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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. 6 no. 2 (2026)" : 6 Documents clear
Directive Illocutionary Acts in The Pursuit of Happiness: A Pragmatic Analysis I Dewa Ayu Eva Darmayanti; I Made Rajeg; Sang Ayu Isnu Maharani
English Language Teaching Journal Vol. 6 No. 2 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i2.1970

Abstract

This study examined the grammatical sentence forms and directive illocutionary acts found in The Pursuit of Happiness. It aimed to identify the grammatical forms used to realize directive utterances and classify the types of directive illocutionary acts found in the film’s dialogues. A qualitative descriptive method was employed, using the film and its script as data sources. Data were collected through documentation and note-taking techniques and analysed based on relevant theories of grammatical sentence forms and directive illocutionary acts. The findings revealed 21 directive utterances, consisting of 13 imperative, 6 interrogative, and 2 declarative forms. The analysis also identified eight types of directive illocutionary acts: ask, order, command, request, beg, invite, permit, and advise. Order occurred most frequently, with five utterances, followed by ask with four, while the other six types each occurred twice. The findings also showed that directive illocutionary acts were mostly realized through imperative forms, followed by interrogative and declarative forms. This study contributes to pragmatic research by demonstrating the relationship between grammatical sentence forms and directive illocutionary functions in film dialogue and provides a reference for analysing speech acts in audiovisual discourse.
Vietnamese EFL Students’ Use of Emotion Regulation Strategies Hoang Hua; Thao Tran
English Language Teaching Journal Vol. 6 No. 2 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i2.2131

Abstract

This study was conducted to find out Vietnamese EFL students’ emotion regulation strategies (ERSs) in English language learning. The research was carried out with the participation of 155 English majors studying at a university in Vietnam. Two main instruments i.e. questionnaire and semi-structured interview were employed. The findings revealed that students employed various ERSs to regulate and manage their emotions throughout the learning process. Students tended to use cognitive reappraisal strategies, particularly effort-oriented decision, situation selection/modification strategies, particularly task management, and attentional deployment strategies, particularly task focus and goal-orientation. Among the strategies examined, effort-oriented decision, task management, and task focus had the highest mean scores, at 3.81, 3.80, and 3.79, respectively. The qualitative findings further indicated that students tended to increase their learning efforts, manage their study time, and focus on learning goals when experiencing negative emotions. The findings have pedagogical implications for university EFL instruction by highlighting the need for teachers to attend to students’ emotional experiences, support the development of constructive emotion regulation strategies, and create a supportive classroom environment. Teachers may also guide students to appropriately manage both positive and negative emotions to support their engagement and learning processes
Enhancing Junior High School Students’ Speaking Skills through Monopoly-Based Edutainment Agun Gunawan; Suwardi; Hardjono
English Language Teaching Journal Vol. 6 No. 2 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i2.2185

Abstract

This study investigated the effectiveness of using the Monopoly game as an edutainment tool to improve the speaking skills of eighth-grade students at SMP Negeri 1 Pasekan, Indonesia. Employing a Classroom Action Research (CAR) design, the study involved 35 students through two cycles of intervention. Data were collected through speaking tests, observations, field notes, and a questionnaire. The speaking tests assessed pronunciation, fluency, vocabulary, and grammar. The findings showed an improvement in students’ speaking performance, with the mean score increasing from 54.46 in the pre-test to 74.64 in the post-test. Classroom observations indicated increased student participation, confidence, and use of English during the learning activities. In addition, 91.2% of students reported positive perceptions of using the Monopoly game as a learning tool. These findings suggest that the Monopoly game can provide an interactive context for spontaneous communication and support students’ motivation and engagement in speaking activities. However, its use should be combined with varied instructional strategies to prevent monotony and accommodate different learning needs. The findings imply that edutainment-based board games can serve as an alternative instructional medium for creating more engaging speaking activities in EFL classrooms.
Roblox as a Learning Tool for Grammar and Pronunciation: EFL Learners’ Experiences Danny Halim Pradhana
English Language Teaching Journal Vol. 6 No. 2 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i2.2245

Abstract

This study explored the use of Roblox as a learning tool for English grammar and pronunciation among English as a Foreign Language (EFL) learners. It aimed to examine learners’ experiences of using Roblox and identify its potential benefits and challenges for language learning. The study employed a qualitative research design and used semi-structured interviews as the primary data collection method. Participants engaged in a two-phase process: they first spent 10–15 minutes playing games designed to practice grammar and pronunciation and then participated in 20–30 minute semi-structured interviews to reflect on their experiences. The findings indicated that Roblox provided an engaging and interactive learning environment that motivated learners through game elements such as rewards and in-game challenges. However, learners also experienced difficulties in applying grammar rules and pronunciation patterns because of limited structured instructional guidance within the platform. The study concluded that Roblox had potential as a supplementary language learning tool, particularly for promoting learner engagement, but its use required targeted instructional strategies. The findings suggest that educators can incorporate Roblox into EFL instruction while providing appropriate guidance to support grammar and pronunciation learning.
The Effect of Kahoot! on Junior High School Students’ Achievement in the Simple Present Tense Berliana Findy Hasanatina; Fahri Fahri
English Language Teaching Journal Vol. 6 No. 2 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i2.2441

Abstract

This study investigated whether Kahoot! is capable of greatly improving the mastery of students in the simple present tense. Accordingly, quasi-experimental design was employed. 64 students of SMP Muhammadiyah 2 Taman were chosen separated into experimental group and control group. A pre-test and post-test of 20 multiple-choice questions, which were delivered during the first and last meetings, were used to gauge the ability of the students to use the simple present tense in both groups. The pre-test mean score in the experimental group increased from 44.69 to 80.78 in the post-test; nevertheless, the control group’s mean score increased from 35.63 to 56.09 in the post-test, according to the analysis results using IBM SPSS Statistics 25. Furthermore, the results of an independent sample t-test on the post-test scores demonstrated that the difference appeared statistically significant, and revealed that the effect size (Cohen's d = 2.14) indicated a strong effect. Therefore, it can be said that Kahoot! greatly improves students' grasp of English tenses, particularly the simple present tense, and the teachers can use it as an efficient method of teaching grammar to junior high school students.
Exploring the Role of Technology Integration and Classroom Atmosphere in Developing Students’ Speaking Skills Zahratus Syifa; Arjulayana; Abdul Rohim
English Language Teaching Journal Vol. 6 No. 2 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i2.2449

Abstract

This study explored how technology integration and classroom atmosphere contribute to students’ speaking development in an English as a Foreign Language (EFL) context. Employing a qualitative approach with a case study design, the study involved 11 fourth-semester students from the English Education Department at Universitas Muhammadiyah Tangerang. Data were collected through classroom observations and a ten-item yes/no questionnaire. The findings indicate that students perceived technology as useful for speaking practice. All participants reported that technology helped improve pronunciation, provided speaking models, and made practice more varied. Most students also reported greater motivation and confidence. Regarding classroom atmosphere, 72.7% stated that a friendly classroom reduced their fear of making mistakes, while 90.9% reported that a comfortable classroom helped them speak with fewer worries. Classroom observations showed that students were more engaged when lecturers created relaxed, interactive, and supportive learning environments, although participation remained uneven. The findings suggest that technology integration and classroom atmosphere can function as complementary factors in supporting speaking learning. The study implies that speaking instruction should combine digital resources with supportive classroom practices to create more varied and comfortable opportunities for English speaking practice.

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