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English Teaching Journal : A Journal of English Literature, Language, and Education
Published by Universitas PGRI Madiun
ISSN : 23382678     EISSN : 26864738     DOI : 10.25273
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Teaching Journal: A Journal of English Literature, Language, and Education (ETJ) is published by Universitas PGRI Madiun and organized by the Department of English Teaching, the Faculty of Teacher Training and Education.
Arjuna Subject : -
Articles 247 Documents
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Analysis Study on Cultivating Critical Intercultural Language Pedagogy Through Writing Personal Cultural Narratives and Reflections Sari, Dwi Rosita; Suwandi, Edi
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.23318

Abstract

In today’s interconnected world, intercultural competence is essential for effective communication across diverse cultural contexts. Traditional language education often emphasizes linguistic accuracy and cultural superficialities, neglecting deeper intercultural understanding. Critical Intercultural Language Pedagogy (CILP) offers an innovative framework that integrates cultural reflection, critical analysis, and writing practices to foster intercultural awareness and critical consciousness among learners. This study investigates the impact of writing-based interventions, specifically 'Individual Cultural Journeys,' within the CILP framework on students’ intercultural competence. Employing a pre-experimental design with a one-group pre-test and post-test methodology, 32 English majors participated in reflective writing activities before and after targeted intercultural interventions. Data were collected through pre- and post-intervention assessments of writing quality using a structured rubric and analyzed statistically via paired-sample t-tests. The results indicated significant improvements in students' intercultural awareness and writing abilities, evidenced by a substantial increase in post-test scores (p < 0.001) and large effect sizes. These findings underscore the efficacy of integrating reflective, culturally oriented writing tasks within language instruction to enhance intercultural competence. The study concludes that adopting critical, reflective pedagogies rooted in CILP can transform language education into a powerful tool for developing socially conscious and culturally competent global citizens, equipping learners to navigate and negotiate cultural differences effectively in an increasingly interconnected world.
Loss and Trauma in Shaping Sarat's Character in El Akkad's American War Pratama, Bayu Putra; Ikrima Sa'adah, Sufi
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.23381

Abstract

This research aims to analyse how trauma shapes Sarat’s character in the novel American War by Omar El Akkad. The researcher used a descriptive qualitative method to analyse the data. The data were collected by focusing on the narrative text in the novel that depicted the traumatic events and the radicalism acts by Sarat. The researcher analysed the data by providing the descriptive context of the data. In the novel, the researcher describes several accidents, such as Sarat’s parents’ death, losing her home, the massacre in Camp Patience, and the persecution she received in prison, that caused Sarat’s trauma. This trauma somehow led to Sarat’s radical acts and attitude change. There are at least 3 radical acts done by Sarat that were mentioned in this research. It is the killing of a North General Soldier, the killing of the Sugarloaf Detention Centre’s guard, and the homicide of Sarat to spread the dangerous virus. By analysing and connecting the dots between the trauma and future radical acts, the researcher found that Sarat’s trauma and losses she got in her early life indeed had triggered her radicalism acts.
Increasing Vocabulary Mastery Through Vocabulary Race Game at MTs Husnul Khatimah Rifda, Izzatur; Setyaji, Arso; Suwarti, Tarcisia Sri
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.23798

Abstract

Vocabulary mastery is crucial for successful language learning. This study examines the effect of the Vocabulary Race Game on the vocabulary mastery of seventh-grade students at MTs Husnul Khatimah, Tembalang. Using a quantitative quasi-experimental design, two classes (46 students) were assigned as experimental and control groups. The Vocabulary Race Game was applied only in the experimental class, while the control class received traditional instruction. Data were collected through pretests and posttests and analyzed using an independent samples t-test. The experimental class improved from a mean pretest score of 50.54 to 64.89 on the posttest, while the control class increased from 37.50 to 45.54. The t-test yielded a significant p-value of 0.000016, indicating that the Vocabulary Race Game effectively enhanced students’ vocabulary mastery. The findings highlight the importance of incorporating interactive and game-based strategies to increase student engagement in vocabulary learning. Moreover, this study provides empirical evidence supporting the use of competitive learning activities in English language classrooms. Thus, this method can serve as an engaging and effective alternative to traditional teaching.
Teachers’ Experiences in Using Technology Integration in English Language Teaching Hartono, Archie Elmassetyo; Kalisa, Pasca; Hidayah, Nahdiyah
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24071

Abstract

This study examines how English language teachers working in ELT institutions approach technology integration as part of their instructional practices and overall teacher experiences with digital tools. Using a qualitative research design, the researcher conducted semi-structured interviews with seven educators to explore the perceived benefits, constraints, and strategies related to technology use in English language teaching. The findings show that technology can strengthen student engagement, foster creativity, and support collaborative learning, although its effective implementation is limited by issues such as insufficient infrastructure, uneven digital literacy, and time constraints. The study highlights the importance of institutional support, particularly improved technological resources, targeted training, and ongoing professional development, to help teachers integrate technology with greater confidence and purpose.
The Effect of Using Audiobook Media on EFL Student’s Listening Skill Mawardi, M. Iqbal Kharis; Ningsih, Nuri Ati; Husaini, Rizqi
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24075

Abstract

Listening is a language skill that takes a bigger part in daily communication along with speaking, reading and writing. This is because, listening is considered as one of the important skills to achieve effective communication. this study aims to know the use of audiobook media to teach listening skill by EFL student. The method use of this research is using qualitative method with questionary form that must fill by the respondent. The result of this research present that all the respondents said that the effect of using audiobook media is good for student because it can improve some aspect of students listening skill. So, it concludes that the audiobook media can be use as teaching media to teach listening skill because within this media can improve student ability in listening and can improve of the other aspect.
Strategies and Media for Enhancing Writing Skills Among ELT Students: A Systematic Literature Review Irvan, Mohammad; Styati, Erlik Widiyani
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24076

Abstract

This systematic literature review examines strategies and media used to enhance writing skills among ELT students in EFL contexts. The review systematically analyzes four key pedagogical strategies—graphic organizers, translanguaging, writing process approach, and pair work—and four types of instructional media—digital photographs, Google Classroom, YouTube videos, and fantasy movies. Drawing from classroom-based experiments, quasi-experimental studies, and descriptive research, findings demonstrate that these interventions significantly improve students' content development, text organization, vocabulary precision, mechanical accuracy, motivation, and classroom engagement. Graphic organizers and process writing provide cognitive scaffolding for idea generation and structuring, while translanguaging and pair work support linguistic and social dimensions of writing development. Digital media deliver authentic multimodal input that enriches writing tasks and fosters digital literacy. However, implementation challenges persist, including students' confidence in target language production, technological access limitations, and digital equity concerns, particularly in post-pandemic educational settings. Compared with broader ELT research trends, the findings underscore the necessity of principled integration between cognitive strategies, collaborative practices, and technology-enhanced media for optimal writing instruction. The review offers practical implications for ELT curriculum design, teacher professional development, and technology implementation strategies, alongside recommendations for future research including longitudinal studies of strategy-media combinations and investigations across diverse educational contexts.
Rhetorical Patterns of an Argumentative Essay Written by English Department Students of Universitas PGRI Madiun Rantina, Sabella Alif; Irawati, Lulus
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24077

Abstract

The purposes of this study are to describe the rhetorical patterns of argumentative essays written by English Department students of UNIPMA and to describe the reasons of choosing the rhetorical pattern of argumentative essays written by English Department students of UNIPMA. The study used qualitative research. There were two sources of data namely the students of Department of English Education and the students’ essay composition. The data were collected through analyzing the students’ essay composition and interviewing the students. The data were analyzed by exhibiting the interactive model of qualitative data analysis. The results show that from 20 argumentative essays written by the students, most students use the Thesis Statement (TS) pattern in writing argumentative essays for academic writing equal to 100%. About 65% or as many as 13 student essays exhibit background information (BI) in their essays. There are 7 essays equal to 35% not exhibiting Background Information (BI). 70% or 14 essays students use reservation (RE) to write essays and for those who don't use reservation there are 30% or 6 essays. A total of 40% or 9 essay students used rational appeal (RA) for essay writing and who did not use RA 60% or 11 essays, 25% or 5 essay students used affective appeal (AA) for essay writing and who did not use AA 75% or 15 essays, 60% or 12 essays students use hesitation to write essays and those who do not use HT 40% or 8 essays, 100% or 20 essays students use conclusion. The result of the analysis of interview are those students who already understand this explain that in writing an essay, they must determine the topic first, then make the main ideas and develop them using rhetorical patterns in a coherent and correct manner. Every student learns and understands differently. Teachers should often train students in writing essays so that all students understand how to write essays using rhetorical patterns.

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