JELT (Jambi-English Language Teaching) <p style="text-align: justify;"><strong>Title:</strong> JELT (Jambi-English Language Teaching)<br /><strong>ISSN:</strong> <a href="">2530-3840</a> (Online)<br /><strong>Subject:</strong> English language teaching; Applied Linguistics; Teaching Methodologies; Curriculum Development and Syllabus Design; Material Design; Teacher Education and Professional Development; Linguistic Theories and English Language Teaching; Teaching English-Specific Purposes<br /><strong>Frequency Publish:</strong> Regularly two times a year in April and October.<br /><strong>Journal Abbreviation:</strong> JELT (Jambi-Eng. Lang. Teach.)<br /><strong>Language:</strong> English<br /><strong>Indexed at:</strong> <a href=";lookfor=JELT+%28Jambi-English+Language+Teaching%29&amp;ling=1&amp;oaboost=1&amp;name=&amp;thes=&amp;refid=dcresen&amp;newsearch=1">BASE</a>, <a href=";search_text=JELT%20(Jambi-English%20Language%20Teaching)&amp;search_type=kws&amp;search_field=full_search">Dimension</a>, <a href="">Garuda</a>, <a href=";user=l7EKQXAAAAAJ">Goole Scholar</a>, <a href="" target="_blank" rel="noopener">ROAD,</a> and <a href=";fv0=2503-3840%2520&amp;resultbestaccessright=%22Open%2520Access%22&amp;page=2">Open AIRE</a><br /><strong>OAI:</strong> <a href=""></a></p> <p style="text-align: justify;">Jambi-English<strong> Language Teaching (JELT)</strong> is an international refereed English-language teaching journal with Electronic ISSN 2503-3840. It publishes articles that explore the application of the English language in teaching and the everyday experience of English in education. Its scope is international in that it welcomes articles from academicians, researchers, graduate students, and policymakers. All articles should be in English.<br />The journal publishes articles on English language teaching, issues in teaching and methodologies, and the application of material designs in English.</p> en-US (Habizar) (Tubagus Zam Zam Al Arif) Fri, 10 May 2024 11:59:07 +0700 OJS 60 STUDENTS' DIGITAL READING COMPREHENSION CHALLENGES ON ACADEMIC TEXT <p>This research aims to explore the challenges of digital reading comprehension on academic text faced by third-semester students at Jambi University. In conducting this research, the researcher used descriptive qualitative methods. Five participants participated in this research and met the criteria desired by the researcher, such as active third-semester students, students who had completed reading for academic purposes courses, and students who were willing to be involved in this research. The researcher used semi-structured interviews as an instrument in data collection. The data is then processed through three stages, namely, data reduction, data display, and drawing conclusions or verification. The final results reveal that there are two categories in the challenges of digital reading comprehension on academic text. The first category is technology issues which include low reading interest, eye strain, internet connection, concentration, and too much information. Meanwhile, the second category is academic reading comprehension challenges which include vocabulary, complex sentences, and unfamiliar topics. In conclusion, students face challenges in digital reading comprehension on academic texts, especially in aspects technology and comprehension.</p> Suska Rika Mukti Rahayu Copyright (c) 2024 Suska Rika Mukti Rahayu Fri, 10 May 2024 00:00:00 +0700 STUDENTS' PERSPECTIVES ON THE USE OF DISCUSSION FORUM IN E-LEARNING TOWARDS CRITICAL THINKING SKILLS AT ONE UNIVERSITY IN JAMBI <p><span style="font-weight: 400;">The Discussion Forum is a feature of asynchronous learning in e-learning. It enables discussions between lecturers and students, as well as among students themselves. Unfortunately this feature is rarely used by lecturers while using e-learning. This research investigated students’ perspectives on the use of Discussion Forum in e-learning towards critical thinking skills. The aims of this research: (1) To describe students' experiences when using Discussion Forum in e-learning; (2) To describe students' perspectives on the use of Discussion Forum in e-learning, towards critical thinking skills. To collect the data for this research, qualitative methods such as interviews and document analysis were employed. The research was conducted at a university in Jambi, involving eight participants from the 2019 class of the English education study program. The findings of this research indicated that students are familiar with and have utilized Discussion Forum extensively during their e-learning journey. Notably, there are discernible signs of the application of critical thinking skills within this Discussion Forum. Almost all participants expressed their satisfaction with utilizing the Discussion Forum due to the absence of pressure and the opportunity to express their opinions without any sense of urgency. The participants affirmed that the use of Discussion Forum can be considered a valuable alternative for fostering critical thinking skills, particularly in an educational context. However, they also stated the need for significant guidance from lecturers and increased student participation to fully maximize the potential of the Discussion Forum.</span></p> <p>&nbsp;</p> <p><strong><em>Keywords: Students’ perspectives; discussion forum; e-learning; critical thinking skills.</em></strong><span style="font-weight: 400;">&nbsp;</span></p> Cemara Gita Copyright (c) 2024 Cemara Gita Fri, 10 May 2024 00:00:00 +0700 DESIGNING SUPPLEMENTARY GRAMMAR MATERIALS FOR GRADE 10 STUDENTS OF MAN1 BATANG HARI BY USING CARRD <p>The English textbook used by grade 10 students has very little grammar material and the work sheet which aims to support the textbook has many grammar errors. Therefore, researcher sees the need to design supplementary grammar materials in the form of website to support students’ independent learning. This research aims to know the process of designing supplementary grammar materials for grade 10 students of MAN 1 Batang Hari and to know the feasibility of the product based on the media validator, content validator, and students’ assessment. The method used is Research and Development. ADDIE Model was used for the framework. The participants of this research are the grade 10 students of MAN 1 Batang Hari. The data of this research were taken through questionnaires and document analysis. The stage of media development started from analysis phase which consists of need analysis and document analysis, then designing the product according to the results of analysis phase, developing the product step-by-step, and implementing the learning website a class of students. The learning website had been validated by validators and the result showed that content validator scored 3.8 content-wise and 4 usability wise. Then, the media validator scored 4.2 appearance-wise and 4.5 programming-wise. According to the level category, the content and media validator deemed this product as feasible and valid to be implemented. The students’ assessment scored 4.5 overall, which is categorized as excellent.</p> <p>&nbsp;</p> <p><strong>Key terms:</strong> Supplementary Materials, Development of Learning website, Learning website for grammar materials</p> <p><em>&nbsp;</em></p> Hannafirsta Seroja Mujapasa, Saharudin, Radiatan Mardiah Copyright (c) 2024 Hannafirsta Seroja Mujapasa Fri, 10 May 2024 00:00:00 +0700 JUNIOR HIGH SCHOOL STUDENTS’ LEARNING STYLES IN LEARNING ENGLISH <p>The success of English teaching and learning process depends on many things. One of them is the compatibility of the teaching method, teaching and learning process, and the characteristics of the students. One of the students’ characteristics is learning styles when learning English. This study aims at investigating learning styles of students at two state junior high schools in Jambi city. This study employed descriptive and quantitative research design, using a questionnaire as the instrument. The result of the study shows that of the sixth learning styles, the learning styles mostly used by the students are kinesthetic, tactile, and learning in group. Besides, the students appear to exhibit multiple minor learning styles.</p> Hustarna, Masbirorotni Copyright (c) 2024 Hustarna, Masbirorotni Fri, 10 May 2024 00:00:00 +0700 STUDENT PERCEPTION ON THE USE OF DIGITAL COMIC IN LEARNING VOCABULARY: A CASE STUDY AT ONE TEACHER TRAINING INSTITUTIONS <p>The purposes of this qualitative research are to explore how EFL learners perceive the use of Digital Comics in learning Vocabulary and explain how Digital Comics are used for learning Vocabulary. In doing the research, the researcher used a case study approach for the design to provide a rich source of data on individuals’ experiences. Four participants participated in this research and they met the inclusive criteria for the research, including the Active students of Universitas Jambi in English education Study program who used Digital Comic beyond the Classroom, students who used Digital Comic in English version (not in Bahasa), and willing to voluntarily participate in the research. In collecting the data, the researcher employed semi-structured interviews. The researcher used the Qualitative Data analysis by Miles and Huberman (1984) to analyze the data from participants. Miles and Huberman (1984) identified three subsequent steps in data analysis: Data reduction, Data display, and Conclusion. The results indicated that four themes in how EFL learners perceive the use of Digital Comics in learning Vocabulary were identified, including, 1) Comic as Entertaining Media; 2) Flexibility of Digital Comic; 3) Affordable cost of Comic use, and 4) Positive Attitude towards Digital Comic Engagement. This Research also revealed that there were five identified strategies used by EFL students in learning vocabulary through Digital Comic, including, 1) Learning through Visuals; 2) Guessing the Word; 3) Integration with Language Apps; 4) Students acquire informal vocabulary; 5)Note taking; 6) Word practicing in daily activities.</p> Rizky Nur Hidayah, Nunung Fajaryani, Nely Arif Copyright (c) 2024 Rizky Nur Hidayah, Nunung Fajaryani, Nely Arif Fri, 10 May 2024 00:00:00 +0700 TRANSLATION TECHNIQUES USED IN AUDIO-VISUAL TRANSLATION: SUBTITLING AND DUBBING - ORIGINAL SOUNDTRACK MOVIE IN FROZEN 2: INTO THE UNKNOWN <p>The aims of this research were to determine the types and the most dominant translation technique used to translate the source language into the target language in subtitling and dubbing in OST <em>Frozen 2: Into the Unknown</em>. This research uses qualitative research design. The data was derived from the lyrics of Disney’s “<em>Into the Unknown</em>” song. The subtitling version was taken from the <em>Frozen 2</em> movie. While the dubbing version comes from one of Indonesia’s television networks, GTV. The researcher conducted this research by collecting, classifying, analyzing, and concluding the data. The results of this research showed that ten translation techniques by Molina and Albir (2002) were found in the subtitling version, are Adaptation (1 data), Amplification/Addition (1 data), Calque (4 data), Compensation (1 data), Established Equivalent (2 data), Linguistic Amplification (2 data), Literal Translation (7 data), Modulation (2 data), Reduction (9 data), and Transposition (3 data). Reduction technique is the most dominant translation technique in the subtitling version. It has the highest data frequency, 9 data. However, ten translation techniques by Molina and Albir (2002) were found in the dubbing version, those are Adaptation (1 data), Amplification/Addition (1 data), Calque (1 data), Compensation (1 data), Established Equivalent (1 data), Linguistic Amplification (2 data), Linguistic Compression (7 data), Literal Translation (1 data), Modulation (3 data), and Reduction (10 data). Reduction technique is the most dominant translation technique in the dubbing version. It has the highest data frequency, 10 data.</p> Putri Lubis, Yulhenli Thabran, Habizar Copyright (c) 2024 Putri Lubis, Yulhenli Thabran, habizar Fri, 10 May 2024 00:00:00 +0700