cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Gumarpi Rahis Pasaribu
Contact Email
adminjetl@rahiscendekiaindonesia.co.id
Phone
+6282272265112
Journal Mail Official
adminjetl@rahiscendekiaindonesia.co.id
Editorial Address
Jl. Pusaka Bandar Klippa, Percut Sei Tuan, Deli Serdang, Sumatera Utara, Indonesia.
Location
Kab. deli serdang,
Sumatera utara
INDONESIA
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
 1   2   3   4 
Code-Switching Practices in English Classrooms: A Sociolinguistic Study Murniati Br Barus
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.v4i1.655

Abstract

This study investigates code-switching practices in English classrooms from a sociolinguistic perspective. It aims to identify the types of code-switching used by teachers and students, as well as to explore their functions in facilitating classroom interaction. The study employs a qualitative descriptive approach, with data collected through classroom observations and audio recordings of teaching and learning activities. The participants include one English teacher and a group of students in an EFL classroom setting. The findings reveal that code-switching occurs frequently during classroom interaction and serves important communicative and pedagogical purposes. Three types of code-switching were identified: inter-sentential switching, intra-sentential switching, and tag-switching. Among these, inter-sentential switching is the most dominant type, primarily used by the teacher to explain materials and ensure students’ comprehension. Intra-sentential switching is used by both teacher and students as a strategy to overcome vocabulary limitations, while tag-switching appears in maintaining interaction and checking understanding. Furthermore, the study shows that teachers use code-switching more frequently than students, reflecting their role in managing classroom communication. From a sociolinguistic perspective, code-switching is influenced by factors such as language proficiency, context, and communicative needs. In conclusion, code-switching is a valuable strategy in EFL classrooms that supports understanding and interaction. However, it should be used strategically to balance the use of the first language and the target language in order to optimize language learning outcomes.
Teachers’ Strategies in Teaching English Vocabulary in Secondary Schools Lulu Syifa Fadhila
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.v4i1.656

Abstract

This study aims to explore teachers’ strategies in teaching English vocabulary in secondary schools. The research employed a qualitative descriptive design to obtain an in-depth understanding of how teachers implement vocabulary instruction in classroom settings. The participants of this study were English teachers selected through purposive sampling based on their teaching experience and involvement in vocabulary instruction. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using qualitative data analysis techniques, including data reduction, data display, and conclusion drawing. The findings revealed that teachers used a variety of strategies in teaching vocabulary, including translation, explanation, repetition, memorization, contextual teaching, interactive activities, game-based learning, and the use of media. Among these strategies, contextual and interactive approaches were found to be more effective in enhancing students’ understanding and use of vocabulary, while traditional methods such as memorization were mainly effective for short-term retention. The study also found that teachers often combined multiple strategies to address different learning needs and classroom conditions. However, several challenges were identified, such as limited time, large class sizes, varying student abilities, and lack of technological resources. In conclusion, the effectiveness of vocabulary teaching strategies depends on how they are implemented and adapted to students’ needs. Teachers are encouraged to adopt a balanced and student-centered approach by integrating various strategies to promote meaningful learning and improve students’ vocabulary mastery.

Page 4 of 4 | Total Record : 32

 1   2   3   4 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): April Vol. 3 No. 2 (2025): October Vol. 3 No. 1 (2025): April Vol. 2 No. 2 (2024): October Vol. 2 No. 1 (2024): April Vol. 1 No. 1 (2023): October