can serve as an engaging and effective digital platform to help students develop critical thinking and more structured analytical exposition writing skills. Therefore, integrating Wakelet into English language teaching is considered beneficial in the EFL context.
Glossophobia and Public Speaking Achievement among Indonesian EFL Undergraduate Students Indahsari, Mayumi Omita; Rahmawati, Eri; Baihaqi, Akhmad
Journal of English Language Teaching and Cultural Studies Vol 8, No 2 (2025): September 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i2.34745

Abstract

The background of this research was based on students’ problems in overcoming glossophobia, which affects their confidence, English proficiency, and performance in public speaking activities, ultimately impacting their academic achievement. The objective of this research is to find out whether there is a correlation between glossophobia and public speaking achievement among second semester students. This research used correlational method. The population of this research was second semester students of English Department at one public university in Banten Province, Indonesia. This study used cluster random sampling. There were 40 students as sample of this research. The data of this research was collected by giving glossophobia questionnaire and collecting public speaking scores. Based on the students’ glossophobia and public speaking achievement, the value of coefficient correlation test was -0.317 which means values close to zero indicate the correlation was low. The correlation was statistically significant with a significance of 0.047. Therefore the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. The findings indicate an inverse relationship between glossophobia and public speaking achievement, suggesting that as glossophobia increases, public speaking achievement decreases, and vice versa.

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