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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 174 Documents
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MISALIGNMENT CHALLENGES IN TEACHING ENGLISH AT ELEMENTARY SCHOOL LEVEL Rinduani Putri Ayu; Machdalena Vianty
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.v8i3.23661

Abstract

This study explores the challenges faced by the alumni of Pendidikan Profesi Guru (PPG) Prajabatan or  Pre-Service Teacher Profession Education Program  in teaching English at the elementary school level. Using a qualitative approach, data were collected from three alumni through written interviews and analyzed thematically. The study identified four main challenges in implementing English teaching at the elementary level: (1) a mismatch between curriculum content and students’ proficiency levels, (2) limited structured listening input and learning aids, (3) misalignment between curriculum design and classroom realities, and (4) insufficient teacher autonomy to adapt materials for linguistic and cultural relevance. These results highlight the need for curriculum adjustments to support English teaching at the elementary level, including context-specific training and resource provision. This study contributes to improving teacher education policies that are more adaptive and grounded in real classroom needs.
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.
A TRANSITIVITY ANALYSIS OF MATERIAL PROCESSES IN A CORPORATE NON-DISCLOSURE AGREEMENT: A SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE Hendra Nugraha; Widia Yanelyn; Hilarius Raditya Priambada Purba
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.v8i3.23859

Abstract

Language is a social semiotic resource that individuals utilize to express meanings in context and achieve their purposes. In Systemic Functional Linguistics (SFL), the transitivity system is a common means used to construe human experience into a set of process types. The present study aimed to discover the process types of transitivity system in the legal document. Data was obtained from PT. Warlbor International Indonesia, Non-Disclosure Agreement and descriptive qualitative research was used as the research method. The findings show that the material processes have the highest frequency with 47 occurrences (50%) among all the processes. The relational processes come in the second highest frequency with 31 occurrences (33%), followed by the mental processes with 14 occurrences (15%) for third place. Verbal processes, with a total of 2 occurrences or 2%, rank in the fourth position. However, neither behavioural nor existential processes are discovered in the data sources analyzed. The highest percentage of material processes usage implies that legal documents primarily describe the external world, including things, events, and human actions or about what humans have done.
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.
AN ANALYSIS OF STUDENTS’ PHONOLOGICAL ERRORS IN PRONOUNCING VOWEL DIPHTHONGS Pertiwi, Rizky Mega; Anggraini, Dita Rizki; Permana, Dio Resta
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.23870

Abstract

Abstract: Phonological errors remain a challenge for EFL learners, particularly in pronouncing English vowel diphthongs that differ from their first language. This study analyzes the types of phonological errors made by sixth-semester students at Universitas Indo Global Mandiri, identifies the most frequently mispronounced diphthongs, and examines the association between their understanding and pronunciation accuracy. A descriptive qualitative approach was employed with 26 participants. Data were collected through a pronunciation test and a questionnaire, then analyzed using phonetic transcription, descriptive statistics, and a Chi-Square test. Data trustworthiness was ensured through methodological triangulation involving pronunciation tests, questionnaires, and validation by an rater. The findings revealed 216 errors out of 936 attempts (23.1%), with misformation as the most frequent error (56.9%), followed by omission (40.7%), addition (2.3%), and no misordering. The diphthongs /əʊ/, /eɪ/, and /ɪə/ were the most problematic, largely due to articulatory complexity and the absence of equivalents in Bahasa Indonesia, while /ɔɪ/ showed the fewest errors. Statistical analysis confirmed no significant association between students’ theoretical understanding and pronunciation accuracy, indicating that knowledge alone does not guarantee accurate production. These findings highlight the need for pronunciation instruction to emphasize articulation training, auditory exposure, and repeated practice. Such approaches may help learners reduce persistent errors and enhance intelligibility in English communication, particularly within educational contexts.Keywords: phonological errors, pronunciation accuracy, surface strategy taxonomy, vowel diphthongs.
DEVELOPING NARRATIVE WRITING THROUGH SUSTAINED INSTRUCTION: A LINGUISTIC ANALYSIS OF GRADE 4-6 EFL STUDENTS’ TEXTS Maryam, Sitti
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25569

Abstract

Narrative writing is a key genre in upper primary English as a Foreign Language (EFL) education, as it supports learners’ development of extended text construction, genre awareness, and linguistic control. However, many EFL primary students experience difficulties in organizing ideas, sustaining coherence, and using appropriate language features in narrative essays, particularly in exam-oriented contexts. This qualitative classroom-based study investigates the narrative structure and linguistic features of students’ narrative writing produced during a semester-long writing project in an Indonesian primary EFL setting. The study analyzes narrative texts written by Grade 4, Grade 5, and Grade 6 students at Lentera Primary School Makassar, where English is used as the medium of instruction.Adopting a qualitative linguistic approach, the study examines narrative stages (orientation, complication, and resolution), grammatical patterns, vocabulary use, and cohesive devices across grade levels. The findings reveal a clear developmental progression in students’ narrative writing. Grade 4 students predominantly produced linear, event-based texts with limited elaboration and simple sentence structures. Grade 5 students demonstrated improved paragraphing, clearer narrative progression, and greater control of tense and causal relationships. Grade 6 students exhibited the highest level of narrative and linguistic control, including more consistent paragraph organization, increased lexical variety, and the use of complex sentences and reflective resolutions.The findings also indicate that sustained, explicit writing instruction through a semester-long writing project supported students’ ability to respond effectively to essay-based assessment tasks. This study contributes to EFL writing research by providing qualitative linguistic insights into narrative writing development across upper primary grade levels and highlighting the pedagogical value of sustained, genre-based writing instruction in primary EFL classrooms.
Comparing Teacher Strategies in Encourage Speaking English in Rural and Urban Areas Nasekhah, Duratun; Saraswati, Girindra Putri Dewi
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25299

Abstract

This study aims to compare the strategies used by pre-service English teachers in encouraging students to speak English in urban and rural schools in Semarang, as well as to identify challenges faced in both contexts. Using a qualitative research approach, the study involved four pre-service English teachers participating in a teaching internship program, consisting of two participants from urban schools and two from rural schools. Data were collected through interviews and document analysis, including lesson plans and teaching materials, and analyzed using thematic analysis to identify patterns related to speaking strategies and contextual challenges. The findings indicate that pre-service teachers in rural schools tend to employ simpler and more supportive strategies, such as group work, language games, short conversations, and question-and-answer activities, with a focus on building students’ confidence and reducing anxiety caused by limited vocabulary and minimal exposure to English outside the classroom. In contrast, pre-service teachers in urban schools employ more varied and structured strategies, including discussions, presentations, role-play, think-pair-share, and digital media to promote active participation. Despite contextual differences, both learning environments face similar challenges, particularly low student confidence. This study concludes that speaking instruction is context-dependent and requires pre-service teachers to adapt strategies effectively in classrooms
THE DEVELOPMENT OF A WEB-BASED ENGLISH WETLANDS DICTIONARY TO SUPPORT THE DISSEMINATION OF ENGLISH FOR WETLANDS IN SOUTH KALIMANTAN Rosalina, Elsa; Nasrullah, Nasrullah; Elyani, Eka Puteri; Asrimawati, Inayati Fitriyah; Istiqamah, Soraya; Sulawati, Meyklen
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25698

Abstract

Abstract: The integration of technology has become a vital component of modern education systems, especially in creating flexible learning environments. In the English for Specific Purposes (ESP) field, learning materials that include contextualized vocabulary are important tools to facilitate students' comprehension of specialized terminology related to a particular field of study. Wetlands are a significant component of the cultural identity of the region of South Kalimantan. However, students often face difficulties in understanding wetland-related terminology because such materials are not available in English language dictionaries. Thus, this research aims to develop a web-based English-Indonesian wetlands dictionary to facilitate the delivery of English for Wetlands learning materials.This research followed the Research and Development (R&D) model as described by Sugiyono. This model has seven steps to complete the research. The steps include needs analysis, product design, development, validation, testing, revision, and final product. The product was validated through a test involving 35 students from three higher learning institutions in the region of South Kalimantan. The research used a Likert-type questionnaire with 23 items to collect the data.From the findings, it is evident that the developed dictionary generated positive feedback from the users. It was considered to be very accessible and useful for the learners to understand the terms concerning the wetlands. Almost all the respondents were of the opinion that the developed dictionary could enhance the improvement of English vocabulary acquisition.In conclusion, the web-based wetlands dictionary is an effective tool for ESP learning and English learning with the inclusion of information concerning the wetlands of South Kalimantan. Keywords: English for Specific Purposes, English for Wetlands, Web-Based Dictionary 
ADULT–CHILD POWER RELATIONS IN ADDRESS TERMS IN ALICE’S ADVENTURES IN WONDERLAND Rijki, Diki; Durahman, Eva Utami; Juwintan, Juwintan
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25370

Abstract

This study aims to analyze how the use of address terms represents and constructs power relations and social status in the children's storybook Alice's Adventures in Wonderland. Although previous studies have extensively discussed address terms in films, social communities, and digital interactions, most of them focus primarily on politeness and general social factors. This study argues that, in children's literary texts, address terms function not as neutral labels, but as ideological linguistic tools that normalize authority based on age and institutional hierarchy. This research employs a qualitative descriptive method with a sociolinguistic approach. The data consists of address terms found in dialogues between characters in the storybook, collected through reading and note-taking techniques. The data were analyzed by identifying the speaker, the addressee, the social hierarchy, the frequency of occurrence, and the type of social relationship represented, drawing on sociolinguistic theories of address terms, power relations, and age-based authority. The findings reveal that address terms such as your majesty, my dear, child, sir, and miss play an important role in shaping hierarchical relationships between adult and child characters. Address terms like your majesty and child explicitly reinforce institutional and age-based dominance, while my dear functions as an affectionate form that subtly maintains power imbalances. Meanwhile, the use of sir and miss reflects how child characters negotiate authority through politeness and formal recognition. These findings demonstrate that address terms in children's literature actively construct representations of power and social hierarchy rather than merely serving as markers of politeness.
VISUAL METAPHORS AND SELF-DISCOVERY IN NIGHT AT THE MUSEUM Rafadiena, Allida Elvia; EF, Abd. Hannan; Sudarisman, Yoga
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25734

Abstract

Abstract: This study aims to describe how visual metaphors create the theme of self-discovery in Night at the Museum through the use of film as a visual narrative, and outline how various film techniques, such as imagery, movement, and space, are employed within the film to create these meanings, rather than relying solely on dialogue. This qualitative descriptive study investigates the use of mise en scène, space, movement, and objects in the creation of meaning through an analysis of selected scenes within the film using theories of cognitive metaphor. Findings from the study show that although comedy films provide viewers with entertainment, they also offer a rich source of material for analyzing narrative meaning and support Cognitive Metaphor Theory as an effective approach to analyzing mainstream films. Specifically, visual metaphors such as spatial transitions, movement between spaces, and symbolic interactions map the protagonist’s journey from uncertainty to self-awareness. Overall, this study adds to the existing literature regarding the use of visual metaphors to produce complex narrative meanings in mainstream film.Keywords: visual metaphor, self-discovery, film narrative, Night at the Museum, cinematic meaning

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