Journal of English Language Teaching Innovations and Materials (Jeltim)
JELTIM focuses on publishing research articles on innovations and materials in English language teaching. We can accept genuine works on ELT methodologies, curriculum and syllabus, materials, media, computer-based innovations, internet-based interactions, and blended teaching and learning. We specifically welcome studies that are conducted through development, analysis, evaluation, experiment, survey, experiment, correlation, case study, grounded research, and action research.
Articles
62 Documents
<![CDATA[The effectiveness of spelling bee game through students’ vocabulary mastery ]]>
<![CDATA[Nyoman Karina Wedhanti]]>;
<![CDATA[Ni Made Ratminingsih]]>;
<![CDATA[Kadek Samiyanti]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 3, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v3i2.33877
<![CDATA[This study aimed at investigating whether or not there was a significant difference in vocabulary mastery between the students who were taught by using spelling bee game and those who were taught by using memorization through flash card. This research was quasi-experimental in nature. This study was conducted in pre-test and post-test design. The population was students of the fourth grade in elementary school in SD Negeri 3 Banjar Jawa. Random Sampling was assigned to determine the samples of the study. There were 30 students in Class A as the experimental group which was taught by using spelling bee game and 30 students in Class B as the control group which was taught by using memorization through flash card. The obtained data were analyzed through descriptive analysis and inferential analysis. The effect size was calculated by using Cohen’s d testing. Based on the findings, the result proved that there was a significant difference in students’ vocabulary mastery. The students who were taught using Spelling bee game also showed positive attitude during the learning process. There were three reasons why spelling bee game was better to be implemented, namely it helps the students to remember words better, it is enjoyable, and it makes students more active.]]>
<![CDATA[Mobile-Assisted Language Learning (MALL) in English language acquisition: a critical literature review ]]>
<![CDATA[Kristianus Erwin Gael]]>;
<![CDATA[Dewi Satria Elmiana]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 3, No 2 (2021): October 2021 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v3i2.49813
<![CDATA[The objective of this study is ‘how effective mobile apps in learning English?’ by exploring the use of mobile apps in English as a Second Language (ESL)/English as a Foreign Language (EFL) acquisition. It examines how employing MALL in learning English can improve students’ receptive skills, productive skills, and other skills by conducting critical literature review to answer the research question. The results showed that employing mobile applications in learning English is effective to develop L2 learners’ English skills and also Mobile apps help L2 learners in learning English both as the second and foreign language. Interestingly, in the situation of the global pandemic which many schools are closed, mobile technology has helped students in learning English skills. It can be suggested that by employing Mobile Assisted Language Learning (MALL) in learning English skills plays a crucial role in the situation of the global pandemic of COVID 19 where teachers and students can use mobile apps both in and outside the classroom because it is convenient and user friendly.]]>
<![CDATA[The integration of technology into ELT: a case of STBA’s lecturers ]]>
<![CDATA[Lini Fitri]]>;
<![CDATA[Yohanes Gatot Sutapa Yuliana]]>;
<![CDATA[Sudarsono Sudarsono]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i1.50225
<![CDATA[Technology has had a major impact, especially on education. The integration of technology into ELT to facilitate the learning and teaching process has become a more and more popular trend. This research was a case study designed to explore the integration of technology into ELT by the lecturers of STBA Pontianak. The data were gathered from 3 full-time lecturers at the STBA Pontianak using semi-structured interviews, observation, and audiovisual materials. The research found out that the lecturers of STBA Pontianak had positive perceptions towards the integration of technology into ELT due to their belief in technology-enhanced language learning, technology knowledge, and understanding; two of them have been integrating technology as transformation (modification and redefinition) tools in its pedagogical processes; and the constraints of integrating technology into ELT dealt with the limited resources, time, internet access, and the technology that did not fit with the courses. It is suggested that the lecturers work in collaboration with each other to share ideas and teaching strategies, as wells as to integrate the technology into ELT.]]>
<![CDATA[Developing supplementary materials for descriptive text writing using Ispring Quizmaker ]]>
<![CDATA[Intra Wahyul Utami]]>;
<![CDATA[Farina Tazijan]]>;
<![CDATA[Eni Rosnija]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i1.51770
<![CDATA[This research was conducted to develop supplementary materials to support writing on descriptive text in companion to the English textbook for Seventh Grade. This research is qualitative based, and the method adopted is by development research. The researcher used the ADDIE model as the model of development of this research. However, due to time limitations to accomplish all steps, this research only implemented three phases: analyzing, designing, and developing (ADD). This research used the semi-structured interview as the data collection technique and an interview guideline as the tool of data collection. The data of the analyzing step of this research were analyzed using the thematic analysis technique. The participant of this research was an English teacher of SMP Kemala Bhayangkari Kubu Raya. The product was developed using Ispring Quizmaker. During the process of Designing and Developing, the researcher evaluated the product of this research using the criteria of good materials by Bugler et al. (2017). In conclusion, the development of supplementary material for descriptive text writing (SEASON) as the product of this research has met the criteria of good materials.]]>
<![CDATA[Virtual classroom management solutions for COVID–19 related anxiety issues ]]>
<![CDATA[Bilal Qureshi]]>;
<![CDATA[Peter Frost]]>;
<![CDATA[Benjamin Spink]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i1.52801
<![CDATA[The COVID-19 pandemic has brought immeasurable changes in almost every aspect of our lives and education is no exception. Following social distancing policies, the vast majority of educational institutions across the globe have shifted their academic structure from traditional face-to-face classes to online classes through a video conferencing software ‘Zoom’ as a synchronous method of instructions. Besides the fact that a complete diversion of classes toward online education has brought hope to many students to continue their education amid this time of the pandemic, there are many drawbacks to online learning, including online learning anxiety, that keep many students from achieving their learning goals. This study is designed to investigate Korean university students’ attitude toward online learning in general and their feelings of anxiety (if any) in particular when using video conferencing software ‘Zoom’. This mixed method study was conducted in two universities in Korea. Participants (n=132) were both male (n=61, 46.2%) and female (n=71, 53.8%) undergraduate students enrolled in the English linguistics department. The hypothesis stated that students with different socio-economic backgrounds have different attitudes towards online learning, which affects their feelings of anxiety for online learning. Quantitative data was collected in the form of survey questions, and interviews were conducted with randomly selected students (n=13) to obtain qualitative data. The findings suggest a few pedagogical implications for both teachers and students that include interventions and support by the experts to feel less isolated in online classes, and provision of a more user-friendly platform to be connected with teachers and peers.]]>
<![CDATA[Online learning for freshmen: opportunities and challenges in developing English communicative ability ]]>
<![CDATA[Endang Susilawati]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i1.50599
<![CDATA[This research had purposes: to identify (1) the challenges; (2) the opportunities taken by the freshmen; and (3) to analyze the ways they might alternately manipulate the challenges to become opportunities to develop their English communicative ability through online learning. The primary data were taken from questionnaires administered to the freshmen of EESP of FKIP UNTAN registered in academic year 2020/2021. Additional data were also taken from an FGD with the class representations. It was done for the reflection of the online learning process. The findings showed the positive values of these factors: (1) the readiness of the institution for the online learning; (2) the readiness of instructors and administrative staff with the online learning, (3) the readiness of freshmen; and (4) the characteristics of the online learning itself, contributed to the opportunities. Meanwhile, the negative values contributed to the challenges. However, the freshmen were able to manipulate the challenging factors alternately to become opportunities as such that most of them managed to survive for their first-year endurance and finally succeeded to improve their English communicative ability and to achieve satisfactory to very satisfactory level of GPA. Therefore, the online learning modality should be continually applicable in the post-pandemic situation.]]>
<![CDATA[Designing irregular verb game as teaching tool for learning irregular verbs ]]>
<![CDATA[Ari Rifaldi]]>;
<![CDATA[Bilal Qureshi]]>;
<![CDATA[Eni Rosnija]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i1.51823
<![CDATA[This research aimed to validate the authenticity and usefulness of Irregular Verb Game as a teaching tool in learning past tense irregular verbs in English language class. This research involved an English teacher and students of grade eight at SMPN 3 Salatiga, Kabupaten Sambas. The research method was development which consists of three phases: analyzing, designing, and developing. For the analysis phase, the researcher used interview sheets to obtain the data that highlights teacher and students’ needs in teaching and learning. The design phase focused on designing the contents and layout of the product. The development phase generated the product, tried it out, and got teacher’s validation by using assessment rubric. The first part of the result of this research was a complete design of the product. The layout of the design had 3 main parts: intro, inside house, and outside house. The contents included a visual dictionary, pronunciation function, and simple quizzes. The second part of the result was the teacher’s validation for the product. The percentage of teachers’ validation for the product’s effectiveness was 94.44%. Based on this data, the researchers ensured that Irregular Verb Game can be used as a teaching tool to teach irregular verbs in the form of past tense for eighth grade students of Junior High School.]]>
<![CDATA[Post-pandemic social cohesiveness in English language learning: Actors’ capacity transformation ]]>
<![CDATA[Nur Rahmiani]]>;
<![CDATA[Pratya Binmudnee]]>;
<![CDATA[Sam Ayo Ojurongbe]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i2.57786
<![CDATA[This study explores forms of social cohesiveness, the factors that encourage the realization of social cohesiveness, and the impact of social cohesiveness on actors involved in learning English after the Covid-19 pandemic. As the primary research data, the research employs the qualitative descriptive research method based on interviews with ten students from rural areas in West Kalimantan, Indonesia. For secondary data, the authors employed theoretical studies and previous research results from books, articles, and other scientific publications. The findings of this study suggest that there has been a positive interaction where teachers and students strengthen each other in the English learning process after the Covid-19 pandemic. This interaction is seen to foster social cohesiveness, which can be a teaching innovation for achieving learning targets. Social cohesiveness becomes a part of the process of transforming the capacity of each actor and is a form of social resilience in learning English after the Covid-19 pandemic. The findings implicate the developing humanistic innovations of English language teaching in a rural setting and recognize the peculiar limitations of the setting.]]>
<![CDATA[Paragraph shrinking as a strategy to improve reading comprehension ]]>
<![CDATA[Zulfadli Abdul Aziz]]>;
<![CDATA[Sofyan Abdul Gani]]>;
<![CDATA[Zurina Zora]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i2.58432
<![CDATA[This research was carried out to discover the effectiveness of using the paragraph shrinking strategy in improving students' reading comprehension, specifically in understanding general information, detailed information, reference, and vocabulary. The method of this was quasi-experimental design research. The population of this research was 224 students in the first grade of a junior high school. The results showed that students' average scores on general information increased from 410 in the pretest to 565 in the posttest. Likewise, their score of detailed information increased from 430 in the pretest became 605 in the posttest. Then, the students’ reference average score increased from 590 in the pretest become 610 in the posttest. Last, their vocabulary average score increased from 600 in the pretest to 630 in the posttest. Based on the results of the t-test, the df value was 29, and the deT value was 16.370. Based on the SPSS output of the table, the Sig. (2-tailed) had a p-value = 0.00, meaning that the p-value was <0.05. The researchers found that the null hypothesis (H0) was rejected. In conclusion, there is a significant improvement in students' reading comprehension after learning using the paragraph shrinking strategy.]]>
<![CDATA[Social media as an English learning platform during the pandemic ]]>
<![CDATA[Nida Husna]]>;
<![CDATA[Yatni Fatwa Mulyati]]>;
<![CDATA[Nur Aisyah Karim]]>;
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Muhammad Farkhan]]>;
<![CDATA[Alek Alek]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v4i2.55918
<![CDATA[Online learning is not always about using learning platforms explicitly designed for learning. This study aimed to reveal the students' perception of using one social media as the primary learning platform in an extensive reading subject as one of the language learning strategies. This case study used open-ended questionnaires and semi-structured interviews as the instruments to gather the data. There were 64 students (52 females and 12 males) from three classes and a lecturer, chosen using purposive sampling as the participants. The findings showed that the use of Facebook as one of the social media platforms for online learning was considerably effective and satisfying, and the students' questionnaire results and lecturer interviews revealed that Facebook has easy-to-use features and could be used as communication media. This study suggests that educators were expected to start broadening the use of their social media applications so those can also be used as platforms for their teaching activities in the classroom.]]>
