JELTEC: Journal of English Language Teaching, Literature and Culture
JELTEC: Journal of English Language Teaching, Literature and Culture is a peer-reviewed journal and published twice a year in the months of March and September; publishing research reports and conceptual analyses; within the fields of teaching English, English literature, culture, and linguistics. It is published by the English Education Postgraduate Program, Universitas Negeri Manado.
Articles
63 Documents
<![CDATA[Building Bridges with Words: Teacher–Student Talk Dynamics in Young Learners’ English Classrooms ]]>
<![CDATA[Budiman, Jeihn N. C.]]>;
<![CDATA[Ganap, Nindy N.]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v4i1.7472
<![CDATA[Understanding effective teaching strategies alongside student needs plays a crucial role in selecting materials that align with students’ preferred learning styles. When teaching English to young learners, age is a significant factor, as early childhood is considered a critical period for language acquisition. During this golden age, the collaborative efforts of parents and teachers can enhance students' cognitive development, leading to better learning outcomes. This study utilized a literature review method, drawing from various previous research studies. The analysis followed several steps, starting from identifying the problem to interpreting the data. Classroom interaction emerged as a key component of the learning process, where both teachers and students are expected to actively participate. The findings reveal a noticeable imbalance between teacher talk and student talk, as supported by prior research. This imbalance highlights an important issue that educators need to address to foster a more engaging and participatory learning environment for students.]]>
<![CDATA[Efficacy of Using Reading Strategies to Enhance Students’ Achievement in Reading Comprehension: A Case Study at a State School in Battambang ]]>
<![CDATA[Loem, Sophandara]]>;
<![CDATA[Ly, Sovann]]>;
<![CDATA[Nhean, Voithana]]>;
<![CDATA[Soeurn, Chenda]]>;
<![CDATA[Ry, Chantha]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v4i1.11034
<![CDATA[The present research study examined the effectiveness of skimming and scanning techniques in enhancing students' reading comprehension, particularly in fostering their critical thinking and problem-solving skills in learning reading comprehension. Thus, this research aimed to investigate the efficacy of using skimming and scanning as reading strategies to improve students' achievement in reading comprehension at a public high school in Battambang. The study involved students at the elementary level of Lvea High School in Bavel District, Battambang Province. The total population consisted of 350 students with 47 students chosen as the sample for this research through purposive sampling. The researcher employed an experimental design with one class receiving the treatment. Data were collected through a pre-test, post-test, and questionnaire. The results indicated a statistically significant difference between the pre-test and post-test scores. The mean score of the post-test (77.48) was higher than the mean score of the pre-test (32.03). Additionally, the t-score (8.62) was greater than the t-table value (2.013) at a significance level of p<0.05 for a two-tailed test, with a degree of freedom of 46. Furthermore, the questionnaire results showed that most of the students responded positively to use skimming and scanning techniques in reading comprehension. Based on the findings, it can be concluded that skimming and scanning techniques significantly enhance students' reading comprehension achievement and are appropriate for implementation.]]>
<![CDATA[The Role of English in Merchant Marine: The Main Course or Supplemantary Course? ]]>
<![CDATA[Rahmat, Subhan]]>;
<![CDATA[Putri, Syafiqah]]>;
<![CDATA[Mutmainnah, Nafsul]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 4 No. 1 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v4i1.11899
<![CDATA[This study explores the perceived role of English in maritime education at the Merchant Marine Polytechnic of Barombong, specifically questioning whether Maritime English is treated as a core or supplementary subject. Employing a quantitative approach, data were collected through a structured questionnaire administered to 100 cadets. The findings reveal a strong consensus among cadets regarding the importance of English in enhancing communication skills, building professional confidence, and supporting future career opportunities in the global maritime industry. Despite this, Maritime English remains marginalized within the curriculum, often taught separately from technical subjects and allocated minimal instructional time. The study identifies a significant gap between cadets’ linguistic needs and the current pedagogical approach. The results also align with similar local research in Indonesia, indicating a national trend of underemphasizing Maritime English in seafaring education. This research concludes with a recommendation to reposition Maritime English as a main course integrated into practical and technical maritime training to better prepare cadets for international standards and global work environments.]]>
<![CDATA[An ESP-Based Needs Analysis of English Subject for Room Division Students In A Hospitality Higher Education Context ]]>
<![CDATA[Fitra, Muh. Al Fachrizah]]>;
<![CDATA[Baa, Sultan]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Mustikawati, Yunitari]]>;
<![CDATA[Sari, Ulvah]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v4i2.7441
<![CDATA[This study investigates the English language needs of students enrolled in the Room Division program at the Tourism Polytechnic of Makassar, Indonesia. Recognizing English as a critical skill in the hospitality sector especially in guest-facing roles, this research aims to assess whether the current English course aligns with the communicative demands of the workplace. Employing a sequential explanatory mixed-methods design, quantitative data were gathered through a 15-item Likert-scale questionnaire administered to 39 students, while qualitative insights were collected via semi-structured interviews with four purposively selected participants. Statistical analysis revealed that students perceived English as highly relevant to their future careers, particularly in speaking and customer service contexts. However, they also expressed a need for more interactive learning, including simulations, role-plays, and authentic materials. Thematic analysis of the interview data confirmed that students found the course lacking in real-world communication practice and contextualized vocabulary. Grounded in ESP theory, this study identifies gaps between the current curriculum and the specific language tasks expected in hotel operations. The findings underscore the importance of tailoring English instruction to meet learners’ professional goals and suggest the integration of task-based, industry-relevant activities. Recommendations are provided for curriculum developers, instructors, and policymakers to enhance the effectiveness of ESP instruction in vocational hospitality education.]]>
<![CDATA[The Correlation Between Students’ English Proficiency and Their Academic Achievement at Assalam Orphanage ]]>
<![CDATA[Fatima, St. Nur Aima]]>;
<![CDATA[Langodai, Yohanes Olak]]>;
<![CDATA[Nasir, Nasrul]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v4i2.12767
<![CDATA[The objective of this research was to find out whether or not there was a correlation between differentiated learning and students’ English scores. The research was conducted at UPT SMAN 14 Jeneponto, with data collected through questionnaires distributed to students and from English teachers. The results of the correlation analysis using the Pearson Product Moment showed a correlation coefficient of 0.522, indicating a quite strong correlation between differentiated learning and students’ English scores. This suggests that differentiated learning had a positive influence on students’ academic performance in English. Although the correlation was not very strong, the findings indicated that when students were taught according to their individual needs, interests, and learning styles, their English achievement tended to improve. It can be concluded that differentiated learning contributed to students’ English learning outcomes.]]>
<![CDATA[Bridging the Gap: EFL Lecturers’ Familiarity and Knowledge of Technology in Language Teachings ]]>
<![CDATA[Rahmat, Subhan]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Sunra, La]]>;
<![CDATA[Halim, Abd.]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v4i2.12768
<![CDATA[The rapid growth of digital technology has significantly influenced the landscape of higher education, including English as a Foreign Language (EFL) instruction. However, many lecturers still struggle to integrate technology effectively into their pedagogy. This study investigates EFL lecturers’ technological familiarity and knowledge in a maritime higher education context, aiming to identify their level of technological competence and the underlying factors influencing technology use in teaching. Employing a quantitative research design, data were collected through a questionnaire administered to 15 lecturers from a maritime higher education institution in Indonesia. The findings revealed that lecturers possess moderate familiarity with digital tools such as learning management systems and video conferencing platforms. However, their pedagogical integration of technology remains limited, with most using it mainly for material delivery rather than interactive or student-centered learning. The analysis indicates that the lecturers’ technological knowledge (TK) has not yet been sufficiently linked with pedagogical (PK) and content knowledge (CK), as conceptualized in the Technological Pedagogical and Content Knowledge (TPACK) framework. Barriers such as insufficient infrastructure, lack of institutional support, and limited digital pedagogical understanding were found to hinder optimal technology integration. The study suggests that sustainable professional development programs focusing on digital pedagogy and contextualized training are essential to enhance lecturers’ competence in integrating technology for effective EFL instruction in maritime education.]]>
<![CDATA[What are they exactly? Are they similar or different? A Conceptual and Contextual Insights of Multilingualism and Plurilingualism from Indonesian EFL Classrooms ]]>
<![CDATA[Tatipang, Devilito Prasetyo]]>;
<![CDATA[Irwan, Anas]]>;
<![CDATA[Syahrullah, Syahrullah]]>;
<![CDATA[Aswat, Fajar]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v4i2.12777
<![CDATA[This systematic literature review aims to clarify the conceptual distinctions and contextual applications of multilingualism and plurilingualism in Indonesian English as a Foreign Language (EFL) classrooms. The study addresses widespread confusion among educators and policymakers by analyzing 25 high-quality, peer-reviewed studies published between 2021 to 2025. Using rigorous selection criteria and thematic analysis, the review found that multilingualism is typically understood as the coexistence of multiple languages within societies or institutions, while plurilingualism highlights an individual's integrated and dynamic use of multiple languages. Despite Indonesia’s rich linguistic diversity, national policies and curricula have yet to fully adopt plurilingual principles, often favoring strict language separations. Classroom research reveals that language practices are more fluid, with teachers and students frequently combining languages for comprehension and engagement. However, varying teacher beliefs and insufficient training hinder the implementation of effective plurilingual pedagogy. This study underscores the need for clear, shared definitions and improved professional development to bridge the gap between theory, policy, and practice. The findings advocate for policies and teaching approaches that recognize and harness the full linguistic repertoires of learners. Ultimately, this review provides a critical foundation for advancing multilingual education in Indonesia and contributes to global discussions on language pedagogy in multilingual contexts]]>
<![CDATA[The effect of Age Toward Learning a Second Language ]]>
<![CDATA[Haryono, Endah P.]]>;
<![CDATA[Manggopa, Rolina E.]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 3 No. 1 (2024): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v3i1.6240
<![CDATA[Age has long been perceived as a pivotal factor influencing proficiency in acquiring a second or foreign language. The disparity between child and adult second language (L2) learning is widely acknowledged, with children often deemed more adept and rapid learners compared to adults. The prevailing notion suggests that adults cannot attain native-like fluency in a second language, indicating a potential limitation in adult L2 acquisition. Furthermore, there is a notion of a critical period during which language acquisition is most effective and success in second language learning is attainable. Nevertheless, the debate surrounding this topic has persisted among language researchers for numerous years. This article endeavors to delve into this contentious issue, aiming to elucidate whether the success of second language learning is indeed constrained by age. Through a systematic review methodology within a descriptive qualitative framework, this study examines previous research to discern patterns, insights, and contradictions in the literature regarding the impact of age on second language acquisition. By critically evaluating existing findings, this research aims to contribute to a deeper understanding of the complex relationship between age and proficiency in learning a second language]]>
<![CDATA[Applying The Constructivist Activities on Teaching English Literature (A Study is Conducted in Literature Class of English Education Department of Universitas Negeri Manado) ]]>
<![CDATA[Sabudu, Delli]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 3 No. 1 (2024): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v3i1.7434
<![CDATA[The aim of this research is to find out whether the constructivist theory is effective to enrich students’ mastery of literary work or not. This research is classified as quantitative research which is true experimental design, the data collected in the form of numbers and the data statistically analyzed. In this research, the writer used a sample of students in the parallel class of English Education students in the 3th semester who had learned the subject of Introduction to Literature. One class randomly chosen from 4 clasess as the experimental class and control class and the t-test observe used in analyzing the data. The research finding shows that students were given a pre-test to what extent they understood about English Literature, from the results obtained, it was known that there were differences in mastery of the field of literature in each individual. Then, the students are given treatment using the constructivist theory referring to the students' learning experiences about the work of English Literature, given exposure and then post-test results which can show the experimental group gets the majority of scores higher than the control group. This means that there are significant differences between students' interest in learning about English Literature has increased in mastery of the topic and the overall phenomena that accompany it. In other words, students who are taught using Constructivist theory master the topic or material better, even they can enjoy the learning process more than Students who are not taught using Constructivist theory]]>
<![CDATA[Understanding American Historical Change through Cultural Traditions, Physical Environment, & Literature: A Comparative Reflection in Global Community ]]>
<![CDATA[Lolowang, Imelda S.]]>
<![CDATA[ Journal of English Language Teaching, Literature and Culture Vol. 3 No. 1 (2024): JELTEC: Journal of English Language Teaching, Literature and Culture ]]>
Publisher : <![CDATA[English Education Postgraduate Program, Universitas Negeri Manado ]]>
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DOI: 10.53682/jeltec.v3i1.7437
<![CDATA[This article embarks on a comprehensive exploration of the intricate interplay between cultural traditions, the physical landscape, and the realm of poetry or literature, particularly in their capacity as architects of public myths within societal consciousness. It endeavors to serve as a nuanced comparative reflection, offering valuable insights to English language and literature students. Leveraging the rich historical and cultural tapestry of America, it seeks to illuminate the multifaceted contexts underlying language and literature studies amidst the dynamic trends and formidable challenges of contemporary global society, where both tangible and virtual boundaries are increasingly contested. Rooted in an understanding spanning from the seventeenth century to the twentieth century, the author meticulously selects a myriad of historical records and literary masterpieces, each implicitly or explicitly portraying diverse facets of environmental dynamics and the notion of frontier. These meticulously curated depictions and conceptual frameworks from various sources constitute the cornerstone of the author's analytical approach, elucidating the intricate interconnectedness between American cultural ethos and its surrounding ecological milieu]]>
