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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
EFL Teachers’ Interpretation and Practices under Indonesia’s K-13 Curriculum: A Qualitative Case Study in an Elementary School Nurlaily Nurlaily; Maya Marsevani; Leil Badrah Zaki
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.v12i1.15184

Abstract

The implementation of English language instruction in elementary schools under the K-13 curriculum has become widespread, yet there is limited understanding of how teachers interpret and apply the curriculum in their classrooms. This study aims to explore elementary school English teachers' interpretations of the K-13 curriculum and their pedagogical strategies. Adopting a qualitative descriptive approach, data were collected through classroom observations and structured interviews with three English teachers at the elementary level. The data were analyzed thematically, revealing key patterns in teaching strategies and challenges. Teachers reported using interactive methods, such as group discussions, student-centered activities, and technology integration, to engage students effectively. However, they faced significant challenges, including inadequate teaching resources, large class sizes, and limited time, all of which hindered the full implementation of the curriculum. These findings underscore the need for targeted professional development programs and improved resource allocation to address these challenges. The study provides actionable insights for policymakers and educators aiming to optimize English language teaching within the K-13 framework, emphasizing the importance of supporting teachers in overcoming obstacles to effective curriculum delivery.
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.
Exploring Speech-Recognition Technology on English Pronunciation Skills: A Qualitative Study in Eleventh Grade of SMAI Miftahul Ulum Moh. Hidayatulllah; Zainuddin Zainuddin; Beny Hamdani
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.v12i1.15230

Abstract

This study explores the use of speech-recognition technology to improve English pronunciation among eleventh-grade students at Miftahul Ulum Islamic Senior High School. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed five key findings: (1) improved segmental pronunciation accuracy, (2) increased student motivation and engagement, (3) challenges with accent recognition, (4) limited support for fluency and natural speech, and (5) a need for more personalized feedback. While the technology effectively corrected individual pronunciation errors and boosted learners’ confidence, its limitations in recognizing regional accents and supporting sentence-level fluency suggest the need for a more integrated instructional approach. The study recommends using speech-recognition tools as supplementary aids, combined with communicative activities such as group discussions or role-play. These findings offer important insights into technology-enhanced language learning in the Indonesian EFL context and highlight the need for more adaptive, linguistically inclusive speech-recognition systems.
Integrating Climate Change Education into Secondary School English Lessons: A Project-Based Approach Using Trade Books Masitoh Masitoh; Sary Silvhiany; Rita Inderawati
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.v12i1.15272

Abstract

As the urgency of addressing climate change and promoting environmental sustainability continues to rise, educational institutions play a crucial role in equipping students with the knowledge and skills necessary for responsible citizenship. Recognizing the need for innovative teaching strategies in this area, this study investigates the integration of trade books into secondary school English lessons to enhance students' understanding of these pressing global issues. This study employed a design-based research (DBR) approach to develop and implement a project-based climate change education program integrated into English Language Teaching (ELT) for junior high school students. Conducted at the Public Junior High School Lalan, a remote area in South Sumatra, the study aimed to enhance students' climate literacy by exploring their existing knowledge, addressing climate change topics in the classroom, and identifying challenges in the implementation process. A total of 52 ninth-grade students, selected through purposive sampling, participated in the study. Data were collected through surveys and in-depth interviews conducted before and after the intervention. The interviews explored students’ experiences, perspectives, and changes in understanding related to climate change. Thematic analysis was used to analyze the interview transcripts, revealing shifts in students’ awareness and knowledge. The findings indicate that integrating climate change education into ELT through a project-based approach can effectively support students’ climate literacy and contribute to a more sustainable mindset among learners.
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.
A Narrative Inquiry into the Roles of Debate in Developing an Indonesian EFL Teacher’s English Language Proficiency Arief Eko Priyo Atmojo
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.v12i1.15276

Abstract

This narrative inquiry delves into how debate plays critical roles in developing an Indonesian EFL teacher’s English language proficiency. One female EFL teacher was purposefully recruited as the participant. Data were obtained through written reflections and semi-structured interviews. An inductive thematic analysis was then employed to analyze the data. The findings suggest that debate plays critical roles in promoting target language exposure, facilitating target language use, and becoming a conducive language learning environment, ultimately advancing English language proficiency. Debate is perceived to enhance vocabulary, rhetoric, and four main language skills: reading, writing, speaking, and listening. In addition to developing language proficiency, debate promotes essential academic skills, including arguing, public speaking, and critical thinking. Despite its advantages, encountered challenges can still be overcome. These findings highlight the transformative potentials of debate as a pedagogical strategy, underscoring its capacity to enhance language and academic skills. However, due to its limited generalizability, future studies should employ potential research designs and recruit diverse participants across various settings.
English and Local Language Preservation in East Nusa Tenggara: A Study of Pre-Service English Teachers’ Attitudes and Practices Christmas Prasetia Ate; Muliani Muliani
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.v12i1.15296

Abstract

The widespread adoption of English in Indonesia has raised concerns about its impact on local language sustainability, especially in multilingual, postcolonial regions such as East Nusa Tenggara. This study investigates how English learning can coexist with local language preservation by addressing three key issues: (1) students’ attitudes toward English and local languages, (2) the use of these languages across different domains, and (3) strategies proposed for promoting linguistic coexistence. Nineteen sixth-semester English Education students from Citra Bangsa University were selected as participants, given their future roles as language educators and policy influencers. Using a qualitative approach that included semi-structured interviews, focus group discussions, and surveys, the study found a dual but sometimes conflicting orientation. The results show that participants acknowledged the instrumental value of English for education and career advancement (89%) while affirming the cultural importance of local languages (95%). In terms of usage, local languages remained dominant in-home domains (65%) but were marginalized in academic settings (5%) and peer interactions (21%), revealing a domain-specific pattern shaped by perceived language utility. To bridge this gap, participants suggested strategies such as bilingual education models (74%), community-driven language initiatives (63%), and culturally inclusive curricula. However, 47% expressed skepticism toward government-led solutions, citing lack of relevance and implementation barriers. The findings indicate that sustainable multilingualism is possible through intentional, context-sensitive strategies. The study recommends reorienting teacher education to support multilingual pedagogies, integrating local knowledge, and fostering collaboration between grassroots efforts and institutional frameworks to ensure balanced language ecologies.
The Effect of Literature Circles on English Skills Among Non-English Majors: A Gender-Based Study Mutiara Ayu; Zelvia Liska Afriani; Dyah Aminatun
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.v12i1.15326

Abstract

This study investigates the impact of literature circles on English language skill development among non-English major university students, with attention to gender-based differences in outcomes. Sixty students were purposively selected and evenly divided into experimental and control groups, with balanced gender representation. Using a mixed-methods design, data were collected through questionnaires, interviews, and classroom observations. The experimental group participated in literature circles, while the control group received conventional instruction. Quantitative analysis revealed significant improvements in speaking fluency (x̄ = 85), vocabulary acquisition (x̄ = 82), and reading comprehension (x̄ = 87) among students in the experimental group. Qualitative findings showed that female students tended to be more active and reported higher levels of enjoyment, while male students demonstrated increased engagement when assigned specific discussion roles. The collaborative structure of literature circles fostered critical thinking, peer interaction, and learner autonomy. These findings suggest that literature circles are an effective, learner-centered, and gender-responsive method for enhancing communicative competence in EFL classrooms. Structured facilitation and role-based accountability can help equalize participation across genders, supporting more inclusive language learning environments.
Perceptions of Technology Integration in Language Acquisition Among English Language Majors Sijono Sijono; Tuti Tuti; Henry Elisa
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.v12i1.15378

Abstract

This research examines how English major students perceive the role of technology in their language learning. The study aims to investigate students’ opinions, the technological tools they commonly utilize, the benefits and challenges they perceive, and to provide recommendations for enhancing the integration of technology in English education. Utilizing a quantitative descriptive method, data were gathered through a structured questionnaire containing closed-ended using linkert scale and open-ended questions. The participants comprised students from the English Language Education program at STKIP Persada Khatulistiwa Sintang, specifically those enrolled from semesters 2 to 8 who have experience using technology for learning English. The findings reveal that students regularly use a variety of digital tools, such as mobile applications, to aid their English learning. Participants express favorable views on technology, emphasizing its role in improving vocabulary, grammar, writing, and listening skills. Moreover, technology is perceived as a motivator that enhances engagement, boosts self-confidence, and promotes autonomy in the learning experience. Nevertheless, obstacles persist, such as technical issues, digital distractions, and insufficient structured guidance from educators. The study emphasizes the necessity of institutional support, which includes technical assistance, teacher training, and efficient strategies to reduce distractions. It advocates for a blended learning approach that integrates technology with conventional face-to-face methods to foster a more adaptable and effective educational environment.
Investigating Intrinsic and Extrinsic Factors Influencing English Self-Learning Motivation Among Indonesian University Students Andi Farid Baharuddin; Dwi Rezki Hardianto Putra Rustan
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.v12i1.15386

Abstract

English has been widely known as a global lingua franca. By mastering English, it enables students to build good communication on a global scale and assists them to express their interests in many sectors such as economy, politics, culture, and education (Pennycook, 2025). These interests definitely influence students’ motivation in studying English. Therefore, this research aimed to investigate the discourse of students’ self-learning motivation in English by exploring both motivational factors, i.e., intrinsic and extrinsic factors. In doing this scientific work, the researchers applied Cresswell's (2016) convergent parallel mixed-method design that variedly provided both qualitative and quantitative data. With these various data, it helped the readers to comprehend the research explanation. The results demonstrated that both intrinsic and extrinsic factors have contributive aspects in maintaining students’ motivation in English learning. For instance, for the intrinsic factors, 60% of students are motivated to study English to gain a job, while self-confidence development and the pursuit of gaining a good academic score are equally 20%. In addition, the extrinsic factors consist of several conditions, i.e., educational (i.e., provided material with 13.3% voters and technological devices (TD) as learning facilities with 73.3% voters) and social (family support with 13.3% voters) conditions. Although intrinsic factors (66.7%) exert a more significant influence than extrinsic factors (33.3%), it is undeniable that both substantially impact students' self-learning motivation in English. Therefore, by investigating both of these factors, the researchers expected that it would help the educators to design the effective teaching curriculum in the English course.

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