cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adimawati Helingo
Contact Email
adimawati@iaingorontalo.ac.id
Phone
+6281242594572
Journal Mail Official
jetli.ejournal@iaingorontalo.ac.id
Editorial Address
Faculty of Tarbiyah and Teacher Training (English Education Department) Kampus 2, Sultan Amai Street, Pone, Limboto Barat, Gorontalo, Indonesia
Location
Kota gorontalo,
Gorontalo
INDONESIA
Journal of English Teaching and Linguistic Issues (JETLI)
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : -     EISSN : 29639565     DOI : https://doi.org/10.57153/jetli.v1i2.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JETLI: Journal of English teaching and linguistic issues publishes multi-disciplinary research on English language teaching, applied linguistics, and other English linguistics issues. JETLI: Journal of English teaching and linguistic issues disseminates research results and analysis regarding EFL and linguistic related issues in all countries that cover the fields of: English Language Pedagogy English for Specific Purposes ELT Materials Development and Evaluation English Language Testing and Assessment Applied English Linguistics General English Linguistics Language Policy and Planning Second Language Acquisition Translation and Interpreting studies Technology in English Teaching and Learning
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 65 Documents
 3   4   5   6   7 
The Integrating Music Into Efl Classrooms: Effects On Vocabulary Acquisition, Listening Comprehension, And Affective Factors Among Indonesian Secondary School Students Naya Alfasha Naya
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 1 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i1.2895

Abstract

This study examines the role of music, particularly English-language songs, in supporting English as a Foreign Language (EFL) acquisition among Indonesian secondary school students. Although interest in music-based pedagogy has increased, empirical evidence from Southeast Asian EFL contexts, especially at the secondary level, remains limited. Using a mixed-methods design, data were collected from 25 high school students through Likert-scale questionnaires, semi-structured interviews, and focus group discussions. Quantitative data were analysed using descriptive statistics to identify patterns in perceived language development, while qualitative data were thematically analysed to explore learners’ experiences and motivation. The findings show that music-based activities enhanced vocabulary retention, listening comprehension, and oral fluency, while reducing foreign language anxiety. In addition, affective dimensions of music, including emotional engagement and cultural relevance, supported sustained learner involvement. However, challenges were identified, including inappropriate song selection, linguistic complexity, and potential distraction. The study concludes that music is most effective when used as a supplementary pedagogical tool within a structured and blended instructional framework rather than as a standalone strategy for practice. 
The Influence of Online Games on English Language Development Among High School Students: A Qualitative Study: English R. Rabdillah Oktariangga Raja hasril; Nur Wahidah Thayib Pido
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 1 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i1.2968

Abstract

This qualitative study examines the influence of online games on English language development among high school students in Pekan baru, Riau Province, Indonesia. Despite growing scholarly interest in digital game-based language learning (DGBLL), empirical qualitative evidence from Indonesian secondary school contexts remains scarce. Employing a qualitative research design, data were collected from n = 20 students (Grades 10–12, aged 15–18) through in-depth interviews, participant observation, and open-ended questionnaires over an eight-week period. Data were analysed using thematic analysis following Braun and Clarke's (2006) six-phase framework. Findings reveal four overarching themes: (1) vocabulary acquisition through contextualised in-game exposure; (2) enhancement of listening and speaking skills via real-time multiplayer communication; (3) reduction of foreign language anxiety (FLA) in informal gaming environments; and (4) challenges pertaining to inappropriate linguistic register and the absence of pedagogical scaffolding. The study concludes that online games function as effective supplementary tools for English language development when purposefully integrated into a structured pedagogical framework. Implications for EFL curriculum design and teacher professional development in Indonesian secondary schools are discussed. 
Improving the Reading Comprehension of Eighth-Grade Students through the Scaffolded Reading Method: A Classroom Action Research at MTs Muhammadiyah Kota Gorontalo Bonde Sabina Andini; Alvons Habibie
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 1 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i1.3751

Abstract

Reading comprehension is a foundational competence for academic success in English as a foreign language, yet many Indonesian junior secondary students continue to struggle with understanding English texts. This study aimed to improve the reading comprehension of eighth-grade students at MTs Muhammadiyah Kota Gorontalo through the implementation of the scaffolded reading method. The study employed classroom action research following the Kemmis and McTaggart model, conducted in two cycles of three meetings each and involving 18 students (nine male, nine female). Data were collected through multiple-choice reading comprehension tests (pre-test and post-tests), teacher and student observation sheets, and interviews, and were analyzed using descriptive quantitative and qualitative techniques against a success criterion of 70% classical completeness (KKM = 70). The results showed a consistent improvement across phases: the mean score rose from 56.1 in the pre-test (16.7% of students reaching the KKM) to 66.1 after Cycle I (55.6%) and 75.6 after Cycle II (83.3%), exceeding the success criterion. Scaffolding techniques—teacher modeling through read-alouds, shared and guided reading, structured group discussion of narrative texts, vocabulary journaling, and the use of picture storybooks—progressively increased student engagement and independence in comprehending texts. It can be concluded that the scaffolded reading method is effective in improving the reading comprehension of eighth-grade students, and its staged release of responsibility offers a practical framework that English teachers can adopt in comparable madrasah contexts.
Analyzing Teachers’ Assessment Strategies in Teaching English Lis a Isa; Enni Akhmad; Adimawati Helingo; Andi Nurwati; Jhems Richard Hasan
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 2 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i2.3636

Abstract

This study aims to describe the classification of assessment strategies, implementation steps, and influencing factors in English language learning. Using a descriptive qualitative method, data were collected through interviews and observation with two English teachers. The results show the teacher A classifies strategies based on students’ interest through peer assessment and Kahoot, which are categorized as formative, informal, and authentic assessment. Teacher B classifies strategies based on students’ facility readiness through written tests via WhatsApp, categorized as summative and formal assessment. Teacher A implement 4 steps focusing on direct feedback, while teacher B applies 5 structured steps emphasizing vocabulary mastery. Influencing factors include time constraints that disrupt the feedback process, damage facilities such as speaker and projectors, and students’ low vocabulary mastery reduces answering speed and accuracy. Conclusion, the selection of assessment strategies is contextual and influencing by teacher pedagogical considerations and classroom conditions. Teachers are suggested to adjust strategies according to time, and students’ abilities.
EXPLORING ERRORS IN ENGLISH DESCRIPTIVE WRITING OF SENIOR HIGH SCHOOL STUDENTS: AN ERROR ANALYSIS STUDY AT SMKN 1 LIMBOTO, GORONTALO Marwah Mokodompis; Enni Akhmad; Nur Wahidah Tayib Pido
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 2 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i2.3637

Abstract

This study investigates types and sources of errors in English descriptive writing among tenth-grade students at SMKN 1 Limboto, Gorontalo. Employing a descriptive qualitative approach with Surface Strategy Taxonomy (Dulay, Burt & Krashen, 1982) as the analytical framework, twenty students' descriptive texts were collected and analyzed through Corder's (1967) five-step error analysis procedure. Findings reveal that omission and misformation were the dominant error types, accounting for the highest proportion of total errors. Omission errors primarily involved the copula 'be' and articles, while misformation errors featured incorrect verb forms and inappropriate lexical choices. These errors were predominantly caused by Bahasa Indonesia (L1) interference, intralingual overgeneralization, and limited writing practice opportunities. The study concludes that targeted grammar instruction particularly on copula 'be,' the English article system, and simple present tense morphology and systematic error-correction feedback are essential for improving EFL descriptive writing competence at the vocational high school level.

Page 7 of 7 | Total Record : 65

 3   4   5   6   7 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 1 (2026): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 3 (2025): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 2 (2025): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 1 (2025): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 3 (2024): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 2 (2024): Journal of English Teaching and Lingustic Issues (JETLI) Vol. 3 No. 1 (2024): Journal of English Teaching and Lingustic Issues (JETLI) Vol. 2 No. 3 (2023): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 2 (2023): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 1 (2023): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 1 No. 3 (2022): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 1 No. 2 (2022): Journal of English Teaching and Linguistic Issues (JETLI) Vol. 1 No. 1 (2022): Journal of English Teaching and Linguistic Issues (JETLI) More Issue