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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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Human–AI Collaboration in Academic Writing: Indonesian EFL Students’ Perspectives on AI-Assisted Writing Rina Husnaini Febriyanti; Hanna Sundari; Rifari Baron; Sri Arfani; 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.v13i1.19807

Abstract

The increasing use of artificial intelligence (AI) tools in higher education has changed how students plan, draft, revise, and evaluate academic texts. However, limited research has examined Indonesian EFL undergraduate students' perspectives on AI adoption in research paper writing. This study investigates students' perceptions of AI integration in academic writing within the Indonesian EFL context. Employing a case study design, the study involved 77 students from an English Education program at a private university in Jakarta, Indonesia. Data were collected through questionnaires and semi-structured interviews and analysed using descriptive statistics and thematic analysis. The findings indicate that students were highly familiar with AI tools (M = 3.92) and primarily employed them for plagiarism checking (M = 3.95) and sentence recommendations (72.7%). Students also perceived AI as beneficial for improving vocabulary and writing quality (M = 3.90). However, 54.5% of participants expressed concerns that excessive AI reliance could reduce critical thinking skills. The study highlights the importance of integrating AI critically and responsibly in academic writing instruction to support ethical and effective learning practices in higher education.
Out-of-Field Teaching in Elementary Schools: Preparedness of Pre-Service PPG English Graduates in Indonesia Khofifah Indah Sari; Soni Mirizon; Machdalena Vianty
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.v13i1.19929

Abstract

The Pre-service Teacher Professional Education programme (PPG Prajabatan) in Indonesia faces ongoing challenges related to assignment linearity, resulting in a gap between specialization-based training and classroom realities. This issue is particularly evident among English education graduates assigned to elementary schools and required to teach multiple core subjects beyond their training. This qualitative single-case study investigated how the pre-service PPG programme prepared English education graduates for non-linear teaching roles, focusing on the experiences of English specialists transitioning to generalist roles in elementary schools. Data were collected through semi-structured interviews with graduates in Palembang and analysis of PPG syllabi and relevant government regulations. Interview data were thematically analyzed, while documents were examined through content analysis to evaluate professional preparedness and identify systemic competency gaps. The findings reveal that, while the programme successfully developed pedagogical, technological, administrative, and professional competencies, these forms of preparedness were largely universal and insufficient for managing multidisciplinary content and diverse classroom needs at the elementary level, positioning formally certified teachers as contextually underprepared. The study found that professional preparedness cannot be ensured through certification alone without alignment between training design and placement context. This research contributes to teacher education by providing evidence to inform policy reform towards level-based teacher preparation and structured support after certification.
Cultural Intelligence in AI-Driven Online Learning: Examining Bias and Inclusivity in Virtual Classrooms Juvrianto Chrissunday Jakob; Maslan Abdin; Mohammed H. Alaqad; Sivaraja S; Andi Asrifan
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.v13i1.20009

Abstract

The integration of artificial intelligence (AI) into online education has transformed teaching and learning practices through personalization, automation, and adaptive learning support. However, the increasing use of AI-driven educational systems raises concerns regarding their ability to accommodate culturally diverse learners. While previous studies have primarily focused on the effectiveness of AI in improving engagement and learning outcomes, limited attention has been given to the role of cultural intelligence (CQ) in AI-mediated learning environments. This study examines how AI-integrated online learning platforms support or constrain cultural inclusivity among diverse student populations. The study employed an explanatory sequential mixed-methods design involving 230 participants, including students, instructors, and AI developers. Quantitative data were collected through surveys and analyzed using descriptive statistics, ANOVA, and regression analysis, while qualitative data from semi-structured interviews and focus groups were analyzed through thematic analysis. The findings indicate that although AI technologies improve accessibility and learning efficiency, many AI-driven systems still reflect dominant Western-oriented educational norms and communication styles. Non-Western learners and multilingual students reported lower engagement levels, particularly when AI-generated feedback and content recommendations lacked cultural representation and contextual sensitivity. The study also found that learners with higher levels of cultural intelligence demonstrated stronger adaptability to AI-mediated learning environments. This study contributes to the growing discussion on AI in education by positioning cultural intelligence as an important consideration in the design and implementation of AI-supported learning systems. The findings highlight the need for culturally responsive AI frameworks and emphasize the continuing importance of human–AI collaboration in creating equitable and inclusive online learning environments.
Enhancing Formal Academic Speaking through Problem-Based Learning in EFL Higher Education Yaredi Waruwu
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.v13i1.20047

Abstract

Many EFL university students continue to experience difficulties in formal academic speaking, particularly in organizing ideas coherently and delivering presentations confidently, indicating a gap between general speaking ability and discourse-oriented communicative competence. This study aimed to investigate the effectiveness of Problem-Based Learning (PBL) in enhancing formal academic speaking performance among EFL university students. The study employed a quantitative quasi-experimental design using a non-equivalent control group involving two intact classes of fourth-semester students in an English Education program. The experimental group received instruction through Problem-Based Learning, whereas the control group was taught using a conventional teacher-centered method. Data were collected through pre-test and post-test oral presentations assessed using a standardized speaking rubric covering fluency, accuracy, pronunciation, vocabulary, coherence, and confidence. The data were analyzed using descriptive and inferential statistics, including independent samples t-tests, effect size analysis (Cohen's d), and gain score analysis. The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < .001). The largest improvements were observed in coherence and confidence, indicating that PBL effectively supports students in organizing ideas systematically and delivering academic presentations more confidently. The findings suggest that PBL contributes not only to the improvement of academic speaking performance but also to the development of discourse competence and affective readiness in EFL learning. This study provides empirical evidence supporting the integration of Problem-Based Learning into EFL speaking instruction to enhance formal academic speaking competence in higher education.
Enhancing Academic Writing Achievement Through Structured Peer Feedback and Self-Esteem Support in Hybrid EFL Learning Kristian Burhan; Helfany Amsa; Indri Astuti; Sherly Franchisca
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.v13i1.20314

Abstract

Despite the increasing use of peer feedback to improve EFL students’ academic writing, limited research has examined how self-esteem shapes students’ engagement with feedback and writing achievement in hybrid learning environments. Existing studies have largely treated these variables separately, leaving a limited understanding of their integrated contribution to writing development. This study aims to examine the effects of structured peer feedback on EFL university students’ academic writing achievement and to explore the relationship between self-esteem and engagement in peer feedback activities. Using a sequential explanatory mixed-method design, this study involved 64 undergraduate students at Universitas Ekasakti, Indonesia. Participants were assigned to an experimental group receiving structured peer feedback and a control group receiving conventional lecturer-centered feedback. Data were collected through an analytical writing rubric, the Rosenberg Self-Esteem Scale (RSES), peer feedback records, questionnaires, and semi-structured interviews. The findings revealed that the experimental group demonstrated significantly greater improvement in academic writing, particularly in content (Mean difference = 2.89, p < 0.001) and organization (Mean difference = 2.49, p < 0.001). Self-esteem was positively associated with final writing performance (r = 0.54), feedback quantity (r = 0.47), and feedback uptake (r = 0.51). Qualitative findings further showed that structured peer feedback promoted metacognitive reflection, collaboration, and writing confidence, although some students perceived online feedback interactions as emotionally distant. This study contributes to the literature on EFL writing and hybrid learning by demonstrating that peer feedback operates not only as a cognitive mechanism but also as a socio-emotional process shaped by students’ affective readiness. The findings imply that attention to students’ self-esteem and emotional readiness during feedback practices can strengthen student engagement and improve academic writing outcomes in technology-mediated learning environments.
Integrating English Language Learning and Social-Emotional Therapy for Autistic Children at Darul Fathonah: A Descriptive Case Study Farida Farida; Ida Vera Sophya
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.v13i1.20418

Abstract

Research on autism education has widely examined either language learning or social-emotional interventions; however, limited empirical attention has been given to how both can be integrated within the same learning routine, particularly in Indonesian therapy-education contexts. This study aimed to describe (1) the integration of English language learning and social-emotional therapy for autistic children, (2) the instructional and therapeutic strategies employed during implementation, and (3) observable changes in children’s English learning and social-emotional participation. A descriptive qualitative case study supported by descriptive quantitative indicators was conducted at Rumah Terapi ABK Darul Fathonah Kudus involving 11 autistic children aged 6–12 years. Data were collected through classroom observations, interviews with teachers, therapists, and parents, learning documentation, and pre- and post-session descriptive assessments. The integrated sessions employed picture-card activities, guided questioning, visual prompts, role-play, repetition, multisensory activities, and positive reinforcement. The findings indicate that English functioned not only as academic content but also as a medium for expressing preferences, emotions, and simple social responses. Descriptive indicators showed positive trends in vocabulary recognition, simple sentence production, question response, pronunciation, contextual understanding, and social-emotional participation after the sessions. This study contributes a contextual model of integrating language learning and social-emotional support within a naturalistic therapy-education setting and suggests that emotionally meaningful and visually supported English instruction may enhance participation among autistic children. The findings should be interpreted cautiously due to the bounded case-study design and are not intended as causal evidence.
Confidence and Spontaneity in an Intensive EFL Speaking Program: An Outcome-Focused Logic Evaluation Fadhlan Saini; Ni Nyoman Padmadewi; I GA Lokita Purnamika Utami; Putu Suarcaya
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.v13i1.20428

Abstract

Confidence and spontaneity are often treated as expected outcomes of EFL speaking programs, yet program evaluations rarely explain how these outcomes are produced, sustained, or limited by classroom processes. Addressing this gap, this study evaluated a Basic Speaking Class through an outcome-focused logic evaluation framework to examine how program inputs, communicative activities, classroom conditions, and immediate outcomes shaped students’ oral development. This qualitative evaluative case study involved 12 participants: 10 students, one speaking lecturer, and one program coordinator. Data were collected through semi-structured interviews, classroom observation with field notes, and program documents, and were analyzed thematically using the logic framework as an analytical lens. The findings show that communicative tasks such as games, role plays, discussions, and problem-solving activities, when supported by peer interaction and responsive feedback, created a less threatening space for students to take risks, speak more willingly, and rely less on memorized scripts. However, these gains were context-dependent. Students’ confidence and spontaneity were strongest in low-stakes classroom interaction but weakened in formal academic speaking situations, particularly when vocabulary recycling, task progression, and tutor scaffolding were insufficient. The study contributes to EFL speaking program evaluation by showing that confidence and spontaneity are not automatic indicators of program success, but developmental and fragile outcomes shaped by the alignment between task design, classroom support, and transfer-oriented speaking practice.
Filler Use in EFL Speaking: A Cognitive and Communicative Analysis of English Club Interactions Pursa Cahya Ukiarti; Sri Wuli Fitriati
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.v13i1.20458

Abstract

Fillers are commonly regarded as indicators of speech disfluency in English as a Foreign Language (EFL) communication; however, their strategic role in natural extracurricular speaking environments remains underexplored, particularly in cognitively demanding interactions such as debates. This study aims to investigate the types of fillers produced by EFL learners, examine their communicative functions, and explore students’ perceptions of filler use during English Club activities. A descriptive qualitative design was employed involving 15 English Club members at a senior high school in Pekalongan, Indonesia. Data were collected through audio recordings, classroom observations, and semi-structured interviews, and analyzed using qualitative content analysis. The findings revealed that students predominantly employed short lexical and unlexicalized fillers to maintain speech continuity, gain planning time, organize ideas, and manage real-time interaction, especially during debate sessions requiring higher cognitive processing. Interview data further indicated that students perceived fillers as useful strategies for sustaining fluency and reducing communication anxiety, although excessive use was considered detrimental to clarity and speaker credibility. This study contributes to the understanding of fillers as strategic components of communicative competence rather than mere signs of disfluency and highlights the pedagogical importance of fostering balanced filler use to support spontaneous speaking performance in EFL contexts.

Page 45 of 45 | Total Record : 448

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