cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
I Made Permadi Utama
Contact Email
permadi_utama@ikipmataram.ac.id
Phone
-
Journal Mail Official
joelt@ikipmataram.ac.id
Editorial Address
Jl. Pemuda No. 59 A Mataram, Nusa Tenggara Barat
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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 272 Documents
 19   20   21   22   23 
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.
Appraising EFL Students’ Syntactic Competency of Word Formation in Argumentative Writing Kharisma Puspita Sari
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.v12i1.13394

Abstract

EFL teaching participants must learn the uncommon language, so that teachers or educators need to discover several problems in conveying the material. This research investigated syntactic labels in recognizing word formation in simple sentences such as subject, verb/predicate, object, and adverb.  In previous times, two researchers have investigated EFL students’ capability in identifying parts of speech (noun, adverb, and adjective) and the use of punctuation (comma, full stop, and exclamation mark). Current research aims to fill this gap. This study probes EFL students' propensity to determine syntactic parts of word formation in simple sentences within argumentative texts. This research is applying questionnaires distributed to 51 learning participants. The findings explain that 75% of pupils precisely labeled subjects, verbs, objects, and adverbs. However, challenges remain in differentiating between subjects and objects, as only 25% achieved perfect accuracy. The study concludes that while a larger number of students signified a detailed understanding of syntactic labeling, planned and further interventions are necessary to address continuing obstacles. Hoping that this study could be significant in uncovering the latest techniques in EFL teaching and learning activities, such as the discovery of any media for conveying material on basic syntax for beginner students.
Unlocking Vocabulary Mastery: Pocketbook To Meet the Needs of Elementary School Students and Teachers Tita Ratna Wulan Dari; Alhenri Wijaya; Rasyono Rasyono; Defliyanto Defliyanto
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.v12i1.13602

Abstract

The return of English as a subject in elementary school demands help to minimize the students’ vocabulary gap. Therefore, this study aims at seeing the students’ and teachers’ needs on attractive English learning media which can help them enhance the vocabulary mastery. Developing an English pocketbook becomes a solution. Then, as a part of a developmental research, a need analysis study was initially conducted. Applying quantitative design, questionnaires and vocabulary tests were distributed to the respondents. Respondents for this needs’ analysis process were students and teachers at SD Negeri 1 Talang Kelapa. There were 23 respondents, consisting of 1 English teacher, 9 male students, and 13 female students. The questionnaires in Likert scale format were used to check the respondents’ perception, motivation, and anxiety toward English subject at their school. Then, vocabulary tests were given to see students’ vocabulary mastery, both in context and literal meaning. The obtained data from questionnaires and vocabulary tests were then analyzed by using descriptive analysis. Finally, it was found that the students and teachers need a pocketbook which is customized based on their needs. The pocketbook developed needs to address the students’ low achieved vocabulary topics and the students’ anxiety.
Cultural Context Representation in the Merdeka Curriculum English Textbook: A Content Analysis Nabilah Ningrum; Wisma Yunita
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.v12i1.13945

Abstract

This study explores the representation of cultural contexts in the English for Change textbook, a key resource for senior high school students under Indonesia’s Merdeka Curriculum. The research investigates how target, source, and international cultures are portrayed, assessing their role in fostering intercultural communication skills. Using qualitative content analysis, supported by quantitative insights, the study applies frameworks to evaluate cultural content. The textbook achieves a numerical balance on target culture (32%), source culture (36%), and international culture (32%). However, it lacks depth in cultural exploration. Target culture often centers on basic practices, source culture is fragmented, and international culture tends to focus on global challenges rather than meaningful intercultural exchanges. Themes such as environmental awareness, digital literacy, and financial management dominate, but opportunities for critical cultural dialogue are largely missed. These findings reveal that the textbook while promising, falls short of fully supporting students’ intercultural competence due to superficial coverage and underrepresentation of minority cultures. The study highlights the need for richer, more inclusive cultural narratives, such as case studies and reflective tasks, to encourage deeper understanding and critical thinking. By addressing these gaps, educators and curriculum developers can create materials that better align with the Merdeka Curriculum’s vision of contextual and meaningful learning. Furthermore, this study contributes to English language education by emphasizing the role of cultural representation in fostering students' intercultural competence, which is essential for effective communication in global context.
Challenges and Effectiveness of Novice Teacher’s Technology Integration in An Islamic Secondary School in North Bali I Komang Adiartha Negara; Made Aprilia Ayu Adnyani; Made Hery Santosa; Gde Arys Bayu Rewa
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.v12i1.14414

Abstract

Technology integration has become an important aspect of English language teaching, especially in private Islamic schools. Although novice teachers are familiar with technology, there is a gap between the potential of technology and its integration in achieving learning objectives and little intensity of previous studies discussing challenges faced by novice teachers’ technology integration in English language teaching in an Islamic private secondary school. This study aimed to evaluate the effectiveness and identify challenges of technology integration by a novice teacher in grade 11 at an Islamic private secondary school in North Bali. It was a case study designed under a qualitative approach, combining semi-structured observations using the Triple-E framework rubric and structured interviews with a single novice teacher. The Triple-E framework showed a score of out 9 of 18 which means technology integration has a moderate level of effectiveness, showing a partial connection between learning objectives and technological tools. The semi-structured interview results exposed several challenges, including technological limitations, workload, school policies regarding mobile phone use, and low student participation. This study highlights the need for institutional support, strategic training, and more flexible policies to maximize the potential of technology in English language teaching. This study is expected to provide new insights into the effectiveness and challenges faced by novice teachers in integrating technology for English language teaching in an Islamic private school context.
Collaborative Writing on Descriptive Text: Creativity and Engagement Elga Farah Andanty; Agus Sholeh; Siti Mafulah
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.v12i1.14431

Abstract

This study aims to investigate the implementation of collaborative writing methods in improving creativity and engagement in writing descriptive texts at SMP Negeri 5 Kepanjen. This study uses a qualitative approach with a descriptive research type. Research data were collected through observation, interview and documentation activities. The collected data were analyzed descriptively qualitatively using an interactive data analysis model. The data from the research were re-tested for validity using triangulation. The results of the study showed that the implementation of the collaborative writing method in descriptive text learning increased As evidenced by the results of observations and interviews on student responses showed that collaborative writing can improve their creativity and engagement. This study highlights the potential of Collaborative Writing as a means to improve student creativity and engagement in descriptive text learning in junior high schools.
The Influence of Kahoot Application on Students’ Grammar Achievement in Senior High School Ursya Tiara Khawas; Endang Mastuti Rahayu; Eliasanti Agustina
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.v12i1.14867

Abstract

The present study examined whether the Kahoot application influenced the grammar proficiency of eleventh-grade students at SMA Wachid Hasyim 2 Taman. Contextual grammar is crucial in the writing learning process; however, students frequently struggle with writing tasks, largely due to insufficient grammar knowledge. This paper employed a quantitative methodology with a true experimental design. Pre-test and post-test were utilized to evaluate the data. The sample comprised 280 eleventh-grade students from SMA Wachid Hasyim 2 Taman. Cluster random sampling was employed to generate the experimental and control groups. The researcher designated XI-F1 as the experimental group, the Kahoot application was used to provide instruction, while XI-F2 served as the control group, taught using traditional paper-based methods. The data analysis was conducted using an independent sample t-test in SPSS 19. A subjective test was also conducted to measure the students’ grammar skills in the form of creating an analytical exposition text. The findings indicated that the significance (2-tailed) of 0.000 is less than 0.05 (0.000 < 0.05), leading to the acceptance of the alternative hypothesis (Ha). Therefore, it can be concluded that the Kahoot application has a positive and significant influence on eleventh-grade students’ grammar proficiency at SMA Wachid Hasyim 2 Taman. The integration of Kahoot as an interactive and gamified learning tool has the potential to serve as an effective strategy to improve students’ grammar mastery.
Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia Hery Rahmat; Ika Rama Suhandra; Eliya Eliya; Siwapoorn Yuenchon
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.v12i1.14878

Abstract

Peer learning has been widely recognized as an effective strategy in inclusive education, promoting student collaboration, enhancing academic outcomes, and addressing diverse learning needs. However, a significant gap remains in understanding how peer learning is implemented across different institutional and national contexts, especially in inclusive settings. While prior studies have addressed peer learning in general, few have compared its practical application across countries with distinct educational systems. This study investigates how peer learning is enacted in inclusive classrooms in Thailand and Indonesia, focusing on teachers’ beliefs, instructional strategies, and challenges encountered during implementation. Employing a qualitative research design, data were gathered through interviews and classroom observations to explore authentic classroom practices. The findings reveal both shared patterns and contextual differences in the use of peer learning, shaped by each country’s institutional structures and education policies. While initial student collaboration varied, many learners demonstrated increased participation and interaction over time. This study addresses the lack of cross-national research on inclusive peer learning and offers insights that may support educators, researchers, and policymakers in designing more responsive and culturally informed frameworks for peer learning in diverse, inclusive classrooms.
Exploring Social Constructivist Practices: Collaborative Learning Challenges and Strategies in TEFL Classrooms at Islamic Boarding Schools Rizki Azizah; Putri Itsna Ulayya; Endang Fauziati
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.v12i1.15102

Abstract

Islamic boarding schools play a vital role in Indonesia’s education system, particularly in shaping students’ religious and academic development. Within these institutions, implementing collaborative learning presents unique challenges due to their emphasis on discipline, religious values, and limited technological access. This study aims to explore Islamic boarding school teachers’ perspectives on the challenges of applying social constructivist approaches in collaborative learning within TEFL classrooms, as well as the strategies used to overcome these obstacles. Using a qualitative design, data were collected through semi-structured interviews with five teachers and analyzed using thematic analysis. The findings reveal that while collaborative learning can enhance students’ motivation, critical thinking, and language skills, it requires careful planning and ongoing professional development to be effective in this context. Challenges identified include curriculum constraints, school culture, inadequate facilities, diverse student cognitive abilities, varying motivation levels, and emotional regulation. The study underscores the importance of strategic lesson planning, effective group composition, and teacher training in addressing these issues and improving collaborative learning in Islamic boarding school settings.

Page 21 of 28 | Total Record : 272

 19   20   21   22   23 

Filter by Year

2014 2025


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2025) Vol. 12 No. 1 (2025) Vol 12, No 1 (2025) Vol. 11 No. 2 (2024) Vol 11, No 2 (2024) Vol 11, No 1 (2024) Vol. 11 No. 1 (2024) Vol 10, No 2 (2023) Vol 10, No 1 (2023) Vol 9, No 2 (2022) Vol 9, No 1 (2022) Vol 8, No 2 (2021) Vol 8, No 1 (2021) Vol 7, No 2 (2020) Vol 7, No 1 (2020) Vol 6, No 2 (2019) Vol 6, No 1 (2019) Vol 5, No 2 (2018) Vol 5, No 1 (2018) Vol 4, No 2 (2017) Vol 4, No 1 (2017) Vol 3, No 2 (2016) Vol 3, No 1 (2016) Vol 2, No 2 (2015) Vol 2, No 1 (2015) Vol 1, No 1 (2014) More Issue