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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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ERROR ANALYSIS: WRITING ENGLISH FOR TOURISM BY STUDENTS' PRIVATE UNIVERSITY IN LANDAK REGENCY IN ACADEMIC YEARS 2025-2026 Tuminah; Sala, Alberta Ranisa; Rio, Is Sandra
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/f2mg7n39

Abstract

Language is an essential part of human life as it serves as a means of communication. Every country uses its own language. Language also requires skills, one of which is the ability to write in the English language. The aim of this study is to identify the types of errors made by students when writing sentences in English in the context of tourism, as well as to determine the most common errors made by students when writing English sentences related to tourism. Students express their ideas and thoughts, including English texts about tourism. When writing English texts on tourism, students often make mistakes in using the present simple, past simple, and future simple tenses. These errors are particularly related to the taxonomy structure, where mistakes are made in grammar and sentence structure in the target language (English), such as addition, omission, misinformation, and misordering. This study aims to identify the types of errors that occur when using the present simple, past simple, and future tenses in writing English texts about tourism. The researcher used a qualitative descriptive approach for documentation and data analysis. The researcher found four types of errors: misinformation, omission, misordering, and addition. In terms of error frequency, omission errors were the most common, occurring in 69% of cases, followed by ignorance errors at 56%, addition errors at 44%, and misordering errors, which occurred the least at 0.
STUDENTS’ PERSPECTIVES ON THE USE OF KAHOOT IN ENGLISH LEARNING MOTIVATION AT GRADE 10 OF SMA YP HKBP PEMATANGSIANTAR Sinambela, Chintya; Pangaribuan, Silvia; Sinambela, Chintya Angelina; Pangaribuan, Yemima; Silalahi, Dumaris E
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/z404mf24

Abstract

English is an international language that plays an important role in communication, education, and future career development. However, many Indonesian students still struggle with low motivation when learning English because teaching practices are often teacher-centered and lack interactive media. To address this issue, this study explored Grade 10 students’ perspectives on the use of Kahoot! as a game-based learning platform to enhance their motivation in English learning at SMA YP HKBP Pematangsiantar. This research employed a quantitative descriptive method with a survey design, using a Likert-scale questionnaire administered to 16 students who had experienced Kahoot!-based activities. The findings revealed that 68.75% of the students showed very positive perceptions toward Kahoot!, indicating that the platform increased their excitement, participation, and enjoyment during English lessons. Students also reported improvements in cognitive, affective, and psychomotor aspects of learning, suggesting that Kahoot! made the classroom atmosphere more active, engaging, and student-centered. Overall, the study concludes that Kahoot! effectively enhances students’ learning motivation by offering a fun, competitive, and interactive learning experience. Therefore, integrating Kahoot! into English classrooms is recommended as a strategy to improve students’ motivation and encourage their active involvement in learning.  
SPEAKING DIFFICULTIES IN ENGLISH DEBATING PRACTICES FOR DEBATING COMPETITION: STUDENTS’ PERSPECTIVE Rambe, Leini Nadira; Yuliarti, Yuliarti; Helnaz, Regina Nopia
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/tjn8bs92

Abstract

This study explores the speaking difficulties encountered by English as a Foreign Language (EFL) learners preparing for the national round of National University Debating Championship (NUDC) 2025, after passing on the regional ropund. Employing a qualitative approach, the research analyzed data from observation notes and semi-structured interviews with four debaters from Institut Seni Budaya Indonesia Aceh. The analysis focused on four key themes: fluency and coherence, lexical resource, grammatical accuracy, and pronunciation. Findings indicate that these speaking difficulties function as significant barriers that dictate debating performance. Fluency and coherence emerged as foundational requirements; without them, students experienced cognitive overload and total withdrawal. Lexical gaps triggered fragmented performances where logical depth was undermined by low processing speed. While grammatical accuracy was treated pragmatically, it remained essential for maintaining an intelligibility ceiling. Furthermore, pronunciation acted as a critical persuasion driver, allowing speakers to project authority and mask other linguistic weaknesses. The study concludes that the transition from a survivalist speaker to a strategic debater is only possible when learners move past low thresholds in these four categories. These results suggest that pedagogical interventions should focus on linguistic automaticity and cognitive load management to equip EFL learners for high-pressure competitive debating environments.
FROM DICTIONARY TO LLMs: RETHINKING LANGUAGE LEARNING, ASSESSMENT, AND TEACHER ROLES IN THE ERA OF GENERATIVE AI Sylvia, Novi
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: 10.30631/5ems2c73

Abstract

Assessment in language learning has become increasingly complex in the era of generative artificial intelligence, particularly when learners’ integrity and ethical awareness are not yet sufficiently developed. This study aims to map the shifting landscape of language learning amid the rapid emergence of generative AI tools such as ChatGPT and Gemini. Employing a literature review methodology, this study analyzed 20 relevant peer-reviewed articles published between 2023 and 2025 that examine language learning practices in the context of generative AI. The findings reveal an evolutionary shift in language learning practices, moving from passive reference tools such as printed and digital dictionaries toward interactive, adaptive, and dialogic systems. The expanded access to linguistic input, real-time feedback, and personalized practice is concentrated on practical and procedural aspects of language learning, including writing support, grammar correction, vocabulary practice, translation, and automated feedback rather than deeper understanding of structures, meaning-making processes, and the construction of knowledge in long-term memory. This imbalance indicates that current AI-supported practices tend to enhance efficiency and surface-level performance rather than durable language competence. The findings suggest an urgent need to redesign language assessment practices that align with emerging cultures of AI-assisted autonomous learning while maintaining academic integrity and meaningful learning.
ENHANCING SECONDARY-LEVEL STUDENTS’ WRITING MOTIVATION USING CHATGPT AS A WRITING ASSISTANT Holifah, Sinta Nurul; Nugraheni, Dyah Ayu; Al-Fauzi, Fatih
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/tc9qdp43

Abstract

Writing has long been recognized as one of the most challenging skills for secondary-level EFL learners. This study explored how ChatGPT, a widely used artificial intelligence tool, can support students’ writing development, especially in terms of motivation, confidence, and participation. Conducted through Classroom Action Research with a single cycle, the study involved 24 ninth-grade students at SMP Al-Miftah Silo. The data were gathered through observations, students’ writing samples, and a motivation questionnaire administered before and after the intervention. The results indicate that the integration of ChatGPT helped students become more confident in generating ideas, more willing to revise their writing, and more engaged during lessons. Motivation increased from 35% to 70%, participation rose from 30% to 80%, and grammatical accuracy improved with a 60% reduction in errors. These findings suggest that ChatGPT, when used under teacher guidance, offers meaningful support for young EFL learners and encourages a more positive writing atmosphere.
AN ANALYSIS OF BILINGUAL LEARNING ON LANGUAGE DEVELOPMENT AT TUNAS MELATI KINDERGARTEN Khoirunnisa; Hartati, Meri; Kusmaningrum, Melli; Arianie, Masita; Putri, Rizki Yunita
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: 10.30631/6a3zyk14

Abstract

This study aims to analyze the implementation of bilingual learning in the language development of early childhood students at Tunas Melati Kindergarten. The results of the study show that a bilingual program that is implemented consistently and innovatively, using additive methods and supported by interactive play activities, can improve children's linguistic abilities, such as vocabulary acquisition, understanding of instructions, and confidence in speaking English. Moreover, this approach also strengthens the holistic development of children through a fun, natural, and developmentally appropriate learning processes during the “golden age” phase. The concepts of scaffolding and social interaction principles also play a role in the success of this program, thereby supporting children's readiness to face the demands of the curriculum and globalization. Thus, the proper implementation of bilingual learning can provide long-term benefits in language proficiency and academic readiness for early childhood
THE EFFECTIVENESS OF SHADOWING TECHNIQUE IN ENHANCING PRONUNCIATION SKILL OF EIGTH GRADE STUDENT AT SMP NEGERI 8 GORONTALO Bahasoan, Alief; Hanafi, Hanisah; Umar, Irmawaty
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/xgep1x97

Abstract

This study investigates the effectiveness of the shadowing technique in improving word-stress pronunciation of eighth-grade students at SMP Negeri 8 Gorontalo. Using a one-group pretest–posttest quantitative design, thirty-two students (class VIII-2) participated in six scaffolded shadowing sessions. Pronunciation performance on a 10-item word list was recorded and scored using the Speakometer application; pretest and posttest scores were subsequently analyzed with a paired-samples t-test. Results indicate a substantial improvement in mean scores from 37.65 (SD = 11.29) at pretest to 70.03 (SD = 11.90) at posttest, and the difference was statistically significant (paired t, p = .000), supporting the alternative hypothesis that shadowing significantly enhances word-stress accuracy. Classroom observations suggested that gains stemmed from improved stress placement, clearer vowel reduction in unstressed syllables, and greater prosodic automaticity following graded practice and peer/teacher feedback. While limitations include the single-group design, single-class sample, and short intervention window, findings suggest that teacher-guided shadowing combined with app-based feedback is a practical and effective method for addressing word-stress issues in EFL middle-school contexts. Implications for pedagogy and directions for controlled, larger-scale studies are discussed.
STUDENTS’ LIVED EXPERIENCE OF LEARNING ENGLISH THROUGHT TEAM GAMES TOURNAMENT AT THE TENTS GRADE OF SMK NEGERI 1 SIANTAR Siahaan, Thesa Laora Miranda; Samosir, Deswita Fitriani; Samongilailai, Heltri Fildayanti; Silalahi, Dumaris
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: 10.30631/7mksqb44

Abstract

Previous research on Teams Games Tournament (TGT) has been dominated by a quantitative focus on learning outcomes, creating a gap in understanding the affective and psychosocial aspects of learning. This qualitative phenomenological study aims to describe the lived experiences of tenth-grade students at SMK Negeri 1 Siantar in learning English through the TGT model. Through phenomenological interviews with 35 students, this study identified five essential themes: (1) Motivation and Learning Enjoyment, (2) Teamwork and Sense of Connectedness, (3) Competition and Emotional Pressure, (4) Independence and Self-Reflection, and (5) Meaningful Learning. The findings reveal that the dynamics of TGT effectively fulfill the Three Basic Psychological Needs in Self-Determination Theory (SDT): Relatedness, Competence, and Autonomy. Overall, students perceive TGT as a “living” and meaningful learning experience, as it integrates academic aspects with the development of soft skills such as collaboration and confidence.
IMPROVING ENGLISH VOCABULARY THROUGH SEMANTIC MAPPING STRATEGY AMONG GRADE 8 SMP NEGERI 12 PEMATANG SIANTAR Simorangkir, Cindy Yani; Silalahi, Dumaris E; Malau, Sara Stedani; Butar, Sry Tama Butar
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/jyc08e86

Abstract

Mastery of vocabulary plays a vital role in language acquisition, as it enables learners to comprehend, express idea, and construct meaning effectively. Nevertheless, many students still encounter challenges in retaining and using new vocabulary due to a lack of contextualized learning activities and repetitive teaching practices. This research aimed to examine the effectiveness of the Semantic Mapping Strategy (SMS) in enhancing English Vocabulary avhievement among eight-grade students at SMP Negeri 12 Pematang Siantar. A Quantitative approach was adopted  throught a pre-experimental one-group pre-test and post-test and post test. The analysis shoed a remarkable improvement in students' vocabulary scores, with the mean rising from 52.4 in the pre test to 89.5 in the post-test. Furthermore, the number of outcomes demonstrate that the Semantic Mapping Strategy effectively promotes meaningful be concluded that SMS can be regarded as an efficient and engaging method to improve vocabulary master inEFL classrooms.
AN ANALYSIS OF HOTEL GRIYA SINTESA MUARA ENIM EMPLOYEES’ ABILITY TO COMPREHEND ENGLISH-BASED HOTEL INFORMATION SYSTEMS Wati, Indah; Taslim, Muhammad; Amni, Destra; Tania, Luthfia Renalda; Anwar, Muhammad Luthifar Syach
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: 10.30631/8cjb9y09

Abstract

In the hospitality industry, hotel information systems are predominantly operated in English, presenting linguistic challenges for staff with limited proficiency in English. This study aims to analyze the English comprehension ability of employees at Hotel Griya Sintesa Muara Enim, with a particular focus on their understanding of English-based hotel information systems. Using a quantitative descriptive approach, data were collected through a written vocabulary test (comprising 20 multiple-choice and matching items), semi-structured interviews, and documentation from 30 front-office and operational staff members. Descriptive statistical analysis revealed an average correct-response rate of 69.2% (mean score = 70.5), placing overall comprehension in the “Paham” (Understand) category. While most employees could operate the system functionally, difficulties persisted with technical terms such as PMS, interface, database error, and backup file. Key contributing factors include limited prior English training, infrequent exposure to technical vocabulary, and reliance on peer assistance. The findings suggest that staff's functional English proficiency is sufficient for daily operations but requires targeted support to enhance accuracy and confidence. Recommendations include implementing English for Hospitality Systems training, developing an in-house English terminology glossary, and establishing an internal mentoring program. This study underscores the importance of integrating language support into hospitality technology adoption to ensure operational efficiency and service quality.

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