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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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Linguistic Analysis Of Instructional Clarity In Students' Sports Demonstration Videos Sianipar, Rimma
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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: 10.30631/17czq962

Abstract

This research examines the instructional clarity of demonstration sports videos produced by first-semester students in the Department of Physical Education, Health, and Recreation at Universitas Negeri Makassar. Three major areas are researched: sentence construction, word choice, and verbal and motor synchrony. Data were gathered from 10 student videos, transcribed, and analyzed through qualitative-descriptive procedures. The results indicate that most of the students used correct imperative sentences, but others struggled to structure clear and coherent directions. On the vocabulary side, most of the students used correct sports terminology, but others went wrong by using too general or imprecise terms. Further, while generally successful synchronization of verbal instructions with movements, there were some instances that showed inconsistency between the issued commands and carried-out actions. These findings suggest that although students already possess basic instructional communication proficiency in English, there is a need for further training to enhance the instructional performance of their sports demonstrations.
Speaking Confidence in EFL Contexts: Performance Analysis of Islamic Education Students Using A Guided Monologue Template Ramdhano, Yanri
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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/dvyc3w61

Abstract

This study explores the speaking confidence of second-semester Islamic Education students at UIN Sulthan Thaha Saifuddin Jambi through a guided monologue task supported by a structured template. A total of 40 students participated as part of their English subject coursework. Each student was asked to record a monologue introducing their personal gadget, following a sentence-based speaking guide designed to encourage structured expression and reduce speaking anxiety. The performances were evaluated based on an observation rubric consisting of six key indicators: fluency, use of fillers, eye contact, posture and body language, vocal delivery, and engagement with content. The data collected from the video recordings were analyzed descriptively by assigning scores across each category and calculating total and average scores per student. The findings indicate that most students performed confidently, with the strongest scores in vocal delivery and engagement with content. Some areas, such as posture and eye contact, showed room for improvement. Overall, the guided template helped students feel more prepared and organized in their spoken performance. The study suggests that such structured speaking activities can serve as effective tools in enhancing EFL learners’ confidence and speaking skills in higher education contexts
Communication Strategies Employed by The ELT Students in Speaking Class Rozal, Edi
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 1 (2017): 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/jr-elt.v1i1.3

Abstract

This study was aimed at identifying the communication strategies employed by the students in Speaking class and their reasons in employing communication strategies. The design of the research was descriptive case study. The result of the study shows that the students employed twelve communication strategies, namely, approximation strategy which was employed by the students 65 times, stalling for time-gaining 44 times, appeal for help 19 times, literal translation 15 times, code switching 13 times, message abandonment 10 times, topic voidance 7 times, word coinage twice, foreignizing once, use of non-linguistic signals once, repetition 25 times, and self-correction 5 times. Based on the data obtained from the interview, the researcher found that the students who used communication strategies said that they used communication strategies because of their nervousness, lack of vocabulary, lack of language structures, the influence of their L1. Moreover, the students said that they wanted to avoid the silence of speaking, to make the word clear to the listener and to correct their own mistakes.
Motivating Learners to Practice Speaking English indah, Fristi
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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: 10.30631/75dg4s29

Abstract

Learning English needs skill and concerns, as speaking is one of the most challenging skills. Many students struggle with self-confidence, anxiety, and lack of opportunities to practice speaking effectively. Motivation plays an important role in encouraging students to overcome these challenges and actively participate in speaking activities. This article focuses on exploring the concept of motivation in English speaking practice and effective methods to develop it in teaching. With reference to some of the theoretical viewpoints, motivation is discussed as a psychological and emotional element that encourages students to achieve certain goals, including communication skills. The article also describes the effect of intrinsic and extrinsic motivation on students' desire to speak and identifies the main methods that teachers can apply to motivate students. These methods include creating a supportive learning environment, interesting and relevant speaking assignments, applying positive reinforcement, and giving positive constructive feedback. By using these methods, teachers can encourage students to develop more confidence, initiative and communication skills when using English especially in speaking skill.
Incorporating Song Lyrics as a Technique for Teaching English at Secondary School Level Utami, Nita Aprilia; Hasanah, Henny Uswatun; Iriyanti, Feby; Zulfa, Imana; Ramadani, Riska; Hakiki, Hidayatullah Nurul
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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/y4bnwd06

Abstract

English plays a crucial role in today’s modern era. However, many students especially those at the junior high school level often perceive learning English as boring and difficult, they want to learn easily in learning English. To address this, educators are encouraged to adopt innovative and engaging teaching techniques. One such technique is incorporating song lyrics into English language instruction. This study explores the use of using songs as a teaching technique in secondary schools to helps studens in improve english skills, and want to know what skills that can improved by using a song in learning English, with a focus on eight and ninth grade at SMP 5 Pamekasan. Employing a qualitative descriptive method, data were collected through interviews with English teachers, to find out the phenomena that occur in depth, details, and written in the form of descriptions. The findings reveal that the use of songs in the classroom can improved students' English language skills, including speaking, listening, reading, and writing, and contributes to their pronounciation, linguistic knowledge and cognitive development. By using a song, students easily in improve their English skill. Overall, songs serve as valuable pedagogical tool that fosters student engagement and facilitates more effective English learning.
Sharing Affection Between A Father and His Child In Ernest Hemingway’s Short Story A Day’s Wait: A Humanistic Approach Based on Maslow’s Hierarchy of Needs by Abraham Maslow Tuminah; Kurniawan, Trio
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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/pk0ss519

Abstract

The short story A Day’s Wait by Ernest Hemingway portrays the affectionate relationship between a father and his sick child, reflecting the fulfillment of basic human needs according to Abraham Maslow’s hierarchy of needs theory. This study aims to analyze the father’s expression of affection using Maslow’s humanistic theory approach and to examine the implications of fulfilling the child’s psychological needs in parenting. A qualitative method was employed, involving a literature study and content analysis of the story and supporting literature. Data were collected through a systematic literature review, including relevant quotations from the story and theoretical sources. The analysis identified main themes linked to Maslow’s theory. The results show that the father’s affection fulfills not only the child’s physical needs through medical care but also psychological and emotional needs through presence, communication, and consistent support. Meeting these needs helps the child overcome fear and undergo a holistic healing process. This study contributes to the language and literature fields by enriching the understanding of short story analysis through a humanistic psychology perspective, while emphasizing the importance of emotional aspects in literary interpretation and parenting within a cultural context
Exploring Students’ Perceptions of Using Tiktok to Support English Speaking Learning Laililajri, Kusumanisa Hamassari; Syahid, Abdul; Qamariah, Zaitun
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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: 10.30631/91c5kb55

Abstract

This study aimed to explore students’ perceptions of using TikTok as an online learning platform to improve English speaking skills. The background of this research was based on the importance of mastering speaking skills in English as a productive skill that supports communication and academic achievement. With the rapid development of the digital era and the increasing use of social media among students, TikTok was perceived to have potential as an innovative learning medium by providing engaging, easily accessible audio-visual content aligned with the preferences of younger generations. This study employed a qualitative approach using a case study design, which was conducted in an eighth-grade class at a Madrasah Tsanawiyah in Palangka Raya, Central Kalimantan. Data were collected through in-depth interviews with six purposively selected students based on specific criteria. The findings revealed that the majority of students held positive perceptions of using TikTok for learning English speaking skills. They stated that the educational content available on TikTok helped enrich their vocabulary, improve their pronunciation, and increase their learning motivation due to its enjoyable and accessible nature. However, some students expressed neutral to less positive perceptions, preferring traditional learning methods and noting the limitations of TikTok's algorithm, which did not consistently present educational content. In conclusion, TikTok showed potential as a medium for learning English speaking skills, especially when supported by appropriate instructional strategies
Empowering Student Communication through Oral Presentation: A Quasi-Experimental Study in EFL Microteaching Contexts Nurjihan; Irmayani, Irmayani
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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: 10.30631/1r97w119

Abstract

This study analyzes the effect of oral presentation strategies on improving students' communication skills and self-confidence in an educational context, using quantitative research techniques. A group of students gave prepared presentations, and their performance was evaluated before and after the intervention. The results of the study show a significant increase in students' confidence when speaking in public, their understanding of the material presented, and their collaborative abilities during the planning and implementation stages of the presentation. There is also evidence that peer feedback and a supportive classroom can help students feel more calm, motivated, and active while they are giving a presentation.  These results show how important it is to teach pupils how to give oral presentations in school.  This way of learning encourages students to be involved and helps them grow as people, which is becoming more and more important in today's teaching methods. In addition, this study highlights the importance of utilizing technology to improve the quality and effectiveness of student presentations, which provides advantages in various educational contexts. Future research should investigate the long-term impact of this intervention on students' academic progress and career readiness, while considering demographic factors such as socioeconomic status and prior public speaking experience that may influence students' presentation skills. There is also proof that peer feedback and a supportive classroom can help students feel more comfortable, motivated, and engaged while they are presenting a presentation.   These statistics indicate how vital it is for schools to teach kids how to speak in front of a group.   This type of learning gets students interested and helps them grow as people, which is becoming more and more crucial in how teachers educate these days. This study also gives teachers useful tips on how to help kids improve their communication skills.
The Notorious Voice of OpenAI ChatGPT in Finishing an Essay Writing Task in English Class Mahmudah, Khotimah; Mardiana, Rizdika; Supraptiningsih, Nurhandayani; Rakerda, Hilda
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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/wttnw641

Abstract

This study explores the role of ChatGPT as a writing assistance tool in English essay writing tasks among second-year EFL students. Triggered by discrepancies between assignment quality and in-class performance, the study investigates how students use, perceive, and critically evaluate ChatGPT. Using a descriptive qualitative approach, data were collected through a 30-item Likert-scale questionnaire distributed to 35 students. Based on data, 84.8% of students reported using Google Translate more frequently than ChatGPT, and only 18.2% admitted full reliance on ChatGPT for essay tasks. Over half of the students expressed scepticism about ChatGPT's grammatical reliability, and many found its writing style rigid. The findings reveal that while ChatGPT is widely known and occasionally used, students still rely more on tools like Google Translate and do not fully depend on ChatGPT.
TikTok Meets TBLT: Student Perspectives on Social Media?Integrated Task?Based Speaking Challenges in Advanced EFL Learning Nisa, Nadia Khairun; Irmayani, Irmayani
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (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: 10.30631/0jg8dp65

Abstract

This study explores advanced EFL (English as a Foreign Language) learners' perceptions of using TikTok within Task-Based Language Teaching (TBLT) in a speaking task context. TBLT is an approach to language teaching that enables learners to communicate in the real world via meaningful tasks; TikTok is a perfect platform for creating authentic content and engaging in meaningful tasks. This study employed a mixed-methods data collection approach and obtained data from 85 undergraduate English major students from a university in Indonesia. The data collection instruments included structured questionnaires in which students rated Likert-scale items and offered follow-up semi-structured interviews. The participants completed speaking activities where they created TikTok videos related to storytelling, discussion, and instructional content using the English language.Quantitative data were analyzed using descriptive statistics and qualitative data responses were coded using thematic analysis. The findings indicated that TBLT tasks that utilized TikTok increased student engagement, provided opportunities to develop speaking confidence and fluency as students were given repeating opportunities to see and perform, and, as well, students appreciated the flexibility to be creative, the multimodal nature of the content (audio, video, caption), the ability to re-watch and self-reflect their speaking performance, and reduced speaking anxiety. The students described that TikTok's format being asynchronous, and not requiring real-time oral performance allowed them to operate in a lower pressure environment associated with real-time events.

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