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JR-ELT (Journal of Research in English Language Teaching)
Published by Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
ISSN : -     EISSN : 25491806     DOI : https://doi.org/10.30631/jr-elt
Core Subject : Education,
Languange, Linguistic, Communication & Media
JR-ELT (Journal of Research in English Language Teaching), (e-ISSN: 25491806) is a peer-reviewed journal on English Language Teaching. This journal is published by the English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. Editors welcome researchers and practitioners of English Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching English as a Foreign Language Language Teaching Method Applied Linguistics Evaluation and Language Teaching and Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 28 Documents
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Search results for , issue "Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching" : 28 Documents clear
HOW EFL LEARNERS NOTICE AND CORRECT GRAMMAR ERRORS THROUGH PEER FEEDBACK: A QUALITATIVE EXPLORATION Az Zahra, Olivia; Wijayatiningsih, Testiana Deni; Setiawan, Anjar
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/hk96h650

Abstract

Writing accuracy is one of the most persistent challenges faced by EFL learners, who often struggle with grammatical precision, lexical appropriateness, and the ability to construct coherent and meaningful sentences. These difficulties reduce the clarity and communicative value of students’ writing, highlighting the need for instructional strategies that enhance linguistic accuracy. This literature-based study aims to examine how EFL learners notice and correct grammar errors through feedback by reviewing empirical findings from 14 articles which were published between 2019 and 2025. The article discusses the theoretical foundations of peer feedback, including sociocultural theory, noticing theory, and process writing, and analyzes its effectiveness in four major areas: grammatical accuracy, vocabulary development, learner autonomy, and digital learning environments. The reviewed studies consistently show that peer feedback helps learners identify errors more effectively, promotes deeper revision, and encourages metacognitive engagement, particularly when supported by structured rubrics and teacher guidance. Additionally, digital platforms enhance the quality and clarity of peer comments through features that facilitate real-time editing and transparent documentation. Overall, the findings confirm that peer feedback is an effective and adaptable pedagogical tool for improving writing accuracy in EFL contexts. This study contributes by providing a structured synthesis of recent research and offering implications for instructional practice as well as directions for future investigation.
MULTIMEDIA-ENHANCED ROLE-PLAY AS A PEDAGOGICAL STRATEGY TO IMPROVE SPEAKING SKILLS: AN ACTION RESEARCH STUDY Harpiansi, Harpiansi; Prima, Anggra; Purwanto, M Bambang
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/mss76v06

Abstract

This study aims to explore and evaluate the effectiveness of integrating role-play methods and multimedia technology in enhancing English speaking skills among students in the hospitality industry context. Using an action research approach, this study was conducted in the third semester of students majoring in travel business at Prasetiya Mandiri Polytechnic, Bogor. This research method includes three cycles of action: planning, action, observation, and reflection. In the planning stage, role-play scenarios relevant to real situations in the hospitality industry are designed and combined with multimedia technologies such as video tutorials, interactive simulations, and language learning software. Students then participate in role-play activities integrated with these multimedia elements. The results showed that integrating role-play and multimedia technology significantly improved students' speaking skills. Students become more confident in using English, can communicate more effectively, and show improvement in aspects of pronunciation, intonation, and proper use of vocabulary. This study concludes that integrating role-play with multimedia technology is a practical approach to improving English speaking skills among hospitality students. The practical implications of these findings suggest the application of similar methods in language training curricula in other industries, as well as recommendations for further development of technology-based learning aids to support contextual and interactive language learning.
MAPPING ENGLISH IN THE LINGUISTIC LANDSCAPE OF KAMPUNG INGGRIS PARE: A CASE OF ENTERPRISE SIGNS Hurrotul Firdausiyah
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/y7cjsq71

Abstract

Since Pare is known as Kampung Inggris, English progressively impacts the language community and the linguistic landscape. This article tries to describe the use of English on enterprise signs in the linguistic landscape of Kampung Inggris Pare and the underlying motivations for using English on those signs. I collected the data by using observation and photograph methods. I walked through some strategic streets in Kampung Inggris Pare, then observed, and photographed the enterprise signs. The findings indicate that English is mainly used on enterprise signs in Kampung Inggris Pare, either on English education enterprises or other enterprises (non-English education enterprise signs). However, a higher number of English is used by other enterprises (non-English education enterprises). Furthermore, English is used on those enterprise signs monolingually, bilingually, and multilingually. The dominance of English appears in bilingual signs in Indonesian language. Besides that, English in bilingual text also appears in other languages (Javanese, Korean, Japanese, Dutch, and Arabic). The research findings also reveal that English on the enterprise signs not only shows the modernity, the success, and the internationalness orientations but also emphasizes the identity of Pare as Kampung Inggris. Nevertheless, there is resistance to English by the local society in this linguistic landscape of Kampung Inggris Pare to maintain the local language, Javanese, amidst the increasing number of people using English in that area.
THE RELATIONSHIP BETWEEN SOCIAL MEDIA EXPOSURE AND ELEVENTH-GRADE STUDENTS’ WRITING ACHIEVEMENT IN EXPLANATION TEXT WRITING Kurniawati, Karisma
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/1xksw272

Abstract

Social media is increasingly shaping students' learning behavior, including how they interact and produce written texts. However, empirical evidence regarding its specific impact on explanatory text writing remains limited. The aims of this study are to investigate and find out the effect of social media exposure to male and female students and the relationship between the social media exposure and the students’ writing achievement in explanation text writing. Thus, the research design used by the researcher was correlational research. The subjects of this study were 30 students in eleven grades that were randomly taken from two different classes at one of the public senior high schools in Gresik. Close-ended questionnaires about social media exposure were distributed and students’ explanation text writing scores were collected to obtain the data. The collected data were calculated and analyzed using an independent sample t-test and Pearson-Product Moment Correlation in SPSS. The researcher then reported the analyzed data using mean, standard deviation, t value, and Pearson r. The results showed that male and female students were not significantly different based on their social media exposure. Moreover, there was a significant but negative and weak relationship between social media exposure and Students' Writing Achievement in an explanation text writing. These results suggest that social media exposure does not excellently contribute to students’ writing results.
EXPLORING THE USE OF PHRASAL VERBS IN CELINE DION’S SONG LYRICS Fania K, Ester; Mendrofa , Selviana; Yastanti, Unpris
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/11aecs41

Abstract

This research aims to analyze the use of phrasal verbs in five selected songs from The Best of Celine Dion album. The study focuses on identifying the types of phrasal verbs and interpreting their contextual meanings within the song lyrics. A descriptive qualitative method was applied with purposive sampling, selecting five songs: The Power of Love, To Love You More, My Heart Will Go on and on, Because You Loved Me, and Then You Look at Me. The collected phrasal verbs were classified based on their structure and grammatical functions, including transitive, intransitive, separable, and inseparable forms. The findings showed a total of 19 phrasal verbs used across the five songs. The Power of Love contained the highest number with 6 occurrences, while My Heart Will Go on and on had the fewest with only 2 occurrences. The phrasal verbs serve to enrich emotional expression in the lyrics, particularly in conveying themes such as loyalty, hope, love, and emotional support within a relationship. This study is expected to contribute to applied linguistic studies, especially in enhancing learners’ understanding of phrasal verb usage in authentic contexts such as song lyrics.
APPLICATION-ORIENTED REVIEW ON LANGUAGE LEARNING STRATEGIES Lismay, Leli
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/q012ss13

Abstract

Language learning strategies (LLS) have been central to second language acquisition research and pedagogy for nearly five decades. Building on seminal studies of “good language learners”(Rubin, 1975; Stern, 1975) and subsequent taxonomies (O’Malley & Chamot, 1990; Oxford, 1990), recent scholarship has explored their role in promoting autonomy, self-regulation, and effective language learning in diverse contexts. This paper provides an application-oriented review on LLS, highlighting theoretical foundations, classroom practices, and new directions in technology-enhanced and English-medium Instruction (EMI) settings. Emphasis is placed on how teachers  can scaffold strategy instruction, how learners can develop autonomy, and how emerging technologies such as mobile learning and AI-powered platforms are reshaping the strategy landscape. The review concludes with recommendations for integrating LLS research into pedagogy, curriculum design, and professional development.
A STUDY: CORRELATION AMONG ENGLISH READING HABIT, INTERPERSONAL INTELLIGENCE AND READING COMPREHENSION ABILITY putra, Reko Hary; Sinthya Pralinda; Hasrinal
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/8q1k7n47

Abstract

The purpose of this study was to examine the relationships between English reading habits, intrapersonal intelligence, and students’ reading comprehension ability. A quantitative approach with a descriptive correlational design was employed. The participants consisted of 44 fourth-semester students of the English Department at IAIN Kerinci selected through total sampling. Data on English reading habits and intrapersonal intelligence were gathered using questionnaires, while a reading comprehension test measured students’ reading performance. The data were analyzed using Pearson Product Moment correlation and multiple linear regression.The findings revealed a very strong and significant correlation between English reading habits and reading comprehension (r = 0.867, p < 0.05). Intrapersonal intelligence also showed a fair and significant correlation with reading comprehension (r = 0.576, p < 0.05). Simultaneously, English reading habits and intrapersonal intelligence demonstrated a very strong and significant combined relationship with reading comprehension (R = 0.868). The adjusted R² of 0.741 indicates that both predictors contributed 74.1% to the variance in reading comprehension. Regression analysis further showed that English reading habits significantly predicted reading comprehension, whereas intrapersonal intelligence did not.
EVALUATING VALUE: A COMPARATIVE DISCOURSE ANALYSIS OF ADJECTIVAL WORDS IN HIGH-END AND BUDGET SMARTPHONE REVIEWS Anisa, Nurul; Zaidi, Ahmad; Asprillia, Anandya
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/fc8g4c11

Abstract

This study investigates how reviewers linguistically construct evaluations of high-end and budget smartphones through adjective usage in YouTube video reviews. Using a mixed-methods approach, the research analyzes English captions from ten review videos and processes them with AntConc to identify frequency patterns and discourse functions. The findings show clear lexical distinctions between the two categories. High-end smartphone reviews favor adjectives such as new, best, and better, emphasizing innovation, premium identity, and advanced features, including emerging AI-driven functions. In contrast, budget smartphone reviews rely heavily on adjectives like good, same, and little, framing these devices as practical, affordable, and often built upon recycled or minimally improved components. The analysis demonstrates how evaluative language shapes consumer perceptions by positioning flagship models as technologically progressive, while presenting budget devices as sufficient within financial constraints. The discussion connects these findings to existing literature on product discourse, innovation framing, and brand image formation. Overall, the study highlights how linguistic choices in reviews influence consumer expectations, particularly regarding AI advancements in high-end smartphones and camera performance across market tiers.
ANALYZING THE RELATION BETWEEN LEARNER CLASS PARTICIPATION AND ENGLISH-SPEAKING PROFICIENCY Marsella, Elisabeth; Dewi, Ratna Mustika
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/fje1mg42

Abstract

Non-English major students often face problems in practicing speaking English due to their reluctance. To overcome this, participation scores are used to motivate learners to participate in class discussions. Therefore, this study examines the relationship between learners' participation scores and their English-speaking proficiency. To answer the question, this study implements a quantitative method by collecting learners' participation scores and speaking proficiency. Additionally, data on learners' gender and attendance were included to examine the correlation. The data were collected from 255 students majoring in Information Systems who enrolled in the English for Business Communication class during the academic years 2022–2024. The finding shows that gender has a weak correlation with learners' speaking proficiency. Meanwhile, attendance and participation scores show a positive correlation at the medium level with learners' speaking proficiency.
FROM TASTE TO TEXT: A CORPUS-BASED ANALYSIS OF FIGURATIVE LANGUAGE PATTERNS AND RHETORICAL QUALITY IN NOVICE EFL CULINARY DESCRIPTIONS Putri, Rahmadila Eka; Nasution, Mutia; Prananda, Pramudia; Rasya, Muhammad
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/7c5f1d54

Abstract

This study investigated the patterns and rhetorical quality of figurative language in novice EFL writers’ descriptive texts about real culinary objects using quantitative corpus-based design supported by qualitative rhetorical evaluation. To generate the dataset, 42 first-semester learners in Narrative & Descriptive Writing course produced forty-two 500-word descriptions, forming a small corpus. The texts were manually coded using an instrument covering five figurative categories namely simile, metaphor, personification, hyperbole, and onomatopoeia. Two raters identified and classified all items to ensure reliability, guided by an analytic rubric assessing Contextual Appropriateness, Stylistic Effectiveness, and Creativity Response. The corpus contained 680 expressions, comprising 265 similes, 143 metaphors, 116 personifications, 101 hyperboles, and 55 instances of onomatopoeia. Simile dominated but demonstrated reliance on explicit comparative markers, whereas metaphor exhibited limited conceptual mapping. Personification contributed the strongest stylistic value, while hyperbole often led to overstatement and onomatopoeia appeared sparsely as isolated sound cues. Despite high figurative density, overall rhetorical effectiveness remained moderate, with creativity identified as the weakest dimension. The findings indicate that learners’ figurative use is active yet formulaic. Pedagogically, the study highlights the need for explicit instruction, corpus-informed modelling, and guided revision to support more intentional and stylistically effective descriptive writing.

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