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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 448 Documents
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Moral Schemata in L2 Politeness: Sasak and Balinese EFL Learners’ Pragmatic Transfer Ni Wayan Prami Wahyudiantari; Arif Rahman
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.18533

Abstract

Research in interlanguage pragmatics (ILP) has increasingly recognized that politeness is shaped not only by linguistic knowledge but also by the cultural values learners bring to interaction. However, evidence from Southeast Asian contexts remains limited, restricting current understanding of how local value systems influence pragmatic transfer. This study investigates how Indonesian EFL learners from two ethnolinguistic groups, Sasak (n = 30) and Balinese (n = 30), realize politeness in apology and refusal speech acts and how first-language (L1) moral schemata influence their pragmatic choices. Adopting a convergent mixed-methods design, the study combines discourse completion tasks (DCTs) with semi-structured interviews to examine both pragmatic performance and learners’ underlying reasoning. The findings reveal clear differences between the two groups. Sasak learners showed a stronger tendency toward negative politeness strategies, reflecting the value of humility (andap asor), whereas Balinese learners more frequently employed indirect strategies associated with maintaining social harmony (rwa bhineda). These differences suggest that pragmatic transfer is influenced not only by language proficiency but also by culturally shaped understandings of appropriate social conduct. The results further indicate that learners draw on locally shared value systems when managing face and interpersonal relationships in English. The study contributes to ILP scholarship by providing evidence that politeness is closely linked to culturally informed moral reasoning and by extending discussions of facework beyond dominant Western and East Asian perspectives. It also highlights the importance of incorporating intercultural and values-based dimensions into pragmatics instruction, enabling learners to develop greater awareness of how different communities interpret and enact politeness in communication.
Challenges of Digital Learning in English Reading Classrooms: A Qualitative Study of Students with Diverse Learning Styles Zul Astri; Nuraeni Nuraeni; Isnaeni Wahab; Sitti Aisyah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19230

Abstract

The integration of digital learning tools has transformed teaching and learning practices, particularly in English reading classrooms. While digital learning offers flexibility and access to diverse multimedia resources, its effectiveness is influenced by students’ varied learning styles. This study aims to examine the challenges experienced by visual, auditory, and kinesthetic learners in digital English reading environments. A qualitative case study design was employed. Data were collected from 64 undergraduate students using the Barsch Learning Style Inventory, from which 15 participants representing different learning styles were purposively selected for in-depth interviews. The participants were drawn from a private university and had prior experience with both face-to-face and digital learning contexts. The findings reveal several key challenges, including internet connectivity issues, screen-related discomfort, device limitations, limited interactivity, and digital distractions. These challenges affect learners differently: visual learners struggle with limited visual interaction, auditory learners are affected by disrupted audio input, and kinesthetic learners face difficulties engaging in less interactive environments. The study highlights that digital learning challenges are not experienced uniformly but are shaped by learners’ preferences. It underscores the need for more inclusive and multimodal digital learning designs to enhance student engagement and learning outcomes.
Primary English Teachers’ Technology Integration Experiences: A Cross-Cultural Narrative Inquiry Hertiki Hertiki; Hendra Tedjasuksmana; Y.G. Harto Pramono; Saran Chantalay
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19444

Abstract

The rapid advancement of technology has significantly reshaped educational practices, particularly in primary English classrooms. While previous research has largely focused on the technical and pedagogical dimensions of technology integration, limited attention has been given to teachers’ personal narratives across diverse cultural contexts. Addressing this gap, this study examines how four primary English teachers from Norway, Indonesia, Malaysia, and Scotland narrate their experiences of integrating technology, with emphasis on emotion, reflection, and professional identity. Adopting a narrative inquiry approach, data were collected through in-depth online interviews and were analyzed thematically to construct contextualized accounts of teachers’ transitions from traditional to digital practices. The findings reveal three key insights: (1) technology integration presents both opportunities and challenges; (2) teachers’ use of technology is shaped by personal motivation, professional identity, and infrastructural support; and (3) while technology enhances student engagement, confidence, and participation, it also introduces challenges related to time management, digital inequality, and developmental appropriateness. Although limited by a small sample size and context-specific design, the study offers important implications for teacher-centered professional development and policy initiatives aimed at ensuring equitable access to technological resources. It further underscores the importance of teacher agency and context-sensitive support in fostering inclusive, meaningful, and sustainable technology integration in primary education. Future research should involve larger samples, more diverse educational settings, and mixed-method approaches to extend and validate these findings.
Linguistic Features and Grammatical Error Patterns in Indonesian Vocational EFL Students' Recount Writing Aditya Ramadhan; Havid Ardi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19640

Abstract

Recount writing requires learners to construct coherent narratives while accurately controlling grammatical features, particularly tense and cohesion. However, vocational EFL learners often experience persistent grammatical challenges that affect narrative clarity, indicating a gap between their ability to organize texts and maintain grammatical consistency. This study examines linguistic features and grammatical error patterns in recount texts written by Indonesian vocational diploma EFL students. Using a descriptive quantitative design, data were collected from 20 second-semester students through a writing task and analyzed using analytic rubrics. The analysis focused on key linguistic features (past tense, first-person pronouns, and time connectives) and ten categories of grammatical errors. The findings show that students demonstrate strong control of discourse-level features, particularly first-person pronouns (90%) and time connectives (95%), but limited mastery of past tense usage, with only 15% achieving an excellent level. Tense-related errors were the most dominant (28%), frequently disrupting narrative coherence. These results indicate an imbalance between discourse competence and grammatical accuracy. By integrating Error Analysis and the Genre-Based Approach, this study provides a more comprehensive account of EFL writing development in vocational contexts. Pedagogically, it highlights the need for integrating form-focused instruction within genre-based writing to improve grammatical consistency.
The Quality of Pre-Service Teachers’ Instructional Module Projects: Constructive Alignment Principles Endang Mastuti Rahayu; Armelia Nungki Nurbani; Nico Irawan; Komm Pechinthorn
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19689

Abstract

Instructional modules developed by pre-service teachers are expected to demonstrate coherent alignment among learning outcomes, instructional activities, and assessment tasks. However, previous studies suggest that student-generated instructional products often prioritize structural completeness over pedagogical coherence, resulting in weak integration of key instructional components. This study aimed to evaluate the pedagogical quality of pre-service teachers’ instructional modules through the lens of constructive alignment and to identify recurring patterns of alignment and misalignment. Employing a qualitative document analysis with a rubric-based evaluative approach, the study analyzed eighteen instructional modules developed by fifth-semester students in an English Language Education program at a private university in Surabaya, Indonesia. The analytical rubric examined the alignment among Intended Learning Outcomes (ILOs), Teaching and Learning Activities (TLAs), Assessment Tasks (ATs), cognitive levels based on Bloom’s Taxonomy, instructional models, and the integration of the Pancasila Student Profile. The findings showed that 77.8% of the modules demonstrated high alignment, 16.7% showed partial alignment, and 5.5% exhibited low alignment. Highly aligned modules displayed coherent relationships among learning objectives, instructional activities, and authentic assessment practices, particularly through student-centered approaches such as Project-Based Learning and Discovery Learning. Nevertheless, recurring weaknesses were identified in the formulation of measurable objectives, explicit cognitive-level mapping, and the development of analytic assessment rubrics. The study highlights the value of constructive alignment not only as a design principle but also as an evaluative framework for assessing pedagogical coherence in student-generated instructional products. The findings further underscore the need for practice-oriented scaffolding and assessment literacy training to strengthen pre-service teachers’ instructional design competence.
Determinants of Maritime English Proficiency in Vocational Higher Education: The Roles of Self-Directed Learning, Simulation-Based Training, and Educational Culture Sri Purwantini; Adhi Pratistha Silen; Syafni Yelvi Siska
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19691

Abstract

Maritime English is a critical competence in vocational maritime education because it supports safe communication, operational performance, and global employability. However, empirical evidence regarding the combined influence of self-directed learning, simulation-based training, and educational culture on Maritime English proficiency remains limited. This study investigated the effects of self-directed learning and simulation-based training on Maritime English proficiency, as well as the moderating role of educational culture among students at Politeknik Ilmu Pelayaran Semarang. Using an explanatory quantitative design, data were collected from 444 students through a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that self-directed learning and simulation-based training significantly improve Maritime English proficiency, with simulation-based training emerging as the strongest predictor. Educational culture also demonstrates a significant direct contribution to Maritime English proficiency. However, educational culture does not significantly moderate the relationships between self-directed learning, simulation-based training, and Maritime English proficiency. These findings highlight the importance of contextual simulation practices and autonomous learning development in strengthening Maritime English competence within vocational maritime education. The study contributes to vocational language education literature by integrating learner autonomy, simulation-based learning, and institutional culture within a single predictive model.
A Design-Based Instructional Module Integrating Motivation and Self-Regulated Learning in EFL Learning Contexts IGA Widari; Iwan Jazadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19711

Abstract

This study addresses the persistent challenge of low and unstable motivation and underdeveloped learning strategies among first-year EFL students in regional Indonesian higher education contexts, where limited academic support and low-resource conditions often hinder the development of learner autonomy. In response, it aimed to develop and validate a Motivation and Learning Strategies Module (MLSM) integrating Self-Determination Theory (SDT), the ARCS motivational model, and Self-Regulated Learning (SRL) principles. A Research and Development (R&D) design adapted from Borg and Gall and Dick and Carey models was employed, combined with a mixed-methods pre–post evaluation approach. The participants were 24 first-year EFL students, along with three expert validators and six students for qualitative feedback. Data were collected through motivation and learning strategy questionnaires, validation rubrics, reflective interviews, and open-ended responses. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were analyzed using thematic analysis. The findings showed no statistically significant difference between pre-test and post-test scores of motivation and learning strategies (p > .05), indicating no significant short-term improvement. However, qualitative results revealed increased learner awareness of motivation, improved self-management, greater engagement, and emerging self-regulated learning behaviors. Expert and student evaluations further indicated that the module was highly feasible, relevant, and contextually appropriate for EFL instruction in low-resource settings. The study develops a context-sensitive instructional module integrating SDT, ARCS, and SRL into a unified framework for EFL learning. It suggests that while the MLSM does not produce immediate measurable gains in motivation, it facilitates reflective learning processes and supports the development of learner autonomy. Practically, the module offers an adaptable instructional resource for EFL educators in low-resource higher education contexts seeking to strengthen motivational and strategic learning support.
Navigating Cross-Cultural and Religious Educational Contexts: American EFL Teachers in Indonesian Madrasahs Ria Fakhrurriana; Anwarul Mustofa; Griselda Gian Heris Herdina
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19770

Abstract

The increasing involvement of foreign English as a Foreign Language (EFL) teachers in Indonesian educational institutions has raised questions regarding how they adapt to culturally and religiously distinctive learning environments such as madrasahs. While previous studies have discussed cross-cultural teaching experiences, limited attention has been given to how foreign teachers navigate pedagogical and religious dimensions within Indonesian Islamic schools. Therefore, this study aims to examine the challenges and opportunities experienced by American EFL teachers teaching in Indonesian madrasahs. This research employed a qualitative approach using an exploratory collective case study design. Six American teachers from different madrasahs in Indonesia participated in the study. Data were collected through semi-structured interviews supported by reflective teaching notes and teaching materials and analysed using thematic analysis. The findings revealed that participants experienced challenges related to curriculum differences, classroom interaction, communication styles, cultural adaptation, and the integration of religious values into teaching practices. However, these challenges also created opportunities for professional and personal growth through collaboration with local teachers and engagement with the socio-religious environment of madrasahs. The study demonstrates that successful teaching in faith-based educational settings requires not only linguistic competence but also intercultural competence, cultural humility, adaptive pedagogy, and religious literacy. These findings highlight the importance of institutional support, intercultural preparation, and collaborative teaching practices to improve foreign teachers’ adaptation and effectiveness in religious educational contexts.
Visualizing Knowledge: Enhancing ESP Students’ Learning through Digital Poster-Based Collaborative Learning Fitriya Dessi Wulandari; Fitria Yuliani; Dian Muhammad Rifai; Faiqotur Rizkiyah; Arif Nugroho; Muhammad Fauzan Aminudin
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19778

Abstract

Vocabulary The integration of technical knowledge and oral communication remains a persistent challenge in English for Specific Purposes (ESP) classrooms, particularly in health-related disciplines where students are required to master complex subject matter while communicating it effectively in English. This study investigates the effectiveness of a digital poster-based collaborative learning model in enhancing both technical comprehension and oral communication skills among first-semester Speech Therapy students. The study aimed to examine how an integrated pedagogical approach combining digital tools, collaborative learning, and multimodal strategies influences students’ learning outcomes in an ESP context. A Classroom Action Research design consisting of two cycles was implemented with 138 students in a health polytechnic institution. Data were collected through pre-test and post-test assessments, oral presentation rubrics, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were analyzed thematically. Findings showed a significant improvement in students’ performance, t (137) = −47.88, p < .001, with post-test scores (M = 78.57, SD = 6.08) exceeding pre-test scores (M = 50.80, SD = 7.23). Qualitative results indicated increased engagement, improved conceptual understanding, and greater communicative confidence. Digital posters supported information synthesis, while collaboration facilitated peer scaffolding and reduced speaking anxiety. Multimodal learning enhanced cognitive processing through the integration of visual, written, and oral modes. The study concludes that digital poster-based collaborative learning effectively improves technical and communicative competencies in ESP settings and offers a practical framework for integrating digital literacy, collaboration, and multimodal pedagogy in health education.
Archive of Our Own as an Informal Digital Learning Environment for English Vocabulary Development Fauziyyah Mufida Suni; Margana Margana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
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.v13i1.19793

Abstract

Vocabulary demands in higher education often exceed the English repertoire of Indonesian university students. Therefore, they need supplementary resources. While Informal Digital Learning of English (IDLE) is gaining traction, research on fanfiction-based practices within higher education contexts remains notably limited. Addressing this gap, this study examined how the fanfiction platform Archive of Our Own (AO3) functions as an IDLE environment for lexical development. Using an explanatory sequential mixed-methods design, data were collected from 30 university students via comprehensive questionnaires. Descriptive results indicated students primarily engaged with AO3 for enjoyment, perceiving it as highly beneficial for vocabulary growth and exposure to authentic English. Thematic analysis revealed that this lexical expansion occurred incidentally during reading, supported by autonomous strategies such as contextual inference, dictionary use, note-taking, and rereading. However, participants were tentative about AO3’s impact on understanding university-level texts, suggesting its value lies more in general vocabulary enhancement than in targeted academic instruction. This study contributes to IDLE research by illustrating how fanfiction integrates intrinsic motivation, incidental word acquisition, and learner autonomy. Pedagogically, AO3 can be considered a supplementary learning resource.

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