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[Conteptual Metaphor in Manchester United Chants: A Semantics Study ]]>
<![CDATA[Indriyono, Fajar]]>;
<![CDATA[Simatupang, Ervina CM]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.20866
<![CDATA[This research examines the use of conceptual metaphors in Manchester United football chants through a cognitive linguistics lens, analyzing how metaphorical language constructs fan identity and collective emotion. Understanding metaphor in sports discourse is crucial for comprehending the psychological and social dimensions of fandom. The study aims to identify the types and cognitive functions of conceptual metaphors in the club’s chants. Using qualitative metaphor analysis, the research analyzes 32 chants from match recordings, fan forums, and official archives (2010–2023), applying Lakoff and Johnson’s (1980) framework of conceptual metaphor theory. Data is categorized into structural, ontological, and orientational metaphors, with additional analysis of their frequency and contextual usage. Findings reveal a predominance of war metaphors , reflecting the conceptualization of football as conflict, alongside kinship and journey metaphors , which reinforce group identity and shared purpose. The study concludes that these metaphorical systems shape fan cognition, emotional engagement, and cultural memory. This analysis enhances our understanding of how language functions in sports communities, offering insights into the cognitive underpinnings of fan behavior and the role of metaphor in constructing collective identity.]]>
<![CDATA[Fostering EYL’s Critical Literacy Skills Using the Four Resources Model in Folklore ]]>
<![CDATA[Islamy, Jiaul Haque]]>;
<![CDATA[Setyarini, Sri]]>;
<![CDATA[Gustine, Gin Gin]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.20655
<![CDATA[Literacy instruction is frequently restricted to word decoding and literal meaning understanding in many EFL contexts, especially in early education. This study addresses the necessity of shifting towards critical literacy methods that enable young learners to engage with texts from a variety of perspectives. The aim of this research is to investigate how the Four Resources Model by Luke and Freebody (1999) can be applied to develop critical literacy skills in English Young Learners (EYL) through the use of folklore as a learning medium. The study, which used a qualitative case study methodology, was carried out in an Indonesian seventh-grade classroom. Semi-structured interviews and classroom observations were used to gather data. The results show that combining culturally relevant folktales with the Four Resources Model-code breaker, text participant, text user, and text analyst improved students' vocabulary, grammatical awareness, and capacity to consider the social values and ideologies expressed in texts. The study shows that with the help of organised, context-rich training, young students can go from basic comprehension to critical interpretation.]]>
<![CDATA[Improving Students’ Vocabulary Mastery Through Think-Pair- Share with Picture Word Inductive Model (PWIM) ]]>
<![CDATA[Simon, Maria Kristina]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.18746
<![CDATA[This study aims to improve the English vocabulary mastery of seventh-grade students at SMPK Sang Timur Malang through the implementation of the Think-Pair-Share (TPS) and Picture Word Inductive Model (PWIM) teaching methods. The research was conducted as a classroom action research (CAR) carried out in one cycle consisting of four meetings. Each stage of the research included planning, action, observation, and reflection. Data were collected through observations, tests, reflective journals, questionnaires, and interviews. The findings showed that the combination of TPS and PWIM effectively improved students’ vocabulary mastery. This was evident from the improvement in test scores, improved student engagement during the learning process, and positive responses toward the methods used. Therefore, this teaching strategy proves to be effective and applicable for supporting vocabulary learning in junior high school English classes.]]>
<![CDATA[Politeness Strategies Used in Kamala Harris’s and Donald Trump’s 2024 Post-Election Speeches ]]>
<![CDATA[Silitonga, Mega Uli Arta]]>;
<![CDATA[Rangkuti, Rahmadsyah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.19884
<![CDATA[After the election results were announced, to maintain a personal face and respect the face of the audience, Kamala Harris and Donald Trump performed their post-election speeches on November 6th, 2024. This study focused on politeness strategies used by Kamala Harris to handle her defeat and by Donald Trump to achieve his victory. This study used a qualitative approach with a content analysis design to analyse and discuss the use of politeness strategies in Harris’s and Trump’s post-election speeches using the politeness strategies framework of Brown and Levinson (1987). The data were collected from the YouTube platform. The data showed that Harris’s and Trump’s speeches used different politeness strategies. According to this study, Kamala Harris was the only speaker to employ all four of the main politeness strategies, while trump only used 2 main strategies. However, the usage of positive politeness: including the speaker and the hearer in the activity, was the first dominant strategy between both candidates. In the context of gender, Harris used feminine politeness and tended to perform collaborative strategies, whereas Trump mostly employed demands and exaggerating, which he performed as masculine politeness.]]>
<![CDATA[An Analysis of Translation Strategies for English Idiomatic Expressions in the Film Elemental: Force of Nature ]]>
<![CDATA[Ayu Rachmadini, Ekha Novi]]>;
<![CDATA[Ana, I Wayan]]>;
<![CDATA[Pratama, Agus Darma Yoga]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.18368
<![CDATA[The title of this research is Translation Strategies of English Idiomatic Expression in Elemental: Force of Nature movie. This research aimed at discuss about types of idiomatic expression and strategies used by the translator to translate “Elemental: Force of Nature” movie subtitle. The method used in the research was descriptive qualitative method. This study was carried out on fifteen idioms found in the subtitle Elemental: Forces of Nature movie. These idioms were analyzed using McCharty and O’Dell’s (2011) types of idioms theory and Baker’s (1992) strategies for translating idioms. The result of this research showed that: Firstly, there are five types of idioms found in the subtitle. However, idiom type prepositional phrases were the most used idiom types. There are 5 prepositional phrases, 4 idioms type verb + object, 2 compound idiom, 2 simile and 2 whole clause and sentence whereas the idioms types of binomials and trinomial was documented as non-applicable types of idioms. The researcher found all the types of idiomatic translation strategy, they are 2 translation using similar meaning and form, 2 translation similar meaning but dissimilar form, 1 translation by paraphrase and 1 translation by omission.]]>
<![CDATA[Connotative Meanings in “Red (Taylor’s Version)” Album by Taylor Swift ]]>
<![CDATA[Syaharani, Imelda Putri]]>;
<![CDATA[Zuraida, Ida]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.18942
<![CDATA[Connotative meaning refers to the emotional and associative implications from words literal definition, and song lyrics are often used by the creator as an intermediary to convey the contents of thoughts and feelings with various types of language styles. This study aims to identify types of connotative meanings and to examines how the connotative meanings in the song lyrics contribute to the overall emotional impact or message of the song in Red (Taylor’s Version) album by Taylor Swift. The study applies a qualitative descriptive method. The theoretical foundation is based on Leech’s (1981) theory of semantics, with a focus on identifying and analyzing three types of connotative: positive, negative, and neutral based on Michael Halley’s (1980) theory on connotative functions. The analysis follows several stages: lyrics selection, identification of connotative expression, classification by type, and interpretation within the context of the album’s themes. The analysis findings indicate that the three types of connotative meanings are consistently used throughout the album, while precise number for each connotative category in Red (Taylor’s Version) are not definitively established, the album predominantly features negative emotional tones, consistent with its themes of love and loss. By deeper meaning and clearer translation, this study aims to avoid cultural misunderstanding or miscommunication through figurative language. ]]>
<![CDATA[Slang in Tiktok Comments on Juliana Marins’ Posts ]]>
<![CDATA[Putra, Arvi Sukmana]]>;
<![CDATA[Supri, Ida Zuraida]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.20903
<![CDATA[This research aims to investigate the characteristics and functions of slang words used in the comment sections of international TikTok posts by Juliana Marins. The method applied is qualitative descriptive, based on Moleong (2017). Data were collected by reading the comments of international netizens on TikTok, gathering relevant slang expressions, analyzing and classifying them into various morphological categories, as well as examining their functions and drawing conclusions. The data were taken from several TikTok comments, using Allan and Burridge’s (2006) theory to analyze the types of slang, and Mattiello’s (2008) theory to examine their functions. The findings reveal that the morphological processes of the slang words include Clipping (28%), Blending (17%), Acronyms (23%), Reduplication (5%), Borrowing (7%), Semantic Shift (11%), and Compounding (7%). In terms of creativity, only 45% of the slang—particularly Clipping and Blending—were considered creative. However, regarding function, only 30% of the slang words were used to express identity, as only 3 out of 10 words analyzed served that purpose.]]>
<![CDATA[Exploring Outdoor Classes Writing Creativity: Teaching Writing at the Seventh Graders in EFL Context ]]>
<![CDATA[Anggraini, Adelia Septian]]>;
<![CDATA[Prasetyarini, Aryati]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.18515
<![CDATA[This study explores the learning of writing outside the classroom to explore or ideas in writing especially in English. The purpose of this study is to improve students' creativity and convey ideas through writing skills, especially in English, using learning methods in the form of activities outside the classroom for seventh-grade students in one of the Islamic schools in Surakarta. In addition, the purpose of this study is to analyze the opinions of students and teachers regarding the implementation, efficiency, and effectiveness of the use of learning methods outside the classroom by teachers for students to improve recount text writing skills in English subjects. The participants in this study were seventh-grade students totaling 21 with 14 female and 7 male, and 3 teachers from one of the Islamic schools in Surakarta. Data collection techniques used include observation, interviews, and documentation. The data collection instruments used were observation sheets, also question sheets for interviews. The data analysis technique used qualitative data analysis, with data collection methods in the form of interviews with participating parties and the results of field observations. And some supporting documents from this research. The success criteria of this study are seen from the results of interviews, and observations, as well as the process and results of recount text writing skills.]]>
<![CDATA[Boosting EFL Speaking Skills through Role Play: Evidence from Seventh Grade Students ]]>
<![CDATA[Sukmara, Edi]]>;
<![CDATA[Friatin, Lilies Youlia]]>;
<![CDATA[Tarwana, Wawan]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.21510
<![CDATA[This study investigates the effectiveness of role play in enhancing English as a Foreign Language (EFL) speaking skills among seventh-grade students at SMPN 1 Panawangan, Ciamis. Recognizing speaking as a central yet challenging skill for EFL learners, particularly in Indonesian classrooms where conventional teacher-centered methods prevail, the study sought to determine whether role play could provide more meaningful and engaging communicative opportunities. Employing a true experimental design with a pre-test–post-test control group, 64 students were randomly assigned into experimental and control groups. The experimental group received six sessions of role play–based instruction, while the control group was taught through traditional drills and guided dialogues. Students’ speaking performance was assessed in terms of fluency, vocabulary, pronunciation, and grammar, with inter-rater scoring ensuring reliability. Findings revealed that while both groups showed improvement, the experimental group demonstrated significantly higher gains in overall speaking performance, as confirmed by independent samples t-test results (t-observed = 3.456 > t-table = 2.000, p < 0.05). Role play not only enhanced linguistic competence but also boosted learners’ confidence and reduced speaking anxiety by creating a supportive, interactive environment. These results align with the principles of Communicative Language Teaching (CLT) and socio-constructivist theory, highlighting role play as a learner-centered strategy that fosters authentic communication and equal participation. The study concludes that role play is an effective pedagogical tool for improving junior high school students’ speaking abilities and recommends its integration into EFL curricula to promote fluency, confidence, and communicative competence in real-life contexts.]]>
<![CDATA[Mapping the Culinary Lexicon: A Semantic Analysis of Dagbani Cook Verbs ]]>
<![CDATA[Bashiru, Nurideen]]>;
<![CDATA[Yussif, Ben Kudus]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v9i2.18951
<![CDATA[This study analyzes the semantic field of culinary expressions in Dagbani, a language within the Mabia group spoken predominantly in Northern Ghana. Using Cruse’s (1990) Lexical Semantics Relation Theory as a theoretical framework, the research focuses specifically on the semantics of cook-related verbs. The study adopts a qualitative research approach by identifying and examining sixteen distinct cooking verbs in Dagbani. The findings reveal that each verb tends to collocate with specific food items, and that the choice of verb is influenced by factors such as the method of preparation, the intensity of heat applied, and the presence or absence of a heat source. This analysis contributes to a deeper understanding of the relationship between language, culture, and culinary practices in Dagbani.]]>
