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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 179 Documents
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English Teachers' Strategies in Teaching Reading Comprehension and the Challenges Encountered Zhofiroh, Rana Afifatuz; Nuraeningsih, Nuraeningsih; Romadlon, Farid Noor
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.v10i1.21039

Abstract

This research aims to describe the strategies used by English teachers in teaching reading comprehension at SMAN 1 Jekulo and to identify the challenges faced during their implementation. The background of this study is the fact that many students still have difficulties in understanding English texts due to limited vocabulary, lack of mastery of reading strategies, and low learning motivation. This study applied a descriptive qualitative method. The data obtained through classroom observations as well as interviews with four English educators. The results show the teachers used a number of tactics, like scaffolding, think-aloud, reciprocal teaching, SQ3R, and QAR. The usage of these tactics was adapted to the students' competence stage, course objectives, and genre of literature. In mixed-ability classes, teachers also made certain adaptations, such as providing extra assistance to struggling students and assigning more difficult assignments to students who were more competent. Several problems remain, such as limits vocabulary, student ability gaps, a lack of enthusiasm in reading, and limited time in the classroom. However, the implementation of these strategies improved students' reading comprehension and made the class more interesting. The findings of this study are expected to provide teachers with suggestions for selecting and developing reading techniques, and they will also serve as an example for future researchers researching into ways for teaching reading comprehension in different situations.
English Talks for Business Communication: The Use of Free4talk in Vocational Education Tarigan, Surya Setiadi
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.v10i1.21944

Abstract

The rapid digital transformation in the Industry 4.0 era has reshaped vocational education, emphasizing the need for graduates who possess strong English communication skills aligned with global business demands. This study investigates students’ perceptions of using Free4Talk, an online language exchange platform, to enhance English for Business Communication among vocational students. Employing a mixed method design, the research collected quantitative data through a five point Likert scale questionnaire and qualitative data through semi-structured interviews with 20 Business Administration students at Kupang State Polytechnic. Descriptive statistics were used to analyze the questionnaire, while thematic analysis was applied to interpret interview responses. The findings revealed that students hold positive perceptions of Free4Talk across four key dimensions: usability and accessibility (M=3.73), motivation and engagement (M=3.59), language and business communication skills (M=3.45), and intercultural communication competence (M=3.43) all categorized as “high.” The results indicate that Free4Talk effectively fosters speaking fluency, confidence, and intercultural awareness through authentic, real time interaction with global users. Students valued its accessibility, user friendly design, and motivational features that encouraged frequent speaking practice beyond the classroom. In conclusion, integrating Free4Talk into vocational English instruction bridges academic and workplace communication needs, supporting the development of globally competent communicators. It is recommended that future research employ experimental or longitudinal approaches to examine measurable gains in fluency, accuracy, and pragmatic competence, as well as to explore the integration of teacher guidance and feedback mechanisms in technology-mediated language learning
Evaluating the Macro Skills Proficiency of Out-of-School Youth and Adults Lutog, Marevic Jean
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.v10i1.21110

Abstract

This study aimed to evaluate the macro skills of the Out of School Youth and Adults enrolled in the Alternative Learning System of the City of Mati, Davao Oriental. Included in the macro skills are listening, speaking, reading, writing, and viewing which are relevant to develop critical thinking, learning and effective communication. The OSYA are individuals who have not finished formal schooling due to a variety of reasons but are students of non-formal education. There are 100 respondents chosen by simple random sampling from the Mati North District and Mati Central District. Through a checklist, it was discovered that the OSYA have high levels of macro skills wherein listening is the highest while speaking is the lowest. This was based on their self-evaluation and analysis. Based from the results, it was concluded that listening is the most useful skill since it is relevant in understanding and participating in daily conversations. On the other hand, even though speaking has a high result, it still showed activities that are inconsistently executed. It is important that each macro skill should be developed to increase their competence in the language. Even though the study yielded high results, it is still significant to undergo additional investigation to further examine their macro skills. This research is also important to help the OSYA and ALS mobile teachers to strengthen their learning and teaching process
An Empirical Study on the Segmental Features of English Pronunciation of High School Students and Their Impact on Speech Intelligibility Huang, Xiaohu
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.v10i1.21364

Abstract

Oral examinations are now part of China’s College Entrance Examination, yet many students lose points due to pronunciation errors that reduce intelligibility, largely stemming from the L1 transfer. High-school instruction seldom targets intelligibility-critical segmental features, partly because these features and their effects are under-researched. To address this gap, researchers analyzed the segmental pronunciation and intelligibility of 55 Grade-10 students in a Chongqing high school. Speech was collected via Voice Memo, annotated by trained raters for segmental errors, and rated for intelligibility; statistical analyses were conducted in IBM SPSS. Results show vowel errors outnumber consonant errors, with certain phonemes (e.g., /iː/, /ɪ/, /θ/) exceeding a 40% error rate. These errors frequently led raters to misidentify words, directly lowering intelligibility scores. Segmental error rates were significantly associated with intelligibility, indicating that targeted training on high-error vowels and consonants can yield measurable gains. The study offers practical guidance for pronunciation instruction, especially in dialect-influenced regions.
Bilingualism Practices on Cinta Laura and Daniel Mananta’s Podcast Tivani, Azzahra Happy
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.v10i1.22257

Abstract

This study examines how Cinta Laura and Daniel Mananta, two well-known Indonesian public figures who often speak in English and Indonesian, use both languages in their podcast conversations.  This research analyzes one selected podcast episode to determine the classification of coordinative, subordinative, and compound bilingualism based on Weinreich's classification. A descriptive qualitative approach was used in this study. After data was collected through listening and note-taking, categorization and frequency analysis of bilingual utterances were conducted.  The results show that compound bilingualism is the most common (48 percent), indicating that both languages are integrated into a single, unified system of meaning.  Subordinate bilingualism is very common (36 percent), where Indonesian is used as the basis for thinking while English is used for emphasis or stylistic effect. Most cases of coordinative bilingualism (16%) occurred when speakers used English exclusively without relying on Indonesian.  These results indicate that young Indonesian speakers use bilingualism flexibly and strategically in digital media, with Indonesian remaining the basis of communication while English adds expressiveness, a modern feel, and global appeal. This study enhances our understanding of bilingual practices in informal digital discourse and encourages further research on bilingualism across different speaker backgrounds and media formats.
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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