Journal of English Teaching and Linguistic Issues (JETLI)

The Beneficial Values of Activating Quizlet Application to Escalate EFL Learners’ Vocabulary Knowledge Growth

2024-12-25T11:04:39+08:00

In these modern second language teaching-learning enterprises, technology plays a pivotal role in shaping a deeper understanding of the targeted lessons among EFL learners. For this reason, second language educators ought to be willing to embrace the advent of digitalization in their regular classroom learning circumstances to promote more optimal educational outcomes to be further attained by language learners. This library-based qualitative study aimed to investigate the beneficial values of activating the Quizlet application to escalate EFL learners’ vocabulary knowledge growth. To embody the objective mentioned above, the researcher internalized a thematic analysis approach to yield more credible, relatable, and applicable results as the thematically-based findings were clustered into some major-specific themes. The thematically categorized research results disclosed that the Quizlet application promoted more enjoyable vocabulary learning experiences and helped EFL learners master challenging new words easily.

Teaching English Through Islamic Values and Technology: Evaluating Toy Theater's Impact in Islamic Education

2024-11-04T10:26:47+08:00

This study aims to examine the effectiveness of using the Toy Theater application in teaching English integrated with Islamic values in Islamic-character schools. Utilizing a mixed-methods approach, the research involved 30 students as subjects to evaluate vocabulary improvement using pre-test and post-test methods. The results revealed a significant increase in students' vocabulary scores, with an average improvement of 27.1 points after using Toy Theater. Additionally, qualitative analysis through interviews and observations revealed that students felt more motivated and engaged in learning, and experienced a reinforcement of Islamic values during the process. These findings confirm that interactive technology can be used to strengthen religious teaching and enhance language skills simultaneously, making this method innovative in the context of Islamic education.

A Content-Based Supplementary Book Development for Islamic Junior High School

2024-12-25T10:58:54+08:00

This research focuses on the development of a Content-Based Instruction (CBI)-based supplementary book for English language learning at SMP IICP Puncak Darussalam, an Islamic junior high school. The study addresses the gap in existing educational resources by integrating Islamic values and cultural themes into the English language curriculum. It aims to bridge the disconnect between students' cultural identities and the content they are taught. Using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research involved needs analysis, content design, and expert evaluations to ensure the book’s pedagogical effectiveness and cultural relevance. The supplementary book was developed to align with the school’s vision of preparing students to be proficient in English while reflecting Islamic teachings and values. This study promotes culturally relevant materials to raise student engagement, motivation, and language acquisition. The book is expected to improve the quality of English education in Islamic junior high schools through linguistic skills and cultural awareness.

Sociopragmatic Competence in EFL Academic Presentations: A Mixed-Methods Study of Science and Technology Students in Indonesia

2025-05-28T13:34:21+08:00

This study investigates the sociopragmatic competence of EFL learners in academic presentations within science and technology fields, specifically examining the gap between linguistic and interactive skills and the relationship between self-perception and actual performance. Using a mixed-methods approach, data were collected from 22 Indonesian EFL undergraduate students through a presentation performance assessment rubric evaluating five dimensions of sociopragmatic competence, complemented by a self-report questionnaire exploring participants' perceptions and experiences. The analysis revealed distinctive patterns of sociopragmatic competence, with participants demonstrating strengths in linguistic aspects but facing significant challenges in interactive components. A notable finding was the identification of a 'sociopragmatic competence paradox,' where strong linguistic skills did not necessarily translate to effective pragmatic competence in presentation contexts. The study also uncovered a significant gap between participants' high self-perception and lower actual performance in interactive aspects, alongside the substantial influence of anxiety and time management difficulties on sociopragmatic performance. These findings emphasize the need for a more holistic pedagogical approach in EFL teaching that integrates interactive skills development, anxiety management strategies, and metapragmatic awareness alongside traditional linguistic instruction.

Keywords: sociopragmatic competence, EFL, academic presentations, science and technology, mixed methods