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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
The Impact of Integrating Quizizz Lesson Mode and Paper Mode on EFL Students’ Reading Comprehension of Procedure Texts Ricky Jonathan; Novitri Novitri; Maria Safriyanti
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.v12i2.16982

Abstract

Reading comprehension plays a crucial role in learning English as a Foreign Language (EFL), particularly when students engage with procedure texts. Although interactive and student-centered approaches are strongly advocated, traditional teaching methods still dominate classroom practice, often positioning students as passive learners and resulting in low engagement and limited comprehension. Grounded in gamification theory and constructivist principles, this study investigates the integration of Quizizz Lesson Mode as instructional scaffolding and Quizizz Paper Mode as formative assessment to enhance students’ reading comprehension. Employing a pre-experimental one-group pretest–posttest design, the study involved 38 students from class X.7. The findings revealed a statistically significant improvement in students’ reading comprehension, with a large effect size (Cohen’s d = −1.005), indicating substantial learning gains. Classroom observations further demonstrated that the combined use of Lesson and Paper Modes increased student engagement, minimized performance gaps, and provided immediate feedback, thereby transforming assessment into an integral and less stressful component of the learning process. These results contribute to gamification research by illustrating how digital platforms can seamlessly integrate instruction and assessment within a continuous learning cycle. Practically, the study recommends that teachers incorporate Quizizz into core instructional activities and adapt the Lesson–Paper Mode strategy for other text genres. Future research should adopt controlled experimental designs to examine long-term effects and broader pedagogical applications.
The Influence of Teacher Professionalism, Motivation, Attitude, and Culture on English Proficiency: Evidence from South Sulawesi, Indonesia Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; Raveenthiran Vivekanantharasa
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.v12i2.17362

Abstract

Proficiency in English serves as a crucial metric for assessing educational quality and employability in multilingual regions. In South Sulawesi, Indonesia, disparities persist due to variations in teacher professionalism, motivation, attitude, and cultural environment. This study investigates how these factors collectively influence students’ English proficiency. Data were gathered from 100 teachers and 300 students through surveys, interviews, and classroom observations using a mixed-methods design. Quantitative analysis revealed that teacher professionalism showed the strongest correlation with English proficiency (r = 0.65, β = 0.45), followed by teacher attitude (r = 0.60, β = 0.40) and motivation (r = 0.58, β = 0.38), while cultural influence had a moderate effect (r = 0.50, β = 0.30). Qualitative findings highlighted that limited professional development, insufficient institutional support, and strong local linguistic identity hindered teaching effectiveness, particularly in rural areas. The study emphasizes that enhancing teacher training, sustaining motivation, and applying culturally responsive pedagogies are vital for improving English outcomes. These insights provide practical guidance for policymakers and teacher education programs seeking to strengthen English instruction in multilingual educational settings.
A Self-Regulated English Medical Terminology E-Module: Design and Validation for Health Sciences Students Farida Noor Rohmah; Yuyun Nailufar; Royan Utsani
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.v12i2.17402

Abstract

English for Medical Purposes (EMP) is essential for equipping health science students to communicate proficiently in both academic and clinical environments. Nonetheless, current English for Specific Purposes (ESP) programs frequently prioritize general proficiency over the systematic instruction of discipline-specific vocabulary via digital platforms. This study aimed to create and validate a self-directed e-module intended to improve medical English terminology acquisition among health science students. The study employed a Research and Development (R&D) methodology based on the ADDIE model, encompassing the design, development, implementation, and assessment phases. The Canva-based e-module integrated multimedia components, including pronunciation audio, interactive exercises, and self-assessment activities. Expert validation yielded an average feasibility score of 91.25% for material aspect and 93.75% for media aspect, while student practicality reached 89.02%, indicating strong pedagogical and technological soundness. The results confirm that systematic instructional design combined with interactive digital tools effectively supports autonomous vocabulary learning in ESP contexts. This study contributes a replicable framework for localized digital material development in medical English education, advancing learner autonomy and engagement in health science programs.
English Pre-service Teachers’ Perceptions on the Role of Microteaching in the Teaching Practice Program Vella Dwi Rahayu; Indah Tri Purwanti; Mahdum Mahdum
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.v12i2.17536

Abstract

This study investigated the perceptions of English preservice teachers at Universitas Riau regarding the role of microteaching in preparing them for the teaching practice program. Microteaching is a fundamental element of teacher education, designed to develop essential pedagogical competencies prior to real classroom teaching. An explanatory sequential mixed-method design was employed, beginning with a survey of 64 eighth-semester preservice teachers and followed by interviews with six purposively selected participants who reflected both positive and critical perspectives. The 19-item questionnaire demonstrated high reliability (Cronbach’s Alpha = 0.859). Quantitative findings indicated that preservice teachers perceived microteaching as highly beneficial across four domains: lesson planning (M = 3.9), lesson preparation (M = 3.8), teaching skills (M = 3.9), and self-confidence (M = 3.9). These results were supported by interview data, which highlighted that microteaching facilitated systematic lesson design, encouraged interactive pedagogical techniques, and strengthened confidence in classroom delivery. At the same time, participants also reported challenges, including classroom management difficulties, limited authenticity of simulations, lack of supervision, time constraints, and anxiety in transitioning to actual classrooms. Overall, the study suggested that microteaching is an effective preparatory stage; however, its impact was constrained by the gap between simulated practice and real classroom contexts. Despite limitations related to sample size, this study contributed to teacher education discourse by underscoring the pedagogical value of microteaching and recommending curriculum refinement, mentorship, and greater integration of authentic classroom experiences.
AI as a Study Partner: Exploring Homework Practices, Challenges, and Potentials Among Non-EFL University Students Yunika Triana; Dewi Zulaiha
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.v12i2.17549

Abstract

The rapid integration of generative Artificial Intelligence (AI) in higher education has created a new landscape filled with both opportunities and challenges, especially in the context of language learning. While AI offers undeniable convenience for English language tasks, its independent use creates significant ethical and pedagogical dilemmas. This study, therefore, aims to explore these challenges and the potential of AI in completing English language course homework. This case study utilized semi-structured interviews and thematic analysis to describe and explain the revealed duality in the role of AI. The research reveals a duality in the role of AI. As a positive catalyst, AI serves as an effective cognitive assistant, providing ideational frameworks, initial concepts, and instant feedback that empower students to learn independently (self-directed learning). However, as a source of challenges, AI has been shown to produce biased and inaccurate data, and its unwise use raises serious ethical issues. These issues extend beyond plagiarism to include the erosion of critical thinking skills and a decline in intellectual originality when students use it indiscriminately as a substitute for cognitive effort. This study recommends using AI as a tool for self-learning, but it is necessary to limit students' use of AI. Furthermore, institutions are recommended to adapt AI but need to strengthen students’ digital literacy through structured AI usage guidelines.
Integrating Project-Based Learning and Deep Learning Principles to Foster Speaking Fluency and Critical Thinking in EFL Rampeng Rampeng; Restu Januarty Hamid; Rosmawati Abdul Maing; Sujariati Sujariati
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.v12i2.17578

Abstract

This study investigates how integrating Project-Based Learning (PBL) with deep learning principles can simultaneously improve speaking fluency and critical thinking among Indonesian EFL learners. Recognizing that these two competencies are mutually reinforcing yet rarely taught together, a Project-Based Deep Learning (PBDL) model was implemented across three educational institutions involving 180 students. The study employed a quasi-experimental design to examine the model’s impact on learners’ oral performance and analytical reasoning. Findings revealed substantial improvements in both speaking fluency and critical thinking, with the strongest gains observed in discourse management and analytical reasoning. More importantly, students who engaged in authentic, problem-driven projects and received iterative feedback demonstrated greater confidence, coherence, and reflective judgment in communication tasks. These outcomes suggest that PBDL not only enhances linguistic proficiency but also fosters deeper cognitive engagement, helping learners connect language use with reasoning and decision-making. The study provides empirical and practical insights for EFL teachers, emphasizing that authentic tasks, collaboration, and structured reflection can transform traditional classrooms into active learning environments that cultivate integrated 21st-century skills.
Developing and Validating a SMART-Based Writing Materials Framework for Pre-Service EFL Teachers Evi Safitri Yulandari; Mul Muliadi
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.v12i2.17689

Abstract

Writing competence remains a critical yet challenging component of EFL teacher education, particularly in enabling pre-service teachers to design scaffolded, measurable, and genre-sensitive instructional objectives. Although the SMART framework (Specific, Measurable, Achievable, Relevant, and Time-bound) has been widely adopted in instructional planning, its systematic application and validation within writing pedagogy remain limited. Addressing this gap, the present study aimed to develop and validate a SMART-based instructional framework refined through the iterative Successive Approximation Model (SAM). Adopting a mixed-methods research and development (R&D) design, the study followed successive phases of preparation, design, development, implementation, and evaluation. The framework was validated by expert reviewers in language, material, and media, and subsequently trialed with fifth- and seventh-semester pre-service EFL teachers. Quantitative data were collected through validation instruments and competence assessments, while qualitative data were obtained from participant feedback, instructional artifacts, and reflective responses. Descriptive and inferential analyses indicated that the framework demonstrated strong content validity and instructional relevance, although aspects of practicality required further refinement. The iterative nature of SAM facilitated continuous improvement based on expert and user feedback, resulting in a more responsive and learner-centered design. The findings suggest that the SMART-based framework effectively enhances pre-service teachers’ competence in formulating instructional objectives for writing and functions as both a developmental and diagnostic tool in teacher education. This study contributes a praxis-oriented instructional framework that bridges theoretical rigor and classroom applicability, with implications for curriculum integration, genre-based scaffolding, and future development of technology-enhanced instructional supports.
Reading Strategies of Multilingual ESL Learners across Culturally Familiar and Unfamiliar Texts in Eswatini Mfanukhona Wonderboy Kunene; Nicholus Nyika
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.v12i2.17710

Abstract

Reading comprehension in multilingual contexts requires more than linguistic competence; it demands metacognitive regulation and strategic flexibility across culturally diverse materials. This study investigates the reading strategies employed by Eswatini English as a Second Language (ESL) learners when engaging with culturally familiar and culturally unfamiliar texts, addressing the limited evidence on strategy transfer within multilingual African contexts. A quantitative repeated-measures design was used with 200 Eswatini senior secondary learners, who each read two passages matched in length and readability, one culturally familiar and one culturally distant, and reported their strategy use using the Survey of Reading Strategies (SORS). Results revealed moderate and stable engagement across Global, Support, and Problem-Solving strategies, with Problem-Solving strategies employed slightly more frequently but without statistically significant differences between text types. Correlational analyses indicated a moderate relationship between familiar and unfamiliar text strategy use, suggesting that learners relied on habitual, routine behaviours rather than adaptive, metacognitively guided strategies. Based on these findings, the study proposes the Strategic Engagement and Transfer (SET) Model, which conceptualises a developmental progression from habitual, inconsistent strategy use to conscious, context-aware deployment, and ultimately integrated, automatic strategic competence. The findings inform English Language Teaching (ELT) by offering a context-sensitive metacognitive framework for scaffolding strategy instruction, promoting adaptive engagement, and fostering transferable reading competence across culturally diverse texts.
EFL Speaking Achievement in Undergraduate Oral Presentations: The Roles of Enjoyment and Self-Efficacy Cenderato Cenderato; Exnasia Retno Palupi Handayani
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.v12i2.17855

Abstract

English speaking achievement is a crucial outcome in foreign language learning, yet the interplay of affective factors like enjoyment and self-efficacy as determinant predictors remains an essential area for exploration. The purpose of this research is to determine the interrelationships among students’ English enjoyment, self-efficacy, and speaking achievement. Additionally, it also plays a mediating role in the relationship between self-efficacy and speaking achievement. The rationale for this investigation is rooted in developing more effective teaching strategies by understanding how positive emotions and confidence contribute to measurable language outcomes. This quantitative study employed a cross-sectional design involving undergraduate students at STAKat Negeri Pontianak. The sample included 102 students enrolled in the second semester. Data were collected using a speaking presentation test to measure achievement, along with validated questionnaires and semi-structured interviews to assess enjoyment and self-efficacy. The key findings revealed a positive prediction of speaking achievement when enjoyment and self-efficacy were considered together. The analysis underscored a moderate positive correlation, suggesting that self-efficacy had a moderate effect on speaking achievement. Crucially, the results provided evidence that enjoyment played a significant mediating role in the relationship between students’ self-efficacy and their speaking achievement. These findings carry significant pedagogical implications, suggesting that fostering positive emotions and enhancing student enjoyment is not merely a supplementary goal but a crucial factor that directly improves language learning outcomes. Teachers should focus on creating an emotionally supportive classroom environment to leverage this interplay for more effective foreign language speaking instruction.
Bilingual Digital Storytelling as a Method to Enhance Children’s English Language Skills: A Micro-Linguistic Perspective Mozes Kurniawan; Lanny Wijayaningsih
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.v12i2.17994

Abstract

English language learning in early childhood has become a priority in 21st-century education due to the growing global demand for early foreign language competence. However, this process still encounters several challenges, including limited interest, a lack of suitable learning media, and linguistic barriers such as morphological recognition that hinder children’s understanding of word structures and meanings. This study aims to enhance young learners’ English vocabulary and morphological awareness through the implementation of Bilingual Digital Storytelling (BDS) as a method of interactive and engaging language instruction. A descriptive qualitative design with a Classroom Action Research (CAR) approach was employed at STB Kindergarten, involving children aged 4 to 6 years as participants. Data were collected through classroom observations and interviews, supported by systematically designed observation guides and instruments. The findings revealed that the application of Bilingual Digital Storytelling significantly improved children’s English vocabulary mastery from an initial 0% recognition rate to 100% in the second cycle. Furthermore, the method enhanced children’s morphological awareness, particularly in identifying word forms and meanings. In addition, BDS effectively increased learner engagement and attention span, making the learning process more enjoyable and participatory.

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