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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 2 (2023): December" : 6 Documents clear
Students’ Perceptions of Literary Texts, Challenges in Learning, and Learning Strategies Soy, Seth; Maisarah, Ira; Sovann, Ly
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19925

Abstract

Students’ perceptions are very crucial for improving the quality of teaching and learning. However, the study of students’ perceptions of learning literature is very limited. Therefore, this study aims to explore EFL students’ perceptions of literary texts, challenges in learning literature, and out-of-class learning strategies. The study applied the descriptive quantitative method. The stratified random sampling technique was also employed. The samples (n = 122) were the EFL students at the National University of Battambang. The online survey questionnaire was used as the research instrument with the Likert scale of four choices (strongly disagree, disagree, agree, and strongly agree). The data was analyzed automatically by Google Forms. Three main results were revealed. First, the majority of students have positive perceptions of the literary text used in their class (76,61%), although some viewed vocabulary and grammatical structures as complicated elements. Second, although most of the students do not face many challenges in learning literature (62,38%), a large number of students believed that text difficulty, workload from other classes, and poor English proficiency cause difficulties for them. Third, despite the majority of students having better learning strategies (72.02%), a specific learning schedule, task completion before class, and learning discussion between peers are the learning activities that the rest of the students failed to implement. In conclusion, the literary texts are appropriate despite a few problematic aspects that might be accordingly adapted. Also, the teachers should pay attention to learners’ challenges and suggest better learning strategies to them.
Code-switching in EFL Classroom Settings: A Review from Teachers’ and Students’ Outlook Fauzi, Iwan
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19681

Abstract

The use of code-switching in English-as-a-foreign-language (EFL) classrooms has considerably occupied serious discussions. Most language researchers consider whether to use only the target language exclusively or to use it alongside the first language in foreign language classrooms. This paper reviews 15 empirical studies investigating code-switching in different EFL classroom settings and cultures regarding English as a second and foreign languages. There are three main things that this paper wants to seek for the answer from those studies viewed from teachers’ and students’ outlooks; those are the perception, the function, and the strategy to generate learning success from code-switching. The results show that code-switching provides the chance for the lower proficiency level of English learners to feel secure in expressing what they want to speak, but not for those who belong to high proficiency level ones. Besides, code-switching tends to function as classroom management, but the over-functioning of code-switching in the EFL classroom can only hinder learners from receiving comprehensible input of English. Of all, the most important highlight from this paper is that the more the mother tongue is used the worse the success of learning English.
An Ethnography Case Study on Reading Habit of One Selected EFL Learner Arrasyid, Farouk Imam; Williyan, Aldha; Putri, Aprilia Riyana; Muzakki, Muhammad Alie
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.21599

Abstract

This ethnographic case study delves into the intricate reading habits of a fifth-semester EFL learner, exploring the multifaceted dynamics of her engagement with both fiction and non-fiction literature. The research unfolds the pivotal role of early exposure to reading, fostered by parental encouragement, in shaping a lifelong commitment to literary pursuits. The participant's diverse reading practices, encompassing print and e-books, reflect a nuanced approach to language acquisition and vocabulary enrichment. The study reveals a positive correlation between extensive reading habits and academic performance, particularly in TOEFL reading comprehension and overall language proficiency. The participant's transition from composing stories in Indonesian to writing in English, coupled with the abandonment of subtitles while engaging with English media, underscores the transformative impact of sustained reading habits on language skills. This research not only enhances the understanding of individual reading behaviors but also emphasizes broader implications for language development, academic success, and the cultivation of writing skills.  Further research should investigate the unique impacts of different genres on language acquisition, the influence of digital platforms on reading behaviors, and how reading intersects with socioeconomic and cultural factors. A longitudinal study tracking individuals from infancy to adulthood might uncover the long-term impacts of early literacy. Further investigation is required to explore the impact of personalized reading programs in EFL courses on language proficiency and academic performance. Further research in this field can potentially enhance EFL teaching and overall progress.
The Exploration of EFL Teachers’ Technological Practices in Indonesian Schools Mali, Yustinus Calvin Gai
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.22298

Abstract

Indonesian schools in the post-pandemic situation and after the release of the national policy in Indonesia encourage teachers to integrate technology into their teaching practices. This study involved 111 EFL teachers from 21 provinces in Indonesia to answer a set of questions in an online closed-ended questionnaire that specifically asked about the teachers’ frequency of using technology for EFL teaching and learning purposes, the kinds of technology they used, specific purposes of using the technology, and perceptions and challenges of using technology for the teaching and learning purposes. All the responses were exported and analyzed using Microsoft Excel to perform descriptive statistics to answer the research questions of this study. The data analysis showed that the teachers spend around 4 hours a week using various technology for their EFL teaching and learning practices. They also have positive perceptions towards the use of technology regardless of the limited time to use the technology and various external factors (i.e., limited school facilities, school policy about bringing phones to school, and students’ lack of technological skills) that might pose potential challenges when integrating technology in their classrooms. Notably, sharing English learning materials, giving tasks to their students, and finding material resources related to lessons are the most common reasons for teachers to use technology. Practical recommendations to enhance the teachers’ skills in using technology in Indonesian school settings and directions for future research are discussed.
An English Placement Test at Three Different Periods: The Implementation and the Test Administrators’ Views Basori, Basori; Mubarok, Harir; Rohmana, Wahyu Indah Mala; Bisriyah, Maslihatul; Jayanti, Septia Dwi; Maharany, Elva Riezky
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19100

Abstract

This paper aims to explore the practice of an English placement test at one of the English education programs during three different testing periods (before the COVID-19 pandemic, during the pandemic, and after the pandemic). Further, the study sought to investigate the views of the test administrators, mainly focusing on the challenges they faced administering the test during the period mentioned. Using a qualitative case study approach, the researchers gathered the data from the results of observations and final reflections of the test administrators. The findings revealed that the placement test in three different periods applied similar three consecutive stages: the pre-testing stage, the testing day, and the post-testing stage. The goal of the test is also similar to that it is used to gauge the newly intake students entering TBIP. Rather than grouping students for specific classes, the placement test was conducted as a part of need analysis strategies to understand students’ English proficiency levels. While the placement tests before and after the pandemic have similarities, especially in preparation activities, the test format, and the test delivery, the placement test during COVID-19 differs. Despite those issues, the placement test administrators believed the test brought additional benefits. In addition to gauging the newly intake students’ English proficiency, the placement test was a way to start building positive relationships with students before meeting in an actual class. Hence, the test administrators have mixed feelings upon administering the placement test. Some final thoughts conclude the papers. 
Factors Influencing EFL Pre-service Teachers’ Experience in Classroom Management Waloyo, Edy; Rifai, Ahmad; Tanjung, Khoiriyah Shofiyah; Mutiaraningrum, Ira
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.22398

Abstract

Classroom management has been of interest for decades. EFL Pre-service teachers at IAIN Syekh Nurjati Cirebon had experiences in teaching practices and classroom management. They had completed teaching practices at formal school for two months. This quantitative research employed factor analysis to determine the research variables that affect classroom management. The variables of classroom management involved in this study are discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, and psychological and social classroom environment. The findings show that the KMO Measure of Sampling Adequacy (MSA) number is 0.800. Because the value is 0.800 (> 0.5), it means that all factors influence EFL pre-service teachers’ experience in classroom management. This study highlights discipline as the main factors contributing to classroom management. This study also highlights the role of the university in preparing pre-service teachers to be ready for their future teaching practice. 

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