cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yuliansyah
Contact Email
admin@goodwoodpub.com
Phone
+6282171350950
Journal Mail Official
admin@goodwoodpub.com
Editorial Address
Jl. ZA. Pagar Alam No.57, Gedong Meneng, Kec. Rajabasa, Kota Bandar Lampung, Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
Universal Teaching and Learning Journal
Published by Goodwood Publishing
ISSN : -     EISSN : 31107036     DOI : https://doi.org/10.35912/utlj
Core Subject : Education,
Languange, Linguistic, Communication & Media
Universal Teaching and Learning Journal (UTLJ) is an international, peer-reviewed, and scientific journal dedicated to advancing knowledge in the fields of education, pedagogy, and teaching–learning practices across diverse disciplinary and contextual settings. The journal serves as a scholarly platform for researchers, academicians, educators, and practitioners to disseminate high-quality research that contributes to the theoretical development and practical improvement of teaching and learning. UTLJ publishes original research articles, systematic and critical review papers, and well-documented case studies that address contemporary issues, innovations, and challenges in education. The journal particularly emphasizes evidence-based studies, rigorous methodologies, and critical perspectives that enhance the understanding of learning processes, instructional strategies, curriculum development, educational technology, assessment, and teacher professional development. By fostering interdisciplinary dialogue and international perspectives, UTLJ aims to bridge educational theory and classroom practice, promote effective and inclusive teaching approaches, and support the continuous improvement of learning outcomes in formal and non-formal educational contexts. The journal is committed to maintaining high academic standards through a robust peer-review process and ethical publishing practices.
Arjuna Subject : Umum - Umum
Articles 37 Documents
 1   2   3   4 
Development of a web-based Multimedia Learning Management System (MLMS) in High School physics learning Taufik Solihudin Jh; Suwardi Annas; Syukur Saud
Universal Teaching and Learning Journal Vol. 1 No. 1 (2025): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v1i1.3355

Abstract

Purpose: To develop and evaluate a web-based Multimedia Learning Management System (MLMS) for high school physics integrating text, images, video, animation, and simulations to address post-pandemic learning challenges and improve outcomes in static and dynamic electricity. Research Methodology: Research and Development using the ADDIE model. Needs analysis involved questionnaires to teachers (n=30) and students (n=107). The MLMS was designed and developed with multimedia and PhET-based virtual labs, then validated by material and media experts, followed by small-group (n=17) and field trials with teachers and students. Data were analyzed using 4-point Likert means; learning-outcome instruments were prepared with validity/reliability procedures, and effectiveness was examined with a pretest–posttest (N-Gain) design. Results: Needs analysis showed strong demand for accessible, multimedia physics resources (teachers 100% supportive; students 98% agree on development). Material validation achieved a very good category (~90%+), media validation very good (?83.75%). Small-group practicality averaged 86.32% (very good); teacher field tests averaged 84.82% (very good); student responses averaged 79.98% (very good). Implementation indicates improved learning outcomes in static and dynamic electricity. Conclusion: The web-based MLMS is valid and practical for classroom use, enhances engagement through interactive multimedia and simulations, and supports better monitoring of student progress. Limitations: Trials were limited to selected schools and physics topics; no randomized control groups; effectiveness depends on stable internet access. Contribution: Provides a validated MLMS prototype that operationalizes ADDIE for physics education, integrates interactive multimedia and virtual labs with progress tracking, and offers instruments and practical guidance for school-level deployment.
Development of a manual for standardizing the teachers recruitment process Poppy Rusdi; Bakhrani A Rauf; Thamrin Tahir
Universal Teaching and Learning Journal Vol. 1 No. 1 (2025): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v1i1.3356

Abstract

Purpose: This study aims to design clear and structured guidelines to ensure that each stage of the teacher recruitment process is conducted consistently and in accordance with established standards. Research Methodology: This study adopts a research and development (R&D) approach using the Thiagarajan et al. 4D model, which includes four stages: define, design, develop, and disseminate. Data were collected through surveys, interviews, and questionnaires, and analyzed using both qualitative and quantitative descriptive methods. Results: The teacher recruitment manual comprised objectives, procedures, and selection criteria. The development process followed the 4D stages, resulting in validation scores from HR management experts (41 points, 75%), education management experts (32.5 points, 81%), and language experts (54 points, 98%). Practicality testing with stakeholders achieved a score of 4.24 (85%), indicating that the manual is practical and ready for use. Conclusions: This study successfully produced a teacher recruitment manual that meets expert validation standards and is deemed practical by stakeholders, making it suitable for implementation in educational institutions. Limitations: This study was limited to a specific institutional context, which may affect the generalizability of the results. Broader application would require adaptation to different educational environments. Contribution: This study contributes a validated and practical recruitment manual that can serve as a model for improving recruitment consistency and quality in educational institutions.
Developing an islamic adab-based teacher leadership model to improve teacher performance in Islamic boarding schools Dani Mohammad Ramdani
Universal Teaching and Learning Journal Vol. 1 No. 1 (2025): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v1i1.3360

Abstract

Purpose: This study aimed to improve teacher performance by improving the quality of teacher leadership. Research methodology: This study applies the Borg and Gall development model, with teachers as subjects. The study aims to identify teachers’ needs for an Islamic manners-based leadership model, design and develop its prototype, evaluate its validity and practicality, and assess its effectiveness. Data from experts and practitioners were collected through observations, surveys, and assessment sheets and analyzed using quantitative and descriptive methods. Results: The study shows a high need for Islamic adab-based leadership. The prototype, which comprised structured steps and components, achieved high validity (3.66) and practicality (3.20). Its application significantly improved teacher performance, with normality > 0.05, t-test < 0.05, moderate N-Gain (0.60), and 58% effectiveness. Conclusion: The Islamic adab-based teacher leadership model effectively improves teacher performance, demonstrating high validity and practicality, and fostering competence and moral integrity in both teaching and mentoring roles. Limitations: The study’s limitations include its focus on one institution, a small sample size with short implementation, and reliance mainly on teacher perspectives without broad input from students or parents. Contribution: This study develops a validated Islamic adab-based leadership model that enhances teacher performance, upholds ethical standards, enriches faith-based education literature, and offers practical guidance for educators and policymakers.
Interactive biology media learning development to the student learning style (audio-visual-kinesthetic) based on Google Site Rahmat Dzulfikry; Patta Bundu; Syukur Saud
Universal Teaching and Learning Journal Vol. 1 No. 1 (2025): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v1i1.3367

Abstract

Purpose: This research aims to develop interactive learning media based on Google Sites tailored to students’ learning styles, including visual, auditory, and kinesthetic, in order to improve learning outcomes in junior high school biology. Methods: This study used a Research and Development (R&D) approach with the 4D model (define, design, develop, disseminate). Instruments included expert validation sheets, practicality questionnaires, and pre-test and post-test questions. Data were analyzed using descriptive validation, practicality results, and the N-Gain test to measure effectiveness. Results: The results showed that media expert validation scored 80%, material expert validation also 80%, and teacher validation 80%, all categorized as valid and requiring no revision. Student responses indicated positive perceptions: 100% found the media easy to understand and 80.9% found it visually attractive. The N-Gain score was 56.29%, categorized as “quite effective,” with average student achievement increasing from 70.47 (pre-test) to 87 (post-test), showing significant improvement in learning outcomes. Conclusion: Google Site-based interactive learning media is valid, practical, and quite effective in supporting biology learning. Its application can increase students’ enthusiasm, understanding, and outcomes in the Human Digestive System topic. Limitation: The research was limited to one school (SMP Insan Scholar Madani BSD), one subject (biology), and one topic (digestive system), so generalizability is limited. Dissemination was also limited to biology teachers at the same school. Contribution: This study provides a practical model for integrating technology-based interactive media aligned with students’ learning styles. It enriches literature on digital learning tools in Indonesian secondary education and offers a reference for teachers and researchers developing similar media.
Linguistodicatic basis of training specialist translators based on information resources Bakirova Khilolakhon Botirlaiyevna
Universal Teaching and Learning Journal Vol. 1 No. 1 (2025): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v1i1.3368

Abstract

Purpose: This study aims to examine the linguodidactic foundations for training professional translators in the digital era, with a focus on the integration of information resources to enhance the effectiveness of specialized translation education. Methodology/approach: The research employs a qualitative descriptive approach through a review of existing theories, case studies, and pedagogical practices in translator education. It analyzes the use of information and communication technologies (ICT), including electronic corpora, terminology databases, and machine translation tools, in various domains such as legal, medical, and technical translation. Results/findings: Findings indicate that the incorporation of ICT and digital resources significantly improves translator training outcomes. Students develop stronger terminological precision, higher efficiency in handling specialized texts, and greater adaptability to technological innovations. Furthermore, the integration of electronic resources supports collaborative learning and problem-solving strategies in professional contexts. Conclusion: The use of ICT-based information resources provides a solid theoretical and practical framework for enhancing translator education. However, successful implementation requires balanced integration with traditional pedagogical methods to avoid overdependence on automated tools. Limitations: The study is limited by its reliance on secondary literature and lacks empirical testing through experimental or longitudinal research in classroom settings. Contribution: This paper contributes to the field of translation studies by providing a comprehensive model of how digital resources can be effectively integrated into linguodidactic approaches for specialized translator training, offering valuable insights for curriculum developers and educators.
Pragmatic persuasion in English and Uzbek ads: Speech acts, implicature, cultural adaptation Sherkulova Makhliyo Khasan Kizi
Universal Teaching and Learning Journal Vol. 2 No. 1 (2026): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v1i2.3506

Abstract

Purpose: The purpose of this study is to analyze pragmatic persuasive strategies in English and Uzbek advertisements, with a focus on how speech acts, conversational implicature, and cultural adaptation function in shaping promotional discourse. Research Methodology: The study employed a qualitative comparative analysis of 200 advertisements (100 English, 100 Uzbek). Data were categorized according to Searle’s speech act taxonomy and Grice’s implicature framework, complemented with an examination of cultural adaptation strategies. Results: Findings indicate that English advertisements favor direct speech acts and universal implicature, emphasizing clarity and individual empowerment. By contrast, Uzbek advertisements rely more on indirect speech acts, culturally embedded implicature, and adaptation mechanisms aligned with collective values and respect for hierarchy. Conclusions: Successful cross-cultural advertising requires sensitivity to pragmatic norms and cultural expectations, as literal translation alone does not achieve persuasive effectiveness. Limitations: The research is limited to selected English and Uzbek advertisements and may not generalize to all advertising contexts. Contribution: This study contributes to pragmatics, translation studies, and advertising discourse analysis by offering theoretical insights and practical recommendations for cross-cultural adaptation in global communication.
Authenticity in Spoken English Assessment: A Mixed-Methods Study among Afghan EFL University Teachers Khalid Ahmad Samim; Nasir Ahmad Binam
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.3766

Abstract

Purpose: This study aimed to identify the dominant models of authentic assessment used by Afghan EFL university teachers in speaking classrooms and explore the challenges they face in the implementation process. The study further seeks to suggest pedagogical solutions to enhance authenticity in spoken English assessments. Methodology: A mixed-methods design was employed, collecting quantitative data from 25 Afghan EFL university TESOL teachers at KEU through structured questionnaires and analyzing the data using SPSS. Qualitative data were obtained from five instructors through semi-structured interviews and thematically analyzed to explore the teachers’ experiences, challenges, recommendations. Results: The results showed that Performance-based assessments and interviews were the dominant authentic speaking assessment practices. Storytelling, role play, picture-cued descriptions, discussions, presentations, and pair dialogues were commonly used along with oral interviews, questioning, reflections, and informal conversations. The key challenges included limited time, large classes, anxiety, difficulties in comparing responses, and teacher fatigue. The suggested solutions involved training, additional time, peer support, rubrics, and technology integration. Conclusions: The study concludes that Authentic speaking assessments rely on performance-based tasks and oral interviews. Enhancing teacher capacity, providing clear rubrics, integrating technology, and ensuring institutional support are essential to improve assessment quality and fairness, despite existing implementation challenges. Limitations: The limitations of this study include the Limited Sample size, absence of female participants, and non-randomization in the quantitative stage. Contributions: This study provides insights for policymakers, teachers, and curriculum designers by promoting communicative and learner-centered EFL assessment practices, offering a novel contribution to the limited research context of Afghanistan.
Oil and Gas Terminology in Explanatory Dictionaries Jamalova Dilafruz Komiljon Qizi
Universal Teaching and Learning Journal Vol. 2 No. 1 (2026): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i1.3914

Abstract

Purpose: This study aims to examine how oil and gas terminology is presented in explanatory dictionaries of the Uzbek language. This study seeks to understand how these dictionaries define, simplify, and standardize technical terms within the general language system. Research Methodology: This study used a qualitative lexical analysis of printed and digital Uzbek explanatory dictionaries. A descriptive and comparative approach was applied to examine the definitions, meanings, polysemy, stylistic features, and normative aspects of oil and gas terms through document and textual reviews. Results: The findings show that explanatory dictionaries present oil and gas terms in a simplified and generalized way. Although they provide normative and lexical meanings, they often do not fully reflect the scientific and technical depth of the terms. The analysis also revealed the presence of polysemy, stylistic neutrality, and the integration of oil and gas terminology into the broader general language system. Conclusions: This study concludes that explanatory dictionaries play an important normative role in standardizing oil and gas terminology in the Uzbek language. However, their definitions are limited in representing the full scientific and technical complexity of specialized terminology. Limitations: This study is limited to explanatory dictionaries of the Uzbek language and does not include encyclopedic dictionaries or specialized technical glossaries for comparison. Contributions: This study contributes to lexicography, terminology studies, and applied linguistics. It is useful for linguists, lexicographers, oil and gas specialists, and language planners interested in the development and standardization of technical terminology in Uzbek and other languages.
A Comparative Study of Synchronous vs. Asynchronous Technology Tools in Developing Oral Communication Skills Milimo Mundia
Universal Teaching and Learning Journal Vol. 2 No. 1 (2026): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i1.3925

Abstract

Purpose: This study explores how synchronous and asynchronous tools contribute to the development of oral communication skills by investigating their impact on fluency, interpersonal understanding, anxiety reduction, and repeated practice. Research Methodology: A mixed-methods approach was used, combining quantitative data from surveys and performance assessments with qualitative insights from interviews, classroom observations and student reflections. Results: Synchronous tools such as Zoom and Microsoft Teams enhanced students' fluency, spontaneity, and interaction skills. In contrast, asynchronous tools, such as Flipgrid and online discussion boards, offered a reflective space that reduced anxiety, allowing for thoughtful and precise contributions. Conclusions: This study emphasizes the importance of hybrid learning methods that combine the strengths of both synchronous and asynchronous approaches to foster confident and accurate communication skills. Limitations: This study was limited to undergraduate students and focused on specific tools, potentially limiting its generalizability to other contexts or educational levels. Contributions: This research highlights the complementary role of synchronous and asynchronous tools in developing oral communication skills, advocating hybrid pedagogies in digital learning environments.
Peer Pressure and Self-Efficacy as Correlates of ESL Learners’ Achievement in Reading Comprehension Oluwatunmise Isegun Oladoyinbo
Universal Teaching and Learning Journal Vol. 2 No. 2 (2026): September
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i2.3959

Abstract

Purpose: This study investigated the correlation between Peer Pressure and Self-efficacy with ESL learners’ achievement in Reading Comprehension. Methodology: A survey correlational design was adopted. Participants (300 Senior Secondary II ESL learners) were drawn from ten (10) senior secondary schools in Ibadan metropolis through a simple random sampling technique. The research instruments used were self-made questionnaires to measure peer pressure and self-efficacy and a reading comprehension achievement test. Results: Peer pressure (r = −0.150; p < 0.05) negatively and self-efficacy (r = 0.134; p < 0.05) positively correlated with ESL learners’ achievement in reading comprehension. The joint effect of both variables was significant (F(2,296) = 4.919; Adj R² = 0.026; p < 0.05), with self-efficacy emerging as the stronger predictor of reading comprehension performance. Conclusions: Peer pressure and self-efficacy are important factors in ESL learners’ reading comprehension achievement. Therefore, students should be motivated to become a better version of themselves daily and strive for self-improvement, while teachers should also encourage the students to see reading as a building exercise that will assist them in all academic endeavors. Limitations: The study is limited to questionnaire surveys that are self-reports of students’ levels of peer pressure and self-efficacy, without any manipulation or direct observation. Thus, the study relied only on quantitative data to explain its links with achievement. Contributions: This study provided insights into the improvement of ESL learners’ achievement in reading comprehension by establishing the contributions of peer pressure and self-efficacy.

Page 3 of 4 | Total Record : 37

 1   2   3   4 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2027): March Vol. 2 No. 2 (2026): September Vol. 2 No. 1 (2026): March Vol. 1 No. 2 (2025): September Vol. 1 No. 1 (2025): March