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Nuskhan Abid
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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 8 Documents
 1 
Search results for , issue "Vol 8, No 1 (2025): June" : 8 Documents clear
Voices from the Field: English Education Students’ Perceptions of Research Readiness After Project-based Blended Learning Experiences
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.31315

Abstract

Research competence is a key requirement for pre-service English teachers, yet its development remains a challenge. Project-Based Blended Learning (PjBBL), known for promoting engagement and autonomy, holds potential to address this issue. However, its influence on students’ research readiness is still underexplored. This study investigates English education students’ perceptions of their research readiness after engaging in PjBBL. Using a mixed-methods approach, data were collected through surveys, interviews, and focus group discussions with undergraduate students enrolled in a research methods course. Findings indicate that PjBBL enhances foundational research skills, critical thinking, and collaboration but presents challenges in advanced data analysis, time management, and resource accessibility. The study underscores the need for structured guidance, resource support, and training in research methodologies. Future research is encouraged to explore longitudinal impacts of PjBBL on research competence and to examine its integration with digital tools for advanced data analysis and academic writing.
Students’ Perceived Benefits and Challenges on the Integration of Digital Tools into Undergraduate Thesis Writing in Islamic Higher Education
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.31785

Abstract

This study examines the role of digital tools in fostering undergraduate students' thesis writing process. While digital tools are now widely applied in academia, limited studies have focused on how these tools impact the quality of students' theses and the challenges they encounter. The qualitative case study design involving 7th-semester students from the English Education Department at an Islamic higher education institution in Ponorogo was employed to explore their perceptions of digital tools through questionnaires, observations, and in-depth interviews. The findings indicated that students use various digital tools, including word processors, reference management software, and data analysis programs. The result of thematic analysis revealed that students perceived digital tools to facilitate the quality, effectiveness, organization of thesis work, and motivation. Although some students faced technical difficulties, unfamiliarity with advanced software features, and resource constraints, they believed learning with digital tools positively influenced their academic performance. The study contributes valuable insights for educators and institutions, informing strategies to optimize the use of digital tools in thesis writing.
Beyond Words: Teaching English and Promoting Religious Moderation through the Reconstruction of Reading Texts
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.23685

Abstract

The character value of tolerance among students has been eroded by the challenges of this disruptive era, necessitating efforts to reinforce it through religious moderation. Meanwhile, English texts can be a solution to instilling religious moderation on a larger scale. Besides, it enriches students’ English skills. However, English reading text with Islamic value is limited and difficult to find. As a result, this study aims to remake texts using religious moderation for English learning and reveal the role of technology in remaking religious moderation reading texts. The qualitative descriptive method is used, and the data collection techniques were interview, observation, and documentation. The finding shows a five-phase framework for developing religious moderation-oriented reading texts: (1) selecting and adapting English texts from verified online sources, (2) conducting a needs analysis aligned with foundational and core competencies in reading skills, (3) contextualizing religious moderation principles into the texts, (4) embedding moderation values through deliberate modifications to narrative elements (e.g., characterization, settings, and plotlines), and (5) designing evaluative quizzes to assess both comprehension of moderation values and English proficiency. This systematic approach ensures the dual pedagogical objectives of fostering religious moderation awareness and enhancing literacy skills are met through culturally responsive material design. In addition, the technology helps the teacher in recreating the English text activity, specifically in searching for relevant and credible reading text resources. It also enhances teachers' creativity to present a more interesting text and quiz.
The Impact and Strategies of EFL Students Using Social Media Platforms in Overcoming Online Learning Challenges
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.26116

Abstract

This study explores how EFL students at two public universities in Banda Aceh, Indonesia, utilize social media platforms to support their English language learning. Employing a mixed-method approach, the research integrates both qualitative and quantitative methods. Data were collected through a questionnaire completed by 100 students and interviews conducted with 10 participants. Fundamental statistical analysis was used to evaluate questionnaire responses, while interview data were analyzed through data reduction, display, and conclusion verification. The findings reveal that students frequently use social media to study, complete assignments, and access current information. They perceive improved vocabulary, pronunciation, and listening skills through online learning. However, the study also identifies technical issues, shared gadget usage, and time management. To address these obstacles, students adopted strategies such as informing lecturers about technical problems, maintaining communication with classmates, ensuring adequate Internet quota, and developing effective time management and discipline. This research highlights the benefits and challenges of integrating social media into EFL learning and yields important findings on strategies students employ to navigate these difficulties. The study contributes to a deeper understanding of the role of social media in language education and offers practical implications for educators seeking to enhance EFL learning through digital platforms.
The Perspective of Integrated Islamic Elementary School (SDIT) Students Regarding the Needs of English Language Teaching Material to Develop Islamic-Based Language Literacy
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.32453

Abstract

This research was conducted due to problems that arose in integrated Islamic elementary schools (SDIT) due to a lack of English language teaching materials aligned with the Islamic school orientation. This study innovates by developing English language teaching material models for SDITs. It examines the need for these models from the perspective of SDIT students. Qualitative methods and research and development (R&D) were employed. Data was collected through a questionnaire containing ten close-ended questions and one open-ended question. The results indicate that Integrated Islamic elementary schools (SDIT) need more English language teaching materials, even though they like the current materials. They enjoy singing in English but find reading English stories difficult. Additionally, they mentioned wanting content about Muslim children's daily lives and fun games added to their English language teaching materials. In conclusion, Integrated Islamic elementary schools (SDIT)’s perspectives indicate that the development of English language teaching material models is needed.
Indexicality in EFL Classroom Learning: A Critical Classroom Discourse Analysis
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.31267

Abstract

This study examined dialogues between a lecturer and his students in an EFL classroom learning to find out indexicality. It employed a qualitative technique. The data were dialogues by the lecturer and his students at English Department of the higher education institution in Jombang when they were involved the learning process of the Classroom Discourse class. There were two instruments in this study, they were the researcher himself and documentation. In terms of indexicality, the participants used personal deixis o strengthen his position on the issues faced by the lecturer when the utterance is addressed and forces the audience to accept his views. In addition, the shift in deixis "I" to "We" throughout the classroom learning interaction could also be an attempt to ensure that students were persuaded. The use of the sign "We" which is predominantly indexical by the lecturer convinces students to believe that the learning delivered in class is a collective statement and not a personal statement. Furthermore, the lecturer employed politeness to keep his relationship with his students well. Thus, it could be concluded that indexicality in this study had two kinds of relations, they were equal and unequal relations. Equal relations were represented using positive deixis and positive politeness, whereas unequal relations were represented by negative deixis and negative politeness.
Muslim Students’ Perceptions on English Medium Instruction for Mathematics and Natural Science Subjects
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.22542

Abstract

This study sheds some light on the implementation of English medium instruction (EMI) for mathematics and natural science subjects at an Islamic secondary school in Surakarta, Indonesia, how the Muslim students perceive its implementation, and their attitudes towards EMI. A qualitative method was adopted in this study. Seven Muslim students were purposively chosen as the participants. Data were garnered through written reflections and focus group discussions. Two significant others were also employed. Thematic coding was used to analyze the data. The findings indicated that EMI was implemented by providing learning materials, media, learning activities, and classroom instructions in English. The school also provided preparation programs and supporting programs to optimize EMI. Although many Muslim students found difficulties due to the lack of English proficiency in the early stage, they perceived the implementation of EMI positively since it facilitated them to understand the learning materials of content knowledge and developed their English proficiency. Furthermore, EMI also developed their learning motivation and encouraged them to find learning strategies that suited them best. Pedagogical and curricular implications were also discussed. Ultimately, future studies on EMI are encouraged and directed with key points.
Exploring Determinants of English Paragraph Writing Difficulties among EFL High School Learners: A Study from Cambodia
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.27679

Abstract

The primary purpose of this study was to identify factors affecting the English paragraph writing of 12th-grade students. The study was conducted at a high school in Thmor Korl, Cambodia, with special reference to grade 12. The issue was addressed using a qualitative research strategy. Two English language teachers and 84 students were selected for this study. Questionnaires were used in the study to survey factors affecting students' paragraph writing and examine ways to improve their skills. The data was analyzed quantitatively. The study's results illustrated that students lack of grammar, basic strategies for writing paragraphs, lack of practice, vocabulary, structure, paragraph organization, poor reading, motivation, time constraints, and teacher-related factors such as teachers’ ways of giving feedback and teaching strategies. Therefore, students should be given chances to practice paragraph writing skills sufficiently to become effective paragraph writers, since paragraph writing requires practice and feedback. Beyond these findings, future researchers should study paragraph analysis and action research for more valuable results.

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