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Journal of English and Arabic Language Teaching
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 24070998     EISSN : 24071005     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English and Arabic Language Teaching, JEALT (Online ISSN 2407-1005 | Print ISSN 2407-0998), is a scholarly refereed journal originally founded at the Language Development Center of State Islamic University of Sultan Syarif Kasim Riau. JEALT has established itself as an excellent source for the latest developments in the field, both theoretical and pedagogic, including improving standards for teaching English and Arabic as foreign language in Indonesia and around the world.
Arjuna Subject : -
Articles 93 Documents
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A COMPARATIVE STUDY OF SPEAKING ABILITY: ENGLISH CAMP PARTICIPANTS AND NON-PARTICIPANTS AT MAN 1 KUANTAN SINGINGI Aldi Purnomo; Yusrida Yusrida
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study aimed at finding out significant differences in speaking ability between students participating in English Camp program and those who did not participate in English Camp program at State Islamic Senior High School 1 Kuantan Singingi.  It was quantitative study with causal-comparative design.  All eleventh-grade students at State Islamic Senior High School 1 Kuantan Singingi were the population of this study, and they were 236 students.  30 students were selected as samples selected by using purposive sampling technique, and they consisted of 15 English Camp participants and 15 non-English Camp participants.  The instrument of collecting data was speaking test, and the data were analyzed by using independent sample t-test with the help of SPSS 27.  The findings showed that the score of Sig. (2-tailed) was 0.001 lower than 0.05, and it indicated a significant difference in speaking ability between the two groups.  Thus, Null hypothesis (H0) which stated that there was no significant difference in speaking ability between students participating in English Camp and non-participants in English Camp was rejected, and Alternative hypothesis (Ha) was accepted.
REVISITING THE WORKING MEMORY–READING COMPREHENSION LINK: EVIDENCE FROM INDONESIAN EFL UNIVERSITY STUDENTS Silvi Ramadhani; Dodi Settiawan
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

Working memory is widely regarded as a key cognitive resource underlying reading comprehension. Nevertheless, its contribution to academic reading performance in English as a Foreign Language (EFL) context remains inconclusive, particularly when different measures of working memory are employed. This study examined the relationship between working memory and academic reading comprehension among Indonesian EFL university students. Using a quantitative correlational design, data were collected from 33 English Education students through a Backward Digit Span Task and an academic reading comprehension test. Spearman’s rank-order correlation revealed a positive but non-significant association between working memory and academic reading comprehension (ρ = .176, p = .326). Although the direction of the relationship was consistent with theoretical accounts that position working memory as a facilitator of text processing, the effect size was negligible. The findings suggest that working memory, as assessed through a domain-general digit span measure, contributes only marginally to variation in academic reading comprehension. Rather, successful comprehension of academic texts appears to depend on a broader constellation of linguistic and cognitive factors. By providing evidence from an underrepresented EFL higher education context, this study contributes to ongoing discussions concerning the role and measurement of working memory in second-language reading research. Future studies should adopt multidimensional models that incorporate both cognitive and linguistic predictors to achieve a more comprehensive understanding of academic reading performance.
AN ANALYSIS OF EFL STUDENTS' PRONUNCIATION ACCURACY AT THE ENGLISH EDUCATION DEPARTMENT OF UIN SUSKA RIAU Wapuja Jayati Gathy NST; Idham Syahputra
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

Pronunciation accuracy is an essential component of oral communication because it directly influences intelligibility and comprehensibility. Despite studying English for several semesters, many English as a Foreign Language (EFL) students continue to experience difficulties in producing English sounds accurately. This study aimed to analyze the pronunciation accuracy of fourth-semester students at the English Education Department of UIN SUSKA Riau. The research employed a descriptive quantitative design involving fifteen students selected through purposive sampling. The data were collected through a pronunciation test covering four pronunciation aspects: consonant, vowel, word stress, and intonation. Students' performances were evaluated independently by two raters using an analytic pronunciation scoring rubric, and the average scores were analyzed using descriptive statistics in IBM SPSS Statistics. The findings revealed that the overall mean score of students' pronunciation accuracy was 13.60 (SD = 1.0212), indicating a moderate level of pronunciation accuracy. Among the four aspects, consonant accuracy obtained the highest mean score (3.87), followed by intonation (3.67), vowel accuracy (3.30), and word stress (3.07). The findings indicate that students generally performed better in segmental features than supra segmental features, particularly word stress. Therefore, greater emphasis on pronunciation instruction, especially in supra segmental aspects, is recommended to improve students' pronunciation proficiency.  

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