cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Reni Andriani
Contact Email
reniandriani26.ra@gmail.com
Phone
+628972432024
Journal Mail Official
jr-elt@uinjambi.ac.id
Editorial Address
UIN Sulthan Thaha Saifuddin Jambi English Education Study Program, Faculty Tarbiyah and Teacher Training Jl. Jambi - Muara Bulian Km.16, Muara Jambi-Jambi
Location
Kota jambi,
Jambi
INDONESIA
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
 10   11   12   13   14 
TRANSLATION SHIFTS OF NOUN PHRASES IN STUDENTS’ NARRATIVE TEXT Yurike Suhertian Poyungi; Dessy Dwijayatanti
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/acdyed27

Abstract

This study aims to investigate the types of translations shifts occuring in noun phrases within students’ narative texts, as well as to identify the most dominant shift categories. This study also focuses on describing how students modify noun phrase structures when translating meaning between Source Language (SL) and Target Language (TL). Furthermore, this study employed a descriptive qualitative method. Data were collected through purposive sampling and  involved 20 students of Midfery students at Kusuma Husada University. Then, data were analyzed by content analysis, using classification of translation shifts frameworks. The findings reveal that structure shifts are the most dominant types of translations shifts in students’ narrative texts, followed by class shift. The discussion also indicates that translation shifts do not reduce meaning of accuracy; rather than they contribute to greater naturalness, accuracy, and readability in translation. This study offers a focused and systemic analysis of noun phrase translation shifts in students’ narrative texts. It also contributes to advance existing knowledge by revealing how translation shifts are necessary strategies to maintain equvalence, clarity, naturalness in Target Language (TL).
DEVELOPING BASIC ENGLISH COURSEBOOK LEVEL 1 FOR UNIVERSITY STUDENTS AT STKIP AGAMA HINDU SINGARAJA Ni Putu Tasya Aurellia Putri; I Luh Ariss Susanti; Pande Gede Artha Pratama
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: 10.30631/16ce8x43

Abstract

This research aims to develop a Basic English Coursebook Level 1 for university students at STKIP Agama Hindu Singaraja. The background of this research is the absence of a standardized and needs-based coursebook, which results in less systematic and less effective teaching and learning processes. This research employed Design and Development Research (DDR) using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The data were collected through interviews, observations, and expert validation. The findings show that the developed coursebook contains structured, contextualized, and learner-centered materials that integrate the four language skills, namely listening, speaking, reading, and writing, along with grammar and vocabulary development. Based on the validation results from two expert judges, the product is categorized as highly feasible to be used as teaching material. Furthermore, the coursebook is considered effective in supporting students’ engagement and motivation in learning Basic English. Therefore, this developed coursebook is expected to serve as a solution to enhance the quality of Basic English teaching in higher education, particularly at STKIP Agama Hindu Singaraja.
THE CONCEPTUAL EVOLUTION OF LISTENING IN INDONESIAN ENGLISH CURRICULA: A QUALITATIVE DOCUMENT ANALYSIS OF THE 2006 KTSP, THE 2013 CURRICULUM, AND THE MERDEKA CURRICULUM Nurhayati Ganinda; Rini Lindawati; Asih Andriyati Mardliyah
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/v0k80c51

Abstract

Although changes in the Indonesian English curriculum have been widely studied, previous research has primarily focused on curriculum implementation, teachers’ perceptions, and instructional practices. Little attention has been given to how listening has been conceptually represented across successive curriculum reforms. This study investigates the conceptual evolution of listening in Indonesian junior secondary school English curricula, covering the 2006 School-Based Curriculum (KTSP), the 2013 Curriculum, and the Merdeka Curriculum. Adopting a qualitative approach with a Qualitative Document Analysis (QDA) design, the study analyzed official curriculum documents through thematic coding of curriculum objectives, learning outcomes, and descriptions related to listening. The findings reveal a three-stage conceptual evolution: listening as a receptive skill, listening as text comprehension, and listening as integrated communicative competence. While the 2006 KTSP conceptualized listening as understanding spoken meaning, the 2013 Curriculum embedded listening within a genre-based approach, and the Merdeka Curriculum integrated listening with speaking as a unified communicative competence. These findings indicate that curriculum reform reflects not only structural changes but also a shift in the underlying conceptualization of listening. This study proposes a conceptual evolution framework that contributes to curriculum research and provides insights for future English language curriculum development and listening pedagogy.
IMPLEMENTING JIGSAW COOPERATIVE LEARNING IN TEACHING ENGLISH FOR CORRESPONDENCE: STUDENTS’ EXPERIENCES AND CLASSROOM INSIGHTS Citra Dwi Safitri; A. Kamariah; Musdalifah
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: 10.30631/0c668t37

Abstract

Student-centered learning has become increasingly important in English for Specific Purposes (ESP) courses to encourage active participation and collaborative knowledge construction. However, classroom instruction in correspondence writing often remains teacher-centered, limiting students' opportunities to engage in meaningful interaction and peer learning. This study explored how a cooperative learning strategy was implemented in an undergraduate correspondence course by examining students' learning experiences and classroom interaction. A descriptive qualitative design was employed involving two undergraduate classes at Applied English Study Program, Universitas Negeri Makassar. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using thematic analysis. The findings revealed that the learning activities enabled students to collaboratively develop their understanding of request letters and complaint letters through structured peer teaching and group discussion. Students reported positive learning experiences, highlighting improved understanding of the lesson, increased responsibility for learning, and greater confidence in explaining concepts to peers. Classroom observations further showed active interaction characterized by discussion, questioning, knowledge sharing, and peer feedback throughout the learning process. These findings suggest that cooperative learning provides a practical approach for creating a more interactive and collaborative learning environment in ESP correspondence courses while supporting meaningful student engagement and peer-assisted learning.
EFL STUDENTS’ EXPERIENCES OF USING QUILLBOT FOR PARAPHRASING IN THESIS WRITING Anggun Hasanah Dwi Andina; Ahmad Ridha; Hidayati Hidayati
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/tcm84g69

Abstract

Thesis writing requires students to engage with scholarly sources and paraphrase them accurately while preserving the original meaning. To support this process, AI-assisted writing tools such as QuillBot have become increasingly popular among EFL students. However, the value of these tools depends on how students use them in academic writing. Participants were selected through a preliminary questionnaire and data were collected via semi-structured interviews with three English Education students. Selected thesis excerpts were also comparatively analyzed across the original source text, the QuillBot-generated paraphrase, and the participants' final revision to trace how AI-generated output was modified before incorporation, while interview data were analyzed thematically. The findings show that participants integrated QuillBot into their writing process while recognizing its limitations: rather than accepting AI-generated paraphrases directly, they compared them with the original source, critically evaluated their accuracy, and reconstructed them before use. Documentary evidence confirmed that final texts consistently differed from QuillBot's output, indicating participants treated it as an initial draft rather than a final product. The study concludes that QuillBot functioned as a learning support tool rather than a writing substitute, underscoring the importance of critical AI literacy in academic writing.
A PEDAGOGICAL DECISION-MAKING IN INTEGRATING INTERACTIVE AUDIO-VISUAL TOOLS INTO VOCABULARY INSTRUCTION: EVIDENCE FROM ENGLISH TEACHERS Harizah Zafirah; Nyimas Triyana Safitri; Hidayati Hidayati
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/jha0hg21

Abstract

The integration of interactive audio-visual tools into vocabulary instruction involves a series of pedagogical considerations that shape how teachers select, use, modify, and assess digital resources in classroom practice. Therefore, this study aims to examine the process of teachers’ pedagogical decision-making when integrating interactive audio-visual tools into vocabulary instruction. Employing a descriptive qualitative research design, this study collected data through semi-structured interviews with two English teachers, and the data were analyzed using Braun and Clarke’s (2006) thematic analysis approach. The findings revealed four interconnected processes of teachers’ decision-making, including the selection of digital tools aligned with instructional objectives, the integration of interactive tools into vocabulary learning activities, the adaptation of technology use to students’ needs and classroom conditions, and the evaluation of digital tools in supporting vocabulary instruction. Overall, the findings indicate that technology integration in vocabulary instruction is not merely a process of adopting digital tools, but rather a contextual practice shaped by teachers’ ongoing pedagogical decisions and instructional considerations.
THE ANALYSIS OF EFL TEACHERS' CODE-SWITCHING STRATEGIES IN CLASSROOM INTERACTION Enika Iskirana Tarigan; Nyimas Triyana Safitri; Melati
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: 10.30631/0sfmdp75

Abstract

Code-switching between English and Indonesian is a common phenomenon in EFL classrooms, yet it is often viewed by novice teachers as a sign of weakness rather than a deliberate pedagogical strategy. Previous studies have generally examined teachers' and students' perceptions of code-switching in isolation, without comparing whether students' understanding actually matches teachers' pedagogical intentions. This research aimed to analyze the types of code-switching used by an EFL teacher in classroom interaction and to investigate the teacher's and students' perceptions toward its use. Using a qualitative descriptive design, data were collected through classroom observations and semi-structured interviews with one English teacher and five students at a senior high school in Jambi, and were analyzed using an established classification of code-switching. The findings showed that the teacher employed two types of code-switching, namely inter-sentential and intra-sentential switching, with inter-sentential switching used most frequently to facilitate comprehension, clarify instructions, and explain vocabulary. The teacher held consistently positive perceptions of code-switching, and most students shared this view, reporting improved comprehension, vocabulary learning, and confidence. However, some students felt that excessive code-switching, particularly the use of regional languages, reduced their opportunities to practice English, revealing a partial divergence between the teacher's intentions and students' experience. These findings suggest that EFL teachers should use code-switching purposefully rather than habitually.
HOW INSTAGRAM REELS SUPPORTS ENGLISH IDIOM LEARNING: AFFORDANCES AND CHALLENGES FROM EFL STUDENTS’ EXPERIENCES Keisya Ersi Ivani; Nyimas Triyana Safitri; Hidayati
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/f2st0f58

Abstract

English Idioms as an Issue of EFL Teaching is a challenging one for EFL learners since most of idioms’ meaning is figurative and relative depending on its context. Following up on previous research which discusses Instagram Reels as the new way for English learners to acquire the vocabulary since it contains a very interesting short-form audio visual contents, this research explored how Instagram Reels facilitate EFL students’ English idiom learning process through exploring the affordances and challenges. This study was a qualitative case study which recruited five EFL learners in the second semester from Universitas Jambi who were selected using purposive sampling technique. The data collection instruments are semi-structured interviews which were analyzed using thematic analysis. The results demonstrate that there are six affordances of Instagram Reels on English idiom learning: repeated exposure to idiomatic expressions, multimodal support for interpreting figurative meanings, opportunities for autonomous learning, flexible access to learning, contextualized language input, and opportunities to use idioms in authentic communication. In addition to the affordances, the students also reported challenges: interpretation problem on the meaning, inadequate explanations from content creator, the rapidly vanished subtitle, and lack of feedback. Therefore, the results imply that Instagram Reels is a useful supplemental tool for EFL idiom learning; however teacher-based instructions are needed to enhance the understanding on difficult idioms.
TRANSLATION OF CULTURAL TERMS IN THE NOVEL GADIS PANTAI INTO THE GIRL FROM THE COAST Nurul Anisa
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: 10.30631/78687h47

Abstract

Through the novel Gadis Pantai, Pramoedya Ananta Toer successfully exposes the practices of Javanese feudalism, which lack decency and a sense of humanity. The strong presence of Javanese culture in this novel prompted the author to conduct this study, which aims to identify the cultural terms found in the novel Gadis Pantai translated into English as The Girl From The Coast and to examine the translation procedures employed by the translator. This study is a qualitative descriptive study. The data sources consist of cultural terms found in the novel Gadis Pantai and its English translation. The results show that cultural terms found in the material culture category totaled 52 data points (35%), those in the organizational, customs, and concepts category totaled 48 data points (32%), those in the social culture category totaled 38 data points (25%), and those in the ecological category totaled 12 data points (8%). Furthermore, seven translation procedures were identified, including transference (41 data points, 27.3%), descriptive equivalents (39 data points, 26%), cultural equivalents (34 data points, 22.7%), literal translation (16 instances, 10.6%), couplet (15 instances, 10%), functional equivalence (4 instances, 2.7%), and triplet (1 instance, 0.7%). It can be concluded that the most frequently used translation procedure in this study was transference.
PERCEPTIONS OF GRAMMARLY’S FREE VERSION AMONG INDONESIAN EFL UNDERGRADUATES: EVIDENCE FROM ARGUMENTATIVE ESSAY WRITING Hanna Maryam Azzahra; Lilik Ulfiati; Duti Volya
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/vygr7874

Abstract

This study examined Indonesian sixth-semester EFL undergraduates' perceptions of Grammarly's free version and of their own argumentative essay quality, along with the relationship between the two. A quantitative, cross-sectional descriptive-correlational design was applied, involving 107 learners from a public university in Jambi Province selected through purposive sampling. Data were collected via a 28-item questionnaire assessing four Grammarly characteristics (spell-checker, grammar checker, punctuation, clarity) and seven argumentative-essay components, which were analyzed by descriptive statistics, Pearson correlation, and simple linear regression. Results showed learners had positive perceptions of Grammarly, nonetheless those perceptions varied by feature  

Page 13 of 14 | Total Record : 132

 10   11   12   13   14 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching Vol. 9 No. 1 (2025): Journal of Research in English Language Teaching Vol. 8 No. 2 (2024): Journal of Research in English Language Teaching Vol. 8 No. 1 (2024): Journal of Research in English Language Teaching Vol. 7 No. 2 (2023): Journal of Research in English Language Teaching Vol. 7 No. 1 (2023): Journal of Research in English Language Teaching Vol. 6 No. 2 (2022): Journal of Research in English Language Teaching Vol. 6 No. 1 (2022): Journal of Research in English Language Teaching Vol. 5 No. 2 (2021): Journal of Research in English Language Teaching Vol. 5 No. 1 (2021): Journal of Research in English Language Teaching Vol. 4 No. 2 (2020): Journal of Research in English Language Teaching Vol. 4 No. 1 (2020): Journal of Research in English Language Teaching Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching Vol. 1 No. 1 (2017): Journal of Research in English Language Teaching More Issue