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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 272 Documents
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Mobile-Assisted Language Learning Via WhatsApp Group: Interaction Patterns and Teacher Perspectives Sari, Candrika Citra
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.v11i1.11287

Abstract

Mobile-Assisted Language Learning (MALL) is increasingly favored for its flexibility. This study analyzes interaction patterns in an L2 English training conducted entirely using WhatsApp group chat and examines the teacher’s perspective. Discourse analysis revealed a flexible Initiation-Response-Feedback (IRF) pattern, with students occasionally initiating turns. Emoticons and voice notes fostered emotional connections and mitigated direct feedback. The teacher found WhatsApp valuable for practicing all language skills, stressing the need for small group sizes. The study also noted discrepancies in adjacency pairs, which could be addressed using the direct reply feature to enhance conversational coherence and pedagogical effectiveness. Additionally, the study suggests combining the WhatsApp group chat with offline classes to increase students’ sense of responsibility and participation in the discussion.
Problems and Challenges in Designing ESP Course for Hospitality and Tourism Students of STP Mataram Putra, Ida Nyoman Tri Darma; Mulyawan, Ulfan
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.v11i1.11329

Abstract

The objective of this study is to identify the difficulties and obstacles that instructors encounter when designing ESP English course for tourism students. Communication with foreigners was deemed by the majority of Lombok's stakeholders to be the most formidable challenge to the local community. Students have to be able to speak and write English because of how quickly knowledge and information spreads in this globalized world. To accommodate the requirements of students, English for Specific Purposes (ESP) is structured. In this study, the ESP lecturers at STP Mataram are degrees in education and/or language; hence, it is doubtful that they have specific understanding of the subjects that the students are studying. It could be challenging for the lecturers at STP Mataram to manage and design course with relevant activities in the classroom, much less respond to questions about subjects, technical terms, and ideas that they don't fully understand. Not only do lecturers face difficulties in creating materials in realistic forms, but they also face difficulties in choosing texts or other resources based on their own degree of expertise in the subject. In teaching the class efficiently, ESP lecturers must also develop the syllabus, supply the necessary materials, work with subject/content specialists, carry out research, and assess the students and the course. A thorough need analysis will enable the course designer to create a unique, appropriate course for the students and consider the students' prior knowledge of how to use English language.
Unveiling The Challenge of Student Scientific Writing: A Need Analysis Yelliza, Yelliza
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.v11i1.11341

Abstract

This study addresses the pressing need for customized instructional materials aimed at improving students' competence in writing scientific articles. Despite the crucial role of this skill in academia, there is a noticeable scarcity of dedicated teaching resources, especially for research article writing. By investigating specific shortcomings faced by students and aligning them with tailored instructional strategies, this research aims to enhance students' academic writing abilities. Using a case study design, this research involved 72 students from the English Education Study Program at Universitas PGRI West Sumatera. Data collection utilized questionnaires adapted from existing literature, focusing on students' perceived shortcomings in writing scientific articles. Through this method, specific challenges encountered by students in the writing process were identified and analyzed. The analysis revealed that students' lack of writing scientific articles format research articles is in the high category, with an average of 4.28 (85.53%). From the data, nine statements are in the very high category, and 13 are in the high category. The statements in the very high category were ‘creating research gap’ (M=4.54), ‘Describing the data collection procedure’ (M=4.50), ‘Describing data analysis procedures’ (M=4.33), 'presenting meta-textual information’ (M=4.38), ‘presenting results’ (M=4.50), ‘providing background information (M=3.58), ‘Commenting on results or findings‘ (M=4.50),‘Restating the research objectives and approach‘ (M=4.63) and ‘evaluating research contributions’ (M=4.33). These findings underscore the importance of tailored instructional approaches to enhance students' scientific writing skills, ultimately improving the quality of education in preparing students for future academic endeavors.
Optimizing EFL Learning: Digital Native Leverage Mobile-Assisted Language Learning (MALL) Saridah, Siti; Sulaeman, Dedi; Faturohmah, Pepi Siti; Ruminda, Ruminda
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.v11i1.11342

Abstract

This study intends to explore the leverage of technology devices and their impact on the digital natives’ experiences in enhancing EFL learning using Mobile-Assested Language Learning (MALL). Pointedly, (1) how digital natives’ attitudes toward technology influence their use of smartphones for EFL learning, and (2) the effectiveness of MALL activities in boosting English skills.  Then, this research uses a narrative inquiry research design with in-depth interviews of six English teachers in various grades. By using thematic analysis revealed that digital natives enjoy the interactive nature of MALL activities and concern arose regarding their potential dependence on personal devices. The findings have been obtained to answer the questions that have been desired. (1) digital natives look to enjoy with MALL procedures; it narrates with digital natives’ interest and, (2) Mobile-Assisted Language Learning (MALL) offers digital natives particularly to access web-based learning and online learning courses. These provide audio-visual presentations that are helpful for digital natives to supercharge their English competencies with various activities. These findings ensure that Mobile-Assisted Language Learning (MALL) is a valuable potential tool in EFL classrooms, but careful attention to consideration for fostering responsible technology use in addressing potential distractions.
Use of First Language in English Language Teaching: EFL Teachers’ Perspectives Tiwari, Hari Prasad
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.v11i1.11357

Abstract

First language (L1) is seen as a tool that aids in teaching the second language (L2). However, an over-reliance on L1 can slow down the learning process and prevent the achievement of true L2 fluency. This qualitative study aims to investigate the role of the L1 in L2 instruction, particularly its potential to both aid and hinder the learning process. The study employs an interpretive approach, focusing on the perspectives of 14 college-level English as a Foreign Language (EFL) teachers. These participants were selected using judgmental sampling. Data was collected through semi-structured interviews and subsequently analyzed using a thematic approach. The findings indicate that teachers utilize L1 in various ways, including enhancing comprehension, assisting lower-level students, saving time, recapturing students’ attention, and introducing new vocabulary. The study concludes that while L1 can serve as a valuable tool in L2 instruction, its use should be strategic to optimize learning outcomes. It highlights how L1 can act as a bridge to aid L2 learning, indicating the need for a balanced usage.
Online Vs In-Class: EFL Students’ Oral Presentation Preferences Farida Noor Rohmah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (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.v11i2.12460

Abstract

The objective of this study is to analyze the preferences and experiences of students with regards to in-class oral presentations as opposed to online oral presentations in English class. The participants for this study were 61 students selected purposively, with a concentration on students in their fourth semester at the Faculty of Health Sciences. The data were collected using a questionnaire and a semi-structured interview. The results show that students have a strong preference for online presentations, both in terms of general satisfaction and ease of preparation, indicating the perceived advantages of the online format over traditional in class presentations. The majority of students believe that online presentations improve their communication skills. The findings have important implications for educators and institutions seeking to improve the effectiveness of oral presentation methods.
Parental Involvement Effects in Promoting Students’ Self-Efficacy and Learner Autonomy of The English Language Daffa Putra Amrullah Sigit; Syafi'ul Anam
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (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.v11i2.12468

Abstract

This research investigated the effects of parental involvement in promoting EFL students’ self-efficacy and learner autonomy. A total number of 204 students at the high school level in Surabaya with each representing parent of each student participated in this study. Students participating in this research filled out two close-ended questionnaires measuring their self-efficacy, incorporating a scale of 1 to 100 with the increments of 10, and a 5-point Likert scale for their learner autonomy levels. One representative parent for each student also completed a close-ended questionnaire with 5-point Likert scale to measure their parental involvement towards students’ home-based English learning activities. Using quantitative methods, both students’ self-efficacy and learner autonomy levels were descriptively analyzed, revealing that there were more students in the low levels of both variables rather than in the moderate and high levels. Moreover, comparisons of those levels were made among varying parental involvement levels as the independent variable where students’ self-efficacy and learner autonomy were regarded as the dependent variable. Post hoc comparisons revealed that parental involvement significantly affected both students’ self-efficacy and learner autonomy with a great magnitude. The mean differences further showed that the impact was significant between all levels of low and moderate, moderate and high, as well as low and high parental involvement. This study therefore provides support to Bandura’s triadic reciprocal determinism in the context of promoting EFL students’ self-efficacy and learner autonomy through the scope of the extents to which parents are involved to the students’ English language learning at home.
Preservice Teachers’ Perceptions of Intercultural Communicative Competence: A Pathway to Peace and 21st Century Skills in Nepal Purna Bahadur Kadel
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (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.v11i2.12667

Abstract

Intercultural communicative competence is an essential attribute and phenomenon to maintain harmony and a sense of cosmopolitanism in a diverse and heterogeneous society like Nepal. This study explored preservice teachers’ perceptions of the importance of intercultural communicative competence and what specific 21st-century skills are enhanced by intercultural communicative competence. In order to address the research questions, the hermeneutic phenomenological research design was adopted to carry out this study. The in-depth- interview was administered as a tool to collect the lived experiences of the participants. Eight preservice teachers were selected from 4 strata: madheshi community, ethnic community, untouchable community, and brahmin community as participants for this study. The findings of this study were maintaining peace and promoting social cohesion, developing global citizens, prescribing ICC in school curriculum, blessing ICC for heterogeneous society, promoting ICC through English and Nepali languages, and enhancing 21st-century skills by ICC. Intercultural communicative competence plays a significant role in promoting human civilization, confidence, and sense of security in the society.
Improving The Students’ Speaking Ability by Using Small Group Discussions at The Eighth Grade of SMP Swasta Idanoi Melisandi Telaumbanua; Adieli Laoli; Yaredi Waruwu; Afore Tahir Harefa
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (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.v11i2.12712

Abstract

This study seeks to enhance students' speaking abilities through small group discussions. Many students face challenges in speaking English due to a lack of confidence and practice, while teachers often overlook engaging strategies that motivate students to participate. To address this, the researcher employed Classroom Action Research (CAR), which consisted of two cycles, each comprising two meetings focused on planning, action, observation, and reflection. Data were collected through observations, field notes, and evaluation sheets. The findings revealed significant improvement in each cycle, thanks to the grouping technique. In the first cycle, the average student score was 51, with many students not meeting the minimum competency standards (KKM). By the second cycle, however, all students successfully passed, achieving an average score of 79. The researcher concluded that small group discussions are an effective way to boost students' speaking ability. It is recommended that both students and teachers adopt this technique to further improve their speaking abilities.
Challenges and Benefits of ICT in Teaching and Learning English Hamliyah Hamliyah; Dewi Untari; Lutfiah Lutfiah; Siti Yuliana; Setyorini Dwi Agustini
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (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.v11i2.12927

Abstract

In Digital Era, E-learning involves the use of the internet and mobile learning, including all types of gadgets. English teachers are required to apply creative and innovative teaching models in designing ICT-based learning that is appropriate to the needs of students. This study is to identify the types of ICT tools and describes the challenges and benefits of ICT in English Language Teaching and Learning at SMKN 8 Jember. It employs a descriptive qualitative method with interviews and documentation of lesson plans for data collection. The participants include 100 students from X, XI, and XII grades, and the English teachers. Data analysis was conducted through data reduction, data display, and drawing conclusions. The findings indicate the types of ICT media used by teachers in the teaching and learning and the implementation of ICT as a media and learning resource with the students’ responses about 57% strongly agree and 43% agree. It means that teachers already applied the ICT in classroom quite good because they have effectively utilized ICT in English language teaching easier for students to grasp the learning materials, learning motivation, and learning outcomes. Besides the benefits, it is hope to effectively address the challenges of ICT use in learning English, teachers can receive targeted training and support in several areas. These programs aim to build their confidence, technical skills, and pedagogical strategies for integrating ICT into their teaching practice.

Page 24 of 28 | Total Record : 272

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