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Journal of English Teaching and Learning Issues
Published by Institut Agama Islam Negeri Kudus
ISSN : 26153920     EISSN : 26854473     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JETLI is a fully peer-reviewed journal that publishes original research and review articles on the teaching and learning English and language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of: current enquiry as first and second language learning and teaching, language and culture discourse analysis language planning language testing Translation Information technology on language teaching
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 6, No 1 (2023): June" : 6 Documents clear
Positive and Negative Emotions of High School Students in Learning English through Google Classroom Bunga Ayu Ningrum; Chubbi Millatina Rokhuma
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19113

Abstract

Google classroom is one of teaching media commonly used by teachers in online English learning system recently. Its use brings various emotions among students. This narrative study aims to explore students’ emotions in learning English through Google Classroom and how these emotions influence English learning. Data were garnered from semi-structure interviews, and analyzed by using the concept from Braun & Clarke. The analysis of the collected data showed that there are positive and negative emotions felt by students, and these emotions influence their English learning. The positive emotions include pleasure, hope, pride, and relief, while the negative emotions include anger, anxiety, shame, hopelessness, and boredom. These emotions in language learning make the students be able to learn all the time (anywhere and anytime) and increase their grades. On the other hand, it also brings them to be reluctant to study, not focus in the learning process, and less interested in learning.
Teachers’ Beliefs and Practice on Providing EFL Written Corrective Feedback Muhammad Nafi Annury; Nadiah Ma'mun; Djoko Sutrisno
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19360

Abstract

This study analyzes how and why writing instructors provide written corrective feedback (WCF) on academic writing tasks. It was an ethnography study conducted by the Department of English Education at University in Semarang, Indonesia. This study investigated and analyzed the attitudes of teachers to get insight into classroom methods for delivering written corrective feedback (CF) on student writing. The major objective of the study was to evaluate instructors' beliefs and practices. Therefore, the teachers' perspectives on providing written corrective feedback (WCF) were required to determine the true answers and provide corrective feedback. The conceptual basis for this study was developed from Borg's (2003) concept of teacher cognition (beliefs) and practices, as well as the impediments to written CF reported by several writers. This recent study conducted interviews with three English Education Department instructors who instructed writing classes. This investigation utilized classroom observation, the think-aloud technique, and in-depth interviews. The data was examined using Spradley's technique (1979, 1980). The study of the data revealed both congruence and discord between the beliefs and actions of lecturers. For instance, the instructors' focus and number of writing CF were consistent. In addition, it was demonstrated that extraneous influences affected the lecturers' application of their theories.
Revealing EFL Teachers' Experiences in the Integration of Web-based Assessment Media for Assessment Suhaimah Bulqiyah; Ahmad Munir
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19624

Abstract

This study presents the integration of web-based assessment media for assessment in EFL online classrooms from the teachers’ points of view. This study aimed at exploring their experiences in online assessment using various web-based media. Additionally, this research shows both excellent and limited characteristics of web-based platforms implemented in online assessment as well as the influences on their teaching praxis. Five high school teachers from two different areas were invited to the online interview. This study found that the selected online media used by the teachers in their assessment are based on personal reasonings such as the features, form of assessment, and forth. the technology adoption to language assessment also explicitly indicates positive impacts on teachers’ professional affairs, particularly in the assessment field. The same effects are also reflected in students’ learning environment that makes them more involved in online learning and gets valuable assessment. The findings of this research have contribution to the development of assessment media for both English instructor and web-developer.
Integrating Digital Literacy in English for Specific Purposes (ESP) Instruction Via English for Law e-module Dewi Surani; Umalihayati Umalihayati; Rini Dwi Septiyani; Holilah Holilah
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19293

Abstract

Nowadays, integration of technology through digital literacy in English instruction is demanded highly, but in practice, digital material like electronic modules still lacks investigation, especially in the ESP context. Therefore, this qualitative study tries to describe the digital literacy demand related to the material in ESP teaching and the implementation of digitalized based ESP material to facilitate law students’ digital literacy. 25 law students were involved as participants, with the questionnaires and interviews as the primary data and class observation as the secondary data. The results reveal that ESP language-teaching process demands digitalized material which facilitates the students’ needs in enhancing their English skills by exploring authentic learning sources digitally. The implementation of the English for Law e-module facilitates students’ digital literacy, especially in accessing the digital material in the e-module by 70% of the whole participants, 57,7 % of students use their digital literacy for finishing the lectures assignment, and 74% of students able to overcome their digital obstacle independently. The finding recommends the utilization of digitalized material based on e-module to cultivate the students’ digital literacy in ESP instruction.
Unraveling Motivational Beliefs in Learning English: Voices of Non-English Major Students in Indonesian Higher Education Sri Wahyuningsih; Azizah Maulina Erzad
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19368

Abstract

The present study attempts to explore the motivational beliefs in learning English among non-English major students from two higher educations in Indonesia. This study employed a qualitative descriptive approach. Data were collected through close-ended questionnaires. The questionnaires were then distributed to the 100 students. The collected data were then analyzed quantitatively to find out the percentage of motivational beliefs. Further, we interpreted the motivations mostly preferred the non-English major students. The results reveal that from 15 items of motivational beliefs in learning English, the most dominant motivations of learning English preferred by the non-English major students include becoming a knowledgeable person (95%), understanding English books, movies, music (95%), transferring knowledge to others (81%), becoming an educated person (81%), appreciating the ways of life of native English speakers (79%), discussing interesting topics in English with the people from other countries (77%), keeping in touch with foreign people (60%), getting appreciation from others (60 %). On the other hand, other items of motivational beliefs may not become their main motivational beliefs in learning English. This study presents an implication that students from non-English majors need to increase their self-awareness in learning English, particularly both in spoken and written ways to enhance their life.
English Lecturers' Difficulties in Teaching English for Specific Purposes (ESP) in Various Higher Education in Indonesia Tira Nur Fitria
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19178

Abstract

This research investigates the English lecturers’ difficulties in teaching English for Specific Purposes (ESP) in higher education. This research is descriptive qualitative. There are 58 English lecturers from various higher education involved in this research. The analysis shows that the most dominant English lecturers teach ESP in the 2nd semester. Besides, in the 1st, and 3rd semesters. English skills taught by English lecturers in ESP courses are speaking, writing, reading, speaking, vocabulary, and translation. Speaking skills is the difficult English skill taught by them in the ESP course. The most dominant English lecturers have been teaching ESP for more than 5 years. They state that teaching ESP requires more challenges than teaching EGP (English for General Purposes). In the implementation of teaching ESP, they face several difficulties including) 1) making syllabi and lesson plans. 2) making ESP course materials according to student needs. 3) selecting and using learning methods. 4) getting ESP textbooks related to student needs. 5) making/creating ESP textbooks related to student needs. 6) difference in students' English proficiency levels. 7) difference in the level of student's motivation to learn English. 8) different levels of students' awareness of the importance of ESP. 9) the institution’s policy related to the ESP course curriculum has not been clearly stated. 10) institutional policies related to facility policies are not adequate. 11) the number of lectures/credits, and the number of semesters in the ESP course are not as expected. 12) compensation (income) in teaching ESP courses is not expected.

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