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Contact Name
Yusuf Al Arief
Contact Email
yusufalarief@ulm.ac.id
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Journal Mail Official
yusufalarief@ulm.ac.id
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Kota banjarmasin,
Kalimantan selatan
INDONESIA
Journal of English Teaching, Applied Linguistics and Literatures (JETALL)
ISSN : 26219875     EISSN : 26219646     DOI : -
Core Subject : Education,
JETALL is published twice a year in the months of May and October. It publishes within the fields of teaching English as a second or foreign language, English language teaching and learning, English language teachers' training and education, and English language and applied linguistics and literary studies. This journal is managed by English Department of FKIP Universitas Lambung Mangkurat.
Arjuna Subject : -
Articles 10 Documents
Search results for , issue "Vol 8, No 2 (2025): Jetall" : 10 Documents clear
The Impact of Project-Based Learning on Deep Learning: Enhancing Meaningful, Mindful, and Joyful Learning in EFL Contexts Tiara Ramadana; Abdul Halim; Ibrahim Ibrahim
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22923

Abstract

This study examines how project-based learning (PBL) impacts deep learning by emphasizing meaningful, mindful, and enjoyable learning aspects in learning English ,as a foreign language (EFL). PBL involves students in real projects and encourages them to collaborate, participate and solve problems. This research shows that using PBL can improve students' learning skills in English as a foreign language (EFL). This research uses a thematic analysis method. The sample of this study was 30 students of grade 11 of MA PPKP RIibathul Khail Tenggarong, who had previously participated in English learning using the project-based learning (PBL) method. The instruments used in this research include observation sheets, questionnaires, pre-test and post-test. The instruments will be tested for validity and reliability through expert validity assessments and Cronbach's Alpha reliability tests. Furthermore, the data will be analyzed using statistical analysis techniques.
EXPLORING RURAL STUDENTS’ ACCEPTANCE OF AI FOR ENGLISH SPEAKING: UNCOVERING PRIVACY AS A SUPPORTING FACTOR Fajri Habibi; Rendy Yudha Pratama; Soviatun Khovivah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.23309

Abstract

This study explores rural students’ acceptance of Stimuler, an AI-based mobile application designed to support English language speaking skills. Using a mixed-methods approach grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) and psychological constructs, the study involved 29 students from a rural junior high school. Quantitative data were collected through Likert-scale questionnaires, while open-ended responses provided qualitative insights. Results indicate that students hold generally positive perceptions toward the application, particularly regarding performance expectancy, ease of use, and its potential to enhance speaking proficiency. However, challenges such as inconsistent internet access and limited teacher engagement with digital tools were identified.A notable secondary finding of the study is the role of privacy in influencing students’ comfort with AI-based assessments. Although not a primary focus, privacy emerged as a significant supporting factor contributing to student confidence and engagement. Students expressed that feeling secure about their personal data positively affected their willingness to participate in speaking activities. This aligns with prior studies emphasizing privacy's role in trust and learner well-being. The study highlights the importance of addressing both technological and psychological dimensions when implementing AI in under-resourced educational contexts.
Tales of Indigenous Students in Central Kalimantan: Narrative Inquiry on English Learning Experience Muhammad Subhan Fikri; Novika Amalia; Richard Ferry Nugraha; Rezqan Noor Farid
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22008

Abstract

Learning experience is an integral factor of language perception construction. Having a positive experience is more likely to construct a positive perception of the language. English students in Universitas Palangka Raya are indigenous people in Kalimantan who comes from different parts of Central Kalimantan. These students experienced learning processes that are highly influenced by the condition of the school, the teachers, and their environment. This study aims to understand the indigenous students learning experiences in Central Kalimantan to explore the construction process of their perception of English throughout these experiences. This study involved five English education students. We conducted a conversational interview to collect the participants’ stories of their learning experienced. We found that all of the participants chose English education study program because they were interested in the language. These interests are built through their language learning experience. Even if the students reported school and classroom environments as the biggest factor of their negative experience of English, they still found interest in English through usage in their lives such as hobbies and communication.
THE IMPLEMENTATION OF TRANSLANGUAGING IN EFL LISTENING CLASSROOM: STUDENTS’ VOICES Siti Kayla Almira Minerva; Muhammad Handi Gunawan
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22048

Abstract

Nowadays, there are numerous studies on translanguaging in various contexts. However, there remains a notable gap in studies specifically examining the application of translanguaging in the context of listening in the classroom. To fill this gap, this study examines how students perceive the application of translanguaging in an EFL listening classroom at a public university in Indonesia. Translanguaging, as a multilingual pedagogical approach, allows students to utilize both their first language (L1) and the target language (L2) to enhance their comprehension and participation in an English as a Foreign Language (EFL) classroom. Using a qualitative case study methodology, the data were collected through classroom observations, open-ended questionnaires, and semi-structured interviews.  The findings revealed that translanguaging offers significant benefits, including improved students' understanding of complex material, increased students' confidence in expressing ideas, and created a more interactive learning environment. However, some challenges also arise and are faced by the students, such as the over-reliance on L1 and the limitation of English skills improvement. Despite these challenges, the study emphasizes the importance of a balanced approach to translanguaging, enabling students to utilize their linguistic skills while at the same time improving their English proficiency. These insights add to the ongoing research on integrating translanguaging in EFL contexts to support diverse learner needs.
EFL Pre-Service Teachers’ Perspectives on Digital Reading Instruction for Young Learners Raisa Fadilla; Fahmi Hidayat; Emma Rosana Febriyanti
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22714

Abstract

Recent technology advancements have altered the perception of literacy, and it is no longer limited to the connection with the print text. The shifting meaning of literacy has been reflected in the growing number of teachers who are integrating digital learning into their reading instruction. However, little is known about the evidence of future teachers’ views on the implementation of digital learning, specifically in relation to young learners’ early literacy. Thus, this study aims to examine pre-service teachers’ perceptions of the benefits, drawbacks, and reading skills taught by using digital learning to enhance early reading skills in EFL context. This study will investigate seventy pre-service teachers who have taken English for Young Learners courses. The data of this study is collected by distributing questionnaires consisting of three aspects (benefits, drawbacks, and reading skills) concerning digital learning usage, using a Likert scale (strongly disagree, disagree, agree, and strongly agree) as the measurement. The survey will be conducted using google form. The study's findings will reveal how pre-service teachers perceive the benefits, drawbacks, and reading skills taught by implementing digital learning in young learners’ classrooms. Keywords: digital reading, young learners, english, pre-service teachers, teachers’ perception
EXPLORING FACTORS CONTRIBUTING TO L2 WILLINGNESS TO READ AMONG INDONESIAN THEOLOGY STUDENTS Elsha Septia Anaria Wate; Adaninggar Septi Subekti
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22138

Abstract

The present study explores possible factors influencing Indonesian theology students’ second/foreign language (L2) Willingness to Read (WTR). This study was the continuation of a survey study involving 41 participants. The present study employed semi-structured interviews. These interviews involved four of the survey participants in the preceding study. Through Thematic Analysis, this study found three factors that improved their L2 WTR. These factors included reading goals, teachers, supporting practices, and alignment of L2 texts with reading preference. Pedagogical implications include allowing flexibility in choosing L2 texts, integrative and interactive reading activities catering to students' diverse preferences, and providing a safe L2 reading environment focusing on constructive feedback from teachers and peers. Directions for future relevant studies include conducting empirical studies on L2 WTR in Indonesia with a broader and deeper scope, considering the scarcity of available studies on L2 WTR in the context.
Students' Experiences of Meaningful, Mindful, and Joyful Learning in an AI-Enhanced English Classroom Tariza Dwi Silvania; Abdul Halim; Khusnul Khatimah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22784

Abstract

This qualitative case study explores tenth-grade students’ experiences of meaningful, mindful, and joyful learning in an AI-enhanced English classroom. Conducted at SMAN 1 Kota Bangun, the research employed classroom observations, open-ended questionnaires, and semi-structured interviews to gather insights into how AI tools such as ChatGPT, Gemini, image generators, and Grammarly shaped students’ engagement, motivation, and learning depth. Thematic analysis revealed that AI supported personalized learning, encouraged self-regulated preparation, and increased motivation through interactive features. However, challenges such as accuracy issues, distractions, and overreliance on AI were noted. Findings suggest that while AI can complement instructional practices and promote deep learning, its optimal use depends on teacher guidance, student digital literacy, and thoughtful integration into classroom pedagogy.
Evaluating English Language Textbooks through Tomlinson’s Theory: A Systematic Review Andrew Panji Damai; Rina Listia; Elsa Rosalina
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.23102

Abstract

This study aims to examine the strengths and limitations of English language textbooks as identified in a range of scholarly publications focused on content analysis of instructional materials. Numerous textbooks—whether produced by governmental or independent publishers—have been evaluated through various theoretical lenses, with Brian Tomlinson’s comprehensive framework being one of the most frequently employed. Utilizing a systematic literature review, this research critically explores the pedagogical merits and shortcomings embedded within English textbooks or coursebooks as documented across the selected studies. A total of eight peer-reviewed articles published between 2018 and 2025 were analyzed using Tomlinson’s evaluative criteria. The objective of this research is to determine wether Tomlinson’s Theory is effective to develop a good textbook. The findings indicate that while the majority of textbooks demonstrated strong alignment with Tomlinson’s principles. The comprehensive analysis of the findings categorized as "not specified" in the reviewed articles highlights the importance of further investigation and targeted refinement in the development of language education materials. These ambiguous or inconclusive results underscore the need for continued research and systematic evaluation to enhance the clarity, effectiveness, and inclusivity of English language learning resources, ultimately contributing to more equitable and learner-centered educational practices.
NATIONALISM THROUGH GENERATIONS IN JHUMPA LAHIRI'S THE NAMESAKE Alysia Shofi Nabila Puteri; Imas Istiani
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22818

Abstract

National identity is a part of one’s self constructed by experience, memory, and cultural surroundings. This study explores how two generations of Indian immigrants express their nationalism in Jhumpa Lahiri's The Namesake. Using a postcolonial lens, this study applies Benedict Anderson's theory of imagined communities to examine the first-generation immigrants, Ashoke and Ashima, who maintain strong emotional ties to India by preserving Indian culture through food, clothing, language, habits, rituals, and resisting aspects of American customs. Meanwhile, their children, Gogol and Sonia, represent the second-generation immigrants who grew up in the United States and adopted American lifestyles. Their nationalism appears in more subtle and unconscious ways, more like Americans in terms of food preferences, habits, and holiday celebrations. Upon analysis, it was found that Gogol and Sonia did not wholly abandon their roots, as they persisted in Indian traditions such as wearing traditional attire and following a mourning diet ritual. Michael Billig's concept of banal nationalism is used to analyze how this generation blends American influence with selective participation in Indian customs. The study shows that nationalism can still be expressed abroad and does not have to be shown through overt or political acts.
AN ANALYSIS OF INTEGRATED LEARNING MODEL ON STUDENTS’ SPEAKING SKILL IN LEARNING ENGLISH Nesti Arni Hulu; Adieli Laoli; Elwin Piarawan Zebua; Riswan Zega
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.23209

Abstract

This research aims to analyze theintegrated learning model to students'speaking skills in English learning for tenthgrader of TKJ at SMK Negeri 1 Alasa. Thisresearch uses a qualitative approach with aphenomenological study method to explorestudents' and teachers' experiences afterapplying the model. Data were obtainedthrough classroom observation and in-depthinterviews with teachers and 20 students. Theresults showed that the integrated learningmodel is suitable as a learning model becausestudents feel that with an integrated learningmodel students easily understand the materialbesides that this learning model is alsointeresting for students. The factors thatinfluence students' speaking skills with the useof this model are able to increase learningmotivation, active involvement of students inthe learning process, and students are able tospeak English properly and correctly. Inaddition, this model also contributes toimproving important aspects of speaking skillssuch as fluency, comprehension, vocabulary,pronunciation and confidence. However, thechallenges faced by teachers in implementingthis model include limited resources, teachingmaterials, technology, and supporting facilitiesand infrastructure in schools. Therefore,support from the school and training forteachers are highly recommended so that theimplementation of integrated learning modelscan run optimally.

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