Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)
This journal was published to be the media for professional development of English educators and anyone who concern with English language. JOEPALLT is chosen as this journal name for it represents the vision of its publishment, to give more explanations on relevant concept or burning issued related to the study of English teaching, Linguistics and literature. It is firstly launched in 2013 by the English Department of Faculty of Education and Teacher Training UNSUR (Universitas Suryakancana) Cianjur. This journal is published twice in a year (March- September).
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<![CDATA[REMODELING BENSON’S LEARNER AUTONOMY FRAMEWORK: A LIBRARY-BASED STUDY ]]>
<![CDATA[Yulina, Christina Atika]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5649
<![CDATA[Early theorists like Holec (1981) defined autonomy as the ability to take charge of one's own learning, while later scholars such as Little (1991) expanded this concept by adding essential psychological dimension, which covers two key dimensions of autonomy: control over learning management and control over cognitive process which is underlied by psychology of learning. Benson (2013) then added situational aspect of control over learning content and formulated this concept into a three-dimensional model in which learner control can be exercised: learning management (underlied by learning behavior), cognitive processes (underlied by psychology of learning) and learning content (underlied by learning situation). Despite these developments, the visual and conceptual representations of autonomy appear fragmented and may not sufficiently illustrate the interconnections among its dimensions, lacking a visual explanation of how they dynamically interact in autonomous learning and leaving room for a clearer, more integrated framework that helps educators and learners alike understand the interdependence of autonomy's dimensions. This study, conducted as a library-based analysis, critically reviews existing theoretical models and proposes a remodeled framework to address these conceptual gaps. The primary purpose of this paper is to remodel Benson’s framework of control in learning autonomy, without attempting to integrate other theoretical perspectives such as Self-Regulated Learning (SRL) or Self-Directed Learning, nor does it propose new theoretical dimensions beyond Benson’s three control areas.]]>
<![CDATA[PROSPECTIVE TEACHERS‘ ONLINE ASSESSMENT LITERACY IN SECOND-SEMESTER STUDENTS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM AT UNDIKSHA ]]>
<![CDATA[Noviyanti, Ni Komang Diah]]>;
<![CDATA[Paramartha, A.A. Gede Yudha]]>;
<![CDATA[Sulistia Dewi, Ni Luh Putu Eka]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5616
<![CDATA[The rapid advancement of technology has transformed the educational landscape, making online assessment literacy an essential competency for prospective teachers. This study investigates the level of online assessment literacy among second-semester students in the English Language Education study program at Ganesha University of Education (Undiksha). Despite the absence of formal coursework on assessment at this stage, these students possess foundational knowledge from courses such as Wawasan Kependidikan (Educational Insights) and Perkembangan Peserta Didik (Student Development). A descriptive quantitative approach was employed, involving 121 students who completed a validated questionnaire comprising 28 items designed to measure their competencies across seven dimensions: Choosing (CH), Developing (DE), Administering (AD), Using-Decision (UD), Using-Grading (UG), Communication (CO), and Recognizing Ethics (RE). The findings reveal that the overall online assessment literacy of the participants falls within the “moderate” category, with notable variations across the dimensions. Female students performed better in Administering (AD) and Recognizing Ethics (RE), while male students excelled in Communication (CO) and Developing (DE). These results underscore the need for targeted strategies in subsequent semesters to address specific gaps and enhance overall competency. This study contributes to the literature by addressing research gaps on early-stage pre-service teachers’ online assessment literacy and offers actionable recommendations for curriculum development in teacher education programs.]]>
<![CDATA[THE USE OF DRILLING TECHNIQUES INTEGRATED WITH TECHNOLOGY TO IMPROVE STUDENTS’ VOCABULARY MASTERY AT SD NEGERI 3 DALUNG ]]>
<![CDATA[Dewi Sariani, Ni Kadek Ayu]]>;
<![CDATA[Dewi, Kadek Sintya]]>;
<![CDATA[Mahendrayana, Gede]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5614
<![CDATA[This study aims to improve the mastery of English vocabulary of fourth grade students of SD Negeri 3 Dalung through drilling techniques integrated with technology in the form of vocabulary videos. The drilling technique was chosen because it is effective in improving students' memory through repetition of material, while the technology in the form of videos provides an interactive and interesting learning experience. The research method used is Classroom Action Research (CAR) with two cycles, where each cycle consists of the stages of planning, action, observation, and reflection. Data were collected through vocabulary tests, observations, and interviews. The results showed that the use of drilling techniques integrated with vocabulary videos significantly improved students' vocabulary acquisition. At the end of the second cycle, the number of students who reached the Minimum Completion Criteria (KKM) increased significantly compared to the first cycle. In addition, students showed improvement in confidence and active participation during the learning process. The use of technology through video media also enriched students' learning experience and motivated them to better understand English vocabulary. The findings provide practical implications for teachers to adopt technology-based learning methods to support students' vocabulary acquisition effectively.]]>
<![CDATA[TEACHERS' PERCEPTION AND PRACTICE IN IMPLEMENTING TECHNOLOGY-MEDIATED TASK-BASED LANGUAGE TEACHING IN SMP NEGERI 4 SINGARAJA ]]>
<![CDATA[Rahayu, Ni Made Ririn]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Eka Wahyuni, Luh Gede]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5591
<![CDATA[This study explores the perception and practices of English teachers in implementing technology-mediated task-based language teaching. The study adopted a sequential explanatory mix-research design. The data were collected through questionnaires, classroom observation, and interviews. This data was analyzed to identify the gap between theoretical understanding and practical application. the findings reveal that teacher possess a strong understanding of TMTBLT principles and recognize its benefits. However, practical implementation is constrained by external challenges, such as limited access to technology and large class sizes. The teachers frequently utilize tools like PowerPoint and YouTube. Managing collaborative tasks in large classes is often faced with unequal participation. It highlights the difficulty in applying the student-centered method effectively. This found that the successful implementation of TMTBLT requires systemic improvement in infrastructure and targeted professional development. By addressing this limitation, the teacher can align their positive perception with effective classroom practice. The study emphasizes the importance of supporting teachers to fully realize the potential of TMTBLT in creating engaging, collaborative, and meaningful learning experiences for students.]]>
<![CDATA[THE USE OF BILINGUAL SIGNS IN BEKASI CITY TRAIN STATION: A STUDY OF LINGUISTIC LANDSCAPE ]]>
<![CDATA[Aryani, Lilis]]>;
<![CDATA[Indah, Rohmani Nur]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.4670
<![CDATA[This study aims to explore the effectiveness of the use of bilingual signs in facilitating communication and navigation for passengers at Bekasi Train Station. Specifically, this study aims to answer two questions namely, what is the linguistic appearance of the top-down and bottom-up bilingual signs in Bekasi station, and how does the linguistic landscape of the signs function? The method used in this study is qualitative with observation and interview approaches. Data was collected through photo documentation of language signs present at the station and interviews with station officers as well as users. These signs were analyzed by categorizing them into top-down (issued by official authorities) and bottom-up (issued by individuals or the private sector) signs. Further analysis was conducted to explore the sign function. The results show that most of the signs at Bekasi Station are bilingual using both Indonesian and English, with Indonesian being more dominant in font size. The function of signs is identified through two main perspectives, namely informative function and symbolic function. The informative function is seen from signs that assist passengers in navigation and service understanding, while the symbolic function reflects the identity and power of the signage, such as official government signs that assert authority in the management of public transportation. Overall, this study reveals that the use of bilingual signs at Bekasi station reflects the need for effective communication for users from different language backgrounds and provides an in-depth look at the dynamics of language use in the context of public space]]>
<![CDATA[THE EFFECT OF DIGITAL FLASHCARD IMPLEMENTATION ON VOCABULARY MASTERY AMONG GRADE 11 STUDENTS AT SMAN 1 SINGARAJA ]]>
<![CDATA[Laba, Luh Nityaswari]]>;
<![CDATA[Padmadewi, Ni Nyoman]]>;
<![CDATA[Dewi, Kadek Sintya]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5590
<![CDATA[This study aims to measure the effect of implementing digital flashcards on the mastery of lessons in english education language of 11th grade students at SMAN 1 Singaraja. This study is part of a quasi-experimental study with a pre-test and post-test experimental design and a control group. The population of this study was 395 eleventh grade students at SMAN 1 Singaraja and by simple random sampling, 78 students were selected from two classes that were declared normal and homogeneous as samples. The results showed that the use of digital flashcards significantly improved students' mastery of lessons compared to conventional methods. Pre-test and post-test data were analyzed using a t-test, and it was found that the average post-test score of the experimental group (82.46) was higher than that of the control group (72.19). The significance value obtained (p <0.05) indicated a significant difference in learning outcomes between the two groups. In addition, students in the experimental group showed higher learning motivation and active involvement during learning. This study makes an important contribution to understanding the effectiveness of technology in language learning and provides practical recommendations for educators to improve teaching methods through interactive media.]]>
<![CDATA[THE EFFECT OF DIGITAL MEDIA IN THE FORM OF QUIZLET ON STUDENTS’ BASIC ENGLISH LITERACY TO NINTH-GRADE STUDENTS IN SMP NEGERI 3 ABIANSEMAL ]]>
<![CDATA[Widnyani, Ni Kadek]]>;
<![CDATA[Padmadewi, Ni Nyoman]]>;
<![CDATA[Dewi, Kadek Sintya]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5086
<![CDATA[This study investigates the impact of Quizlet's implementation on students’ basic English literacy skills in ninth-grade students of SMP Negeri 3 Abiansemal in the academic year 2024/2025. It uses a quantitative method with a quasi-experimental post-test-only control group design. Cluster random sampling was applied to this study, with 58 students from two ninth-grade classes divided into experimental and control groups. The experimental group was given a treatment with Quizlet in while activity, while the control group used conventional media. At the end of the treatment, both groups were given the post-test. The data was analyzed using an Independent sample t-test. The finding showed that there was a significant effect of Quizlet on students’ basic English literacy in ninth-grade students of SMPN 3 Abiansemal. Students who learn using Quizlet get higher post-test scores than those who use conventional media (Sig. (2-tailed (0.000) < 0.05). In addition, Cohen’s effect was 1.531, which falls into large effect. This concludes that implementing Digital Media in the form of Quizlet can influence students’ basic English literacy. Keywords: Digital Media, Quizlet, English Literacy, Basic English Literacy Skills. ]]>
<![CDATA[DEVELOPING INTERACTIVE VIDEOS FOR FACILITATING READING ACTIVITY IN AN INCLUSIVE CLASS AT THE SIXTH GRADE OF SDN 2 BENGKALA ]]>
<![CDATA[Cahya Putri, Ida Ayu Cantika]]>;
<![CDATA[Utami, I G A Lokita Purnamika]]>;
<![CDATA[Adi Ana, I Ketut Trika]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5627
<![CDATA[ This study aims to develop interactive videos to support sixth-grade students in an inclusive classroom at SDN 2 Bengkala with their reading tasks. Particularly for pupils with exceptional needs, including deaf and mute learners, inclusive education poses additional difficulties. These difficulties emphasize the necessity for creative instructional resources catered to a range of learning capacities and styles. The ADDIE model, which has phases for analysis, design, development, implementation, and evaluation, is followed in the development process. The primary goal of the study is to identify the specific needs of students in inclusive classrooms, create interactive video to satisfy those needs, and evaluate the usefulness and content validity of the final products. The findings of the study emphasize the importance of visual and auditory elements in enhancing students' engagement and reading comprehension. The results help close the gap in educational possibilities for all children by providing a paradigm for developing interesting and easily available learning resources. Additionally, this study emphasizes how technology may help create a fair and inclusive learning environment so that children with special needs can get high-quality instruction.]]>
<![CDATA[THE USE OF DRILLING TECHNIQUES INTEGRATED WITH TECHNOLOGY TO IMPROVE STUDENT'S VOCABULARY MASTERY AT SD NEGERI 4 KALIUNTU ]]>
<![CDATA[Pratiwi, Ketut Rona]]>;
<![CDATA[Dewi, Kadek Sintya]]>;
<![CDATA[Mahendrayana, Gede]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5615
<![CDATA[This study aims to improve student's vocabulary mastery by using drilling techniques integrated with technology in students of SD Negeri 4 Kaliuntu. This study used Classroom Action Research (CAR). Fourth-grade elementary school students were the subject of this study, with a total of 34 students. The data was obtained using a vocabulary test (pre-test and post-test), which was conducted through two cycles of planning, action, observation, and reflection. The findings showed that the use of drilling techniques integrated with technology through vocabulary video can improve students' vocabulary mastery. It was indicated by the data obtained on the students' vocabulary test, namely in the first cycle student’s who passed the Minimum Mastery Criteria of 70 was 82.35% with the difference from the pre-test to the first cycle post-test was 31.07%. A drastic significant increase occurred in the second cycle with students passing the Minimum Mastery Criteria of 70 was 100%. In addition, the improvement of students' vocabulary mastery also changed through students' opinions about the use of drilling techniques integrated with technology has a significant impact on student's vocabulary mastery.]]>
<![CDATA[THE INFLUENCE OF AMERICAN POPULAR CALTURE ON THE LIFESTYLE OF INDONESIA TEENAGERS ]]>
<![CDATA[Yuki, Librilianti Kurnia]]>;
<![CDATA[Munawaroh, Dina Al]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v13i2.5604
<![CDATA[American culture is growing rapidly and widely, and is easily accepted by the public. American culture and lifestyle has become a popular culture, and its development spread to various countries, including Indonesia. The influx of American culture into Indonesia in recent years has also had an impact on Indonesian teenagers, causing them to follow American lifestyle changes. The purpose of this study is to find out whether the influence of American culture on Indonesian teenagers has a positive impact on their lives or a negative impact. This research method adopts quantitative method in filling out questionnaires. The participants in this study were students of Universitas Putra Indonesia (UNPI), an age group where teenagers are easily influenced by foreign cultures that enter Indonesia.]]>
