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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 32 Documents
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Improve Pronunciation With Vowel Sounds: Tiara Adelia; Reinasya Boru Surbakti
JELT : Journal of English Education, Teaching and Literature Vol. 1 No. 1 (2023): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v1i1.386

Abstract

Enhancing pronunciation through focused attention on vowel sounds is a transformative approach for language learners. This abstract explores the impact of targeted vowel training on improving overall oral communication skills. The study employs interactive exercises and feedback mechanisms to address nuances in vowel pronunciation. Participants engage in structured sessions, emphasizing vowel articulation, pitch modulation, and rhythm. Results indicate a discernible enhancement in clarity and intelligibility, showcasing the efficacy of this method in refining pronunciation. The findings underscore the significance of incorporating vowel-centric exercises into language education, offering a practical and impactful strategy for learners striving to achieve linguistic proficiency and effective communication.
The Importance of Mastering Punctuation Rahma Rizki Nasution; Risyda Luthfiah; Abdul Rafi Alrasyid; Irfansyah
JELT : Journal of English Education, Teaching and Literature Vol. 2 No. 2 (2024): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v2i2.610

Abstract

This study aims to the importance of Punctuation behind the misuse of punctuation to help in writing and reading. Although often considered ordinary, the use of proper punctuation can effect the way of reading and understanding text. With various types of punctuation such as periods, commas, question marks, exclamation marks, hyphens, quotation marks, and quotation marks. On the other hand, understanding the correct punctuation can facilitate the reading flow and emphasize the reading delivered. In addition, that understanding punctuation is important for academic writing, book, and in everyday communication. The mastery of correct punctuation has an influence on the quality of writing, and makes it easier for readers to follow has author’s train of thought. Mastery of punctuation is a skill to make writing clear, effective, easy to understand, and able to express oneself when reading it.
Developing Communicative Competence Through Task-Based Language Teaching Novita Nurmayanti
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.624

Abstract

This study investigates the role of Task-Based Language Teaching (TBLT) in developing communicative competence among English as a Foreign Language (EFL) learners in an authentic classroom setting. Motivated by the persistent gap between traditional, form-focused instruction and learners’ limited communicative ability, the study employed a qualitative descriptive design involving classroom observations, audio–video recordings, interviews, and analysis of student task outputs. Findings indicate that TBLT substantially improved four major components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. Students produced more accurate and varied structures, organized ideas more coherently, used socially appropriate expressions, and applied communication strategies to maintain interaction. Learners also reported increased motivation and confidence due to the meaningful, collaborative nature of tasks. Despite minor challenges such as uneven participation and vocabulary limitations, TBLT proved effective in promoting natural communication and active engagement. The study contributes to existing literature by demonstrating how TBLT operates in real classroom conditions and highlights its potential as a pedagogical approach for fostering holistic communicative competence in EFL contexts. Implications for classroom practice and suggestions for future research are also discussed.
Improving Vocabulary Mastery Through Contextual Teaching and Learning in MAN Padangsidimpuan Kriswanda Krishnapatria; Zainuddin
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.625

Abstract

This study investigates the effectiveness of Contextual Teaching and Learning (CTL) in improving students’ vocabulary mastery at MAN Padangsidimpuan. Vocabulary remains a major challenge for many Indonesian EFL learners, particularly when traditional methods such as memorization and translation are used. CTL offers an alternative approach by linking instructional content to real-life situations, encouraging students to construct meaning through exploration, collaboration, and authentic tasks. Using a qualitative descriptive design, data were collected through classroom observations, interviews, and documentation. The findings reveal that CTL significantly enhanced students’ understanding, retention, and practical use of vocabulary. Students demonstrated increased confidence in producing sentences, participating in discussions, and applying vocabulary in context. They also expressed that learning through real-life examples and group-based activities made vocabulary more meaningful and enjoyable. The teacher reported improved classroom engagement and noted that CTL encouraged her to design more creative and student-centered lessons. Although some challenges emerged, such as differences in learning pace and initial difficulty adapting to inquiry-based tasks, these issues gradually diminished. Overall, the study concludes that CTL is an effective and practical approach for enhancing vocabulary mastery and creating a more engaging English learning environment.
Using Portfolio Assessment to Improve Students’ Writing Development Eka Apriani
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.626

Abstract

This study investigates the effectiveness of portfolio assessment in improving students’ writing development in an English as a Foreign Language (EFL) context. Portfolio assessment, which emphasizes continuous progress through drafting, revising, and reflecting, offers an alternative to traditional one-time writing evaluations. The purpose of this research was to examine how the implementation of portfolios influences students’ writing performance and their attitudes toward the writing process. Using a classroom action research design, the study involved cycles of planning, acting, observing, and reflecting. Data were collected through writing tests, observations, student reflections, and teacher field notes. The findings indicate substantial improvement in students’ writing across several components, including content, organization, vocabulary use, grammar accuracy, and mechanics. Students demonstrated greater awareness of the writing process, showed increased motivation, and became more actively engaged in improving their drafts. The reflective activities within the portfolio encouraged deeper metacognitive understanding, enabling students to identify strengths and weaknesses more effectively. Teacher feedback and peer review also played significant roles in supporting students’ revision processes and enhancing the overall quality of their writing. The study concludes that portfolio assessment is a highly beneficial pedagogical approach for writing instruction, fostering autonomy, continuous learning, and more meaningful evaluation. The results suggest that portfolios should be integrated into EFL writing classrooms to support sustained improvement and student-centered learning. Recommendations for further research include examining digital portfolio platforms and investigating the long-term impact of portfolio-based assessment practices.
TESTS IN INDONESIA AND LITERACY SERVICES AS A FORM OF ENTREPRENEURSHIP IN THE FIELD OF LANGUAGE EDUCATION Hutkem Repelina; Khairun Nisa; Jamaluddin Nasution; Kudratov Laziz Farkhodovich
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.628

Abstract

The growing need for literacy and language competency evaluation in Indonesia has opened up new entrepreneurial opportunities in language and literature education, particularly in exam/test preparation and literacy services. This study aims to describe the forms, potential, and challenges of entrepreneurship arising from these services, and to analyze their contribution to improving the quality of Indonesian language learning. A qualitative descriptive approach was used to explore entrepreneurial practices in the provision of question banks, the creation of assessment instruments, editing and translation services, the development of literacy modules, and writing assistance. Data were collected through interviews, observations, and document studies with business actors, educators, and service users. The results indicate that entrepreneurship in the field of tests and literacy services has high prospects due to the increasing demand for authentic assessments, academic literacy, and writing support in schools and universities. However, challenges arise in aspects of instrument standardization, professional competence of practitioners, and regulations related to academic integrity. This study concludes that entrepreneurship in language and literature education has the potential to become a sustainable creative industry ecosystem for education if supported by capacity building, technology utilization, and collaboration with educational institutions.
Teachers’ Approaches to Creating Active Learning Environments in English Classrooms in MAN 1 Labuhanbatu Utara Zainuddin; Gumarpi Rahis Pasaribu
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.634

Abstract

This study environments in English classrooms at Madrasah Aliyah Negeri (MAN) 1 Labuhanbatu Utara. A qualitative research design was employed to examine teaching practices in their natural classroom contexts. The participants consisted of English teachers selected purposively based on their active involvement in classroom instruction. Data were collected through classroom observations, semi-structured interviews, and document analysis to ensure depth and credibility. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, with triangulation applied to enhance trustworthiness. The findings revealed that teachers implemented student-centered learning as a core approach by engaging students in group work, pair activities, and collaborative tasks. Interactive teaching strategies, including role plays, discussions, presentations, and language games, were found to significantly promote student participation and confidence in using English. Effective classroom management, such as flexible seating arrangements and clear instructional procedures, supported the smooth implementation of active learning activities. In addition, positive teacher–student relationships created a supportive learning atmosphere that encouraged students to participate without fear of making mistakes. Despite challenges related to students’ varying proficiency levels, limited instructional time, and differences in motivation, teachers demonstrated adaptability in modifying tasks and providing additional support. Overall, the study concludes that the creation of active learning environments in EFL classrooms is influenced by pedagogical, managerial, and affective factors. The findings highlight the importance of teacher agency in fostering meaningful and engaging English learning experiences, particularly in madrasah contexts.aimed to explore English teachers’ approaches to creating active learning
Social Media in English Language Learning (Idiomatic Sentences) A Comparative study of Instagram and Facebook Profesional Momon Witriyaningsih; Indra Perdana; Misrita
JELT : Journal of English Education, Teaching and Literature Vol. 4 No. 1 (2026): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v4i1.623

Abstract

This study examines the use of Instagram and Facebook Pro as ICT-based platforms for English language learning by analyzing user engagement indicators such as likes, comments, and viewers on the educational content uploaded by the researcher. The purpose of this study is to understand how both platforms function pedagogically and to evaluate how their engagement patterns align with findings from previous research on social media enhanced English learning. Using a mixed qualitative approach, the research employs a Systematic Literature Review (SLR) of publications from 2018–2025 combined with an empirical analysis of engagement data from both platforms. The findings reveal that Facebook Pro generates higher levels of visibility and interaction compared to Instagram, demonstrating its effectiveness in supporting discussion, reflection, and collaborative learning. These results are consistent with existing literature indicating that Facebook’s interactive features foster deeper pedagogical engagement, while Instagram’s visual and algorithm-driven nature tends to produce lighter and less reflective interaction. The study concludes that Facebook Pro serves as a more effective platform for disseminating ICT-integrated English learning materials. It is recommended that educators utilize Facebook for interactive learning activities and employ Instagram as a complementary tool to enhance visual learning within digital learning environments.
A Pragmatic Analysis of Politeness Strategies in Classroom Interaction Syahrul Efendi Lubis; Dimas Setiawan; Gumarpi Rahis Pasaribu
JELT : Journal of English Education, Teaching and Literature Vol. 4 No. 1 (2026): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v4i1.653

Abstract

This study aims to analyze the use of politeness strategies in classroom interaction from a pragmatic perspective. It focuses on identifying the types of politeness strategies employed by teachers and students, as well as examining their functions in facilitating effective communication. This research uses a qualitative approach with a descriptive design. The data were collected through classroom observation and documentation, including audio recordings of interaction between the teacher and students in an English as a Foreign Language (EFL) classroom. The participants consisted of one teacher and several students selected purposively based on their involvement in classroom interaction. The findings reveal that four types of politeness strategies are used in classroom interaction, namely bald on-record, positive politeness, negative politeness, and off-record strategies. Among these, positive politeness is the most frequently used strategy, particularly by the teacher, to build rapport and create a supportive learning atmosphere. The use of politeness strategies is influenced by social roles, power relations, and communicative purposes within the classroom. The study concludes that politeness strategies play an important role in maintaining effective communication and fostering a conducive learning environment. It is suggested that teachers incorporate pragmatic awareness into English language teaching to improve students’ communicative competence
Morphological Errors in Students’ Academic Writing: A Linguistic Study Siti Ayu Nurhidayati
JELT : Journal of English Education, Teaching and Literature Vol. 4 No. 1 (2026): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v4i1.654

Abstract

This study aims to analyze morphological errors in students’ academic writing from a linguistic perspective. It focuses on identifying the types of errors and examining the factors that contribute to their occurrence. This research employs a qualitative approach with a descriptive design. The data were collected from students’ academic writing assignments in an English as a Foreign Language (EFL) context using documentation techniques. The participants were selected purposively based on their involvement in academic writing activities. The findings reveal that students frequently make morphological errors in several categories, including affixation, pluralization, verb inflection, and word formation. Among these, errors in affixation and verb inflection are the most dominant. The study also finds that these errors are influenced by factors such as first language interference, limited vocabulary knowledge, and insufficient understanding of morphological rules. The study concludes that morphological errors significantly affect the quality and clarity of students’ academic writing. Therefore, it is important to enhance students’ morphological awareness through explicit instruction and continuous practice. This study is expected to contribute to the improvement of English language teaching, particularly in developing students’ writing skills and linguistic competence.

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