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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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AI as a Study Partner: Exploring Homework Practices, Challenges, and Potentials Among Non-EFL University Students Yunika Triana; Dewi Zulaiha
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.v12i2.17549

Abstract

The rapid integration of generative Artificial Intelligence (AI) in higher education has created a new landscape filled with both opportunities and challenges, especially in the context of language learning. While AI offers undeniable convenience for English language tasks, its independent use creates significant ethical and pedagogical dilemmas. This study, therefore, aims to explore these challenges and the potential of AI in completing English language course homework. This case study utilized semi-structured interviews and thematic analysis to describe and explain the revealed duality in the role of AI. The research reveals a duality in the role of AI. As a positive catalyst, AI serves as an effective cognitive assistant, providing ideational frameworks, initial concepts, and instant feedback that empower students to learn independently (self-directed learning). However, as a source of challenges, AI has been shown to produce biased and inaccurate data, and its unwise use raises serious ethical issues. These issues extend beyond plagiarism to include the erosion of critical thinking skills and a decline in intellectual originality when students use it indiscriminately as a substitute for cognitive effort. This study recommends using AI as a tool for self-learning, but it is necessary to limit students' use of AI. Furthermore, institutions are recommended to adapt AI but need to strengthen students’ digital literacy through structured AI usage guidelines.
Integrating Project-Based Learning and Deep Learning Principles to Foster Speaking Fluency and Critical Thinking in EFL Rampeng Rampeng; Restu Januarty Hamid; Rosmawati Abdul Maing; Sujariati Sujariati
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.v12i2.17578

Abstract

This study investigates how integrating Project-Based Learning (PBL) with deep learning principles can simultaneously improve speaking fluency and critical thinking among Indonesian EFL learners. Recognizing that these two competencies are mutually reinforcing yet rarely taught together, a Project-Based Deep Learning (PBDL) model was implemented across three educational institutions involving 180 students. The study employed a quasi-experimental design to examine the model’s impact on learners’ oral performance and analytical reasoning. Findings revealed substantial improvements in both speaking fluency and critical thinking, with the strongest gains observed in discourse management and analytical reasoning. More importantly, students who engaged in authentic, problem-driven projects and received iterative feedback demonstrated greater confidence, coherence, and reflective judgment in communication tasks. These outcomes suggest that PBDL not only enhances linguistic proficiency but also fosters deeper cognitive engagement, helping learners connect language use with reasoning and decision-making. The study provides empirical and practical insights for EFL teachers, emphasizing that authentic tasks, collaboration, and structured reflection can transform traditional classrooms into active learning environments that cultivate integrated 21st-century skills.
Developing and Validating a SMART-Based Writing Materials Framework for Pre-Service EFL Teachers Evi Safitri Yulandari; Mul Muliadi
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.v12i2.17689

Abstract

Writing competence remains a critical yet challenging component of EFL teacher education, particularly in enabling pre-service teachers to design scaffolded, measurable, and genre-sensitive instructional objectives. Although the SMART framework (Specific, Measurable, Achievable, Relevant, and Time-bound) has been widely adopted in instructional planning, its systematic application and validation within writing pedagogy remain limited. Addressing this gap, the present study aimed to develop and validate a SMART-based instructional framework refined through the iterative Successive Approximation Model (SAM). Adopting a mixed-methods research and development (R&D) design, the study followed successive phases of preparation, design, development, implementation, and evaluation. The framework was validated by expert reviewers in language, material, and media, and subsequently trialed with fifth- and seventh-semester pre-service EFL teachers. Quantitative data were collected through validation instruments and competence assessments, while qualitative data were obtained from participant feedback, instructional artifacts, and reflective responses. Descriptive and inferential analyses indicated that the framework demonstrated strong content validity and instructional relevance, although aspects of practicality required further refinement. The iterative nature of SAM facilitated continuous improvement based on expert and user feedback, resulting in a more responsive and learner-centered design. The findings suggest that the SMART-based framework effectively enhances pre-service teachers’ competence in formulating instructional objectives for writing and functions as both a developmental and diagnostic tool in teacher education. This study contributes a praxis-oriented instructional framework that bridges theoretical rigor and classroom applicability, with implications for curriculum integration, genre-based scaffolding, and future development of technology-enhanced instructional supports.
Reading Strategies of Multilingual ESL Learners across Culturally Familiar and Unfamiliar Texts in Eswatini Mfanukhona Wonderboy Kunene; Nicholus Nyika
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.v12i2.17710

Abstract

Reading comprehension in multilingual contexts requires more than linguistic competence; it demands metacognitive regulation and strategic flexibility across culturally diverse materials. This study investigates the reading strategies employed by Eswatini English as a Second Language (ESL) learners when engaging with culturally familiar and culturally unfamiliar texts, addressing the limited evidence on strategy transfer within multilingual African contexts. A quantitative repeated-measures design was used with 200 Eswatini senior secondary learners, who each read two passages matched in length and readability, one culturally familiar and one culturally distant, and reported their strategy use using the Survey of Reading Strategies (SORS). Results revealed moderate and stable engagement across Global, Support, and Problem-Solving strategies, with Problem-Solving strategies employed slightly more frequently but without statistically significant differences between text types. Correlational analyses indicated a moderate relationship between familiar and unfamiliar text strategy use, suggesting that learners relied on habitual, routine behaviours rather than adaptive, metacognitively guided strategies. Based on these findings, the study proposes the Strategic Engagement and Transfer (SET) Model, which conceptualises a developmental progression from habitual, inconsistent strategy use to conscious, context-aware deployment, and ultimately integrated, automatic strategic competence. The findings inform English Language Teaching (ELT) by offering a context-sensitive metacognitive framework for scaffolding strategy instruction, promoting adaptive engagement, and fostering transferable reading competence across culturally diverse texts.
EFL Speaking Achievement in Undergraduate Oral Presentations: The Roles of Enjoyment and Self-Efficacy Cenderato Cenderato; Exnasia Retno Palupi Handayani
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.v12i2.17855

Abstract

English speaking achievement is a crucial outcome in foreign language learning, yet the interplay of affective factors like enjoyment and self-efficacy as determinant predictors remains an essential area for exploration. The purpose of this research is to determine the interrelationships among students’ English enjoyment, self-efficacy, and speaking achievement. Additionally, it also plays a mediating role in the relationship between self-efficacy and speaking achievement. The rationale for this investigation is rooted in developing more effective teaching strategies by understanding how positive emotions and confidence contribute to measurable language outcomes. This quantitative study employed a cross-sectional design involving undergraduate students at STAKat Negeri Pontianak. The sample included 102 students enrolled in the second semester. Data were collected using a speaking presentation test to measure achievement, along with validated questionnaires and semi-structured interviews to assess enjoyment and self-efficacy. The key findings revealed a positive prediction of speaking achievement when enjoyment and self-efficacy were considered together. The analysis underscored a moderate positive correlation, suggesting that self-efficacy had a moderate effect on speaking achievement. Crucially, the results provided evidence that enjoyment played a significant mediating role in the relationship between students’ self-efficacy and their speaking achievement. These findings carry significant pedagogical implications, suggesting that fostering positive emotions and enhancing student enjoyment is not merely a supplementary goal but a crucial factor that directly improves language learning outcomes. Teachers should focus on creating an emotionally supportive classroom environment to leverage this interplay for more effective foreign language speaking instruction.
Bilingual Digital Storytelling as a Method to Enhance Children’s English Language Skills: A Micro-Linguistic Perspective Mozes Kurniawan; Lanny Wijayaningsih
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.v12i2.17994

Abstract

English language learning in early childhood has become a priority in 21st-century education due to the growing global demand for early foreign language competence. However, this process still encounters several challenges, including limited interest, a lack of suitable learning media, and linguistic barriers such as morphological recognition that hinder children’s understanding of word structures and meanings. This study aims to enhance young learners’ English vocabulary and morphological awareness through the implementation of Bilingual Digital Storytelling (BDS) as a method of interactive and engaging language instruction. A descriptive qualitative design with a Classroom Action Research (CAR) approach was employed at STB Kindergarten, involving children aged 4 to 6 years as participants. Data were collected through classroom observations and interviews, supported by systematically designed observation guides and instruments. The findings revealed that the application of Bilingual Digital Storytelling significantly improved children’s English vocabulary mastery from an initial 0% recognition rate to 100% in the second cycle. Furthermore, the method enhanced children’s morphological awareness, particularly in identifying word forms and meanings. In addition, BDS effectively increased learner engagement and attention span, making the learning process more enjoyable and participatory.
Indonesian Pre-Service EFL Teachers’ Perceptions and Expectations of Generative AI in Teacher Education: A Phenomenological Study Zainal ꞌArifin; Atin Kurniawati
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.v12i2.18032

Abstract

The rapid growth of Generative Artificial Intelligence (GenAI) in education has created an urgent need to understand how future teachers perceive its benefits, risks, and required skills, especially in the Indonesian context. This current study aims to explore Indonesian EFL pre-service teachers’ perspectives toward GenAI and their expectations regarding educational content related to GenAI at teacher training programs. Employing a qualitative approach with phenomenology design, the data in this study were obtained through reflective writings and semi-structured interviews involving pre-service teachers from the English Language Education Department at an Indonesian state Islamic university. The findings of thematic analysis reveal that they perceive GenAI benefits teachers by serving as a brainstorming partner for designing learning activities and saving time, while also supporting students through personalized learning experiences and instant feedback that can enhance their performance. Despite its advantages, GenAI poses challenges such as its occasional unreliability for teachers and potential overreliance that may hinder original thinking and professional growth. Meanwhile, overreliance on AI could lower students’ interaction and critical thinking, increase plagiarism risk, and foster the perception that AI is more capable than teachers. Teacher training programs are supposed to address it by focusing on three aspects, namely GenAI literacy, pedagogical knowledge, and ethical considerations. The findings imply that teacher education programs must systematically integrate GenAI literacy, pedagogical application, and ethical guidance to develop competence in leveraging AI effectively while maintaining critical thinking, thoughtful instructional autonomy, and responsible professional practice.
Aligning English Language Teaching with Nursing Students’ Needs in Indonesia: A Classroom-Based Need Analysis Juliana Juliana; Rizki Dhian Nushur; Nurlayli Yanti; Gopal Prasad Pandey
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.v12i2.18051

Abstract

Although English is recognized as a key competency for nursing students in academic and clinical settings, English instruction in many Indonesian nursing programs remains focused on General English and does not fully address profession-specific communication needs. This study investigates the alignment between current English teaching practices and nursing students’ actual communicative requirements through a classroom-based needs analysis. Using a descriptive-quantitative design supported by classroom observations and document analysis, data were collected from 202 purposively selected nursing students at the Akademi Keperawatan Kesdam Iskandar Muda Banda Aceh (AKIMBA). Questionnaire responses were analyzed using descriptive statistics, and qualitative data were examined through content analysis. The findings reveal that English is primarily used for academic purposes (80.6%), with reading identified as the strongest skill (69.3% good) and speaking the weakest (18.3% poor). Students expressed a strong preference for interactive instruction (87% favoring group or pair work) and for lecturers to act as facilitators (67.3%). Although most students preferred General English (66.8%), a significant proportion (32.7%) indicated the need for English for Specific Purposes (ESP), supporting the relevance of a blended curriculum model. These results highlight a mismatch between current instructional practices and students’ professional communication needs. The study recommends integrating communicative, student-centered approaches and progressively combining General English with English for Nursing Purposes to better prepare students for academic success and effective clinical communication. The implications of these findings contribute to ESP curriculum development in nursing education within similar institutional contexts.
Integrating Lombok’s Local and Islamic Literature into Bilingual Digital Storytelling for Culturally Responsive Learning Materials Anisa Nur’aini; Sukardi Sukardi; Nurul Wahidah
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.v12i2.18105

Abstract

This study examines the early-stage adaptation of Lombok’s local and Islamic literature into bilingual digital storytelling materials to strengthen children’s literacy. Responding to the persistent gap between students’ cultural backgrounds and the limited availability of engaging digital reading resources, this research aims to identify culturally grounded narratives and to design an initial model of a bilingual storytelling application. Employing a qualitative descriptive design within the ADDIE (Analysis–Design) framework, data were collected over three months from six English teachers, thirty students from elementary and Islamic schools, and twelve cultural informants, including storytellers, religious figures, and librarians. The data were obtained through interviews, participatory observations, and documentation of oral and written traditions. A total of fourteen literary works, including Princess of Mandalika, Cupak Gerantang, Tegodek Godek, The Legend of Masbagik, as well as stories of Prophet Ibrahim and Prophet Yusuf, were analyzed and adapted into simplified bilingual scripts. Thematic analysis was employed to examine narrative content and pedagogical relevance, while data validity was ensured through source triangulation, method triangulation, and expert validation involving literacy specialists and local cultural guardians. The findings reveal strong enthusiasm among students toward culturally familiar stories, with approximately seventy percent demonstrating improved comprehension indicators, vocabulary recall, and engagement during bilingual reading sessions. Teachers also reported increased participation and motivation when digital and visual elements were introduced. The study concludes that integrating local and Islamic literature into bilingual digital storytelling offers a culturally sustaining pathway for curriculum development, supporting literacy development, character education, and cultural identity reinforcement through contextually relevant digital media.
Examining Project-Based Learning to Foster Creative Writing: Evidence from Indonesian Secondary Classrooms Siti Syafi'atul Qomariyah; Indara Wahyudi; Dira Permana; Heri Hidayatullah
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.v12i2.18142

Abstract

Project-Based Learning (PJBL) has been widely adopted to address various instructional challenges in English as a Foreign Language (EFL) classroom. However, its specific impact on students’ creative writing performance in Indonesian secondary education remains underexplored. This study aims to examine the effectiveness of PJBL in enhancing secondary students’ creative writing skills, particularly in higher-order language production. Employing a quasi-experimental design, the study involved 72 eleventh-grade students who were assigned to experimental and control groups. The experimental group received project-based writing instruction, while the control group was taught using conventional, teacher-centered methods. Data were collected through a creative writing test and analyzed using an independent samples t-test. The results revealed a statistically significant difference between the two groups, indicating that students exposed to PJBL demonstrated higher levels of creativity, idea development, and linguistic expression than those in the control group. These findings extend constructivist and sociocultural perspectives by illustrating how project-based tasks facilitate creative language use through collaboration, autonomy, and authentic learning experiences. Pedagogically, this study highlights PJBL as an effective instructional approach for fostering creative writing in EFL contexts and provides practical implications for teachers and curriculum developers seeking to promote creativity-oriented language instruction.

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