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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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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
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 Argument: 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
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 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 macrogenre, 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 similar 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.
Can Course Design and Language Competence Contribute to the Understanding of Literature for EFL Students? A Case Study at a Saudi Arabian University AbdelFattah, Rabab Ahmed Amin
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.v7i2.22552

Abstract

Teaching literature without a prerequisite in a Saudi Arabian University curriculum for 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, ENG280 Introduction to Literature, 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 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 simultaneously enhance the students’ linguistic level and develop their critical analysis abilities. 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
Publisher : Institut Agama Islam Negeri Kudus

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

Abstract

In 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, 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 English speaking skills, 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, 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.
The Portrayal of Culture and Intercultural Competence in the English Textbook for Senior High School Level in Indonesia Nuha, Ulin; Nuralim, Ahmad
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.v7i2.27571

Abstract

Cultural components or elements in textbooks are essential in supporting intercultural competence. By providing textbooks with text containing cultural elements and cross-cultural competence, a language learner is not only prepared linguistically but also culturally. Some English textbooks in Indonesia emphasize cultural and intercultural competence to support their content, as proficiency in English requires intercultural competence. Therefore, it is necessary to analyze cultural and intercultural competence in a textbook. A descriptive qualitative method and content analysis technique are used in this research. The theories used to analyze the textbook are Xiao's, Cortazzi and Jin's, and Byram's theories. The textbook analyzed is an English textbook entitled “Bahasa Inggris” 2018 grade XII issued by the Ministry of Education and Culture of the Republic of Indonesia. This research shows that there are cultural contents depicted in several cultural themes, they are Big “C” and little “c” culture, by using Xiao’s theory. Then, by using Cortazzi and Jin’s theory, they represent 3 types of culture, namely source culture/local culture, target culture, and international culture. According to Bryram’s theory, intercultural competence has been found in the form of pictures, texts, and tasks. This competence includes knowledge, skills, and attitudes. The display of cultural themes in the textbook dominates. The results of intercultural competence showed that the skills category dominates, but critical cultural awareness is not found. 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 of the Advantages and Disadvantages of Using 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
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 was 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 with coming 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.
Voices from the Field: English Education Students’ Perceptions of Research Readiness After Project-based Blended Learning Experiences Sofiana, Nina; Hartono, Rudi; Wahyuni, Sri
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.
Negotiating Teacher Professional Identity and Agency in the Era of AI: Evidence from Faith-based Educational Institutions through a Delphi Inquiry Ma'mun, Nadiah; Riyono, Ahdi; Mariam, Siti
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.v8i2.34005

Abstract

Teacher professional identity and agency play crucial roles in shaping educational practices, particularly in faith-based education, where values, beliefs, and institutional expectations intersect. This study employs the Delphi method to explore the perspectives of educators, administrators, and scholars on the formation and enactment of teacher identity and agency within faith-based educational settings. Through iterative rounds of expert input, key themes emerge, including the influence of religious doctrine on pedagogical decisions, the negotiation of personal and institutional values, and the role of community engagement in reinforcing professional identity. The findings highlight the dynamic, context-dependent nature of teacher agency, underscoring the need for supportive institutional structures that foster autonomy while maintaining alignment with faith-based principles. This research contributes to a deeper understanding of how educators navigate their professional roles within religious educational contexts, offering insights for policy and teacher development programs.
The Use of DeepL as a Translation Tool in English Language Learning: Insights from Indonesian EFL University Students A’yun, Silvianida Qurrota; Karim, Sayit Abdul; Matas, Gordan; Radjaban, R.Yohanes; Winarna, Winarna
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.v8i2.33633

Abstract

The rapid advancement of digital technologies has transformed language learning practices, for instance, the use of DeepL translation tools for machine translation. It plays a growing role in facilitating comprehension, vocabulary development, and academic literacy among EFL learners. This study provides empirical evidence of how DeepL shapes students’ learning efficiency and translation strategies. This mixed-methods study explores the perceptions and challenges of 27 fourth-year English Language Education Study Program (ELESP) students at Universitas Teknologi Yogyakarta regarding DeepL as a translation tool in their language learning. Employing questionnaires and semi-structured interviews for data collection, the research gathered both quantitative and qualitative data. The questionnaire explored students' overall perceptions, while interviews delved into the specific challenges encountered by six selected students, using a purposive sampling technique across varying proficiency levels: two students with high proficiency, two students with medium proficiency, and two students with low proficiency, as indicated by the analyzed questionnaire scores. Furthermore, the researchers analyzed the questionnaire results through data checking, coding categories, and compared them across the highest, middle, and lowest categories, analyzing the results descriptively. Meanwhile, for the semi-structured interview, the results were analyzed using an interactive model, comprising data collection, data reduction, data display, and drawing conclusions. Findings indicate positive student perceptions. Quantitative analysis of questionnaire data revealed overwhelmingly positive perceptions, with 81.5% and 66.7% of students showing high agreement on key positive statements about DeepL's utility. However, the qualitative data reveal that all interviewed students face challenges, particularly the time-consuming process of double-checking translations due to the uncertainty of meaning. This study highlights DeepL's significant role in facilitating language learning while also underscoring the need for students to develop critical evaluation skills.
Students’ Perceived Benefits and Challenges on the Integration of Digital Tools into Undergraduate Thesis Writing in Islamic Higher Education Rochmahwati, Pryla; Prastikawati, Entika Fani; Ma'mun, Nadiah
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.

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