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
 21   22   23   24   25 
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.
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.
The Relevance of English Teaching Materials for Primary Schools with Religious Moderation Values: A Review Ghufron, M. Ali; Rohman, Taufiqur; Aditia, M. Rifki
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
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.v11i1.10971

Abstract

This research aimed to evaluate the relevance of the English teaching materials in the textbook “My Next Words (For Elementary School 5)” concerning the values of religious moderation as adopted in primary schools. The textbook has received endorsement from the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia, highlighting the importance of evaluating its alignment with the government's religious moderation standards. The research methodology employed content analysis of the textbook to identify content related to religious moderation values. Surveys and interviews with elementary school teachers using this textbook provided insights into its utilization and its reflection of religious moderation values in teaching practices. The results indicated that the textbook primarily focuses on language skills, with limited integration of religious moderation values. It lacks sensitive language usage and activities promoting interfaith understanding. However, it does feature diverse character names associated with specific religious groups and incorporates some aspects of cultural diversity. Educators expressed the importance of integrating religious moderation values into English language teaching materials, but they found the current materials lacking in this regard. In conclusion, the textbook “My Next Words: For Elementary School” for Grade V requires improvements to better integrate religious moderation values. These enhancements will contribute to a more inclusive and relevant English language learning experience for elementary school students, fostering tolerance and interfaith harmony.
Students’ Reading Comprehension of English Textual Literacy Among Zillenial Generation Rahmawati, Yeni; Khatimah, Khusnul; Rachman, Dzul; Sunarti, Sunarti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
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.v11i1.10985

Abstract

According to the Indonesian new curriculum which is generally called Kurikulum Merdeka reading comprehension of text becomes a fundamental skill of learning outcomes.  However, a long time before the new curriculum was released reading skills, especially in learning a foreign language particularly English have always been the main thing. Starting from this condition, this study aimed to describe the students’ reading comprehension of English textual literacy among the Zillenial generation. Another goal, of this study, was to identify the students’ reasons related to their reading in textual comprehension. This study applied mixed methods both quantitative and qualitative. The design used descriptive statistics and interviews. the instrument used was a test and a list of interviews. the population in this study was 99 students of Public Vocational Schools in Samarinda whereby, overall, this population also became the sample.  The result was the students in the fair category. The majority of students got a score around 70 which was included as a fair category. This is in line with the school policy of considering minimum passing grades in English subjects. From qualitative data, it was found that the students were helped by the test which was considered as lower-order thinking (LOT). The test was in multiple choice and the topic was familiar. Surprisingly, based on the findings, this Zillenial generation has low literacy as they acknowledged that they don’t have any specific time for doing English literacy except only the teacher’s command. If the topic of the text is considered difficult usually, they will use translator apps to comprehend the text easily.
Student's Perspective on The Use of Sevima Edlink as an English Learning Medium Laili, Roudlotun Nurul; Nashir, Muhammad; Kifi, Achmad
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
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.v11i1.11004

Abstract

In this modern era, the use of technology in education is growing, especially after the Covid 19 pandemic, which forced the educational world to adapt to technology so that learning can continue even though it is limited by space and time. So in the post-pandemic, education was used using technology, and student independence in learning has been well developed so that blended learning can be an alternative learning model in this new normal era. The Sevima Edlink application can be an alternative solution in blended learning because it is already integrated with the Siakad system on campus and can be accessed easily from a laptop and smartphone. This research aimed to describe the students' perspective on using Sevima Edlink as an English learning medium. It was descriptive qualitative research with a total sample of 70 students who took an English subject in the odd semester of the 2022/2023 academic year at Sekolah Tinggi Ilmu Kesehatan Banyuwangi. Based on the questionnaire results, student perceptions of using Sevima Edlink were generally positive. Interview results showed that the Sevima Edlink made the students easier to download learning materials, collect assignments more disciplined, and save data storage. Even though there were obstacles, including internet connection and weak signal, lack of information on using Sevima Edlink for new students, and task notifications were often late or did not appear, which caused students to be late in submitting assignments.
Needs Analysis on English Professional Skills for Students of Islamic Banking Department Liza, Citra; Andriadi, Andriadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
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.v11i1.11066

Abstract

This research aims to identify professional English language skill requirements for students in Islamic Banking program and to propose an optimal English learning concept tailored for students at UIN Fatmawati Sukarno Bengkulu. The goal is to adequately address the professional needs of students in their future work environments. Employing a qualitative approach, the study involved interviews with Islamic Banking students, Islamic Banking lecturers, stakeholders from the Islamic Banking authority in Bengkulu Province, and English lecturers. The findings indicate that English proficiency is crucial for Islamic Banking students, as their future professions involved using English banking terminology and meeting requirements for advancement to managerial positions. Communication targets in the professional realm encompass correspondence, banking applications, leadership meetings, interactions with large companies, managerial-level managers, and handling foreign customers. English language situations in banking affairs predominantly occur at the managerial level, involving transaction handling in large and foreign companies, report preparation, and central-level reporting processes. A learning situation analysis reveals that proficiency in all English language skills is imperative in the profession within Islamic financial institutions. Considering the workplace needs in Islamic banking institutions, the ideal English learning concept involves mastering language elements and skills, coupled with activities supporting productive professional communication through authentic audio-visual teaching materials. Learning activities span from listening and learning Islamic banking vocabulary to practicing their use in dialogues and delivering presentations in English. Employing communicative learning methods, peer learning, and role play is essential to motivate students to regularly practice English and become accustomed to it, as well as the use of constructivism learning models.
Developing Poster as Media in Teaching Reading Comprehension of Descriptive Text Mayaneta, Ketrein Triyas; Alimin, Alimin; Wardani, Happy Kusuma
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
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.v11i1.11173

Abstract

For students in senior high school, especially in the tenth grade, reading comprehension is usually taught in English language learning. Based on this, research on the development of posters as a learning media in teaching reading is very necessary because the presence of attractive media can attract an interest in reading and create a productive learning process. The purpose of this research is to develop posters as a media in teaching reading comprehension of descriptive text for the tenth graders of SMK NU 2 Soko. This research design is Research and Development (R&D) using the ADDIE model. This model consists of five stages. These stages are analysis, design, development, implementation, and evaluation. The data collected was analyzed qualitatively. The instruments used during the need analysis were questionnaires, interviews, and at the implementation stage using observation sheets and field notes. In addition, questionnaires were distributed to English teacher and students to find out their responses and opinion about the products that are developed at the evaluation stage. The result of this research is a poster as a learning media for tenth graders. The poster is made based on the results of the needs analysis and input from expert validators and English teacher. The poster consists of three themes (tourism, restaurant, hotel). on the first sheet and the second sheet contains vocabulary building and 20 questions. The developed poster received good responses and attention.This proves that the use of poster as learning media has been well received by students and makes a significant positive contribution to the reading learning process of the tenth graders at SMK NU 2 Soko.
The Six Thinking Hats (STH) Strategy to Improve Students’ Speaking Achievement in Merdeka Curriculum Mukhibbah, Tefanya Laili; Rahayu, Endang Mastuti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
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.v11i1.11275

Abstract

The purpose of this study was to illustrate how the use of six thinking hats strategy to improve students' speaking achievement in Merdeka curriculum. Many students had difficulties speaking English because lacking self-confidence, lacked practice, and teacher not used learning strategies to attract students to learn to speak. In the Merdeka curriculum era, teacher must choose appropriate learning strategies for teaching speaking. One type of strategy was the six thinking hats strategy, because it could be interesting and encourage students to learn or practice speaking. This study was classroom action research. The research subject was the 10th grade of students at SMA 5 Wachid Hasyim Surabaya. Which consisted of 36 students. In this research, researchers used subjective tests, observation sheets, and questionnaires to collect data which were analyzed quantitative and descriptive qualitative. The results of the subjective test was 36 students got a score of 14% in the pre-test, 64% in cycle 1, 86% in cycle 2, these results showed that the students were able to improve their speaking achievement. The results of observational showed that six thinking hats was strategy used in learning to make students active. The results of the questionnaire showed that 50% of students agree with the six thinking hats strategy was an effective strategy for improving students' speaking achievement. The conclusion was that six thinking hats strategy can be used in teaching speaking, because students were more active in practicing speaking, fun and was a successful strategy to improving speaking achievement.

Page 23 of 28 | Total Record : 272

 21   22   23   24   25 

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