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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 269 Documents
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Exploring Lyricstraining in Enhancing Students’ Vocabulary Recognition in English Listening Activities: Najah Amali Hidayat; Aries Fachriza; Ervin Yudianto
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.v14i1.24436

Abstract

Listening was regarded as an important skill in learning English because it assisted students to communicate with others. Nevertheless, many EFL learners found listening to be problematic due to their lack of vocabulary mastery in dictation activities. The proper learning media were indeed necessary to assist students recognize the vocabulary in listening activity. This study focuses on whether the LyricsTraining application can better strengthen students’ vocabulary recognition in English listening activities compared to YouTube as a learning medium. This was a quantitative study using quasi-experimental non-equivalent control group design. The population was the eighth-grade students of State Islamic Junior High School in East Java in the 2025/2026 academic year. Two classes were taken as the sample, VIII I class as the experimental group with lyrics-training learning and VIII F Class as control group with youtube learning. Quantitative data were collected using pre-tests and post-tests in the form of listening vocabulary recognition tests, followed by analysis with descriptive statistics and the Mann–Whitney U test. The results showed a relevant distinction in between both groups (0.006 < 0.05). It was concluded that LyricsTraining significantly optimize students’ vocabulary recognition in listening activities and could be used as an interactive alternative medium for teaching listening
The Effects of Contemporary Pop Songs on Students’ Listening Comprehension: An Experimental Study at A tutoring Center in Pare Nabila Fauziya R; Rahmawati Sukmaningrum; Siti Musarokah
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.v14i1.24665

Abstract

For English as a Foreign Language (EFL) learners in Indonesia, listening comprehension is still challenging that is often complicated by cognitive and emotional barriers such a lack of vocabulary, fast local speech rates, and low engagement with traditional teaching materials. The value of contemporary pop songs as a tactical teaching tool is the focus of this study, which investigates the potential of popular media to lessen these problems. The objective was to determine how students' listening comprehension in a non-formal education setting is affected by the presence of contemporary pop songs, with an emphasis on their capacity to identify phonetic patterns, understand popular idioms, and comprehend general context. This study highlights the novelty of employing contemporary songs with realistic speech rates and complex lyrics to maintain student interest and lower the affective filter, in contrast to other research that mostly used classical music or children's songs in formal school environments. A pre-experimental design was used in the study, which involved an intense program at a tutoring facility in Pare, Kediri. Purposive sampling was used to decide on a sample of students were highly motivated yet consistently had trouble understanding English accents. Based on to the findings, contemporary pop songs are excellent tools for instruction for casual settings. These tunes successfully reduce psychological barriers and improve long-term language retention by providing a laid-back ambiance. For the purpose to bridge the gap between textbook theory and real-world language usage in the digital age, the study suggests that educators switch from traditional audio resources to more contextual, contemporary pop songs.
An Analysis of Word Formation Processes in Selected Articles in Gontor Magazine and Their Relevance To ELT Writing Instruction Anggun Rakhmalia; Eka Indah Nuraini; Diska Fatima Virgiyanti; Dinar Dipta; Aries Fachriza
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.v14i1.24673

Abstract

This study aims to identify various types of word-formation processes and their frequencies in English-language articles published in the Gontor magazine, and to explore their relevance to the teaching of writing skills in the context of English Language Teaching (ELT). The background of this study was the urgency of understanding word formation to enrich vocabulary mastery and morphological awareness among learners, particularly in Islamic educational settings. Such understanding significantly contributed to the development of writing skills through precise word choice, lexical diversity, and the composition of more accurate, formal, and coherent texts. The research adopted qualitative approach, particularly content analysis. Primary data consisting of word-formation processes were obtained from ten English articles in Gontor magazine. The data were then analyzed through stages of identification, classification, and description by applying Krippendorff’s content analysis theory and Yule’s classification of word formation. Frequency calculations were also employed to determine the most requently occuring processes. The findings identified five types of word formation processes with a total of 269 occurrences: derivation (69, 5%), borrowing (16, 3%), compounding (13, 01%), initialism (0, 7%), and multiple processes (0, 3%). Among these, derivation appeared as the most dominant type. The results indicated that understanding word formation contributes to vocabulary development and enhances writing quality through more organized and varied linguistic patterns. In addition, the dominance of formal linguistic forms and the absence of processes, such as coinage and blending, suggest that articles in Gontor magazine consistently employ an academic writing style. Therefore, the magaize can serve as a relevant teaching source for writing instruction in ELT, particularly within the context of Islamic education.
Professional Development of Elementary School English Teachers in the Teacher Professional Education Program (PPG): A Qualitative Study of Teaching English to Young Learners (TEYL) Practices Siti Maria Ulfa; Tera Athena; Zainal Arifin
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.v14i1.24749

Abstract

This study aims to explore the impact of the in-service Teacher Professional Education (PPG) Program on improving the pedagogical competence of English teachers at the elementary school level, specifically within the context of the Teaching English to Young Learners (TEYL) approach. With the policy establishing English as a compulsory subject in elementary schools under the 2024 Curriculum, which will be implemented simultaneously in 2027, the need for teachers with pedagogical competence appropriate to the characteristics of early childhood learners is becoming increasingly urgent. This study employed a qualitative approach. The first stage involved a survey of 25 elementary school English teachers to obtain an overview of their professional development practices. The survey results then served as the basis for selecting three case study participants for further research through classroom observations and in-depth interviews. The research results indicate that most teachers have participated in various forms of ongoing professional development, including formal training, teacher learning communities, webinars, and digital technology-based independent learning. The PPG program significantly contributed to improving teachers' understanding of lesson planning, authentic assessment, learning differentiation, and the implementation of learner-centered learning approaches. Furthermore, teachers who participated in PPG demonstrated improved skills in integrating TEYL principles, such as the use of communicative activities, educational games, songs, visual media, and contextual learning appropriate to the characteristics of elementary school students. However, this study also identified several challenges, including limited experience teaching English in elementary schools, a lack of appropriate learning resources, and the need for ongoing post-PPG mentoring to ensure the implementation of acquired competencies in teaching practice. This research provides recommendations for policymakers to strengthen the design of elementary school English teacher training through more explicit integration of pedagogical competencies and TEYL principles within the PPG program.
Voices From the Classroom: Students’ Perceptions of CEFR-Based English Materials in an Islamic Higher Education Context Haris Munandar; Faiz Rizki Muhammad; Dinar Dipta
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.v14i1.24756

Abstract

This study aimed to investigate students’ views toward English classroom materials used in the Language Class Program (LCP) at Universitas Darussalam Gontor. It also examined the process of selecting English teaching materials implemented in the program. This research employed a qualitative descriptive approach involving twenty freshmen students as participants. The data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings revealed that the process of selecting English materials in the LCP was primarily based on international standards, particularly the Common European Framework of Reference (CEFR), and relied on materials adapted from the British Council. The material selection focused on students’ academic needs, language proficiency levels, and the development of four language skills, with greater emphasis on speaking and listening skills. However, some materials were considered less suitable for pesantren context and required further adaptation by the tutors. Furthermore, the study identified four main themes regarding students’ perceptions of the English materials: understanding of the materials, material suitability, skill difficulty, and students’ motivation in learning using the materials. Overall, students perceived the materials as relevant and useful for their academic needs, although differences were found in levels of comprehension, difficulties in certain language skills, particularly listening and writing, and fluctuating learning motivation. Therefore, this study suggests that English teaching materials should be continuously developed and adapted to better suit students’ needs and the educational context of the institution.
Exploring L2 Speaking Motivation Among EFL Pre-Service Teachers: A Comparative Study Isad Sufi Haiyyat; Moh. Hasbullah Isnaini
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.v13i2.24960

Abstract

One of the factors which affects learners’ speaking ability is their foreign language (L2) speaking motivation. This study investigated the pre-service L2 speaking motivation between 2024 and 2025 batch at one of public universities in Indonesia. Using a comparative study, the study involved 110 pre-service teachers (PST), 55 each batch from whom the researcher gained information about L2 speaking motivation using L2 speaking motivation scale. Prior to data analysis, the researcher conducted normality and homogeneity tests to make sure that they were normally distributed. The result of the t-test indicated that there was significant difference between 2024 and 2025 batch in terms of L2 speaking motivation since the gained p-value was .028 which is lower than the set p- value, .05 with mean difference of 2.96 indicating 2025 batch were more motivated than its counterparts, 2024. This finding explains that duration of study does not affect the level of motivation which might be influenced by the complexity of speaking tasks or activities. Since this is a cross-sectional study, it cannot detect the real problem faced by the L2 learners, which needs longitudinal and in depth to find.
Being Assessed: The Struggles and development of Language Teachers Identity of a Minority EFL Pre-service Teacher during A Teaching Practicum Jeremy Steven Christian; Moh Hasbullah Isnaini
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.v14i1.25110

Abstract

The current research investigated the tensions and struggles of a minority, an anxious Chinese Indonesian, English Foreign Language (EFL) pre-service teacher (PST) during the teaching practicum within his teacher education program. Employing an autoethnographic design, the researcher served as both the subject who shared the live experiences and the researcher who tells the story. As it is an autoethnographic study, the main data of this research is reflective narratives which comprised one thousand words, talking about his own lived experiences. The narratives focused on the teaching practicum activities recounting the experiences of teaching two vocational high school classes and the emotions or tensions accompanied it. The narrative was examined through a six-phase reflexive thematic analysis. Four themes were generated: anticipatory anxiety managed through intensive preparation; the evaluative gaze as the central trigger of anxiety, revealed by the contrast between graded teaching and unobserved substitute teaching; a critical incident of assessment failure intensified by social comparison with peers; and an emergent but unfinished teacher identity marked by tension between idealism and responsiveness. The findings indicated that the practicum advanced the writer’s teacher identity less through smooth success than through emotionally charged rupture and reflection. The study offers a situated, first-person account that may inform how teacher-education programs support anxious and minoritised pre-service teachers.
Uncovering the Hidden Curriculum: Cultural Messages in Senior High School English Textbooks Mukhtarul Anam; Riryn Fatmawaty; Setyo Nurvita Agustina; Fita Faridah
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.v14i1.25117

Abstract

This study aims to identify the types of cultural values found in English learning materials for 11th-grade high school students and to analyze how these values are represented from the perspectives of students and teachers. Using a qualitative approach and Émile Durkheim’s theory of social facts, the study categorizes cultural values into four dimensions: externality, coerciveness, generality, and independence. The findings reveal that these values are embedded in narrative texts such as folktales and moral stories, serving both as language learning tools and character-building media. Externality and coerciveness are reflected in obedience to authority and social norms, while generality and independence appear in collective values and critical thinking. Students' reading skills also play a significant role in understanding and internalizing these values. Integrating cultural values into English instruction supports the development of literacy, character, and students’ cultural awareness.
Enhancing EFL Reading Comprehension through Scramble Word Activities: A Qualitative Study in an Indonesian Vocational High School Arri Kurniawan; Bagas Ibra Mahendra Sakti; Erlik Widiyani Styati
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.v14i1.25241

Abstract

Reading comprehension is an essential component of English language learning because it enables learners to construct meaning from written texts and supports overall language development. However, many Indonesian vocational high school students continue to experience difficulties in comprehending English texts due to limited vocabulary, low learning motivation, and teacher-centered instructional practices. This study explored the implementation of Scramble Word Activities in teaching reading comprehension to tenth-grade students at SMKN 5 Madiun. Employing a qualitative research design, data were collected through classroom observations, semi-structured interviews with the English teacher, and document analysis. The collected data were analyzed using the interactive model of data condensation, data display, and conclusion drawing, while methodological triangulation ensured the trustworthiness of the findings. The findings revealed that Scramble Word Activities were implemented through pre-reading, while-reading, and post-reading stages that actively engaged students in reconstructing meaningful sentences from scrambled lexical items. The technique promoted vocabulary recognition, sentence organization, collaborative learning, and active participation throughout the reading process. Students demonstrated higher motivation and greater classroom engagement than during conventional reading lessons. Nevertheless, limited vocabulary knowledge and classroom time constraints remained major challenges during implementation. The study concludes that Scramble Word Activities represent an effective interactive strategy for improving reading comprehension in vocational EFL classrooms by fostering meaningful learning and student engagement.

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