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JELT Journal of English Education, Teaching and Literature
Published by Rahis Cendekia Indonesia
ISSN : -     EISSN : 30264812     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The Journal of English Education, Teaching, and Literature , with an ISSN of 3026 4812, is managed properly by Rahis Cendekia Indonesia. The Journal of English Education, Teaching, and Literature can be an alternative choice for researchers and other academics to publish their best writings. In general, the Journal of English Education, Teaching, and Literature will only publish articles that examine language education. Writing to be published must go through procedures determined by Rahis Cendekia Indonesia.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): April" : 5 Documents clear
The Role of Phonetics in Improving Pronunciation Skills in Second Language Acquisition Naila Alzahwa; Indi Hanifah Ramadani Siregar
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i1.405

Abstract

The Phonetics play a vital role in improving Pronunciation in Second Language Acquisition (SLA) process. Phonetics is the scientific study of spoken language where it provides an analysis of spoken language. It is the branch where the phonological processes of the language are studied. It is a part of phonological analysis that enables the second language learners to master the pronunciation process.
Improving Speaking Skill Through Duet Version on Tiktok Application At The Eight Students Grade of Smp Negeri 4 Padangsimpuan Harahap, Nursaima; Siregar, Rini Kesuma; Mei suhardo hutabarat
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i1.416

Abstract

In collecting data, the writer gave a conversational text consisting of more than 20 vocabularies. After giving the text to the research sample, the writer documented the students' grades. Then the writer calculates it with a score. After getting the data, the next step that the writer takes is to analyze it using statistical analysis. From the average score obtained by students in the pre-test of 59.83. In posttest 1, the average score is 34.16. In addition, in posttest 2 the average value is 82.5. The percentage of decreased students' speaking ability between pretest and posttest 1 was -42.90. However, after carrying out the learning process followed by debriefing and training in speaking correctly, the percentage increase in implementation results between pre-test and post-test 2 was 37.89%
Challenges and Innovations in Teaching English in Multilingual Settings in STIT Al Ittihadiyah Labuhanbatu Utara Zulfikar, Juliana
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i1.548

Abstract

This study explores the challenges and innovations in teaching English within a multilingual environment at STIT Al Ittihadiyah Labuhanbatu Utara. Employing a qualitative descriptive method, the research involved English lecturers and students as participants, using interviews, classroom observations, and document analysis as data collection techniques. The findings reveal several key challenges, including linguistic interference from students’ native languages, varying levels of English proficiency, and cultural perceptions that hinder motivation. In response, educators implemented innovative strategies such as translanguaging, culturally responsive teaching, and digital technology integration. These approaches significantly enhanced student engagement, language confidence, and overall classroom dynamics. The study concludes that embracing multilingualism through context-sensitive pedagogy is crucial for effective English instruction. Recommendations are offered for continued innovation, culturally relevant curriculum design, and further research to support language education in diverse linguistic settings
Personalized Learning Approaches in Teaching English for Diverse Learners Siti Meutia Sari
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i1.549

Abstract

The increasing diversity in English language classrooms has prompted the need for more adaptive and individualized teaching methods. This study examines the implementation of personalized learning approaches to accommodate the varying needs, interests, and abilities of learners. Using a qualitative descriptive method, data were collected through observation, interviews, and document analysis from English teachers who employ personalized strategies in their instruction. The results reveal that personalized learning fosters greater student engagement, motivation, and language acquisition by offering differentiated tasks, integrating technology, providing individualized feedback, and conducting formative assessments. However, challenges such as large class sizes, limited resources, and the necessity of strong teacher competencies were also identified. It is concluded that personalized learning can significantly improve the effectiveness of English language education for diverse learners if supported by appropriate institutional policies, continuous professional development, and learner training in self-regulation. The findings offer valuable insights for educators seeking to design more inclusive, responsive, and student-centered English language classrooms.
Vocabulary Enrichment for Students of Indonesian for Foreign Speakers (BIPA) Through the Enuma School Application Widya Arfiyanti Puspa Sari; Jamaluddin Nasution; Agita Karina Sinulingga; Sadar M. Rajagukguk; Tuty Susianti Sihombing
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research discusses the potential application of Enuma School as a tool to aid in the enrichment of Indonesian vocabulary for BIPA (Bahasa Indonesia untuk Penutur Asing) learners. Using a qualitative approach, the study analyzes the interactive features and contextual content offered by the application. The analysis results indicate that Enuma School can serve as an effective alternative digital application for developing Indonesian vocabulary, enhancing BIPA students' motivation to learn through educational games, supporting independent learning, and fostering digital literacy. However, challenges such as integration with the BIPA curriculum, training for educators, evaluating the effectiveness of the application's use, and addressing technology accessibility gaps need to be considered. This study suggests that educational institutions consider using this application as part of their BIPA learning strategy to achieve better outcomes in mastering Indonesian vocabulary.

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