cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muyas
Contact Email
eltj@alqolam.ac.id
Phone
+6285748246144
Journal Mail Official
eltj@alqolam.ac.id
Editorial Address
Jl. raya Putat Lor Gondanglegi Malang
Location
Kota malang,
Jawa timur
INDONESIA
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 90 Documents
 5   6   7   8   9 
Sustainability Education in English Language Classes: Pre-Service Teachers’ Readiness Ida Bagus Gde Phalaguna
English Language Teaching Journal Vol. 6 No. 1 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i1.2130

Abstract

This study investigates how prepared pre-service English teachers are to incorporate sustainability education into language instruction in accordance with the Sustainable Development Goals (SDGs) of the UN. The study, which was carried out at the State Hindu University of I Gusti Bagus Sugriwa Denpasar, used a convergent mixed-approach design, combining surveys, interviews, and lesson plan analysis to evaluate participants' sustainability-related knowledge, attitudes, and teaching methods. While most responders have a rudimentary awareness of sustainability, mostly in terms of the environment, few are able to incorporate these ideas into their lesson plans in a meaningful way, according to the findings. Despite this discrepancy, interview data revealed that participants were very motivated to learn and apply sustainability concepts, suggesting a solid basis for more training. The restricted availability of sustainability information was corroborated by lesson plan analysis, indicating a gap between awareness and pedagogical implementation. According to the report, English teacher education programs urgently need to explicitly incorporate Education for Sustainable Development (ESD). Language schools can develop linguistic and global citizenship skills by giving aspiring teachers the means and assurance to incorporate sustainability into language instruction. The results add to the expanding body of research on eco-pedagogy in ELT and provide useful suggestions for curriculum improvement in programs that prepare future teachers.  
Curriculum Design Innovations for Multilingual Education in English Classes at STAI Nurul Ilmi Tanjungbalai Fuziernisa Fahmi
English Language Teaching Journal Vol. 6 No. 1 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i1.2133

Abstract

This study aims to explore innovative approaches in curriculum design to support multilingual education within English classes at STAI Nurul Ilmi Tanjungbalai. The research focuses on identifying effective curriculum strategies that accommodate the linguistic diversity of students and enhance their English language proficiency while respecting their native languages. A qualitative research methodology was employed, involving curriculum analysis, classroom observations, and interviews with educators and students. Data were collected over a semester and analyzed using thematic content analysis to uncover the key elements of successful curriculum innovations in a multilingual educational context. The findings reveal that integrating culturally responsive materials, flexible lesson plans, and collaborative learning activities significantly improves student engagement and language acquisition. Additionally, the curriculum innovations help students navigate between multiple languages effectively, fostering better communication skills and academic performance. This study contributes valuable insights for educators and curriculum developers aiming to enhance multilingual education in similar academic settings.  
A Morphological Analysis of Inflectional Morphemes in Me Before You Movie Ni Luh Suryani
English Language Teaching Journal Vol. 6 No. 1 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i1.2141

Abstract

This study investigates the use of English inflectional morphemes in the spoken dialogues of the two main characters, Louisa Clark and William Traynor, in the film Me Before You. The objectives are to identify the types and functions of inflectional morphemes used, as well as to determine the most dominant form found in the characters’ utterances. Inflectional morphemes, which do not change the basic meaning or word class, provide grammatical information such as tense, number, aspect, possession, and degree of comparison. A qualitative descriptive method was employed, using the film and its transcripts as the primary sources. Data were analyzed using both formal and informal methods. The formal method was used to calculate the frequency of each morpheme, while the informal method was applied to interpret the function of each morpheme in context, based on the theoretical framework by Fromkin et al. The results reveal all eight types of English inflectional morphemes occurred in the data, with the most dominant being the plural marker morpheme -s, which appeared 54 times. The analysis demonstrates that inflectional morphemes are not only essential in shaping grammatical accuracy but also contribute meaningfully to character development and narrative clarity. This research highlights how minor grammatical elements can play a significant role in conveying meaning in naturalistic dialogues. It is expected that this study will offer valuable insight into the application of morphological theory in media discourse and support further research in both linguistics and film studies.  
An Error Analysis on The Use of Simple Past Tense in Narrative Text in Mts Jawharot Al Muzakky budik kusworo; Hamdan Zulva
English Language Teaching Journal Vol. 6 No. 1 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i1.2240

Abstract

English is crucial in Indonesia's educational curriculum, taught early to ensure proficiency by graduation. Its global importance is seen in business, technology, science, and tourism. Mastering English, especially tenses like the Simple Past Tense, is key for effective communication. However, many students struggle with its rules and structure. This study aims to analyze these errors in narrative texts, providing insights and recommendations to improve English education at Jawharot Al Muzakky Islamic Junior High School in Malang. Using descriptive qualitative methods, the authors explored error patterns in the simple past tense among Class 9C students at MTS Jawharot Al Muzakky. Observations, interviews, and analysis of students' written work revealed common mistakes such as omitting the -ed ending on regular verbs and incorrect forms of irregular verbs. These insights can help teachers develop effective strategies to improve student learning and understanding of grammar. The assessment instrument evaluates students' narrative writing using the simple past tense, focusing on grammar, discourse management, punctuation, and neatness, rated on a scale of 1 to 4. Grammar and vocabulary scored 68.75%, indicating moderate difficulty. Discourse management scored 65.63%, showing partial relevance in idea processing. Punctuation use scored 56.25%, with 50% errors. Neatness scored 69.75%, indicating legible but untidy writing. The results suggest students have basic proficiency but need improvement in these areas.  
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.

Page 9 of 9 | Total Record : 90

 5   6   7   8   9 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026) Vol. 6 No. 1 (2026) Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 2 No. 2 (2022) Vol. 2 No. 1 (2022) Vol. 1 No. 1 (2021) More Issue