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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 103 Documents
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Wordwall as a Digital Tool for Promoting Students’ Learning Engagement Ririn Mahriatus Solihat; Dina Rachmawati
Journal of English Language Teaching and Cultural Studies Vol 9, No 1 (2026): March 2026
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v9i1.35351

Abstract

In the field of English as a Foreign Language (EFL) education, digital learning media has become a valuable tool to promote student learning engagement. One such platform, Wordwall, integrates gamification to support interactive and enjoyable learning experiences. This research explores the use of Wordwall in the Jump Start class at FL Haus Indonesia, aiming to analyze its effectiveness in promoting student engagement. Using a qualitative exploratory case study, data were collected through classroom observations, interviews, questionnaires, and documentation. The findings showed that Wordwall significantly promotes student engagement across cognitive, emotional, and behavioral dimensions. Cognitively, students showed better understanding of the material; emotionally, they expressed increased motivation and enjoyment; and behaviorally, they participated more actively during learning activities. Teachers found Wordwall useful for delivering material, especially in teaching vocabulary and grammar. It concludes that Wordwall is a digital learning media that can promote student learning engagement—cognitively, emotionally, and behaviorally. This research encourages further studies to examine Wordwall application in broader educational contexts.
Are Teachers Ready? A Study on Digital Assessment Implementation Nunung Nurhayati; Iyan Hayani; Sarah Rahmawati
Journal of English Language Teaching and Cultural Studies Vol 9, No 1 (2026): March 2026
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v9i1.38575

Abstract

This study aims to investigate teacher readiness, perceived benefits, and challenges in implementing digital assessment across five domains: knowledge, skills, perception, facilities and support, and practical implementation. Using a mixed-method design, questionnaire data were collected from teachers (N = 112) and complemented by semi-structured interviews with certain participants to enrich interpretation. The result revealed that teachers hold positive views of digital assessment as efficient, transparent, and motivating for students. However, the actual practices are still restricted, with digital technologies primarily utilized for summative assessments and focused on simple platforms like Google Forms and Kahoot. A number of systemic limitations, such as poor infrastructure, unequal digital competency, reliance on students' gadgets, and worries about academic dishonesty, were also uncovered via interview data. Teachers' capacity to employ digital evaluation for formative or learning-oriented goals is limited by these limitations. With the findings, it highlights the necessity for continuous professional development, improved infrastructure, and clear institutional policies to support effective and ethical digital assessment practices. Future studies could explore long-term impacts and examine specific platforms to enhance teacher readiness and instructional outcomes.
Examining the Effect of PLEASE Strategy (Pick, List, Evaluate, Activate, Supply, End) on Eighth-Grade Students’ Recount Writing Skills Meisya Meisya; John Pahamzah; Eri Rahmawati
Journal of English Language Teaching and Cultural Studies Vol 9, No 1 (2026): March 2026
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v9i1.38872

Abstract

This study aims to examine the effect of the PLEASE strategy on eighth-grade students’ recount writing skills at one junior high school in Serang City, Indonesia. A quantitative method with a quasi-experimental design was used, involving two classes: an experimental class that received instruction using the PLEASE strategy and a control class that used conventional teaching. Data were collected through pre-test and post-test writing assessments to measure the development of students’ writing skills. The results showed that the average post-test score of the experimental class increased significantly, from 73.48 to 80.05, while the control class experienced a decrease in average score, from 74.90 to 74.12. An independent t-test yielded a significance value of 0.002 (p < 0.05), indicating a positive and significant influence of the PLEASE strategy on students’ writing skills in recount texts. The PLEASE strategy guides students through six systematic stages, starting with selecting a topic (Pick), making a list of ideas (List), evaluating the content of that list (Evaluate), formulating the main sentence (Activate), providing supporting sentences (Supply), and concluding the paragraph with a closing sentence (End). This strategy helps students organize their ideas logically and construct well-structured paragraphs. The study concluded that the PLEASE strategy effectively influences junior high school students’ recount writing skills by providing step-by-step guidance, making the writing process easier, more focused, and resulting in high-quality work. Therefore, the PLEASE strategy is highly recommended as an innovative writing instruction method at the junior high school level.

Page 11 of 11 | Total Record : 103

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