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Journal of English Teaching, Applied Linguistics and Literatures (JETALL)
Published by Universitas Lambung Mangkurat
ISSN : 26219875     EISSN : 26219646     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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 164 Documents
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Gender Differences in Writing Complex Sentences of CLIL-Based Bilingual Primary Students Alfia Sari; Nunung Suryati
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 1 (2025): Special Issue: Maintaining Sustainable Development on Language, Literature, and
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i1.21102

Abstract

This present study investigated the students’ ability to produce complex sentences between male and female students who studied in a CLIL Bilingual School in Surabaya. The participants of this study were 50 primary six students. The document analysis was used to obtain data about the students’ production of complex sentences. T-unit analysis was employed to investigate the students’ proficiency in writing complex sentences. Additionally, to generate the students’ lexical richness, this study used Antconc to help generate the TTR (type-tokens ratio) on the essay. The result showed no significant differences between male and female students in their proficiency in writing complex sentences, as the p-value was higher than 0.05. It indicated that the CLIL Bilingual students’ proficiency in writing complex sentences was equal, and the input and exposure were similar. However, female students show a higher TTR and more lexical variety in producing complex sentences than male students. These findings significantly impacted understanding how gender impacts the ability to produce complex sentences when writing and using lexical variety.
SPEECH ACT ANALYSIS OF THE PARTICIPANTS’ SPEECHES IN THE STUDY OF THE U.S INSTITUTES (SUSI) PROGRAM Sitti Adhila Suprihana; Noor Eka Chandra; Elsa Rosalina
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 1 (2025): Special Issue: Maintaining Sustainable Development on Language, Literature, and
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i1.21727

Abstract

Research related to speech acts in speeches is frequently conducted, particularly in the context of speeches delivered by political and prominent figures. However, speeches by international exchange program students receive less attention despite their potential impact to influence audiences. Moreover, this study investigates the types of illocutionary speech acts employed by 20 undergraduate participants who were part of the 2021 Study of the U.S. Institutes (SUSI). The theme of the analyzed speeches is "This I Believe." A descriptive-qualitative method was employed, with data collected through audio and video recordings, transcribed, and analyzed using Searle’s speech act theory. Based on the findings, it was discovered that the exchange students' speeches, which employed illocutionary speech actions including assertive, directive, commissive, and expressive, function to represent their cultural background and life experiences. In conclusion, the study demonstrates that SUSI participants predominantly relied on assertive illocutionary acts to articulate their personal beliefs and values in their "This I Believe" speeches. This analysis highlights the importance of understanding the types of speech acts in different contexts, as they reveal the underlying intentions and strategies of the speakers in conveying their messages.
STUDENTS' VIEWS ON THE IMPLEMENTATION OF PHOTOVOICE BASED ON BOARD GAME IN SPEAKING SKILL IN SENIOR HIGH SCHOOL Nazar Hasby; Neneng Islamiah; Fitra Ramadani; Harum Mustika
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 1 (2025): Special Issue: Maintaining Sustainable Development on Language, Literature, and
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i1.21127

Abstract

Abstract: This research aims to determine students' views and to find out the benefits of implementation of photovoice based on board game in speaking activity in senior high school. In this research, the researcher design used qualitative research, data collection procedures were conducted through observations and interviews with students of class XII of SMAN 3 Banjarmasin, South Kalimantan province, Indonesia, with pseudonyms A, B, C, D, E, F. The researcher conducted a semi-structured interview to investigate second-semester student's views on the implementation of a board game. It can be concluded that photovoice based on board game as educational games in the classroom acts as a tremendously helpful learning media that can improve the students' engagement, performance, speaking skills, public speaking, confidence in speaking, and ability to speak English in class. It can be a tool to help the teachers do the formative assessment. 
ENHANCING ACADEMIC AND INTERPERSONAL COMMUNICATION SKILL: A STUDY ON A UNIVERSITY STUDENTS AND ENGLISH LEARNERS IN PARE Harum Mustika; Hengki Hengki; Ratna Ratna; Nazar Hasby
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 1 (2025): Special Issue: Maintaining Sustainable Development on Language, Literature, and
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i1.21467

Abstract

This research is aimed to improve students’ speaking skill in both academic and interpersonal communication skill through their experience in University and Course. The subject of this research are University students’ in UNISKA and English students’ in Pare that both learn and study english. The researcher used Evaluation Sheet and Interview to obtain the data. To collect the data the researcher conduct interview to the participants which had been selected by using interview guide as an instrument.is a technic which according to Koentjaraningrat “interview is a method used for a specific task, trying to obtain information and verbally forming respondents, to communicate directly”.  The interview process will be conduct by finding by identifying and select university students actively participating in English courses, as well as students from English courses in Pare. Continue by contacting university students and Pare students to explain the research objectives and request their consent to participate in the interview. Then, prepare an interview guide covering questions related to their experiences in English courses, the influence on their communication skills, and suggestions for improvement.
TEACHER-LED PROFESSIONAL GROWTH: THE REALITY OF BOTTOM-UP TPD AMONG EFL TEACHERS IN INDONESIA Caecilia Lucky Dewi Purnomo; Paulus Kuswandono
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 3 (2025): JETALL VOLUME 8 NUMBER 3 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i3.23742

Abstract

English teacher professional development in Indonesia has been more top-down and oriented towards administrative fulfilment. However, a bottom-up approach is considered more capable of encouraging meaningful and sustainable professional growth, even though it is still underexplored in Indonesia contexts.  This research aims to explore the reality of bottom-up professional development among EFL teachers in Indonesia, focusing on their strategies to initiate and implement bottom-up TPD and the impact, in conjunction with the challenges and barriers that influence their efforts, especially from institutional and external factors. This research is qualitative employing open-ended questionnaires and semi-structured interviews to collect the data.  The results show that bottom-up TPD works through synergy between personal initiative, collaboration between teachers, technology support, and conducive school environment, which significantly influences changes in teaching practices and teacher professional development. However, teachers also face obstacles in the form of high workload, time constraints, and inconsistent institutional support, so that teacher resilience is an important factor in maintaining the TPD process. This research reveals that bottom-up TPD among English teachers brings more positive results on their teaching practice. In spite of that, the balance depth of narrating the success and failure of bottom-up TPD is still limited.
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.
STRATEGIES AND CHALLENGES OF PRE-SERVICE TEACHERS IN THE SEA-TEACHER PROGRAM: A CASE STUDY IN INDONESIA- PHILIPPINE Fahmi Hidayat; Emma Rosana Febriyanti; Raisa Fadilla
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 3 (2025): JETALL VOLUME 8 NUMBER 3 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i3.24830

Abstract

The SEA-Teacher Program is a collaborative initiative among Southeast Asian nations, pioneered by SEAMEO, which aims to enhance pre-service teachers’ intercultural competence and teaching skills through cross-cultural practice. The urgency of this research stems from the complex challenges participants face during their placements, such as language barriers, cultural differences, and diverse education systems. These conditions impact learning effectiveness and participant adaptation, necessitating in-depth strategies and reflection to address them. Analyze the specific counter-strategies, coping mechanisms, and support systems employed by the pre-service teachers to effectively navigate and overcome these challenges. Generate practical recommendations and evidence-based strategies derived from these experiences to inform the preparation of future participants, enhance program design for educators and policymakers, and strengthen regional collaboration in teacher education. Highlight the lessons learned and best practices developed by the participants in promoting adaptability, resilience, and problem-solving skills, thereby contributing to their professional and personal transformation into effective future teachers. The study method employed is a qualitative approach with reflective analysis. Data were gathered through interviews, teaching practice reports, and participant reflection notes. The analysis is focused on identifying intercultural, linguistic, and pedagogical challenges, as well as the adaptation strategies used, such as collaboration with local teachers, modification of teaching methods, and the utilization of cultural experiences.
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.
EXPLORATION OF ENGLISH LEARNING PRACTICES WITH EDTECH AND LOCAL CULTURE AMONG MANDAR YOUTH Amrang Amrang; Hustiana Hustiana
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 3 (2025): JETALL VOLUME 8 NUMBER 3 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i3.23771

Abstract

Abstract: This study explores English language learning practices that integrate educational technology (EdTech) and Mandar local culture among the younger generation in coastal areas of West Sulawesi, Indonesia. Employing an exploratory qualitative approach, data were collected through non-participant observations and semi-structured interviews with 20 students and two English teachers. The research framework combined Engeström’s Cultural-Historical Activity Theory (E-CHAT) for classroom observations and the TPACK framework for analyzing teachers’ integration of technology, pedagogy, and content knowledge. Findings indicated that while teachers actively facilitated learning and employed simple technologies such as YouTube, Canva, and LCD projectors, the integration of local culture remains minimal and mostly indirect. Teachers adapted pedagogical strategies to students’ characteristics through game-based learning, translanguaging, differentiated instruction, and peer collaboration. Technology enhanced student engagement and comprehension, particularly through visual and interactive media, though its use is constrained by limited internet access, device availability, and teacher training. Incorporating Mandar cultural elements, such as folktales, traditional practices, and vocabulary, showed potential to make learning more contextual, meaningful, and motivating, fostering both language proficiency and cultural awareness. The study highlights the importance of targeted professional development and infrastructural support to optimize EdTech integration, and provides insights for educators and policymakers to design culturally grounded, technology-enhanced English learning approaches that are both globally relevant and locally meaningful.  

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