cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yusuf Al Arief
Contact Email
yusufalarief@ulm.ac.id
Phone
-
Journal Mail Official
yusufalarief@ulm.ac.id
Editorial Address
-
Location
Kota banjarmasin,
Kalimantan selatan
INDONESIA
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
 13   14   15   16   17 
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.
MOBILE APPS: THE DUAL IMPACT ON EFL VOCABULARY MASTERY AND LEARNER AUTONOMY Nurmayana Nurmayana; Linda Astuti Rangkuti; Nurhalimah Nurhalimah
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.v8i3.24639

Abstract

Learner autonomy is a critical yet underdeveloped skill among Indonesian EFL students, who often exhibit a high dependence on teachers, particularly in vocabulary acquisition. This study addresses this gap by investigating the extent to which self-directed learning via mobile applications enhances both vocabulary mastery and learner autonomy. A mixed-methods design was employed, involving 20 undergraduate English education students who engaged in a three-week self-regulated vocabulary program using Quizlet and Duolingo. Data were collected via pre- and post-tests, an autonomy questionnaire, and semi-structured interviews.Quantitatively, the results demonstrated a significant improvement in vocabulary mastery (mean score rise from 56.3 to 72.5; $p < 0.01$). Notably, the strongest gains were observed in the contextual application of words, suggesting deeper processing facilitated by the mobile tools. The autonomy questionnaire further indicated substantial positive changes, with the overall mean score increasing from 3.1 to 3.9 on a five-point scale. The most pronounced growth was found in the sub-constructs of self-monitoring (3.0 to 4.0) and persistence (3.3 to 4.1). Supporting these numerical findings, interview data revealed that students highly valued the gamified motivation and the flexibility of learning, which fostered a sense of ownership. Challenges reported primarily related to internet instability and distractions.The study concludes that the systematic integration of mobile applications effectively enhances vocabulary acquisition while simultaneously cultivating key aspects of learner autonomy. These findings underscore the imperative for EFL educators to utilize mobile technology as a core resource for developing independent, self-regulated language learners.. 
PROSPECTIVE TEACHERS' PERCEPTIONS OF ENGLISH AREA TRAINING: ENHANCING 21ST-CENTURY COMPETENCIES Hustiana Hustiana; Dwi Adi Nugroho; Asdar Asdar; Nurqadriyanti Hasanuddin; Ahmad Junaedi; Fajriani Fajriani
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.v8i3.22284

Abstract

This study explored the perceptions of prospective teachers regarding the English Area Training at SMA 3 Majene in Sulawesi Barat and its influence on the enhancement of their competencies pertinent to the 21st century: communication, collaboration, creativity, and critical thinking, essential for future teachers' professional growth. The data sources were four prospective teachers selected through purposive sampling. They held a bachelor's degree for at least five months and had not become civil servant teachers or participated in Teacher Professional Education (PPG). Participants emphasized the significance of English Area Training in developing their 21st-century competencies. The research results indicated that prospective teachers generally have positive views on their communication skills, noting improvements through practice and feedback. In terms of collaboration, while three teachers felt the English area enhancement fostered cooperation, one disagreed with this strategy. Prospective teachers also reported increased creativity through innovative methods like games, which engage students. They experienced enhanced critical thinking through discussions and problem-solving together. The study suggests future researchers focus on the English area theme by integrating technology with effective methods to better engage Generation Z.
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
ENGAGEMENT RESOURCES IN ONLINE OPINION ARTICLES: AN APPRAISAL ANALYSIS OF EDUCATIONWEEK Auliya Hasanah; Marwito Wihadi; Yayan Suryana
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.v8i3.23599

Abstract

This study aims to determine the sub-categories of engagement and their functions in opinion articles from the “EducationWeek” homepage. The theory used by the researcher comes from Martin & White regarding the engagement of appraisal theory. A qualitative method was used with a discourse analysis approach and document analysis as the instrument of this study. The result shows that 185 clauses containing engagement subcategories (Monogloss, Deny, Counter, Concur, Pronounce, Endorse, Entertain, Acknowledge, Distance) were found in the three opinion articles. The functions of the subcategories of engagement used by the authors in the three opinion articles include monogloss to express a single viewpoint, deny to reject other views, counter to present two different statements, concur to express the author's support, pronounce to emphasize the author's statement, endorse to present a valid source, entertain to allow space, acknowledge to present other voices implicitly, and distance to provide quotes that seem to scare. This study is expected to increase the knowledge of readers and a reference for further researchers on different topics or media of articles, various backgrounds of writers of articles, other genres such as news, advertisement, editorials, etc., or select certain sub-categories of engagement, like acknowledge or endorse
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.
PRE-SERVICE TEACHERS’ PERCEPTIONS OF THE CHALLENGES IN TEACHING ENGLISH TO YOUNG LEARNERS Iwan Dudy Gunawan
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.v8i3.23127

Abstract

This study aims to investigate the perceptions of pre-service teachers regarding the challenges encountered while teaching English to young learners. It also assesses the effectiveness of a TEYL course in mitigating these challenges. A descriptive quantitative research design was employed, collecting data from 15 undergraduate students participating in the TEYL course at Pasundan University, Indonesia. Data collection involved a questionnaire comprising Likert-scale items and open-ended questions, enabling analysis of both quantitative and qualitative insight. Research findings indicate that the primary challenges faced by students were classroom management, sustaining children's focus, and developing suitable and stimulating materials. However, the TEYL course was perceived as highly beneficial, offering valuable support through the introduction of child-centered methodologies, including storytelling, songs, and visual aids. A significant majority (over 80%) of participants reported that the course enhanced their understanding of young learners and strengthened their confidence in teaching. Significant demand was voiced by the students for enhancing practical teaching opportunities, who also underscored the relevance of incorporating technology and real-world exposure into their learning experiences. This study suggests that future TEYL programs should prioritize practicum-centered instruction and technological integration to connect theoretical knowledge to real-world classroom scenarios effectively.
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.
USING DIGITAL DICTIONARY ON STUDENT CREATIVE WRITING IN ENGLISH SUPPLEMENTARY SUBJECT Nasrullah Nasrullah; Moh Hafidz
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.v8i3.23796

Abstract

Abstract: This study explored how digital dictionaries can support students in their creative writing efforts during English supplementary classes at a private senior high school in Indonesia for the 2024–2025 academic year. Targeting 11th-grade students, the research aimed to illustrate the usage of digital dictionaries and their impact on vocabulary growth, writing fluency, and creativity. To gather data, the researchers conducted classroom observations, semi-structured interviews, and analyzed students’ written work. The observations showed that while printed dictionaries were useful for practicing alphabetical order and careful word choice, students favored digital dictionaries for their speed, convenience, and contextual examples. Interviews revealed benefits like boosted confidence and independence, although challenges such as selecting the right word meaning persisted. The data were analyzed through reduction, display, and drawing conclusions, with findings compared to earlier studies. The results suggest that using digital dictionaries to search for, apply, and revise words really boosted students' vocabulary, fluency, and independence. It sparked their creativity, encouraged self-correction, and built their confidence, all while minimizing errors and promoting engaging, thoughtful, and contextual creative writing.  
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.

Page 16 of 17 | Total Record : 164

 13   14   15   16   17 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol 8, No 3 (2025): JETALL VOLUME 8 NUMBER 3 2025 Vol 8, No 2 (2025): Jetall Vol 8, No 1 (2025): Special Issue: Maintaining Sustainable Development on Language, Literature, and Vol 7, No 2 (2024): JETALL VOLUME 7 NUMBER 2 2024 Vol 7, No 1 (2023): JETALL VOLUME 7 NUMBER 1 2024 Vol 6, No 2 (2023): JETALL VOLUME 6 NUMBER 2 2023 Vol 6, No 1 (2023): JETALL VOLUME 6 NUMBER 1 2023 Vol 5, No 2 (2022): JETALL VOLUME 5 NUMBER 2 2022 Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 Vol 4, No 2 (2021): JETALL Volume 4 Number 2 2021 Vol 4, No 1 (2021): JETALL Volume 4 Number 1 2021 Vol 3, No 2 (2020): JETALL Volume 3 Number 2 2020 Vol 3, No 1 (2020): JETALL Volume 3 Number 1 2020 Vol 2, No 2 (2019): JETALL Volume 2 Number 2 2019 Vol 2, No 1 (2019): JETALL Volume 2 Number 1 2019 Vol 2, No 1 (2019): JETALL Volume 2 Number 1 2019 Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018 Vol 1, No 2 (2018): Jetall Volume 1 Number 2 2018 Vol 1, No 1 (2018): Jetall Volume 1 No.1 2018 Vol 1, No 1 (2018): Jetall Volume 1 Number 1 2018 More Issue