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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 25 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

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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

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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): November
Publisher : Rahis Cendekia Indonesia

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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): November
Publisher : Rahis Cendekia Indonesia

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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): November
Publisher : Rahis Cendekia Indonesia

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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.

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