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JELT: Journal of English Language Teaching Publisher: Program Studi Bahasa Inggris Universitas Batanghari Jl. Slamet Ryadi, Broni-Jambi, Kodepos: 36122
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JELT: Journal of English Language Teaching
Published by Universitas Batanghari Jambi
ISSN : -     EISSN : 25976281     DOI : https://www.doi.org/10.33087/jelt
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JELT: Journal of English Language Teaching that published by the English Education Study Program, Faculty of Teacher Training and Education, Batanghari University. JELT: Journal of English Language Teaching aims at reporting high-quality empirical and original research contributions for the benefit of researchers in the field of English Language Teaching. The scope includes theory and practice in English language teaching and learning and Linguistics. It is published twice a year in the months of April and September. It presents articles on analysis studies, application of theories, research reports, materials development and review. Focus and Scope JELT: Journal of English Language Teaching is an open access published by Batanghari University, Jambi, Indonesia. The main objective of JELT: Journal of English Language Teaching is to provide a platform for the academicians and researchers to share the contemporary thoughts in the fields of language, language teaching, and linguistics. The journal publishes research papers in the all the fields of language, language teaching, and linguistics such as: Language Teaching, Language Development, Translation, Teaching and Education in general, Phonetics and Phonology, Morphology, Lexicology, Syntax, Semantic, Pragmatic, Discourse Analysis, Grammar Analysis, Historical Linguistics, Language Evolution, Applied Linguistics, Psycholinguistics, Sociolinguistics, and other related studies of language
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
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Search results for , issue "Vol 9, No 2 (2025): September" : 10 Documents clear
Students' Perceptions on Artificial Intelligence as Academic Support Among English Education Students at Batanghari University: A Case Study of ChatGPT Aprilia, Dewi; Ismiyati, Yanti; Fitri, Nurul
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.204

Abstract

This research aims to analyze students' perceptions of AI-based learning among English Education students at Batanghari University. In an era where digital tools play an increasing role in education, understanding how students perceive artificial intelligence (AI) in the learning process becomes essential. This study adopts five key constructs to measure perceptions—engagement, interaction, satisfaction, academic performance, and behavioral intention—based on a validated framework by Khairuddin et al. (2024).The study employs a quantitative approach through a survey of 37 respondents from even-numbered semesters (2, 4, and 6). The questionnaire was distributed online and the data were analyzed using SPSS version 25. Statistical analysis included validity and reliability tests, descriptive statistics, normality and homogeneity tests, and hypothesis testing through One-Way ANOVA. The results revealed that students generally held a moderately positive perception toward AI-based learning. Among the five constructs, interaction received the highest average score, while behavioral intention had the lowest. Furthermore, the ANOVA test indicated a significant difference in students' perceptions across semester levels, confirming that academic experience influences how students view AI in learning. These findings suggest the importance of tailoring AI integration strategies based on students' academic maturity to maximize the effectiveness of AI tools in education.
The Use of Puppet Drama to Engage Speaking Skills of Young Learners Wulan, Retno; Pratiwi, Agnes Iga; Manar, Marsandi
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.201

Abstract

Young learners’ engagement is crucial to construct their identity and sense of belonging both within and outside the classrooms. This study aimed at investigating how the integration of puppets and drama enhanced young learners’ engagement in learning English and increasing their speaking performance. Employing a classroom action research, 22 students of the fifth and sixth grade of an English extracurricular program of one private primary school in Jambi Province, Indonesia, were involved. The researchers conducted two cycles for total four months from the observation to the reflection stages. Both cycles consisting of total five meetings defined how effective the use of puppets and drama in enhancing these young learners’ speaking ability. The current study revealed that the integration of puppets and drama contributed to increasing student’s engagement and enhancing their speaking performance. The findings have implication for students’ high participation, better self-confidence in speaking performance, and greater sense of affinity within their classroom.
The Influence of The Hangman Game on The Students’ Vocabulary Mastery For 10th Grade of SMAN 8 Jambi Bryan, Christoper; Suyadi, Suyadi; Munawwaroh, Khidayatul
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.205

Abstract

This research aims to investigate the influence of the Hangman game on the vocabulary mastery of 10th-grade students at SMAN 8 Jambi City. The study was conducted using a pre-experimental method with two groups of classes: an experimental class taught using the Hangman game and a control class taught using the conventional methods. Data were collected through a test administered before and after the treatment. The results revealed that the students in the experimental class showed an improvement in their vocabulary mastery. These findings suggest that incorporating the Hangman game as a supplementary teaching strategy not only improves learning outcomes but also motivates students through active participation and enjoyable practice. Therefore, it is suggested that English teachers should consider implementing the Hangman game or a similar interactive game to create a more engaging learning environment.
An Analysis of Students Ability Using Simple Present Tense at Laboratorium Junior High School Jambi Academic Year 2024/2025 Aprilia, Elsa; Ismiyati, Yanti; Suyadi, Suyadi
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.199

Abstract

This study aims to analyze students' ability to use simple present tense in descriptive text. The research method used is quantitative with a descriptive approach. The population of this study consisted of seventh grade students at Jambi Laboratory Junior High School in the 2024/2025 school year, with the sample including all seventh-grade students. The research instrument was a multiple-choice test used to assess students' understanding. The results showed that the average score obtained by students was 49.66. Of the 15 students tested, 2 students scored “good”, 8 students scored “fair”, and 5 students scored “poor”. The most common errors found were in the use of to be (is, am, are) and verbs in simple present tense. The conclusion of this study is that students' ability to understand simple present tense in descriptive text is in the moderate category. This finding highlights the need for more effective teaching strategies to improve students' understanding of English grammar, especially simple present tense.
An Analysis of Students’ Difficulties in Speakings Skill at Tenth Grade of SMAN 8 Jambi City Dinata, Diva; Fitri, Nurul; Dinata, Ridho Praja
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.200

Abstract

Students’ difficulties in speaking skill at tenth grades of SMA N 8 Jambi City that the main problems they face in learning speaking skills are a lack of vocabulary, the need for articulation, the need to speak without hesitation, and anxiety of making mistakes when speaking. This research is on students' difficulties in speaking English at the tenth grade of SMA N 8 Jambi City. The aim of this study is to describe the contributing factors of students' difficulties in speaking English at the tenth grade of SMA N 8 Jambi City. In this study, the researcher used the descriptive qualitative method. The researcher collected the data by questionnaire and interview. The data was analyzed by reducing the data, displaying the data, and drawing or verifying conclusions. The result of this study is that students' difficulties in speaking English are influenced by two factors, namely linguistic factors and psychological factors. Linguistic factors consist of a lack of vocabulary, a lack of pronunciation, and a lack of grammar, while psychological factors are a lack of confidence, shyness, and fear of making mistakes.  
Improving Writing Skills Using Artificial Intelligence (AI) on the ChatGPT Platform Desmiyanti, Desmiyanti; Silvia, Resi
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.194

Abstract

The development of digital technology, especially AI-based natural language processing such as ChatGPT, has opened up new opportunities in the world of education, especially in improving academic literacy skills. This study aims to determine (1) How the use of the Artificial Intelligence (AI)-based ChatGPT platform can improve students' writing skills in learning English (2) The positive impacts and challenges faced by students in using ChatGPT as a writing learning medium. By using a qualitative method with a literature study approach, this study analyzed various scientific articles, books, journals, and previous research reports. The results of the study (1) Based on an in-depth literature study, it can be concluded that the use of the Artificial Intelligence (AI)-based ChatGPT platform can significantly improve students' writing skills in learning English. Through responsive, adaptive, and personalized interactions, ChatGPT provides support in various aspects of writing such as structure, vocabulary, grammar, and style. This platform functions as a virtual tutor, a source of inspiration, and a reflection tool that encourages students to be more confident and active in writing (2) Based on the analyzed literature study, the use of ChatGPT has a significant positive impact on the development of students' writing skills. Students receive assistance in improving their writing structure, expanding their vocabulary, and gaining writing inspiration.
An Analysis on Students’ Writing Skill in Descriptive Text by Using Movie The School For Good And Evil By Paul Feig at Second Semester of Batanghari University Mega, Mega; Ismiyati, Yanti; Silfia, Efa
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.202

Abstract

This research aimed to analyze students’ writing skills in descriptive text by using the movie The School for Good and Evil. The method was descriptive quantitative with 17 second-semester students of Batanghari University as the sample. Data were collected through a writing test in which students described one of the movie characters. The results showed that the average score was 81.47, categorized as excellent. Eleven students (64.71%) were in the excellent category and six students (35.29%) were in the good category. This shows that movies can effectively stimulate students to improve descriptive writing.
Factors Influencing Students’ Difficulties in Writing an Argumentative Text in Senior High School Isnawati, Uzlifatul Masruroh
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.195

Abstract

The ability to write argumentative text is one of the important skills that requires students to express ideas in a logical and convincing manner. However, many students difficulties in writing this text. This study aims to analyze the factors that causes of difficultiesby grade XI students of MAN 1 Lamongan in writing argumentative texts. Data were collected through closed questionnaires. This data analysis techniques used a qualitative descriptive. The results showed that students experienced various difficulties in writing argumentative texts. The factors that influence the difficulties are divided into three main categories, namely psychological factors (46%), sociocultural factors (44.8%), and linguistic factors (46.2%). Linguistic factors are the most dominant factor in causing students' difficulties. Based on these findings, it can be concluded that students experience many difficulties in writing argumentative texts, it is recommended that the teaching of writing is focused on improving understanding of language structure and sentence structure in argumentative texts. 
Students’ Perception on Youtube as a Tool for Learning English Speaking Skills Among English Education Students at Batanghari University Nabila, Syarifah; Munawwaroh, Khidayatul; Fitri, Nurul
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.203

Abstract

This study looks into how students see YouTube as an extra tool to help them improve their English Speaking skills at Batanghari University. It focuses on four main aspects: vocabulary, grammar, pronunciation, and fluency. The research used a qualitative case study method, with interviews conducted with 10 students who actively use YouTube in their learning process. The results show that YouTube can support vocabulary growth, grammar awareness, and pronunciation practice through exposure to authentic language and engaging content. Its impact on fluency is mixed some students feel more confident and speak more naturally, while others still struggle with hesitation due to factors like fast-paced speech or unfamiliar accents. The results of the research are students perception on the use of YouTube for learn English is positive, from YouTube they can learn anything especially for speaking skills. Also YouTube can make students good pronounce, increase students vocabulary, it helpful for grammar but less helpful for fluently. Overall, YouTube is considered a useful addition to learning, especially when paired with interactive practice and teacher guidance.
THE EFFECTIVENESS OF USING FLASHCARDS TOWARD THE STUDENT’S VOCABULARY MASTERY AT SMAN 15 MUARO JAMBI Alfurqaan, Muhammad Naufal; Wennyta, Wennyta; Dinata, Ridho Praja
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.198

Abstract

This research aims to determine the effectiveness of using flashcards toward the student’s vocabulary mastery at SMAN 15 Muaro Jambi. This research used a quantitative research design with quasi-experimental approach, including quantitatively accepted pre-test and post-test. This research used total sampling namely population and sample of 34 people 17 students of class XI A were selected as control class and 17 students of class XI B were selected as the experimental class. The technique of collecting data is by multiple choice questions in this research, the data analysis technique was using the t test (independent sample T-test) on the SPSS for windows version 25 program. The results of this research indicate that students’ vocabulary mastery in text taught using the flashcards strategy post-test the average count (mean) is 71 that value higher than class using regular text book strategy in English subject namely post-test the average count (mean) is 63. And from data Analysis by independent sample T test tcount is 3.178 with the value Ttable (2.145) by it result then Ho is rejected and Ha is accepted. The result of this study showed an there is a effectiveness on the use of the flashcards strategy toward students’ vocabulary mastery, and it can be concluded that this flashcards strategy can applied in class that it helps a teacher increase students’ vocabulary mastery

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