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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
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Search results for , issue "Vol 7, No 2 (2024): December" : 6 Documents clear
Writing a Thesis with Sound Argument: A Linguistic Analysis of Indonesian Undergraduate Students’ Academic Texts Widhiyanto, Widhiyanto; Dewi, Desi Surlitasari; Fadilla, Hilda
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i2.29991

Abstract

Writing a thesis necessitates the presentation of a compelling and well-written argument. The thesis should situate research within the broader field of study and promote some contributions to the field. A student-writer needs to compose a thesis that reports and justifies the research conducted. This study explores how one undergraduate student-writer at an Indonesian university stages meanings to develop a thesis—as a macrogenre, with sound and engaging arguments by using available linguistic resources. It employs tools of text analyses offered by Systemic Functional Linguistics to examine primarily the interpersonal zone of the arguments. This zone is crucial for a writer to stage meanings to engage with others and others’ knowledge in the field of study, utilizing sound arguments as she takes her stances in the academic community. The analysis focused on two key textual features: the organization of meanings to accomplish the social function of the thesis and the utilization of evaluative language resources to engage with others in the literature. This study involved a single respondent, an undergraduate student-writer, as its focus. The analyses indicate that this novice writer employs various linguistic resources to structure her texts in intricate ways. While her argument at the macro-level (the thesis) is structured relatively similar to the typical thesis, significant differences emerge in her micro-level structure. This study revealed additional deviations in her use of linguistic resources for negotiating arguments at the sentence level (micro-level) and below level, including phrase and word levels.
Can Course Design and Language Competence Contribute to the Understanding of Literature for EFL Students? A Case Study at a Saudi Arabian University Abdel Fattah, Rabab Ahmed Amin
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i2.22552

Abstract

Teaching literature without a prerequisite in a Saudi Arabian University curriculum for EFL students revealed a variety of impediments, including a lack of critical and analytical skills, ambiguity tolerance issues, and a low level of English proficiency. This research aims to examine the course limitations and assessments and provide a development strategy to improve those key skills. As a result, the study separated the topic into numerous questions that constitute the primary axes the research aims to address. The first question is whether the existing course design, ENG280 Introduction to Literature, is appropriate for level 4 students. The second question concerns whether a prerequisite should be included in the academic plan. The final question concerns how students' English proficiency affects their understanding of the course. Methodological triangulation is used to address these questions appropriately. The utilization of both qualitative and quantitative data collection methods provides the availability of high-quality data required to improve the findings. The data was collected using a lecturer's questionnaire and an English language competence test. The language competence test is aligned with the 2020 edition of the Common European Framework of References for Languages (CEFR). The study highlighted flaws in the course design and assessments, including advanced skill expectations that were inappropriate for fourth-level students' linguistic and skill capabilities. As a result, the study provides developmental suggestions for course design and assessments that can successfully address issues connected to students' linguistic and literary abilities. Implementing the improvement plan will simultaneously enhance the students’ linguistic level and develop their critical analysis abilities. Students will also have sufficient time and diverse assessment methods that align with their linguistic and literary capabilities, providing them with encouragement and motivation to learn.
Exploring the Experience of EFL Learners on a Website for Language Learning to Practice Speaking English Asi, Natalina; Fauzi, Iwan; Lestari, Ariesta; Mardiana, Dina; Amalia, Novika
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i2.26667

Abstract

In English language learning, web-based learning (WBL) provides a critical tool for practicing speaking skills, which requires synchronous interactions for effective learning. This study explores the efficacy of the "Harati Speaking" website, a web-based platform designed to enhance spoken English skills among Intermediate English learners. The research employs a quantitative descriptive method involving 64 second-year bachelor students from an Indonesian university's English Education Study Program. Data were gathered using the User Experience Questionnaire (UEQ), which evaluates six categories of user experience: attractiveness, perspicuity, efficiency, dependability, stimulation, and novelty. Results indicate a generally positive user experience, with specific strengths in the website's ability to provide an engaging and efficient learning environment. However, novelty and certain aspects of attractiveness and dependability received lower, though still satisfactory, ratings, suggesting room for design enhancements. Overall, the "Harati Speaking" website proves to be a valuable tool for practicing English speaking skills, contributing positively to the language learning process in a foreign language classroom. This study provides valuable insights into how such platforms can facilitate synchronous interactions essential for effective language learning. For future development of the "Harati Speaking" website, more innovative and engaging features could boost the web novelty, including gamification elements and interactive scenarios. By addressing these areas, future research can provide a more comprehensive understanding of the potential and optimization of web-based learning tools for English learning.
The Portrayal of Culture and Intercultural Competence in the English Textbook for Senior High School Level in Indonesia Nuha, Ulin
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i2.27571

Abstract

Cultural components or elements in textbooks are essential in supporting intercultural competence. By providing textbooks with text containing cultural elements and cross-cultural competence, a language learner is not only prepared linguistically but also culturally. Some English textbooks in Indonesia emphasize cultural and intercultural competence to support their content, as proficiency in English requires intercultural competence. Therefore, it is necessary to analyze cultural and intercultural competence in a textbook. A descriptive qualitative method and content analysis technique are used in this research. The theories used to analyze the textbook are Xiao's, Cortazzi and Jin's, and Byram's theories. The textbook analyzed is an English textbook entitled “Bahasa Inggris” 2018 grade XII issued by the Ministry of Education and Culture of the Republic of Indonesia. This research shows that there are cultural contents depicted in several cultural themes, they are Big “C” and little “c” culture, by using Xiao’s theory. Then, by using Cortazzi and Jin’s theory, they represent 3 types of culture, namely source culture/local culture, target culture, and international culture. According to Bryram’s theory, intercultural competence has been found in the form of pictures, texts, and tasks. This competence includes knowledge, skills, and attitudes. The display of cultural themes in the textbook dominates. The results of intercultural competence showed that the skills category dominates, but critical cultural awareness is not found. The cultural contents represented in the textbook mostly adopt Indonesian local culture, and the textbook has met the competence categories required by the Ministry of Education and Culture of the Republic of Indonesia, even though it has not met the intercultural competence category conceptualized by Byram because of the absence of critical awareness category on task material in the textbook.
Students’ Perceptions of the Advantages and Disadvantages of Using Artificial Intelligence in EFL Classrooms Rahayu, Endang Mastuti; Irawan, Nico; Hertiki, Hertiki
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i2.28010

Abstract

This descriptive qualitative study examined the incorporation of Artificial Intelligence into EFL Classrooms, concentrating on its impact on thirty-fifth-semester students in a Research Methodology Course within an English Language Education Department. Data was collected through interviews and semi-structured questionnaires and analyzed using thematic analysis. The study indicated that the students predominantly possessed favorable attitudes toward AI in the educational process. They indicated that AI enhanced their language acquisition by delivering tailored feedback, presenting stimulating and interactive learning tasks, and allowing adaptable study options. Nonetheless, apprehensions were expressed regarding AI’s capability to supplant educators, monitor students’ development, and its accuracy and reliability. The study illustrated how AI might assist students with coming up with ideas, locating references, and improving the caliber of research projects. AI technologies could assist teachers in identifying and rectifying student errors, tracking progress, and accelerating the evaluation process, thereby conserving time during grading. These results highlight the significance of balancing AI use with human education to alleviate students' concerns. Future research may examine the efficacy of AI in assisting students with final projects, research proposals, publications, data analysis, and academic writing.
Unpacking the Effect of Flipped Learning to Enhance EFL Learners’ Sociopragmatics Knowledge: Speech Acts of Refusals in Focus
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i2.22842

Abstract

Although previous studies have acknowledged the significant effect of flipped classrooms in language learning, few research has concerned about its potential impact on EFL learners’ sociopragmatics knowledge. The present study aims to examine the promising role of flipped learning assisted by WhatsApp applications (i.e., WhatsApp-integrated flipped learning) in enhancing EFL learners’ appropriate use of refusals in English. Another objective is to examine EFL learners’ perception of the WhatsApp-integrated flipped learning activity in facilitating the learning process. This study employed a quasi-experimental with pre-test and post-test design of experimental and control groups. The experimental group (N=36) was taught in a WhatsApp-integrated flipped learning, while the control group (N=36) was enrolled in a similar class but did not experience the use of any digital platform. The intervention was conducted in eight meetings, including the process of data collection using Discourse Completion Tests, semi-structured interviews, and a TAM questionnaire. The results revealed that WhatsApp-integrated flipped learning was proven as an effective strategy to enhance EFL learners’ speech acts of refusals, indicated by a significant difference in the post-test scores of the experimental group compared to the control group. They showed positive acceptance toward the use of the WhatsApp application to facilitate flipped classrooms for teaching sociopragmatics. In addition, the semi-structured interview further disclosed that the learners positively perceived WhatsApp-integrated flipped learning activity. Implications for English language teaching and suggestions for future research are further discussed.

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