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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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Illuminated Sasak Stories: A Bridge to English Language Learning Muliani Muliani; Heri Hidayatullah; Siti Syafi'atul Qomariyah
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.v11i2.13092

Abstract

This study seeks to enhance elementary school students' appreciation of Sasak cultural heritage in Central Lombok, an area increasingly influenced by tourism and exposure to foreign cultures. Recognizing a need to prioritize local cultural education, this research introduces illuminated stories, created with the input of five English teachers who contributed traditional stories and games from their childhood. Using a Problem-Based Learning (PBL) approach, 20 students engaged with these stories, and their progress was assessed using a validated tool that measured both cultural knowledge and language proficiency. Preliminary results demonstrate improvements in students’ engagement, cultural understanding, and language skills, highlighting the effectiveness of combining cultural education with PBL. These findings encourage further research with larger and more varied student groups to build on these promising outcomes.
Teachers’ Interactive Decisions and Personal Development: The Basis and Factors Hartati Suryaningsih; Desi Herayana
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.v11i2.13153

Abstract

This research aims to recognize the factors triggering and foundations affecting teachers’ interactive decisions related to teachers’ personal development. Interactive decisions as teachers’ reaction to an unexpected situation during teaching and learning activities. The participants in this study are 3 (three) English course teachers. The participants were chosen using purposive sampling. The data were collected through semi-structured interviews. The data then were analyzed using Gomm’s thematic analysis. The results showed that the factors triggering teachers’ interactive decisions were teachers’ assumptions, teachers’ expectations – students’ lack of cooperation, and technical problems; the foundations of the interactive decisions were teacher’s experience, students’ needs, and class management. These findings indicate that making an interactive decision is a complex process. Many situations may trigger it, and teachers have to cope with it instantly without preparation. These unexpected situations require teachers’ quick thinking and reaction which are based on and enrich their personal development.
Empowering News Writing Skills: Digital Platforms and Interactive Storytelling in English Broadcasting Jelita Purnamasari
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.v11i2.13182

Abstract

This study examines the impact of interactive storytelling on improving news writing skills among Communication Science students in an English broadcasting course. Integrating digital platforms with multimedia elements—including audio, video, and graphics—fosters narrative creativity and enhances students' engagement in English news broadcasting. The study involved seven Communication Science students as participants in a qualitative case study, with data collected through news script analysis and interviews. Analysis focused on narrative structure, creativity, and multimedia use, while interviews captured insights into students' experiences and challenges with digital platforms. Using Nvivo 12 software, data analysis revealed significant improvements in students' narrative creativity and multimedia integration. Interactive storytelling techniques improved news script quality and promoted student engagement, independence, and adaptability in learning. Students valued the flexibility and real-time feedback of digital platforms, which allowed experimentation with storytelling techniques and self-paced learning. Despite these benefits, some students encountered challenges related to technical skills and media adaptation. Findings emphasize the value of interactive storytelling in journalism education, with potential applications in professional training for broadcast media, journalism workshops, and multimedia content creation.
Teaching English Through UbD: Challenges of Indonesian Pre-Service Teachers I Ketut Wardana
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.v11i2.13285

Abstract

Understanding by Design (UbD) can guide pre-service teachers (PST) in creating intended learning outcomes. However, there is still limited research focusing on the mechanisms of UbD. Therefore, this study aimed to assess UbD’s impact on pre-service teachers’ teaching and assessment skills and the challenges they face. one group-pre-test post-test design within a quasi experiment was conducted to examine the ongoing process of UbD implementation in a real classroom setting. The investigation involved 17 PSTs from the Faculty of Teacher Training and Education in Denpasar for 7 weeks. The instruments included a teaching performance rubric, an observation checklist, and reflective journals. The data were analyzed using descriptive statistics, paired sample t-tests, and thematic analysis. The results indicated that PSTs’ teaching skills significantly improved with Understanding by Design (UbD), as evidenced by an increase in the average score from 70.74 in Cycle 1 to 81.91 in Cycle 2, with more students achieving higher performance ratings after receiving feedback and reinforcement. Referring to T-test outputs p=0.000 > α=0.05 This study concludes that UbD significantly impacts PST’s teaching skills however, challenges remain in connecting cognitive-behavioral skills to real-world applications. Future research should explore specific strategies to address these challenges and investigate UbD’s long-term effects on teaching precision and student engagement.
Peer Feedback in Academic Writing: Students' Perspectives on Learning and Improvement Neni Nurkhamidah; Ninuk Lustyantie; Uwes Anis Chaeruman
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.v11i2.13330

Abstract

Peer feedback in academic writing classes has gained considerable attention for its potential to enhance students' writing abilities, critical thinking, and engagement in learning. This study investigates students' perceptions of peer feedback in an Academic Writing course at MNC University. Using a qualitative case study approach, data were collected through interviews with seven students to gain in-depth insights into their experiences. The findings reveal that while most students view peer feedback as a valuable tool for improving writing skills, fostering collaboration, and encouraging critical reflection, others express concerns about confidence and feedback quality. Specifically, nearly half of the participants reported feeling unsure about their ability to provide effective feedback, and several noted the lack of clarity in the feedback they received. These findings underscore the importance of providing clearer guidelines on giving and implementing feedback. By addressing these challenges, instructors can foster stronger collaboration, enhance self-assessment skills, and boost engagement in the writing process. Structured peer feedback, when integrated effectively, can create a more interactive and reflective learning environment, ultimately contributing to improved writing performance and broader educational goals.
Exploring Students’ Perceptions and Motivation in Using Quizizz for Grammar Program: A Study in Kampung Inggris Pare Kediri Muhammad Muhammad; M Syaichul Muchyidin; Wildan Isna Asyar; Fika Ar-rizqi Naf’ihima
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.v11i2.13337

Abstract

This study investigates students' perceptions of and motivation towards using Quizizz for grammar learning at Kampung Inggris Language Center in Pare Kediri. Using a quantitative descriptive method, data were collected through online surveys from 58 students. The study aimed to assess whether Quizizz, as a gamified learning tool, could enhance students' engagement and motivation in grammar instruction. The results revealed that 96% of students found Quizizz easy to use and accessible, while 97% agreed that its gamification features, such as leaderboards and immediate feedback, made grammar lessons more engaging. Additionally, 93% of students reported that these features improved their overall learning experience. These findings highlight the potential of Quizizz to address motivational challenges and make grammar learning more interactive and enjoyable, particularly in non-formal educational settings like Kampung Inggris. By demonstrating the effectiveness of gamified learning tools, this research contributes to the understanding of technology integration in language instruction. It suggests that applications like Quizizz can foster both cognitive and affective engagement, potentially influencing broader educational practices.
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.

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