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Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Published by Universitas Pendidikan Mandalika
ISSN : 23550309     EISSN : 25485865     DOI : 10.33394
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
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
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 22 Documents
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Search results for , issue "Vol 12, No 1 (2025)" : 22 Documents clear
English Learning Experiences of Generation Z High School Students in Indonesia: A Narrative Inquiry Nazar Hasby; Natalina Asi; Indra Perdana; Lailatul Kodriyah; Neneng Islamiah; Fitra Ramadani; Alna Triskaya Angrum; Lailatun Najmiah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15217

Abstract

This research explored the English learning experiences of Generation Z students in Indonesia using a narrative inquiry approach. Amidst the rapid advancement of digital technology, it was important to understand how Generation Z, born in the digital era, interacted with English language learning. This research aimed to explore students' perceptions, challenges, and lived experiences in learning English to contribute to developing more relevant teaching practices. A qualitative research design was applied by collecting personal narratives from five purposively selected students. Data were collected through semi-structured interviews and reflective writing tasks, then thematically analyzed to identify patterns and individual perspectives. The findings of this research identified four main themes: (1) a preference for informal digital platforms, such as social media and learning apps; (2) emotional changes related to self-confidence and peer comparison; (3) the role of teacher support and classroom environment in enhancing motivation; and (4) a growing view of English as a practical skill that was more important than mere academic achievement. The findings illustrated the dynamic relationship between personal motivation, socio-cultural influences, and technological engagement in shaping students' language learning journeys. The research concluded that recognizing and integrating students' narratives in teaching practices could increase learner engagement, encourage independence, and support more adaptive and empathic teaching strategies. These findings' implications were highly relevant for educators, curriculum developers, and policymakers to align English language teaching with the values and realities of Generation Z students.
Designing Effective Language Tests: A Framework for Integrating Stages, Processes, and Best Practices Gopal Prasad Pandey
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15274

Abstract

Educational settings rely on language testing to obtain essential data about students' language skills and to inform teaching approaches. This study investigates a structured methodology for developing effective language tests by examining their fundamental stages: design, operationalization, and administration. It emphasizes the importance of combining validity, reliability, authenticity and practicality throughout the test development process to improve assessment outcomes. A conceptual and descriptive methodology is employed, combining theoretical perspectives with empirical evidence and established best practices in language assessment. This paper outlines essential steps of test development which involve defining test objectives, selecting formats, writing items, piloting and administering the test. In this study, the core stages of test development are systematically analyzed, encompassing  defining the purposes of the test design, selecting formats, writing items, piloting, and administering the test. The key findings reveal that test development is an iterative and cyclical process that requires constant feedback and revisions.  Additionally, the findings indicate that integrating  formative assessment with technological advancements improves both test accuracy and efficiency. Hence, the study offers a comprehensive framework for creating language assessments while identifying key best practices along with important ethical guidelines.

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