https://journal-sastra.um.ac.id/index.php/jellit <table border="0" width="100%" cellspacing="10" cellpadding="4"> <tbody> <tr> <td valign="top" width="100"> <p> </p> </td> <td valign="top" width="100%"> <table class="data" width="100%"> <tbody> <tr valign="top"> <td width="20%"><strong>Journal title</strong></td> <td width="40">:<strong> J-ELLiT (Journal of English Language, Literature, and Teaching)<br /></strong></td> </tr> <tr valign="top"> <td width="20%"><strong>Initials</strong></td> <td width="40">: J-ELLiT</td> </tr> <tr valign="top"> <td width="20%"><strong>Editor in Chief<br /></strong></td> <td width="40">: Anik Nunuk Wulyani<strong><br /></strong></td> </tr> <tr valign="top"> <td width="20%"><strong>Frequency</strong></td> <td width="40">: <strong>2 issues per year (June and Desember)</strong></td> </tr> <tr valign="top"> <td width="20%"><strong>ISSN (online)<br /></strong></td> <td width="40">: 2580-9687</td> </tr> <tr valign="top"> <td width="20%"><strong>Publisher</strong></td> <td width="40">: <a href="https://um.ac.id/">Universitas Negeri Malang</a></td> </tr> <tr> <td><strong>SINTA Rank<br /></strong></td> <td>: In Progress of Accreditation<strong><br /></strong></td> </tr> </tbody> </table> </td> </tr> <tr valign="top"> <td width="20%"> <p><strong>Journal Summary<br /></strong></p> </td> <td width="40"> <div id="content"> <div id="journalDescription"> <p>J-ELLiT (Journal of English Language, Literature, and Teaching) is a peer-reviewed journal dedicated to promoting the studies of English language, English literature, and English language teaching. It publishes conceptually and/or empirically based studies in those three major fields.</p> <p>The areas of each field include:</p> <ul> <li><strong>English language:</strong> various levels of linguistic structure, language use, linguistic phenomena, and the teaching of linguistics.</li> <li><strong>English literature:</strong> literary theory, literary history, literary criticism, comparative literature, world literature, the teaching of literature, and literary translation.</li> <li><strong>English language teaching:</strong> the teaching and learning of English as a second or foreign language, English language teachers' training and education, and English language teachers’ professional development.</li> </ul> <p>J-ELLiT is published twice a year, June and December, both in print and online. It is managed by the Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia.</p> </div> </div> </td> </tr> <tr> <td><strong>Accreditation Certificate</strong><br /> <p><strong> </strong></p> </td> <td> </td> </tr> </tbody> </table> en-US [email protected] (Anik Nunuk Wulyani) [email protected] (Sibakhul Milad Malik Hidayatulloh) Wed, 31 Dec 2025 00:00:00 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 https://journal-sastra.um.ac.id/index.php/jellit/article/view/731 <p>This study explores a non-specialist teacher’s perceptions of teaching confidence and instructional practices after integrating the TurtleDiary digital platform into English instruction for young learners. Teacher self-confidence is emphasized due to its critical role in shaping instructional quality in Teaching English to Young Learners (TEYL), particularly when English is taught by teachers without a formal background in the subject. A qualitative case study design was employed, with data collected through a semi-structured interview and supporting teaching documents. The data were analyzed using thematic analysis based on the framework proposed by Terry et al. (2017). The findings indicate that the use of TurtleDiary was perceived to support the teacher’s confidence by reducing instructional anxiety and increasing readiness in lesson preparation and classroom implementation. In addition, the platform’s features were perceived to shape instructional practices by providing structured activities, interactive games, and visual support suitable for young learners.</p> Tiara Andaresta Copyright (c) 2026 J-ELLiT (Journal of English Language, Literature, and Teaching) https://journal-sastra.um.ac.id/index.php/jellit/article/view/731 Mon, 01 Dec 2025 00:00:00 +0000 https://journal-sastra.um.ac.id/index.php/jellit/article/view/750 <div> <p><span lang="EN-GB">This study examined the short-term effectiveness of multimedia instruction for vocabulary learning among Indonesian Grade 7 EFL learners. Using a quasi-experimental pretest–posttest control group design, 64 students received either multimedia instruction via Storynory (audio narration, written text, and visuals) or conventional text-only instruction across two sessions. Vocabulary gains were assessed using a teacher-developed multiple-choice test. Results revealed significant improvement in the experimental group (<em>p</em><span class="apple-converted-space">&nbsp;</span>&lt; .001) and a significant between-group difference favoring multimedia instruction (<em>M</em><span class="apple-converted-space">&nbsp;</span>= 82.25 vs. 74.13,<span class="apple-converted-space">&nbsp;</span><em>p</em><span class="apple-converted-space">&nbsp;</span>= .003), with a medium-to-large effect size (Cohen's<span class="apple-converted-space">&nbsp;</span><em>d</em><span class="apple-converted-space">&nbsp;</span>= 0.77). Findings provide preliminary evidence that brief multimedia interventions using free digital platforms can support initial vocabulary gains in resource-constrained EFL classrooms. This suggests Storynory-based instruction may complement traditional vocabulary teaching and aligns with multimedia learning principles for junior secondary contexts.</span></p> </div> Regi Nur Marita Copyright (c) 2026 J-ELLiT (Journal of English Language, Literature, and Teaching) https://journal-sastra.um.ac.id/index.php/jellit/article/view/750 Thu, 25 Dec 2025 00:00:00 +0000