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Benni Satria
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Journal of Language, Literature, and English Teaching (JULIET)
Published by Universitas Maritim Raja Ali Haji
ISSN : 27460312     EISSN : 2745522x     DOI : https://doi.org/10.31629/jjumrah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of Language, Literature, and English Teaching (JULIET) was published in 2020. The Juliet encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching (ELT), linguistics in ELT, and literature in ELT.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 80 Documents
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PQRST (Preview, Question, Read, Summarize, Test) Technique to Enhance Students’ Reading Comprehension on Narrative Text at SMP Negeri 1 Bintan Timur Dongoran, Adelina Syakinawaty; Satria, Benni; Nainggolan, Elsa Ernawati; Candra, Muhammad
Juliet Vol 6 No 1 (2025): JULIET Volume 6 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/t8f4f190

Abstract

Peer Score Presentation in Non-English Department Classes: Investigating Students’ Perceptions to Boost Confidence Amelia, Rizky; Amelia, Rini; Arianto, Affandi
Juliet Vol 6 No 1 (2025): JULIET Volume 6 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/es891j11

Abstract

English is a required course during the first and second semesters learning in Vocational Higher Education in Indonesia. Recognizing the importance of future career demands, presentation skills are incorporated into the Semester Learning Plans as English for Specific Purposes. This research focuses on students' perspectives regarding English learning through presentations regarding their own field particularly the implementation of peer scoring. Employing a qualitative descriptive approach, the study involved first-semester students at Politeknik Negeri Banjarmasin. One hundred and fifteen students of Banjarmasin State Polytechnic, Indonesia majoring in Mining Engineering (19 students), Civil Engineering (35 students) and Accounting (61 students) responded to a questionnaire, and ten students were interviewed, serving as voluntarily participants. Data collection method included a questionnaire administered via Google Form and interviews for triangulation. Students filled in the questionnaire after scoring their peer’s presentation. In scoring their peers, they used a presentation scoring rubric. Findings indicate a generally positive perception among students towards peer scoring presentations. Despite experiencing anxiety during preparation and delivery of presentation, students expressed high motivation and found the presentation experience rewarding as the scores not only from the lecturer but also from their peers. They worried to score at the beginning, but the scoring rubric help them guide along the process. Some students who commonly do not pay attention to the presenters in the presentation are now fully paying attention because they are in charge to score. Overall, students viewed presentation projects favorably, highlighting their potential to improve speaking performance and be a rater on their peers’ performance. The implication of this research is to highlight students’ ability to deliver a presentation as well as build their confidence in speaking activities.
Wordplay on Malangan T-shirt: A Linguistic Resource for Language Education Efendy, A. Gusti
Juliet Vol 6 No 1 (2025): JULIET Volume 6 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/dq8hrb50

Abstract

This study delves into the linguistic ingenuity of Malangan T-shirt wordplay, a unique form of cultural expression deeply intertwined with the local identity of Malang, Indonesia. Through a comprehensive analysis of 100 T-shirt designs which were obtained from local distros and a football event in Malang, we identified a rich tapestry of wordplay techniques, including malapropisms, ambiguity, slang, and visual manipulations such as logo modifications and artistic discourse. These linguistic devices playfully subvert language norms, crafting humorous and thought-provoking messages that resonate with local audiences and challenge conventional linguistic conventions. Our research underscores the pedagogical potential of Malangan T-shirt wordplay, demonstrating its ability to enhance language education, foster cultural understanding, and cultivate critical thinking skills of language class students. By incorporating these linguistic artifacts into language instruction, educators have mote inspiration to create engaging and culturally relevant learning experiences that transcend traditional classroom approaches and promote a deeper appreciation of language and culture.
The Extend of Differentiated Instruction Implementation in Junior High School’s English Subject Kusasi, Muhammad Aiman Zaidan; Hanifah; Elfiza, Rona
Juliet Vol 6 No 2 (2025): JULIET Volume 6 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v6i2.7506

Abstract

The implementation of the Merdeka Curriculum in Indonesia has brought about significant changes in the educational landscape, particularly through the introduction of Differentiated Instruction. This qualitative descriptive research aimed to analyse the implementation of Differentiated Instruction in the English subject at SMP Islam De Green Camp Tanjungpinang, a Sekolah Penggerak for the Merdeka Curriculum. The study focused on exploring English teachers' perceptions of Differentiated Instruction, their understanding of its concept, and the extent to which it was being implemented in their classrooms. The findings revealed that while teachers generally had a positive perception of the Merdeka Curriculum and Differentiated Instruction, their practical implementation was still evolving. Although they understood the theoretical underpinnings of Differentiated Instruction, there were gaps in fully differentiating all four elements of instruction: content, process, product, and learning environment. This research contributes to the understanding of how Differentiated Instruction is being interpreted and applied in the context of the Merdeka Curriculum, highlighting both the progress made and the areas that require further development to fully realize the potential of Differentiated Instruction in enhancing student learning outcomes.
FROM PLAYLIST TO PRONUNCIATION: EXPLORING STUDENTS’ VIEWS ON SPOTIFY IN LANGUAGE LEARNING Daniyati, Sukma; Suwaebatul Aslamiya; Handrianto Saputra
Juliet Vol 6 No 2 (2025): JULIET Volume 6 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v6i2.7591

Abstract

This study explores students’ perceptions of using the Spotify application as a tool to improve English pronunciation. Conducted at SMA Negeri 4 Tanjungpinang, the research involved 32 students who responded to a structured questionnaire. The aim was to understand how students engage with English songs on Spotify and how they perceive its effectiveness in supporting pronunciation learning. The results show that the majority of students held positive perceptions, viewing Spotify as a helpful resource for pronunciation improvement through repeated listening and exposure to native speaker models. A significant 78.13% of students reported using Spotify specifically to enhance pronunciation, with many focusing on suprasegmental features such as intonation (75%), stress (80.65%), and rhythm (77.42%). These elements are essential for achieving natural-sounding and intelligible English speech. However, only 41.94% of students reported noticeable improvement, indicating that passive listening may not be sufficient for pronunciation development. This suggests that while Spotify provides accessible and authentic input, it must be supported by structured strategies such as repetition, shadowing, and phonetic awareness activities. Furthermore, 59.38% of students expressed willingness to recommend using Spotify for pronunciation, showing moderate endorsement. Pop songs were identified as the most helpful genre due to their clear lyrics, repetitive patterns, and moderate tempo. These findings underscore the potential of music-based learning as a motivational and effective supplement to formal pronunciation instruction. To maximize results, educators are encouraged to integrate music platforms like Spotify into classroom activities that promote active listening and pronunciation practice.
Integrating Mobile Assisted Language Learning (MALL) in English Courses for Vocational Students at Politeknik Negeri Bengkalis: Insights into Benefits and Barriers DESI WAHANA
Juliet Vol 6 No 2 (2025): JULIET Volume 6 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v6i2.7612

Abstract

This study explores vocational students’ perceptions of Mobile Assisted Language Learning (MALL) in English courses using a mixed-methods design, with data collected from questionnaires completed by 48 students and semi-structured interviews with 12 students and 3 lecturers. The quantitative results indicated favorable attitudes toward the use of mobile technologies, with perceived usefulness achieving the highest mean score (M = 4.21, SD = 0.54), as 85% of respondents agreed that MALL made English lessons more practical and relevant to professional contexts. Motivation was also positively rated (M = 4.05, SD = 0.61), with 78% acknowledging that mobile applications increased their engagement and interest, while learning outcomes (M = 4.08, SD = 0.59) were seen as beneficial in enhancing vocabulary, pronunciation, and communication skills. Accessibility received moderately favorable ratings (M = 3.92, SD = 0.73), reflecting both the advantage of flexible learning and challenges related to unstable internet connections and limited device storage. Qualitative findings reinforced these insights, revealing five central themes: increased engagement and learner autonomy fostered by interactive features, development of communication skills through authentic workplace-like practices, technological limitations such as connectivity issues and unequal device access, differences in digital literacy that highlighted the need for training, and the importance of institutional and pedagogical support to ensure sustainability. Overall, the study concludes that MALL is perceived as an effective and relevant approach to English learning in vocational contexts, as it promotes autonomy, motivation, and skill development. However, for MALL to be fully effective, it is essential to address technological barriers, strengthen students’ digital competence, and provide continuous institutional and pedagogical support to integrate it as an essential component of vocational English education.
Discontinuity in Prior English Learning and Its Impact on Seventh Graders’ Motivation Lyza Yustika; Lidwina Sri Ardiasih; Widya Rizky Pratiwi
Juliet Vol 6 No 2 (2025): JULIET Volume 6 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v6i2.7620

Abstract

This study examines how discontinuity in prior English learning, rooted in the Kurikulum Merdeka policy, affects the motivation and engagement of seventh-grade students in East Bintan, Indonesia. Under Kurikulum Merdeka, English is not compulsory at the elementary level, leading to uneven preparedness when students transition to junior high school. A qualitative case study was conducted through classroom observations, questionnaires, and interviews with students and English teachers. Findings reveal that students with prior exposure to English demonstrated greater confidence and persistence, while those without such experience reported anxiety, low self-efficacy, and reluctance to engage. Teachers also struggled to balance instruction due to the wide gap in readiness. The results indicate that discontinuity not only hampers academic performance but also undermines emotional and behavioral motivation. The study concludes that bridging strategies, such as differentiated instruction, remedial support, and teacher professional development, are essential to mitigate the motivational gaps created by curriculum discontinuity.
Professional Development Of EFL Teachers in Implementing Deep Learning-Oriented Kurikulum Merdeka Setya Rochmad Catur Cahyadi; Ardiasih, Lidwina Sri; Pratiwi, Widya Rizky
Juliet Vol 6 No 2 (2025): JULIET Volume 6 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v6i2.7621

Abstract

This study investigates the professional development and support systems required to enhance junior high school EFL teachers’ readiness in implementing the deep learning-oriented Kurikulum Merdeka in Bintan Regency, Indonesia. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis. Findings indicate that while teachers demonstrated moderate to high readiness in effort, willingness, and capacity, sustaining deep learning practices was constrained by limited professional development opportunities, infrastructural challenges, and insufficient systemic support. Teachers identified the need for continuous practice-based professional development, access to digital resources, peer collaboration through MGMP (teacher working groups) and school-based learning communities, and structured mentoring programs. Systemic supports such as improved infrastructure, manageable class sizes, and context-sensitive policy implementation were also considered crucial. The study underscores the importance of aligning professional development initiatives with the real-world challenges faced by teachers in diverse educational contexts, ensuring that the implementation of curriculum reform is both sustainable and equitable.
Enhancing Students’ Vocabulary Achievement through Flashcards Strategy at Public Elementary School adhania, rifa
Juliet Vol 6 No 2 (2025): JULIET Volume 6 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v6i2.7638

Abstract

This study investigated the effectiveness of flashcards in enhancing vocabulary achievement among third-grade students in a public elementary school in South Tangerang. A quantitative quasi-experimental design was applied, involving 33 students in the experimental group who received seven sessions of flashcard-based instruction and 32 students in the control group who received conventional teaching. Both groups completed pre-tests at the beginning and post-tests at the end of the intervention, and data were analyzed using SPSS. Analyses included descriptive statistics, item mastery, normality and homogeneity tests, N-gain calculation, and paired and independent t-tests. Results showed the experimental group achieved a mean post-test score of 16.88 (SD = 2.247), significantly higher than the control group’s 11.53 (SD = 1.951), with a mean difference of 5.35 points (t(63) = 10.233, p < 0.001). N-Gain analysis indicated a high gain of 0.70 (70.16%) for the experimental group, compared to 0.13 (12.80%) for the control group. Item-level analysis confirmed flashcards improved both recognition and productive use of vocabulary. Additionally, flashcards enhanced students’ motivation, engagement, and confidence through visual cues and interactive practice. The findings suggest flashcards are an effective, low-cost strategy for elementary EFL classrooms, guiding teachers in using engaging and multimodal tools.
Announcement Satria, Benni
Juliet Vol 5 No 2 (2024): JULIET Volume 5 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Announcement

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