Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is a journal published by the Faculty of Culture, Management, and Business, Mandalika University of Education.. The journal focuses on the following topics: 1. Theory and practice in English Language Teaching and Learning 2. Teaching English as a Second or Foreign Language 3. English language teachers’ training and education
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<![CDATA[Writing English Thesis in The Habitus New Normal Post Covid-19: Obstacles and Challenges from The Students’ Perspective ]]>
<![CDATA[Abadi, Ayuliamita]]>;
<![CDATA[Putri, Rahmadani]]>;
<![CDATA[Santri, Diah Dwi]]>;
<![CDATA[Pratama, Aryawira]]>;
<![CDATA[Saumardi, Mayang Sastra]]>;
<![CDATA[Mahmudah, Khotimah]]>;
<![CDATA[Fitria, Wahyuni]]>;
<![CDATA[Rozal, Edi]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.9367
<![CDATA[The majority of learning and teaching activities during the COVID-19 era were distributed to remote learners. The ineffectiveness of face-to-face instruction was subsequently put aside as students felt comfortable learning online. Policymakers in the education system had to adjust to a new normal or habit once the COVID-19 cases started to decline. The aim of this research is to identify the challenges faced by final year students in completing thesis during the Post-Covid-19 New Normal Habitus period and to find out how final year students can complete their thesis guidance during the Post-Covid-19 New Normal Habitus period. There were 15 English students joining the interview and the research was conducted within the State Islamic campus in Jambi City. Coding system was implemented to get credible data. The result shows that Completing studies in the New Normal Era has several obstacles. One of the most significant problems is the communication problem between students and supervisors which involves internal and external factors. Internal factors focus on difficulties caused by students' lack of understanding of thesis components, references and citation styles. Meanwhile, external factors focus on students' difficulties in the thesis writing process which depends on the direction of the supervisor, where some lecturers still provide online thesis guidance, where students agree that online counseling is not effective.]]>
<![CDATA[Improving Children’s Reading Motivation and Skills Through Read Aloud: A Mixed-Method Study in Orphanage Context ]]>
<![CDATA[Wahyuningsih, Effi]]>;
<![CDATA[Suciyati, Nunung]]>;
<![CDATA[Rahman, Danis Fatika]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.7902
<![CDATA[Generally speaking, children's reading motivation and skills are low, notably those in orphanages requiring solution, one of which is through reading activities applying read-aloud method. Most studies on the read-aloud method were qualitative. This study attempted to address the gap by employing a mixed-methods design with 10 foster children from an orphanage chosen using purposive sampling technique. Observations, tests, and interviews were used to collect the data. Quantitative data from observations and tests were statistically analyzed and reported in frequency and percentage to determine the difference in the number of children who improved following the program. Additionally, interviews were conducted to obtain qualitative data on children's and orphanages' perspectives of the program and its impacts, and the results were assessed using qualitative data analysis including data reduction, data display, and conclusion drawing. Both quantitative and qualitative data were gathered and analyzed concurrently. They were then merged and interpreted through a side-by-side comparison approach. Finally, convergence or divergence between the two sources of data was determined. The findings show that quantitative and qualitative data confirm each other, demonstrating that the read-aloud method improved children's reading motivation by significantly increasing the length of time for reading and the number of books read, as well as a slight increase in children's reading comprehension and confidence. In addition, the children's reading fluency improved substantially, while their reading accuracy and clarity improved slightly. Future research should focus on areas that need the most improvement and entail a larger sample size. Additionally, reading assistance for foster children is always recommended.]]>
<![CDATA[An Investigation of Critical Thinking Skills of Pre-Service English Teachers in The Context of Phonological Acquisition ]]>
<![CDATA[Rima, Rosmania]]>;
<![CDATA[Muhyidin, Asep]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.9432
<![CDATA[The objective of this study was to investigate the critical thinking abilities of pre-service English teachers in the context of phonological acquisition. The present study employed a quantitative descriptive approach, which included a sample of 25 pre-service English teachers in the sixth semester at the Teachers Training Faculty in Serang, Banten. The research employed a critical thinking skill assessment instrument with essay question formats, which aligned with Ennis' five indications of critical thinking skills. The findings indicated that the critical thinking abilities of pre-service English teachers were classified as low to moderate across the five parameters. There is a need for enhancement in the realm of lecture activities in order to foster the development of critical thinking abilities among pre-service English teachers.]]>
<![CDATA[Video Project to Enhance Comprehension of TOEIC Material ]]>
<![CDATA[Fachriyah, Eva]]>;
<![CDATA[Badriyah, Ratu Dea Mada]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.8998
<![CDATA[This study aims to investigate the application of video project to comprehend TOEIC materials in the "TOEIC preparation" course. The research method used is mix method, which is descriptive qualitative and quantitative research. During one semester, students are given the task of creating video content that re-explains each material that has been explained by the lecturer in the class. Data was collected through observation, interviews, questionnaires to gain an in-depth comprehension of students' experiences and perceptions regarding the assignment of video projects, and pre-test and post-test to know the enhancing of comprehension. The score’s TOEIC of pre-test and post-test were analyzed using the T-test. The research findings show that the assignment of video projects has a positive impact on students' comprehension of the TOEIC preparation material. Through the process of making videos, students are actively involved in re-interpreting and conveying information in a structured manner. Students' English speaking ability also experienced a significant increase. In producing video content, they practice speaking English by expressing ideas and explaining material verbally. In addition, the assignment of video projects also increases student motivation and involvement in learning. This creative activity provides an interesting and interactive way to study TOEIC preparation material, thereby increasing their interest and participation in the learning process. The videos produced by students can also be an additional learning resource for other students in comprehension the TOEIC preparation material. This study concludes that the use of video project is effective in increasing comprehension of the material in the TOEIC preparation course. The result questionnaire revealed that 60% strongly agree and 30% agree. The implication of this research is the importance of adopting active, creative and collaborative learning strategies in an effort to improve the quality of learning English. Based on the quantitative result using T test analysis, it could be said that video project could enhance TOEIC comprehension.]]>
<![CDATA[EFL Students’ Learning Strategies During Covid-19 Pandemic: A Comparative Study Between Urban and Rural School Settings ]]>
<![CDATA[Ariawan, Soni]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.7524
<![CDATA[The present research is a descriptive quantitative research design using a survey method. There are 30 items adapted and modified from the SILL (Strategy Inventory for Language Learning) theory used to measure students' strategies in learning English. There are two senior high school (SMA) and 2 junior high school (SMP) contexts or equivalent as the subject of this research, namely students who study in the city of Mataram (urban school setting) and outside the city of Mataram (rural school setting). There were 112 students who participated in this study. Data analysis was carried out by calculating the total score of each question to determine the percentage level of relevance of the statement to the student's condition. The results of this study indicate that the English learning strategies of students in the city and outside the city are almost the same where they use the six learning strategies. Affective strategies and metacognitive strategies remained as the most favorable learning strategies for the EFL students.]]>
<![CDATA[Learning English Across Borders: Nepali Students’ Experiences in Nepal and Australia ]]>
<![CDATA[Tiwari, Hari Prasad]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.9348
<![CDATA[The students’ experiences, perceptions, and outcomes of learning English may be affected by the different methods and practices of English Language Teaching (ELT). Methods and strategies used in ELT may differ from one country to another due to various factors. This qualitative study employed an interpretive framework and narrative inquiry approach to explore the way Nepali students learned English in Nepali and Australian contexts. The participants involved five Nepali students who studied an advanced-level English for Academic Preparation (EAP) course at Melbourne City College Australia (MCCA). The researcher employed snowball sampling to select the subjects. The technique used in data collection was a semi-structured interview. All the interviews were audio recorded and transcribed verbatim. The data was coded and categorized using thematic analysis to find common themes and patterns. The findings revealed significant differences in the teaching methods, vocabulary instruction, feedback practices, and technology use. The study emphasized the importance of using pedagogical strategies that foster communication skills, contextual vocabulary learning, constructive feedback, and technology integration for effective ELT.]]>
<![CDATA[Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies ]]>
<![CDATA[Nugraheni, Dyah Ayu]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.9452
<![CDATA[Concerning the various responses of students’ anxiety on writing throughout the years, this sequential explanatory study aims to deeply explore the students’ writing anxiety and their reasons and strategies how to deal with it. The adapted questionnaire of Second Language Writing Anxiety Inventory and semi-structured interview were applied to examine students’ writing anxiety. Twenty five fourth semester students were sampled purposively, then they volunteered in the questionnaire and five of them were invited in the interview. The investigations revealed that among all types of anxiety, the students experienced most cognitive anxiety. The reasons for anxiety are linguistic difficulties, inadequate writing technique and practice, being afraid of tests, time pressure, and negative evaluation. The students’ strategies used for dealing with anxiety involve cognitive and affective aspects. These results can be a map in aiding students to cope with anxiety and suggests the important practical implications for teachers/lecturers and learners. Further, this study also discusses limitations and recommendations.]]>
<![CDATA[Unraveling Motivation in English Language Learning: Insights from Non-EFL University Students ]]>
<![CDATA[Ulfah, Badriyah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.7869
<![CDATA[Motivation plays a pivotal role in the success of second language acquisition, as indicated by numerous studies. While it has long been acknowledged that motivated learners tend to achieve better outcomes, various taxonomies have emerged to differentiate motivation types. The two widely recognized classifications are intrinsic/extrinsic and integrative/instrumental. This cross-sectional research aims to comprehensively discuss and analyze the four types of motivation exhibited by students at one of the private university in Indonesia enrolled in English for International Communication (TOEIC-based) classes. A structured questionnaire based on Gardner's Attitudes/Motivation Test Battery (AMTB) was utilized as the research instrument. The study spanned one year, during which students were exposed to a minimum of two TOEIC-based classes. The research sample, consisting of 446 students, was thoughtfully selected through purposive sampling techniques. This sample was further stratified, with 254 students drawn from the third-fourth semesters and 192 students from the fifth-sixth semesters. The findings, presented in numerical format, revealed that a majority of students demonstrated high levels of motivation across all motivation classifications. This research sheds light on the motivation dynamics of the students, providing valuable insights for educators and language learning practitioners.]]>
<![CDATA[Unveiling The Efficacy of Digital Pedagogy: Evaluating Online English Learning at High School Level ]]>
<![CDATA[Gani, Hastini Abdul]]>;
<![CDATA[Mukrim, Mukrim]]>;
<![CDATA[Maghfira, Maghfira]]>;
<![CDATA[Oktaviani, Oktaviani]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.9267
<![CDATA[This research endeavors to explore the efficacy of online English learning at SMA Negeri 3 Palu. Its primary objective was to contribute to the ongoing discussion in this field by (1) investigating the effectiveness of online English language learning at SMAN 3 Palu and (2) identifying factors contributing to the challenges faced by both teachers and students in the context of online learning during the COVID-19 pandemic.. Employing a qualitative approach with a case study design, this study involved five English teachers and ten representatives from SMAN 3 students, with two students selected from each class taught by the teachers through purposive sampling. Data collection involved in-depth individual interviews with the informants. Thematic analysis techniques were applied, involving four stages: transcription, coding, categorization, and drawing conclusions from the coded data. The findings revealed that online English learning was ineffective for students at SMAN 3 Palu due to issues such as internet connectivity, the availability of students' smartphones, and the fact that the majority of students reside in remote areas of Sigi regency, which posed challenges for implementing online English learning.]]>
<![CDATA[The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes ]]>
<![CDATA[Nurjanah, Lailatul]]>;
<![CDATA[Nurbatra, Laela Hikmah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v10i2.8043
<![CDATA[The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.]]>
