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JELT (Jambi-English Language Teaching)
Published by Universitas Jambi
ISSN : -     EISSN : 25033840     DOI : https://doi.org/10.22437/jelt
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jambi-English Language Teaching (JELT) is an international refereed journal in English language teaching. It publishes articles that explore the application of English language in teaching and everyday experience of English in education. Its scope is national and international in that it welcomes articles from academicians, researchers, graduate students, and policy makers. All articles should be in English. The journal publishes articles in English language teaching, issues in teaching and methodologies and application of material designs of English such as in the following disciplines : 1. English language teaching 2. Applied Lingusitics 3. Teaching Methodologies 4. Curriculum Development and Syllabus Design 5. Material Design 6. Teacher Education and Professional Development 7. Linguistic Theories and English Language Teaching 8. Teaching English Specific Purposes
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 99 Documents
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THE TEACHER CHALLENGES USING THE ONE_MINUTE TALK TECHNIQUE IN TEACHING SPEAKING AT SMPN 1 KOTA JAMBI Putri, Dea Amanda; Volya, Duty
JELT (Jambi-English Language Teaching) Vol. 8 No. 2 (2024): Vol. 8 No. 2 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i2.35604

Abstract

TEACHERS’ STRATEGIES IN ENHANCING` STUDENTS’ INTEREST IN READING USING DIGITAL MEDIA IN SMA ADHYAKSA 1 JAMBI Rafid, Kevin Khosiyi; Heryanti, Reni; Fortunasari, Fortunasari
JELT (Jambi-English Language Teaching) Vol. 8 No. 2 (2024): Vol. 8 No. 2 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i2.35619

Abstract

Based on the results of the 2021 National Assessment (NA), show that Indonesia is experiencing a literacy emergency. This is because 1 out of 2 students has not reached the minimum literacy competency. This research aimed to explore the challenges or barriers faced by teachers in increasing students' reading interest using digital media and to explore their strategies to overcome the barriers. The participant of this research is an English teacher from SMA Adhyaksa 1 Jambi, which was selected based on several criteria. In this research, a descriptive qualitative method was applied, in which the researcher attempts to draw in as much detail as possible the data and facts collected in the field. A semi-structured interview was conducted to collect the main data, and documentation in the form of photos when observing the research location was carried out to support the data. Furthermore, the data were analyzed using an interactive analysis model. The findings revealed that barriers faced by the teacher in integrating digital media into teaching include constraints in supporting facilities and adapting to student's understanding of using digital media. Meanwhile, there are three strategies employed by the teacher, namely making preparations before the start of learning, providing material relevant to daily life, and using relevant digital media to enhance students' reading interest. Overall, this research shows several barriers faced by teachers in integrating digital media with learning to increase students' reading interest and highlights the strategies implemented by teachers to overcome these problems. Thus, it is suggested for future researchers who are interested in this field to find research gaps and use this research as a reference or comparison.
FACTORS AND STRATEGIES TO DEVELOP CRITICAL THINKING IN ACADEMIC WRITING: A CASE OF EFL STUDENTS AT ONE UNIVERSITY IN JAMBI Yeni, Fitra; Fajaryani, Nunung; Abrar, Mukhlash
JELT (Jambi-English Language Teaching) Vol. 8 No. 2 (2024): Vol. 8 No. 2 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i2.35705

Abstract

At the university level, critical thinking is an essential yet challenging skill for EFL students. EFL students often face various barriers to developing this skill. The purpose of this study is to explore the factors that influence EFL students' abilities and to investigate the strategies they employ to develop critical thinking skills in academic writing. This study used a qualitative research design with a case study approach while the data was collected through semi-structured interviews with ten participants, specifically eighth-semester students majoring in English at a public University in Jambi. The researcher used purposive sampling to select participants based on specific criteria. The researcher used thematic analysis as a method to examine and interpret the collected data. The findings show that EFL students face several factors that affect their ability to develop critical thinking in academic writing including personal competence factors (lack of topical knowledge), linguistic factors (grammar and vocabulary), and psychological factors (low motivation, lack of self-confidence, and anxiety in supervision),. However, despite these influencing factors, EFL students also apply strategies to overcome challenges when developing critical thinking in academic writing, specifically self-management, technology support, learning atmosphere, support system, and mentorship schedule management. It can be concluded that this research is expected to be useful as suggestions and recommendations aimed to develop critical thinking in academic writing, especially for Indonesian students at the undergraduate level.
KNOWLEDGE MAPPING OF THREE READING COURSES FOR UNDERGRADUATE EFLTEP STUDENTS AT ONE INDONESIAN UNIVERSITY Susanah, Susanah
JELT (Jambi-English Language Teaching) Vol. 8 No. 2 (2024): Vol. 8 No. 2 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i2.36746

Abstract

This study aimed to identify how reading knowledge is constructed in three reading courses for EFLTEP students at one state university in Jambi and to investigate the degree of alignment between course content with the learning outcomes stipulated in the 2017 ELT curriculum implemented in that university and the 2013 ELT curriculum for secondary education. This study employed a content analysis by extracting information from the course syllabi. Data were gained solely from three sets of syllabi for Reading for General Purposes, Reading for Academic Purposes, and Critical Reading and Writing courses. The study showed that course content catered to the expected learning outcomes, although knowledge discrepancies and genres were overlapping among those three courses. It was also noticed that the contents were aligned with reading knowledge stipulated in the 2013 ELT curriculum as the courses continue to develop reading skills in terms of text structure, types, and comprehension level.
STUDENTS' PERCEPTIONS OF USING DEBATE IN SPEAKING AT SMA NEGERI 1 KOTA JAMBI Hasibuan, Grace Patricia; Volya, Duty; Habizar, Habizar
JELT (Jambi-English Language Teaching) Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i1.35406

Abstract

This research aimed to determine students' perceptions of the use of debate in speaking as well as to determine students' difficulties in debate. The research participants consisted of five students who participated in English debate club at SMA Negeri 1 Jambi City. This research used a descriptive qualitative research design that aims to provide an understanding of students' perceptions and experiences related to the use of debate and the difficulties it faces. The results showed that students gave a positive perception and felt that the use of debate was effective in improving their speaking skills because debate encouraged them to continue practicing, so as to develop their vocabulary, pronunciation, fluency, and comprehension. However, students also have difficulties when debating, such as: defending the arguments, control emotion while debating, problem in listening skills, find or hear unfamiliar vocabulary, compose the sentence correctly. Overall, this research reveals that the use of debate has good benefits for students' speaking skills, but still needs to be supported by adequate training and coaching to overcome the difficulties experienced by students.
AN ANALYSIS OF SPEAKING DIFFICULTIES FACED BY THE SECOND SEMESTER STUDENTS IN THE ENGLISH EDUCATION STUDY PROGRAM AT JAMBI UNIVERSITY ACADEMIC YEAR 2023/2024 Fadlan, Muhamamd; Masita, Ella; Volya, Duty
JELT (Jambi-English Language Teaching) Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i1.35558

Abstract

Speaking is often one of the fears when learning a language, including for undergraduate students. They will find some difficulties that hamper their ability to explore their abilities in speaking English. This research was conducted to explain the speaking difficulties faced by English education study students at Jambi University, as categorized and not categorized by Penny Ur theory. This research used a qualitative case study design. The researcher chose seven second-semester students in the English education study program at Jambi University as participants. In collecting data, the researcher used a semi-structured interview. The result is according to the theory, but one finding is not an identity in the theory. The research has found that every student had different difficulties in speaking; there were inhibitions, nothing to say, low or uneven participation, and mother tongue use. Students had factors that caused difficulties in speaking English. Most of these problems are due to a lack of grammar and vocabulary.
THE TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS Kurniawan, M. Willi; Norawati, Rosinta; Hidayati, Hidayati
JELT (Jambi-English Language Teaching) Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i1.35596

Abstract

This study aims to investigate teacher's strategies for teaching English vocabulary to young learners at SDIT As-Syifa Al Inayah 6 Kota Jambi. This study used a qualitative method. This study used three data collection techniques: observation, interviews, and documents. The data was provided by an English teacher who teaches lower-grade students. The data revealed that the teacher used several strategies in teaching vocabulary, separated into two stages. For presenting new words teacher used few strategies such as using picture, using videos and translation. And for the practicing new words teacher used task-based method, games, learners’ active involvement, singing a song, vocabulary notes, and group activity. The strategy that is mostly used in teaching vocabulary is the games, while the strategy that is rarely used is the using videos. this study found factor that influenced teacher when choosing strategies for teaching vocabulary for young learners. The factors that influenced teacher are duration of time, students’ abilities, behavioural control of students, and focus of the activity.
THE CORRELATION BETWEEN STUDENTS' VOCABULARY MASTERY AND SPEAKING ABILITY AT A PRIVATE SCHOOL IN JAMBI Farhana, Alifa; Ridha, Ahmad; Hidayati, Hidayati
JELT (Jambi-English Language Teaching) Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i1.41006

Abstract

This research aimed to determine the correlation between students’ vocabulary mastery and speaking ability of grade 9 of SMP Muhammadiyah 1 Kota Jambi. This research was quantitative research which used correlational technique design. The research sample was 40 students in grade nine, and total sampling was used. The instruments used in the study were a vocabulary test and a speaking test. The vocabulary test consisted of 20 questions in the form of 10 multiple choices, 5 matches up, and 5 fill blank and a speaking test in the form of describing something for 3-5 minutes. The correlation was measured through Pearson Product Moment. The results showed a strong relationship between vocabulary mastery and students' speaking ability, meaning that students' vocabulary mastery increased in line with students' speaking ability. It can be concluded that students' vocabulary mastery and speaking ability are good, and the correlation between students' vocabulary mastery and speaking ability is at a very strong level.
THE EFFECT OF RIDDLE GAMES TO IMPROVE VOCABULARY OF EIGHT GRADERS AT SMP SATAP NEGERI NIAN Neno, Priskilia Febriani Sara; Semiun, Thresia Trivict; Bouk, Edmundus
JELT (Jambi-English Language Teaching) Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i1.41843

Abstract

This research aimed to determine the effect of riddle games on improving the vocabulary achievement of the eight graders at SMP Satap Negeri Nian. The research subject was class VIII A, which consists of 20 students. This research design was pre-experimental with a pre-test and post-test design. The students did a pre-test, received treatment, and did a post-test. The research results indicated increased students' vocabulary achievement—the average post-test score was 77, more than the pre-test 45. For a level of significance (α) of 5% and df = 19, the table value was 1.729, and the t-test value was 1.68. It showed that the t-test value was more significant than the t-table (1.68 ≥ 1.729). Thus, teaching vocabulary using riddle games significantly influenced vocabulary. The students' vocabulary was classified as fair, good and excellent.

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