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SALTeL Journal (Southeast Asia Language Teaching and Learning)
Published by Association of Language Teachers in Southeast Asia
ISSN : -     EISSN : 26142864     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Southeast Asia Language Teaching and Learning (SALTeL) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of Language Teaching. The journal is published online twice a year. The scope of SALTeL includes the following fields: theory and practice in language teaching and learning, teaching a second or foreign language, language teachers’ training, and education.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 8 No. 1: January 2025" : 5 Documents clear
Exploring Near-Synonymy of the Adjectives ‘Expensive’ and ‘Costly’ through Corpus-Based Study Intarajak, Kanjanapa; Kongduang, Theerapong; Bana, Clement Robles
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 8 No. 1: January 2025
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v8i1.127

Abstract

This study employed a corpus-based methodology to investigate the near-synonymous English adjectives ‘expensive’ and ‘costly’, with particular attention to their degree of formality, collocational pattterns, and semantic preferences. Drawing on data from the Corpus of Contemporary American English (COCA), which encompasses eight distinct genres (spoken, fiction, magazines, newspapers, academic texts, blogs, web pages, and TV/movie subtitles), the analysis focused on the frequency of use across genres and the most common noun collocates with Mutual Information (MI) scores of 3 or higher. The results indicated that ‘expensive’ occurred more frequently in informal genres such as blogs, magazines, and spoken texts, while ‘costly’ was predominantly found in formal contexts, especially newspapers and academic writing. Although some collocates overlapped, their semantic preferences differed: ‘expensive’ typically co-occurred with terms related to luxury products and personal choices, while ‘costly’ was associated with business, legal, and problem-related contexts. The findings revealed that the two adjectives, while semantically related, were not fully interchangeable. This distinction provided insight into how English learners could develop vocabulary precision through the use of corpus tools. The study concluded that corpus-based analysis was an effective method for highlighting subtle lexical differences, offering practical implications for language teaching and learning.
Developing a Participatory, Integrative, and Collaborative Competency-Based Training Model (PIKOLAK) through Blended Learning to Enhance the Teachers’ Professional Competence Nababan, Benyamin; Siagian, Sahat; Hamid, Abdul; Rajagukguk, Holmes
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 8 No. 1: January 2025
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v8i1.128

Abstract

This study employed a Research and Development (R&D) methodology to design, develop, and evaluate the Participatory, Integrative, and Collaborative Competency-Based Training Model (PIKOLAK), utilizing a blended learning approach to enhance the professional competence of teachers in Humbang Hasundutan Regency. The development process followed an iterative sequence of stages, including a comprehensive needs analysis, systematic model design, expert validation, and rigorous field testing. The blended learning framework integrated face-to-face sessions with online components, allowing for greater flexibility and accessibility while maintaining instructional quality. The implementation of the PIKOLAK model resulted in a marked improvement in teachers' professional competencies. Quantitative analysis revealed a statistically significant increase in mean test scores, rising from 65.2 on the pre-test to 83.7 on the post-test (p < 0.01). These findings suggest that the model effectively addressed gaps in teachers' knowledge and skills. Qualitative feedback from participating teachers further supported these outcomes, indicating increased engagement, stronger collaborative practices, and enhanced application of pedagogical competencies in real classroom contexts. The participatory and integrative learning strategies embedded in the model were particularly appreciated, as they fostered a sense of ownership and relevance among learners. Overall, the results affirm that the PIKOLAK model is a valid, reliable, and effective framework for advancing teacher professional development. Its blended format offers a scalable and adaptable solution that accommodates diverse learning needs while promoting sustainable, practice-based improvements in educational quality. Consequently, the model holds significant potential for broader implementation across similar educational contexts.
Theme and Thematic Progression in EFL Students’ Writing: A Systemic Functional Linguistics Analysis Tarigan, Fatin Nadifa; Zahiri, Arsi
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 8 No. 1: January 2025
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v8i1.131

Abstract

A key component of writing that seamlessly integrates into language events is the use of theme and thematic progression. Observing themes is valuable for identifying the writing challenges faced by English learners, while incorporating thematic progression into writing lessons can help students achieve greater coherence in their texts. The present study aims to investigate the dominant patterns of theme and thematic progression in the writing of EFL college students at Universitas Pembinaan Masyarakat Indonesia (UPMI), Medan. A qualitative approach was employed since the study primarily focuses on descriptive elaborations of students’ writing assignments. Data were collected through purposive sampling, involving twenty-one undergraduate students from the Faculty of Teacher Training and Education (FKIP) at UPMI who were enrolled in academic writing classes. Both classroom observations and semi-structured interviews served as the instruments for data collection. Data analysis consisted of several stages. First, the students’ pre-writing assignments were reviewed and categorized into three levels: low, middle, and high achievers. These texts were then analyzed using the framework of Systemic Functional Linguistics (SFL), particularly the theory of theme systems and thematic progression. Subsequently, the students’ post-writing assignments were examined and compared within the same categorization. The findings reveal a significant relationship between students’ writing performance and the application of the SFL framework. High- and middle-achieving students demonstrated the ability to construct coherent messages within clauses, effectively employing theme systems and thematic progression to produce larger texts characterized by cohesion and coherence. This suggests that explicit attention to thematic progression in writing pedagogy can play a crucial role in improving the academic writing skills of EFL learners, particularly in the Indonesian higher education context.
Audience Insights on Unhealthy F&B Advertisements via Cultivation Theory: A Visual Communication Study Matussin , Muizzah; Valdez, Nena Padilla; Mumin, Mas Ayu
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 8 No. 1: January 2025
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v8i1.135

Abstract

This research explores how visual communication tactics and regulatory policies in advertisements may affect the perceptions of young adults in Brunei Darussalam on unhealthy food and beverage consumption. Following the regulations employed since 2021, this present research investigates its implications towards the young adult population of ages 18 – 26 years old who are also majorly exposed to persuasive content. The study analyses the role of visual aspects and their elements in advertisements in grabbing attention, shaping consumption behaviour, and the success and failure of the current regulatory framework, and its potential challenges in the dynamic light of contemporary media settings. Through a qualitative research design, in-depth semi-structured interviews were carried out among the local young adults to grasp their understandings and perceptions towards advertising, lifestyle dietary routines, as well as their awareness and opinions towards the existing regulations. Cultivation Theory served as the study’s underlying theoretical framework to interpret how the process of long-term media exposure has the ability to play a role in consumers’ attitudes and norms. The findings indicate that, although the respondents understand the health consequences of unhealthy food, visually appealing advertisements, especially those seen rapidly on digital platforms, continue to significantly contribute to their cravings and mindless dietary habits. Furthermore, the policies and regulations currently in place were viewed as insufficient as they did not have enough coverage in areas where permissive contents are still disseminated in digital spaces. With that concern in mind, a comparison with various reform proposals and guidelines published by international organisations, such as WHO and UNICEF, is considered to align with where the compliance and standards are not met.
An Investigation into Academic Vocabulary Difficulties in Speaking of EFL University Students in the English Education Program Jidah, Assa; Tarigan, Fatin Nadifa
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 8 No. 1: January 2025
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v8i1.155

Abstract

This study investigates the difficulties faced by EFL university students in using academic vocabulary during speaking tasks. Conducted with undergraduate students of the English Education Program at Universitas Pembinaan Masyarakat Indonesia, the research employed speaking tasks, questionnaires, and interviews to collect data. Thematic analysis and descriptive statistics were used to examine students’ productive use of academic vocabulary, focusing on collocations, pronunciation, lexical range, and confidence. The findings revealed that remembering and applying collocations (72%) and pronouncing academic terms (65%) were the most common problems. More than half of the students also reported low confidence (58%) and limited lexical knowledge (50%), with only a small proportion (15%) expressing overall confidence in their academic vocabulary use. These results highlight a persistent gap between receptive and productive knowledge, as students often recognized academic vocabulary in texts but struggled to apply it in oral communication. The study concludes that targeted pedagogical strategies, including explicit collocation practice, pronunciation support, and confidence-building activities, are needed to strengthen students’ academic oral proficiency and prepare them for academic and professional contexts.

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