JR-ELT (Journal of Research in English Language Teaching)
type: channel
description: Journal of Research in English Language Teaching (JR-ELT) (e-ISSN: 2549-1806) is a peer-reviewed, open-access journal. JR-ELT is published by the English Department Program of Education Faculty and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi in online versions. JR-ELT is striving to provide the best platform for researchers and scholars worldwide to exchange their latest findings. The JR-ELT journal is published annually in June and December. The big theme is about teaching or learning English. The scopes of the journal include, but are not limited to the following topics: Theory and practice in English language teaching and learning, Teaching English as a second or foreign language, Evaluation in English language teaching and learning, Teaching English for special purpose, English linguistics and literature. Curriculum Development and syllabus Teaching Methodologies Material design Teacher Education and Professional Development This journal collaborates with ELITE Association jepangbet slot Landak toto situs togel slot zeus slot depo 1k slot gacor 4d Slot depo 5k Slot pulsa daftar emakbet situs slot777 daftar emakbet slot mahjong slot thailand slot gacor 4d bandar slot situs nabung77 halim toto halim toto halimtoto situs toto halimtoto slot pulsa toto togel toto togel situs88 situs jepangbet slot gacor situs slot slot gacor situs togel slot gacor slot gacor slot gacor slot gacor slot depo 5k mahjong ways 2 slot bet 100 olympus slot slot88 PANDAWA88 slot gacor BATMANTOTO situs slot gacor toto macau toto slot link slot gacor toko123 www.etcetera.co
publisher: English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi
language: en
publication name: JR-ELT (Journal of Research in English Language Teaching)
issn: 2549-1806
copyright: Copyright notice: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
items: A MULTIMODAL DISCOURSE ANALYSIS OF MEMES AS PROPAGANDA IN GLOBAL CONFLICT
items: TRANSLATION OF CULTURAL TERMS IN THE NOVEL GADIS PANTAI INTO THE GIRL FROM THE COAST
items: HOW INSTAGRAM REELS SUPPORTS ENGLISH IDIOM LEARNING: AFFORDANCES AND CHALLENGES FROM EFL STUDENTS’ EXPERIENCES
items: THE EFFECT OF GAME-BASED ICE-BREAKING ACTIVITIES ON ENGLISH VOCABULARY MASTERY AMONG SEVENTH-GRADE STUDENTS
items: PERCEPTIONS OF GRAMMARLY’S FREE VERSION AMONG INDONESIAN EFL UNDERGRADUATES: EVIDENCE FROM ARGUMENTATIVE ESSAY WRITING
items: THE ANALYSIS OF EFL TEACHERS' CODE-SWITCHING STRATEGIES IN CLASSROOM INTERACTION
items: A PEDAGOGICAL DECISION-MAKING IN INTEGRATING INTERACTIVE AUDIO-VISUAL TOOLS INTO VOCABULARY INSTRUCTION: EVIDENCE FROM ENGLISH TEACHERS
items: EFL STUDENTS’ EXPERIENCES OF USING QUILLBOT FOR PARAPHRASING IN THESIS WRITING
items: IMPLEMENTING JIGSAW COOPERATIVE LEARNING IN TEACHING ENGLISH FOR CORRESPONDENCE: STUDENTS’ EXPERIENCES AND CLASSROOM INSIGHTS
items: THE CONCEPTUAL EVOLUTION OF LISTENING IN INDONESIAN ENGLISH CURRICULA: A QUALITATIVE DOCUMENT ANALYSIS OF THE 2006 KTSP, THE 2013 CURRICULUM, AND THE MERDEKA CURRICULUM
items: DEVELOPING BASIC ENGLISH COURSEBOOK LEVEL 1 FOR UNIVERSITY STUDENTS AT STKIP AGAMA HINDU SINGARAJA
items: TRANSLATION SHIFTS OF NOUN PHRASES IN STUDENTS’ NARRATIVE TEXT
items: FROM THEORY TO PRACTICE: REFLECTIVE EXPERIENCE OF RURAL PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM IN AN INDONESIAN ISLAMIC HIGHER EDUCATION CONTEXT
items: LEARNING ENGLISH THROUGH ECOTOURISM: STUDENTS’ EXPERIENCES, LINGUISTIC DEVELOPMENT, AND ENVIRONMENTAL RESPONSIBILITY IN EFL
items: ENGLISH TEACHERS’ PERCEPTIONS OF KAHOOT AS A DIGITAL FORMATIVE ASSESSMENT IN EFL CLASSROOMS: A QUALITATIVE STUDY
items: NEGOTIATING IDENTITY AND INVESTMENT THROUGH AI-MEDIATED ENGLISH COMMUNICATION: EVIDENCE FROM INDONESIAN EFL LEARNERS
items: ENGLISH FOR FREELANCE ARCHITECTS ON FIVERR:AN ANALYSIS OF LINGUISTIC FEATURES AND RHETORICAL MOVES
items: MEDIA REPRESENTATION OF “BIPA” IN INDONESIAN NEWSPAPERS: A CORPUS-ASSISTED DISCOURSE STUDY
items: ENGLISH LANGUAGE NEEDS OF INDONESIAN TEACHERS IN INTERNATIONAL SCHOOLS: TOWARD THE DEVELOPMENT OF AN ESP COURSE
items: STUDENTS’ PERCEPTIONS AND LEARNING INTEREST AS DETERMINANTS OF ENGLISH SPEAKING ABILITY IN AI-ASSISTED AND QUIZIZZ-BASED LEARNING ENVIRONMENTS
items: SENTENCE PROBLEMS IN ARGUMENTATIVE ESSAY FACED BY THE SECOND SEMESTER ENGLISH LANGUAGE EDUCATION STUDENTS
items: UNIVERSITY STUDENTS’ PERCEPTIONS TOWARD THE USE OF PODCASTS IN ENHANCING LISTENING SKILLS
items: AN ANALYSIS OF HOTEL GRIYA SINTESA MUARA ENIM EMPLOYEES’ ABILITY TO COMPREHEND ENGLISH-BASED HOTEL INFORMATION SYSTEMS
items: IMPROVING ENGLISH VOCABULARY THROUGH SEMANTIC MAPPING STRATEGY AMONG GRADE 8 SMP NEGERI 12 PEMATANG SIANTAR
items: STUDENTS’ LIVED EXPERIENCE OF LEARNING ENGLISH THROUGHT TEAM GAMES TOURNAMENT AT THE TENTS GRADE OF SMK NEGERI 1 SIANTAR
items: THE EFFECTIVENESS OF SHADOWING TECHNIQUE IN ENHANCING PRONUNCIATION SKILL OF EIGTH GRADE STUDENT AT SMP NEGERI 8 GORONTALO
items: AN ANALYSIS OF BILINGUAL LEARNING ON LANGUAGE DEVELOPMENT AT TUNAS MELATI KINDERGARTEN
items: ENHANCING SECONDARY-LEVEL STUDENTS’ WRITING MOTIVATION USING CHATGPT AS A WRITING ASSISTANT
items: FROM DICTIONARY TO LLMs: RETHINKING LANGUAGE LEARNING, ASSESSMENT, AND TEACHER ROLES IN THE ERA OF GENERATIVE AI
items: SPEAKING DIFFICULTIES IN ENGLISH DEBATING PRACTICES FOR DEBATING COMPETITION: STUDENTS’ PERSPECTIVE

A MULTIMODAL DISCOURSE ANALYSIS OF MEMES AS PROPAGANDA IN GLOBAL CONFLICT
type: item
description: Now, it is quite natural for propaganda to accompany the war but its form has evolved and expanded from the use of traditional media only to include the online media, through which memes play a big role for the public opinion moulding. Our paper is in-depth research on how one country made use of memes for their propaganda work during a period of political tensions (the 2026 one country – a superior country conflict, to be precise). To make our points vivid, we examined how memes with both texts and pictures as well as signs were used to send certain ideologies, and how the three elements of the memes worked co-operatively toward achieving that aim. The sample that we drew was 15 selected memes. We chose them per certain principles, that is, our purpose sampling. All those selected memes had been posted to the public by an official Twitter/X account of the One Country Embassy in South Africa, in particular. Combining Multimodal Discourse Analysis of Kress and van Leeuwen and the model of ideological representation by Van Dijk, this study tries to find out what is the role of the combination of language and images in a communicative context where persuasion is the main objective. The results reveal that besides functioning for entertainment purposes, memes can be viewed as a way or means through which the state makes its politics and culture known by, in a way, legitimizing its narratives or even portraying conflicts in a way favourable to itself. We want to underline that our paper is a significant contribution to the academic discourse on digital propaganda since it highlights how a multifaceted combination of language and images serves state purposes and, at the same time, is able to simplify the complex political events into catchy and persuasive bits of propaganda.
subject: Articles
  topic: section
subject: Multimodal Discurse Analysis
  topic: keywords
subject: Memes
  topic: keywords
subject: Propaganda
  topic: keywords
subject: Digital Communication
  topic: keywords
subject: Political Discourse
  topic: keywords
creator: Nabaa Khalid
creator: Nur Syuhada Mohd Radzi
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-24
publication date: 2026-07-24
starting page: 266
ending page: 276
doi: 10.30631/8pjw8z78

TRANSLATION OF CULTURAL TERMS IN THE NOVEL GADIS PANTAI INTO THE GIRL FROM THE COAST
type: item
description: Through the novel Gadis Pantai, Pramoedya Ananta Toer successfully exposes the practices of Javanese feudalism, which lack decency and a sense of humanity. The strong presence of Javanese culture in this novel prompted the author to conduct this study, which aims to identify the cultural terms found in the novel Gadis Pantai translated into English as The Girl From The Coast and to examine the translation procedures employed by the translator. This study is a qualitative descriptive study. The data sources consist of cultural terms found in the novel Gadis Pantai and its English translation. The results show that cultural terms found in the material culture category totaled 52 data points (35%), those in the organizational, customs, and concepts category totaled 48 data points (32%), those in the social culture category totaled 38 data points (25%), and those in the ecological category totaled 12 data points (8%). Furthermore, seven translation procedures were identified, including transference (41 data points, 27.3%), descriptive equivalents (39 data points, 26%), cultural equivalents (34 data points, 22.7%), literal translation (16 instances, 10.6%), couplet (15 instances, 10%), functional equivalence (4 instances, 2.7%), and triplet (1 instance, 0.7%). It can be concluded that the most frequently used translation procedure in this study was transference.
subject: Articles
  topic: section
subject: Cultural Terms
  topic: keywords
subject: Pramoedya Ananta Toer
  topic: keywords
subject: The Girl from the Coast
  topic: keywords
subject: Translation
  topic: keywords
creator: Nurul Anisa
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-22
publication date: 2026-07-22
starting page: 254
ending page: 265
doi: 10.30631/78687h47

HOW INSTAGRAM REELS SUPPORTS ENGLISH IDIOM LEARNING: AFFORDANCES AND CHALLENGES FROM EFL STUDENTS’ EXPERIENCES
type: item
description: English Idioms as an Issue of EFL Teaching is a challenging one for EFL learners since most of idioms’ meaning is figurative and relative depending on its context. Following up on previous research which discusses Instagram Reels as the new way for English learners to acquire the vocabulary since it contains a very interesting short-form audio visual contents, this research explored how Instagram Reels facilitate EFL students’ English idiom learning process through exploring the affordances and challenges. This study was a qualitative case study which recruited five EFL learners in the second semester from Universitas Jambi who were selected using purposive sampling technique. The data collection instruments are semi-structured interviews which were analyzed using thematic analysis. The results demonstrate that there are six affordances of Instagram Reels on English idiom learning: repeated exposure to idiomatic expressions, multimodal support for interpreting figurative meanings, opportunities for autonomous learning, flexible access to learning, contextualized language input, and opportunities to use idioms in authentic communication. In addition to the affordances, the students also reported challenges: interpretation problem on the meaning, inadequate explanations from content creator, the rapidly vanished subtitle, and lack of feedback. Therefore, the results imply that Instagram Reels is a useful supplemental tool for EFL idiom learning; however teacher-based instructions are needed to enhance the understanding on difficult idioms.
subject: Articles
  topic: section
subject: Affordances
  topic: keywords
subject: Challenges
  topic: keywords
subject: EFL Students
  topic: keywords
subject: English Idioms
  topic: keywords
subject: Instagram Reels
  topic: keywords
creator: Keisya Ersi Ivani
creator: Nyimas Triyana Safitri
creator: Hidayati
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-22
publication date: 2026-07-22
starting page: 238
ending page: 253
doi: 10.30631/f2st0f58

THE EFFECT OF GAME-BASED ICE-BREAKING ACTIVITIES ON ENGLISH VOCABULARY MASTERY AMONG SEVENTH-GRADE STUDENTS
type: item
description: Vocabulary mastery is one of the essential components of English learning, yet many junior high school students experience difficulties in acquiring and retaining English vocabulary due to limited engagement during classroom instruction. This study aimed to investigate the effect of game-based ice-breaking activities on the English vocabulary mastery of seventh-grade students at SMP Negeri Satu Atap 3 Kubutambahan. A pre-experimental study employing a one-group pretest-posttest design was conducted with 19 seventh-grade students selected through total sampling. The research instrument consisted of a vocabulary test administered before and after six treatment sessions incorporating game-based ice-breaking activities. The collected data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed Rank Test. The findings revealed that the students' mean score increased from 50.87 in the pretest to 86.25 in the posttest. The hypothesis testing showed a significance value of 0.001 (p < 0.05), indicating a statistically significant improvement in students' vocabulary mastery after the treatment. These findings suggest that game-based ice-breaking activities effectively enhance students' English vocabulary mastery by promoting active participation and meaningful vocabulary practice in the classroom. Therefore, this strategy may serve as an effective alternative for English teachers to create a more engaging and interactive learning environment.
subject: Articles
  topic: section
subject: English Learning
  topic: keywords
subject: Game-Based Ice Breaking Activities
  topic: keywords
subject: Junior High Schools Students
  topic: keywords
subject: Pre-Exxperimental Study
  topic: keywords
subject: Vocabulary Mastery
  topic: keywords
creator: Ni Wayan Kristya Dewi
creator: Luh Mila Trisna Dewi
creator: Luh Putu Dewi Ariani
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-31
publication date: 2026-07-31
starting page: 289
ending page: 295
doi: 10.30631/rrra6m14

PERCEPTIONS OF GRAMMARLY’S FREE VERSION AMONG INDONESIAN EFL UNDERGRADUATES: EVIDENCE FROM ARGUMENTATIVE ESSAY WRITING
type: item
description: This study examined Indonesian sixth-semester EFL undergraduates' perceptions of Grammarly's free version and of their own argumentative essay quality, along with the relationship between the two. A quantitative, cross-sectional descriptive-correlational design was applied, involving 107 learners from a public university in Jambi Province selected through purposive sampling. Data were collected via a 28-item questionnaire assessing four Grammarly characteristics (spell-checker, grammar checker, punctuation, clarity) and seven argumentative-essay components, which were analyzed by descriptive statistics, Pearson correlation, and simple linear regression. Results showed learners had positive perceptions of Grammarly, nonetheless those perceptions varied by feature
subject: Articles
  topic: section
subject: Argumentative Essay
  topic: keywords
subject: Automated Writing Evaluation
  topic: keywords
subject: EFL Writing
  topic: keywords
subject: Grammarly
  topic: keywords
subject: Learner Perceptions
  topic: keywords
creator: Hanna Maryam Azzahra
creator: Lilik Ulfiati
creator: Duti Volya
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-29
publication date: 2026-07-29
starting page: 277
ending page: 288
doi: 10.30631/vygr7874

THE ANALYSIS OF EFL TEACHERS' CODE-SWITCHING STRATEGIES IN CLASSROOM INTERACTION
type: item
description: Code-switching between English and Indonesian is a common phenomenon in EFL classrooms, yet it is often viewed by novice teachers as a sign of weakness rather than a deliberate pedagogical strategy. Previous studies have generally examined teachers' and students' perceptions of code-switching in isolation, without comparing whether students' understanding actually matches teachers' pedagogical intentions. This research aimed to analyze the types of code-switching used by an EFL teacher in classroom interaction and to investigate the teacher's and students' perceptions toward its use. Using a qualitative descriptive design, data were collected through classroom observations and semi-structured interviews with one English teacher and five students at a senior high school in Jambi, and were analyzed using an established classification of code-switching. The findings showed that the teacher employed two types of code-switching, namely inter-sentential and intra-sentential switching, with inter-sentential switching used most frequently to facilitate comprehension, clarify instructions, and explain vocabulary. The teacher held consistently positive perceptions of code-switching, and most students shared this view, reporting improved comprehension, vocabulary learning, and confidence. However, some students felt that excessive code-switching, particularly the use of regional languages, reduced their opportunities to practice English, revealing a partial divergence between the teacher's intentions and students' experience. These findings suggest that EFL teachers should use code-switching purposefully rather than habitually.
subject: Articles
  topic: section
subject: Classroom Interaction
  topic: keywords
subject: Code-switching Strategies
  topic: keywords
subject: EFL Teacher
  topic: keywords
subject: Teachers' and Students' Perception
  topic: keywords
subject: Types of Code-Switching
  topic: keywords
creator: Enika Iskirana Tarigan
creator: Nyimas Triyana Safitri
creator: Melati
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 230
ending page: 237
doi: 10.30631/0sfmdp75

A PEDAGOGICAL DECISION-MAKING IN INTEGRATING INTERACTIVE AUDIO-VISUAL TOOLS INTO VOCABULARY INSTRUCTION: EVIDENCE FROM ENGLISH TEACHERS
type: item
description: The integration of interactive audio-visual tools into vocabulary instruction involves a series of pedagogical considerations that shape how teachers select, use, modify, and assess digital resources in classroom practice. Therefore, this study aims to examine the process of teachers’ pedagogical decision-making when integrating interactive audio-visual tools into vocabulary instruction. Employing a descriptive qualitative research design, this study collected data through semi-structured interviews with two English teachers, and the data were analyzed using Braun and Clarke’s (2006) thematic analysis approach. The findings revealed four interconnected processes of teachers’ decision-making, including the selection of digital tools aligned with instructional objectives, the integration of interactive tools into vocabulary learning activities, the adaptation of technology use to students’ needs and classroom conditions, and the evaluation of digital tools in supporting vocabulary instruction. Overall, the findings indicate that technology integration in vocabulary instruction is not merely a process of adopting digital tools, but rather a contextual practice shaped by teachers’ ongoing pedagogical decisions and instructional considerations.
subject: Articles
  topic: section
subject: Pedagogical Decision-Making
  topic: keywords
subject: English Teachers' Experiences
  topic: keywords
subject: Audip-Visual
  topic: keywords
subject: Vocabulary Instruction
  topic: keywords
creator: Harizah Zafirah
creator: Nyimas Triyana Safitri
creator: Hidayati Hidayati
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
starting page: 218
ending page: 229
doi: 10.30631/jha0hg21

EFL STUDENTS’ EXPERIENCES OF USING QUILLBOT FOR PARAPHRASING IN THESIS WRITING
type: item
description: Thesis writing requires students to engage with scholarly sources and paraphrase them accurately while preserving the original meaning. To support this process, AI-assisted writing tools such as QuillBot have become increasingly popular among EFL students. However, the value of these tools depends on how students use them in academic writing. Participants were selected through a preliminary questionnaire and data were collected via semi-structured interviews with three English Education students. Selected thesis excerpts were also comparatively analyzed across the original source text, the QuillBot-generated paraphrase, and the participants' final revision to trace how AI-generated output was modified before incorporation, while interview data were analyzed thematically. The findings show that participants integrated QuillBot into their writing process while recognizing its limitations: rather than accepting AI-generated paraphrases directly, they compared them with the original source, critically evaluated their accuracy, and reconstructed them before use. Documentary evidence confirmed that final texts consistently differed from QuillBot's output, indicating participants treated it as an initial draft rather than a final product. The study concludes that QuillBot functioned as a learning support tool rather than a writing substitute, underscoring the importance of critical AI literacy in academic writing.
subject: Articles
  topic: section
subject: EFL Students
  topic: keywords
subject: Paraphrasing
  topic: keywords
subject: Experience
  topic: keywords
subject: Quillbot
  topic: keywords
subject: Thesis Writing
  topic: keywords
creator: Anggun Hasanah Dwi Andina
creator: Ahmad Ridha
creator: Hidayati Hidayati
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-07
publication date: 2026-07-07
starting page: 174
ending page: 187
doi: 10.30631/tcm84g69

IMPLEMENTING JIGSAW COOPERATIVE LEARNING IN TEACHING ENGLISH FOR CORRESPONDENCE: STUDENTS’ EXPERIENCES AND CLASSROOM INSIGHTS
type: item
description: Student-centered learning has become increasingly important in English for Specific Purposes (ESP) courses to encourage active participation and collaborative knowledge construction. However, classroom instruction in correspondence writing often remains teacher-centered, limiting students' opportunities to engage in meaningful interaction and peer learning. This study explored how a cooperative learning strategy was implemented in an undergraduate correspondence course by examining students' learning experiences and classroom interaction. A descriptive qualitative design was employed involving two undergraduate classes at Applied English Study Program, Universitas Negeri Makassar. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using thematic analysis. The findings revealed that the learning activities enabled students to collaboratively develop their understanding of request letters and complaint letters through structured peer teaching and group discussion. Students reported positive learning experiences, highlighting improved understanding of the lesson, increased responsibility for learning, and greater confidence in explaining concepts to peers. Classroom observations further showed active interaction characterized by discussion, questioning, knowledge sharing, and peer feedback throughout the learning process. These findings suggest that cooperative learning provides a practical approach for creating a more interactive and collaborative learning environment in ESP correspondence courses while supporting meaningful student engagement and peer-assisted learning.
subject: Articles
  topic: section
subject: Cooperative learning
  topic: keywords
subject: English for Correspondence
  topic: keywords
subject: ESP
  topic: keywords
subject: Jigsaw
  topic: keywords
subject: Qualitative study
  topic: keywords
creator: Citra Dwi Safitri
creator: A. Kamariah
creator: Musdalifah
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-14
publication date: 2026-07-14
starting page: 188
ending page: 199
doi: 10.30631/0c668t37

THE CONCEPTUAL EVOLUTION OF LISTENING IN INDONESIAN ENGLISH CURRICULA: A QUALITATIVE DOCUMENT ANALYSIS OF THE 2006 KTSP, THE 2013 CURRICULUM, AND THE MERDEKA CURRICULUM
type: item
description: Although changes in the Indonesian English curriculum have been widely studied, previous research has primarily focused on curriculum implementation, teachers’ perceptions, and instructional practices. Little attention has been given to how listening has been conceptually represented across successive curriculum reforms. This study investigates the conceptual evolution of listening in Indonesian junior secondary school English curricula, covering the 2006 School-Based Curriculum (KTSP), the 2013 Curriculum, and the Merdeka Curriculum. Adopting a qualitative approach with a Qualitative Document Analysis (QDA) design, the study analyzed official curriculum documents through thematic coding of curriculum objectives, learning outcomes, and descriptions related to listening. The findings reveal a three-stage conceptual evolution: listening as a receptive skill, listening as text comprehension, and listening as integrated communicative competence. While the 2006 KTSP conceptualized listening as understanding spoken meaning, the 2013 Curriculum embedded listening within a genre-based approach, and the Merdeka Curriculum integrated listening with speaking as a unified communicative competence. These findings indicate that curriculum reform reflects not only structural changes but also a shift in the underlying conceptualization of listening. This study proposes a conceptual evolution framework that contributes to curriculum research and provides insights for future English language curriculum development and listening pedagogy.
subject: Articles
  topic: section
subject: Conceptual evolution
  topic: keywords
subject: Qualitative document analysis
  topic: keywords
subject: Listening
  topic: keywords
subject: KTPS
  topic: keywords
subject: Curriculum 2013
  topic: keywords
subject: Merdeka Curriculum
  topic: keywords
creator: Nurhayati Ganinda
creator: Rini Lindawati
creator: Asih Andriyati Mardliyah
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-16
publication date: 2026-07-16
starting page: 200
ending page: 217
doi: 10.30631/v0k80c51

DEVELOPING BASIC ENGLISH COURSEBOOK LEVEL 1 FOR UNIVERSITY STUDENTS AT STKIP AGAMA HINDU SINGARAJA
type: item
description: This research aims to develop a Basic English Coursebook Level 1 for university students at STKIP Agama Hindu Singaraja. The background of this research is the absence of a standardized and needs-based coursebook, which results in less systematic and less effective teaching and learning processes. This research employed Design and Development Research (DDR) using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The data were collected through interviews, observations, and expert validation. The findings show that the developed coursebook contains structured, contextualized, and learner-centered materials that integrate the four language skills, namely listening, speaking, reading, and writing, along with grammar and vocabulary development. Based on the validation results from two expert judges, the product is categorized as highly feasible to be used as teaching material. Furthermore, the coursebook is considered effective in supporting students’ engagement and motivation in learning Basic English. Therefore, this developed coursebook is expected to serve as a solution to enhance the quality of Basic English teaching in higher education, particularly at STKIP Agama Hindu Singaraja.
subject: Articles
  topic: section
subject: Coursebook
  topic: keywords
subject: English
  topic: keywords
subject: Material
  topic: keywords
creator: Ni Putu Tasya Aurellia Putri
creator: I Luh Ariss Susanti
creator: Pande Gede Artha Pratama
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-06
publication date: 2026-07-06
starting page: 163
ending page: 173
doi: 10.30631/16ce8x43

TRANSLATION SHIFTS OF NOUN PHRASES IN STUDENTS’ NARRATIVE TEXT
type: item
description: This study aims to investigate the types of translations shifts occuring in noun phrases within students’ narative texts, as well as to identify the most dominant shift categories. This study also focuses on describing how students modify noun phrase structures when translating meaning between Source Language (SL) and Target Language (TL). Furthermore, this study employed a descriptive qualitative method. Data were collected through purposive sampling and involved 20 students of Midfery students at Kusuma Husada University. Then, data were analyzed by content analysis, using classification of translation shifts frameworks. The findings reveal that structure shifts are the most dominant types of translations shifts in students’ narrative texts, followed by class shift. The discussion also indicates that translation shifts do not reduce meaning of accuracy; rather than they contribute to greater naturalness, accuracy, and readability in translation. This study offers a focused and systemic analysis of noun phrase translation shifts in students’ narrative texts. It also contributes to advance existing knowledge by revealing how translation shifts are necessary strategies to maintain equvalence, clarity, naturalness in Target Language (TL).
subject: Articles
  topic: section
subject: Translation
  topic: keywords
subject: Shift
  topic: keywords
subject: Narrative Text
  topic: keywords
subject: Translation Studies
  topic: keywords
creator: Yurike Suhertian Poyungi
creator: Dessy Dwijayatanti
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 125
ending page: 132
doi: 10.30631/acdyed27

FROM THEORY TO PRACTICE: REFLECTIVE EXPERIENCE OF RURAL PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM IN AN INDONESIAN ISLAMIC HIGHER EDUCATION CONTEXT
type: item
description: The teaching practicum is a critical component of preparing pre-service teachers, bridging theoretical knowledge and authentic classroom experiences. Despite its importance, there is limited research on how rural pre-service English teachers reflect on their practicum experiences within Islamic educational contexts. This study investigated (1) the reflective processes of rural pre-service English teachers during their teaching practicum, (2) the challenges they faced, and (3) the practicum’s contribution to their professional development and teacher identity formation. Utilizing a qualitative exploratory design, the study engaged three pre-service English teachers from an Islamic Higher Education Institution in South Sumatra, Indonesia. Data were collected through written reflective reports and analyzed using Reflexive Thematic Analysis. Four interconnected themes emerged: the development of professional teacher identity through experiential learning, the navigation of student diversity via adaptive teaching practices, the acquisition of ethical and relational teaching dimensions, and the adoption of a holistic teaching mission in Islamic schools. The findings indicate that the teaching practicum functioned as a transformative learning experience, enhancing participants’ self-confidence, pedagogical awareness, reflective capacity, and professional competence. Major challenges included student diversity, low English proficiency, limited motivation, and restricted instructional time. Participants demonstrated adaptability by modifying instructional strategies and contextualizing learning materials to address learners’ needs. The study also found that the Islamic school context contributed to the development of a holistic teacher identity, encouraging participants to view themselves as language instructors, character educators, moral role models, and facilitators of students’ spiritual development. These findings underscore the significance of reflective practicum expe…
subject: Articles
  topic: section
subject: Pre-Service English Teacher
  topic: keywords
subject: Reflective Practice
  topic: keywords
subject: Rural Education
  topic: keywords
subject: Teaching Practicum
  topic: keywords
subject: Teacher Identity
  topic: keywords
creator: Ayu Meiratnasari
creator: Ema Wilianti Dewi
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 105
ending page: 124
doi: 10.30631/eyeye402

LEARNING ENGLISH THROUGH ECOTOURISM: STUDENTS’ EXPERIENCES, LINGUISTIC DEVELOPMENT, AND ENVIRONMENTAL RESPONSIBILITY IN EFL
type: item
description: As sustainability challenges reshape educational priorities worldwide, English Language Teaching (ELT) is increasingly expected to promote not only language development but also environmental responsibility. Although sustainability-oriented ELT and ecotourism-based learning have received growing scholarly attention, previous studies have mainly focused on pedagogical models, curriculum integration, and teacher perspectives, while learners’ experiences remain underexplored, particularly in Indonesian higher education. Addressing this gap, this study investigates students’ learning experiences in ecotourism-based English learning and examines how engagement with ecotourism topics influences their linguistic development and environmental responsibility. Using a qualitative descriptive design, the study involved six undergraduate students from the English Education Study Program at Universitas Lancang Kuning who had completed the English for Eco Edu Tourism course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Four themes emerged: meaningful learning experiences, linguistic development, linguistic challenges, and environmental responsibility. Participants perceived ecotourism as an authentic context for learning English that supported vocabulary development, communication skills, and meaningful language use. They also reported challenges related to unfamiliar terminology, pronunciation, and confidence in expressing ideas. Furthermore, engagement with ecotourism topics strengthened students’ awareness of conservation and responsible tourism practices. These findings provide learner-centered evidence supporting ecotourism-based instruction as an effective approach for integrating language development with environmental responsibility in EFL contexts.
subject: Articles
  topic: section
subject: Ecotourism-based Learning
  topic: keywords
subject: EFL
  topic: keywords
subject: Environmental Responsibility
  topic: keywords
subject: Learner Experiences
  topic: keywords
subject: Linguistic Development
  topic: keywords
subject: Sustainability-oriented ELT
  topic: keywords
creator: Fatma Setya Ningrum
creator: Meutya Rizki Ramadhani
creator: Destina Kasriyati
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 133
ending page: 150
doi: 10.30631/cjfshb82

ENGLISH TEACHERS’ PERCEPTIONS OF KAHOOT AS A DIGITAL FORMATIVE ASSESSMENT IN EFL CLASSROOMS: A QUALITATIVE STUDY
type: item
description: In English as a Foreign Language (EFL) education in Indonesia, teachers still face various challenges, such as differences in student ability, large class sizes, time constraints, and curriculum requirements that place greater emphasis on final outcomes. This situation has prompted teachers to adopt teaching strategies and resources that can support more effective and sustainable assessment. In this context, Kahoot! has emerged as a practical and easy-to-implement digital platform for the learning process. This is qualitative study examines English teachers’ perspectives on the use of Kahoot as a formative assessment tool in EFL classrooms. Using a phenomenological-constructivist approach, the study involved five EFL teachers who were purposively selected from secondary school. Data were collected through in-depth semi-structured interviews, classroom observations, and document analysis. Data analysis employed a reflexive thematic approach. The analysis yielded four main themes: (1) Kahoot functions as a real-time diagnostic tool, (2) motivational and affective aspects in game-based assessment, (3) pedagogical tensions between entertainment and academic rigor, and (4) contextual and infrastructure-related opportunities and barriers. The results indicate that teachers view Kahoot as a formative instrument capable of providing rapid instructional feedback and enhancing student engagement; however, they also highlight limitations regarding the depth of assessment and its reliability for evaluation purposes. This study offers practical insights into the intersection of gamification, formative assessment, and EFL pedagogy within the Indonesian context.
subject: Articles
  topic: section
subject: EFL Classroom
  topic: keywords
subject: Formative Assessment
  topic: keywords
subject: Gamification
  topic: keywords
subject: Kahoot
  topic: keywords
subject: Qualitative Study
  topic: keywords
subject: Teachers' Perception
  topic: keywords
creator: Maya Astria
creator: Utami Dewi
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-07-03
publication date: 2026-07-03
starting page: 151
ending page: 162
doi: 10.30631/fn5c7h32

NEGOTIATING IDENTITY AND INVESTMENT THROUGH AI-MEDIATED ENGLISH COMMUNICATION: EVIDENCE FROM INDONESIAN EFL LEARNERS
type: item
description: Despite the rapid proliferation of large language model (LLM)-based conversational AI tools in educational settings, their implications for learner identity remain insufficiently examined, particularly in postcolonial multilingual contexts such as Indonesia. This study aims to address this gap by examining how Indonesian EFL university students negotiate identity and investment in AI-mediated English communication through Norton's identity and investment framework. Data were collected through semi-structured interviews and participant-shared AI interaction logs from 12 undergraduate students at a private university in Central Java, Indonesia, and analysed using reflexive thematic analysis. It explores how learners position themselves as English speakers, how their investments in English shape engagement with AI, and what ideological tensions emerge from these interactions. The analysis identified four interrelated themes: imagined identity and aspirational investment, affective positioning and the non-judgmental interlocutor, contested legitimacy and native-speaker ideology, and agentive appropriation and its structural limits. The findings suggest that AI-mediated interaction functions as a site of identity negotiation, enabling learners to rehearse imagined futures, manage affective risks, and negotiate linguistic legitimacy. These findings contribute to emerging scholarship on AI-mediated language learning by illustrating how identity, investment, and agency are negotiated in AI-mediated English communication and by identifying implications for EFL pedagogy in Indonesian and comparable Global South contexts.
subject: Articles
  topic: section
subject: Identity negotiation
  topic: keywords
subject: Investment
  topic: keywords
subject: AI-mediated communication
  topic: keywords
subject: Indonesian EFL
  topic: keywords
subject: Language learning
  topic: keywords
creator: Muhammad Rehan Sabir
creator: Hepy Adityarini
creator: Yeny Prastiwi
creator: Alwy Ahmed Mohamed
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-29
publication date: 2026-06-29
starting page: 60
ending page: 81
doi: 10.30631/kfmrdr82

ENGLISH FOR FREELANCE ARCHITECTS ON FIVERR:AN ANALYSIS OF LINGUISTIC FEATURES AND RHETORICAL MOVES
type: item
description: Freelancing in Fiverr.com offers opportunities for fresh graduate architects to approach international clients, but it requires adequate English communication skills. The existing studies in this field offer unexplored spaces, especially in English for freelance architects in the global marketplace. Therefore, this study aims to explore how English is used to promote their services in architectural design on Fiverr and to communicate with clients via the chatbox. A genre analysis was applied to investigate the linguistic features and rhetorical moves of 12 freelance architects’ profiles, gig descriptions, and transactional chats. The results revealed that freelance architects’ profiles should represent architecture-related ESP linguistic features, including well-organized, business-style English with confident, polite, and promotional tones. In the freelancer-client chats, the priority was not in grammatically accurate and formal business-style sentences, but in comprehensibility, negotiation, customization, and, most crucially, optimal attention to the details of the clients’ requirements. In conclusion, English for freelance architects exhibits unique rhetorical and linguistic features and expands the communicative functions of English beyond conventional architectural ESP practices. Theoretically, this study contributes to ESP studies by extending toward a more digital, interdisciplinary, and market-oriented framework.
subject: Articles
  topic: section
subject: ESP
  topic: keywords
subject: Freelance Architects
  topic: keywords
subject: Fiverr
  topic: keywords
subject: Linguistic Features
  topic: keywords
subject: Rhetorical Moves
  topic: keywords
creator: Nadrotin Mawaddah
creator: M. Hilmy Hidayatullah
creator: Muhammad Fadlil Adhim
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 91
ending page: 104
doi: 10.30631/6hazry33

MEDIA REPRESENTATION OF “BIPA” IN INDONESIAN NEWSPAPERS: A CORPUS-ASSISTED DISCOURSE STUDY
type: item
description: Bahasa Indonesia for Foreign Speakers (BIPA) has become an increasingly important component of Indonesia’s cultural diplomacy, particularly through the expansion of language-teaching programs abroad. As public discourse shapes perceptions of language promotion, media coverage plays an important role in framing how BIPA, its teachers, and its international learners are represented. This study examines the representation of BIPA in Indonesian newspapers using a Corpus-Assisted Discourse Studies (CADS) approach, focusing on keywords, collocation, and concordance patterns surrounding terms such as “BIPA” and “pengajar BIPA”. The analysis shows that BIPA is predominantly linked to discourses of cultural diplomacy, language promotion, international cooperation, and Indonesia’s global image, which indicate a strong framing of the program as a soft-power strategy. In contrast, structural challenges such as insufficient funding, limited teacher training, and institutional disparities appear far less frequently. Media reporting tends to foreground success stories, expansion efforts, and Indonesia’s cultural appeal, while giving limited attention to pedagogical issues, learner diversity, and long-term program sustainability. Overall, the findings suggest that Indonesian media coverage prioritizes promotional and nation-branding perspectives over critical or structural considerations. The study highlights the need for more balanced reporting that acknowledges both achievements and challenges, supporting a comprehensive understanding of BIPA’s role in cultural diplomacy and informing future policy development.
subject: Articles
  topic: section
subject: BIPA
  topic: keywords
subject: Bahasa Indonesia for Foreign Speakers
  topic: keywords
subject: Media Representation
  topic: keywords
subject: Indonesian Newspaper
  topic: keywords
creator: Aulia Noor Eliza
creator: Fatikhatur Rizqya
creator: Mohammad Ilham Yasin
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-29
publication date: 2026-06-29
starting page: 48
ending page: 59
doi: 10.30631/2azhj420

ENGLISH LANGUAGE NEEDS OF INDONESIAN TEACHERS IN INTERNATIONAL SCHOOLS: TOWARD THE DEVELOPMENT OF AN ESP COURSE
type: item
description: The increasing demand for English-medium instruction in international schools has highlighted the importance of English proficiency among teachers. However, many Indonesian teachers have limited opportunities to develop professional English skills required in international educational settings. This study aims to investigate the English language needs of Indonesian teachers working in international schools and to formulate recommendations for English for Specific Purposes (ESP) course development. A descriptive quantitative design was employed. Thirty-five teachers from international schools participated in the study. Data were collected through questionnaires and semi-structured interviews. The findings revealed that speaking was the most important skill required by teachers, followed by writing, listening, and reading. The participants frequently used English for classroom instruction, classroom management, communication with parents, professional meetings, and report writing. Furthermore, teachers reported challenges in explaining complex concepts, conducting spontaneous classroom interactions, and writing formal academic reports. Based on these findings, four ESP modules are proposed, namely Classroom English, Instructional Communication, Parent-Teacher Communication, and Professional Writing. The study highlights the importance of designing ESP programs that address authentic workplace communication needs.
subject: Articles
  topic: section
subject: English for Specific Purposes
  topic: keywords
subject: Needs Analysis
  topic: keywords
subject: International Schools
  topic: keywords
subject: Teachers
  topic: keywords
subject: Course Development
  topic: keywords
creator: Rezky Atri Oktarin
creator: Tania Syafutri
creator: Ejontomi Afrizon
creator: Pahrozi Ahmad
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 82
ending page: 90
doi: 10.30631/dnwxaw30

STUDENTS’ PERCEPTIONS AND LEARNING INTEREST AS DETERMINANTS OF ENGLISH SPEAKING ABILITY IN AI-ASSISTED AND QUIZIZZ-BASED LEARNING ENVIRONMENTS
type: item
description: This study explored the implementation of AI-Assisted Learning and Quizizz-Based Learning in enhancing students’ English speaking ability in the EFL classroom at Universitas Asaindo. It also examined how learning interest and students’ perceptions emerged through the integration of these technology-enhanced learning approaches. A qualitative case study design was employed involving 18 first-semester undergraduate students and one English lecturer. Data were collected from students and the lecturer through interviews and classroom observations supported by relevant documentation. The data were analyzed in depth to obtain a comprehensive understanding of participants’ experiences in using AI-Assisted Learning and Quizizz-Based Learning.The findings indicated that AI-Assisted Learning improved students’ speaking ability by providing personalized feedback, pronunciation correction, and opportunities for independent speaking practice. Students reported increased confidence, fluency, and willingness to communicate in English. In addition, Quizizz-Based Learning enhanced classroom engagement, participation, and learning motivation through gamified features such as points, rankings, and instant feedback. The study also revealed that both learning approaches fostered greater learning interest by creating interactive and enjoyable learning experiences. Furthermore, students expressed positive perceptions toward the use of AI and Quizizz, describing them as useful, accessible, and effective tools for language learning. These positive perceptions and increased learning interest encouraged students to participate more actively in speaking activities. Overall, the integration of AI-Assisted Learning and Quizizz-Based Learning contributed positively to students’ English speaking ability and promoted a more engaging and student-centered EFL learning environment.
subject: Articles
  topic: section
subject: AI-Assisted Learning
  topic: keywords
subject: Quizzizz-Based Learning
  topic: keywords
subject: Learning Interest
  topic: keywords
subject: Students' Perceptions
  topic: keywords
subject: English Speaking Ability
  topic: keywords
creator: Rindika Pramadanti
creator: Rudhi Achmadi
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-29
publication date: 2026-06-29
starting page: 27
ending page: 47
doi: 10.30631/zfvw9d10

SENTENCE PROBLEMS IN ARGUMENTATIVE ESSAY FACED BY THE SECOND SEMESTER ENGLISH LANGUAGE EDUCATION STUDENTS
type: item
description: This study aims to examine the types of sentence problems commonly found in argumentative essays written by second-semester students in an English Language Education study program. As writing is a fundamental skill in academic communication, identifying sentence-level issues is crucial for improving students’ writing proficiency. This research employs a qualitative descriptive method, with data collected from 30 students' final argumentative essay assignments. The analysis draws on the sentence problem framework, including sentence fragments, comma splices, run-on sentences, choppy sentences, and stringy sentences. To analyze the data, interactive model consisting of data condensation, data display, and conclusion drawing was utilized. The findings show that there are 47 data of sentence problems such as fragments (49%), comma splices (30%), stringy sentences (11%), run-on sentences (9%), and choppy sentences (2%). These recurring problems highlight the need for more focused instruction on sentence-level writing. The study concludes by recommending specific pedagogical interventions aimed at enhancing students’ grammatical awareness and sentence structuring skills to support the development of clearer and more effective academic writing.
subject: Articles
  topic: section
subject: Academic Writing
  topic: keywords
subject: Argumentative essay
  topic: keywords
subject: Sentence problems
  topic: keywords
subject: Writing proficiency
  topic: keywords
creator: Maria Wulandari
creator: Syafrianto SM
creator: Wizarotul Maghfiroh
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-29
publication date: 2026-06-29
starting page: 11
ending page: 26
doi: 10.30631/e6kthk49

UNIVERSITY STUDENTS’ PERCEPTIONS TOWARD THE USE OF PODCASTS IN ENHANCING LISTENING SKILLS
type: item
description: This study was motivated by the importance of utilizing digital media to enhance English listening skills. It aimed to investigate students’ perceptions of podcast use, the extent to which podcasts improve listening skills, the difficulties encountered, and their role in independent learning. This study employed a quantitative descriptive approach using a Likert-scale questionnaire distributed via Google Forms. A total of 37 respondents participated, but only 33 responses were analyzed. The data were analyzed using descriptive statistics in the form of mean scores. The results show that all indicators fall into the high category (3.5-4.1), indicating that podcasts have a positive impact on listening skills. However, students still experience difficulties related to vocabulary and speech rate. Overall, podcasts are effective as flexible learning media that support independent learning.
subject: Articles
  topic: section
subject: Podcast
  topic: keywords
subject: Listening Skills
  topic: keywords
subject: Students' Perception
  topic: keywords
subject: Independent Learning
  topic: keywords
creator: Siti Fauziah
creator: Faras Taufiqoh Nur Ainiyah
creator: Naf'an Tarihoran
rights: Copyright (c) 2026 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2026-06-29
publication date: 2026-06-29
starting page: 1
ending page: 10
doi: 10.30631/cna7zm42

AN ANALYSIS OF HOTEL GRIYA SINTESA MUARA ENIM EMPLOYEES’ ABILITY TO COMPREHEND ENGLISH-BASED HOTEL INFORMATION SYSTEMS
type: item
description: In the hospitality industry, hotel information systems are predominantly operated in English, presenting linguistic challenges for staff with limited proficiency in English. This study aims to analyze the English comprehension ability of employees at Hotel Griya Sintesa Muara Enim, with a particular focus on their understanding of English-based hotel information systems. Using a quantitative descriptive approach, data were collected through a written vocabulary test (comprising 20 multiple-choice and matching items), semi-structured interviews, and documentation from 30 front-office and operational staff members. Descriptive statistical analysis revealed an average correct-response rate of 69.2% (mean score = 70.5), placing overall comprehension in the “Paham” (Understand) category. While most employees could operate the system functionally, difficulties persisted with technical terms such as PMS, interface, database error, and backup file. Key contributing factors include limited prior English training, infrequent exposure to technical vocabulary, and reliance on peer assistance. The findings suggest that staff's functional English proficiency is sufficient for daily operations but requires targeted support to enhance accuracy and confidence. Recommendations include implementing English for Hospitality Systems training, developing an in-house English terminology glossary, and establishing an internal mentoring program. This study underscores the importance of integrating language support into hospitality technology adoption to ensure operational efficiency and service quality.
subject: Articles
  topic: section
subject: English language skills
  topic: keywords
subject: English for Hospitality
  topic: keywords
subject: Front Office
  topic: keywords
subject: Hotel Information Systems
  topic: keywords
subject: Vocabulary Comprehension
  topic: keywords
creator: Indah Wati
creator: Muhammad Taslim
creator: Destra Amni
creator: Luthfia Renalda Tania
creator: Muhammad Luthifar Syach Anwar
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 476
ending page: 491
doi: 10.30631/8cjb9y09

IMPROVING ENGLISH VOCABULARY THROUGH SEMANTIC MAPPING STRATEGY AMONG GRADE 8 SMP NEGERI 12 PEMATANG SIANTAR
type: item
description: Mastery of vocabulary plays a vital role in language acquisition, as it enables learners to comprehend, express idea, and construct meaning effectively. Nevertheless, many students still encounter challenges in retaining and using new vocabulary due to a lack of contextualized learning activities and repetitive teaching practices. This research aimed to examine the effectiveness of the Semantic Mapping Strategy (SMS) in enhancing English Vocabulary avhievement among eight-grade students at SMP Negeri 12 Pematang Siantar. A Quantitative approach was adopted throught a pre-experimental one-group pre-test and post-test and post test. The analysis shoed a remarkable improvement in students' vocabulary scores, with the mean rising from 52.4 in the pre test to 89.5 in the post-test. Furthermore, the number of outcomes demonstrate that the Semantic Mapping Strategy effectively promotes meaningful be concluded that SMS can be regarded as an efficient and engaging method to improve vocabulary master inEFL classrooms.
subject: Articles
  topic: section
subject: English
  topic: keywords
subject: Semantic Mapping Strategy
  topic: keywords
subject: Vocabulary Master
  topic: keywords
creator: Cindy Yani Simorangkir
creator: Dumaris E Silalahi
creator: Sara Stedani Malau
creator: Sry Tama Butar Butar
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 492
ending page: 502
doi: 10.30631/jyc08e86

STUDENTS’ LIVED EXPERIENCE OF LEARNING ENGLISH THROUGHT TEAM GAMES TOURNAMENT AT THE TENTS GRADE OF SMK NEGERI 1 SIANTAR
type: item
description: Previous research on Teams Games Tournament (TGT) has been dominated by a quantitative focus on learning outcomes, creating a gap in understanding the affective and psychosocial aspects of learning. This qualitative phenomenological study aims to describe the lived experiences of tenth-grade students at SMK Negeri 1 Siantar in learning English through the TGT model. Through phenomenological interviews with 35 students, this study identified five essential themes: (1) Motivation and Learning Enjoyment, (2) Teamwork and Sense of Connectedness, (3) Competition and Emotional Pressure, (4) Independence and Self-Reflection, and (5) Meaningful Learning. The findings reveal that the dynamics of TGT effectively fulfill the Three Basic Psychological Needs in Self-Determination Theory (SDT): Relatedness, Competence, and Autonomy. Overall, students perceive TGT as a “living” and meaningful learning experience, as it integrates academic aspects with the development of soft skills such as collaboration and confidence.
subject: Articles
  topic: section
subject: Teams Games Tournament (TGT)
  topic: keywords
subject: Lived Experience
  topic: keywords
subject: Phenomenology
  topic: keywords
subject: Cooperative Learning
  topic: keywords
subject: Students' Motivation
  topic: keywords
creator: Thesa Laora Miranda Siahaan
creator: Deswita Fitriani Samosir
creator: Heltri Fildayanti Samongilailai
creator: Dumaris Silalahi
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 460
ending page: 475
doi: 10.30631/7mksqb44

THE EFFECTIVENESS OF SHADOWING TECHNIQUE IN ENHANCING PRONUNCIATION SKILL OF EIGTH GRADE STUDENT AT SMP NEGERI 8 GORONTALO
type: item
description: This study investigates the effectiveness of the shadowing technique in improving word-stress pronunciation of eighth-grade students at SMP Negeri 8 Gorontalo. Using a one-group pretest–posttest quantitative design, thirty-two students (class VIII-2) participated in six scaffolded shadowing sessions. Pronunciation performance on a 10-item word list was recorded and scored using the Speakometer application; pretest and posttest scores were subsequently analyzed with a paired-samples t-test. Results indicate a substantial improvement in mean scores from 37.65 (SD = 11.29) at pretest to 70.03 (SD = 11.90) at posttest, and the difference was statistically significant (paired t, p = .000), supporting the alternative hypothesis that shadowing significantly enhances word-stress accuracy. Classroom observations suggested that gains stemmed from improved stress placement, clearer vowel reduction in unstressed syllables, and greater prosodic automaticity following graded practice and peer/teacher feedback. While limitations include the single-group design, single-class sample, and short intervention window, findings suggest that teacher-guided shadowing combined with app-based feedback is a practical and effective method for addressing word-stress issues in EFL middle-school contexts. Implications for pedagogy and directions for controlled, larger-scale studies are discussed.
subject: Articles
  topic: section
subject: Shadowing Technique
  topic: keywords
subject: Word Stress
  topic: keywords
subject: Pronounciation Instruction
  topic: keywords
subject: Speakometer
  topic: keywords
subject: EFL
  topic: keywords
subject: Middle School Students
  topic: keywords
creator: Alief Bahasoan
creator: Hanisah Hanafi
creator: Irmawaty Umar
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 427
ending page: 438
doi: 10.30631/xgep1x97

AN ANALYSIS OF BILINGUAL LEARNING ON LANGUAGE DEVELOPMENT AT TUNAS MELATI KINDERGARTEN
type: item
description: This study aims to analyze the implementation of bilingual learning in the language development of early childhood students at Tunas Melati Kindergarten. The results of the study show that a bilingual program that is implemented consistently and innovatively, using additive methods and supported by interactive play activities, can improve children's linguistic abilities, such as vocabulary acquisition, understanding of instructions, and confidence in speaking English. Moreover, this approach also strengthens the holistic development of children through a fun, natural, and developmentally appropriate learning processes during the “golden age” phase. The concepts of scaffolding and social interaction principles also play a role in the success of this program, thereby supporting children's readiness to face the demands of the curriculum and globalization. Thus, the proper implementation of bilingual learning can provide long-term benefits in language proficiency and academic readiness for early childhood
subject: Articles
  topic: section
subject: Billingual Learning
  topic: keywords
subject: Language Development
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Khoirunnisa
creator: Meri Hartati
creator: Melli Kusmaningrum
creator: Masita Arianie
creator: Rizki Yunita Putri
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 418
ending page: 426
doi: 10.30631/6a3zyk14

ENHANCING SECONDARY-LEVEL STUDENTS’ WRITING MOTIVATION USING CHATGPT AS A WRITING ASSISTANT
type: item
description: Writing has long been recognized as one of the most challenging skills for secondary-level EFL learners. This study explored how ChatGPT, a widely used artificial intelligence tool, can support students’ writing development, especially in terms of motivation, confidence, and participation. Conducted through Classroom Action Research with a single cycle, the study involved 24 ninth-grade students at SMP Al-Miftah Silo. The data were gathered through observations, students’ writing samples, and a motivation questionnaire administered before and after the intervention. The results indicate that the integration of ChatGPT helped students become more confident in generating ideas, more willing to revise their writing, and more engaged during lessons. Motivation increased from 35% to 70%, participation rose from 30% to 80%, and grammatical accuracy improved with a 60% reduction in errors. These findings suggest that ChatGPT, when used under teacher guidance, offers meaningful support for young EFL learners and encourages a more positive writing atmosphere.
subject: Articles
  topic: section
subject: Writing Motivation
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: EFL Writing
  topic: keywords
subject: Classroom Action Research
  topic: keywords
subject: Secondary Education
  topic: keywords
creator: Sinta Nurul Holifah
creator: Dyah Ayu Nugraheni
creator: Fatih Al-Fauzi
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 418
ending page: 429
doi: 10.30631/tc9qdp43

FROM DICTIONARY TO LLMs: RETHINKING LANGUAGE LEARNING, ASSESSMENT, AND TEACHER ROLES IN THE ERA OF GENERATIVE AI
type: item
description: Assessment in language learning has become increasingly complex in the era of generative artificial intelligence, particularly when learners’ integrity and ethical awareness are not yet sufficiently developed. This study aims to map the shifting landscape of language learning amid the rapid emergence of generative AI tools such as ChatGPT and Gemini. Employing a literature review methodology, this study analyzed 20 relevant peer-reviewed articles published between 2023 and 2025 that examine language learning practices in the context of generative AI. The findings reveal an evolutionary shift in language learning practices, moving from passive reference tools such as printed and digital dictionaries toward interactive, adaptive, and dialogic systems. The expanded access to linguistic input, real-time feedback, and personalized practice is concentrated on practical and procedural aspects of language learning, including writing support, grammar correction, vocabulary practice, translation, and automated feedback rather than deeper understanding of structures, meaning-making processes, and the construction of knowledge in long-term memory. This imbalance indicates that current AI-supported practices tend to enhance efficiency and surface-level performance rather than durable language competence. The findings suggest an urgent need to redesign language assessment practices that align with emerging cultures of AI-assisted autonomous learning while maintaining academic integrity and meaningful learning.
subject: Articles
  topic: section
subject: language learning
  topic: keywords
subject: generative AI
  topic: keywords
subject: assessment and teachers' role
  topic: keywords
creator: Novi Sylvia
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 394
ending page: 405
doi: 10.30631/5ems2c73

SPEAKING DIFFICULTIES IN ENGLISH DEBATING PRACTICES FOR DEBATING COMPETITION: STUDENTS’ PERSPECTIVE
type: item
description: This study explores the speaking difficulties encountered by English as a Foreign Language (EFL) learners preparing for the national round of National University Debating Championship (NUDC) 2025, after passing on the regional ropund. Employing a qualitative approach, the research analyzed data from observation notes and semi-structured interviews with four debaters from Institut Seni Budaya Indonesia Aceh. The analysis focused on four key themes: fluency and coherence, lexical resource, grammatical accuracy, and pronunciation. Findings indicate that these speaking difficulties function as significant barriers that dictate debating performance. Fluency and coherence emerged as foundational requirements; without them, students experienced cognitive overload and total withdrawal. Lexical gaps triggered fragmented performances where logical depth was undermined by low processing speed. While grammatical accuracy was treated pragmatically, it remained essential for maintaining an intelligibility ceiling. Furthermore, pronunciation acted as a critical persuasion driver, allowing speakers to project authority and mask other linguistic weaknesses. The study concludes that the transition from a survivalist speaker to a strategic debater is only possible when learners move past low thresholds in these four categories. These results suggest that pedagogical interventions should focus on linguistic automaticity and cognitive load management to equip EFL learners for high-pressure competitive debating environments.
subject: Articles
  topic: section
subject: speaking difficulties
  topic: keywords
subject: students’ perspective
  topic: keywords
subject: English debating
  topic: keywords
subject: NUDC
  topic: keywords
creator: Leini Nadira Rambe
creator: Yuliarti Yuliarti
creator: Regina Nopia Helnaz
rights: Copyright (c) 2025 JR-ELT (Journal of Research in English Language Teaching) http://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 380
ending page: 393
doi: 10.30631/tjn8bs92