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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 The Juliet encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching (ELT), linguistics in ELT, and literature in ELT.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 86 Documents
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NAVIGATING CHALLENGES IN LEARNING SPEAKING SKILLS AMONG ISLAND STUDENTS Carli Alfian; Elfiza, Rona; Pohan, Erwin
Juliet Vol 7 No 1 (2026): JULIET Volume 7 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v7i1.7522

Abstract

This study examines the challenges encountered by seventh-grade students at SMPN 9 Tanjungpinang, located on Penyengat Island, in learning English speaking skills. The study examines three categories of challenges: linguistic, psychological, and social-socio-cultural. This study employed a mixed method methodology, incorporating speaking assessments and interviews as research instruments. The findings indicate that students encounter difficulties due to limited vocabulary and a lack of sentence organization skills. Anxiety, shyness, and low self-esteem significantly affect their ability to communicate. In addition, the students are having trouble because of social and cultural reasons including not having much exposure to English in their community, the fact that the local language (Bahasa Melayu) is the most common one, and not having relatives or friends who speak English. The report says that island students need more English-speaking practice that is relevant to their lives, inspiring, and participatory, and that teachers, school programs, and family members should all help with this.
Incorporating Quantum Learning Model to Deep Learning Approach in English Language Teaching at MTs Bustanul Ulum, Pujer, Bondowoso Masrur, Irfan; Maghfirah, Naily Inayatul
Juliet Vol 7 No 1 (2026): JULIET Volume 7 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v7i1.7980

Abstract

This research aims to explore the incorporation of the Quantum Learning Model into the Deep Learning Approach in English Language Teaching (ELT) at MTs Bustanul Ulum, Pujer, Bondowoso. The study employed a descriptive qualitative design to describe and interpret the integration process, the strategies used by the teacher, and the impacts on students’ engagement and understanding. The participants consisted of one English teacher and a group of eighth-grade students selected through purposive sampling. Data were collected through classroom observations, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model involving data reduction, data display, and conclusion drawing. The findings revealed that the incorporation of the Quantum Learning Model into the Deep Learning Approach created a dynamic, engaging, and meaningful learning atmosphere. The Quantum Learning principles, such as positive reinforcement, contextual learning, and multisensory experiences, effectively enhanced students’ motivation and participation. Meanwhile, the Deep Learning Approach encouraged students to think critically, reflect, and apply their knowledge in communicative and contextual ways. The teacher’s role shifted from being a transmitter of knowledge to a facilitator and motivator, guiding students through collaborative and inquiry-based activities. In conclusion, this study demonstrates that incorporating the Quantum Learning Model into the Deep Learning Approach can significantly improve the quality of English instruction by making learning more holistic, enjoyable, and meaningful. It suggests that English teachers adopt this integrated model as an innovative strategy to foster motivation, critical thinking, and lifelong learning attitudes among students.
Motivating students in learning EFL by using Gamification Rusmanayanti, Asmi; Kamal, Sirajuddin; Amelia, Rizky
Juliet Vol 7 No 1 (2026): JULIET Volume 7 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v7i1.8213

Abstract

A teacher has a crucial role in motivating the students, especially in EFL. There should be a way that can make gamification as popular an activity as learning a language nowadays. Many students feel pressure to learn something new or even hard for them, especially in a monotonous way. Therefore, a teacher can create games as a kind of media in EFL teaching and learning activity. Games offer students a fun-filled and relaxing learning atmosphere and encourage, entertain, teach, and promote fluency and communicative skills. This research is descriptive qualitative research that the subjects are 30 students of the Intermediate Speaking Class at the Faculty of Teacher Training and Education at Lambung Mangkurat University. The result shows that there is a positive impact on students' motivation toward some games. They could speak more in a casual atmosphere in the speaking class and have better cooperation among the students during the reading class. The use of games that can motivate the students has been widely accepted as one of the critical factors influencing EFL learning success.
Gamified Language Learning Applications: Enhancing Motivation and Speaking Skills of First-Semester Informatics Engineering Students at Politeknik Negeri Bengkalis Wahana, Desi; pretti Ristra
Juliet Vol 7 No 1 (2026): JULIET Volume 7 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v7i1.8222

Abstract

This study investigates the impact of gamified language learning applications on the motivation and speaking skills of first-semester Informatics Engineering students at Politeknik Negeri Bengkalis. Using a quasi-experimental design with 60 participants, the study compared an experimental group using gamified apps like ELSA Speak and Duolingo against a control group following conventional methods. Quantitative data from pretests and posttests were analyzed using independent-sample t-tests, while qualitative insights were gathered through structured questionnaires. The results revealed a transformative effect: the experimental group achieved significantly higher t-test scores in motivation (t=8.76, p<0.001) and speaking proficiency (t=9.12, p<0.001) compared to the control group. These findings were reinforced by a "Very High" perception score of 4.58 in the experimental group, contrasted with the control group’s moderate score of 3.16. Gamification elements such as leaderboards and immediate feedback effectively satisfied students' psychological needs for competence and autonomy, while providing a "safe space" that reduced speaking anxiety. The study concludes that gamified tools are a superior pedagogical tool for technical students, offering a strong empirical basis for integrating digital pedagogies into the English for Specific Purposes (ESP) curriculum to foster more engaging and effective learning experiences.
Needs Analysis in Instructional Material Design: Job Sheets for English Language Teaching Practicum Asfina, Risda; Adi Fitra
Juliet Vol 7 No 1 (2026): JULIET Volume 7 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v7i1.8224

Abstract

English students, in the English Language Teaching (ELT) practicum course, need to enhance their teaching skills, classroom management, and self-reflection. They need the materials that improve their preparedness, autonomy, and confidence in conducting teaching practices. This whole study aims to develop job sheets as practice-oriented instructional materials to support the effectiveness of the English Language Teaching (ELT) practicum course that guide students in applying theoretical knowledge into real teaching contexts. The research applied a Research and Development (R&D) method using the ADDIE framework consisting of analysis, design, development, implementation, and evaluation stages. This current study focused on the first stage. The data were collected through questionnaires and interviews. The study took place at Politeknik Negeri Bengkalis, involving 25 students from the English Language study program, the head of the study program, and the head of the department. The findings indicate that ELT job sheets are highly needed to support English Language students’ learning during the practicum course, particularly in helping them understand course materials, integrate theoretical knowledge with teaching practice, and prepare for their future. The results also show that job sheets are expected to contribute to the development of essential competencies, including English proficiency, pedagogical skills, lesson planning ability, teaching confidence, and professional competence. In addition, institutional perspectives emphasized the importance of aligning instructional materials with curriculum objectives, graduate competencies, and current ELT developments. The study further highlights the need for well-structured ELT job sheets with clear learning objectives, understandable instructions, step-by-step activities, and sufficient practice tasks. Overall, this needs analysis provides a strong foundation for the subsequent design and development of ELT job sheets aimed at improving the effectiveness of ELT practicum course.
From Islamic School to Global Stage: Islamic Education Strategies in Building Internationally Standardized English Language Competencies Inayatul Maghfirah, Naily; Masrur, Irfan
Juliet Vol 7 No 1 (2026): JULIET Volume 7 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v7i1.8238

Abstract

This article aims to examine Islamic education strategies in developing internationally recognized English language competencies for Islamic students. The globalization of Islamic educational institutions is transforming from local educational institutions into actors capable of competing on the global stage. One of the main challenges in this process is mastering English as an international language without neglecting Islamic values. This research uses a qualitative approach with literature study methods and conceptual analysis of educational policies, curricula, and English language learning practices in Islamic educational institutions. The results of the study indicate that the integration of Islamic values ​​in English learning, the implementation of a global competency based curriculum, improving teacher quality through professional training, and the use of digital technology are key strategies in improving students' English language skills. In addition, a supportive learning environment, international collaboration, and a communicative approach based on an Islamic context have been proven to strengthen students' motivation and confidence in using English actively. This article concludes that Islamic education has great potential to produce of Muslims generation who not only excel in internationally recognized English language proficiency but also have Islamic character and global competitiveness. These findings are expected to serve as a reference for policy makers and practitioners of Islamic education in designing adaptive and sustainable English language learning.

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