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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 132 Documents
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UNIVERSITY STUDENTS’ PERCEPTIONS TOWARD THE USE OF PODCASTS IN ENHANCING LISTENING SKILLS Siti Fauziah; Faras Taufiqoh Nur Ainiyah; Naf'an Tarihoran
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/cna7zm42

Abstract

This study was motivated by the importance of utilizing digital media to enhance English listening skills. It aimed to investigate students’ perceptions of podcast use, the extent to which podcasts improve listening skills, the difficulties encountered, and their role in independent learning. This study employed a quantitative descriptive approach using a Likert-scale questionnaire distributed via Google Forms. A total of 37 respondents participated, but only 33 responses were analyzed. The data were analyzed using descriptive statistics in the form of mean scores. The results show that all indicators fall into the high category (3.5-4.1), indicating that podcasts have a positive impact on listening skills. However, students still experience difficulties related to vocabulary and speech rate. Overall, podcasts are effective as flexible learning media that support independent learning.
SENTENCE PROBLEMS IN ARGUMENTATIVE ESSAY FACED BY THE SECOND SEMESTER ENGLISH LANGUAGE EDUCATION STUDENTS Maria Wulandari; Syafrianto SM; Wizarotul Maghfiroh
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/e6kthk49

Abstract

This study aims to examine the types of sentence problems commonly found in argumentative essays written by second-semester students in an English Language Education study program. As writing is a fundamental skill in academic communication, identifying sentence-level issues is crucial for improving students’ writing proficiency. This research employs a qualitative descriptive method, with data collected from 30 students' final argumentative essay assignments. The analysis draws on the sentence problem framework, including sentence fragments, comma splices, run-on sentences, choppy sentences, and stringy sentences. To analyze the data, interactive model consisting of data condensation, data display, and conclusion drawing was utilized. The findings show that there are 47 data of sentence problems such as fragments (49%), comma splices (30%), stringy sentences (11%), run-on sentences (9%), and choppy sentences (2%). These recurring problems highlight the need for more focused instruction on sentence-level writing. The study concludes by recommending specific pedagogical interventions aimed at enhancing students’ grammatical awareness and sentence structuring skills to support the development of clearer and more effective academic writing.
STUDENTS’ PERCEPTIONS AND LEARNING INTEREST AS DETERMINANTS OF ENGLISH SPEAKING ABILITY IN AI-ASSISTED AND QUIZIZZ-BASED LEARNING ENVIRONMENTS Rindika Pramadanti; Rudhi Achmadi
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/zfvw9d10

Abstract

This study explored the implementation of AI-Assisted Learning and Quizizz-Based Learning in enhancing students’ English speaking ability in the EFL classroom at Universitas Asaindo. It also examined how learning interest and students’ perceptions emerged through the integration of these technology-enhanced learning approaches. A qualitative case study design was employed involving 18 first-semester undergraduate students and one English lecturer. Data were collected from students and the lecturer through interviews and classroom observations supported by relevant documentation. The data were analyzed in depth to obtain a comprehensive understanding of participants’ experiences in using AI-Assisted Learning and Quizizz-Based Learning.The findings indicated that AI-Assisted Learning improved students’ speaking ability by providing personalized feedback, pronunciation correction, and opportunities for independent speaking practice. Students reported increased confidence, fluency, and willingness to communicate in English. In addition, Quizizz-Based Learning enhanced classroom engagement, participation, and learning motivation through gamified features such as points, rankings, and instant feedback. The study also revealed that both learning approaches fostered greater learning interest by creating interactive and enjoyable learning experiences. Furthermore, students expressed positive perceptions toward the use of AI and Quizizz, describing them as useful, accessible, and effective tools for language learning. These positive perceptions and increased learning interest encouraged students to participate more actively in speaking activities. Overall, the integration of AI-Assisted Learning and Quizizz-Based Learning contributed positively to students’ English speaking ability and promoted a more engaging and student-centered EFL learning environment.
ENGLISH LANGUAGE NEEDS OF INDONESIAN TEACHERS IN INTERNATIONAL SCHOOLS: TOWARD THE DEVELOPMENT OF AN ESP COURSE Rezky Atri Oktarin; Tania Syafutri; Ejontomi Afrizon; Pahrozi Ahmad
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/dnwxaw30

Abstract

The increasing demand for English-medium instruction in international schools has highlighted the importance of English proficiency among teachers. However, many Indonesian teachers have limited opportunities to develop professional English skills required in international educational settings. This study aims to investigate the English language needs of Indonesian teachers working in international schools and to formulate recommendations for English for Specific Purposes (ESP) course development. A descriptive quantitative design was employed. Thirty-five teachers from international schools participated in the study. Data were collected through questionnaires and semi-structured interviews. The findings revealed that speaking was the most important skill required by teachers, followed by writing, listening, and reading. The participants frequently used English for classroom instruction, classroom management, communication with parents, professional meetings, and report writing. Furthermore, teachers reported challenges in explaining complex concepts, conducting spontaneous classroom interactions, and writing formal academic reports. Based on these findings, four ESP modules are proposed, namely Classroom English, Instructional Communication, Parent-Teacher Communication, and Professional Writing. The study highlights the importance of designing ESP programs that address authentic workplace communication needs.
MEDIA REPRESENTATION OF “BIPA” IN INDONESIAN NEWSPAPERS: A CORPUS-ASSISTED DISCOURSE STUDY Aulia Noor Eliza; Fatikhatur Rizqya; Mohammad Ilham Yasin
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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: 10.30631/2azhj420

Abstract

Bahasa Indonesia for Foreign Speakers (BIPA) has become an increasingly important component of Indonesia’s cultural diplomacy, particularly through the expansion of language-teaching programs abroad. As public discourse shapes perceptions of language promotion, media coverage plays an important role in framing how BIPA, its teachers, and its international learners are represented. This study examines the representation of BIPA in Indonesian newspapers using a Corpus-Assisted Discourse Studies (CADS) approach, focusing on keywords, collocation, and concordance patterns surrounding terms such as “BIPA” and “pengajar BIPA”. The analysis shows that BIPA is predominantly linked to discourses of cultural diplomacy, language promotion, international cooperation, and Indonesia’s global image, which indicate a strong framing of the program as a soft-power strategy. In contrast, structural challenges such as insufficient funding, limited teacher training, and institutional disparities appear far less frequently. Media reporting tends to foreground success stories, expansion efforts, and Indonesia’s cultural appeal, while giving limited attention to pedagogical issues, learner diversity, and long-term program sustainability. Overall, the findings suggest that Indonesian media coverage prioritizes promotional and nation-branding perspectives over critical or structural considerations. The study highlights the need for more balanced reporting that acknowledges both achievements and challenges, supporting a comprehensive understanding of BIPA’s role in cultural diplomacy and informing future policy development.
ENGLISH FOR FREELANCE ARCHITECTS ON FIVERR:AN ANALYSIS OF LINGUISTIC FEATURES AND RHETORICAL MOVES Nadrotin Mawaddah; M. Hilmy Hidayatullah; Muhammad Fadlil Adhim
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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: 10.30631/6hazry33

Abstract

Freelancing in Fiverr.com offers opportunities for fresh graduate architects to approach international clients, but it requires adequate English communication skills. The existing studies in this field offer unexplored spaces, especially in English for freelance architects in the global marketplace. Therefore, this study aims to explore how English is used to promote their services in architectural design on Fiverr and to communicate with clients via the chatbox. A genre analysis was applied to investigate the linguistic features and rhetorical moves of 12 freelance architects’ profiles, gig descriptions, and transactional chats. The results revealed that freelance architects’ profiles should represent architecture-related ESP linguistic features, including well-organized, business-style English with confident, polite, and promotional tones. In the freelancer-client chats, the priority was not in grammatically accurate and formal business-style sentences, but in comprehensibility, negotiation, customization, and, most crucially, optimal attention to the details of the clients’ requirements. In conclusion, English for freelance architects exhibits unique rhetorical and linguistic features and expands the communicative functions of English beyond conventional architectural ESP practices. Theoretically, this study contributes to ESP studies by extending toward a more digital, interdisciplinary, and market-oriented framework.
NEGOTIATING IDENTITY AND INVESTMENT THROUGH AI-MEDIATED ENGLISH COMMUNICATION: EVIDENCE FROM INDONESIAN EFL LEARNERS Muhammad Rehan Sabir; Hepy Adityarini; Yeny Prastiwi; Alwy Ahmed Mohamed
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/kfmrdr82

Abstract

Despite the rapid proliferation of large language model (LLM)-based conversational AI tools in educational settings, their implications for learner identity remain insufficiently examined, particularly in postcolonial multilingual contexts such as Indonesia.  This study aims to address this gap by examining how Indonesian EFL university students negotiate identity and investment in AI-mediated English communication through Norton's identity and investment framework. Data were collected through semi-structured interviews and participant-shared AI interaction logs from 12 undergraduate students at a private university in Central Java, Indonesia, and analysed using reflexive thematic analysis. It explores how learners position themselves as English speakers, how their investments in English shape engagement with AI, and what ideological tensions emerge from these interactions. The analysis identified four interrelated themes: imagined identity and aspirational investment, affective positioning and the non-judgmental interlocutor, contested legitimacy and native-speaker ideology, and agentive appropriation and its structural limits. The findings suggest that AI-mediated interaction functions as a site of identity negotiation, enabling learners to rehearse imagined futures, manage affective risks, and negotiate linguistic legitimacy. These findings contribute to emerging scholarship on AI-mediated language learning by illustrating how identity, investment, and agency are negotiated in AI-mediated English communication and by identifying implications for EFL pedagogy in Indonesian and comparable Global South contexts.
ENGLISH TEACHERS’ PERCEPTIONS OF KAHOOT AS A DIGITAL FORMATIVE ASSESSMENT IN EFL CLASSROOMS: A QUALITATIVE STUDY Maya Astria; Utami Dewi
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/fn5c7h32

Abstract

In English as a Foreign Language (EFL) education in Indonesia, teachers still face various challenges, such as differences in student ability, large class sizes, time constraints, and curriculum requirements that place greater emphasis on final outcomes. This situation has prompted teachers to adopt teaching strategies and resources that can support more effective and sustainable assessment. In this context, Kahoot! has emerged as a practical and easy-to-implement digital platform for the learning process. This is qualitative study examines English teachers’ perspectives on the use of Kahoot as a formative assessment tool in EFL classrooms. Using a phenomenological-constructivist approach, the study involved five EFL teachers who were purposively selected from secondary school. Data were collected through in-depth semi-structured interviews, classroom observations, and document analysis. Data analysis employed a reflexive thematic approach. The analysis yielded four main themes: (1) Kahoot functions as a real-time diagnostic tool, (2) motivational and affective aspects in game-based assessment, (3) pedagogical tensions between entertainment and academic rigor, and (4) contextual and infrastructure-related opportunities and barriers. The results indicate that teachers view Kahoot as a formative instrument capable of providing rapid instructional feedback and enhancing student engagement; however, they also highlight limitations regarding the depth of assessment and its reliability for evaluation purposes. This study offers practical insights into the intersection of gamification, formative assessment, and EFL pedagogy within the Indonesian context.
LEARNING ENGLISH THROUGH ECOTOURISM: STUDENTS’ EXPERIENCES, LINGUISTIC DEVELOPMENT, AND ENVIRONMENTAL RESPONSIBILITY IN EFL Fatma Setya Ningrum; Meutya Rizki Ramadhani; Destina Kasriyati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/cjfshb82

Abstract

As sustainability challenges reshape educational priorities worldwide, English Language Teaching (ELT) is increasingly expected to promote not only language development but also environmental responsibility. Although sustainability-oriented ELT and ecotourism-based learning have received growing scholarly attention, previous studies have mainly focused on pedagogical models, curriculum integration, and teacher perspectives, while learners’ experiences remain underexplored, particularly in Indonesian higher education. Addressing this gap, this study investigates students’ learning experiences in ecotourism-based English learning and examines how engagement with ecotourism topics influences their linguistic development and environmental responsibility. Using a qualitative descriptive design, the study involved six undergraduate students from the English Education Study Program at Universitas Lancang Kuning who had completed the English for Eco Edu Tourism course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Four themes emerged: meaningful learning experiences, linguistic development, linguistic challenges, and environmental responsibility. Participants perceived ecotourism as an authentic context for learning English that supported vocabulary development, communication skills, and meaningful language use. They also reported challenges related to unfamiliar terminology, pronunciation, and confidence in expressing ideas. Furthermore, engagement with ecotourism topics strengthened students’ awareness of conservation and responsible tourism practices. These findings provide learner-centered evidence supporting ecotourism-based instruction as an effective approach for integrating language development with environmental responsibility in EFL contexts.
FROM THEORY TO PRACTICE: REFLECTIVE EXPERIENCE OF RURAL PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM IN AN INDONESIAN ISLAMIC HIGHER EDUCATION CONTEXT Ayu Meiratnasari; Ema Wilianti Dewi
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
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/eyeye402

Abstract

The teaching practicum is a critical component of preparing pre-service teachers, bridging theoretical knowledge and authentic classroom experiences. Despite its importance, there is limited research on how rural pre-service English teachers reflect on their practicum experiences within Islamic educational contexts. This study investigated (1) the reflective processes of rural pre-service English teachers during their teaching practicum, (2) the challenges they faced, and (3) the practicum’s contribution to their professional development and teacher identity formation. Utilizing a qualitative exploratory design, the study engaged three pre-service English teachers from an Islamic Higher Education Institution in South Sumatra, Indonesia. Data were collected through written reflective reports and analyzed using Reflexive Thematic Analysis. Four interconnected themes emerged: the development of professional teacher identity through experiential learning, the navigation of student diversity via adaptive teaching practices, the acquisition of ethical and relational teaching dimensions, and the adoption of a holistic teaching mission in Islamic schools. The findings indicate that the teaching practicum functioned as a transformative learning experience, enhancing participants’ self-confidence, pedagogical awareness, reflective capacity, and professional competence. Major challenges included student diversity, low English proficiency, limited motivation, and restricted instructional time. Participants demonstrated adaptability by modifying instructional strategies and contextualizing learning materials to address learners’ needs. The study also found that the Islamic school context contributed to the development of a holistic teacher identity, encouraging participants to view themselves as language instructors, character educators, moral role models, and facilitators of students’ spiritual development. These findings underscore the significance of reflective practicum experiences in fostering adaptive, ethical, and holistic teacher development in rural educational settings.

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