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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 199 Documents
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THE EFFECT OF READABLE APPLICATION STUDENTS’ READING ABILITY AT ELEVENTH GRADE OF SMA NEGERI 11 KOTA JAMBI Anisa Maharani
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

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

Abstract

Reading is an essential skill in English language learning; however, many senior high school students still experience difficulties in developing adequate reading ability. This study aimed to investigate the effect of using the Readable Application on students’ reading ability at SMA Negeri 11 Kota Jambi. The research employed a quantitative pre-experimental design using a one-group pretest–posttest model. The participants consisted of 30 eleventh-grade students selected through cluster sampling. Data were collected through multiple-choice reading tests administered before and after the treatment. The results showed a significant improvement in students’ reading scores, with the mean score increasing from 38.43 in the pre-test to 79.73 in the post-test. The hypothesis testing using the Wilcoxon Signed-Rank Test revealed a significance value of 0.001 (p < 0.05). These findings indicate that the Readable Application has a significant positive effect on improving students’ reading ability.
Methodological Adaptation in EFL Teaching: A TEIL-Based Classroom Approach An Marshanda Rahayu; Aidil Syah Putra; Gadis Kamilah Cahyadi; Zahra Maulidia
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.221

Abstract

The expanding role of English as a global language has reshaped English as a Foreign Language (EFL) pedagogy toward approaches that emphasize communicative effectiveness, inclusivity, and contextual relevance. Teaching English as an International Language (TEIL) views English as a shared medium of international communication rather than a language bound to native-speaker norms. In this perspective, Task-Based Language Teaching (TBLT) provides a communicative framework that promotes meaningful language use through authentic tasks. However, the implementation of TBLT in EFL classrooms often requires methodological adaptation to accommodate learners’ proficiency levels and classroom realities. This study aims to examine how methodological adaptation is applied in a TEIL-based EFL classroom through task-based instruction. A qualitative descriptive research design was employed, involving 15 seventh-semester students from the English Education Department of Universitas Muhammadiyah Tangerang. Data were collected through a questionnaire consisting of ten items exploring students’ perceptions of task implementation, interaction, engagement, and communicative focus. The findings indicate that students perceived task-based learning positively, reporting increased confidence in using English, active collaboration, and a stronger emphasis on meaning over grammatical accuracy. These results suggest that methodological adaptation in TBLT supports communicative, flexible, and meaningful English learning
EFL Students’ Perception on the Use of Google Classroom to Improve Writing Ability Wahyu Diny Sujannah; Bambang Yudi Cahyono
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.233

Abstract

It has been a few years that the pandemic of Covid-19 was over. It was the era when most of the educational activities were conducted using online platforms. One of the most frequently-used platforms during the pandemic was Google Classroom. Nowadays, many schools have transformed back to face-to-face mode of teaching and learning in combination with online learning. This research aimed to probe students’ perceptions on the use of Google Classroom as an online platform for blended learning in the teaching and learning. It involved 25 English as foreign language (EFL) students of a public university in Malang City, East Java, Indonesia. They attended Essay Writing course in blended learning, combining face-to-face session and the use of Google Classroom as the virtual classroom. After six consecutive sessions, they were asked to complete a Likert-scale questionnaire. The findings showed that the students had positive perceptions on the teaching and learning to write essays conducted in blended learning by using Google Classroom. Due to the students’ positive responses in terms of meaningfulness, engagement, and preference, it is suggested that Google Classroom be used as an alternative platform in blended learning to enhance students’ writing ability in the contemporary educational context.
The Equivalent of The Betawi Culture Subtitle into English (Case Study in Si Doel the Movie, the Work of Rano Karno and the Translation) Noni Marlianingsih; Ninin Herlina; Dewi Mutiara Indah Ayu
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.246

Abstract

The film Si Doel the Movie is a reflection of Betawi culture which is one of Indonesia's diverse cultures. The language in this film mostly uses the term of Betawi, there are many cultural terms include ecology, material culture, religion, social and language. The term can be found in the words such as mengkeret, bujug buset, disamber geledek, and so on.This study analyzes the equality in translation with informants as a benchmark to find out whether the message in the target text is equivalent to the source text. This method is based on the concept of dynamic equality. Based on the informants, the methods and techniques used by the translator in maintaining the equality of messages were analyzed. The theory used is the translation method for cultural terms and translation techniques. Research shows that two equivalent translation characteristics that can be achieved through several methods, language understanding and the culture of the source language and target language; the use of appropriate translation procedures and techniques (transfer, cultural equality, descriptive translation, position transfer, modulation, additional explanations, and standard translations). The right words choices are based on the intention of the screenwriter of this film.
The Implementation of Deep Learning for English Learning for College Students Desmiyanti Desmiyanti; Resi Silvia
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.224

Abstract

This study aimed to determine (1) Implementation of deep learning in English language learning for students in higher education viewed from the integration of technological and pedagogical aspects, (2) Implementation of deep learning contributes to improving the quality of English language learning for students viewed from the cognitive and language skills aspects. This study used a descriptive qualitative approach with a library research method enriched with secondary empirical data from various research results, learning documents, and relevant scientific literature. Data analysis techniques were carried out through the stages of data reduction, classification, comparison, synthesis, and critical interpretation. The results show (1) The implementation of deep learning in English language learning for students in higher education has significant potential in improving the quality of learning if it is synergistically integrated between technological and pedagogical aspects. Deep learning technology is able to support more adaptive, personal, and data-based learning, especially in improving language skills such as writing, reading, and speaking (2) The implementation of deep learning contributes to improving the quality of students' English learning in terms of cognitive aspects and language skills. The literature shows that the implementation of deep learning in learning makes a significant contribution to improving the quality of students' English learning, especially in cognitive aspects and language skills. From a cognitive perspective, this technology encourages critical, analytical, reflective thinking skills, and problem solving through adaptive and interactive learning presentations.
Subtitling Strategies of Interrogative Sentences in A Film Entitled Beauty and the Beast Sherania Rahmah Salsabila; Devi Hellystia
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.240

Abstract

This research aims to identify the subtitling strategies and analyze the strategies which are frequently occur in the interrogative sentences of the Beauty and the Beast film. This research was descriptive qualitative. The data in this research were dialogue or utterances in the original and Indonesian subtitles of the film. This research uses the strategy of subtitling theory by Gottlieb, 1992 to analyze the subtitles in the film. The results showed that there were 8 strategies applied to translate interrogative sentences. They have transfer with 72 data, followed by deletion with 31 data, paraphrase with 21 data, imitation with 15 data, expansion with 14 data, transcription with 4 data, condensation and decimation with 2 data. There are no dislocation and resignation strategy data found. The most used subtitling strategy is transfer with 71 data, where the translator translates the dialogue completely and there is no change in the form of subtitles in this film.
THE EFFECTIVINESS OF USING DUOLINGO APPLICATION TOWARD STUDENTS SPEAKING SKILL IN THE 10TH GRADE AT SMA SURIA HARAPAN SCHOOL JAMBI Fitri Fitri; Wennyta Wennyta; Nurul Fitri
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.244

Abstract

This study investigates the effectiveness of the Duolingo application in improving students’ speaking skills in an English as a Foreign Language (EFL) context. Indonesian secondary school students often experience difficulties in speaking English due to limited practice opportunities, low confidence, and anxiety. This research employed a quantitative pre-experimental design, with 30 students of SMA Suria Harapan School were selected through purposive sampling. Students’ speaking skills were assessed before and after the treatment using a speaking test covering pronunciation, fluency, vocabulary, grammar, and comprehension. The collected data were analyzed using a paired-sample t-test after conducting a normality test. The results revealed a statistically significant improvement in students’ speaking skills after using Duolingo, with a significance value of 0.000 (p < 0.05).
The Effectiveness of Picture Series in Teaching Recount Text Writing at Tenth Grade Students of Senior High School 1 Sungai Penuh Shandy Wahyudi Herlambang; Suyadi Suyadi; Kartika Dewi
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.248

Abstract

This research aims to investigate the kinds of activities that take place during the process of teaching recount text writing through picture series and to identify the benefits that the students obtained from writing recount text through picture series. This research used random sampling, and tenth-grade students in SMAN 1 Sungai Penuh as the population. The researcher used to classes as the samples: X D and X F, which have different total of students: X D has 34 students and X F has 31 students. The researcher chose X D as an experimental class and X F as a control class. To measure the students’ writing skill progress, pre-test and post-test were used, and the writing test consisted of four items. They are grammar, coherence, vocabulary, punctuation, and the purpose of text communication. Pre-test was done before did the treatment where as post-test was done after the researcher did the treatment. There were eighth meetings for the experimental class and control class. In the control class the pre-test result showed that the mean score of data is 58 and the post-test showed that the mean score of data is 79. Fom 31 students the lower score is 30 and the higher score is 95. Meanwhile, in the experimental class the pre-test showed the mean score of data is 75 and the post-test showed that the mean score of data is 81. In paired sample t-test is ,000 with the significance 0,05 must be lower than 0,05.
Students’ Perceptions Towards the Use of Artificial Intelligence (AI) Applications in Writing Descriptive Text Among Third Semester English Education Students at Batanghari University indra gunawan; Khidayatul Munawwaroh; Efa Silfia
JELT: Journal of English Language Teaching Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v10i2.245

Abstract

This research aims to investigate the perceptions of third-semester English language education students regarding the effectiveness of Artificial Intelligence (AI) applications in writing descriptive texts. The method of this research was quantitative research. The design of this research was descriptive survey. The population in this research was total of 15 students of third semester students of English language education study program. Data collection methods in this research were open-ended questionnaire. The analysis in this research using frequency and percentage and mean score. The findings indicated highly positive perceptions across all constructs, with mean scores ranging from 4.15 to 4.52, reflecting "High" to "Very High" agreement. Specifically, participants reported feeling enthusiastic and motivated to write descriptive texts when using AI assistance. Students perceived AI as most beneficial for searching and summarizing information, grammar correction, and vocabulary enhancement. satisfaction and a strong intention to continue using AI.

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