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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 26 Documents
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Search results for , issue "Vol. 12 No. 2 (2025)" : 26 Documents clear
Validating EFL Students’ Evaluations of a Compulsory Matriculation Program: Links to Motivation in an Indonesian Context Paulus Widiatmoko
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.15722

Abstract

Effective management of language programs involves multifaceted components, particularly regarding quality assurance. However, evaluations by program management often overlook student perspectives due to biases, perceived insignificance, or a tendency to view such assessments as routine. This study aimed to investigate students’ quality assessments of a compulsory English matriculation program in an Indonesian private university. A questionnaire, adapted from Student Evaluation of Educational Quality (SEEQ), was distributed to 390 students across eight departments. Descriptive analysis revealed that while students provided predominantly favourable evaluations across all assessed aspects, dimensions of assessment clarity, task relevance, and classroom interactions received comparatively lower ratings. Confirmatory Factor Analysis demonstrated the instrument's validity and reliability, along with its overall good fit measures. Lastly, Pearson Correlation Analysis indicated positive and significant correlations between students' perceived quality of the program and their motivation, with the strongest one on their self-determination. By promoting an environment that prioritizes quality assurance through student evaluations and feedback, educational institutions can stimulate increased student motivation and improve overall outcomes in language acquisition.
Culturally Responsive Project-Based Learning: Enhancing Academic Writing Skills of Cambodian Students in Indonesia Rasyimah Rasyimah; Muhammad Iqbal; Novi Diana; Ristawati Ristawati; Hasniyati Hasniyati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.15965

Abstract

Academic writing skills in English are crucial competencies for foreign students, including Cambodian students at Malikussaleh University, but challenges such as linguistic differences and a lack of contextual practice often hinder their achievement. Although Project-Based Learning (PBL) is considered an effective approach, research on its implementation for small groups of foreign students in Indonesia is still limited, especially for the Southeast Asian cultural context. This study aims to analyze the effectiveness of PBL in improving the academic writing skills of Cambodian students while exploring their response to the method. Using a mixed-methods design with a one-group pretest-posttest approach, the study involved 7 Cambodian students who took PBL-based English courses for one semester. Results showed a significant improvement (p < 0.05) in the organization of ideas, grammar, and vocabulary, alongside positive feedback on increased confidence and collaboration. These findings prove that PBL can be adapted to small classes of foreign students, although modifications are needed to address constraints like ability heterogeneity. This research offers a contextual PBL model for Cambodian learners in Indonesia and contributes to the literature on PBL in specific EFL settings.
Bridging Technology and Pedagogy: A Qualitative Study of Deep Learning-Based Hybrid Learning in English for Business Restu Januarty Hamid; Rampeng Rampeng; Rosmawati Abdul Maing; Asdar Asdar
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16014

Abstract

This study investigates how deep learning–based artificial intelligence (AI) can effectively support hybrid learning in English for Business courses. In response to rapid technological change in higher education, the research explores how digital tools can complement human teaching and learning. Using a qualitative case study design, data were collected from 10 lecturers and 15 students through interviews, classroom observations, and document analysis. The findings reveal that AI-enabled features, such as personalized learning paths, instant feedback, and gamified activities, enhanced students’ motivation, supported self-paced learning, and improved awareness of individual strengths and weaknesses. However, participants also reported challenges, including limited digital literacy, unstable internet access, and difficulty managing multiple platforms. Importantly, both lecturers and students emphasized that human interaction remains crucial, with real-time discussion, collaborative activities, and instructor guidance playing key roles in developing confidence and business communication skills. The study concludes that successful AI-enhanced hybrid learning requires not only technological innovation but also strong institutional support and thoughtful pedagogical practice. AI should be viewed as a complementary tool rather than a replacement for the human connections essential to meaningful language learning.
Unveiling the Power of Collaboration: Collaborative Strategic Reading in Enhancing Undergraduate Reading Comprehension Rengganis Siwi Amumpuni; Rudi Hartono; Dwi Rukmini; Rahayu Puji Haryanti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16462

Abstract

This study investigates the effects of Collaborative Strategic Reading (CSR) on undergraduate students’ reading comprehension. A convergent parallel mixed-methods design was employed, involving 30 purposively selected undergraduate students (11 males and 19 females, aged 18-20) enrolled in reading comprehension courses. Data were collected using reading comprehension tests and questionnaires, and were subsequently analyzed with SPSS to evaluate the impact of the CSR intervention. The results demonstrated a statistically significant improvement in students’ reading scores, as evidenced by a t-test result at the 0.05 significance level (p = 0.000 < 0.05). These findings confirm the effectiveness of CSR as an instructional strategy for enhancing reading comprehension. Students particularly commended CSR’s straightforward structure and ease of adaptation into the curriculum. Thus, the study concludes that CSR not only sharpens academic reading but also increases motivation to engage in reading. This study seeks to close the gap between theoretical research and practical teaching approaches, showcasing the need for the implementation of CSR in higher education.
Designing a Functional Approach Daily Conversation Module for Beginner EFL Learners Aris Dwi Intan Aprianti; Iwan Jazadi; Sartika Sartika; Elli Marliana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16466

Abstract

Communicating effectively in daily conversations remains a challenge for many Indonesian EFL learners, particularly beginners, who often struggle with fluency, vocabulary limitations, and a lack of confidence. This study aimed to design, develop, and validate a contextual daily conversation module using the Functional Approach within the ADDIE instructional model. A needs analysis involving students, alumni, and a course coordinator revealed learners’ preference for contextual topics, scaffolded practice, and bilingual support. The design phase translated these findings into structured lesson plans and communicative tasks, while the development phase involved expert validation to refine the module. The novelty of this study lies in its integration of the Functional Approach with bilingual scaffolding, a combination rarely explored in Indonesian tertiary EFL contexts. The resulting module features functional expressions, bilingual glossaries, authentic conversational topics, and reflective activities, all validated as highly appropriate by experts. Beyond its immediate context, the module provides a scalable model for other institutions seeking to enhance students’ communicative competence through context-responsive materials.
Integrating Islamic Narratives into Digital English Language Teaching Weni Pratiwi; Ranidya Ayu Muthiah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16671

Abstract

The incorporation of digital platforms in English as a Foreign Language (EFL) instruction offers significant potential for embedding culturally relevant content, especially in settings emphasizing moral education. This study is one of the first to investigate the use of Islamic narratives in digital EFL instruction in South Sumatra, focusing on how junior high school English teachers perceive and utilize these stories to enhance language learning and character development. Employing a qualitative case study methodology with eight teachers from public and Islamic schools, the findings indicate that teachers view Islamic narratives positively as tools for increasing student engagement and internalizing moral values. They effectively employ digital tools such as YouTube and WhatsApp to create culturally responsive instruction. However, challenges persist, including limited infrastructure and insufficient training. The implications of this research highlight the necessity of professional development programs and curriculum designs that integrate Islamic storytelling into EFL pedagogy. By contributing to the global discourse on culturally responsive pedagogy, this study emphasizes the importance of teacher digital literacy and localized content adaptation in diverse educational contexts.
The Integration of Artificial Intelligence into English Language Teaching: Voices from Vietnamese EFL Teachers Thao Quoc Tran; Tu Minh Nguyen
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16797

Abstract

The advent of sophisticated artificial intelligence (AI) technologies has resulted in the significant influence of AI on the process of English language teaching (ELT) and learning. Notwithstanding the greater penetration of AI into language education, little research focuses on English as a foreign language (EFL) teachers’ perspectives on AI integration into English classrooms at tertiary education in the Vietnamese context. This qualitative study examined four Vietnamese EFL teachers’ perceived benefits and challenges of utilizing AI in English language teaching. To analyse qualitative data from the semi-structured interviews, the thematic analysis approach was adopted. The findings revealed that Vietnamese EFL teachers perceived AI as an essential teaching aid in their teaching process as the adoption of AI could enhance their teaching methods. The current study has important practical implications for language teachers, learners, and policymakers such as the stimulation of personalized learning, increase in student motivation and engagement in learning activities, and difficulties in using AI in ELT to promote an improvement in English language education quality.
Oral Presentations as Catalysts for Critical Thinking: Indonesian EFL Students’ Perceptions Hamzah Puadi Ilyas; Istaryatiningtias Istaryatiningtias
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16823

Abstract

Critical thinking is a core competency in higher education, especially in EFL contexts where students must engage both linguistically and cognitively. This study investigates how oral presentations function as catalysts for critical thinking among Indonesian EFL undergraduates. Guided by an interpretive phenomenological approach, data were collected from 13 English education majors through reflective journals and semi-structured interviews and analyzed using Braun and Clarke’s thematic framework. One salient finding shows that students strengthened analytical reasoning and reflective judgment through both individual and collaborative presentation practices.  Four themes emerged: presentations triggered analytical reasoning, fostered reflective learning, enhanced confidence, and revealed contrasts between individual and group tasks. These findings illustrate that oral presentations provided authentic opportunities for students to analyze information, evaluate arguments, and engage in collaborative reasoning. The study thus offers empirical evidence that classroom presentations can foster sustained cognitive engagement when accompanied by structured reflection.  The study demonstrates that oral presentation tasks can effectively promote students’ intellectual engagement, and it contributes to EFL pedagogy by underscoring the role of reflection, scaffolding, and balanced task design in enhancing critical thinking within oral presentation courses. It suggests that incorporating structured reflection and guided feedback into public speaking classes can strengthen both linguistic performance and cognitive growth.
Enhancing Speaking Participation Through Project-Based Learning in EFL Classrooms Lalu Ari Irawan; Ramli Ahmad
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16904

Abstract

Speaking skills continue to be a challenge for many Indonesian EFL learners, caused by anxiety, limited confidence, and teacher-centered practices. Although Project-Based Learning (PjBL) has been widely introduced to enhance communication and collaboration, the evidence on its effectiveness in improving speaking participation in Indonesian high schools is still limited. Therefore, this study aimed to investigate the effectiveness of PjBL in enhancing students’ active participation in English-speaking activities. Using a Classroom Action Research (CAR) design, the study involved 37 students of class XI IPS-5 at SMAN 1 Keruak during the 2024 academic year. Data were collected through observation sheets, teacher’s written reports, and student questionnaires, focusing on five indicators of speaking participation: asking questions, answering, engaging in discussions, expressing opinions, and delivering presentations. The findings show a noticeable improvement in students’ active participation recorded throughout the observation and the field notes. Students’ participation shifted from limited participation in cycle 1 to confident participation and full involvement during presentation by cycle 2. The questionnaire results revealed that from the 34 students, 100% reported increased confidence in speaking, over 90% indicated higher motivation and enjoyment, and 97% stated that PjBL helped them better understand the lesson. These outcomes illustrate that PjBL not only strengthens language skills but also supports confidence, motivation, and collaborative engagement. The findings have important implications for educators seeking to address the low speaking participation of English as Foreign Language (EFL) learners through the use of (PjBL).
Integrating Motivation, Time Management, and Metacognitive Strategies to Enhance EFL Academic Writing in Indonesian Higher Education Sinarman Jaya
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (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.v12i2.16947

Abstract

Many EFL students in Indonesia struggle to organize ideas, build coherent arguments, and follow academic conventions, highlighting the need for strong self-regulated learning skills in motivation, time management, and metacognitive awareness. This study examined how these three factors interact to enhance students’ writing performance in Indonesian universities. Using a mixed-methods approach, data were collected from 110 students across three universities through questionnaires and semi-structured interviews. Quantitative results revealed significant positive relationships among motivation, time management, and metacognitive strategies, indicating that these components support each other in developing writing competence. The qualitative findings further explained this connection, showing that students were motivated but often influenced by grades and deadlines. They managed their time by dividing writing tasks into smaller steps and used metacognitive strategies such as planning, monitoring, and revising with teacher feedback. These findings emphasize the value of integrating motivation, time management, and metacognitive strategies in writing instruction to strengthen self-regulated learning and academic writing performance. The study provides useful implications for lecturers, curriculum designers, and higher education policymakers.

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