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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 137 Documents
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Two Indonesian Mothers’ Journey in Nurturing Children’s Bilingual Development: From Practices to Aspects of Reflection Maolida, Elis Homsini; Kurniawan, Eri; Noorman, Safrina; Amalia, Lulu Laela
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.24945

Abstract

This study presents the reflections of two Indonesian mothers working as EFL teachers on their experiences of fostering their children's bilingual development. It employed a narrative inquiry approach, gathering the participants' stories through oral and multimodal narratives. The mothers shared their stories during a semi-structured interview and through photos and videos. The findings reveal that the participating mothers introduced English to their children early by engaging them in natural English interactions and activities such as story reading before bed, hands-on activities, role-playing, games, and daily communication. Despite many similarities in activities, the consistency and continuity of providing exposure to English and Indonesian languages are different. The first mother implemented One Parent One Language Strategy (OPOL) with her child, using English with mother and Indonesian with father. On its journey, she shifted the strategy to Minority Language at Home strategy (MLaH) due to her husband’s passing with her child communicated English at home and learned Indonesian from school, relatives, and communities. Meanwhile, the second mother used English and Indonesian (mixing language strategy) to communicate with her daughter, using English as the dominant language. When her daughter started mixing the structure of the languages and experienced language confusion, the second mother minimized English use at home and shifted to using Indonesian as the dominant language at home. The findings also indicate that in nurturing children’s bilingualism, the mothers’ choices of practices involved five aspects of reflection: their philosophy, belief, theory, practice, and sociocultural aspect beyond practice. This study highlights that the process of nurturing children’s bilingual development is not a linear process. It involves a more complex relation of various factors that influence parents’ decision in (dis)continuing certain language policies.
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 2023
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.
Designing Communicative Competence-Based English as a Foreign Language Curriculum Development in Integrated Islamic Elementary Schools Amalia, Taranindya Zulhi; Susanti, Rini Dwi
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.24517

Abstract

This study investigates the implementation and design of English language curriculum development based on communicative competence in integrated Islamic primary schools. The data was taken from interviews, observation, and documentation techniques. The findings indicated that other parties, including the Olympic and competition procurement institutions, were involved in the development of the English language curriculum. English language teachers construct lesson plans under the supervision of the principal, guaranteeing fair execution. The Language Festival is a new design for developing communicative competence at the elementary school level through mentoring subject teachers as well as support from the school and parents.  It is designed to demonstrate the richness and diversity of language and instruct and enlighten individuals interested in languages and cultures about the languages spoken worldwide. This kind of external institution involvement is important to increase students' enthusiasm in primary school. The challenges include adapting face-to-face and remote curriculums, internet networks, and school manual content. They are solved by maintaining qualifying time allotments, partnering with language experts, leveraging asynchronous media, updating handbooks, and training for teachers.
Interactivity and Interpersonality Elements Produced by College Students in Spoken Discourse Rokhayani, Atik; Wijayanti, Dina Novita; Tardaguila, Pauline Joy Gelacio; Shofiyuddin, Muh
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.26149

Abstract

Speaking tends to be a difficult skill for Indonesian students. To overcome the problem, one can use discourse markers (interactivity and interpersonality elements) for a conversation.  The purposes of the study are to explain the kinds of interactivity and interpersonality elements and the implementation of interactivity and interpersonality elements of spoken discourse produced by college students. The study belongs to qualitative research. The data are the elements of interactivity and interpersonality, while the data source is transcripts of job interviews. The instrument of this study is documentation. Based on the findings, all interactivity and interpersonality elements are found in the data source. Based on the findings of the study, all kinds of interactivity and interpersonality elements are found in the data source. The students dominantly use discourse markers as first rank to fill the gap between previous and next utterances and maintain the stability of the conversation. In contrast, their application in the spoken discourse of college students is still low because only one element out of four is used dominantly (more than 50%). In order to address the issue, students must enhance their self-confidence in speaking English. Also, consistent practice leads to improvement.
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 2023
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.
Do Topics about Islam Better Facilitate English Writing Skills of Students in Islamic Colleges? Teachers’ and Students’ Reflections Asmiyah, Siti; Safriyani, Rizka
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.19955

Abstract

Many studies have explored various strategies and approaches to facilitate students’ learning to write in English. However, few studies investigated the potential use of localized, familiar, and more personalized topics to develop students’ English writing skills. Considering Krashen’s comprehensible input hypothesis and Piaget’s constructivist approach, this study aimed to explore whether topics about Islam can better facilitate students' learning to write in English in Indonesian Islamic colleges. A mixed method design, qualitative method through interviews with seven English writing lecturers from four Islamic colleges in Indonesia, and quantitative method using a student survey, which was responded to by 100 students, became the source of data. The findings informed that a process-oriented approach, positive feedback, and freedom of and familiarity with topics were the main contributing factors to students' English writing development. The salient findings suggested that careful consideration of topic selection and vocabulary familiarity should be made when assigning writing tasks using topics about Islam in Islamic colleges.
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 2023
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.
“I'm Afraid My Thesis Has Many Mistakes”: Thesis Writing Anxiety, Its Contributing Factors, and Alleviating Strategies Kawengian, Grisel Englin; Subekti, Adaninggar Septi
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.21632

Abstract

The present study intends to investigate the possible contributing factors of thesis writing anxiety and the possible strategies that could be taken to help reduce thesis writing anxiety. For these purposes, this study conducted interviews with six Indonesian learners of English in English language departments and two Indonesian English lecturers who were thesis advisors. From Thematic Analysis, this study found two factors contributing to learners' anxiety. These were perceived inability to express ideas in good English writing and getting negative evaluations from their respective thesis advisor. Furthermore, three strategies were believed by both learners and advisors to help reduce learners' thesis writing anxiety. These included using grammar checker tools to improve writing quality and learning grammar, reading journal articles to improve learners’ mastery of the research topic, and creating a positive atmosphere for consultation sessions. Based on the findings, it is suggested, among others, that exposure to various academic texts and the use of grammar in academic contexts should be increased earlier in the curricula. Thesis advisors are also encouraged to show support and instill optimism. Contributions of this study are stated alongside several suggested directions for future studies.
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 2023
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.
“I Can Know More Vocabularies and Their Meanings”: EFL Students’ Perceptions on the Impact of English Translation of Islamic Verses on Incidental Vocabulary Acquisition in English Lessons about Nature Saiful, Jepri Ali
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.22770

Abstract

There is a paucity of knowledge on the use of Islamic holy references in English on learners’ Incidental Vocabulary Acquisition (IVA). This study aimed to investigate English students’ perceptions regarding the use of English translations of Islamic verses related to nature on students’ IVA. The study involved 77 senior high school students, consisting of 48 females and 29 males, from three schools in Surabaya and Pemalang, Indonesia. A case study design was employed, incorporating quantitative and qualitative data. Closed and open-ended questionnaires were the instruments, and the data were analyzed through descriptive methods and content analysis. The integrated findings showed that students viewed the potential effectiveness of English verses from the Qur’an and Sunnah in developing their understanding of IVA, Islam, and nature. Moreover, they expressed satisfaction with this approach to learning. In conclusion, students perceive that English verses from Islamic references offer significant benefits for their IVA.

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