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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 162 Documents
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Review : APPLICATION OF FLIPBOOK TECHNOLOGY IN LEARNING AT SMK/SMA I Gusti Kadek Surya Adnyana
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.4835

Abstract

In   recent   years,   flipbook   technology   has   emerged   as   an   interactive   digital   medium   in   education,   enhancing   the   learning   process.   Flipbooks   provide   a   print-like   reading   experience   enriched   with   digital   features   that   promote   interactivity   and   accessibility.   This   article   presents   a   systematic   literature   review   (SLR)   of   previous   studies   concerning   the   application   of   flipbook   technology   in   secondary   education,   particularly   in   vocational   and   general   high   schools.   The   review   examines   20   relevant   studies   to   understand   the   effectiveness,   challenges,   and   opportunities   associated   with   flipbook   implementation   in   education. Keywords:   flipbook,   digital   learning,   vocational   school,   high   school,   interactive   media,   systematic   literature   review
AN ANALYSIS OF DEIXIS IN ENGLISH TEXTBOOKS DIALOGUE FOR CLASS VII Jauhar Helmie; Vina Nurviyani; Neng Asti Nurul Awaliyah
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.5180

Abstract

ABSTRACTThis research paper explores the use of deixis in the English language, specifically focusing on the analysis of deixis found in English Textbooks Dialogue for Class VII students in Indonesia. The study is motivated by the need to understand the historical context of deixis and its practical implications for future linguistic research. The researcher employed a qualitative method to analyze dialogues from chapters 1 to 3 of the textbook "English for Nusantara," published in 2022 under the independent curriculum. The analysis was conducted over one semester, allowing for a comprehensive examination of the types of deixis present in the dialogues. The research methodology included identifying relevant dialogues, classifying the data according to the research problems, and tabulating the types of deixis. The findings revealed various forms of deixis utilized in the textbook, contributing to a deeper understanding of how language functions in social interactions. The study highlights the importance of deixis in facilitating clear communication and expresses gratitude to those who supported the research process. Ultimately, this work aims to inspire further investigations in the field of linguistics and provide valuable insights for educators and researchers alike.Keywords: Deixis, Pragmatic, Textbook, Dialogue, English Language
SEARLE’S ILLOCUTIONARY SPEECH ACTS THEORY IN BEYOND THE BLACKBOARD MOVIE BY CAMILE THOMASSON Nuryani Nisa Hayati
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.5513

Abstract

This research paper explores the illocutionary speech act used by the main character in Beyond the Blackboard movie according to Searle's theory. The study is motivated by the need to understand the context of illocutionary acts and its practical implications for future linguistic research. The researcher employed descriptive qualitative method to analyze main character dialogues with other characters in Beyond the Blackboard movie. The analysis was conducted over one semester, allowing for a comprehensive examination of the types of illocutionary speech uttered by the main character of Beyond the Blackboard movie. The researcher used deductive thematic analysis for analyzing data. The findings revealed all five types of Searle’s illocutionary speech act utilized by the main character in the movie namely directive, representative, commissive, expressive and declarative. The result showed there are 198 utterances containing illocutionary speech act uttered by the main character. From the total of 198, the researcher found 117 utterances containing directive, 48 utterances containing representative, 17 utterances containing commissive, 11 utterances containing expressive, and 5 utterances containing declarative. The dominantly used speech act was directive for the reason that the main character as a teacher needs to guide and direct the students. The study highlights the importance of understanding types of speech and its context in facilitating clear communication. Ultimately, this work aims to inspire further investigations in the field of linguistics and provide valuable insights for educators and researchers alike in speech acts study.
AN ANALYSIS OF ERROR PHRASES ON INSTAGRAM’S CAPTION (A Study of Syntax) Jauhar Helmie; siti iqlimah
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.5537

Abstract

This research paper analyze error phrases in Instagram captions, focusing on the syntactic structures used by public figures. With the rise of social media, particularly Instagram, the language employed in captions has become a significant aspect of communication, influencing followers and shaping linguistic norms. The study aims to identify common syntactic errors in captions written in English, especially by non-native speakers. Utilizing a qualitative descriptive method, data were collected from 30 Instagram captions of verified public figures with over 100,000 followers. The analysis revealed five types of phrases: noun phrases (NP), verb phrases (VP), adjective phrases (AdjP), adverb phrases (AdvP), and prepositional phrases (PP). The researcher found that there are eighteen noun phrase, verb phrase appeared in five, adjective phrase appeared in six, and prepositional phrase appeared in one. Among these, noun phrases were the most prevalent, highlighting the need for awareness regarding grammatical accuracy in social media communication. The findings suggest that public figures should be more cautious with their language use, as errors can mislead their audience and perpetuate incorrect language forms. This research contributes to the understanding of language use in digital contexts and offers recommendations for improving caption writing among social media users.Keywords: Syntax, Error phrase, Types of phrases, Instagram caption, Public figure.
A COMPARATIVE STUDY OF TEACHING STRATEGIES USED BY NOVICE AND EXPERIENCED ENGLISH TEACHERS IN SENIOR HIGH SCHOOL Agda Pinky Ikea Wulandari; Luh Putu Artini; Ni Luh Putu Eka Sulistia Dewi
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.5659

Abstract

This study aims to compare the teaching strategy preferences between novice and experienced English teachers in one of the Senior High School in Gianyar regency, in the context of the Merdeka Curriculum implementation. This research employed a qualitative descriptive design. The subjects were one novice teacher and one experienced teacher, while the objects were their teaching strategies preferences. The data were collected through observation, in-depth interviews, and teaching strategies checklist. The findings revealed that the novice teacher preferred Project-Based Learning and Cooperative Learning, which foster collaboration, creativity, and active student involvement. Meanwhile, the experienced teacher tended to use Discovery Learning and Integrated Learning, which promote student independence and the integration of cross disciplinary knowledge to deepen understanding. These findings indicate that teaching experience influences the selection of teaching strategies and highlight the importance of ongoing professional development to equip teachers with appropriate pedagogical approaches in alignment with 21st-century education demands.
READING STORYBOOKS ALOUD TO FACILITATE ELEMENTARY STUDENTS’ ENGLISH PRONUNCIATION LEARNING Elis Homsini Maolida; Jauhar Helmie; Rahmalia Irvi Khoerunnisa
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6021

Abstract

Pronunciation is often recognized as one of the most challenging aspects of English learning and requires instructional approaches that provide interactive and meaningful practice. Reading storybooks aloud offers opportunities for young learners to develop pronunciation through contextualized language use and repeated exposure to spoken English. This study aimed to explore the learning process and students’ responses to learning English pronunciation through reading storybooks aloud. The participants were fourth-grade students at an elementary school in West Java, Indonesia. Employing a qualitative descriptive design, the data were collected through classroom observations and semi-structured interviews. The findings revealed that students’ pronunciation learning through reading storybooks aloud occurred through several interconnected stages. These included pre-reading activities, in which students engaged with storybook covers, titles, illustrations, and key vocabulary; teacher-led reading aloud that provided pronunciation models; guided repetition of sentences; story retelling to reinforce understanding; and pronunciation rehearsal through group and individual reading aloud accompanied by immediate teacher feedback. These stages facilitated students’ engagement with English pronunciation in a meaningful and supportive learning environment. The results indicate that reading storybooks aloud was implemented effectively and created an enjoyable learning atmosphere. Most students demonstrated improved pronunciation accuracy and responded positively to the activities, particularly when using illustrated storybooks. However, a small number of students experienced pronunciation difficulties due to limited focus and insufficient practice. Overall, the study suggests that reading storybooks aloud is a beneficial pedagogical approach for supporting English pronunciation development among elementary school students.
THE NATURE OF THE DEVELOPMENT OF INDONESIAN LANGUAGE AND LITERATURE LEARNING IN ELEMENTARY SCHOOL LITERACY Maulida Arum Fitriana; I Ketut Manik Asta Jaya; I Kadek Aditia Putra; Sukarto Sukarto
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6028

Abstract

Pengembangan pembelajaran di sekolah dasar merupakan aspek penting dalam menciptakan generasi yang literat dan mampu bersaing di era global. Penelitian ini menggunakan metode narrative review, untuk mengumpulkan dan menganalisis berbagai sumber literatur terkait hakekat pengembangan pembelajaran bahasa dan sastra Indonesia pada literasi sekolah dasar. Hasil analisis terhadap 10 artikel menunjukan hakikat pengembangan pembelajaran bahasa dan sastra Indonesia untuk literasi di sekolah dasar bersifat multidimensional dan integratif. Inti dari pengembangan ini terletak pada perluasan makna literasi yang melampaui aspek kognitif-instrumental semata, menuju pada pembentukan sikap, nilai, dan budaya literasi yang menyeluruh. Kesimpulan yang diperoleh bahwa hakekat pengembangan pembelajaran bahasa dan sastra Indonesia pada literasi sekolah dasar pada hakikatnya adalah sebuah usaha sistematis untuk menciptakan ekosistem pendidikan yang menjadikan literasi sebagai jiwa yang menghidupi seluruh proses pembelajaran
INVESTIGATION OF THE EFFECT OF TBLT-BASED DIGITAL STORYBOOK ON STUDENTS’ ENGLISH LEARNING IN SMP N 2 SINGARAJA I Dewa Made Prema Nareswara; Ni Luh Putu Eka Sulistia Dewi; Anak Agung Gede Yudha Paramartha
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6031

Abstract

The aim of this research was to investigate the considerable effects of utilizing a TBLT-based digital storybook on students’ English proficiency and four essential language skills. This study utilized a quasi-experimental design with a post-test control group. The population comprised 264 seventh-grade students from SMP N 2 Singaraja, with a sample of 63 students chosen through cluster random sampling from two classes deemed to be comparable. Data collection was conducted using three validated instruments: a lesson plan, a post-test, and an assessment rubric, all of which were confirmed for reliability by two experts. The study took place over five sessions, four of which were allocated to the treatment phase and one to post-testing. Following the post-test, data were analyzed using SPSS version 27. Both descriptive and inferential statistical analyses indicated significant differences in English proficiency and language skills between the Experimental and Control groups (Sig 0. 14), with the exception of reading, which exhibited a moderate effect.
TEACHERS' TRANSLANGUAGING PRACTICES: A COMPARATIVE STUDY OF GRADE 7 AND 9 ENGLISH TEACHERS AT JUNIOR HIGH SCHOOL 1 SEMARANG Atilla Eka Aprilia; Zulfa Sakhiyya
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6047

Abstract

This paper examines the translanguaging practices of English teachers in Grade 7 and Grade 9 classrooms at Junior High School 1 Semarang. Translanguaging refers to the flexible use of multiple languages in communication and learning. This study investigates how teachers switch between English and Indonesian during instruction to explain lessons, give instructions, manage the class, and provide feedback. Using qualitative methods, including classroom observations and semi-structured interviews, this research compares translanguaging patterns between the two grade levels. Findings show that translanguaging was used more frequently and intensively in Grade 7 classrooms to support basic comprehension and classroom management, whereas in Grade 9 classrooms it was applied more selectively and strategically to explain complex concepts. The comparison highlights how teachers adapt their translanguaging practices to students' English proficiency levels and learning needs. Grade 7 students, with limited English proficiency, require more L1 support, whereas Grade 9 students benefit from selective translanguaging for complex content. This study suggests that translanguaging functions as an adaptive pedagogical strategy in EFL classrooms when applied purposefully. Keywords: Comparative Study, English Language Teaching, Grade 7, Grade 9, Translanguaging
DEPICTION OF MEDIEVAL SCOTTISH CULTURE IN DISNEY’S BRAVE Saprudin Saprudin; Andi Salsabila
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6127

Abstract

Literature does not merely serve as entertainment but also functions as a medium for delivering messages, meanings, and the author’s experiences and ideas within the context of reality and culture. One such medium is film. This research focuses on the representation of Scottish culture during the medieval era in the film Brave (2012), directed by Brenda Chapman. The study examines traditional cultural symbols as part of the narrative structure and meaning-making process, which also aid in introducing and understanding Scottish culture. The research employs a descriptive qualitative method with an objective approach, analyzing symbols through Perrine’s theory. The data are examined based on the film’s intrinsic elements, particularly symbols related to Scottish culture. The results show that symbols such as the tartan, bagpipe, and festival in Brave not only depict Scottish culture but also reflect values such as clan pride, solidarity, and the conflict between tradition and individual freedom. These symbols also convey moral messages about freedom and destiny. The study concludes that Brave successfully presents Scottish culture by combining traditional elements with social messages that remain relevant to contemporary life.

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