ELTE Journal (English Language Teaching and Education)
ELTE Journal (English Language Teaching and Education) is a distinguishedb iannual, peer-reviewed academic publication published by Graduate School of the English Education Study Program at Universitas PGRI Palembang, Indonesia. It is meticulously designed to serve as an authoritative scholarly platform that fosters the dissemination of cutting-edge research, innovative pedagogical practices, and critical theoretical perspectives within the dynamic field of English language education. Published every February and September, the journal exclusively accepts manuscripts composed in English to maintain international scholarly standards and to encourage global academic dialogue. Through this rigorous and inclusive scholarly communication, the journal aspires to contribute meaningfully to both academic advancement and practical improvements in teaching English as a second or foreign language. uk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://smartcodehub.com/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://gallery104.com/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://bucee.net/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://georgesbraque.net/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://legalreadings.com/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://cwsimons.com/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://loveshayarii.com/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://supplementsworld.org/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!htttps://www.whitehatranker.com/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://www.cosmogolapp.com/ yuk kunjungi website resmi dan baca selengkap nya berita menarik hanya di sini!!https://smpjabalnurjadid.sch.id/
ELTE JOURNAL oleh http://www.univpgri-palembang.ac.id/e_jurnal/index.php/elte disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
THE ROLE OF LITERATURE IN DEVELOPING INTERCULTURAL COMPETENCE IN ENGLISH LANGUAGE EDUCATION
In the era of globalization, English language education is no longer confined to linguistic competence but extends to intercultural communication and understanding. This study explores how literature can be used as a pedagogical tool to develop intercultural competence (IC) among English as a Foreign Language (EFL) learners. Employing a qualitative descriptive design, data were collected from 50 English teachers and 120 students across three universities in Indonesia, Malaysia, and Taiwan. Data collection techniques included classroom observations, interviews, and document analysis of literature-based curricula. Findings reveal that literature fosters empathy, cultural awareness, and critical reflection on global issues. Through engagement with diverse literary texts, students enhance their ability to interpret cultural values, challenge stereotypes, and develop openness toward different worldviews. However, challenges such as limited teacher training and culturally irrelevant materials were identified. The study concludes that literature serves as a powerful medium for promoting intercultural competence in EFL education, provided it is supported by reflective pedagogy and contextually relevant instruction.
Copyright (c) 2021 ELTE Journal (English Language Teaching and Education) https://creativecommons.org/licenses/by-nc-sa/4.0
CULTIVATING CRITICAL THINKING THROUGH THE ENGLISH CURRICULUM: REIMAGINING LANGUAGE EDUCATION FOR THE 21ST CENTURY
Developing critical thinking (CT) skills has become a crucial educational goal in the 21st century, especially in English language education. This study investigates the integration of critical thinking into the English curriculum and how it reshapes learners’ communicative competence, creativity, and problem-solving abilities. Employing a qualitative descriptive method, this research involved 40 English teachers and 120 students from three public high schools in Indonesia. Data were collected through classroom observations, document analysis of curriculum guidelines, and semi-structured interviews. Findings revealed that while the English curriculum explicitly promotes higher-order thinking skills (HOTS), its implementation is often hindered by exam-oriented practices, limited teacher training, and lack of contextual materials. The study concludes that embedding CT in English instruction requires curriculum redesign, teacher empowerment, and authentic learning contexts. It recommends the integration of inquiry-based learning, project-based assessment, and reflective pedagogy to sustain critical thinking development among EFL learners.
REDESIGNING THE ENGLISH CURRICULUM THROUGH DIGITAL LITERACY INTEGRATION: PREPARING LEARNERS FOR GLOBAL COMMUNICATION
The rapid advancement of technology has transformed the objectives and pedagogical orientations of English language curricula worldwide. This study investigates how integrating digital literacy into English language education enhances communicative competence, critical thinking, and learner autonomy. Employing a mixed-methods approach, the research involved 150 English teachers and 280 senior high school students from Indonesia and Malaysia. Quantitative data were gathered through surveys on teachers’ and students’ perceptions of digital literacy-based learning, while qualitative data were collected via semi-structured interviews and classroom observations. Findings revealed that embedding digital literacy within the English curriculum fosters student engagement, creativity, and collaborative learning. However, barriers such as limited digital infrastructure, lack of teacher training, and unequal access remain significant. The study concludes that a contextually responsive English curriculum that incorporates digital literacy can bridge the gap between linguistic competence and 21st-century communication demands.
TASK-BASED CURRICULUM REFORM IN LANGUAGE EDUCATION: EFFECTS ON SPEAKING FLUENCY AND ASSESSMENT PRACTICES
Task-Based Language Teaching (TBLT) has been proposed as a learner-centered curriculum innovation to promote meaningful communication and speaking fluency. This study examines the impact of integrating a task-based curriculum on secondary-level EFL students’ speaking fluency and on classroom assessment practices. Employing a mixed-methods design, the research involved 120 ninth-grade EFL learners and 10 teachers across four schools that recently adopted task-based modules within their language curriculum. Quantitative data included pre- and post-speaking measures (mean length of run, speech rate, and repair frequency) and teacher questionnaires on assessment practices. Qualitative data comprised classroom observations, teacher interviews, and student focus groups. Results show statistically significant gains in measures of fluency (p < .05), improved willingness to communicate, and greater use of formative, performance-based assessments among teachers. However, challenges emerged: alignment with high-stakes exams, teachers’ assessment literacy, and time constraints. The study concludes that TBLT-oriented curriculum reform can enhance speaking fluency and promote authentic assessment practices when supported by professional development and systemic alignment with assessment policy.
REIMAGINING LANGUAGE CURRICULUM IN THE ERA OF GLOBAL COMPETENCE: INTEGRATING COMMUNICATIVE AND INTERCULTURAL APPROACHES IN 21ST-CENTURY EDUCATION
In the 21st century, language education is undergoing a paradigm shift from grammar-based instruction to communicative and intercultural competence-oriented curricula. This study examines how the integration of global competence and communicative approaches reshapes the language curriculum in higher education. Using a qualitative descriptive approach, the research involved 10 curriculum developers and 20 language educators from universities in Indonesia, Singapore, and Australia. Data were collected through document analysis, semi-structured interviews, and classroom observations. The findings reveal that reimagining the language curriculum through global competence frameworks encourages active learning, cultural awareness, and critical communication skills. Teachers reported that integrating intercultural content and authentic communication tasks fostered learners’ confidence and global-mindedness. However, challenges such as curriculum rigidity, lack of digital resources, and teachers’ limited intercultural training were identified. The study concludes that curriculum transformation must be participatory, context-sensitive, and aligned with 21st-century learning goals to develop globally competent communicators.
THE IMPACT OF FULL-DAY SCHOOL IMPLEMENTATION ON ELEMENTARY SCHOOL STUDENTS’ LEARNING MOTIVATION
This study aims to determine the effect of implementing the Full Day School system on students’ learning motivation at SDN 111 Palembang. The research employed a quantitative descriptive associative approach with a sample of 92 students, selected using the proportional random sampling technique. Data were collected through questionnaires and analyzed using simple linear regression with SPSS version 26. The results showed that the implementation of Full Day School had a positive and significant effect on students’ learning motivation, with the regression equation Y = 24.128 + 0.586X, a t-value of 5.746 > t-table value of 1.986, and a significance level of 0.000 < 0.05. The R² value of 0.268 indicates that the Full Day School program contributes 26.8% to students’ learning motivation. It can be concluded that a well-planned implementation of the Full Day School system can enhance students’ motivation, particularly in aspects of discipline, responsibility, and enthusiasm for learning at school.
A PRAGMATIC FORCE ANALYSIS OF TEACHERS’ SPEECH ACTS IN INDONESIAN LANGUAGE TEACHING AT THE ELEMENTARY LEVEL
This study aims to describe the types of speech acts and pragmatic forces used by Indonesian language teachers during classroom interactions at SDN 12 Payung. The research employed a qualitative descriptive approach, with data collected through observation, recordings, and interviews. Data were analyzed using three stages: data reduction, data display, and conclusion drawing. The results indicate that the teacher used five types of speech acts based on Searle’s classification: directive, expressive, representative, commissive, and declarative. From 65 utterances, directive speech acts were the most dominant (43.1%), followed by expressive speech acts (23.1%). The pragmatic forces observed include directing, motivating, appreciating, and reinforcing students’ participation. The findings suggest that appropriate and varied use of speech acts fosters effective, polite, and meaningful learning interactions. Teachers play a crucial role in building classroom communication that enhances students’ motivation and engagement in Indonesian language learning at the elementary level.
THE EFFECT OF THE IMPLEMENTATION OF MIND MAPPING METHOD ON CRITICAL THINKING SKILLS IN CIVIC EDUCATION LEARNING
This study aims to analyze the effect of the Mind Mapping method on students’ critical thinking skills in Civic Education (PKn) at SMAN 1 Muara Padang. The study employed a quasi-experimental approach with a pretest-posttest control group design. The subjects consisted of 60 students, divided into an experimental class (n = 30) and a control class (n = 30). Research instruments included a critical thinking test, teacher observation sheets, and student interview guides. The results indicate that the experimental class taught using Mind Mapping showed a significant improvement in critical thinking skills compared to the control class, which used conventional methods. The average pretest score of the experimental class increased from 61.5 to 84.2, while the control class increased from 62.3 to 72.5. T-test analysis showed t-calculated > t-table and p < 0.05, confirming that Mind Mapping has a positive effect on students’ critical thinking skills. The findings suggest that Mind Mapping enhances students’ ability to analyze, interpret, conclude, and present information logically and creatively. This study has important implications for Civic Education teachers to implement innovative, student-centered learning methods to equip students with 21st-century skills.
THE IMPLEMENTATION OF DIGITAL LITERACY IN EFL LEARNING: AN ANALYSIS BASED ON THE THEORY OF PLANNED BEHAVIOR
This study aims to analyze students’ beliefs in integrating digital literacy into English as a Foreign Language (EFL) learning based on the Theory of Planned Behavior (TPB). The research employed a descriptive quantitative approach with a survey design. The sample consisted of 70 students from grades X and XI at SMAN 3 Banyuasin. Data were collected using a Likert-scale questionnaire covering three belief components: behavioral belief, normative belief, and control belief. Data analysis was conducted using SPSS 25 with descriptive statistics and a one-sample t-test. The results showed that students’ belief levels toward the integration of digital literacy were in the high category (M = 4.18). The t-test revealed that t-value (20.762) > t-table (1.994) with p < 0.05, indicating a significant difference between students’ belief scores and the neutral value. Specifically, behavioral belief had the highest mean (M = 4.32), followed by normative belief (M = 4.15) and control belief (M = 4.07). These findings indicate that students possess positive perceptions, strong social support, and good self-efficacy in integrating digital literacy into EFL classrooms.
ANALYSIS OF FACTORS AFFECTING THE EFFECTIVENESS OF PEER EDITING TECHNIQUES IN IMPROVING STUDENTS’ WRITING SKILLS
This study aims to analyze the factors influencing the effectiveness of the peer editing technique in improving recount writing skills of Grade XI IPA 2 students at SMAN 20 Palembang. A mixed methods approach was employed, with a one-group pretest-posttest design for quantitative data and interviews and observations for qualitative data. The study involved 35 students and one subject teacher. Research instruments included an analytic writing scale, peer editing worksheets, observation sheets, and interview guides. The results show a significant improvement in students’ writing skills after the implementation of peer editing. The average pretest score of 3.04 increased to 4.16 in the posttest, representing a 37% improvement. The aspects with the highest improvement were text organization and mechanics (40%). Factors affecting the effectiveness of peer editing include student readiness, feedback-giving skills, teacher support, and a conducive learning environment. Peer editing not only helps students improve their writing but also enhances independence, critical thinking, and responsibility for the quality of their own and peers’ work.
DEVELOPMENT OF MATHEMATICS LEARNING TOOLS BASED ON A SCIENTIFIC APPROACH USING THE PROBLEM-BASED LEARNING (PBL) MODEL TO IMPROVE STUDENTS’ MOTIVATION AND LEARNING ACHIEVEMENT
This study aimed to develop mathematics learning devices based on the scientific approach with a Problem Based Learning (PBL) model and to examine their effectiveness in enhancing students’ motivation and learning achievement. This research employed a Research and Development (R&D) design, complemented by tests of practicality, validity, and effectiveness. The research subjects were students of classes VIIA and VIIB at SMP Negeri 29 Palembang, totaling 54 students, with class VIIA as the experimental group and class VIIB as the control group. Data were collected using learning motivation questionnaires and achievement tests, and were analyzed through descriptive statistics, paired-sample t-tests, and N-Gain calculations. The results indicate that the developed learning devices were valid and practical, with an average validity score greater than 4.2. Implementation of these devices increased students’ learning motivation in the experimental class from a mean score of 58.7 to 82.4, whereas the control class increased only from 59.2 to 63.5. Students’ learning achievement in the experimental class improved from an average score of 62.5 to 84.3 with an N-Gain of 0.58 (medium-high), while the control class improved from 61.7 to 68.2 with an N-Gain of 0.16 (low).
Copyright (c) 2022 ELTE Journal (English Language Teaching and Education) https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF THE INFLUENCING FACTOR OF VOCATIONAL EDUCATION STUDENTS CAREER DECISIONS
This study aims to analyze the factors influencing the career decision-making of vocational high school students at SMKN 1 Payung. The variables examined include career self-efficacy, self-concept, career maturity, vocational maturity, and career orientation. This research employs a quantitative approach with an explanatory survey method. The study population consists of all 92 twelfth-grade students of SMKN 1 Payung in the 2023/2024 academic year, representing three skill programs: Computer and Network Engineering, Accounting and Financial Institutions, and Fashion Design. The sampling technique used is simple random sampling, while data were collected using a Likert-scale questionnaire. Data analysis was conducted through multiple linear regression using SPSS version 26.0. The results indicate that, simultaneously, career self-efficacy, self-concept, career maturity, vocational maturity, and career orientation have a significant effect on students’ career decision-making, with an F-value of 39.246 and a significance level of 0.000. Partially, all independent variables show positive and significant effects on career decision-making (Sig. < 0.05). The coefficient of determination (R²) of 0.659 reveals that 65.9% of the variation in students’ career decisions is explained by the five variables, while the remaining 34.1% is influenced by other factors not examined in this study.
ANALYSIS OF THE DIFFICULTIES IN IMPLEMENTING ONLINE LEARNING IN KINDERGARTENS DURING THE PANDEMIC FROM TEACHERS’ PERSPECTIVES
This study aims to describe the difficulties faced by teachers in implementing online learning at TK Satu Atap Sengir during the COVID-19 pandemic, as well as the strategies used to overcome these challenges. This research employed a qualitative descriptive method with data collected through in-depth interviews, direct observations, and documentation involving six teachers. The results indicate that the main difficulties encountered by teachers fall into three categories: technical (100%), pedagogical (83%), and psychological (67%). Technical obstacles included poor internet connectivity, limited access to devices, and insufficient data quotas. Pedagogical challenges arose because teachers found it difficult to assess children’s development directly and to maintain their focus during online learning sessions. To address these issues, teachers implemented various strategies such as the use of visual media and interactive educational games, active communication with parents, and portfolio-based assessment. The implementation of these strategies successfully enhanced children’s participation in online learning and strengthened collaborative relationships among teachers, parents, and students. This study emphasizes that online learning in early childhood education requires methodological innovation, technological support, and strong collaboration between schools and families.
THE EFFECTIVENESS OF A METACOGNITIVE STRATEGY USING THE SEE AND SAY TALKING GAME TO ENHANCE STUDENTS’ ENGLISH SPEAKING SKILLS
This study aims to determine the effectiveness of the metacognitive strategy combined with the See and Say Talking Game in improving the English-speaking skills of seventh-grade students at SMP Negeri 34 Pekanbaru. The research employed a quantitative approach with a quasi-experimental design, involving two classes: Class VIIA as the experimental group, which received treatment using the metacognitive strategy through the See and Say Talking Game, and Class VIIB as the control group, which was taught using conventional methods. The total sample consisted of 60 students (30 in each class), selected using a simple random sampling technique. Data were collected through speaking tests (pretest and posttest) measured across four aspects of speaking skills: fluency, accuracy, pronunciation, and content. Data analysis involved the normality test, homogeneity test, independent sample t-test, and effect size analysis. The results showed that the average speaking score of the experimental group increased from 63.4 (pretest) to 82.1 (posttest), while the control group increased from 62.7 to 70.3. The t-test result indicated t-count = 3.85 > t-table = 2.00, with sig. (2-tailed) = 0.000 < 0.05, revealing a significant difference between the two groups. The effect size value of 2.1 demonstrates that the application of the metacognitive strategy through the See and Say Talking Game had a very large effect on improving students’ English-speaking skills.
THE EFFECTIVENESS OF THE STORYTELLING METHOD ASSISTED BY VISUAL MEDIA ON THE SPEAKING SKILLS OF SECOND GRADE STUDENTS
This study aims to determine the effectiveness of the storytelling method assisted by visual media on the speaking skills of second-grade students at SDN 9 Lubuk Besar. The background of this research stems from the low speaking ability of elementary school students, characterized by a lack of confidence in expressing opinions, speaking in front of the class, and the limited use of engaging and interactive teaching methods by teachers. This research employs a quantitative approach with a quasi-experimental design using a Nonequivalent Control Group Design. The population consists of all second-grade students at SDN 9 Lubuk Besar, totaling 27 students, divided into an experimental group of 13 students and a control group of 14 students. The sampling technique used is simple random sampling. Data were collected through observation and speaking performance tests, while data analysis was carried out using normality test, homogeneity test, independent t-test, and effect size test. The results show that the mean posttest score of the experimental group (87.54) was higher than that of the control group (74.93). The t-test result indicates a significance value (2-tailed) of 0.000 < 0.05, meaning there was a significant difference between the two groups. The effect size value was 1.78, which falls into the large effect category. These findings indicate that the storytelling method assisted by visual media is effective and has a strong influence on improving the speaking skills of second-grade students at SDN 9 Lubuk Besar. In conclusion, the application of the storytelling method assisted by visual media can serve as a creative, enjoyable, and effective alternative teaching method to enhance the speaking skills of elementary school students.
DIGITALIZING TRADITIONAL GAMES TO ENHANCE ENGLISH SPEAKING SKILLS AND MOTIVATION AMONG INDONESIAN SECONDARY STUDENTS
This study investigates the integration of digitalized traditional games as an innovative approach to improve English-speaking skills and learning motivation among Indonesian secondary students. By combining cultural heritage with digital pedagogy, the study explores how digital adaptations of traditional games can make language learning more engaging and communicative. Using a mixed-method design, the research involved 60 students and 3 English teachers in Yogyakarta, Indonesia. Data were collected through pre- and post-speaking tests, questionnaires, and interviews. Results indicate that students who learned through digitalized traditional games demonstrated significant improvement in speaking fluency, pronunciation accuracy, and motivation levels. The findings suggest that this hybrid method bridges cultural learning with technological innovation, supporting both linguistic competence and cultural appreciation in English education.
INTEGRATING ARTIFICIAL INTELLIGENCE (AI) IN LANGUAGE EDUCATION: TRANSFORMING PEDAGOGICAL PRACTICES AND ENHANCING LEARNER AUTONOMY IN THE 21ST CENTURY
The integration of Artificial Intelligence (AI) in language education has become increasingly prominent in the 21st century, redefining how teachers and learners interact with linguistic input, pedagogical tools, and assessment mechanisms. This study investigates the transformative role of AI in enhancing pedagogical practices and promoting learner autonomy in English language learning contexts. Using a mixed-methods design, this research involved 80 English teachers and 200 students from Indonesia, Singapore, and Australia. Quantitative data were collected through surveys measuring perceptions of AI-based learning environments, while qualitative data were gathered through interviews and classroom observations. Findings indicate that AI-based tools significantly improve personalized learning, language accuracy, and metacognitive engagement. Teachers reported shifts from instructor-centered to learner-centered models, while students demonstrated increased motivation and independence. However, challenges related to digital literacy, ethical use, and overreliance on technology were also identified. The study concludes that AI can serve as a catalyst for pedagogical transformation when integrated critically and contextually into language curricula.
LOCAL HISTORY EDUCATION IN THE 21ST CENTURY: ENHANCING STUDENTS’ HISTORICAL AWARENESS THROUGH QUESTIONNAIRE RESEARCH
This study investigates the role of local history education in enhancing students’ historical awareness, critical thinking, and cultural identity in the 21st-century learning context. Using a quantitative descriptive approach, the research involved 30 senior high school students in Palembang who had been exposed to local history materials within their curriculum. Data were collected through a validated questionnaire consisting of 15 items covering perceptions of local history education, historical awareness, and critical thinking skills. The instrument demonstrated strong reliability with a Cronbach’s Alpha of 0.84. Descriptive and inferential statistical analyses, including Independent Samples T-tests, showed significant results across all measured aspects (Sig. = 0.00). Students who learned history through local content displayed higher engagement, deeper historical awareness, and improved analytical skills. The findings emphasize that integrating local history into formal education fosters students’ connection with their cultural roots while promoting reflective and critical historical thinking. This study concludes that local history education serves as an effective pedagogical approach to bridge local heritage and modern education, strengthening students’ identity and historical literacy.
THE ROLE OF TRADITIONAL GAMES IN ENHANCING STUDENTS’ ENGLISH LANGUAGE SKILLS
This study explores the role of traditional games as a pedagogical strategy to enhance students’ English language skills in primary and secondary education. The research emphasizes how cultural-based learning activities, such as traditional games, can increase students’ engagement, vocabulary acquisition, and communicative competence. Using a qualitative descriptive method, this study involved classroom observations and interviews with English teachers in Palembang, Indonesia. The findings reveal that integrating traditional games into English learning can foster students’ motivation, collaborative skills, and contextual understanding of language use. The results support the idea that traditional games can serve as a bridge between local culture and global communication, making English learning more meaningful and enjoyable.
EMBRACING DIGITAL STORYTELLING IN LANGUAGE EDUCATION: ENHANCING CREATIVE EXPRESSION AND CULTURAL LITERACY IN THE EFL CLASSROOM
In the digital age, storytelling has evolved from traditional oral forms to multimodal digital narratives that combine text, images, audio, and video. This study investigates the role of digital storytelling (DST) in fostering creative expression and cultural literacy among English as a Foreign Language (EFL) learners. Using a qualitative descriptive approach, this research involved 60 students from two universities in Indonesia and Malaysia. Data were collected through classroom observations, reflective journals, and semi-structured interviews. Findings indicate that digital storytelling promotes deeper engagement, enhances creativity, and encourages learners to explore cultural perspectives through language. It also fosters collaborative learning and improves communicative competence. However, challenges such as technological access, time constraints, and varying digital literacy levels were observed. The study concludes that digital storytelling serves as a powerful pedagogical tool that integrates language skills, creativity, and intercultural understanding in 21st-century EFL education.
A QUALITATIVE ANALYSIS OF YOUTUBE USAGE IN ENHANCING ENGLISH LISTENING SKILLS OF GRADE X STUDENTS
This study aims to qualitatively analyze the use of YouTube as a medium to enhance English listening skills of Grade X students at SMAN 18 Palembang. The research employed a descriptive qualitative method with data collection techniques including observation, interviews, and documentation. The findings indicate that the implementation of YouTube media can increase students’ seriousness, participation, enthusiasm, and confidence in learning, while simultaneously reducing negative behaviors during the learning process. Observation data showed an increase in seriousness from 66% to 93%, participation from 60% to 90%, enthusiasm from 50% to 87%, courage from 40% to 80%, and a decrease in negative behaviors from 30% to 10%. Qualitative analysis revealed that students who actively utilized YouTube as a learning medium were able to grasp vocabulary, understand conversations, and review material independently, thereby significantly improving their English listening skills. The study concludes that YouTube is an effective tool for English learning, offering an engaging, interactive, and accessible platform that enables independent learning and enhances students’ listening abilities.
Copyright (c) 2023 ELTE Journal (English Language Teaching and Education) https://creativecommons.org/licenses/by-nc-sa/4.0
EFFECTIVENESS OF IMPLEMENTING THE SEE AND SAY TALKING GAME WITH A METACOGNITIVE APPROACH TO DEVELOP STUDENTS’ ENGLISH SPEAKING SKILL
This study aims to analyze the use of teachers’ directive speech acts in Indonesian language learning for seventh-grade students at SMPN 1 Payung. Directive speech acts are a branch of pragmatics that function to influence the actions of interlocutors according to the speaker’s intentions, including commands, requests, invitations, advice, criticism, and prohibitions. This research employs a qualitative descriptive method with data collection techniques including direct classroom observation, recordings of teacher-student interactions, transcription of utterances, and supporting documentation such as books, journals, and class notes. Data analysis was conducted through four stages: data collection, data reduction, data presentation, and conclusion drawing. The results indicate that teachers use directive speech acts effectively to guide, direct, and motivate students during the learning process. Commands and requests help students focus and participate actively; invitations increase group engagement; advice guides students to take more appropriate actions; criticism corrects mistakes; and prohibitions maintain classroom discipline and order. With consistent application of directive speech acts, students are able to understand the material better, improve language skills, and write more accurately and systematically. The study concludes that teachers’ directive speech acts are an effective strategy in Indonesian language learning, not only regulating classroom interactions but also enhancing students’ academic performance and communication skills.
DEVELOPMENT OF TUTORING SERVICES TO IMPROVE WRITING SKILLS USING THE DICTATION METHOD FOR FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS IN THE CONTEXT OF ENGLISH LEARNING
This study aims to determine the effectiveness of tutoring services using the dictation method in improving the writing skills of fifth-grade students at SDN 2 Payung, specifically in the context of English as a Foreign Language (EFL) learning. The study employed a quantitative approach with a pretest-posttest design and quantitative observation. The population consisted of 40 fifth-grade students, with total sampling applied. Instruments included a writing test, student activity observation sheets, and documentation of students’ written work. The results showed a significant improvement in all writing indicators: letter clarity, spelling accuracy, sentence cohesion, vocabulary usage, and overall neatness, with average scores increasing from 58.4% in the pretest to 87.2% in the posttest. Observations also indicated increased seriousness, participation, enthusiasm, and writing confidence, alongside a decrease in negative behaviors. Statistical analysis using a paired sample t-test supported these findings, demonstrating that the dictation method is effective in enhancing EFL writing skills and students’ learning motivation.
THE IMPLEMENTATION OF PROJECT-BASED LEARNING MODEL TO ENHANCE THE CREATIVITY AND INDEPENDENCE OF JUNIOR HIGH SCHOOL STUDENTS IN ENGLISH LEARNING
This study aims to examine the improvement of students’ creativity and learning independence through the implementation of the Project-Based Learning (PBL) model in English lessons at SMPN 46 Palembang. The research employed Classroom Action Research (CAR) using the Kammis model, conducted in two cycles comprising planning, action, observation, and reflection stages. The participants were 85 eighth-grade students divided into 12 heterogeneous learning groups. The results showed significant improvement. Students’ creativity increased from 62.6% (medium category) in Cycle 1 to 82.5% (high category) in Cycle 2, while learning independence improved from 59.8% (medium category) to 81.5% (good category). Reflections indicated that students became more active, confident, disciplined, and capable of completing projects independently, producing English learning materials that were creative and aligned with lesson concepts. This study demonstrates that the implementation of PBL is effective in enhancing students’ creativity and independence, while also preparing them to become responsible and innovative learners.
THE IMPLEMENTATION OF THE INQUIRY-BASED LEARNING MODEL ON STUDENTS’ CRITICAL THINKING SKILLS IN ENGLISH LEARNING
English as a Foreign Language (EFL) plays a crucial role in developing students’ communication skills, critical thinking, and global competence. However, English learning in schools is often still teacher-centered, with students passively receiving information. This situation limits the development of students’ critical thinking skills in analyzing texts, understanding grammar and vocabulary, and producing meaningful English outputs. This study aims to investigate the effect of implementing the Inquiry-Based Learning (IBL) model on students’ critical thinking skills in English learning at SMP Negeri 4 Payung. The study employed a quasi-experimental design using an Independent Sample T-Test. The population consisted of all seventh-grade students at SMP Negeri 4 Payung during the 2022/2023 academic year. Using simple random sampling, class VII C was chosen as the experimental group and class VII D as the control group, each consisting of 30 students. Data were collected through a posttest of 10 essay questions designed to measure students’ critical thinking in English. Data analysis using SPSS 21 showed that the experimental class achieved a higher average posttest score (83.4) compared to the control class (74.1), with Sig. (2-tailed) = 0.001 < 0.05, indicating a significant effect of IBL on students’ critical thinking in English. These results confirm that the Inquiry-Based Learning model is effective in enhancing critical thinking skills in English learning
MENTORING AS A STRATEGY TO ENHANCE ENGLISH TEACHERS’ PEDAGOGICAL COMPETENCE IN EFL CLASSROOMS
This study examines the strategic role of mentoring as a means of enhancing English teachers’ pedagogical competence within the context of English as a Foreign Language (EFL) instruction. It focuses on three core dimensions: teachers’ professional objectives, teaching practices, and attitudes toward continuous professional development. Employing a descriptive qualitative approach, data were collected from 10 mentors and 30 English teachers in Palembang and Semarang through structured observations, in-depth interviews, and mentoring evaluation sheets. The findings revealed that 87% of teachers demonstrated significant improvement in their pedagogical competence after participating in mentoring programs, particularly in applying student-centered teaching approaches and integrating technology into classroom practices. Moreover, 82% of participants reported that mentoring enhanced their confidence, motivation, and reflective teaching abilities. The study also found that mentoring fostered professional collaboration, strengthened collegial dialogue, and improved teachers’ classroom management and self-efficacy. However, only 58% of teachers actively engaged in reflective or research-based teaching, largely due to time limitations and insufficient institutional support. Therefore, this study recommends that mentoring programs be systematically structured, contextually relevant, and supported by school leadership to ensure sustained professional growth. In conclusion, mentoring has proven to be an effective and transformative strategy that not only enhances English teachers’ pedagogical competence but also strengthens their professional identity and contributes to the advancement of sustainable educational quality.
CHALLENGES AND OPPORTUNITIES IN ADAPTING CEFR-BASED ENGLISH CURRICULUM IN INDONESIA
This study aims to explore the challenges and opportunities in adapting the Common European Framework of Reference for Languages (CEFR) to the English curriculum in Indonesia. Although CEFR is widely recognized as a comprehensive framework for language learning and assessment across Europe and several Asian countries, its implementation in Indonesia remains limited and unofficial. Using a descriptive qualitative approach, this research analyzes relevant literature from national and international journals discussing the application of CEFR within the Indonesian educational context. The findings reveal four main challenges: (1) the mismatch between students’ learning objectives and CEFR goals, which often prioritize certification over communicative competence; (2) the limited recognition of CEFR by curriculum designers and policymakers due to the existing national frameworks such as the 2013 Curriculum and the Indonesian National Qualification Framework (KKNI); (3) the lack of professional teacher readiness and ongoing support to implement CEFR effectively; and (4) the cultural and contextual incompatibility of CEFR-based teaching materials with Indonesian learners. Despite these challenges, CEFR offers potential opportunities to enhance English language education in Indonesia by providing a clear benchmark for proficiency levels, supporting international standards, and encouraging communicative, learner-centered teaching approaches. Therefore, its adaptation requires comprehensive preparation, teacher training, and contextual modification to align with Indonesia’s educational goals and cultural values.
PRE-SERVICE ENGLISH TEACHERS’ INSIGHTS AND DEMANDS ON THE APPLICATION OF CHATBOTS IN EDUCATION
Artificial intelligence-powered chatbots have brought notable transformations to English language education, posing challenges for pre-service teachers. However, pre-service English teachers’ perspectives and requirements regarding the integration of chatbots in teaching remain underexplored. This study aimed to investigate Chinese pre-service English teachers’ (1) foundational knowledge and attitudes toward chatbots, (2) views on using chatbots in English education, (3) perceived benefits and challenges of chatbot use, and (4) specific needs for incorporating chatbots into teaching. From June to September 2023, 12 Chinese pre-service English teachers were purposefully selected for semi-structured interviews, and thematic analysis was applied to extract core themes. Results indicated generally positive attitudes toward chatbots, despite limited understanding. Teachers acknowledged the potential of chatbots to enhance language skills but raised concerns such as plagiarism. They highlighted the irreplaceable role of human teachers in moral, emotional, and personalized instruction and expressed a need for supportive policies, training, and social backing. The findings provide valuable insights into pre-service teachers’ perspectives on chatbot integration in English education and offer guidance for teacher education programs and chatbot development globally.
THE IMPACT OF MOBILE-ASSISTED LANGUAGE LEARNING (MALL) ON STUDENTS’ SPEAKING FLUENCY AND AUTONOMY
This study investigates the impact of Mobile-Assisted Language Learning (MALL) on students’ speaking fluency and autonomy among English Education students at Universitas PGRI Palembang. The rapid development of mobile technology has reshaped language learning practices, offering learners greater flexibility, accessibility, and personalization. Using a quantitative research design, data were collected from 150 second-year English majors through a structured questionnaire distributed via Google Forms. The findings reveal that smartphones are the most frequently used devices for autonomous English learning, while applications such as Duolingo, Cake, and ELSA Speak are the most preferred tools for enhancing speaking skills and vocabulary development. The study further shows that MALL significantly improves students’ speaking fluency, pronunciation accuracy, and learning motivation by providing interactive and self-paced learning opportunities. Additionally, students reported that MALL fosters learner autonomy by encouraging self-regulation, independent practice, and confidence in speaking English. Despite these advantages, challenges such as inconsistent learner engagement, limited technological access, and the need for pedagogical integration remain. Overall, the study underscores that MALL, when effectively implemented, can serve as a powerful complement to traditional language teaching, promoting both communicative competence and autonomous learning in the digital era.
INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS IN ENGLISH LANGUAGE LEARNING: OPPORTUNITIES AND CHALLENGES IN THE POST-PANDEMIC CLASSROOM
This study explores the integration of Artificial Intelligence (AI) tools in English Language Teaching (ELT) within the post-pandemic classroom context. The research investigates how AI technologies such as intelligent tutoring systems, chatbots, and automated feedback mechanisms enhance learning outcomes and personalize language instruction. Findings reveal that AI significantly improves student engagement, motivation, and achievement by providing adaptive and individualized learning experiences. However, challenges persist regarding technological infrastructure, teacher readiness, data privacy, and the ethical use of AI in education. The study emphasizes the need to balance AI-driven innovation with traditional pedagogical values to preserve the essential human dimensions of teaching, including empathy, communication, and cultural awareness. It concludes that effective AI integration requires ongoing professional development for educators, robust ethical frameworks, and equitable access to technology. Future research should focus on long-term impacts, inclusivity, and the development of culturally responsive AI systems to ensure that technology serves as an empowering and transformative tool in English language education.