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English Language Teaching Journal
Published by Universitas Al-Qolam
ISSN : 28072685     EISSN : 28072685     DOI : https://doi.org/10.35897/eltj.v1i1
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
English Language Teaching Journal is a journal which covers any research result on teaching and learning education area which is under English Education Department supervision of IAI AL-Qolam Malang. This Journal covers the area of Teaching learning in Indonesia and the science of Teaching Learning at English Education in such areas of First and Second Language Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Development, Multilingualism and Multilingual Education, Discourse Analysis, Systemic and Functional Grammar, Translation, Prose Analysis, Drama Analysis and Poetry Analysis.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 5 No. 2 (2025)" : 6 Documents clear
YouTube for Enhancing EFL Students’ Motivation in Vocabulary Acquisition: A Systematic Review Ardianti, Amelia Putri; Faricha Maula Chabibah
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.1863

Abstract

YouTube videos, as an accessible and context-rich visual medium, have emerged as a valuable tool in English as a Foreign Language (EFL) education, particularly for vocabulary acquisition. This study systematically reviews and analyzes the use of YouTube videos to enhance students’ motivation in vocabulary development. Following the PRISMA 2020 guidelines for systematic literature reviews, peer-reviewed articles were retrieved from Scopus and Google Scholar databases. A total of 13 studies were selected based on their relevance to the integration of YouTube in EFL teaching and learning. The findings indicate that YouTube provides engaging and contextualized content that supports learner autonomy, enhances motivation, and improves vocabulary acquisition. Despite its demonstrated benefits, the review reveals several gaps: limited research on teacher perspectives, insufficient exploration across different educational contexts, and underutilization of diverse research methodologies. The study underscores the pedagogical potential of YouTube for designing student-centered, interactive learning experiences while highlighting the need for professional development to support effective implementation. Future research is recommended to broaden the investigation to include educators’ experiences, address practical challenges, and examine YouTube’s integration across multiple language skills, thereby supporting more inclusive and effective language learning practices. Overall, this review emphasizes that YouTube is a promising tool for enhancing vocabulary learning and learner engagement in EFL contexts, with implications for both educational practice and future research.
Teaching Strategies for Enhancing Vocabulary Mastery of Indonesian EFL Learners Mulis
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.1888

Abstract

Vocabulary mastery is essential for effective communication in language learning, yet students often struggle with understanding and retaining new words. This study aimed to explore the strategies used by an English teacher to enhance vocabulary mastery in the Bilingual Class at MTsN 1 Gondanglegi Malang. A descriptive qualitative approach was employed, involving one English teacher and seventh-grade students as participants. Data were collected through classroom observations and Focus Group Interviews (FGI), with an iterative technique applied to ensure data richness. The analysis included familiarizing and organizing, coding and reducing, and interpreting and representing the data. Credibility and confirmability were maintained through triangulation of observation, FGI, and audit trails such as video and record documentation. The findings revealed four main teaching strategies: text-based teaching, dictionary use, memorization, and blended-skills instruction. The study also identified key challenges, including students’ limited understanding of vocabulary and their tendency to forget new words. Based on these findings, it is recommended that teachers integrate more interactive and innovative strategies to enhance vocabulary retention and engagement. The study provides practical implications for EFL teachers and contributes to the literature on effective vocabulary teaching strategies.
Santri Students’ Satisfaction with E-Learning in Advanced-Level Listening Courses Qiftiyah, Nor; Suryanto, Bradiansyah Tri
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.1911

Abstract

This study aims to explore students’ satisfaction levels and the factors influencing their satisfaction with the use of e-learning in Listening courses at Nurul Jadid University, particularly for advanced students. A mixed-methods approach was employed, collecting data through a Likert-scale questionnaire and Focus Group Discussions (FGDs) involving 32 students. The questionnaire results showed that the majority of respondents (65.6%) were satisfied with e-learning, indicating increased learning motivation. FGDs revealed that ease of access, quality and relevance of materials, interactivity, and lecturer support were key factors contributing to student satisfaction. Students also emphasized the importance of stable internet access and user-friendly platform design to optimize the learning experience. These findings align with previous research demonstrating that e-learning can enhance student engagement, motivation, and participation. The study concludes that e-learning effectively supports listening skill development for advanced learners. Educational institutions are recommended to continuously improve e-learning platforms by involving students in the development process, providing high-quality interactive materials, and ensuring technical and pedagogical support. This research contributes to developing more effective and responsive e-learning environments, particularly in advanced-level language courses.
Gamifying Grammar: Enhancing Students’ Motivation Through Digital Game-Based Learning in EFL Classroom Shofi Zuhri, Moh; Kavin Lidinillah, Moh; Nashihin, Muhammad
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.1929

Abstract

This study investigates the impact of digital-based gamification on students’ motivation and grammar comprehension in English as a Foreign Language (EFL) classroom. Grammar learning is often perceived as difficult and monotonous, which can reduce engagement and mastery. To address this challenge, Digital Game-Based Learning (DGBL) was implemented, integrating elements such as points, challenges, leaderboards, and instant feedback to create an interactive and motivating environment. A mixed-method design was employed, including pre-tests and post-tests to measure grammar comprehension, motivation questionnaires to assess engagement, semi-structured interviews to explore students’ perceptions, and classroom observations to monitor participation. Findings reveal that DGBL significantly improved both grammar understanding and student motivation. Students reported that gamified activities were enjoyable, challenging, and supported independent learning, while quantitative data indicated higher post-test scores and increased motivation levels. These results suggest that digital-based gamification can be an effective instructional strategy to enhance active participation, comprehension, and learner autonomy in EFL grammar instruction. However, careful consideration is needed to ensure equitable access to technology and alignment of game elements with learning objectives. Overall, the study highlights the potential of gamification to transform grammar learning into a more engaging and effective educational experience.
Translation Shifts in Taylor Swift’s Song Lyrics: An Analysis of Their Translation into Indonesian Sri, Diana; Made Detriasmita Saientisna; Ni Made Ayu Widiastuti
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.1961

Abstract

This study aims to identify the types of translation shifts in the Indonesian translations of Taylor Swift’s English song lyrics and to analyse the forms of equivalence applied. The data were collected from three selected songs— “Blank Space,” “Shake It Off,” and “You Belong with Me”—along with their Indonesian translations by digital content writers. A qualitative method with documentation technique was employed. Catford’s (1965) theory of translation shifts, including level and category shifts, and Nida’s (1964) theory of equivalence served as the theoretical framework. Comparative analysis between the source and target texts was conducted to classify translation shifts and assess the equivalence achieved. The study identified a total of 44 translation shifts, with structure shifts being the most frequent, while intra-system shifts were absent. The frequent occurrence of structural and level shifts is attributed to the grammatical differences between English and Indonesian. Dynamic equivalence was more dominant than formal correspondence, indicating that translators prioritized naturalness, clarity, and idiomatic expression, especially for expressive and figurative song lyrics. These findings demonstrate that translation strategies in lyrical texts require careful adaptation of syntax, semantics, and cultural nuances to maintain meaning and aesthetic impact. The study contributes to translation studies by clarifying how translation shifts and equivalence strategies function in creative texts.
Digital Tribes: An Ethnographic Study of English Learning in Virtual Reality Gaming Communities Arif rahman hakim; Irmayani
English Language Teaching Journal Vol. 5 No. 2 (2025)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v5i2.2001

Abstract

This study investigates informal English as a Foreign Language (EFL) learning in immersive virtual reality (VR) environments, focusing on play-based interactions within a community of DVVerb users in VRChat. The research aims to examine how language development, identity formation, and peer interaction emerge in unstructured virtual spaces. Employing a qualitative virtual ethnography approach, data were collected through 90 hours of participatory observation, twelve semi-structured voice interviews, and multimodal artifact analysis. Findings indicate that VRChat serves as an affinity space that promotes meaningful, self-directed English practice beyond formal instruction. Participants reported improvements in speaking fluency, pragmatic competence, and sociocultural awareness through game-based tasks, role-play with avatars, and peer scaffolding. Avatars and spatial cues reduced speaking anxiety and encouraged risk-taking, while regular social rituals, such as storytelling nights and team quests, provided continuous language opportunities and peer feedback. Challenges included ineffective language use, potential disruptions, technological limitations, and reliance on learner motivation. The study concludes that VR environments offer rich, immersive contexts for informal EFL learning, supporting autonomous, socially mediated, and experiential development. These findings have practical and theoretical implications for digital language education, demonstrating that virtual “digital tribes” can foster community-based learning and complement traditional classroom instruction.

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