JALL (Journal of Applied Linguistics and Literacy)
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.
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<![CDATA[LEDY: An Android Application-Based Learning Media Development to Improve Students’ Writing Skill ]]>
<![CDATA[Nayohan, Oktania]]>;
<![CDATA[Yulistianti, Hayu Dian]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.13448
<![CDATA[Smartphones can play a pivotal role in enhancing the learning process. Additionally, the multimedia capabilities of smartphones, such as interactive videos and educational games, make the learning process more engaging and enjoyable. The problem by students encompassed a shortage of interactive learning materials, challenges in understanding English content, restricted chances for practical application, and a sense of monotony in the learning process. Therefore, this research aims to design an Android application-basedlearning media, especially on writing skills. This research is a Research and Development (R&D) with the ADDIE model. The subject of this research is tenth-grade students at SMK Wikrama 1 Jepara, with data collected through questionnaires and a pretest-posttest procedure. The effectiveness of the Android application was assessed by using the N-Gain method in analyzing pretest and post-test data. The test outcomes demonstrated an 83.8%success rate, falling within the appropriate category. The pre-test and post-test scores exhibited improvement, with the N-Gain analysis revealing a value of 0.60, signifying enhancementin writing skills. It means that using LEDY an Android application-based learning media, contributes to an improved comprehension among 10th-grade students at SMK Wikrama 1 Jepara, particularly in the area of procedure text material.]]>
<![CDATA[An Analysis of Social Class and Discrimination in the Movie Saltburn 2023 ]]>
<![CDATA[Panjaitan, Jodi Ferdianto]]>;
<![CDATA[Anggraini, Loisti]]>;
<![CDATA[Beru Sembiring, Lina Tri Astuty]]>;
<![CDATA[Putra, Dhanu Ario]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.14302
<![CDATA[A movie is a series of moving images that contain a story and can be watched by people. In addition to entertaining, movies also have the function of providing knowledge and education. There are various themes that can be made into a movie, one of which is a movie about social class and discrimination. This article analyzes the social class and discrimination that occur in a film entitled Saltburn by Emerald Fennel. This article using Max Weber's theory to classify the social classes found in Saltburn, This article also using Theodorson's theory to analyze discrimination in Saltburn. The method used in writing this thesis is the descriptive-qualitative method. The results of the analysis in this article show the existence of social classes, namely the upper class and the middle class. These social classes show differences in lifestyle and position. In addition, there is also discrimination that occurs in the movie in the form of verbal discrimination. Based on our analysis of the film Saltburn, it can be concluded that the existence of social class can affect the way a person socializes and can also clearly show the social status in the film. In addition, the existence of social class can lead to forms of discrimination, one of which is verbal discrimination. It can also be inferred that the discrimination experienced by Oliver can affect his mindset and the way he lives his life.]]>
<![CDATA[The Influence of Think Talk Write Learning Model on Students' Writing Skills ]]>
<![CDATA[Saputra, Yuyus]]>;
<![CDATA[Syakira, Sitti]]>;
<![CDATA[Kastury, Hilda Sri]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.15310
<![CDATA[This study aims to determine the influence of the Think Talk Write learning model on the ability to write announcement texts among eighth grade students at SMPN 18 Tasikmalaya in the 2023/2024 academic year. This research employed a quasi-experimental method with a quantitative approach. The research sample consisted of 40 eighth-grade students, with 20 students from class VIII-D serving as the experimental group and 20 students from class VIII-A serving as the control group. Data collection was carried out using pretests and posttests. The pretest was administered to both groups before the treatment. After the treatment, a posttest was conducted for both groups. To analyze the data, the researcher used an independent sample t-test with SPSS. The average pretest score in the experimental class using the Think Talk Write learning model was 56.35, and the average posttest score was 80.70. The average pretest score in the control class using the conventional learning model was 51.65, and the posttest score was 71.40. Thus, the learning outcomes in the experimental class were more successful than those in the control class. Based on statistical testing (t-test), the difference in the average posttest scores between the experimental and control classes showed that the Sig. (2-tailed) value was less than 0.05, specifically 0.013 < 0.05. This indicates that the Think Talk Write model has a significant effect on the ability to write announcement texts among eighth-grade students at SMPN 18 Tasikmalaya in the 2023/2024 academic year.]]>
<![CDATA[Impoliteness Strategies and Social Dimensions in Enola Holmes 2 Movie: Socio-Pragmatics Study ]]>
<![CDATA[Natalia, Rahma]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.13331
<![CDATA[This research aims to identify the types of impoliteness strategies and to analyze the social dimensions in the Enola Holmes 2 movie. This research uses descriptive qualitative method as the purpose of making this research is to analyze the phenomenon of impoliteness. This research aims to identify the types of impoliteness strategies and analyze the social dimensions that influence the use of impoliteness. The theory used is Culpeper (2011) theory of impoliteness strategies and Holmes (2013) theory of the social dimension. The results of the research, there are 5 Bald on Record Impoliteness (23,8%), 11 Positive Impoliteness (52,4%), 2 Negative Impoliteness (9,5%), 3 Sarcasm or Mock Politeness (14,3%) and 0 Withhold Politeness (0%), and also found the social dimension that influence the use of impoliteness, there are 10 Social Distance Scale (47,6%), 8 Status Scale (38%), 0 Formality Scale (0%) and 3 Functional Scale (14,4%). The most common found types of impoliteness strategies found are Positive Impoliteness and most common found for the social dimensions that influence the use of impoliteness is Social Distance.]]>
<![CDATA[A Semantics Analysis of Personification in Percy Bysshe Shelley’s Poetry ]]>
<![CDATA[Aulika, Andien Nurfadlilah]]>;
<![CDATA[Gunawan, Hero]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.13469
<![CDATA[This research aims to identify the types of personification and the contextual meaning behind the personification used in Percy Bysshe Shelley’s poetry. This research uses descriptive qualitative method as the purpose of making this research is to analyze the types of personification and the contextual meaning behind the personification used. This research uses semantics studies with several theoretical sources that refer to the theory of Personification from Paxson (1994) and the theory of contextual meaning by Chaer (2009). The results of the research, 41 data contain personification expression was found. There are 12 data of Prosopographia and 29 Prosopopopeia. 12 data of Prosopographia is classified into five sub-classes: Emotions, Characteristic, Concept, State and Time. The research reveals 7 data of Prosopographia in Concept category, 2 data in State category, 3 data in Time category, and 0 data found in Emotions and Characteristic categories. Out of 29 data of Prosopopopeia, the researcher also classified the data into three sub-classes: Living things, Places and Inanimate object. There are 3 data of Prosopopopeia in Living things category, 3 data in Places category and 23 data in Inanimate objects category.]]>
<![CDATA[Comparative Study of Intercultural Awareness Between Indonesia and Ghana in ELT ]]>
<![CDATA[Arifin, Nurul]]>;
<![CDATA[Friatin, Lilies Youlia]]>;
<![CDATA[Sugiarto, Bambang Ruby]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.15969
<![CDATA[The globalization of education and increasingly multicultural nature of the classroom, English teachers must develop intercultural awareness and competence. However, comparative studies that specifically focus on the experiences of foreign English teachers are limited. Thus, the research aims to investigate and compare the similarities and differences of the intercultural awareness and practices of Indonesian and Ghanaian English teachers in the context of English language teaching. As well as the strategies of teaching materials and techniques they employ to promote intercultural understanding among their students. This research used qualitative methods within the framework of a comparative study design and data were collected through semi-structured interviews. The participants were 2 EFL teachers from Ghana and Indonesia. The researcher analyzed it to identify patterns by organizing, coding and summarizing the data into themes. The study's findings indicated the critical importance of integrating intercultural awareness in English teaching, emphasizing the recognition and value of cultural diversity. This motivates teachers to foster an inclusive, tolerant environment using culturally appropriate teaching materials and techniques, ensuring all students feel valued. The Ghanaian teacher in international schools promotes global cultural acceptance or called as intercultural awareness, blending diverse cultures into lessons, while the Indonesian teacher prioritizes local culture or basic cultural awareness in English teaching. However, this research has limitations on the application of integration, teaching materials and techniques in intercultural awareness in English language teaching. So that future research can explore these aspects more broadly and varied.]]>
<![CDATA[Pragmatics Analysis on Illocutionary Acts in Black Adam Movie ]]>
<![CDATA[Lutviana, Via]]>;
<![CDATA[Hendar, Hendar]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.14527
<![CDATA[This research aims to analyze and describe the types of illocutionary act and the most dominant. The method used in this research is qualitative and descriptive method. The data used were taken from Black Adam movie released in 2022. This is a research about pragmatics study. The theoretical basis used in identifying types of illocutionary act is Searle in Hariati (2020). The result of this study show that there are five types of illocutionary act, they are assertive, directive, commissive, expressive, and declarative. The result showed that out of 115 data that have been analyzed, the illocutionary acts types were obtained namely 41 data assertive act or 35%, 33 data directive act or 29%, 17 data commissive act or 15%, 16 data expressive act or 14%, and 8 data declarative act or 7%. The most illocutionary act that occur is assertive act.]]>
<![CDATA[Promoting Supplementary Materials Based on Pupil’s Book: A Solution from Integrated Textbook Interplayed Content ]]>
<![CDATA[Sukarman, Surya Aulia]]>;
<![CDATA[Wirza, Yanty]]>;
<![CDATA[Setyarini, Sri]]>;
<![CDATA[Safira, Viera]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.14257
<![CDATA[The prominence of integrated textbooks in English Language Teaching (ELT) has significantly increased, as many textbooks now include not only a primary book (Pupil’s book) but also supplementary materials such as Teacher’s Handbook, Students’ Workbook, Cassette, etc. Despite this, the utilization of the pupil's book along with its additional resources remains relatively low. This raises the question of whether there is still potential for teachers and students to effectively employ the pupil's book without relying on its supplementary materials. Utilizing a case study research design, this study examined key aspects of the textbook that are considered advantageous in the materials development process. The findings indicate that elements such as the aims and approach, content, methodology, exercises, and activities in the pupil's book exhibit strong coherence with its supplementary materials. Notwithstanding this circumstance, educators possess the capacity to formulate both individual and group activities exclusively through the utilization of the pupil's book as a foundational resource, without dependence on supplementary materials.]]>
<![CDATA[Students' Perception on the Use of Grammarly in Writing English Journal ]]>
<![CDATA[Suci, Intan Putri Permata]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.12924
<![CDATA[Students find writing difficult, particularly when it comes to writing for scientific journals in English. In writing, we must present writing that is interesting, written correctly, systematic, and useful for readers. With technological developments, a tool called Grammarly created to help make writing easier with many uses. The aim of this study is to investigate students perceive the use of Grammarly correcting and revising English written work that takes the style of scientific journals. This research is used a mixed method and the instructions used are questionnaires and interviews. This questionnaire was distributed to 23 postgraduate English language education students at University of Bengkulu and interviews were conducted with 5 representatives to obtain detailed information. The results showed that 79.7% in the Agree category showed that students were helped in using Grammarly in write journals. However, Grammarly has disadvantages, such as not being able to detect the tense used, checking which is not clear, and limited check space for free features. Therefore, in order to use it premium and access a number of additional beneficial features, we must spend a set amount of money. So, it can be concluded that Grammarly useful and helpful in writing English journals, but is only able to check at a basic level and at more levels does not support proofreading.]]>
<![CDATA[Unearthing Vulnerability and Resilience of Novice EFL Teachers in Shaping Their Professional Identity ]]>
<![CDATA[Sandy, Yuli Ari]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v8i2.15679
<![CDATA[This study explored the experiences of novice English as a Foreign Language (EFL) teachers in both formal education (FE) and non-formal education (NFE) settings, with a focus on professional identity development. It examined how these experiences contribute to the formation of their professional identity with the research question: What is the impact of vulnerability and resilience on the professional identity development of novice EFL teachers in both FE and NFE settings? This qualitative research adopted a descriptive narrative approach. Data collection was through interviews and literature review. The data collected was analysed through the use of coding and triangulation techniques. Four novice EFL teachers, two of the FE teachers and two of the NFE teachers were selected to participate in this research. The findings identified four impacts of vulnerability and resilience on professional identity development of novice EFL teachers; 1) self awareness, 2) adabtability to challenges, 3) institutional support, and 4) professional commitment.]]>
