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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
Pedagogical Insights into Classroom Instruction Practices of English Language Teacher Training (ELTT) Teachers in South Kalimantan Nani Hizriani; Hidayah Nor; Khairatunnisa Khairatunnisa
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.v12i1.15387

Abstract

Classroom instruction involves how teachers deliver lessons, engage students, and convey information and also involves pedagogical considerations to support students' learning. This study investigates the instructional practices employed by English Language Teacher Training (ELTT) teachers in South Kalimantan. Through a mixed-method sequential explanatory design encompassing depth semi structured interview and non-participant classroom observation, the study explores 19 ELTT Madrasah teachers in South Kalimantan. The findings shed light on the teachers' ways in giving instruction such as the preparation before the instructions, teachers write the instruction for developing lesson plan, arrange the classroom and grouping the students, getting students' attention and communicating lesson goals, the time for instruction, language choices, classroom activities, modelling the activities, using extra-linguistics devices, checking students' understanding and monitoring students' activities. ELTT Program also shape the instructional practices of teachers in terms of their preparation, the use of more English as a medium of instruction, their engagement with technology, their confidence and creativity, and more students’ participation. This study contributes valuable insights to the realm of language education, offering implications for teacher development and improved student outcomes in South Kalimantan.
The Impact of Technology-Based Teaching Methods on English Speaking Skills in Rural Secondary Schools Merlin Helentina Napitupulu; Maria Wilhelmina Wisrance; Thresia Trivict Semiun
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.v12i1.15388

Abstract

This study investigates the impact of technology-based teaching methods on students’ English-speaking skills in secondary schools in rural Indonesia. Using a quasi-experimental design with control and experimental groups for six weeks, the research involved 70 students from two secondary schools in Kefamenanu, East Nusa Tenggara. One group received instruction using traditional methods, while the other, the experimental group received instruction through digital tools—Flipgrid, Google Meet, and multimedia apps—while the control group followed traditional methods. Data were collected using pre-tests and post-tests focused on fluency, pronunciation, vocabulary, and coherence; student questionnaires; and classroom observations. Findings reveal that students in the experimental group outperformed their peers, with a statistically significant gain of 13.5 points in speaking scores (p < 0.001, Cohen’s d = 2.10), compared to 4.4 points in the control group. The findings reveal a significant improvement in the speaking abilities of students exposed to technology-based instruction compared to those taught through conventional means. Students in the experimental group demonstrated higher levels of confidence, engagement, and linguistic accuracy during speaking tasks. The study underscores the pedagogical value of incorporating digital tools to foster more interactive and learner-centered classroom environments. It further suggests that, when thoughtfully integrated, technology can effectively support the development of communicative competence in English as a Foreign Language (EFL) setting. This research contributes to the growing discourse on educational technology in language learning and offers practical implications for English educators, curriculum developers, and policymakers seeking to improve speaking outcomes in secondary education.

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