cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ridho Praja Dinata
Contact Email
prodibahasainggris2020@gmail.com
Phone
+6285266993233
Journal Mail Official
prodibahasainggris2020@gmail.com
Editorial Address
JELT: Journal of English Language Teaching Publisher: Program Studi Bahasa Inggris Universitas Batanghari Jl. Slamet Ryadi, Broni-Jambi, Kodepos: 36122
Location
Kota jambi,
Jambi
INDONESIA
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 189 Documents
 15   16   17   18   19 
The Role of Pragmatics in Intercultural Communication Competence Kirana, Ananda Sasi; Putra, Aidil Syah; Lubis, Maely Aisyah Rezqy; Ridiyanti, Sintiya
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.220

Abstract

In the context of globalization, interaction among individuals from different cultural backgrounds has become increasingly common in social, educational, and professional domains. Intercultural communication competence (ICC) is understood as the ability to communicate effectively and appropriately in such interactions, which involves not only linguistic proficiency but also pragmatic awareness. This study seeks to investigate the role of pragmatics in intercultural communication competence by examining participants’ perceptions of pragmatic use in intercultural communication. Using a descriptive qualitative research design, the study involved 15 seventh-semester students from the English Education Study Program at Universitas Muhammadiyah Tangerang. Data were gathered through closed-ended written interview questions distributed online via Google Forms. The data were analyzed qualitatively by interpreting response patterns related to pragmatic competence. The findings reveal that participants largely acknowledge the significance of pragmatic awareness, particularly in relation to politeness strategies, understanding implied meanings, and sensitivity to cultural norms, in achieving effective intercultural communication. Furthermore, the results indicate that grammatical accuracy alone does not ensure communicative success across cultures, as pragmatic competence plays a vital role in reducing misunderstanding and promoting appropriate interaction. This study concludes that pragmatics is a fundamental component of intercultural communication competence and emphasizes the need to integrate pragmatic awareness into language education to enhance intercultural communicative effectiveness.
THE RELATIONSHIP BETWEEN SELF CONFIDENCE AND STUDENT’S SKILL IN READING ANALYTICAL EXPOSITION TEXT AT THE ELEVENTH GRADE OF SMAN 11 JAMBI CITY Sakinah, Nina; Fitri, Nurul; Silfia, Efa
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.227

Abstract

Reading skills are one of the fundamental competencies essential to the learning process, particularly in secondary education. At the high school level, students are expected not only to read but also to comprehend and analyze complex texts, such as analytical exposition texts. However, reading ability is influenced not only by cognitive factors but also by psychological aspects, including self-confidence. This study aims to examine the relationship between students’ self-confidence and their reading skills in analytical exposition texts. The research was conducted using a quantitative approach with a correlational design involving students of class XI F8 at SMAN 11 Jambi City. Data were collected through a self-confidence questionnaire and a reading comprehension test. The results revealed a moderate correlation between self-confidence and reading skill, with a correlation coefficient of 0.574. However, self-confidence only accounted for 10.7% of the variance in reading scores, indicating that other factors, such as vocabulary mastery, reading strategies, and learning environment, play a more significant role. These findings suggest the need for a holistic approach in improving students’ reading skills by not only enhancing self-confidence but also incorporating effective reading strategies and supportive learning environments
Designing a Thematic Syllabus for Islamic and Environmental Awareness in EFL Teaching Tesar, Fadila Nur Rahma; Afrianti, Nesa; Salsabila, Hanny; Hasibuan, Kalayo
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.218

Abstract

This paper will examine how a thematic syllabus for EFL classes can be developed that combines elements of Islamic Values and Environmental Awareness using the TEFLIN curriculum framework (Richards ,2013 dan UNESCO (2017). The TEFLIN curriculum places importance on communicative competency and culturally responsive pedagogy emphasizing gradual learning levels for English acquisition, starting from beginner to advanced stages so that students can develop skills step by step. The TEFLIN curriculum has undergone recent restructuring that emphasizes flexibility and need-driven syllabus design, including intercultural understanding and content-based learning. The key TEFLIN curriculum outcomes target learners acquisition both in linguistic competency and meaningful participation in cultural and moral issues, including ecological responsibility. The TEFLIN curriculum has supported several types of syllabus designs, including structural syllabus, functional syllabus, and thematic syllabus, for which the thematic syllabus can also be beneficial for incorporating large theme subjects like Islamic Environmental Values for English language acquisition classes. The proposed thematic syllabus will explore how TEFLIN’s content learning and culturally responsive teaching can equip English language learners for effective communication, observing Islamic values, and Environment awareness, enabling learners to become effective communicators and Global Citizens.
STUDENTS’ PERCEPTIONS ON THE USE OF ENGLISH SONGS IN LISTENING CLASSES IN GRADE XI OF SMAN 11 Salsabila, Nurrahmah; Suyadi, Suyadi; Fitri, Nurul
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.228

Abstract

This research aims to explore the perceptions of eleventh-grade students at SMAN 11 Jambi City regarding the use of English pop songs, particularly "Fight Song" by Rachel Platten, as a learning medium in listening classes. This qualitative study involved 36 students from class XI F7 as participants, selected through purposive sampling. Data were collected through questionnaires and unstructured interviews. The questionnaire consisted of 17 Likert-scale statements focused on students’ perceptions of English songs in learning listening, while the interviews provided deeper insight into student experiences and thoughts. The findings showed that most students had positive perceptions of using English songs in listening activities. They reported increased motivation (85%), improved focus and relaxed learning atmosphere (76– 77%), enhanced listening skills and pronunciation (73–77%), and found songs to be efficient and enjoyable learning media. However, memorizing new vocabulary through songs was perceived as more difficult (67%) due to fast tempo, idiomatic expressions, and unfamiliar words. In conclusion, English pop songs especially those with relatable themes and easy-to-follow lyrics can be a valuable tool in enhancing students’ motivation and listening skills. This study supports the integration of music-based learning strategies in EFL classrooms to create engaging, effective, and student-centered learning experiences.
Green Curriculum Design: Embedding Ecological Awareness and Faith-Based Morality in EFL Teaching Herisa, Jenni; Putri, Nisa Aprilia; Dahria, Nurul; Hasibuan, Kalayo
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

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

Abstract

This study uses a literature review method to discuss how Green Curriculum Design can integrate ecological awareness and faith-based morality into English as a Foreign Language (EFL) teaching. The purpose of this study is to explain how English learning can include topics about nature and moral values based on students’ faith. The researcher collects and reviews previous studies about environmental education, moral values, and English teaching. The findings show that using ecological themes in English lessons can help students care more about nature and learn moral messages supported by their religious beliefs. Teachers also play an important role in connecting English learning with environmental and moral values in the classroom. In conclusion, Green Curriculum Design helps students not only improve their English skills, but also become responsible and caring individuals for nature and society.
STUDENTS’ PERCEPTIONS OF USING CHATGPT FORENGLISH VOCABULARY AT ELEVENTH GRADE OF FASHION DESIGN IN SMKN 4 JAMBI Silwana, Yuli; Suyadi, Suyadi; Silfia, Efa
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.229

Abstract

This study aims to analyze the perceptions of 11th-grade Fashion Design students at SMKN 4 Jambi City regarding the use of ChatGPT as a tool for learning English vocabulary. The research employed a qualitative design with interviews as the main instrument, involving 15 purposively selected students as participants. The collected data were analyzed thematically to identify patterns of students’ perceptions and experiences. The findings reveal that most students perceive ChatGPT positively, highlighting its practicality, efficiency, and ability to enhance motivation and learning autonomy. ChatGPT supports vocabulary acquisition through several mechanisms: repetition (behaviorist learning), contextual explanations (cognitivist learning), and elaboration by connecting new and prior knowledge. Students reported increased confidence in using English vocabulary, particularly in written assignments and informal communication. However, challenges were also noted, including initial confusion in formulating prompts and occasional inaccuracies in responses. In conclusion, ChatGPT demonstrates strong potential as an adaptive and personalized language learning tool, especially for vocational-specific vocabulary. To optimize its effectiveness, students require guidance in prompt formulation and critical evaluation of the information provided.
EFL Curriculum Reform in Indonesia: From KTSP to Kurikulum 2013 to Kurikulum Merdeka Karimah, Laisa; Syafa'ah, Lailis; Angraini, Nuriska Julia; Hasibuan, Kalayo
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.219

Abstract

This article examines the trajectory of EFL curriculum reform in Indonesia from the decentralized KTSP model through the competency-based Kurikulum 2013 to the recent, more flexible Kurikulum Merdeka, highlighting shifts in curriculum aims, assessment practices, teacher roles, and classroom implementation; it synthesizes empirical and policy literature that reports a move from locally adaptable syllabuses (KTSP) to nationally standardized competency frameworks (Kurikulum 2013) and then toward learner-centered autonomy and contextualization under Kurikulum Merdeka, identifies persistent challenges including uneven teacher readiness, infrastructure and resource gaps, and assessment misalignment, and recommends sustained teacher professional development, clearer assessment-design alignment, and stakeholder engagement to ensure intended EFL learning outcomes.
Developing Local Genius-based English E-Module for Vocational High School Students in Jambi City Fitri, Nurul; Satria, Willy
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.209

Abstract

This study aims to develop a local genius-based English e-module for vocational high school students majoring in hospitality at SMK Negeri 1 Jambi City. The development of this e module was motivated by the need to provide contextual and culturally relevant English learning materials that align with the Merdeka Curriculum principles. The e-module integrates Jambi’s local wisdom, such as tourism destinations, traditional cuisine, and cultural heritage into language learning tasks designed for hospitality contexts. This research employed the Research and Development (R&D) method adapted from Borg and Gall (1983), involving six stages: needs analysis, design, development, expert validation, revision, and try-out. Data were collected through questionnaires, interviews, and validation sheets. The e-module underwent validation by material and media experts and was tested with a group of Grade 10 hospitality students. The results showed that the developed e-module achieved a “Very Good” level of feasibility in terms of content, design, and practicality. Students reported higher motivation and engagement when learning English through local contexts. The findings indicate that integrating local genius into English learning supports students’ communication skills and cultural awareness, while making learning more meaningful and enjoyable.
Aligning Islamic Institutional School (Madrasah) and National Curricula for Eco-Islamic English Education Hasibuan, Kalayo; Astuti, Amelia Tri; Sassylia, Dizzy; Afifah, Nurul
JELT: Journal of English Language Teaching Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i1.215

Abstract

This article explores the alignment between Islamic institutional school (madrasah) curricula and Indonesia’s national curriculum to promote Eco-Islamic English Education. The integration aims to harmonize faith-based and national educational objectives by embedding Islamic environmental values into English language teaching. Madrasahs, as Islamic educational institutions, often emphasize moral and spiritual formation, while the national curriculum focuses on competency-based and global education. Aligning both can create a more holistic framework that fosters linguistic competence, ecological awareness, and spiritual responsibility. This study highlights that curriculum alignment can strengthen sustainable education by encouraging students to see environmental stewardship (khalifah fil-ardh) as both a linguistic and religious practice. Ultimately, this approach prepares learners to engage with global environmental issues through an Islamic worldview using English as a medium for understanding, reflection, and action.

Page 19 of 19 | Total Record : 189

 15   16   17   18   19 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10, No 1 (2026): April Vol 9, No 2 (2025): September Vol 9, No 1 (2025): APRIL Vol 8, No 2 (2024): SEPTEMBER Vol 8, No 1 (2024): APRIL Vol 7, No 2 (2023): September Vol 7, No 1 (2023): April Vol 6, No 2 (2022): SEPTEMBER Vol 6, No 1 (2022): April Vol 5, No 2 (2021): September Vol 5, No 1 (2021): APRIL Vol 4, No 2 (2020): September Vol 4, No 1 (2020): April Vol 3, No 2 (2019): September Vol 3, No 1 (2019): April Vol 2, No 2 (2018): September Vol 2, No 1 (2018): April Vol 1, No 1 (2017): September More Issue