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JOURNAL OF APPLIED LINGUISTICS AND LITERATURE
Published by Universitas Bengkulu
ISSN : 25027816     EISSN : 2503524X     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Journal of Applied Linguistics and Literature (JOALL) is a peer-reviewed professional journal with the editorial board of scholars mainly in applied linguistics, literature, and English language teaching (ELT). It is published by the Postgraduate Program of English Education, Universitas Bengkulu, Indonesia with the ISSN (online):2503-524X; and ISSN (print): 2502-7816.
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Articles 247 Documents
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Development of a case method learning model to hone students' translation competence in language teaching courses Siregar, Masitowarni; Husein, Rahmad; Putra, Surya Kelana
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.30619

Abstract

In 2020-2024, the Ministry of Education and Culture launched one of the main objectives of developing a strategic plan, namely optimizing the quality of learning in innovative forms in order to realize student success in achieving maximum learning outcomes that include attitudes, knowledge and skills. Hodijah, S & et al (2022) argue regarding the development goals of the Ministry of Education and Culture that the expected innovative learning can be implemented from learning created in the form of collaborative and participatory classes. Furthermore, according to the 2022 edition of EF English First Proficiency, Indonesia is in 81st place out of 111 countries with a score of 469 which falls into the Low Proficiency category in every aspect of the English language, one of which is Translation. Based on these things, to overcome the low level of students' English proficiency, especially in terms of Translation and to answer the demands of the Ministry of Education and Culture for Higher Education in creating innovative classes . It is recommended for lecturers to use the Case Study learning model because it has been proven to be effective in improving translation skills in various previous studies. Based on these things, this research aims to developCase Study Learning to Improve Students' Translation Ability in the Translation in English Language Teaching (ELT) Course, Department of English Language and Literature, Medan State University The development of the Case Study Learning Model was carried out using the ADDIE Development model which consists of 5 stages, namely; (1) Needs analysis, (2) Design of the Case learning model 3) Development of the Case Study Learning Model in Translation in ELT Learning (4) Implementation, namely trial of the Case Study learning model in the Translation in ELT course (5) Evaluation of Case Study model-based learning . This research uses a qualitative and quantitative descriptive approach in analyzing data. Validity tests, Practicality Tests and Effectiveness Tests was carried out on the development product to ensure that the Case Study Learning Model developed valid, practical and effective in improving students' translation skills in the Translation in ELT course. The results of the research show that the model developed is valid, practical and effective.
An implementation of integrated performance assessment model in vocational English for communication learning Tambunan, Rika Wahyuni; Kurniawan, Hindra
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.30876

Abstract

This research implemented the Integrated Performance Assessment (IPA) model within the context of vocational English for communication learning. The IPA model, proposed by the American Council on the Teaching of Foreign Languages (ACTFL), serves as a comprehensive framework aimed at unifying teaching and assessment methodologies to enhance students' speaking abilities. The primary objective of this research is to evaluate the efficacy of the IPA model in improving students' communication skills within a vocational English setting. First-semester students at AKN Blitar serve as the subjects of this research. A mixed-method approach is employed, encompassing both quantitative and qualitative analyses. Pre-test and post-test stages are conducted, with student scores calculated using the Shapiro-Wilk test to ensure the validity of the findings. The results of this research demonstrate a significant improvement in students' communication skills following the implementation of the IPA model. Despite the observed increase in scores between the pre-test and post-test stages, further investigation reveals that the significance value (p) remains above 0.05 (sig. > 0.05), underscoring the need for continued assessment and refinement of the IPA model in vocational English education.
Developing project-based e-module for contextual written language skills course at English language education study program Rika; Saragih, Anggraini T; Haswani, Fahri; Erlita, Yeni
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.31324

Abstract

The ability to develop, project-based e-modules for the Contextual Written Language Skills course in a learning context into another learning context is anessential ability for students based on project-based learning. However, the learning pattern used is innovative learning, which can improve students’ skills and thinking abilities. The ability of project-based e-modules for the English lecturers to adapt their knowledge and skills from project-based e-modules for the Contextual Written Language Skills course to another course has been studied. This research focused on the presentation of discussion material that is not accompanied by an assignment or project or the systematics of preparing teaching materials and e-modules using project-based learning for Contextual Written Language Skills. The research used in this study is the Research and Development (RnD) development model by adopting the model Borg and Gall, which consists of 6 phases: 1) Gathering data and Information, 2) Need analysis, and 3) Material Design. 4) Validating by experts, 5) Revising, and 6) Final Product. The results of this study are based on an analysis of the needs of students who experience limited digital learning resources related to the material in the Contextual Written Language Skills course. Therefore, researchers are interested in developing textbooks in the form of e-modules to meet the needs of students and improve their learning outcomes. E-modules developed were validated by experts. Material expert validation had an average score of 88,61%, which was classified as very good. Media expert validation obtained an average score of 87,75% which was classified as very good. This means that the developed e-module is valid to be used in the Contextual Written Language Skills course.
Political contestation: Ideology and linguistic realization by 2024 prospective Indonesian presidential candidates Saragih, Amrin; Khairina, Yuni; Batubara, Khairunnisa Br.
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.31677

Abstract

The political statements of prospective presidential candidates in the Republic of Indonesia (RI) in the pre-election period of 2024, in 2023, constitute texts of political contestation (PC) loaded with ideology. This research examines those PC texts. The texts are based on the respective ideologies of each presidential candidate. More specifically, this study investigates the ideologies of the presidential candidates, the linguistic realization used to express those ideologies, and the reasons behind the use of ideology and its linguistic realization. This research employs a qualitative descriptive design. Data collection tools included observation, document analysis, and interviews. The data sources were KP texts from three presidential candidates: Anies Rasyid Baswedan, Ganjar Pranowo, and Prabowo Subianto, obtained from newspapers, television, and social media platforms such as WhatsApp, Twitter, Instagram, and Facebook. The data, in the form of KP texts, were analyzed using the framework of systemic functional linguistic theory (SFL) as developed by Halliday (2014) and other SFL experts. The research findings indicate that, in addition to similarities, the three presidential candidates have differences in leadership ideology, the linguistic realization of that ideology, and the causes or reasons used. The theoretical contribution of this research enriches applied linguistic theories, especially political discourse analysis (PDA), and simultaneously benefits voters in the 2024 election by helping them understand the ideologies of presidential candidates. This understanding can solidify their decision to vote for a specific candidate, thus reducing the social friction that always occurs during elections in Indonesia.
Can the Merdeka Belajar curriculum really improve students’ reading literacy? Zaim, M.; Zakiyah, Muflihatuz
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.32173

Abstract

Merdeka Belajar curriculum is the brand-new curriculum implemented in Indonesia in response to the low reading literacy of students. Many discussed the features and the implementation of the Merdeka Belajar curriculum and claim that implementing the current curriculum is effective in improving students' reading literacy due to its features, such as simpler yet in-depth materials and flexible time for learning outcome accomplishment; however, there is not yet any empirical evidence provided to prove the claim. This descriptive research was undertaken to provide empirical evidence of that claim as the curriculum has just been implemented. Twelve teachers across senior high schools in West Sumatera were willingly involved in this study. The data were collected through a written interview, in which the teachers answered ten relevant questions. Their responses about the implementation of the Merdeka Belajar curriculum were analyzed qualitatively. The findings established new facts that answered the research question from the teachers' point of view. First, compared to the 2013 curriculum implementation, they did not only see the implementation of the Merdeka Belajar curriculum as advantageous but also disadvantageous. Even few of them found it run-of-the-mill. Second, when implementing the current curriculum, the teacher developed strategies to increase students' reading literacy and interest. They began by supplying multiple materials, designing fun but exhaustive learning instructional activities, varying the assessments, and building reading corners with captivating books to read. Third, after a year of implementation, the students' reading literacy tended to stay the same, even though it did improve a little for some students. These were because the teachers still experienced problems regarding curriculum, school, and time. In summary, implementing the Merdeka Belajar curriculum cannot improve students' reading literacy.
Analysis of Advocates' Speaking Strategies in Criminal Case Defense: Its Implementation and Challenges Minto, Deri Wan; Anshori, Dadang S.; Damaianti, Vismaia S.; Sastromiharjo, Andoyo; Putriani, Ananda
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.32613

Abstract

This research was conducted due to the importance of speaking strategies that advocates in court should possess. This study aims to describe the advocate’s speaking strategies in court, seen from the plea and exception drafts, and to see how they can be implemented in advocate professional education in Indonesia. The type of this research is qualitative descriptive using a descriptive analysis approach. The data are plea and exception drafts, notes, and court minutes. The data were collected through observation, interviews, recording, and collecting the the collection of plea and exception drafts. The validity of the data was assured by using semantic validity. The data was analyzed by reducing and presenting the data and drawing conclusions. The results showed that the speaking strategy used mainly by the advocate at the trial was straightforward speaking strategies with positive politeness pleasantries, which was 52.6%. Meanwhile, the lowest number of speaking strategies found in the draft were straightforward speaking strategies without any form of pleasantries, and it was 9.1%. Based on these data, the concept of a speaking strategy has been implemented, although there are still various obstacles and shortcomings. The challenges that arise include advances in technological development, mastery of the concept of speaking strategies, and digital-based learning components. Involvement and engagement with various elements are helpful for the advancement of professional training of prospective advocates in order to achieve the vision, mission, and expected goals.
Undergraduate Students’ Perception of E-feedback Practice during Online EFL Thesis Proposal Writing Coursework Muzdalifah, Afni Febriani; Hapsari, Astri
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.33355

Abstract

Although there have been a few studies on written e-feedback in EFL writing coursework, the research on students’ perception of e-feedback practice in online learning in Indonesia's higher education context is still underexplored. This study aims to investigate EFL undergraduate students’ perception of the lecturers’ e-feedback practice during online thesis proposal writing coursework. Two students from two different classes were willing to participate in in-depth interviews. A descriptive qualitative approach with thematic analysis was employed as the research method. The findings revealed three prominent themes on how the students perceive the lecturers’ e-feedback practices. The participants perceived that the lecturers’ e-feedback practice:  (1) scaffolded the participants to develop technical and conceptual writing skills, (2) supported the participants' personal and academic development, and (3) influenced the participants’ emotions. Students who initially felt unable to face online classes during the COVID-19 pandemic gradually got used to and overcame the feeling of being unable to take online courses. This study implies that the lecturers’ role in being thoughtful in delivering feedback to students is critical because e-feedback as a pedagogical practice influences students’ social and emotional learning process in writing their undergraduate thesis. Participants who initially felt unable to face online classes during the COVID-19 pandemic, in the end, finally succeeded in overcoming the feeling of not being able to take online courses for their undergraduate thesis writing because they were being scaffolded, supported, and influenced by the lecturers’ e-feedback practices during their online learning.
Lexical Strings in EFL Textbooks: SFL Analysis and Teaching Implications Darong, Hieronimus Canggung; Susanto, Indra; Selamat, Ely Heldy Diana; Ekalia, Yulian Juita; Jelimun, Maria Olga
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.33742

Abstract

Textbooks play a crucial role in the teaching-learning process by offering students a well-organized and thorough source of information. They function as an essential educational resource, motivating pupils to attain fluency in the desired language. This qualitative study examines the lexical string pattern of two English as a Foreign Language (EFL) textbooks using Systemic Functional Linguistics (SFL). By focusing on lexical strings, it aims to uncover how vocabulary is sequenced and contextualized within the texts, providing insights into the coherence and cohesion strategies employed. As their capacity to disclose social and cultural aspects of language use, as well as their authenticity, intertextuality, interactive quality, and communicative roles, reading passages samples from the textbooks were selected and modified into clauses for analysis. The results show repetitive, synonymous, and meronymic counts provide insights into language usage and contribute to the overall texture and structure of the analysed texts. On the other hand, higher counts of lexical strings and lexical relations suggest a higher level of diversity and complexity. The results have pedagogical implications for effective EFL teaching. In this respect, teachers can improve vocabulary retention and coherence in language instruction by using strategic approaches based on their awareness of the dominance of repetition and short lexical strings. Thus, this study gives a significant contribution to the field of EFL teaching by providing teachers to create more contextually appropriate and successful language teaching resources that will accelerate students' development of language proficiency. For students, it offers enhanced learning materials tailored to their needs, promoting faster and more effective language acquisition.
An Investigation of Approaches and Strategies in Teaching Indonesian Writing: Voices of Indonesian Language Teachers Nuswantara, Kartika; Tantri, Niki Raga; Rohmah, Zuliati; Al-Mustofa, Muhammad Ubaidillah; Rintaningrum, Ratna
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.34311

Abstract

This study aimed to gather information about the approaches and strategies used by Indonesian language teachers in teaching writing lessons in Indonesian language classes in response to the previous studies identifying junior high school students’ challenges in Indonesian language writing. A survey was done using an online questionnaire distributed to 166 teachers from various schools in the country. However, only 126 were taken, as the rest admitted that they did not teach Indonesian language writing in their classes. The questionnaire was adopted from Self-Assessment of Writing Strategies by Marquette University and was validated to serve valid and reliable data. The data were analyzed using descriptive statistics, and teachers’ proficiency in coping with various approaches to teaching the language and their keen strategies to help students in the writing classes were found. The findings suggested that despite teachers' proficiency in many approaches to teaching, students still encountered challenges in multiple aspects of writing. Therefore, there was a need for continuous improvement in curriculum design and to assist students through corrective feedback to help them cope with their writing problems. In summary, the study emphasized the importance of ongoing research, professional development, and improved writing instruction.
Mobile Assisted-Based Learning in Teaching Literature: Raising Students’ Environmental Awareness and Appreciation in EFL Classroom Wuntu, Ceisy Nita; Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo; Rorintulus, Olga A.; Manuas, Maissy
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.34335

Abstract

Teaching literature enhances sensitivity to life's values across diverse cultural expressions, while culturally grounded English aims to instill an appreciation for these values. Environmental themes in literary works underscore safety and sustainability and promote public awareness and appreciation for environmental preservation. The article explores how mobile-assisted learning can enhance students' understanding and appreciation of environmental themes in literature within the context of English as a Foreign Language (EFL) classrooms. This study is qualitative research, using semi-structured interviews and questionnaires as the instruments by which the data were collected. Involving 32 English Education Department students, this study presents information about mobile-assisted learning (MAL) applications in teaching literature. As a result, through the MAL model, students engage in various activities in the classroom, such as reading, writing, discussing, and presenting ideas. Students' enthusiasm indicates their deep understanding of the effectiveness of the MAL learning model for visual attraction and clarity. It provides visual information about the dangerous effects of environmental damage. This could be seen in their responses to sadness, worry, anxiety, and anger. Further research could use this finding as a new starting point to explore specific mobile apps' effectiveness, long-term impacts on literary awareness and appreciation, comparative studies across different age groups, and the role of teacher facilitation in mobile-assisted EFL literature instruction.

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