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Bambang Ruby Sugiarto
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JALL (Journal of Applied Linguistics and Literacy)
Published by Universitas Galuh
ISSN : -     EISSN : 25988530     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
JALL (Journal of Applied Linguistics and Literacy) is an academic biannual journal, published in February and September. The journal contents are managed by the English Department, Faculty of Teacher Training and Educational Science, Galuh University. The objective of the journal is to provide a forum for lecturers, teachers, researchers, academicians, and students to present their ideas, concepts, and new theories in English applied linguistics and literacy, and to disseminate theory, research, and teaching reviews to the academic community of English language and literacy studies in Indonesia and abroad.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 14 Documents
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Search results for , issue "Vol 10, No 1 (2026)" : 14 Documents clear
Translanguaging Pedagogies and the Making of Literate Multilinguals: A Cognitive and Sociocultural Inquiry Otieno, Robert lLston Omari
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.21714

Abstract

Translanguaging has emerged as a powerful pedagogical strategy in multilingual classrooms, offering students the opportunity to leverage all their linguistic resources for learning. This paper investigates how translanguaging practices shape learners’ metalinguistic awareness and literacy development across both dominant and marginalized languages. Drawing on sociocultural and cognitive-linguistic frameworks, the study examines classroom interactions, literacy assessments, and student reflections in multilingual African contexts. Findings are expected to reveal that translanguaging enhances students’ ability to reflect on language structures, fosters literacy skills across multiple languages, and strengthens learners’ linguistic and cultural identities. By situating these insights within broader debates on multilingual education and language equity, the research highlights how inclusive pedagogical approaches can address literacy disparities and promote cognitive and socio-emotional growth. The study contributes to ongoing discussions in applied linguistics, education, and sociolinguistics by providing empirical evidence on the efficacy and transformative potential of translanguaging in contemporary classrooms.
Creativity Between the Illustrator and Non-Illustrator Writers in Applying Pragmatic Discourse to Narrative Pictures Tarihoran, Irfan Hamonangan; Sartika, Sartika
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.21384

Abstract

The present study examined creativity in shaping English-language children's stories through instructions to arrange random pictures into narratives. The objectives of this study were to identify, i.e. i) significant differences in creativity in applying pragmatic discourse to narrative pictures between illustrator and non illustrator writers; ii) how pragmatic discourse was applied to narrative pictures by both groups of writers; and iii) how narrative pictures were arranged. A total of 40 college students consisting of 20 illustrator writers and 20 non illustrator writers participated in this study. The present study employed a mixed-method sequential explanatory design. Quantitative data were obtained from creativity tests, specifically the element of fluency associated with pragmatic discourse by Blum Kulka. Quantitative data analysis employed non-parametric tests, specifically the Mann-Whitney U test. The quantitative analysis was supported by qualitative data from closed-ended questionnaires and interview results. The pragmatic approach through picDRT, in conjunction with Blum Kulka's pragmatic discourse, served to elucidate the problem. The findings indicated that implicature as a component of pragmatic discourse, exhibited substantial disparities between both groups of writers; with the illustrator writers demonstrating a higher degree of dominance compared to the non-illustrator writers. However, although not significantly different, the non-illustrator writers can be more dominant in terms of adaptation to context. Furthermore, the non-illustrator writers tend to prioritize narration and continuity-related coherence relations more than the illustrator writers. 
A Case Study of Cohesion in Academic Texts trough Systemic Functional Linguistics Lestari, Dwi Putri; Nurlela, Nurlela
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.22946

Abstract

This study aims to analyze the use of cohesive devices in undergraduate thesis abstracts by English Department students in Indonesia through the Systemic Functional Linguistics (SFL) approach. The data consist of 20 thesis abstracts selected from three public and private universities and were analyzed qualitatively focusing on grammatical cohesion (reference, substitution, ellipsis, conjunction) and lexical cohesion (repetition, synonym, antonym, collocation). The findings reveal that reference and conjunction are the most dominant grammatical cohesive devices; however, errors such as ambiguous references and illogical conjunction usage are frequently found. On the lexical level, repetition serves as the main strategy, while the use of synonyms and collocations remains limited, reducing lexical variety and the clarity of arguments. These findings underscore the importance of integrating SFL into academic writing instruction to improve students’ cohesion competence.
The Effects of Cognitive Reading Strategies on Freshman Students’ Reading Comprehension Performance Ketsela, Worku Seyoum
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.23025

Abstract

This study discusses the effect of cognitive reading strategy training on freshman students' reading comprehension performance at Addis Ababa University in Ethiopia. Of the 96 participants, 48 were randomly assigned to receive direct strategy instruction in cognitive reading strategies, while the remaining students were exposed to traditional teaching. Data collection was through reading comprehension test and interview. Participants assigned to the experimental group were interviewed immediately after they had taken the cognitive reading strategy test. In this, the interviews provided the researcher with opportunities for deeper explorations of the participants' reading experiences. Descriptive and independent t-tests examined the average pre- and post-test scores between the experimental and control groups, while within-subjects t-tests were conducted within the experimental group. In this research, both groups were tested before and after the study, and perceptions of the strategy training were obtained from the experimental group. This study employed both numerical and descriptive methods; therefore, it is a mixed-methods design. This provides more comprehensive insight into the problem to be investigated; it has the function of compensation for the limitations in using one method to interpret the results. The results indicated that the students who received cognitive strategy training improved significantly in reading comprehension compared to the students in the control group.

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