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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 103 Documents
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Unpacking the Effect of Flipped Learning to Enhance EFL Learners’ Sociopragmatics Knowledge: Speech Acts of Refusals in Focus Retnaningsih, Woro; Triana, Yunika; Nugroho, Arif
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.
The Predictive Role of L1 Pragmatics in L2 Implicature Comprehension: A Mediation Analysis Pratama, Hendi
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.34064

Abstract

This study explores the role of first language (L1) pragmatic competence in second language (L2) conversational implicature comprehension among Indonesian EFL learners. Using a quantitative design with 103 university students, the research tested a model where L2 grammatical and lexical competence mediate the relationship between L1 and L2 implicature comprehension. The instruments used included a 30-item L2 implicature comprehension test, an L1 implicature comprehension test, a vocabulary knowledge test, a grammar knowledge test, and a self-report L2 exposure questionnaire. Results showed that L2 grammar proficiency was the strongest predictor of L2 implicature comprehension (r=.695). Mediation analysis confirmed a significant direct effect of L1 implicature comprehension on L2 comprehension, with an indirect effect of L2 grammar (p=.020). However, the mediating role of vocabulary was not significant. These findings suggest that L1 pragmatic knowledge is channeled through L2 grammatical proficiency to interpret implied meanings. The study underscores the significance of integrating grammar and pragmatics in instruction, recommending that educators link syntactic structures to their pragmatic functions to help learners leverage their L1 pragmatic intuition and improve L2 competence.
Beyond Words: Teaching English and Promoting Religious Moderation through the Reconstruction of Reading Texts Lina, Marisa Fran; Rokhmiyati, Sri; Suriyah, Eni
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 Fitrisia, Dohra; Aufa, Nawal; Yusuf, Yunisrina Qismullah; Delavari, Hilda
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 Amalia, Taranindya Zulhi; Fitriati, Sri Wuli; Mujianto, Januarius; Widiati, Utami
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 Fajar, Muh; Intakha, Alaudy Hendy; Sulistyowati, Heny
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 Kurniawati, Atin; Atmojo, Arief Eko Priyo
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.
Breaking Barriers in English Writing: Pedagogical Shifts under the Merdeka Curriculum in Vocational Education Elfiyanto, Sonny; Nasihah, Durotun; Romadhon, Muhammad Galuh Elga; Umeki, Riko
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.32708

Abstract

This research aims to explore the implementation of English writing teaching within the curriculum framework of Merdeka Curriculum at Indonesian vocational high schools, focusing on understanding, classroom practice, and challenges faced by teachers in implementing project-based, student-centered principles. Adopting a concurrent, transformative mixed-methods design, data were obtained from thirteen English teachers in Malang, East Java, through qualitative interviews and quantitative surveys to reveal their perceptions and practices. The results indicate that a gap between the intended flexible curriculum, centered on differentiated instruction, student choice, and active engagement, and what is actually happening in classrooms has continued to persist. Instructors have a partial understanding of such pedagogical facts. However, the practice is suppressed by students' varying writing proficiency levels, scarce learning materials, inadequate professional training, and limited support from the school. Merdeka Curriculum: a source of hope. Nevertheless, as much as Merdeka Curriculum offers an inspiring vision of pedagogical transformation. Structurally, there are impediments to its effective realization in the world of vocational education. Continued systemic support and increased pedagogical alignment are necessary to achieve a more meaningful curricular change. Empowering teacher initiative, developing teacher collaboration, and providing continuous professional development are essential to improve writing instruction in trade or technical schools. The study provides policymakers, administrators, and curriculum developers with the knowledge to simplify support systems, enabling English teachers to implement Merdeka Curriculum in the writing classroom fully.
Reflective Practice in Language Teaching and Learning: A Literature Review Mali, Yustinus Calvin Gai
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.25463

Abstract

Language teachers have been interested in reflecting on their teaching and learning practices to improve their professional skills. This study aims to locate, analyze, and synthesize the current state of research on reflective practice (RP) specifically related to English language teaching and learning. Using a set of rigorous criteria that encompassed the quality, content, and types of articles, the researcher selected and reviewed thirty-seven scholarly articles published in fifteen international journals between 2012 and 2022. Employing the holistic approach, the researcher examined the body of RP-related literature, including research goals, methods, contexts, participants, and RP practices. The analysis identified five main themes: collaborative reflection, teaching and learning experiences, reflection techniques, self-study, and written reflection analysis. Each theme was further sub-categorized into different research strands and discussed in light of the relevant literature. As a result, this study has detailed how various forms of RPs were implemented, along with their potential implementation challenges and weaknesses, which should be of interest to language teachers or practitioners who plan to operationalize RP in their pedagogical practices. Methodological implications, empirical voids in RP-related studies, and directions for further research are presented.
Exploring Determinants of English Paragraph Writing Difficulties among EFL High School Learners: A Study from Cambodia Mariya, Seth; Chenda, Soeurn; Cheu, Kouy; Lida, Sorl; Sovann, Ly
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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