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Pendidikan Bahasa Inggris, Universitas PGRI Yogyakrta, Unit 2 Jl. IKIP PGRI I Sonosewu No.117, Sonosewu, Ngestiharjo, Kec. Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55182, Indonesia
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Journal of English Language Teaching and English Linguistics
Published by Universitas PGRI Yogyakarta
ISSN : 24070742     EISSN : 29869358     DOI : 10.31316
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Language Teaching and English Linguistics is a peer-reviewed academic journal of studies in English language teaching and learning published biannually in January and July. Given that the journal prioritizes research reports in ELT, viewpoint articles in the same field will be considered for publication. The scope includes the teaching and learning of English as a foreign or second language: teaching strategies, language curriculum, testing and assessment, linguistics and teaching, literature and teaching, ICT in language teaching, etc.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 119 Documents
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Basic Skills for English Department Students Participating in the Kampus Mengajar Program: A Case Study in Universitas PGRI Yogyakarta Rahmawan, Andi Dian; Dangin; Agustinus Hari Setiawan; Rudha Widagsa; Pramugara Robby Yana; Dery Tria Agustin
Journal of English Language Teaching and English Linguistics Vol. 9 No. 2 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

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Abstract

This research seeks to reveal what basic skills are most needed by prospective students who will participate in one of the programs initiated by the Indonesian government, Kampus Mengajar. This can be a reflection of the study program where students are studying and preparing themselves, whether the material and training they have received before entering the field can be said to be sufficient, or whether there is still a lot of homework for the study program and students concerned to be more ready to handle school assistance tasks. By the government's initial goals and intentions, this program is designed to assist elementary, middle, and high school schools in improving literacy, numeracy skills, and mastery of learning technology for all students. This research was carried out by interviewing students who had completed Kampus Mengajar program at several schools. From the results of observations and in-depth interviews, it was discovered that the curriculum we implemented needed to be reviewed periodically to answer the school's challenges. Several things that deserve our attention as curriculum implementers are that there is a need to reduce courses that are linguistic theory in nature and increase the weight of learning that is training in nature in preparing learning models at the basic level.
Learning English from Tiktok : A Qualitative Case Study Widagsa, Rudha; Fokatea, Muhammad Rizqun
Journal of English Language Teaching and English Linguistics Vol. 9 No. 2 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

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Abstract

This study explores the use of TikTok as a medium for learning English, specifically targeting English as a Foreign Language learners (EFL). TikTok, as a widely popular social media platform, offers a unique opportunity for users to engage with diverse video content that can enhance their English skills, particularly in pronunciation, fluency, and comprehension. The primary objective of this research is to examine how EFL learners utilize TikTok to improve their English and to understand the impact of this platform on their learning process. The study employs a qualitative case study method, with data collected through in-depth interviews, participant observations, and analysis of TikTok content used by the participants. The findings reveal that TikTok is an effective tool for improving English skills among EFL learners. Participants reported significant improvements in pronunciation, fluency, and comprehension, along with increased motivation and interest in learning English due to TikTok's interactive and entertaining approach. This research contributes to the field of language education by highlighting the potential of digital media as an innovative and engaging learning tool. English educators are encouraged to incorporate TikTok into their teaching strategies to facilitate the development of English skills.
Impact of Teaching Practicum Experiences on The Development of Cultural Sensitivity in Pre-Service EFL Teachers in Indonesia Putri, Aliffia Ganish Herliana; Widagsa, Rudha
Journal of English Language Teaching and English Linguistics Vol. 10 No. 1 (2025): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

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Abstract

This study explores the influence of teaching practice experiences on pre-service English as a Foreign Language (EFL) teachers' cultural sensitivity, specifically their sensitivity to school culture, and examines how this cultural sensitivity impacts their teacher identity formation. Employing a qualitative case study approach, the research involved interviews with three pre-service EFL teachers. Thematic analysis was used to interpret the data, revealing several key findings. The study found that teaching practice significantly enhanced pre-service EFL teachers' awareness of school culture, encompassing the distinct academic environment and customs encountered in schools compared to their campus experiences. Additionally, this experience improved their classroom management, selection of teaching methods, and fostered greater patience and confidence in their teaching roles. Moreover, increased cultural sensitivity positively influenced the development of their professional identities, highlighting the importance of emotional factors such as a sense of belonging to the teaching profession, preparedness for the classroom, and self-assurance. Overall, the study underscores that teaching practice not only deepens pre-service teachers' understanding of school culture but also equips them emotionally and professionally for their future careers.
English Slang in EFL Classroom Interactions: A Scoping Review of Usage Patterns, Perceptions, and Learning Outcomes: Rohman, Fatkhur
Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i1.8925

Abstract

Rapid exposure to digital communication has increased students’ use of English slang, yet its role in EFL classroom interaction remains insufficiently mapped across diverse contexts. Although studies have examined isolated aspects such as usage patterns or motivational effects, evidence remains fragmented, geographically uneven, and inconsistent in its implications for pedagogy. Responding to this gap, the present scoping review synthesizes two decades of research on the use of English slang in EFL classroom interactions, examining usage patterns, perceived benefits and challenges, and links to motivation and participation. A systematic search across four databases identified 23 eligible studies published between 2004 and 2024. Narrative and thematic synthesis revealed that slang use is pervasive in peer interaction and strongly shaped by social media exposure, with students demonstrating pragmatic awareness by shifting between formal and informal registers depending on context. Strong evidence indicates that slang can enhance engagement, social connection, confidence, and willingness to communicate, while also reducing language anxiety. However, students frequently struggle with determining appropriate contexts for slang use, and teachers express uncertainty regarding instructional boundaries. These findings suggest that slang represents an authentic linguistic resource that, when addressed through explicit instruction in register and pragmatic competence, can support communicative development. While methodological limitations and uneven research contexts remain, this review provides the first comprehensive mapping of the field and identifies a clear agenda for future inquiry into classroom practice, teacher training, and long-term learning outcomes. Keywords: Engagement Slang, EFL classroom interaction, Pragmatic competence, Student Motivation
Developing an Interactive Audiovisual Media for Listening Assessment Wiyanah, Sri; Setiawan, Agung Yoga
Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i1.8937

Abstract

This study aims to overcome the limitations of traditional listening tests by designing and developing an interactive audiovisual evaluation tool to enhance listening assessment in higher education. The tool integrates interactive features and varied audiovisual content to provide a more dynamic and engaging assessment experience. The research focused on second-semester students of the Listening and Speaking for Formal Communication course in the English Education Department at Universitas PGRI Yogyakarta. The Research and Development (R&D) approach was implemented using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through lecturer interviews, student questionnaires, expert validations, classroom observations, and student feedback. The final product, developed using Microsoft PowerPoint, included a Home menu, Test Information, and three listening test sections tailored to students’ learning needs. The Results indicate that each ADDIE stage contributed to the successful development of the audiovisual-based assessment tool. The prototype addressed limitations of conventional listening tests and proved effective during implementation, as students performed better and responded positively. Expert and learner evaluations confirmed its feasibility and practical in use. The findings demonstrate that multimedia-integrated assessment enhances authenticity, motivation, and comprehension in listening learning, while offering opportunities for future expansion to web- or mobile-based platforms. Keywords: Assessment, Audiovisual, Interactive, Listening, Research and development
Enhancing Students’ Basic Grammar Mastery Through Translation Tests: A Classroom Action Research Study Sujatmiko, Sujatmiko
Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i1.8969

Abstract

Understanding grammar is fundamental for effective communication and language proficiency. However, many English as a Foreign Language (EFL) students continue to face difficulties in mastering basic grammar rules. This study aims to improve third-semester students’ grammar mastery through the implementation of translation tests within a Classroom Action Research (CAR) framework. The participants consisted of 26 English Education students from Universitas PGRI Yogyakarta. The research was conducted in two cycles involving planning, acting, observing, and reflecting stages. Data were collected through pre-tests, post-tests, questionnaires, and interviews. The findings revealed a significant improvement in students’ grammatical competence after the implementation of translation-based activities. The use of translation techniques, particularly the established equivalent, increased substantially—from 45.34% in the pre-test to 89.89% in post-test II. Moreover, students who passed the minimum passing grade rose from 11.54% in the pre-test to 100% in post-test II. These results indicate that translation tests not only enhance students’ understanding of grammar but also foster better analytical and linguistic awareness. The study concludes that integrating translation tasks into grammar instruction is an effective pedagogical approach to developing students’ grammatical accuracy and confidence in English learning.Keywords: Classroom Action Research, EFL students, Grammar mastery, Translation tests, Translation techniques
The Effectiveness of Quizlet-Based Guided Discovery Learning on Vocabulary Mastery at a Junior High School in Pematangsiantar Clara, Elisabeth Dwi; Napitupulu, Selviana
Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i1.9307

Abstract

In many Indonesian junior high schools, students often struggle to retain English vocabulary due to the dominance of passive, teacher-centered memorization techniques. Although digital tools are readily available, their systematic integration with structured pedagogical frameworks, such as Guided Discovery Learning (GDL), remains scarce in local EFL contexts. Addressing this gap, this study evaluates the efficacy of integrating GDL with Quizlet to improve the vocabulary mastery of eighth-grade students at SMP Negeri 10 Pematangsiantar. The research employed a quantitative quasi-experimental design with 60 students selected via purposive sampling. The experimental group was taught using the GDL-Quizlet model, while the control group followed conventional instruction. Data analysis using non-parametric statistics revealed that the experimental group significantly surpassed the control group. While the control group showed stagnant results, the experimental group demonstrated substantial gains. These findings suggest that combining the scaffolding of GDL with the gamified engagement of Quizlet creates a highly effective learning environment, offering a practical solution for teachers aiming to boost student motivation and lexical competence. Keywords: EFL Students, Guided Discovery Learning, Quizlet, Vocabulary Mastery, Quasi-Experimental Research
The Effect of Chatgpt on Students’ Language Choice in Writing Recount Text Hutabarat, Esra Delima; Napitupulu, Selviana
Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i1.9361

Abstract

Writing is an essential skill in English learning that requires accuracy, coherence, and appropriate language use. However, many junior high school students experience difficulties in selecting suitable language when writing recount texts. This study aimed to examine the effect of ChatGPT on students’ language choice in writing recount texts at the eighth grade of SMP Negeri 1 Pematangsiantar. A quantitative approach with a pre-experimental one-group pre-test and post-test design was employed. The sample consisted of 24 students selected through purposive sampling. A writing test was administered to assess students’ language choice focusing on vocabulary use, grammatical accuracy, sentence structure, and mechanics. The data were analyzed using descriptive statistics and a paired-sample t-test. The findings revealed that the mean score increased from 52.92 in the pre-test to 86.75 in the post-test, with a mean difference of 33.83 points. The t-test result showed a statistically significant improvement after the use of ChatGPT. Therefore, it can be concluded that ChatGPT has a positive effect on students’ language choice in writing recount texts. Keywords: ChatGPT, Language Choice, Recount Text, Writing Skill
Integrating Deep Learning and Contextual Learning Teaching: Fostering Motivation and Sustainability in Bilingual Education Dzulkurnain, Mohammad Iskandar; Lasaten, Ronald Candy S; Fitriyana, Laili Nur
Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i1.9362

Abstract

Student motivation remains a persistent challenge in 21st-century education, particularly in bilingual classroom contexts where linguistic diversity and instructional relevance intersect. While previous studies have examined deep learning approaches and contextual learning strategies separately, limited attention has been given to their integrated application in addressing motivational challenges within authentic classroom settings. Responding to this gap, this qualitative case study explores how the integration of Deep Learning and Contextual Learning Teaching (CLT) enhances student motivation and engagement in a bilingual elementary classroom in Indonesia. Data were generated through systematic classroom observations and supported by a literature-informed analytical framework. The findings indicate that combining conceptual depth with contextualized learning tasks fosters active participation, intrinsic motivation, and reflective learning practices. Students demonstrated increased curiosity, collaborative interaction, and ownership of learning when instructional activities emphasized understanding, application, and reflection within meaningful real-life contexts. This study contributes to ELT pedagogy by illustrating how integrative instructional design can support sustainable and inclusive learning environments in bilingual education. Keywords: Deep Learning, Contextual Learning Teaching, Student Motivation, Bilingual Classroom, Sustainable Education

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