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Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)
Published by Universitas Suryakancana
ISSN : 23383739     EISSN : 2614099     DOI : -
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
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).
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "vol. 14 no. 2 (2026)" : 15 Documents clear
THE IMPLEMENTATION OF READ-ALOUD DESCRIPTIVE TEXT IN TEACHING ENGLISH SPEAKING TO JUNIOR HIGH SCHOOL STUDENTS Meli Agustina; Jauhar Helmie; Halimah
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.5650

Abstract

This research aims to investigate the implementation of the read-aloud method in teaching English speaking to Grade VII students involved 27 with 13 males and 14 females at SMPN 3 Cianjur and to identify the difficulties encountered during the process. The data analysis employed a descriptive qualitative approach, with data collected through classroom observations, questionnaires, and teacher interviews. The findings revealed that the read-aloud method was applied through several stages: teacher modeling, guided student reading, individual and pair practice, and oral description tasks. This technique helped improve students’ pronunciation, intonation, fluency, and speaking confidence. Most students responded positively to the method, stating that it made them more accustomed to speaking English in front of others and reduced their fear of making mistakes. Although there were some difficulties found by teacher and students, this technique is advised to be used in teaching speaking. The teacher also faced difficulties in managing students with different levels of English proficiency and in maintaining student motivation.
ADULTS VERSUS ELDERS’ PERCEIVED UNDERSTANDING OF THE ENDANGERED LEXICONS OF THE METATAH RITUAL IN MENYALI VILLAGE Ananda Putri; I Gede Budasi; I Ketut Trika Adi Ana
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6362

Abstract

The Metatah ritual, a Balinese Hindu life-cycle ceremony practiced in Menyali Village, contains ritual lexicons that reflect cultural and spiritual knowledge passed down through generations. This study aimed to (1) identify the level of adults’ perceived understanding of the endangered lexicons of the Metatah ritual, (2) identify the level of elders’ perceived understanding, and (3) examine whether there was a significant difference between both groups. This study employed a quantitative comparative cross-sectional design involving 100 respondents consisting of 50 adults and 50 elders. Data were collected through a structured questionnaire containing 35 ritual lexicons and analyzed using descriptive and inferential statistics through the Mann–Whitney U test. The findings showed a clear generational gap in perceived understanding. Most adults were categorized into very low (52%) and low (48%) levels, while elders were categorized into very high (90%) and high (10%) levels of perceived understanding. The statistical analysis also revealed a significant difference between adults and elders in their perceived understanding of the Metatah ritual lexicons (p < 0.05). These findings indicate that the ritual lexicons of the Metatah ceremony are experiencing lexical vulnerability due to weakening intergenerational transmission.
ADULTS VERSUS ELDERS’ PERCEIVED UNDERSTANDING OF THE ENDANGERED LEXICONS OF THE NIGANG SASIH RITUAL IN MENYALI VILLAGE Devi Trijayanti; I Gede Budasi; I Ketut Trika Adi Ana
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6363

Abstract

The preservation of ritual lexicons is important in maintaining cultural identity, traditional knowledge, and intergenerational language transmission within Balinese society. However, modernization and the decreasing involvement of younger generations in traditional practices have gradually weakened the understanding of ritual language. This study investigated the perceived understanding of the endangered lexicons used in the Nigang Sasih ritual between adults and elders in Menyali Village, Buleleng Regency, Bali. The study aimed to describe the perceived understanding of adults and elders toward the ritual lexicons and to determine whether there was a significant difference between the two groups. This research employed a quantitative comparative cross-sectional design involving 100 respondents consisting of 50 adults and 50 elders selected through convenience and quota sampling techniques. Data were collected through a structured questionnaire containing 36 ritual lexicons previously documented by Lestari (2025). The collected data were analyzed using descriptive statistics and the Mann–Whitney U Test. The findings revealed a clear intergenerational difference in the perceived understanding of the endangered ritual lexicons. Adults generally demonstrated lower levels of perceived understanding, whereas elders showed higher levels of understanding toward the ritual lexicons. The statistical analysis also indicated a significant difference between the two groups, showing that elders possessed considerably stronger perceived understanding than adults. These findings suggest that the transmission of ritual lexicons within the community has become increasingly uneven across generations. Therefore, strengthening cultural transmission, community participation in rituals, and documentation efforts is essential to support the preservation of Balinese ritual language as part of intangible cultural heritage.
EXPLORATION OF THE USE OF VIDEO CHAT APPLICATIONS (UMINGLE) TO INCREASE STUDENTS' CONFIDENCE IN SPEAKING ENGLISH Falya Rahmatika Syafitri; Eka Putri Nur Rohmah; Wiwin Luqna
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6358

Abstract

The development of digital technology has created many opportunities for learning English through online platforms, one of which is Umingle. This study aims to explore the use of Umingle as a tool for improving English speaking skills and building users' confidence. This research uses a literature review method by examining several relevant journal articles and studies about online communication applications in language learning. The findings show that Umingle allows users to communicate with people from different countries, helping them improve their speaking fluency, increase their vocabulary, practice pronunciation, and reduce speaking anxiety. In addition, regular interaction with other users can help learners become more confident when using English in real-life conversations. However, some challenges were also found, such as limited free features, difficulty in finding suitable conversation partners, and exposure to inappropriate behavior from some users. Overall, Umingle can be a useful tool for English language learning when it is used properly and safely.
STUDENTS’ PERCEPTIONS OF SITUATED AND TRANSFORMED PRACTICES IN EFL VOCABULARY LEARNING ON INSTAGRAM Efila; Nizar Ibnus
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6425

Abstract

Although Instagram offers several multimodal features that aid vocabulary learning, the presence of entertainment content and the lack of explanations for certain words can still affect how useful the platform is used as a learning tool. This study aims to explore EFL students’ perspectives on the use of Instagram in English vocabulary learning and how this platform supports both situated and transformed practices. The participants in this study consisted of 45 students in the English Language Teaching Department at Islamic State University in Cirebon. The method used in this study was a quantitative approach using an online questionnaire to assess students’ views on the use of Instagram across aspects of multimodality, technology in language learning, knowledge processes, and learning outcomes. The results of this study indicate that students generally responded positively to the use of Instagram as a tool for learning vocabulary. The findings also suggest that Instagram is perceived as capable of supporting vocabulary learning through the presentation of multimodal content, ease of access, and a learning experience aligned with the daily digital activities undertaken by students. In addition, Instagram is considered capable of supporting both situated and transformed practices by facilitating the understanding and application of vocabulary in various contexts, including education and social communication. Therefore, this study suggests that Instagram has the potential to serve as a supportive medium in English vocabulary learning, although it still requires appropriate pedagogical guidance to ensure its use provides maximum benefit to students’ learning processes.
EFL STUDENTS’ PERCEPTION OF AI ASSISTED ACADEMIC WRITING IN SUPPORTING CRITICAL FRAMING Mega Agustina; Nizar Ibnus
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6427

Abstract

The use of Artificial Intelligence (AI) in academic writing is on the rise, presenting both opportunities and challenges for students of English as a Foreign Language (EFL). Although various studies indicate that AI-assisted writing tools can support the writing process, concerns remain regarding students’ engagement in evaluating AI-generated information and the role of these tools in fostering critical framing. Therefore, this study aims to explore EFL students’ perceptions of the use of AI-assisted writing tools in academic writing, understand their role in supporting critical framing, and identify the opportunities and challenges perceived by students. This study employed a quantitative descriptive design involving 45 EFL students at a Islamic State University in Cirebon. Data were collected via a questionnaire consisting of 17 Likert-scale statements and 3 multiple-choice questions regarding habits, opportunities, and challenges in using AI-assisted writing tools. The results indicate that students generally hold positive perceptions toward the use of AI-assisted writing tools. Students view AI as a tool that helps generate ideas, develop arguments, improve language usage, and enhance efficiency in the academic writing process. The findings also indicate that AI has the potential to support critical framing by helping students consider various perspectives and evaluate arguments more critically. However, challenges such as reliance on AI, doubts about the accuracy of information, and concerns regarding academic ethics were still identified. Further research is recommended to involve a more diverse group of participants and employ a mixed-methods approach to gain a more comprehensive understanding.
THE USE OF DIGITAL AND NON-DIGITAL GAMIFIED SPEAKING CARDS IN AN EFL CLASSROOM Tria Mutiara; Elis Homsini; Vina Salsabila
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6574

Abstract

Speaking is one of the essential skills in English as a Foreign Language (EFL) learning. However, many junior high school students still face difficulties in expressing their opinions due to limited vocabulary, low confidence, fear of making mistakes, and limited opportunities to participate in speaking activities. To address these challenges, this study explored the use of manual and digital gamified speaking cards in an EFL classroom. This study aimed to investigate (1) the implementation of manual and digital gamified speaking cards in teaching speaking and (2) students' responses to their use during speaking activities. A qualitative case study was conducted with 38 eighth-grade students at a junior high school in CianjurRegency, Indonesia. Data were collected through classroom observations, open-ended questionnaires, and document analysis and were analyzed using Miles and Huberman's interactive model, including data reduction, data display, and conclusion drawing, with data triangulation employed to enhance trustworthiness. The findings revealed that the integration of UNO-style speaking cards and QuizWhizzer created an interactive and engaging learning environment that encouraged students to participate actively in speaking activities. The activities enhanced students' confidence, classroom interaction, and willingness to express their opinions while reducing speaking anxiety. Students also perceived the gamified activities positively, describing them as enjoyable, motivating, and supportive of their speaking development. The study concludes that combining digital and non-digital gamified speaking cards represents an effective Game-Based Learning strategy for promoting students' speaking skills and creating a more student-centered EFL classroom.
STUDENT INTERACTION AND PERCEPTION IN USING PICTURE-WORD FLASHCARDS FOR LEARNING DAILY LIFE VOCABULARY Deuis; Vina Aini Salsabila
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6587

Abstract

The aims of this study are to identify the types of student interactions that occur when using the flashcards and to find out students’ opinions about this learning tool. A qualitative descriptive method was used in this study. The data were collected through classroom observations, questionnaires, and interviews. The findings show that all three types of interaction appeared during the learning process, but exploratory talk was the most common. Students often discussed ideas, shared opinions, and worked together to understand the meanings of words. This shows that the flashcards encouraged active communication and cooperation among students. In addition, most students gave positive responses. They said that the pictures helped them understand and remember vocabulary better and made learning English easier. Overall, the study concludes that picture-word flashcards are effective for promoting classroom interaction, improving vocabulary understanding, and supporting English language learning.
LEXICAL COHESION IN EFL STUDENTS' DESCRIPTIVE WRITING ON PADLET Syasqia Najla Salsabila; Jauhar Helmie; Chalermchai Wongrak; Vina Nurviyani
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6601

Abstract

Lexical cohesion is an important aspect of writing because it helps connect ideas and creates a coherent text. However, many EFL students have limited awareness of lexical cohesion, which affects the cohesion and clarity of their written texts. Using Halliday & Hasan (2014) framework, this study aims to identify the types of lexical cohesion found in the texts and examine the functions of lexical cohesion across the generic structure of students' descriptive texts. The data were collected from 20 descriptive texts written by eleventh-grade students, focusing on the Identification and Description stages. The findings revealed 220 data of lexical cohesion across all 20 texts. In terms of types, lexical cohesion consists of two major categories: Reiteration, which was found in 126 data (57%), and Collocation, which was found in 94 data (43%). Reiteration was further found in four subtypes: Superordinate (29.5%), Repetition (15.9%), Synonymy (8.2%), and General Word (3.6%). The findings also showed that lexical cohesion functions differently across the generic structure. In the Identification stage, Repetition and Superordinate mainly function to introduce and maintain the topic, whereas in the Description stage, Collocation mainly functions to build detailed descriptions, supported by the other lexical cohesion types. These findings suggest that lexical cohesion contributes to the coherence of students' descriptive writing and can be considered in teaching writing through digital platforms such as Padlet.
THE IMPLEMENTATION OF THE JIGSAW READING STRATEGY WITH DIGITAL STORYBOOKS IN LEARNING READING OF NARRATIVE TEXT Cahya Almaretha
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6602

Abstract

This study aimed to explore the implementation of the Jigsaw strategy with digital storybooks in teaching narrative reading and to examine students’ responses to its use. The study used a qualitative research design and involved 20 tenth-grade students at a senior high school. Data were collected through classroom observations, questionnaires, and document analysis, then analyzed using Miles and Huberman’s qualitative data analysis model. The findings showed that the Jigsaw strategy with digital storybooks was implemented through the five stages of Collaborative Learning: Engagement, Exploration, Transformation, Presentation, and Reflection. During these stages, students understood the main ideas of narrative texts, identified story elements and text structure, discussed difficult vocabulary with their peers, worked together to reconstruct the story, presented their ideas, and reflected on their learning. The results also showed that students had positive affective, cognitive, and behavioral responses. They became more interested and motivated to learn, improved their understanding of narrative texts, and actively participated in discussions, shared ideas, asked questions, and worked well with their classmates. Overall, the Jigsaw strategy with digital storybooks helped improve students’ reading comprehension and created a more engaging and collaborative English learning environment.

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