https://online-journal.unja.ac.id/IJoLTE/issue/feedInternational Journal of Language Teaching and Education2024-01-17T00:00:00+07:00Urip Sulistyoijolte.engedu@unja.ac.idOpen Journal Systems<p style="text-align: justify;"><a href="https://online-journal.unja.ac.id/index.php/IJoLTE/index" target="_blank" rel="noopener"><strong><span style="color: #ff0000;">International Journal of Language Teaching and Education (IjolTe)</span></strong></a> is peer-review journal published by <span style="color: #ff0000;"><strong>Universitas Jambi</strong>, <strong>Master Program of English Language Education, Jambi, Indonesia</strong></span>. IJoLTe receives research-based and conceptual articles on English Language Education, Language Policy, English for Specific Purposes, Teaching English which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere. For all authors, make sure before you submitted your article on IJoLTe, your article has been already fulfils the creteria: 1. Are original and have not been submitted to any other publication; 2. Have at least 15 references with 90% of scientific Journals; 3. Use references published on the last 7 years; 4.Structured using APA 6th style; 5. Use template specified by IJoT-Edu; 6.Use reference manager e.g. Mendeley to managing the references. Email: <span style="color: #ff0000;">ijolte.engedu(at)unja.ac.id</span></p>https://online-journal.unja.ac.id/IJoLTE/article/view/7246Enhancing Students' Writing Skill through Contextual Teaching and Learning Approach2020-08-04T21:25:38+07:00Yuristson Jubharijubhariyuriatson@gmail.comLuana Sasaboneluanasasabone@yahoo.co.idNurliah Nurliahnurliahmandharese@gmail.com<p>This study is an endeavor to examine efficacy of using CTL approach in writing class of the senior high-school student. The participants consisted of 52 the eleventh grade students’ natural-science class. The experimental group was taught using CTL approach while the control one taught using conventional one. A writing pre-post test and perceptional questionnaire were the data collection instruments. Finding of the test indicated that the experimental group performed better that of control one in terms of the post-test while the questionnaire indicated that students’ experimental group had positive perception related to the application of the teaching approach.</p> <p> </p>2024-02-17T00:00:00+07:00Copyright (c) 2023 International Journal of Language Teaching and Educationhttps://online-journal.unja.ac.id/IJoLTE/article/view/20508English Teachers Vs. Non-English Teachers' Voices On University Students' Intercultural Awareness Skills2023-02-13T10:27:35+07:00Melatimelatijaya3108@gmail.comLilik Ulfiatililik.ulfiati@unja.ac.idNyimas Triyana Safitritriyana@unja.ac.id<p>This paper describes the perspectives of English teachers and non-English teachers in a university setting about students’ <em>Intercultural Communication</em> skills in the context of English as a foreign language (here after, EFL) in Indonesia. This is analyzed through both English and non-English teachers’ viewpoints regarding their perceptions of Intercultural Communication skills of attitudes, knowledge of social groups and their products and practices in one’s own and in one’s interlocutor’s country, interpreting document or event from another culture, acquiring new knowledge of a culture, cultural practices, operating knowledge, attitudes, skills, and evaluating critically on the basis of explicit criteria perspectives, practices, or products in one’s own and other culture. In this study, eight English teachers and six non-English teachers in a university, Indonesia were involved. From the <em>Focus Group Discussion, </em>this study proved that <em>Intercultural Communication </em>is essential competences in learning English, both from English and non-English teachers viewpoints. The present study is expected to provide comprehensive analysis of what activities or experiences of teaching <em>Intercultural Awareness</em> in EFL environment can be achieved by the students.</p>2024-02-17T00:00:00+07:00Copyright (c) 2023 International Journal of Language Teaching and Educationhttps://online-journal.unja.ac.id/IJoLTE/article/view/22180Anglicising the Egyptian song: Arabic-English switching in Egyptian Arabic2023-09-26T09:08:19+07:00Hasnaa Abdelreheemhassnaa_hasan@yahoo.com<p>In light of the presence of English in the Egyptian everyday life activities on various syntactic levels, this study is an attempt to approach borrowing and code-switching in Egyptian music from the dominance of linguistic system perspective. The study aimed to determine whether the Arabic–English switching instances in Egyptian music are borrowed forms or code-switches. In addition, it is an attempt to investigate the syntactic categories and types of switches to English as well as the contextual and functional reasons behind the switches through the observation of the relationship between the switches and the theme/situation/context where they appeared in the corpus. The data selected for the quantitative and qualitative analyses constituted a sample of five Egyptian songs that tackle youth-related themes and issues, not addressed in the mainstream music. The instances of borrowing the corpus provided indicated that the phonological and morphological adaptation to Egyptian Colloquial Arabic patterns occur across a continuum (from full integration to no integration) in the form of three strategies: “direct insertionsâ€, “indirect insertions†and “light borrowingâ€. Two types of code-switching (“inter-sentential code-switching†and “intra-sentential code-switchingâ€) were employed in two songs out of the five selected. The analyses indicated that English continues to serve as a source language for technology, social media and fashion-related diction that have found their way towards playing a vital role in everyday life communication among young Egyptians, including monolinguals and less proficient bilinguals.</p>2024-02-17T00:00:00+07:00Copyright (c) 2023 International Journal of Language Teaching and Educationhttps://online-journal.unja.ac.id/IJoLTE/article/view/27986Challenges in learning a Foreign Language in three Philippine Higher Education Institutions2023-10-04T13:05:20+07:00Mark Gabriel Aguilarmarkgabrielaguilar@gmail.comMarilyn Rebollamarilyn.rebolla@eac.edu.ph<p>Learning a foreign language is required in some degree programs given its perceived significance in some industries and to the employability of graduates, however, literatures suggest that students commonly experience difficulties in learning a foreign language; in fact, many studies have already determined factors that cause this. On the other hand, despite its importance, it is noticeable that although it is well researched in many countries, this topic seemed to have failed to catch the attention of many researchers in the Philippines. It was also observed that alongside the dearth of studies, each of the few studies were limited to one educational institution, resulting in the absence of a comprehensive study on this topic, which raises the need to conduct one that will cover a broader scope. Applying a descriptive research design and a quantitative research approach, this research aimed to determine the specific aspects of Nihongo language learning that pose challenges for students in selected educational institutions. Additionally, the research examines if there are differences in the perception of students and their sexuality. By identifying the specific challenges faced by students in learning Nihongo, educators and institutions can develop more effective teaching strategies and support systems to address these challenges. Additionally, understanding the potential influence of students' sexuality on language learning experiences can lead to a more inclusive learning environment. Ultimately, the outcomes of this study have the potential to enhance the quality of Nihongo language education and improve students' overall learning experiences in Philippine higher education institutions. </p>2024-02-17T00:00:00+07:00Copyright (c) 2023 International Journal of Language Teaching and Education