Pedagogy : Journal of English Language Teaching
type: channel
description: Pedagogy: Journal of English Language Teaching is dedicated to exploring the intersection of English Language Teaching (ELT) with micro-level contexts, including but not limited to religiously-affiliated schools, and examining the influences of religiosity and ethno-pedagogy on language learning, teaching practices, and educational policies. Micro-Level Contexts: Our journal seeks to investigate ELT practices within specific micro-level contexts, such as religiously-affiliated schools, community language programs, heritage language schools, and other localized educational settings. Religiosity and Language Education: We invite contributions that explore the intersections of religiosity and language education, examining how religious beliefs, values, and practices influence language teaching methodologies, curriculum design, and classroom interactions. Ethno-Pedagogy: Our journal aims to promote discussions on ethno-pedagogy, which refers to pedagogical approaches that are grounded in the cultural and linguistic backgrounds of learners. We welcome studies that investigate culturally responsive teaching practices, culturally relevant curriculum development, and the integration of students' ethno-cultural knowledge and experiences into the language classroom.
publisher: Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia
language: en
publication name: Pedagogy : Journal of English Language Teaching
issn: 2338-882X
items: Gender Representation in Indonesian EFL Textbooks: A Sociolinguistic Study of “English for Nusantara”
items: Measuring Reading Comprehension Difficulties among Thai International English Students Studying in Indonesian Universities
items: Students’ Feelings of Using Figurative Language in Creating Poems at Creative Writing Class: A Narrative Inquiry
items: Students’ Viewpoint of Automatic Translation Tools in EFL Classroom
items: Students’ Perceptions of Using WhatsApp to Foster Autonomous Listening Skills in English Language Learning
items: Enhancing University Students’ Academic Presentation Skills through Mnemonic-Based Strategies
items: Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction
items: Employing Augmented Reality in Reading Classes for Indonesian EFL Junior High School Students: A Perspective Analysis
items: Unheard Voices: Navigating Learning Style Mismatches in Eastern Indonesian Classrooms
items: Investigating Students’ Speaking Skills through Traditional Story-Based Digital Storytelling into Genre-Based Approach (GBA)
items: Contextual Dynamics of Professional Identity Development in ELT Indonesian Graduate Students: A Grounded Theory Method
items: Exploring the Integration of Artificial Intelligence in English as a Foreign Language Education in Indonesia
items: Integrating Local Culture into Foreign Language Learning through Humour: A Systematic Literature Review
items: Indonesian University Learners’ Views on Optimizing English Speaking Skills through the Use of OME TV Media
items: Multicultural Education of EFL Classrooms in Indonesian Islamic Higher Education: Challenges and Strategies
items: Examining Iranian EFL Students’ Correct Use of Tense: Connecting the Past to the Present
items: Technology-Based Reading Application on Improving Reading Literacy Level Among Struggling Readers in a Public Elementary School in the Philippines
items: Investigating Critical Thinking Skills in Debate Class through the Use of the Case Method
items: An Examination of the Use of Oral Communication Strategies by Second-Year University Undergraduate Students in Intensive Speaking Class
items: EFL Students’ Online Learning Readiness: Performing Out the Basic Functions of Technology
items: The Positive Perceptions of Technology Utilization in EFL Vocational High School Classroom From In-service and Pre-service Teachers
items: Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research
items: External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era
items: Teaching Descriptive Text Writing Through Indonesian Traditional Cartoons: An Ethno-Pedagogical and Constructivist Approach
items: The Effect of Massively Multiplayer Online Role-Playing Games (MMORPG) Vocabulary on Students’ Willingness to Communicate: A Narrative Inquiry
items: Student’s Cognitive Engagement in Teaching Vocabulary through Mnemonic Strategy
items: TikTok and Vocabulary Learning: A Survey Study of Indonesian Students from English Departments
items: A Grounded Theory of Indonesian English Teacher Educators’ Professional and Identity Development in a Blended Professional Development Community
items: Pre-service English Teachers’ Voices Toward The Use of Quizizz in Learning Tourism
items: English Pre-service Teachers’ Responses to Writing Online Instruction and Critical Teacher Feedback

Gender Representation in Indonesian EFL Textbooks: A Sociolinguistic Study of “English for Nusantara”
type: item
description: Gender representation in textbooks has a powerful impact on students’ perceptions and social identities. Unbalanced gender portrayal can influence how students view their roles and opportunities in society. This study aimed to investigate how gender is represented in educational material, English for Nusantara textbook for eighth-grade students. A mixed-method design was employed, combining content analysis and discourse analysis, to examine how often male and female characters are represented in the textbook. Brugeilles and Cromer's (2009) model was employed to inform analysis, focusing on the frequency of activities, roles, and characters' appearances. The findings revealed that male and female characters appear in nearly equal numbers however traditional gender roles are still dominated. Male characters are more frequently depicted in physical, competitive, and public roles, such as workers and rescuers, while female characters are more often shown in domestic, educational, and cultural contexts. These findings suggest that numerical balance does not necessarily indicate gender equality in representation. The study highlights the need for more diverse and equitable representation of both genders in educational materials. It also suggests that future research explores students' perceptions of gender and how teachers address gendered content in classroom settings to support more inclusive English language learning.
subject: Articles
  topic: section
subject: English for Nusantara
  topic: keywords
subject: Gender Bias
  topic: keywords
subject: Gender Representation
  topic: keywords
subject: Sociolinguistic
  topic: keywords
subject: Textbook Analysis
  topic: keywords
creator: Chindy Yolanda
creator: Syafryadin
rights: Copyright (c) 2025 Chindy Yolanda, Syafryadin https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 119
ending page: 131
doi: 10.32332/joelt.v13i1.10682

Measuring Reading Comprehension Difficulties among Thai International English Students Studying in Indonesian Universities
type: item
description: Mastering reading comprehension is quite challenging for EFL learners, thus the purpose of this study is to measure reading comprehension difficulties among the English Department students of Thailand Pattani currently studying in Indonesia. Descriptive quantitative research was used as the research design within this study. 25 English Department students of Thailand Pattani studying across Indonesian universities had been selected purposively to be the participants. Data were obtained through a 20-item reading comprehension test, which assessed students’ understanding of main ideas, stated and unstated details, and vocabulary. The test was administered online using Google Forms. The data collected were analysed quantitatively by using some formulas. The findings reveal that the overall reading proficiency among English Department students at Pattani, Thailand, is weak, with an average mastery score of 51.52%. The most challenging component was identifying main ideas or topic sentences, with a mastery level of 43% (poor category), followed by vocabulary meaning questions at 48% (poor category). In contrast, questions related to stated and unstated details had a slightly higher mastery score of 57% (weak category). These results highlight the need for targeted instructional strategies in EFL reading comprehension development.
subject: Articles
  topic: section
subject: EFL Learners
  topic: keywords
subject: descriptive quantitative
  topic: keywords
subject: reading comprehension
  topic: keywords
subject: reading difficulties
  topic: keywords
subject: Thai Pattani students
  topic: keywords
creator: Ida Muliawati
creator: Hifnee Jijai
creator: Budi Rizka
rights: Copyright (c) 2025 Ida Muliawati, Hifnee Jijai, Budi Rizka https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-29
publication date: 2025-06-29
starting page: 103
ending page: 118
doi: 10.32332/55b49284

Students’ Feelings of Using Figurative Language in Creating Poems at Creative Writing Class: A Narrative Inquiry
type: item
description: Figurative language is a vital element in poetry that allows writers to express emotions, ideas, and imagery in creative and impactful ways. In the context of creative writing classes, especially poetry writing, students are encouraged to explore and utilize various figurative expressions to enhance the depth and beauty of their compositions. However, considering its complexity, the use of figurative language in writing a poem can create a range of emotions. This study aims to identify and understand students' emotional experiences in a creative writing class using figurative language at a university in Pekalongan. A qualitative method was employed through narrative inquiry to explore how students in a creative writing class experienced the use of figurative language while composing poems. The researchers used semi-structured interviews to collect data. The data were analyzed using the Miles, Huberman & Saldana analysis method. The participants of this study were students majoring in English department who had created poems using figurative language in creative writing class. The results of this study revealed some positive feelings felt by the students, such as excitement, happiness, interest, pride, and satisfaction. On the other hand, negative feelings felt by students include anxiety, frustration, and boredom. This study contributes to a deeper understanding of students' emotional experiences so that it can offer valuable insights for choosing appropriate teaching methods and media in teaching poems using figurative language in creative writing class.
subject: Articles
  topic: section
subject: creative writing
  topic: keywords
subject: emotional experiences
  topic: keywords
subject: figurative language
  topic: keywords
subject: narrative inquiry
  topic: keywords
subject: poetry writing
  topic: keywords
creator: Ana Fitriana
creator: Chubbi Millatina Rokhuma
rights: Copyright (c) 2025 Ana Fitriana, Chubbi Millatina Rokhuma https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-24
publication date: 2025-06-24
starting page: 90
ending page: 102
doi: 10.32332/42343x98

Students’ Viewpoint of Automatic Translation Tools in EFL Classroom
type: item
description: The mismatch between institutional expectations and students' learning needs has become a concern in the digital era, particularly in EFL classrooms. Universities emphasize academic values like originality and critical thinking, while students seek efficient learning methods. A significant technological advancement is the implementation of Automatic Translation Tools (ATTs), which have achieved greater accuracy due to advancements in artificial intelligence. This qualitative case study explores students' viewpoints on using ATTs in a Catholic university in West Kalimantan, which emphasizes originality in academic work. Data were collected from 41 respondents in the 6th semester of the English education program using questionnaires and interviews. Results show that respondents favor ATTs as they help translate complex texts, increase vocabulary, and support task completion. However, reliance on ATTs in communication raises concerns as it can inhibit independent language and critical thinking. This tool is employed for academic and non-academic applications, including social media. They emphasized balancing translation tools with academic integrity and the need for guidelines for responsible use, aligning with the University's values.
subject: Articles
  topic: section
subject: AI Integration
  topic: keywords
subject: Automatic Translation Tools
  topic: keywords
subject: EFL
  topic: keywords
subject: Higher education
  topic: keywords
subject: University value
  topic: keywords
subject: Educational Technology
  topic: disciplines
creator: Heri Yudianto
creator: Monika Surtikanti
creator: Antonius Agung
rights: Copyright (c) 2025 Heri Yudianto, Monika Surtikanti, Antonius Agung https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-20
publication date: 2025-06-20
starting page: 37
ending page: 63
doi: 10.32332/joelt.v13i1.10482

Students’ Perceptions of Using WhatsApp to Foster Autonomous Listening Skills in English Language Learning
type: item
description: The optimization of WhatsApp as an alternative medium aimed to support learner autonomy and address time constraints in conventional learning, particularly in listening classes. Limited face-to-face meetings reduced students’ opportunities to practice their listening skills. Therefore, WhatsApp was utilized to foster autonomous learning, enabling students to practice listening beyond the classroom. This study aimed to explore the use of WhatsApp as a teaching medium to promote learner autonomy and to investigate students’ perceptions of conducting autonomous listening activities. A qualitative research design was employed, involving 10 students from the Basic Training Class at Happy English Course selected through purposive sampling. Data were collected through observations and semi-structured interviews, then analyzed using data reduction, data display, and conclusion. The findings revealed that students exercised two forms of autonomy control: cognitive process control and learning management control. Students expressed positive perceptions of using WhatsApp for autonomous listening, including ease of access to materials and tasks, increased opportunities for practice, and enhanced motivation through interactive learning. In conclusion, WhatsApp serves as an effective tool to promote learner autonomy and improve students’ listening proficiency.
subject: Articles
  topic: section
subject: autonomous learning
  topic: keywords
subject: cognitive control
  topic: keywords
subject: listening skill
  topic: keywords
subject: Mobile-assisted language learning
  topic: keywords
subject: WhatsApp integration
  topic: keywords
creator: Iwan Setiawan
creator: Thoyyibah Thoyyibah
rights: Copyright (c) 2025 Iwan Setiawan , Thoyyibah Thoyyibah https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-20
publication date: 2025-06-20
starting page: 19
ending page: 36
doi: 10.32332/joelt.v13i1.10198

Enhancing University Students’ Academic Presentation Skills through Mnemonic-Based Strategies
type: item
description: In university-level education, academic presentations serve as a crucial component in fostering active learning and communication skills. Despite their significance in supporting the teaching and learning process, many students still find it challenging to deliver effective and structured presentations, particularly when required to adhere to academic conventions and clarity of expression. This study aims to explore how mnemonic-based strategies improve students’ academic presentation skills through an in-depth analysis of a specific group of learners. This study employed a qualitative research methodology using a case study approach. The participants in this study consisted of five students from the English Language and Literature Study Program, Faculty of Communication and Business, who were purposefully selected. Based on the five selected students, several problems in delivering academic presentations include: 1) lacking confidence during the presentation; 2) presenting unstructured points; 3) being unable to present without reading from the text; 4) struggling to create effective and engaging PowerPoint slides; and 5) failing to convey the main points clearly. After being introduced to the mnemonic-based strategy, the five students were able to deliver their academic presentations effectively and confidently. The findings indicate that a single keyword was sufficient to trigger recall and effectively support students in delivering their academic presentations.
subject: Articles
  topic: section
subject: academic presentation
  topic: keywords
subject: communication skill
  topic: keywords
subject: memonic-based strategy
  topic: keywords
subject: qualitative research
  topic: keywords
subject: student’s challenge
  topic: keywords
creator: Octa Pratama Putra
creator: Hazrat Shah Kayen
rights: Copyright (c) 2025 Octa Pratama Putra , Hazrat Shah Kayen https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-20
publication date: 2025-06-20
starting page: 64
ending page: 76
doi: 10.32332/nkaht604

Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction
type: item
description: Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.
subject: Articles
  topic: section
subject: beliefs
  topic: keywords
subject: critical incidents
  topic: keywords
subject: EFL novice teacher
  topic: keywords
subject: motivation
  topic: keywords
subject: teacher professional identity
  topic: keywords
creator: Natalia Destiana Putri
creator: Concilianus Laos Mbato
creator: Ouda Teda Ena
rights: Copyright (c) 2025 Natalia Destiana Putri, Concilianus Laos Mbato , Ouda Teda Ena https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-20
publication date: 2025-06-20
starting page: 1
ending page: 18
doi: 10.32332/95z9xb80

Employing Augmented Reality in Reading Classes for Indonesian EFL Junior High School Students: A Perspective Analysis
type: item
description: In an educational context, reading skills are essential for students, particularly in the ELT context. Good reading skills are not only profitable for fostering vocabulary. They are also essential for fostering students’ understanding of complex text. Integrating technology, especially Augmented Reality (AR), becomes one of the transformative keys to gaining students’ engagement and enthusiasm for learning activities. With an explanatory sequential mixed method and a convenient sampling technique, this comprehensive study observes eighth-grade students’ perspectives on AR implementation in their reading class. Of 135 students, 51 were conveniently involved in the study in the first phase. Besides, 5 of 51 students were invited to interview sessions in the second phase. The essential findings of this study revealed that the use of AR eased students’ understanding of the text, especially texts using present continuous tense. The use of AR enhanced students’ engagement and involvement in instructional activities. The use of AR provided a practical and interactive learning climate. By this point, AR implementation in this study fulfilled students’ needs and fostered an adaptive and responsive learning environment. AR provides a dynamic and exciting learning environment that boosts students’ reading skills. The AR utilization allows students to interact directly with the reading content and strengthen their understanding of the scenario. That reveals the enormous potential of AR technology in transforming how we conduct instructional activities, particularly in enhancing reading skills and comprehension for eighth-grade students.
subject: Articles
  topic: section
subject: augmented reality
  topic: keywords
subject: ELT
  topic: keywords
subject: perspective analysis
  topic: keywords
subject: reading skills
  topic: keywords
subject: student engagement
  topic: keywords
creator: Isidorus Bagus Geovenda Nyudak
creator: Dewa Gede Saka Pratama
creator: Ni Nyoman Sugiani
creator: Nyoman Adi Jaya Putra
rights: Copyright (c) 2024 Isidorus Bagus Geovenda Nyudak, Dewa Gede Saka Pratama, Ni Nyoman Sugiani, Nyoman Adi Jaya Putra https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-24
publication date: 2024-12-24
starting page: 142
ending page: 157
doi: 10.32332/joelt.v12i2.9579

Unheard Voices: Navigating Learning Style Mismatches in Eastern Indonesian Classrooms
type: item
description: In Papua, Indonesia, English education is situated within a unique policy context in which the Special Autonomy Law mandates English as a second language, yet it is often taught as a foreign language in practice. This discrepancy has contributed to challenges in developing students’ speaking proficiency. This study aimed to explore the mismatch between 7th-grade students’ learning styles and teachers’ instructional strategies in a junior high school in Sorong, Indonesia with the goal of proposing more adaptive teaching approaches. A mixed-methods design was employed, combining the VARK learning style questionnaire with qualitative interviews to gather data on students' preferences and classroom practices. The results showed that aligning teaching strategies with students’ diverse learning styles significantly improved their speaking skills. These findings underscored the importance of implementing adaptive instructional methods to meet varied learning needs and enhance English language proficiency among junior high school learners in Indonesia. This research contributes to the growing evidence supporting learning style-based instruction, particularly in the context of English language education in Indonesian junior high schools.
subject: Articles
  topic: section
subject: English as a second language
  topic: keywords
subject: learning styles
  topic: keywords
subject: mixed-methods
  topic: keywords
subject: speaking skills
  topic: keywords
subject: teaching strategies
  topic: keywords
subject: ELT
  topic: disciplines
creator: Nadia Maulina
creator: Abd. Rahman
creator: Miftahulfadlik Dabamona
creator: Andri Saputra
rights: Copyright (c) 2025 Nadia Maulina, Abd. Rahman, Miftahulfadlik Dabamona https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-20
publication date: 2025-06-20
starting page: 77
ending page: 89
doi: 10.32332/9smd2618

Investigating Students’ Speaking Skills through Traditional Story-Based Digital Storytelling into Genre-Based Approach (GBA)
type: item
description: Digital storytelling has been widely used in the English learning process as a way to improve language skills, especially speaking skills, but the influence of digital storytelling on students' speaking skills in traditional stories that integrated into the Genre-Based Approach (GBA). This study aims to investigate the students’ speaking skills development by using traditional story-based digital storytelling into GBA. A qualitative case study was used in this research involving 22 students at a private junior high school using observations, interviews, and digital storytelling projects. Thematic analysis was chosen to analyze the data which was categorized to obtain themes in answering the development of speaking skills through the integration of traditional story-based digital storytelling into Genre-Based Approach. The findings indicate that students who engage in all stages of the Genre-Based Approach (GBA) through traditional story-based digital storytelling demonstrate improvements in English vocabulary, word pronunciation, accuracy, and speaking fluency during various GBA activities. Self-confidence also influences and supports them to tell traditional stories digitally in a spoken way. Apart from that, at Joint Construction of the Text (JCoT) stage, students helped by discussions and teamwork in creating digital storytelling which encouraged them to be able to create digital storytelling independently. Future implementation of digital storytelling at various levels of education is recommended to develop students' English language skills.
subject: Articles
  topic: section
subject: digital storytelling,
  topic: keywords
subject: Genre-Based Approach (GBA)
  topic: keywords
subject: learning process
  topic: keywords
subject: speaking skills
  topic: keywords
subject: traditional story
  topic: keywords
subject: English Language Teaching
  topic: subjects
creator: Putri Azzahra Henda Puspitasari
creator: Ika Lestari Damayanti
creator: Iyen Nurlaelawati
rights: Copyright (c) 2024 Putri Azzahra Henda Puspitasari, Ika Lestari Damayanti, Iyen Nurlaelawati https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-31
publication date: 2024-12-31
starting page: 250
ending page: 265
doi: 10.32332/joelt.v12i2.9784

Contextual Dynamics of Professional Identity Development in ELT Indonesian Graduate Students: A Grounded Theory Method
type: item
description: Through the ever-changing nature of globalized English Language Teaching (ELT) enterprises, graduate students are urged to engage in ELT to continuously construct, develop, and improve individual professional identity (PI) which is very essential. This process is crucial for students to be recognized as competent teachers and as respected professional in ELT community, creating opportunities for achieving individual future career aspirations. Therefore, this research aimed to explore the impact of cultural environment and personal experience in the development of ELT professional, examining the interplay between self-identified PI, individual identity development strategies, and personal cultural education among ELT graduates. The research applied grounded theory method and used interviews as the major instrument to gather data from four ELT Indonesian graduate students with diverse backgrounds and experiences. The outcome of this finding showed that ELT graduates had firmly defined individual PI as intermediate-level professional, skills teachers, and multi-students of experts in the field of ELT. Moreover, partakers crafted and refined this identity by following self-identification and expanded personal insights through additional teaching or programs such as refining teaching skills, research capabilities, and active engagement in community service. Diverse professional backgrounds of ELT graduates impacted individual level of PI development. During this research, two participants showed a high level, while others signified a moderate, and a low level of PI. Those with a high level were teachers in formal and informal settings.
subject: Articles
  topic: section
subject: ELT professional identity
  topic: keywords
subject: ELT graduate student
  topic: keywords
subject: grounded theory
  topic: keywords
subject: identity construction
  topic: keywords
subject: identity development
  topic: keywords
subject: English Language Teaching
  topic: disciplines
creator: Sintia Marlina Urbaq
rights: Copyright (c) 2024 Sintia Marlina Urbaq https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-24
publication date: 2024-12-24
starting page: 228
ending page: 249
doi: 10.32332/joelt.v12i2.9566

Exploring the Integration of Artificial Intelligence in English as a Foreign Language Education in Indonesia
type: item
description: The use of AI tools in EFL teaching is growing in Indonesia, but their implementation and impact are not fully understood. This research explores how English as a Foreign Language (EFL) instructors in Indonesia integrate artificial intelligence (AI) technology into their teaching, their views on the efficacy of these tools, and the obstacles they face. Five EFL teachers in Indonesia were interviewed using a qualitative approach through semi-structured interviews. Analysis of the data showed that educators use AI tools such as Grammarly, Google Translate, ChatGPT, and Claude AI to offer feedback, assist in understanding, and create content. These tools were considered to be beneficial for enhancing students' writing abilities and enthusiasm, although worries were expressed regarding excessive dependence, academic integrity, and the possibility of obstructing critical thinking and genuine learning. Obstacles involved restrictions on tools, technological setup, and preparedness of students. The research underscores the advantages of using AI tools in EFL teaching and stresses the importance of a fair and evaluative method of incorporating them. Teachers should encourage constructivist instructional techniques to stimulate cognitive involvement and digital proficiency, guaranteeing that AI resources complement rather than substitute genuine learning. Future study on moral and educational impacts are advised.
subject: Articles
  topic: section
subject: artificial intelligence
  topic: keywords
subject: English as a Foreign Language (EFL)
  topic: keywords
subject: language education
  topic: keywords
subject: educational technology
  topic: keywords
subject: Indonesia
  topic: keywords
subject: qualitative research
  topic: keywords
subject: teacher perceptions
  topic: keywords
subject: challenges
  topic: keywords
subject: ethical considerations
  topic: keywords
subject: English Language Teaching
  topic: disciplines
creator: Muhammad Arinal Rahman
rights: Copyright (c) 2024 Muhammad Arinal Rahman https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-24
publication date: 2024-12-24
starting page: 196
ending page: 212
doi: 10.32332/joelt.v12i2.9549

Integrating Local Culture into Foreign Language Learning through Humour: A Systematic Literature Review
type: item
description: This systematic literature review explored the incorporation of local culture into foreign language learning through humour, a topic of interesting relevance in language education. The research showed the shift from traditional language teaching methods to using humour and cultural elements to improve learning outcomes. Additionally, the method used during the research was a systematic review of forty-three scientific articles, focusing on publications ranging from 2017 to 2024 to ensure the results as well as implications were up-to-date and reliable. The result of the finding showed how these elements were effectively incorporated into foreign language teaching practices to promote language acquisition as well as understanding of culture. This research signified the importance of humour in conveying cultural nuances and improving intercultural competence. The finding also signified that incorporating local culture through humour increased language proficiency, cultivated appreciation of students concerning different cultures, and promoted intercultural communication skills. This research provided valuable insights for educators to develop innovative language teaching strategies that would create engaging and rich learning environments for language students. Future research should focus on exploring long-term impacts of using humour and incorporating local culture on the intercultural competence of students. Additionally, examining the application of the method across different age groups, proficiency levels, and cultural contexts would be recommended. Further results could investigate the role of technology in increasing the use of humour and culture incorporation in language education.
subject: Articles
  topic: section
subject: foreign language learning
  topic: keywords
subject: humour
  topic: keywords
subject: language teaching
  topic: keywords
subject: local culture
  topic: keywords
subject: systematic literature
  topic: keywords
subject: English Language Teaching
  topic: disciplines
creator: Yusuf Al Arief
rights: Copyright (c) 2024 Yusuf Al Arief https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-24
publication date: 2024-12-24
starting page: 213
ending page: 227
doi: 10.32332/joelt.v12i2.9547

Indonesian University Learners’ Views on Optimizing English Speaking Skills through the Use of OME TV Media
type: item
description: The present study aims to explore the students’ voices in using OME TV media to improve English speaking skills among students and their reasons for using OME TV media in learning English. Following the qualitative case study method, the research data of this study were collected through semi-structured interviews with six students in Indonesian higher education. The findings revealed that most students view the use of OME TV as beneficial for them in shaping their English-speaking skills, enriching insights through English conversation with foreigners, showing self-existence using English, obtaining information about English, looking for relationships, and networking. In addition, the reasons for using OME TV include having entertainment, looking for friends to play games together, and building relationships and communication with friends. This study presents an implication of the need for learners to make use of technology including social media as a platform for learning English.
subject: Articles
  topic: section
subject: college students
  topic: keywords
subject: English speaking skills
  topic: keywords
subject: Indonesian higher education
  topic: keywords
subject: media
  topic: keywords
subject: Ome TV
  topic: keywords
subject: Foreign Language
  topic: subjects
creator: Sri Wahyuningsih
creator: Atmim Lana Nurona
rights: Copyright (c) 2024 Sri Wahyuningsih, Atmim Lana Nurona
date: 2024-06-20
publication date: 2024-06-20
starting page: 1
ending page: 14
doi: 10.32332/joelt.v12i1.6370

Multicultural Education of EFL Classrooms in Indonesian Islamic Higher Education: Challenges and Strategies
type: item
description: Multicultural education in English Language Teaching (ELT) has gained significant attention, although challenges still persist in its classroom implementation. Therefore, this study aimed to investigate challenges and strategies associated with implementing multicultural education in English as a Foreign Language (EFL) classes within Islamic higher education institutions in Indonesia. A case study method was used, and semi-structured interviews were conducted with six teachers actively involved in EFL teaching to explore the complexities and nuances of integrating multicultural education in this context. The results showed various challenges, including the need to balance cultural sensitivity with standardized curriculum requirements, addressing potential resistance or discomfort among students during discussions of culturally sensitive topics, and mitigating resource limitations hindering comprehensive multicultural education. Furthermore, teachers emphasized the importance of enhancing mutual respect, improving intercultural understanding, and integrating diverse cultural content into the curriculum. Future studies were recommended to emphasize collaborative efforts, institutional support, and ongoing professional development to help teachers adapt teaching methods effectively. Despite limited resources, teachers remained committed to creating inclusive learning environments that prepared students to become proficient English speakers and global citizens capable of appreciating and thriving in a diverse world. In conclusion, this study provided valuable insights for teachers, institutions, and policymakers to improve multicultural education in similar educational contexts.
subject: Articles
  topic: section
subject: challenges
  topic: keywords
subject: education
  topic: keywords
subject: EFL classrooms
  topic: keywords
subject: Islamic higher education
  topic: keywords
subject: multicultural strategies
  topic: keywords
subject: English Language Teaching
  topic: subjects
subject: English Language Teaching
  topic: disciplines
subject: multicultural education
  topic: disciplines
creator: Much Deiniatur
creator: Uswatun Hasanah
rights: Copyright (c) 2024 Much Deiniatur, Uswatun Hasanah https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-24
publication date: 2024-12-24
starting page: 158
ending page: 177
doi: 10.32332/joelt.v12i2.9542

Examining Iranian EFL Students’ Correct Use of Tense: Connecting the Past to the Present
type: item
description: This study aimed to examine the ability of Iranian English as a Foreign Language (EFL) students to accurately recognize and use past, present perfect, and present perfect progressive tenses. A mixed-method approach was employed to gather both qualitative and quantitative data. The study involved 65 EFL students majoring in English language at a university in Iran, all of whom had previously taken grammar courses. The findings revealed that most students struggled to distinguish between the past tense and the present perfect or present perfect progressive tenses. In both the production and recognition tests, there were frequent instances of the past tense being incorrectly used instead of the present perfect. The analysis also highlighted errors stemming from mismatches in tense usage, particularly in reflecting the relationship between event time and speech time. Students often failed to accurately translate events that began in the past but continued to affect the present. These difficulties can be attributed to differences between the tense systems of English and Persian. Persian lacks the ability to express the continuum of time, especially the relationship between speech time and reference points that are inherent in English non-past perfect verb forms. Furthermore, students' reliance on their native language in the early stages of language acquisition led to erroneous tense transfers from Persian to English. The findings contribute to EFL programs by emphasizing the importance of addressing tense-related challenges and incorporating a deeper understanding of the differences between English and Persian tense structures.
subject: Articles
  topic: section
subject: Iranian EFL students
  topic: keywords
subject: past tense
  topic: keywords
subject: present perfect tense
  topic: keywords
subject: present perfect progressive
  topic: keywords
subject: tense recognition
  topic: keywords
subject: English Language Teaching
  topic: subjects
creator: Husain Abdulhay
rights: Copyright (c) 2024 Husain Abdulhay https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-24
publication date: 2024-12-24
starting page: 178
ending page: 194
doi: 10.32332/joelt.v12i2.9537

Technology-Based Reading Application on Improving Reading Literacy Level Among Struggling Readers in a Public Elementary School in the Philippines
type: item
description: Reading literacy is a fundamental skill essential for academic success and lifelong learning. However, some students in elementary schools face challenges in developing proficient reading skills, leading to academic setbacks. Technology offers innovative solutions to address these challenges and facilitate reading literacy levels among struggling readers. This study assessed the effects of a technology-based reading application READTECH 1.0 on improving the reading literacy level of Struggling Readers in a public elementary school in the Philippines. READTECH 1.0 follows the Analyze, Design, Develop, Implementation, Evaluation (ADDIE) Model in creating learning content. The respondents of this study were 26 Grade Six Struggling Readers. Quantitative methods were used in collecting the data such as conducting pre-and post-reading test assessments. Descriptive Statistics were used to analyze the data and the questionnaires using the five-point Likert Scale. Findings revealed that the implementation of READTECH 1.0 leads to an improvement in the reading literacy level of the Struggling Readers. The integration of technology into education, particularly in the realm of reading, has shown promise in engaging and assisting struggling readers.
subject: Articles
  topic: section
subject: literacy level
  topic: keywords
subject: reading application
  topic: keywords
subject: struggling readers
  topic: keywords
subject: technology-based
  topic: keywords
creator: Mary Jane D. Quimsing
creator: Ruth Ortega-Dela Cruz
rights: Copyright (c) 2024 Ruth Ortega-Dela Cruz
date: 2024-06-20
publication date: 2024-06-20
starting page: 15
ending page: 28
doi: 10.32332/joelt.v12i1.7757

Investigating Critical Thinking Skills in Debate Class through the Use of the Case Method
type: item
description: Classroom debates serve as a pedagogical tool to enhance students' critical thinking skills. This study investigates classroom debate and case studies as tools to augment students' critical thinking abilities. There are still many students whose critical thinking is still lacking in daily life and in supporting their education. With this debate class, students can improve their critical thinking because they are faced with a case study that students must solve. It explores the significance of critical thinking in education and classroom debates' role in fostering critical thinking, oral communication, and independent learning. The research conducted for this study employed descriptive qualitative research methods to investigate the impact of classroom debates on students' critical thinking skills. Participants came from Tidar University students who had previously attended debate classes in the 3rd and 4th semesters. The sample we processed the data from was 31 participants. The findings indicate that the debate sessions have substantially improved students' thinking abilities, as demonstrated by their enhanced capacity to identify assumptions, evaluate pertinent and coherent evidence, and identify logical fallacies in arguments. Case method in debate class also helps students to support problem-solving skills that can improve their critical thinking ability. Furthermore, this article proposes incorporating case study activities within debates to enhance students' critical thinking skills further, ultimately benefiting them in their academic pursuits.
subject: Articles
  topic: section
subject: case method
  topic: keywords
subject: critical thinking
  topic: keywords
subject: debate class
  topic: keywords
subject: oral communication
  topic: keywords
creator: Defian Adhitya Dewangga
creator: Imron Rosadi
creator: Nayla May Muna
creator: Lilia Indriani
rights: Copyright (c) 2024 Defian Adhitya Dewangga, Imron Rosadi, Nayla May Muna, Lilia Indriani
date: 2024-06-23
publication date: 2024-06-23
starting page: 117
ending page: 127
doi: 10.32332/joelt.v12i1.9266

An Examination of the Use of Oral Communication Strategies by Second-Year University Undergraduate Students in Intensive Speaking Class
type: item
description: For many university-level EFL students, speaking in a second language can be quite a challenge. It often involves grappling with the complexities of the L2 language. To help tackle these hurdles and boost students' speaking confidence, Oral Communication Strategies can be quite beneficial. In this research, we used a mixed-method approach, which included surveys via questionnaires and in-depth interviews. We received responses from 110 completed questionnaires and gained further data by interviewing 10 students. The findings revealed that students tend to rely on Oral Communication Strategies when they face difficulties in communicating in a second language. They often resort to such strategies, such as using gestures, facial expressions, miming, or sound imitation, especially when they struggle to explain a vocabulary item. These results are anticipated to be a valuable resource for educators and practitioners, assisting them in tailoring the curriculum and providing a more enriching learning experience for students learning a second language. The study's findings can help language learners and educators in higher education by using oral communication strategies to create effective learning environments for improved communication.
subject: Articles
  topic: section
subject: Communicative Competence
  topic: keywords
subject: intensive speaking
  topic: keywords
subject: oral communication
  topic: keywords
subject: speaking
  topic: keywords
subject: students' perception
  topic: keywords
subject: English Learning
  topic: disciplines
creator: Gigih Widy Merbawani
creator: Didik Hartono
rights: Copyright (c) 2024 Gigih Widy Merbawani, Didik Hartono
date: 2024-06-23
publication date: 2024-06-23
starting page: 100
ending page: 116
doi: 10.32332/joelt.v12i1.5353

EFL Students’ Online Learning Readiness: Performing Out the Basic Functions of Technology
type: item
description: This study aimed at investigating the 12th-grade students’ online learning readiness in utilizing basic technological functions in their English teaching and learning process. An explanatory sequential mixed-method design was employed, surveying 233 students from Hospitality and Culinary classes at a senior vocational high school in South Bali through a questionnaire. Interviews were further conducted via personal messages with two highest readiness level students and two lowest readiness levels to comprehensively study readiness. The questionnaire result indicated that students are prepared to use basic functions of technology for online learning, with a few necessary improvements. Interview findings revealed that highly prepared students are more motivated to engage in online learning, whereas less prepared students are more demotivated due to factors like online learning support, familiarity with tools, and supporting facilities. It is suggested to actively support the less-ready students with highly engaged learning activities, pedagogically empowered teachers, and supportive policies and facilities.
subject: Articles
  topic: section
subject: EFL
  topic: keywords
subject: learning in the 21st century
  topic: keywords
subject: motivation
  topic: keywords
subject: technology readiness in EFL learning
  topic: keywords
subject: online learning readiness
  topic: keywords
subject: EFL Students
  topic: subjects
subject: Online Learning Readiness
  topic: subjects
creator: Made Hery Santosa
creator: Ida Bagus Yoga Buana Surya Putra
creator: Ni Putu Astiti Pratiwi
rights: Copyright (c) 2024 Ida Bagus Yoga Buana Surya Putra, Ni Putu Astiti Pratiwi
date: 2024-06-21
publication date: 2024-06-21
starting page: 59
ending page: 80
doi: 10.32332/joelt.v12i1.3590

The Positive Perceptions of Technology Utilization in EFL Vocational High School Classroom From In-service and Pre-service Teachers
type: item
description: This study describes and compares in-service and pre-service teachers’ perception and utilization of technology in the form of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) in English as a Foreign Language (EFL) Vocational High School Classroom. This research was conducted at one of the vocational high schools in Surakarta and accommodated a multiple case study. The data of the research was obtained through document analyses, interviews, and observations. This study accommodated interactive model data analysis. The findings of this study revealed that teachers show positive and negative views on technology usage in the classroom. The positive themes found in the study are familiarity, ease of use, ease of access, interest in use, and provision of various options and qualified sources while the negative themes were mostly technical problems. This study also revealed that both groups of teachers utilized technology for three main themes: (1) presenting, (2) assisting, and (3) assessing. The differences in terms of perception and utilization of technology usage between both groups teachers were revealed to be small. To conclude, while both groups hold positive views, the actual utilization of technology is still limited so that teachers should explore more on technology usage for future implementation. Keywords: CALL, EFL, MALL, Perception, Teacher
subject: Articles
  topic: section
creator: Muh Arya Wibisono
creator: Endang Setyaningsih
creator: Teguh Sarosa
rights: Copyright (c) 2024 Muh Arya Wibisono, Endang Setyaningsih, Teguh Sarosa
date: 2024-06-21
publication date: 2024-06-21
starting page: 81
ending page: 99
doi: 10.32332/joelt.v12i1.8908

Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research
type: item
description: This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching
subject: Articles
  topic: section
subject: curriculum integration
  topic: keywords
subject: Corpus-Based Research
  topic: keywords
subject: EFL
  topic: keywords
subject: exploratory research
  topic: keywords
subject: Professional Development (PD)
  topic: keywords
creator: Miftahulfadlik Dabamona
creator: Misnariah Idrus
creator: Alif Hasanah
rights: Copyright (c) 2024 Miftahulfadlik Dabamona, Misnariah Idrus, Alif Hasanah
date: 2024-06-20
publication date: 2024-06-20
starting page: 29
ending page: 41
doi: 10.32332/joelt.v12i1.7954

External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era
type: item
description: Becoming more professional teachers is an indispensable thing that matters most in this 21st-century era as more fruitful learning outcomes attainment will be fully obtained by learners. This present small-scale qualitative investigation employed a library study approach to generate more reliable research results that can help Indonesian EFL teachers to cultivate a robust professional identity construction in the 21st-century era. For the data analysis processes, the researcher employed a library analysis method by reviewing the major research findings addressed by 20 previously-published professional identity studies published in Indonesian EFL teaching-learning settings. During the data analysis stage, the researcher concurrently utilized a thematic analysis approach to yield more understandable research results for the targeted research site. All these findings suggested educational institutions prioritize the continual development of Indonesian EFL teachers’ professional identity in order to bring about more qualified educational outcomes to all learners.
subject: Articles
  topic: section
subject: Indonesian EFL teachers
  topic: keywords
subject: library study
  topic: keywords
subject: professional
  topic: keywords
subject: professional identity
  topic: keywords
subject: 21st century
  topic: keywords
creator: Kristian Florensio Wijaya
rights: Copyright (c) 2024 kristian florensio wijaya
date: 2024-06-20
publication date: 2024-06-20
starting page: 42
ending page: 58
doi: 10.32332/joelt.v12i1.5265

Teaching Descriptive Text Writing Through Indonesian Traditional Cartoons: An Ethno-Pedagogical and Constructivist Approach
type: item
description: Writing descriptive texts is a fundamental skill in English as a Foreign Language (EFL) education, yet it often presents challenges for students due to its reliance on creativity, vocabulary, and structural coherence. Traditional Indonesian cartoons, rooted in local culture and values, offer a unique ethno-pedagogical approach that aligns with constructivist principles by promoting active, student-centered learning. This study investigates how traditional Indonesian cartoons can be used as an effective tool to teach descriptive text writing, exploring their impact on student engagement, cultural awareness, and writing proficiency. This qualitative case study was used in this study. Data were collected through questionnaires, interviews, and classroom observations. The findings revealed that the teacher effectively integrated traditional Indonesian cartoons to enhance classroom interactions and align teaching with local cultural contexts. The teacher reported that using these cartoons created a positive and engaging learning environment, motivating students and stimulating their intellectual curiosity. Students expressed high levels of enjoyment during the learning process, with 80% indicating a strong preference for learning to write descriptive texts using traditional cartoons. Furthermore, the incorporation of culturally familiar materials facilitated deeper connections between students and the learning content. The study concludes that traditional Indonesian cartoons serve as a valuable ethno-pedagogical resource, promoting cultural awareness and supporting constructivist learning by actively engaging students in meaningful and enjoyable writing activities.
subject: Articles
  topic: section
subject: cartoons
  topic: keywords
subject: descriptive text
  topic: keywords
subject: teaching writing
  topic: keywords
subject: traditional cartoon
  topic: keywords
subject: writing descriptive
  topic: keywords
subject: English Learning
  topic: subjects
subject: Writing
  topic: disciplines
creator: Eko Nugroho
creator: Iin Inawati
creator: Marilio D. Tino
rights: Copyright (c) 2024 Eko Nugroho, Iin Inawati, Marilio D. Tino https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-24
publication date: 2024-12-24
starting page: 128
ending page: 141
doi: 10.32332/joelt.v12i2.9109

The Effect of Massively Multiplayer Online Role-Playing Games (MMORPG) Vocabulary on Students’ Willingness to Communicate: A Narrative Inquiry
type: item
description: Learning is not only done in the classroom but also outside the classroom through game media. This study focuses on the effect of vocabulary knowledge from massively multiplayer online role-playing games on students' willingness to communicate. The subjects of this research are three EFL learners who play MMORPG games. This study uses a biographical narrative inquiry method and collects data through semi-structured interviews and artefacts. EFL learners were assigned to share their experiences playing MMORPGs related to vocabulary knowledge and the desire to communicate. The data is analysed using thematic analysis. The findings highlight the positive impact of vocabulary knowledge on participants' self-confidence and pronunciation skills. A solid grasp of game-related vocabulary increases participants' self-confidence, making them more comfortable engaging in conversations and less afraid of making mistakes. It also improves pronunciation skills, as participants better understand word pronunciation through in-game interactions. Through collaboration among teachers, institutions, and parents, using MMORPGs as a learning tool is expected to provide maximum benefits for students in improving their English communication skills.
subject: Articles
  topic: section
subject: EFL
  topic: keywords
subject: Game
  topic: keywords
subject: MMORPG
  topic: keywords
subject: Vocabulary
  topic: keywords
subject: Willingness to communicate
  topic: keywords
creator: Muhammad Salsabil
creator: Nur Arifah Drajati
creator: Sri Haryati
rights: Copyright (c) 2023 Muhammad Salsabil, Nur Arifah Drajati, Sri Haryati
date: 2023-12-28
publication date: 2023-12-28
starting page: 217
ending page: 229
doi: 10.32332/joelt.v11i2.7742

Student’s Cognitive Engagement in Teaching Vocabulary through Mnemonic Strategy
type: item
description: This research aims to explore students' cognitive engagement and find out student’s perception towards learning vocabulary through mnemonic strategy. This research is a qualitative research with TPT cognitive engagement model as research design. The data of this research was gathered for four meetings by using observation, interview, and documentation. The data of observation were analyzed by interactive analysis supported by quadrant and tally analysis. The researcher take five participants from 10th grades from one of Islamic senior high school MAN 2 Kuningan. The findings showed that students have positive cognitive engagement where all of the participants get in the 4th quadrant except for one. Students Cognition level improved throughout the time until they have high cognition and high participation. Students also showed positive perceptions where they feel happy and fun during learning because they considered mnemonic strategy is like a game. Students also stated that their thinking skill is improved by the learning. Mnemonic strategy is also suggested to be implemented as a method in learning vocabulary in schools because it is effective.
subject: Articles
  topic: section
subject: Cognitive Engagement
  topic: keywords
subject: Vocabulary
  topic: keywords
subject: Mnemonic Strategy
  topic: keywords
subject: Total Partcipation Technique
  topic: keywords
creator: Agung Gumelar Setiawan
creator: Putri Kamalia Hakim
rights: Copyright (c) 2023 Agung Gumelar Setiawan; Putri Kamalia Hakim, Martin Skitmore
date: 2023-12-28
publication date: 2023-12-28
starting page: 230
ending page: 238
doi: 10.32332/joelt.v11i2.7658

TikTok and Vocabulary Learning: A Survey Study of Indonesian Students from English Departments
type: item
description: The present study intends to investigate the attitudes of English department students on the use of TikTok for English vocabulary learning. The participants of this study were 116 Indonesian students from the English Language Education and English Letters Departments from 26 different universities in 10 provinces. This study employed an online survey as the method of collecting data. It found that generally, the participants reported highly positive attitudes towards using TikTok for learning vocabulary. However, they seemed to have ambivalent attitudes towards the effectiveness of using the platform for vocabulary learning, perhaps attributed to the default nature of TikTok as a social media rather than a learning media. Informed by the findings, the study suggested teachers incorporate TikTok in skill-based and vocabulary-building classes in the first semesters of English department curricula. Limitations and contributions of this study are stated along with the suggested direction of future relevant studies in the field.
subject: Articles
  topic: section
subject: Attitudes
  topic: keywords
subject: English department
  topic: keywords
subject: English vocabulary
  topic: keywords
subject: Survey
  topic: keywords
subject: TikTok
  topic: keywords
creator: Rita Rita
creator: Adaninggar Septi Subekti
rights: Copyright (c) 2023 Rita Rita, Adaninggar Septi Subekti
date: 2023-12-24
publication date: 2023-12-24
starting page: 202
ending page: 216
doi: 10.32332/joelt.v11i2.7866

A Grounded Theory of Indonesian English Teacher Educators’ Professional and Identity Development in a Blended Professional Development Community
type: item
description: This study aims to explore engagement that shows evidence of the professional development of Indonesian English language teacher educators converging in a blended learning community pseudonymously called the PL community. Further, the study seeks to explore how professional identities, which are also part of the professional development of teachers and teacher educators, are negotiated and claimed. The data was collected through (1) participant observation (participation in Facebook discussions), (2) interviews, and (3) documents (e.g., Facebook interactions/dialogs, workshop materials, or published papers). Grounded theory was used to analyze the data and to theorize emerging themes. Here, three layers of coding (open, axial, and selective) were done. Data analysis suggests that, by actively interacting in the PL community, members experience professional development activities, particularly in teaching, research, and publication. How professional identities were negotiated and claimed was also discussed.
subject: Articles
  topic: section
subject: professional development, identity development, grounded theory, blended learning
  topic: keywords
subject: Teacher education
  topic: disciplines
subject: English teacher education
  topic: disciplines
subject: Teacher Professional Development
  topic: disciplines
creator: Faishal Zakaria
rights: Copyright (c) 2023 Faishal Zakaria
date: 2023-12-24
publication date: 2023-12-24
starting page: 176
ending page: 201
doi: 10.32332/joelt.v11i2.8076

Pre-service English Teachers’ Voices Toward The Use of Quizizz in Learning Tourism
type: item
description: Tourism courses assist pre-service English teachers in developing their English abilities in the appropriate contexts. The pre-service English teachers learn particular terminology and the application of English in the tourism business, such as identifying tourist sights and culture and communicating with international guests. Quizizz is one of the exciting learning evaluation media which is commonly used in a learning process. This study aims to explore the pre-service English teachers’ voices toward the use of Quizizz in learning Tourism. In collecting the data, the researchers used a questionnaire. The questionnaire was adopted from the previous study, which was conducted by Basuki (2019). The participants were 30 pre-service English teachers of an Islamic state university in Central Java, Indonesia. Based on the analyzed data, it was found that the pre-service English teachers who participated in this study favoured incorporating Quizizz as a website and app into their tourism studies. Furthermore, most of them agreed to use Quizizz in their future lectures
subject: Articles
  topic: section
subject: pre-service English teachers
  topic: keywords
subject: Quizizz
  topic: keywords
subject: tourism
  topic: keywords
subject: voices
  topic: keywords
creator: Anisah Setyaningrum
creator: Deviana Putri
rights: Copyright (c) 2023 Anisah Setyaningrum, Deviana Putri
date: 2023-12-13
publication date: 2023-12-13
starting page: 163
ending page: 175
doi: 10.32332/joelt.v11i2.7629

English Pre-service Teachers’ Responses to Writing Online Instruction and Critical Teacher Feedback
type: item
description: The use of online learning facilitates pre-service teachers to attain effective learning activities with proper teaching materials. This study is aimed at investigating pre-service English teachers’ responses to online instruction and responses to critical teacher feedback. This study is categorized as a qualitative study. This kind of study is chosen because researchers need to attain data relating to responses, attitudes, or opinions. The data of this study cover the pre-service teachers’ opinions on their writing online instruction and on their critical teacher feedback during the teaching of writing fully online. The data are presented in the form of percentages and reasons for their responses to the two issues. The percentage data are used to strengthen the pre-service teachers’ opinions or responses to writing online instruction and critical teacher feedback. The research findings showed that the implementation of online writing instruction and giving critical feedback are proper to help pre-service English teachers reformulate their texts. The pre-service English teachers gave positive responses. It is proven that they are able to administer their time in writing activities during online learning. The kinds of feedback given include oral recast, oral metalinguistic correction, written direct correction, and written metalinguistic correction. Because of this, they gave positive responses. They feel more comfortable with those types of critical feedback provided by lecturers. It was proven that they are able to revise their texts to be better than the previous writing texts.
subject: Articles
  topic: section
subject: Online learning
  topic: keywords
subject: writing skills
  topic: keywords
subject: critical teacher feedback
  topic: keywords
subject: English language education
  topic: subjects
subject: English language education
  topic: disciplines
creator: Haerazi Haerazi
rights: Copyright (c) 2023 Haerazi Haerazi
date: 2023-12-13
publication date: 2023-12-13
starting page: 141
ending page: 162
doi: 10.32332/joelt.v11i2.7388