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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 110 Documents
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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.
THE EFFECTIVENESS OF THE PROCESS–PRODUCT APPROACH IN DEVELOPING UNIVERSITY STUDENTS’ CREATIVITY IN WRITING RECOUNT TEXTS Krisbiantoro, Benny
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: 10.30631/8bqamg27

Abstract

This quasi-experimental study investigated the effectiveness of the process–product approach in enhancing the creativity of EFL university students in writing recount texts. The study involved 80 third-semester Islamic Broadcasting Communication (KPI) students selected through cluster sampling, with KPI-D (n = 40) assigned as the experimental group and KPI-E (n = 40) as the control group. Creativity and recount writing performance were measured through pre- and post-tests using an analytical rubric evaluating fluency, originality, elaboration, and organization. The experimental group showed substantial improvement, increasing from M = 63.75 (SD = 7.90) to M = 80.55 (SD = 6.80), while the control group improved from M = 64.50 (SD = 7.35) to M = 73.02 (SD = 6.88). Paired-samples t-tests revealed significant gains in both groups, with the improvement in the experimental group being markedly greater, t(39) = –14.88, p < .001, compared to the control group, t(39) = –7.45, p < .001. An independent-samples t-test further confirmed a significant difference in post-test scores between the groups, t(78) = 8.65, p < .001. Analysis of writing subcomponents revealed that students taught through the process–product approach outperformed their peers in content elaboration, grammar accuracy, vocabulary use, and coherence. These results demonstrate that the process–product approach is highly effective in fostering creativity and improving the overall quality of students’ recount writing.
CONCEPTUAL METAPHORS OF RACE AND ALIENATION IN THE ALBUM NEGRO SWAN BY BLOOD ORANGE Alya, Naysilla Kharisma; Nita, Febidian
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/tj3y2s09

Abstract

This research examines how conceptual metaphors in six songs from Blood Orange’s Negro Swan album represent themes of racial identity and alienation. Using Lakoff and Johnson’s Conceptual Metaphor Theory, the study adopts a qualitative descriptive method to identify and interpret metaphorical expressions found in the lyrics of “Charcoal Baby,” “Orlando,” “Jewelry,” “Dagenham Dream,” “Runnin’,” and “Minetta Creek.” The analysis reveals that metaphors related to race emphasize concepts of otherness, hypervisibility, surveillance, and the social devaluation of Black bodies. Meanwhile, metaphors of alienation are expressed through spatial and emotional imagery, such as downward orientation, confinement, repetitive motion, and identity masking. These metaphors work collectively to frame racialization and marginalization shapes emotional displacement. The findings demonstrate that conceptual metaphors in Negro Swan do not function merely as stylistic devices but as cognitive tools that structure how experiences of Blackness and vulnerability are understood. By combining cognitive metaphor theory with the study of contemporary music, this research fills a gap in existing scholarship on racialized experience and alienation in lyrical expression.
THE EFFECT OF WORDWALL PLATFORM ON STUDENTS’ READING COMPREHENSION AT MTS  LABORATORIUM JAMBI Agustin, Dhilla; Monalisa; Fitria, Wahyuni
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/edqpfq94

Abstract

This research aims to determine the effect of using Wordwall Platform on students’ reading comprehension at MTs Laboratorium UIN Sultan Thaha Saifuddin Jambi. It was quantitative research with a quasi experimental design. The sample of this study was 29 students of experimental class and 29 students of control group using custler random sampling techniques. The data collection instrument in this research was a short essay test consisting of pre-test and post-test. Based on data analysis from research and hypothesis testing carried out, the effect in learning outcomes shows that the average in the experimental class is in the medium category, while the average in the control class is in the low category. It  could be seen  from the pre-test result before  treatment and post-test result after treatment in both of group. It mean score of pre-test of experimental class was 55,86 and the mean score of post-test was 76,03. Meanwhile, the mean score of pre-test in control class was 57,59, and the mean score of post-test was 69,14. This is also shown in the results of the post-test t test. Both of class from pre-test and post-test score got a normality and homogeneity data with significant (0,05). The results of the t test analysis show that the t-count is 3.699 with a significance of 0.01, the significance value shows 0.01<0.05 so that ( is accepted. It can be concluded that Wordwall Platform Effective  for teaching and assessment in Reading Comprehension of Recount Text to class VIII MTs Laboratorium UIN Sultan Thaha Saifuddin Jambi.
FREUDIAN DEFENSE MECHANISMS OF THE CHARACTER KENNA IN THE NOVEL REMINDERS OF HIM BY COLLEEN HOOVER Aradjim, Nur Haera; Baga, Magdalena; Katili, Adriansyah A
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: 10.30631/97y7fr67

Abstract

The novel Reminders of Him depicts the inner conflicts of the main character, Kenna, caused by her past experiences and mistakes, and displays her responses in facing these inner conflicts. This research is important to enrich knowledge about psychological defense mechanisms in facing inner conflicts. Thus, this study aims to analyze Kenna's response to her inner conflict in the novel Reminders of Him using Sigmund Freud's psychoanalytic theory. This study uses a qualitative method with a literary structural and psychological approach. This study shows that the defense mechanisms of rationalization, denial, suppression, repression, and sublimation are the responses shown by Kenna in facing her inner conflicts. This analysis shows that past experiences and mistakes are able to trigger ego defense mechanisms that hinder personal growth, but encounters with positive figures ultimately have a positive impact, such as the use of sublimation, emphasizing the role of literature as a means to have an understanding of the complexity of human psychological development and strengthening.
DEIXIS IN FRANK OCEAN’S BLONDE ALBUM : CONSTRUCTING EMOTION AND INDENTITY THROUGH LYRICS Situmorang, Sondang Indah Clara; 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: 10.30631/7cx83391

Abstract

This study examines the pragmatic realization of deixis in five selected tracks from Frank Ocean’s Blonde album. The analysis focuses on person, temporal, and spatial deixis to determine how deictic expressions encode emotional stance, identity construction, and relational positioning within the lyrics. The research applies a qualitative descriptive methods , with data obtained through lyric transcription and interpreted using contextual pragmatic analysis.The results indicate that person deixis, especially the oscillation between “I,” “you,” and “we,” frames asymmetrical emotional relations and reveals shifts in intimacy, vulnerability, and self-awareness. Temporal deixis captures the interplay between past memory, present instability, and imagined futures, exposing fluctuating psychological states. Meanwhile, spatial deixis functions metaphorically to mark emotional spaces rather than physical settings, signifying belonging, transition, and internal refuge.Overall, deixis in Blonde operates not merely as a referential device but as a stylistic mechanism that articulates affective complexity and identity negotiation. This research contributes to pragmatic stylistics by demonstrating how deictic strategies in song lyrics can index psychological depth and relational meaning, thereby offering a basis for further linguistic examinations of musical discourse.
EXPLORING STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH THROUGH GROUP DISCUSSION ACTIVITIES AT MA ASY-SYARIF SIDANG KOTO LAWEH Amalia, Cinta; Sastri, Lena; Harisa, Elfa
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/pfzhy753

Abstract

This study explores how group discussion activities can improve students’ confidence in speaking English at MA Asy-Syarif Sidang Koto Laweh, a pesantren-based senior high school. Many students initially struggled with anxiety, limited vocabulary, and hesitation when speaking. A descriptive qualitative method was used, involving two eleventh-grade classes. Data were collected through classroom observation, documentation, and informal interviews. The results show that group discussion significantly increased students’ willingness to speak, vocabulary recall, and overall participation. Working in small groups helped students feel more comfortable expressing ideas, receiving peer support, and practicing before presenting. Although each class showed different learning dynamics, both demonstrated positive improvement. This study concludes that group discussion is an effective strategy for enhancing students’ speaking confidence in EFL classrooms.
STUDENTS’ ATTITUDES TOWARD VIDEO-RECORDED PRESENTATIONS IN ENHANCING ENGLISH ORAL PRESENTATION SKILLS IN AN ESP SETTING Novita, Dian; Rachmawati, Dwita Laksmita; Suseno, Edy
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: 10.30631/5nqhtv26

Abstract

In the English for Specific Purposes (ESP) context, where students must communicate effectively for academic and professional goals, oral presentation skills are especially important. However, many college students struggle with nervousness, low self-esteem, and a lack of opportunities to practice speaking English in traditional live presentations. The current study examines students’ opinions regarding the usage of video-recorded presentations as a substitute oral presentation task in an ESP class to address the issues. 26 students studying Civil Engineering at a private university in Indonesia participated in the study, which used a quantitative research approach. Students’ opinions prior to, during, and following video-recorded presentations were examined using a closed-ended questionnaire using a five-point Likert scale. The results show that students' perceptions of video-recorded presentations are generally favourable. Pronunciation, fluency, grammatical accuracy, and presentation structure were all evaluated by most participants as being improved by this method. Additionally, speaking anxiety was lessened, confidence was boosted, and adequate preparation time was provided by video-recorded presentations. Students' enthusiasm was also bolstered by encouraging comments from their teachers and peers. Video-recorded presentations were seen as a helpful and encouraging learning technique, even though they required extra preparation time. The study concludes that, in ESP and English as a Foreign Language (EFL) context, video-recorded presentations can be a useful teaching technique for improving students' oral presentation skills.
WATCHING TED TALK ON STUDENTS’ SPEAKING SKILL Harahap, Sartika Dewi; Syauqi, Muhammad Habibi; Azizah, Fani; Khotimah, Aulia Nur
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/wptj7790

Abstract

This study aims to explore students’ perceptions of watching TED Talks as an authentic medium for developing English speaking skills. The research employed a qualitative approach involving first-semester students of the English Education Department at STAIN Mandailing Natal during the odd semester of the 2025 academic year. Twenty students were selected through purposive sampling based on preliminary observations indicating difficulties in speaking English. Data were collected through semi-structured interviews and classroom observations to gain in-depth insights into students’ experiences and perceptions. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings reveal that students generally perceive TED Talks positively as an effective learning medium that enhances motivation, confidence, and awareness of speaking components. Exposure to TED Talks helps students develop greater awareness of pronunciation, grammar usage, fluency, and vocabulary in authentic communicative contexts. Although some students initially feel intimidated by the speakers’ proficiency, repeated exposure gradually reduces anxiety and encourages reflective and independent learning.

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