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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 109 Documents
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LEARNING EXPERIENCES AND ENGLISH EXPOSURE OF ENGLISH EDUCATION STUDENTS AT UNIVERSITAS PALANGKA RAYA Matondang, Leni Romarta; Inggrita Vadeltine Panyat, Maria; Subhan Fikri, Muhammad; Fauzan, Akhmad
JELT (Jambi-English Language Teaching) Vol. 9 No. 2 (2025): Vol. 9 No. 2 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i2.45569

Abstract

This study aims to describe the learning experience and English exposure level of English Language Education students at Palangka Raya University. The study used mixed methods with data collection through closed-ended questionnaires and open-ended questions, which were analyzed descriptively quantitatively and qualitatively. The results show that most students have a fairly positive learning experience, especially in terms of motivation and engagement. However, the active use of English is still inconsistent. Informal exposure to English through digital media appears to be more dominant, with a higher tendency of utilizing entertainment content than educational content. Meanwhile, the use of English in formal contexts and social environments is still relatively limited. These findings emphasize the importance of learning strategies that are able to combine formal, informal, and self-learning approaches in a balanced manner to support students' overall mastery of English.
INTEGRATING THE SHADOWING TECHNIQUE WITH AN AI-POWERED MOBILE APPLICATION TO IMPROVE STUDENTS’ PRONUNCIATION AND SPEAKING FLUENCY Sri Rahayu, Yayu; Dessy Maulida, Restu; Wintarsih, Wintarsih
JELT (Jambi-English Language Teaching) Vol. 9 No. 2 (2025): Vol. 9 No. 2 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i2.46341

Abstract

This study investigates the effectiveness of integrating the shadowing technique with the AI-powered mobile application ELSA Speak to enhance pronunciation and speaking fluency among second-semester students of the English Language Education Study Program. A quasi-experimental design was employed, with a sample of 45 students divided into an experimental group and a control group. Data were collected through pre-tests, post-tests, and student questionnaires. Over six meetings, the experimental group utilized the shadowing technique alongside ELSA Speak, while the control group received traditional instruction. Results indicate that the experimental group showed significant improvement in both pronunciation and speaking fluency compared to the control group. This study concludes that integrating shadowing with AI-powered applications like ELSA Speak is an effective strategy for developing students’ oral English proficiency.
EXPLORING THE IMPACT OF LOCAL FOLKLORE ON STUDENTS’ READING COMPREHENSION SKILLS: A MIXED METHOD STUDY Sopian, Sopian; Pujianto, Eko; Purwaningsih, Lilik; Hanafi, Imam
JELT (Jambi-English Language Teaching) Vol. 9 No. 2 (2025): Vol. 9 No. 2 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i2.46665

Abstract

This study explores the reading comprehension skills of junior high school students by using local folklore texts as reading material. Local folklore is a culturally rich and engaging medium that enhances students’ understanding of narrative structures, vocabulary, and moral values. The research aims to examine the level of students’ reading comprehension and how local culture-based texts can be effectively integrated into reading lessons. The study uses a quantitative approach, including reading tests based on one local folklore, an interview sheet, and observations. The subjects of the research were 50 eighth-grade students from two classes at a private school in Indonesia. The analysis of pre-test and post-test scores revealed a significant improvement in reading comprehension for the experimental group. The mean post-test score for the experimental group was 15% higher than the pre-test score, indicating that exposure to local folklore had a positive effect on students' comprehension abilities. Findings indicate that folklore texts positively influence students’ comprehension, particularly in identifying main ideas, interpreting implicit meanings, and relating texts to personal experiences. This supports the integration of local literature in language learning to promote cultural literacy and comprehension skills.
STUDENTS’ CHALLENGES AND STRATEGIES IN IMPROVING ENGLISH LISTENING SKILLS FOR PROFESSIONAL CONTEXTS Irmawati, Dewi; Hustarna; Arif, Nely
JELT (Jambi-English Language Teaching) Vol. 9 No. 2 (2025): Vol. 9 No. 2 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i2.48512

Abstract

This study aims to explore the challenges faced by students in improving their English listening skills for professional contexts and to identify the strategies they use to overcome these challenges. This study uses a qualitative approach with a phenomenological method. Eight students who have completed the Listening and Speaking for Professional Purposes course in the English Education Study Program at Jambi University became research participants. Data were collected through semi- structured interviews and analyzed using the Miles and Huberman interactive model. The results show that students face linguistic challenges, including high speaking speed, unfamiliar vocabulary, different accents, excessive use of formal language, and professional jargon. In addition, psychological factors such as anxiety, lack of focus, and stress also affect their listening ability. To overcome these challenges, students develop various adaptive strategies such as audio repetition and speed adjustment, recording and translating foreign vocabulary, overcoming excessive formal language, note-taking and keyword highlighting, emotion management, and adaptation to professional jargon. These findings indicate that effective listening and learning depend not only on linguistic aspects but also on students' ability to recognize challenges and develop appropriate strategies.
INTERNATIONAL STUDENTS’ INTERCULTURAL COMMUNICATION EXPERIENCES AT A STATE UNIVERSITY IN JAMBI Pranata, Kevin; Saharudin; Hustarna
JELT (Jambi-English Language Teaching) Vol. 10 No. 1 (2026): Vol. 10, No. 1 (2026)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Intercultural communication refers to the exchange of information between individuals from two different cultures. The purpose of this qualitative research was to explore the intercultural experiences of international students during their studies at a state university in Jambi. The study employed a qualitative method. Four international students from Myanmar, Egypt, and Pakistan were involved in this study. The data were gathered from audio-recorded interviews conducted via Zoom meetings, using an interview protocol, and were transcribed verbatim. Thematic analysis, as proposed by Braun and Clarke (2006), was employed to analyze the data. The findings revealed that international students faced various challenges, including ethnocentrism, language barriers and communication difficulties, stereotyping and generalization, and cultural shock. Understanding these experiences is crucial for enhancing the academic and social experiences of international students in a multicultural university environment.
THE INFLUENCE OF PERCEIVED TEACHERS’ COMPETENCES ON STUDENTS’ MOTIVATIONS IN LEARNING ENGLISH AT PESANTREN PKP AL-HIDAYAH JAMBI CITY Harun Muzammil, Jonaidi; Sulistiyo, Urip; Haryanto, Eddy
JELT (Jambi-English Language Teaching) Vol. 10 No. 1 (2026): Vol. 10, No. 1 (2026)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v10i1.52419

Abstract

This study investigates the influence of perceived teachers’ competences on students’ motivation in learning English at Pesantren PKP Al-Hidayah, Jambi City. Grounded in Indonesian teacher competency standards pedagogical, professional, personality, and social competences this quantitative research employed a regression design to examine the influence between teacher competence and students’ intrinsic and extrinsic motivation. Data were collected from 224 senior high school students using validated Likert-scale questionnaires adapted from established instruments. Multiple linear regression analyses were conducted using SPSS 22.0. The findings reveal that students perceived teachers’ competences to be generally high across all dimensions, with personality competence demonstrating the highest mean score. Students’ motivation to learn English was also found to be high, particularly intrinsic motivation. These results suggest that competent teachers especially those exhibiting strong personal qualities and effective pedagogical practices play a crucial role in fostering students’ internal engagement and sustained motivation in English learning. The study contributes empirical evidence from an Islamic boarding school context and underscores the importance of continuous teacher professional development to enhance student motivation in EFL settings.
ENHANCING ENGLISH VOCABULARY THROUGH TOY THEATER: GAMIFICATION AND CULTURE IN INDONESIAN CLASSROOMS Ambarini, Ririn; Sumardiyani, Listyaning; Utami, Hadi Riwayati; Zahraini, Dian Ayu
JELT (Jambi-English Language Teaching) Vol. 10 No. 1 (2026): Vol. 10, No. 1 (2026)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study addresses the persistent challenge of low student motivation and engagement in English language learning in Indonesia by examining an innovative instructional approach. It evaluates the effectiveness of Toy Theater, a gamified learning platform integrated with local cultural content, in improving English vocabulary acquisition among secondary school students. The intervention embedded vocabulary learning within familiar cultural narratives, aiming to support cognitive development, socio-emotional engagement, and cultural relevance in language education. Using a mixed-methods design, the study combined quantitative data from pre- and post-tests with qualitative data from classroom observations and interviews. The participants included sixty students and three teachers at a secondary school in Semarang, Indonesia, who took part in an eight-week implementation. Toy Theater offered interactive, game-based activities aligned with the national curriculum and enriched with traditional arts and folklore to increase student engagement. Findings revealed a statistically significant improvement in students’ vocabulary proficiency, as reflected in higher post-test scores. Students reported increased motivation and enjoyment, largely due to the gamified features and culturally relevant content. Teachers also noted improved classroom dynamics, with greater participation and collaboration. Overall, the study demonstrates the potential of gamified, culturally responsive tools to enhance English language learning, emphasizing the value of integrating technology with local cultural contexts to improve educational outcomes.
INVESTIGATING CODE-SWITCHING AMONG EFL STUDENTS DURING CLASSROOM PRESENTATION Nurhidayah, Sri; Anastasia, Indri; Melati, Melati
JELT (Jambi-English Language Teaching) Vol. 10 No. 1 (2026): Vol. 10, No. 1 (2026)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Nurhidayah, Sri, (2026). Investigating Code-switching Among EFL Students During Classroom Presentations. Thesis. English Education Study Program, Faculty of Teacher Training and Education, Universitas Jambi, 2025. Supervisor: Indri Anastasia, S.S., MA, and Melati, S.Pd., MCC Keywords: Code-Switching, Translanguaging, Oral Presentation This study aimed to investigate code switching that happen among EFL students during classroom presentations. This research used a qualitative descriptive method. The population in this study consisted of 3 different classes who delivered presentation at their class. From those 3 records, students who used code-switching during the presentation were chosen to gather data about the types of code-switching and the factors that influence code-switching. The results show that English Education Study Program students use various type of code-switching as well as various factors that influence them to use code switching during the classroom presentations. From the data analysis, it can be observed that were a total of 26 occurrences of intra-sentential code-switching. Additionally, there were 4 instances of tag switching. The factors that influence code-switching by the researcher perception found that linguistic difficulties the largest influence on code-switching among English foreign language students, with 16 utterances, accounting for 50% of the total. The second influencing factor is communication effectiveness ich totaled 8 utterances, or 25%. The third reason for code-switching is comfort and confidence th 6 utterances, or 18.75%. Lastly, language proficiency level has 6.25% for the total. Therefore, occurrences encountered types of code-switching and factors that influence code-switching in Universitas Jambi. There were 2 types of code switching; intra-sentential code-switching (26) and tag switching (4). From the influencing factors which are used to analyze why the speakers switched their language, intention of clarifying the speech content for interlocutor was the biggest portion used by speakers.
RECONCEPTUALIZING “GOOD LITERATURE” IN EFL EDUCATION: CRITERIA AND TEACHER COMPETENCIES FROM LECTURERS’ PERSPECTIVES Adhim, Syarif; Setiawan, Rahmat
JELT (Jambi-English Language Teaching) Vol. 10 No. 1 (2026): Vol. 10, No. 1 (2026)
Publisher : Universitas Jambi

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Abstract

This research aims to explore literature lecturers’ perspectives on the criteria of literary works that are appropriate for use in English as a Foreign Language (EFL) classroom and the competencies required of teachers to effectively integrate literature into the teaching and learning process. This study is grounded in the theories of literature integration in language learning, literary literacy, and a humanistic pedagogical approach that emphasizes cultural values, critical reflection, and character development through literary texts. This research employed a qualitative design with a descriptive-interpretative approach. The data were collected through semi-structured interviews with two expert lecturers from the Faculty of Literature who specialize in literary studies and have extensive experience in teaching literature. The data were then analysed using thematic analysis to identify patterns of meaning and major themes. The findings reveal two main results. First, literary works considered pedagogically appropriate fulfill three essential aspects: cultural enrichment, civilisation conformity, and pedagogical adaptability. Second, the effectiveness of using literature largely depends on teachers’ competencies, including literary literacy, contextual knowledge enrichment, a humanistic approach, as well as public speaking and storytelling skills. This study concludes that literature can function as a contextual, reflective, and meaningful medium for language learning when mediated by teachers who possess adequate literary and pedagogical competencies.

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