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.
EXPLORING THE INTERFACE OF SYNTAX AND MORPHOLOGY IN SENTENCE CONSTRUCTION PROCESSES
This study explores the interface between syntax and morphology with a particular focus on how internal word structures influence sentence construction processes across languages. Employing a qualitative descriptive approach, the research analyzes data from cross-linguistic corpora representing both morphologically rich languages (Turkish, Finnish, and Swahili) and analytic languages (English and Mandarin Chinese). The findings indicate that morphological structures play a crucial role in encoding grammatical relations such as subject, object, tense, and agreement, thereby shaping syntactic configurations. In languages with rich inflectional morphology, grammatical roles are explicitly marked, allowing greater flexibility in word order. Conversely, in morphologically impoverished languages, syntactic structure becomes more rigid and serves as the primary means of conveying grammatical relationships. The study also reveals that derivational morphology influences syntactic behavior by altering lexical categories and argument structures. These findings support integrative theoretical frameworks, particularly Distributed Morphology, which emphasize the interdependence of morphological and syntactic processes. Overall, this research contributes to a deeper understanding of sentence construction as a product of dynamic interaction between morphology and syntax, with implications for linguistic theory, language teaching, and computational linguistics.
Copyright (c) 2026 ELTE Journal (English Language Teaching and Education) https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYZING METALINGUISTIC AWARENESS IN FOREIGN LANGUAGE LEARNING: A PSYCHOLINGUISTIC FRAMEWORK AND CURRICULUM IMPLICATIONS
This study aims to analyze metalinguistic awareness in foreign language learning from a psycholinguistic perspective and examine its implications for English as a Foreign Language (EFL) curriculum design. Employing a qualitative approach with a library research design, this study synthesizes recent theoretical and empirical literature to explore how metalinguistic awareness functions as a cognitive mechanism in language acquisition. The findings indicate that metalinguistic awareness plays a central role in enabling learners to consciously reflect on, analyze, and manipulate linguistic structures across multiple dimensions, including phonological, morphological, syntactic, and pragmatic aspects. From a psycholinguistic perspective, this awareness is closely linked to cognitive processes such as attention, working memory, and language processing, which support more effective learning outcomes. Furthermore, the study highlights that integrating metalinguistic awareness into instructional practices enhances learners’ language proficiency, autonomy, and analytical abilities. In terms of curriculum implications, the study emphasizes the need for systematic integration of metalinguistic awareness through learner-centered approaches and technology-enhanced learning. This research contributes to the development of a psycholinguistically informed framework for EFL curriculum design that promotes deeper linguistic understanding and sustainable language development.
INNOVATIVE APPROACHES TO LANGUAGE ASSESSMENT IN SPECIALIZED ENGLISH INSTRUCTION
This study explores innovative approaches to language assessment in specialized English instruction, emphasizing the integration of adaptive technologies, performance-based evaluation, and continuous formative assessment. Using a qualitative library research design, the study synthesizes recent theoretical and empirical literature on Computer-Assisted Language Testing (CALT), Artificial Intelligence (AI), and authentic assessment practices within English for Specific Purposes (ESP). The findings indicate that traditional standardized assessments are increasingly insufficient in capturing learners’ ability to use English effectively in professional contexts. In contrast, technology-enhanced and task-based assessment models provide more accurate, flexible, and context-sensitive evaluations by incorporating real-time feedback, adaptive testing, and authentic communicative tasks. Furthermore, formative assessment is shown to play a critical role in supporting continuous learning, learner autonomy, and skill development. The study concludes that effective language assessment in specialized English instruction must align with real-world communication demands and integrate multidimensional evaluation strategies. The implications highlight the need for curriculum redesign that embeds innovative, learner-centered assessment practices, while future research should focus on empirical validation, ethical considerations, and context-specific model development.
STUDENTS’ PERSPECTIVES ON THE THEORY-PRACTICE GAP IN TRANSLATION PEDAGOGY
This study investigates students’ perspectives on the theory–practice gap in translation pedagogy, focusing on how theoretical knowledge is perceived, applied, and integrated within classroom contexts. Employing a mixed-methods design, data were collected from 60 undergraduate translation students through questionnaires and semi-structured interviews. The quantitative findings indicate that while students highly value theoretical frameworks, they experience difficulties in applying them to real-world translation tasks. Moderate levels of perceived integration, confidence, and motivation suggest that the effectiveness of learning is closely tied to how theory is embedded in practice. Additionally, assessment practices were perceived as misaligned with practical competence. Qualitative findings further reveal that abstract theoretical instruction, limited exposure to authentic tasks, and product-oriented assessment contribute to the persistence of the gap. The study concludes that bridging the theory–practice gap requires more integrative, experiential, and competence-based pedagogical approaches. These findings provide important implications for curriculum development, teaching strategies, and assessment design in translation education.
THE IMPACT OF DISCOURSE ANALYSIS METHOD ON STUDENTS’ COGNITIVE AND AFFECTIVE DEVELOPMENT IN LANGUAGE AND LITERATURE LEARNING
This study investigates the impact of the discourse analysis method on students’ cognitive and affective development in language and literature learning. Employing a mixed-method experimental design, the research involved 40 eleventh-grade students divided into an experimental group and a control group. The experimental group received instruction through the discourse analysis method, while the control group was taught using conventional approaches. Data were collected through pre-test and post-test assessments, observations, and interviews. The findings reveal that students in the experimental group showed significant improvements in reading comprehension, textual analysis, discourse construction, and language use compared to the control group. Additionally, qualitative results indicate that the method positively influenced students’ motivation, confidence, participation, and social interaction. The study concludes that discourse analysis is an effective pedagogical approach that enhances both higher-order thinking skills and emotional engagement. It is recommended that educators integrate discourse-based strategies to create more meaningful and interactive learning environments.
EXPLORING CODE-SWITCHING AND CODE-MIXING PRACTICES IN MULTILINGUAL CLASSROOMS TO SUPPORT ENGLISH SECOND LANGUAGE DEVELOPMENT
This study explores the role of code-switching and code-mixing practices in multilingual classrooms to support the development of English as a Second Language (ESL). Grounded in sociolinguistic and pedagogical perspectives, the research investigates how these flexible language practices function as instructional strategies to enhance students’ comprehension, engagement, and overall language proficiency. The study employs a qualitative approach, combining a comprehensive review of relevant literature with insights gathered from classroom practices and educators’ experiences. The findings reveal that code-switching and code-mixing serve as effective scaffolding tools that help bridge students’ prior linguistic knowledge with new English input. These practices facilitate the explanation of complex concepts, support vocabulary acquisition, and promote meaningful classroom interaction. In addition, they contribute to students’ cognitive development by enhancing metalinguistic awareness, as well as to their affective development by increasing confidence, reducing anxiety, and fostering active participation. However, the study also highlights the importance of a balanced and strategic implementation. Excessive reliance on students’ first language may limit exposure to English and hinder fluency development. Therefore, teachers are encouraged to use code-switching and code-mixing purposefully while gradually increasing the use of the target language. Overall, this study emphasizes that multilingual practices, when applied effectively, can create more inclusive, engaging, and supportive learning environments. It also provides pedagogical insights for educators and contributes to ongoing discussions on leveraging linguistic diversity to improve English language learning outcomes.
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.