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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 108 Documents
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Perceiving and Reimagining Sources: EFL Students’ Reflections on AI-Mediated Report Writing in an Islamic State University Basir, Amin; Hidayat, 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.v8i2.33798

Abstract

This qualitative descriptive study examines how English as a Foreign Language (EFL) students utilize artificial intelligence (AI) tools to source and integrate online information for academic report writing. The study involved 32 third-semester students who wrote reports on Cirebon wedding traditions, utilizing various online sources and self-selected AI tools, including ChatGPT, Quillbot, and Grammarly. Data were gathered through open-ended questionnaires and semi-structured interviews with eight students. Thematic analysis revealed six key themes: the strategic use of multiple AI tools, source selection based on accessibility and relevance, AI-assisted simplification, the evolution of voice and authorship, ethical awareness, and learning transfer. Students displayed a reflective and critical approach, viewing AI not merely as a shortcut but as a dialogic partner in the writing process. The findings highlight how AI not only enhances textual production but also fosters intercultural understanding within EFL contexts. This study contributes to the discourse on digital literacy by providing a localized perspective on AI usage and calls for pedagogies that promote ethical and strategic authorship in AI-mediated academic writing.
“It’s Helpful but Unreliable”: Exploring EFL Postgraduate Students’ Beliefs in Using ChatGPT in Academic Writing Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
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.v8i2.30871

Abstract

Chat Generative Pre-Trained Transformer (ChatGPT) has emerged as a valuable tool for enhancing writing and other creative activities. However, there has been limited exploration of postgraduate students' perspectives on utilizing ChatGPT within the realm of academic writing. To address this gap, this study conducted semi-structured interviews with two postgraduate students from different universities to gather their narratives and experiences regarding the integration of ChatGPT into their academic writing processes. The thematic analysis reveals that the students hold a favorable view of ChatGPT's utility in aiding their academic writing, particularly in generating ideas, creating outlines, and receiving prompt feedback on their work. Nevertheless, the findings raise concerns about the validity and reliability of the information generated, particularly regarding usage limitations. The study highlights the need for more professional development programs to enhance the digital literacy of postgraduate students by utilizing artificial intelligence. Additionally, the study's contributions are detailed, along with several recommendations for future research.
Exploring Student-Teachers’ Reflection on Microteaching: A Method for Achieving Continuous Professional Development Nikmah, Alfu; Hartono, Rudi; Yuliasri, Issy; Widhiyanto, Widhiyanto
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.v8i2.33773

Abstract

This paper's primary goal is to investigate perceptions of the implementation of a microteaching course using reflective teaching practice. Microteaching is a course that prepares student-teachers to become professional instructors. Reflective teaching techniques include self-reflection and reflections from teachers and peers, which lead to effective and complete evaluation. This study explores how Indonesian student-teachers perceive the implementation of microteaching and how they discover the reflection in the microteaching course. Using a qualitative approach, semi-structured interviews and focus group discussions were conducted with seven participants to gather in-depth insights into their experiences and perceptions regarding reelection in the microteaching course. The results showed that student-teachers were concerned about preparing before conducting microteaching, including searching for materials to construct a lesson plan, conducting teaching performance and evaluation, and perceiving positive arguments in the reflections given by the teacher and peers. Having strengths and weaknesses from the comments made student-teachers tend to improve their performance in the next practice. The results of this investigation have significant practical relevance for evaluating student-teachers’ teaching performance through reflection practice and for helping future teachers fulfil their requirement to be professional teachers.
ChatGPT for Self-Regulated Teacher Professional Development: An Autoethnography in an EFL Teacher Development Course Saiful, Jepri Ali
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.35000

Abstract

Revealing a course instructor’s perspective on ChatGPT in English teacher education offers valuable insider insight into how English pre-service teachers learn about the teaching profession. However, this perspective remains underexplored. This autoethnography explores my experiences of integrating ChatGPT as a self-regulated learning partner in an EFL Teacher Development course for nineteen third-semester English Education students (September 2024–January 2025). Through critical reflections on my instructional decisions and interactions, I traced how my pedagogy evolved while students engaged in weekly ChatGPT conversations about the ELT profession. I implemented four key strategies: providing orientation on pedagogical AI use and prompting, requiring weekly ChatGPT engagement, fostering reflection through journals and video documentation, and connecting AI-based learning with classroom discussions. Despite challenges related to technology access and uneven digital literacy, I found ChatGPT to be valuable teaching partner to use in English teacher education to support English pre-service teachers to learn ELT profession.
Need Analysis of an English for Specific Purposes (ESP) Course for Indonesian Vocational Tertiary Students Sitio, Ihsan Tanama; Hadiani, Dini; Permata, Nia Nuryanti; Latipah, Yeni
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.36215

Abstract

The expanding use of English as a lingua franca for occupational, commercial, educational and industrial purposes has resulted in the global need for English for Specific Purposes (ESP) instruction in the English language teaching curriculum, especially in Indonesian context. However, most of the ESP courses offered are unable to address the students’ specific needs. Hence, this study investigates the role of needs analysis in ESP courses in vocational tertiary education level before designing any English Language Teaching curriculum in Indonesian context. Different yet interrelated sources of data collection including a set of closed-ended questionnaires, semi-structured interviews and classroom observation protocol were used to collect the relevant data. A total of 85 second-year students from a state polytechnic in Bandung, West Java, participated in this study. The results reveal that although knowledge of the four English language skills was figured out to be important for the students for being successful in both academic (educational) and professional (working) contexts, proficiency in speaking and reading was deemed to be of vital importance. The fulfillment of their academic targets, preparation for a better future, and becoming global citizens are the three perceived overarching reasons for the students to learn English. Accordingly, although students’ individual needs are basically subjective and unstable across contexts, this study’s findings can serve as a possible aid to decision-making in the contexts linking English language learning in vocational tertiary education to the broader professional world.
ChatGPT-Based Debate Coursebook for Enhancing Islamic University Students’ Argumentative Skills: Strengths, Challenges, and Alternatives Suciati, Suciati; Sakhiyya, Zulfa; Trisanti, Novia; Arifani, Yudhi
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.34960

Abstract

The rapid advancement of generative Artificial Intelligence has opened new possibilities for improving speaking and debate instruction in higher education. This study aimed to investigate the implementation of “ChatGPT-based Debate Coursebook” in a second-semester Debate and Critical Thinking class, focusing on its strengths, challenges, and proposed improvements from both students and classroom observers. This research employed a qualitative case study design, involving 7 student participants and 2 observers from the English Education Department at a State Islamic University in Indonesia. Data were collected through semi-structured interviews, classroom observations, document analysis, and field notes. In addition, data analysis involved thematic coding, frequency analysis, and triangulation of data sources to ensure trustworthiness. The findings indicated that the coursebook provided clear structure, strengthened argumentation skills, and increased engagement, particularly through the integration of ChatGPT for independent practice and feedback. Nevertheless, several challenges emerged, including limited class time, initial difficulty understanding the Australasian Parliamentary Debate format, uneven or excessive reliance on ChatGPT, and limited live feedback. Students and observers recommended the addition of multimedia support, clearer scaffolding for ethical AI use, structured practice schedules, improved pronunciation and fluency activities, and more explicit assessment rubrics. Based on these insights, the study recommends developing AI-assisted materials that are multimodal, ethically guided, and supported by stronger lecturer scaffolding to balance AI use and foster deeper critical thinking.
Heutagogy-Based Digital Extensive Reading: Enhancing Students’ Critical Reading Skills in EFL Islamic Higher Education Fitriani, Aries; Rizkiyah, Faiqotur; Wulandari, Fitriya Dessi
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.33906

Abstract

This study investigates the application of the heutagogical teaching model through Digital Extensive Reading (DER) in enhancing university students’ critical reading competencies in an English as a Foreign Language (EFL) context. It focuses on three key aspects: (1) the implementation of heutagogy-based DER, (2) heutagogy-based DER’s role in developing critical reading skills, and (3) the implications of this model. The participants consisted of 35 EFL Islamic university students. Using a qualitative structural analysis, data were gathered through document analysis, questionnaires, interviews, field notes, and literature review. The findings reveal that heutagogy-based DER empowers students to select texts, set goals, and engage in reflective learning, thereby fostering learner autonomy and personalization. Through exposure to diverse digital platforms, peer discussions, and presentations, students enhanced their critical thinking by developing analytical skills and intercultural awareness. Moreover, this approach redefined teachers’ roles as facilitators, emphasized formative over summative assessment, and encouraged deeper, more meaningful engagement with reading.
Move-Tense Interactions in Undergraduate Thesis Abstracts: Pedagogical Insights for EFL Writers Erzad, Azizah Maulina; Hartono, Rudi; Astuti, Puji; Widhiyanto, Widhiyanto
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.35147

Abstract

Writing effective thesis abstracts remains a significant challenge for many EFL undergraduates, particularly in organizing rhetorical moves and selecting appropriate verb tenses. This study investigates the interaction between rhetorical move structures and tense usage in undergraduate thesis abstracts in English Education Department, offering a combined genre- and language-focused perspective that remains underexplored in EFL genre research. Using a qualitative Genre-Based Discourse Analysis approach, 41 abstracts from an Indonesian Islamic university were analyzed, with questionnaire data from 7 alumni, to identify common writing difficulties. The analysis applied a five-move model adapted from Swales and Feak, Koopman, and Weissberg and Buker, as well as frameworks for tense distribution. The findings show that although most abstracts successfully include the Aim (92.68%), Method (100%), and Results (97.56%) moves, only 36.59% present a complete five-move structure due to the limited presence of the Conclusion move. Tense analysis reveals an overuse of the present tense across moves, including in the Method (73.2%) and Results (80%) sections, where the past tense is typically required. Questionnaire responses indicate persistent difficulties related to understanding move functions, selecting appropriate tenses, and applying academic writing conventions without explicit guidance. Overall, the study demonstrates partial adherence to conventional abstract-writing practices and highlights the importance of explicit instruction in rhetorical organization and tense selection in EFL academic writing courses to support students’ development as academic writers.

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