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Hajjah Zulianti
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jeta@stkippgribl.ac.id
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Building E, STKIP PGRI Bandar Lampung Jalan Khairil Anwar No 79, Durian Payung, Kec. Tanjungkarang Pusat, Kota Bandar Lampung, Kode Pos 35116.
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INDONESIA
JETA (Journal of English Teaching and Applied Linguistic)
Published by STKIP PGRI Bandar Lampung
ISSN : 27223388     EISSN : 27223396     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of English Teaching and Applied Linguistic (JETA) is a peer-reviewed journal run by the English Language Education Department of STKIP PGRI Bandar Lampung (Institute of Teachers Training & Education of PGRI Bandar Lampung), Indonesia. JETA aims at reporting high-quality empirical and original research contributions for the benefit of teachers, lecturers, and researchers in the field of English Language Teaching, Applied Linguistics, Literatures, and English Language Studies. The scope includes theory and practice in English language teaching and learning, language teachers’ training and education, teaching English as a second or foreign language (TESL, TEFL), Applied Linguistics, English Literatures, and English Language Studies. It also publishes book reviews of potential interest to readers. Papers submitted to this journal must be original, and are not considered in any other journals. The journal is published in both print and online versions. The online version of the journal is free access and download.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 113 Documents
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NAVIGATING THE MERDEKA CURRICULUM: INDONESIAN ELEMENTARY TEACHERS’ READINESS AND CHALLENGES IN TEACHING COMPULSORY ENGLISH Flora; Rafista Deviyanti; Dian Shafwati
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/wawxv031

Abstract

Indonesia will make English a compulsory subject in elementary schools from 2027, but many primary schools have had little provision for English before now. This study asks how ready elementary English teachers feel for the change and what problems they expect. As the qualitative strand of a larger mixed-methods project, it used semi-structured interviews of five teachers chosen from public and private schools in Lampung Province, analysed through thematic analysis. Four themes emerged: gaps in school resources, differences in teacher readiness and confidence, unequal access to professional development, and shared worries about assessment, parental support, and class size. Four English-trained teachers said they felt ready, most confidently in the private schools; the one teacher without English training did not, and hoped a qualified colleague could join her school. The findings indicate that, without targeted support for resources, training, and teacher qualification, compulsory English may widen the gap between schools rather than close it.
BEYOND DIGITAL ADOPTION: A THEMATIC ANALYSIS OF EFL TEACHERS’ CHALLENGES IN TECHNOLOGY INTEGRATION Anwar Fadila; Nita Sitta Rachma; Sheren Dwi Oktaria; Ajeng Nike Setya Diningrum; Dita Lutfiah Puspa Dewi
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/bpa6ev45

Abstract

The incorporation of digital technology into English as a Foreign Language (EFL) education has been increasingly emphasised, but few studies have critically examined how teachers confront problems in sustaining technology-enhanced classroom practices in everyday teaching realities. This study explores the challenges faced by EFL teachers in integrating digital technology into English courses at secondary schools in Indonesia. The research was conducted qualitatively and exploratively with three English teachers from three distinct senior high schools in Bandar Lampung, Indonesia. Data was acquired through semi-structured interviews, classroom observations and document analysis. Data were analysed using Braun and Clarke’s reflexive thematic analysis. The findings reveal four interrelated themes: persistent infrastructural instability hinders technology-integrated teaching; teachers face pedagogical and emotional challenges in digital teaching; technology integration demands ongoing adaptation and improvisation; and institutional support is uneven and insufficient. The findings indicate that technology integration is not a smooth and linear process but a negotiated pedagogical practice affected by infrastructural restrictions, student involvement concerns, institutional constraints and teachers’ adaptive methods. The study foregrounds the significance of moving beyond the narratives of technology adoption to a more critical understanding of the lived realities of digital education in EFL environments. The report suggests improved infrastructural support, context-sensitive professional development and durable institutional policies to facilitate meaningful technology integration in ELT.
NAVIGATING CULTURAL AWARENESS IN GENERATIVE AI-ASSISTED ENGLISH LANGUAGE TEACHING: INDONESIAN EFL TEACHERS' PERSPECTIVES Aksendro Maximilian; Mohammed Hejash; Purnama Hanan Murod
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/1ghvge20

Abstract

This study investigates Indonesian EFL teachers' perceptions of cultural awareness in GenAI-assisted English language teaching and explores the opportunities and challenges they perceive when addressing cultural awareness through AI-generated instructional materials. A quantitative survey design was employed involving 60 Indonesian junior high school EFL teachers who had prior experience using Generative AI applications for instructional purposes. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings indicate that teachers hold highly positive perceptions toward the importance of integrating cultural awareness into AI-assisted English language teaching. Participants emphasized that AI-generated cultural content should be critically evaluated before classroom implementation and that English instruction should integrate both Indonesian and global cultural perspectives. Teachers also perceived Generative AI as a valuable resource for creating culturally diverse instructional materials and enriching classroom learning. However, concerns were raised regarding cultural bias, inaccurate cultural information, limited representation of Indonesian local cultures, and students' overreliance on AI-generated content. The study concludes that the effective integration of GenAI into English language teaching depends not only on technological capability but also on teachers' intercultural competence, critical AI literacy, and pedagogical judgment.

Page 12 of 12 | Total Record : 113

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