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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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Designing a Functional Approach Daily Conversation Module for Beginner EFL Learners Aris Dwi Intan Aprianti; Iwan Jazadi; Sartika Sartika; Elli Marliana
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.v12i2.16466

Abstract

Communicating effectively in daily conversations remains a challenge for many Indonesian EFL learners, particularly beginners, who often struggle with fluency, vocabulary limitations, and a lack of confidence. This study aimed to design, develop, and validate a contextual daily conversation module using the Functional Approach within the ADDIE instructional model. A needs analysis involving students, alumni, and a course coordinator revealed learners’ preference for contextual topics, scaffolded practice, and bilingual support. The design phase translated these findings into structured lesson plans and communicative tasks, while the development phase involved expert validation to refine the module. The novelty of this study lies in its integration of the Functional Approach with bilingual scaffolding, a combination rarely explored in Indonesian tertiary EFL contexts. The resulting module features functional expressions, bilingual glossaries, authentic conversational topics, and reflective activities, all validated as highly appropriate by experts. Beyond its immediate context, the module provides a scalable model for other institutions seeking to enhance students’ communicative competence through context-responsive materials.
Integrating Islamic Narratives into Digital English Language Teaching Weni Pratiwi; Ranidya Ayu Muthiah
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.v12i2.16671

Abstract

The incorporation of digital platforms in English as a Foreign Language (EFL) instruction offers significant potential for embedding culturally relevant content, especially in settings emphasizing moral education. This study is one of the first to investigate the use of Islamic narratives in digital EFL instruction in South Sumatra, focusing on how junior high school English teachers perceive and utilize these stories to enhance language learning and character development. Employing a qualitative case study methodology with eight teachers from public and Islamic schools, the findings indicate that teachers view Islamic narratives positively as tools for increasing student engagement and internalizing moral values. They effectively employ digital tools such as YouTube and WhatsApp to create culturally responsive instruction. However, challenges persist, including limited infrastructure and insufficient training. The implications of this research highlight the necessity of professional development programs and curriculum designs that integrate Islamic storytelling into EFL pedagogy. By contributing to the global discourse on culturally responsive pedagogy, this study emphasizes the importance of teacher digital literacy and localized content adaptation in diverse educational contexts.
The Integration of Artificial Intelligence into English Language Teaching: Voices from Vietnamese EFL Teachers Thao Quoc Tran; Tu Minh Nguyen
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.v12i2.16797

Abstract

The advent of sophisticated artificial intelligence (AI) technologies has resulted in the significant influence of AI on the process of English language teaching (ELT) and learning. Notwithstanding the greater penetration of AI into language education, little research focuses on English as a foreign language (EFL) teachers’ perspectives on AI integration into English classrooms at tertiary education in the Vietnamese context. This qualitative study examined four Vietnamese EFL teachers’ perceived benefits and challenges of utilizing AI in English language teaching. To analyse qualitative data from the semi-structured interviews, the thematic analysis approach was adopted. The findings revealed that Vietnamese EFL teachers perceived AI as an essential teaching aid in their teaching process as the adoption of AI could enhance their teaching methods. The current study has important practical implications for language teachers, learners, and policymakers such as the stimulation of personalized learning, increase in student motivation and engagement in learning activities, and difficulties in using AI in ELT to promote an improvement in English language education quality.
Oral Presentations as Catalysts for Critical Thinking: Indonesian EFL Students’ Perceptions Hamzah Puadi Ilyas; Istaryatiningtias Istaryatiningtias
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.v12i2.16823

Abstract

Critical thinking is a core competency in higher education, especially in EFL contexts where students must engage both linguistically and cognitively. This study investigates how oral presentations function as catalysts for critical thinking among Indonesian EFL undergraduates. Guided by an interpretive phenomenological approach, data were collected from 13 English education majors through reflective journals and semi-structured interviews and analyzed using Braun and Clarke’s thematic framework. One salient finding shows that students strengthened analytical reasoning and reflective judgment through both individual and collaborative presentation practices.  Four themes emerged: presentations triggered analytical reasoning, fostered reflective learning, enhanced confidence, and revealed contrasts between individual and group tasks. These findings illustrate that oral presentations provided authentic opportunities for students to analyze information, evaluate arguments, and engage in collaborative reasoning. The study thus offers empirical evidence that classroom presentations can foster sustained cognitive engagement when accompanied by structured reflection.  The study demonstrates that oral presentation tasks can effectively promote students’ intellectual engagement, and it contributes to EFL pedagogy by underscoring the role of reflection, scaffolding, and balanced task design in enhancing critical thinking within oral presentation courses. It suggests that incorporating structured reflection and guided feedback into public speaking classes can strengthen both linguistic performance and cognitive growth.
Enhancing Speaking Participation Through Project-Based Learning in EFL Classrooms Lalu Ari Irawan; Ramli Ahmad
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.v12i2.16904

Abstract

Speaking skills continue to be a challenge for many Indonesian EFL learners, caused by anxiety, limited confidence, and teacher-centered practices. Although Project-Based Learning (PjBL) has been widely introduced to enhance communication and collaboration, the evidence on its effectiveness in improving speaking participation in Indonesian high schools is still limited. Therefore, this study aimed to investigate the effectiveness of PjBL in enhancing students’ active participation in English-speaking activities. Using a Classroom Action Research (CAR) design, the study involved 37 students of class XI IPS-5 at SMAN 1 Keruak during the 2024 academic year. Data were collected through observation sheets, teacher’s written reports, and student questionnaires, focusing on five indicators of speaking participation: asking questions, answering, engaging in discussions, expressing opinions, and delivering presentations. The findings show a noticeable improvement in students’ active participation recorded throughout the observation and the field notes. Students’ participation shifted from limited participation in cycle 1 to confident participation and full involvement during presentation by cycle 2. The questionnaire results revealed that from the 34 students, 100% reported increased confidence in speaking, over 90% indicated higher motivation and enjoyment, and 97% stated that PjBL helped them better understand the lesson. These outcomes illustrate that PjBL not only strengthens language skills but also supports confidence, motivation, and collaborative engagement. The findings have important implications for educators seeking to address the low speaking participation of English as Foreign Language (EFL) learners through the use of (PjBL).
Integrating Motivation, Time Management, and Metacognitive Strategies to Enhance EFL Academic Writing in Indonesian Higher Education Sinarman Jaya
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.v12i2.16947

Abstract

Many EFL students in Indonesia struggle to organize ideas, build coherent arguments, and follow academic conventions, highlighting the need for strong self-regulated learning skills in motivation, time management, and metacognitive awareness. This study examined how these three factors interact to enhance students’ writing performance in Indonesian universities. Using a mixed-methods approach, data were collected from 110 students across three universities through questionnaires and semi-structured interviews. Quantitative results revealed significant positive relationships among motivation, time management, and metacognitive strategies, indicating that these components support each other in developing writing competence. The qualitative findings further explained this connection, showing that students were motivated but often influenced by grades and deadlines. They managed their time by dividing writing tasks into smaller steps and used metacognitive strategies such as planning, monitoring, and revising with teacher feedback. These findings emphasize the value of integrating motivation, time management, and metacognitive strategies in writing instruction to strengthen self-regulated learning and academic writing performance. The study provides useful implications for lecturers, curriculum designers, and higher education policymakers.
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.

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