Journal of English Teaching and Linguistics Studies (JET Li)

Harry Potter and the Chamber of Secrets: How well does this film teach English tenses?

Deni Puji Setiawan — 2025-10-30

English tenses are always considered a crucial yet problematic grammar topic. Therefore, every English teacher is highly recommended to employ teaching strategies in their classes. One of the suggested alternatives to teach English tenses is popular films like Harry Potter. The objective of this study was to find out the efficacy of Harry Potter and the Chamber of Secrets film as an instructional tool for English tenses. To complete the aim, a quasi-experimental study design was employed. This study involved, students in grades VIII D and VIII E of MTs Ma'arif NU 1 Cilongok, Banyumas, Indonesia. There were 36 students in the experimental class and 32 students in the control class. Pre- and post-tests were used to gather the data. IBM SPSS Statistics 20 was then utilized for examining the data obtained. The outcome of this research shows that the table's Sig. (2-tailed) value is less than the significance level (0.01 < 0.05). It indicates the rejection of H₀. Additionally, the t-value (3.321> 1.997) is greater than the t-table. As a result, there is a notable difference between the experimental and control groups, and teaching English tenses through the use of Harry Potter and The Chamber of Secrets is effective.

From Panels to Proficiency: Exploring How Digital Comics Boost EFL Students’ Reading Engagement and Strategies

Riska Dwi Kusuma Wati — 2025-10-30

EFL students often face challenges in reading comprehension, particularly due to low motivation and difficulties in understanding complex texts. Despite the growing popularity of digital comics as a form of extensive reading, limited studies have explored how they support students’ engagement and strategy use during reading. This study aimed to explore EFL students’ engagement with digital comics and identify the reading strategies they employ to aid their reading comprehension. A qualitative case study approach was used in this research, and the data were collected through semi-structured interviews with five third- and fourth-year students from the English Education Study Program at the University of Jambi. Thematic analysis was applied to analyze the data. The findings revealed that students showed behavioral, emotional, and cognitive engagement while reading digital comics. They demonstrated frequent and flexible reading habits, strong interest in visuals and storylines, and mental efforts to overcome reading challenges. Additionally, students employed various reading strategies, including visualizing, making inferences, predicting, monitoring comprehension, re-reading, using translation tools, and taking notes. These findings suggest that digital comics can enhance students’ motivation, support their reading processes, and improve reading comprehension through engagement and strategic reading.

Development of E-Module on Descriptive Material to Enhance Reading Comprehension Skills

Nurhayati Nurhayati — 2025-10-30

This study aims to develop a descriptive text-based E-Module to improve the reading comprehension skills of seventh-grade students at SMPN 3 Jampang Kulon. The method used is the ADDIE development model with five stages: Analysis, Design, Development, Implementation, and Evaluation. The product was validated by subject matter experts (94%), language experts (98%), and media experts (89%), and tested on a small scale (80%) and large scale (89%). The effectiveness of the E-Module was tested using a pre-experimental design with a one-group pretest-posttest approach on 25 students. Data analysis using SPSS version 25 showed a significant improvement, with a t-value of 15.685 and a significance level (2-tailed) of 0.000 < 0.05, concluding that the E-Module is effective in enhancing students' reading comprehension skills. This E-Module has proven to be viable and beneficial as an innovative learning medium for descriptive text material.

Collaboration and Reflection: Improving EFL Students' Writing Skills through Peer and Self Editing

Maulidiyyatul Uswah — 2025-10-30

Writing skills in English as a foreign language remain a major challenge for many students because they require mastery of grammar, vocabulary, text organization, and critical reflection. This study aims to determine how collaboration and reflection through peer editing and self-editing activities can improve students' writing skills. This study used a quasi-experimental design with a single-group pretest-posttest method involving nineteen participants. Writing skills were assessed using a rubric covering aspects of content, organization, grammar, vocabulary, and writing mechanics. The results showed that the average pretest score was 74.11 with a standard deviation of 7.355, while the average posttest increased to 76.42 with a standard deviation of 9.076. The Wilcoxon Signed Ranks test proved a significant difference with Z = -3.005 and p = 0.003, where thirteen students experienced improvement, four experienced no change, and two experienced a decrease. This study concluded that the integrated implementation of peer and self-editing strategies can significantly improve students' writing performance and foster motivation and self-confidence. The implications of this study emphasize the importance of teachers' roles in providing clear guidance, building a supportive classroom culture, and using systematic tools such as rubrics to maximize the effectiveness of collaborative and reflective strategies. Future research is recommended to examine the integration of digital platforms and their application across different educational levels and writing genres.

Telling Their Stories: A Narrative Inquary Into Rural Students’ Challenges In Learning English

Elok Mubarok — 2025-10-30

This study explores the lived experiences of rural students in learning English through a narrative inquiry approach. Although national initiatives aim to improve English proficiency, rural learners in Indonesia still face persistent barriers that hinder equitable access to language education. Data were collected through in-depth interviews and reflective journals involving selected secondary school students from rural areas. Findings indicate two key challenges: limited access to learning resources and lack of socioeconomic and family support. Students reported inadequate materials, restricted technological access, and minimal parental involvement. Despite these difficulties, many participants demonstrated agentic behaviors forming peer groups, using mobile apps, and interacting with English content via social media to enhance their language learning. These strategies reflect their resilience and proactive engagement. The study highlights the importance of providing holistic, context-sensitive educational support for rural learners. By amplifying student voices, it offers insights for educators and policymakers to design inclusive and empowering English learning environments that respond to the unique challenges of rural contexts

Exploring Students’ Engagement in Critical Listening through Debates and Discussions

Fatin Nadifa Tarigan — 2025-10-30

This study explores students’ engagement in critical listening through debates and discussions in an English as a Foreign Language (EFL) context. Conducted with 17 undergraduate students at Universitas Pembinaan Masyarakat Indonesia (UPMI), the research employed a qualitative design using interviews and classroom observations to capture behavioral, emotional, and cognitive aspects of engagement. The findings indicate that debates and discussions significantly foster behavioral engagement, with 70% of students reporting increased attentiveness and active participation. Emotional engagement was also evident, as 59% of students expressed higher motivation and curiosity when topics were relevant and competitive. Moreover, cognitive engagement emerged through students’ analytical strategies, such as evaluating arguments and questioning evidence. Challenges, including limited vocabulary and speech speed, were also reported but were mitigated through scaffolding strategies, peer support, and note-taking. The study highlights the potential of debate-based activities in promoting critical listening, offering pedagogical implications for integrating interactive tasks into listening instruction. It also contributes to the growing body of literature by demonstrating how debates enhance multidimensional engagement in EFL classrooms.