cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota madiun,
Jawa timur
INDONESIA
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 269 Documents
 23   24   25   26   27 
Non-English Students Motivation and Strategies in Learning English Wardani Dwi Wihastyanang; M Fajar
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22231

Abstract

The aims of this study is to provide insight into the motivation of non-English students at various levels, which can be used as a reference for our knowledge of the elements that influence non-English students' interest and motivation in learning English courses. Non-English students often have different goals and do not prioritize learning English in the same way as English students, who are more likely to have strong motivation and a methodical approach to learning the language. By looking at these issues, this study hopes to find information that can be used to modify English language teaching strategies to better suit their needs and improve language learning outcomes. This study uses quantitative, involving systematic data collection and analysis to measure the level of motivation among Non-English language students used in learning their English language courses. This quantitative research method includes questionnaires to collect data, followed by statistical analysis to draw conclusions and make inferences about the variables studied. From the results was founded that internal factors indicate that many students prioritize English proficiency for both academic and professional objectives, establish goals, and feel confident in their ability to improve. Their intrinsic motivation is also influenced by their enjoyment of English learning activities, such as practicing and completing assignments, demonstrating a favorable relationship between learning methodologies and personal objectives in English acquisition. Then, external factors, the data shows that students' enthusiasm to learn English is greatly increased by external variables including peer support, efficient teaching strategies, and readily available resources. Important components include group activities, exposure to English-language media, and instructor feedback. Peer and learning environment help further boost motivation, demonstrating a direct correlation between using successful learning tactics to increase English proficiency and outside assistance.
Analysis of English Language Policy and Curriculum Implementation in Indonesia Arip Hertanto; Budi Purwoko; Mufarrihul Hazin
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22336

Abstract

This conceptual article provides a synthesized analysis of Indonesia's English Language Policy (ELP) and its implementation over the last decade (2013-2023), building upon prior scholarship and extending to the recent Merdeka Curriculum. By drawing on existing research, policy documents, and evaluations of English Language Teaching (ELT), this study conceptualizes key trends, persistent challenges, and evolving strategies within Indonesia's English education landscape. It examines the interplay between national language policies, curriculum shifts, pedagogical innovations, and the practical realities of ELT across diverse Indonesian contexts. The analysis critically evaluates the conceptual underpinnings of policies aimed at fostering global citizenship and intercultural competence through English. It also addresses systemic implementation issues such as teacher preparedness, resource disparities (urban-rural), and the need for standardized assessment frameworks, which currently hinder the intended student-centered approach of the Merdeka Curriculum. Conceptually, this synthesis highlights a discernible gap between policy design and practical application. It identifies critical areas demanding attention, including enhancing teacher capacity to align with the Merdeka Curriculum, ensuring equitable resource distribution, and establishing robust assessment mechanisms. Framed within stages of policy analysis, the article suggests that while policy formulation has progressed, a deeper conceptual understanding and more effective strategies for implementation and evaluation are crucial. Ultimately, this conceptual synthesis underscores the necessity for a more nuanced and conceptually sound approach to policy implementation and evaluation to achieve the ELP's objectives of equitable and high-quality English language education in Indonesia. The article also proposes key conceptual considerations for future policy development and research directions, including longitudinal studies, comparative analyses, and innovations in teacher professional development.
Developing an Android-Based LENTERA Application Media for Slow Learner Students at SMP Negeri 1 Geger Heny Sulistyo Rini; Wiwik Widajati; Pamuji Pamuji
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22356

Abstract

This study addressed the problem of giving students with learning disabilities access to useful learning materials.  An interactive educational program called LENTERA (Learning Together for Special Needs) was created to help slow learners of the English language with concept comprehension, vocabulary acquisition, and memory consolidation. Concept, Design, Material Collection, Assembly, Testing, and Distribution were all included in the study, which used a development research approach based on the Multimedia Development Life Cycle (MDLC) model. Using Likert scale questionnaires given to practitioners, media experts, and material experts, feasibility and practicality were evaluated by experts. The results showed that practitioners (95.6%), media experts (94.67%), and material experts (95.29%) gave the application excellent feasibility ratings, suggesting that it has a great deal of friendly user as an instructional tool.  Then, these findings imply that the LENTERA program has approved and usefulness for use in learning environments.  By offering an approachable and captivating medium to support the special needs learning requirements of slow learners in acquiring English language abilities, the creation of this application makes a substantial addition to educational methods.
Analyzing Students’ Difficulties in Learning to Write Nawang Sukma Yudhistyra; Erlik Widiyani Styati; Arri Kurniawan
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22419

Abstract

Many language learners still have difficulties when learning writing skills even at the college level. Therefore, this research aims to determine (1) students' perceptions of writing skills, (2) students' perceptions of difficulties when learning to write, and (3) students' perceptions of the media they prefer when learning to write at the college level. This research uses a quantitative approach with the types descriptive statistical analysis. The subjects of this research were 4th semester students in the writing class at Universitas PGRI Madiun. Data collection was carried out using a questionnaire adopted in a previous research replica. To analyze the data, the researcher used the SPSS version 26 application. So the researcher found that (1) students had the perception that they disagreed that writing was the easiest skill compared to other skills (listening, speaking, and reading). This means that writing is a skill that is considered difficult by 4th semester students at Universitas PGRI Madiun, (2) students have the perception that grammar is the most difficult aspect when learning to write among other aspects, (3) students prefer the internet or anything on the web for reference when learning to write. Students can find whatever they need when learning to write through this media.
Figurative Language And Lecturing In ELT Tiara Widyaiswara; Ali Nuke Affandy; Zeppyca Almayda Dwi Sahputri
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22578

Abstract

This study aims to identify the types of figurative language used by lecturers in teaching English, determine the most frequently used types, and understand the purpose behind their use. The subjects of the study were English lecturers who taught the second semester Speaking course and the fourth semester TOEFL Preparation class. Data analyzed using qualitative content analysis through , coding, thematic analysis, interpretation, and validation with triangulation were collected through classroom observation and semi-structured interview. The findings of the study indicate that lecturers use various types of figurative language, including Metaphor, Personification, Metonymy, Antonomasia, Hypalas, Irony, Satire, and Antiphrasis. Metaphor as the most dominant, because it effectively conveys abstract ideas in an imaginative way. Less frequent types such as Antonomasia and Hypalase appear situationally. The results of the study indicate that the main purpose of lecturers using figurative language in English learning teaching is to improve students' understanding and provide motivation to students. This study concludes that figurative language plays an important role in teaching English. Future researcher should suggest that lecturers integrate the use of figurative language consciously into their teaching strategies and further research can involve more lecturers and institutions to broaden understanding of the impact of the use of figurative language on student learning outcomes.
Exploring Direct Written Corrective Feedback on Senior High School Students’ Compositions Avendi Perangin Angin; Effendi Limbong; Mardliya Pratiwi Zamruddin
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22630

Abstract

This study investigates the extent to which Direct Written Corrective Feedback (DWCF) enhances the writing accuracy of senior high school students in Indonesia. Drawing from a qualitative case study involving three students of varying proficiency (low, average, and high) at SMK Negeri 1 Muara Wahau, this research examines (1) the types of linguistic errors found in student recount compositions and (2) how DWCF helped students improve across different grammatical features. The findings revealed six error types—related to nouns, verbs, tenses, conjunctions, adverbs, and adjectives—with DWCF proving especially effective in aiding higher-proficiency learners. These results highlight DWCF's pedagogical relevance and suggest differentiated applications based on student needs to improve writing competence in EFL classrooms. DWCF significantly reduced errors among higher?proficiency students, whereas low?proficiency learners showed partial improvement. Pedagogical implications emphasize differentiated feedback strategies and revision cycles.
A Case Study on Psychological Barriers in Learning English among Midwifery Students at IIK Bhakti Wiyata Yeni Nurmala Hidayati; Palupi Susilowati
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22637

Abstract

English proficiency is essential for midwifery students as it expands their opportunities in the healthcare sector and improves communication in their professional careers. However, many students encounter psychological barriers that impede their English learning process. This study aimed at exploring the psychological factors hindering English performance among midwifery students at IIK Bhakti Wiyata Kediri. Semi-structured interviews, classroom observations, and questionnaires were all used to gather the data. The findings revealed that psychological factors significantly influenced the students’ English performance. Fear of making mistakes, shyness, anxiety and lack of self confidence were the main issues. Psychological barriers are essential to the English language acquisition process. Significant improvements in language acquisition results can be achieved by lowering fear, increasing confidence, and creating a supportive environment.
Women’s Strength and Ability: American Feminist Ideals in Soul Surfer (2011) Movie Salwa Ine Kautsar; Arido Laksono
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.23025

Abstract

This research examines the representation of women’s strength and American feminist ideals in the movie Soul Surfer (2011). The main focus of this research is Bethany Hamilton’s struggles in embodying feminist values. The theories that were used in this research are based on feminist theories form Tong and Butler. The method used in this research is literature review. The results of the research indicate that, out of 10 samples, Bethany is depicted as going against society’s expectations by return to the world of surfing after enduring a life-changing incident. Bethany embodies the values of women’s empowerment and gender equality. This finding provides insights into how Soul Surfer promotes feminist values by celebrating women’s strength, agency, and resilient spirit in the face of obstacles, thereby encouraging a more profound awareness of gender equality and women’s empowerment in the modern society
Online Portfolio Assessment, Formative Assessment, and Summative Assessment on Students’ Writing Skills: An Experimental Study Masrul Masrul; Sri Yuliani
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v14i1.24268

Abstract

The development of online learning in developed countries is advancing, yet in developing countries, the development is still at the early stage. It is necessary to investigate the potentials and the available facilities to support online learning in developing countries, including Indonesia. This study investigated the impacts of online portfolio assessments, formative assessments, and summative assessments on students' writing abilities. An experiment was conducted, involving 115 participants undergraduate students majoring English (60 females and 55 males) at the State University of Malang. All of the participants had passed the “Grammar and Writing I” required course offered in the first semester. The data were collected using single instrument: an electronic writing forum. The main data analysis tools used in this research were the McManemar test and the Cohran test. The results showed that online portfolio assessment, formative assessment, and summative assessment significantly affected students' writing skills. Online portfolio assessment, formative assessment, and summative assessment in essay writing help students develop their writing skill, particularly in terms of grammar and linguistic structure. Significant gaps were found between pre-test and post-test treatments' peer feedback and peer assessment. The two variables positively affected the process of essay writing and the completion of writing assignments of the students.
Exploring Student Perspectives on Digital Peer Feedback in Process-Based Second Language Writing: Inquiry Study Endar Rachmawaty Linuwih
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v14i1.24376

Abstract

This study investigates the role of online peer feedback in second language (L2) writing within an Indonesian university context. The primary aim is to explore how L2 writers (n = 26) perceive the benefits of engaging in a discussion forum on Moodle, used as a Learning Management System (LMS), for online peer evaluation in an academic writing course. Employing a qualitative case study design, data were collected from students’ essays, LMS-mediated peer comments, and self-reflection papers. The data were analysed inductively following Braun and Clarke’s thematic analysis framework to identify emergent themes. Results indicate that participating in an online writing community not only enhanced the students’ ability to perceive and utilize feedback effectively, but also fostered a shared understanding of feedback practices, ultimately establishing a supportive writing community. In addition, the online peer feedback experience was found to significantly boost students’ critical thinking skills—an essential aspect of the writing process. The study concludes that incorporating technology-enhanced interactive social settings in L2 writing instruction can lead to substantial improvements in both feedback engagement and writing proficiency.

Page 26 of 27 | Total Record : 269

 23   24   25   26   27 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2026) Vol. 13 No. 2 (2025) Vol. 13 No. 1 (2025) Vol. 12 No. 2 (2024) Vol 12, No 1 (2024) Vol 11, No 2 (2023) Vol 11, No 1 (2023) Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 2 (2019) Vol 7, No 1 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) Vol 3, No 2 (2015) Vol 3, No 2 (2015) Vol 3, No 1 (2015) Vol 3, No 1 (2015) Vol 2, No 2 (2014) Vol 2, No 2 (2014) Vol 2, No 1 (2014) Vol 2, No 1 (2014) Vol 1, No 2 (2013) Vol 1, No 2 (2013) Vol 1, No 1 (2013) Vol 1, No 1 (2013) More Issue