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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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An English Placement Test at Three Different Periods: The Implementation and the Test Administrators’ Views Basori, Basori; Mubarok, Harir; Rohmana, Wahyu Indah Mala; Bisriyah, Maslihatul; Jayanti, Septia Dwi; Maharany, Elva Riezky
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.v6i2.19100

Abstract

This paper aims to explore the practice of an English placement test at one of the English education programs during three different testing periods (before the COVID-19 pandemic, during the pandemic, and after the pandemic). Further, the study sought to investigate the views of the test administrators, mainly focusing on the challenges they faced administering the test during the period mentioned. Using a qualitative case study approach, the researchers gathered the data from the results of observations and final reflections of the test administrators. The findings revealed that the placement test in three different periods applied similar three consecutive stages: the pre-testing stage, the testing day, and the post-testing stage. The goal of the test is also similar to that it is used to gauge the newly intake students entering TBIP. Rather than grouping students for specific classes, the placement test was conducted as a part of need analysis strategies to understand students’ English proficiency levels. While the placement tests before and after the pandemic have similarities, especially in preparation activities, the test format, and the test delivery, the placement test during COVID-19 differs. Despite those issues, the placement test administrators believed the test brought additional benefits. In addition to gauging the newly intake students’ English proficiency, the placement test was a way to start building positive relationships with students before meeting in an actual class. Hence, the test administrators have mixed feelings upon administering the placement test. Some final thoughts conclude the papers. 
Factors Influencing EFL Pre-service Teachers’ Experience in Classroom Management Waloyo, Edy; Rifai, Ahmad; Tanjung, Khoiriyah Shofiyah; Mutiaraningrum, Ira
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.v6i2.22398

Abstract

Classroom management has been of interest for decades. EFL Pre-service teachers at IAIN Syekh Nurjati Cirebon had experiences in teaching practices and classroom management. They had completed teaching practices at formal school for two months. This quantitative research employed factor analysis to determine the research variables that affect classroom management. The variables of classroom management involved in this study are discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, and psychological and social classroom environment. The findings show that the KMO Measure of Sampling Adequacy (MSA) number is 0.800. Because the value is 0.800 (> 0.5), it means that all factors influence EFL pre-service teachers’ experience in classroom management. This study highlights discipline as the main factors contributing to classroom management. This study also highlights the role of the university in preparing pre-service teachers to be ready for their future teaching practice. 
Writing a Thesis with Sound Arguments: 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 2024
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 the 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 macro genre, 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 similarly 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.
Challenges and Limitations in the Course Design and Assessment Framework for the Introduction to Literature Course at a Saudi Arabian University Abdel Fattah, Rabab Ahmed Amin
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December 2024
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 at a Saudi Arabian University curriculum for English as a Foreign Language (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, Introduction to Literature (ENG280), 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 questionnaire is intended to evaluate both the course and the students, and analyzing it exposes the associated issues. The language test is used to determine whether the findings confirmed the lecturer's assessment of the students' poor proficiency level. 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 enhance the students' linguistic level and develop their critical analysis abilities simultaneously. 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 2024
Publisher : Institut Agama Islam Negeri Kudus

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

Abstract

In the realm of 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, areas such as 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 the speaking skill in English, 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, such as by 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.
Culture and Intercultural Competence Incorporated in the English Textbook for Senior High School Nuha, Ulin
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December 2024
Publisher : Institut Agama Islam Negeri Kudus

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

Abstract

Cultural elements in textbooks are essential to support intercultural competence. By providing textbooks with text containing cultural elements and cross-cultural competence, language learners are not only prepared linguistically but also culturally. Since proficiency in English is not enough without intercultural competence, some English textbooks in Indonesia highlight cultural and intercultural competence to support their contents. The writer is interested in analyzing the content of an English textbook issued by the Ministry of Education and Culture of the Republic of Indonesia, entitled “Bahasa Inggris,” which is a revised edition of 2018 grade XII. This research uses a descriptive qualitative method and content analysis technique. Several theories were used to analyze the textbook. First, the writer used Xiao's theory to analyze cultural themes. Second, the writer used Cortazzi and Jin's theory to analyze types of culture. Third, the writer used Byram's theory to analyze intercultural competence in the textbook. The study shows that cultural contents are represented in several cultural themes, namely Big ‘C’ and Little ‘c’ culture, using Xiao’s theory. Then, by using COrtazzi and Jin’s theory, they represent three types of culture, namely source culture/local culture, target culture, and international culture. According to Bryram’s theory, intercultural competence can also be found in pictures, texts, and tasks. This competence includes knowledge, skills, and attitude. The cultural themes displayed in the textbook are dominated by the cultural themes of education. 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 on the Advantages and Disadvantages of Utilizing 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 2024
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 were 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 came 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.

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