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Journal of English Teaching, Literature, and Applied Linguistics
Published by Universitas Muhammadiyah Gresik
ISSN : -     EISSN : 26145871     DOI : http://dx.doi.org/10.30587/jetlal.v3i1.785
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Teaching, Literature, and Applied Linguistics is published by the English Education Department, Faculty of Teacher Training and Education University of Muhammadiyah Gresik, twice a year in February and August. The purpose of this journal is to facilitate scientists, researchers, and teachers to publish original research articles or article reviews. The article essentially contains topics on Learning Media, Learning Strategies, Learning Technologies, English Literature, and Applied Linguistics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
 1   2 
Search results for , issue "Vol 9 No 1 (2025)" : 14 Documents clear
Irony in Matt Bettinelli Olpin And Tyler Gillet's Abigail (2024) Yulianti, Sinta Augina; Sudarisman, Yoga; Fauzi, Erfan Muhamad
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9113

Abstract

This research contributes to the analysis of irony that builds the horror formula. Irony is one of the techniques used in movies to convey the message of the contradiction between hope and reality. The movie Abigail (2024) by Matt Bettinelli Olpin and Tyler Gillet illustrates that irony can construct a horror formula. The analysis in this study aims to find out what aspects of irony are contained in Matt Bettinelli Olpin and Tyler Gillet's Abigail (2024) and to identify aspects of irony that construct the horror formula in Matt Bettinelli Olpin and Tyler Gillet's Abigail (2024). This research uses Petrie and Boggss' theory for irony, while the horror formula theory used is Sarricks' theory. This research uses a descriptive qualitative analysis method to analyze the data. The results of the study found six types of irony that help construct the horror formula: dramatic irony, irony of situation, irony of character, irony of setting, irony of tone, and cosmic irony. The data used are dialog scenes collected in the form of screenshots.
Impoliteness Strategy In K-Pop Song Lyrics By Blackpink: - Samosir, Monalisa Br; Sembiring, Rony Arahta; Sihite, Jubilezer
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9005

Abstract

This research aims to find out the types of impoliteness strategy and to find out the application of impoliteness strategy in the song lyrics. Blackpink. The data presented is 34 lyrics. This research is a qualitative descriptive research. The data source was taken from YouTube, totaling 13 songs. Data were analyzed based on the incivility strategy developed by Culpeper (1996). Types of impoliteness found in blackpink song lyrics, 1. Bald impoliteness when recorded 12% 2. Positive politeness 29% 3. Negative impoliteness 53% 4. Sarcastic or mocking politeness 6% 5. Withholding politeness 0%. Why here I don't find wiyhold impoliteness because in the song withhold impoliteness it is very rarely used. Culpeper (2005) makes two observations in the realm of impoliteness. First, he believes that language and non-linguistic cues do not imply impoliteness. To put it another way, neither language nor non-linguistic cues are inherently disrespectful but according to Culpeper (1996), impoliteness can be conveyed not only vocally but also non-verbally, such as avoiding eye contact. When assessing impoliteness, it is also necessary to examine paralinguistic and nonverbal aspects, which is why it is impossible to use this type of song. This finding shows that Blackpink's lyrics use more negative types of impoliteness, which is why the impoliteness strategy is suitable for use in this research.
The Engaging Interactive Kahoot Application for Vocabulary Mastery and Students’ Motivation Devitriana, Annisa; Wijirahayu, Suciana
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9325

Abstract

This study investigates the influence of Kahoot, a game-based learning platform, in enhancing vocabulary mastery and learning motivation among tenth-grade students in Depok, Indonesia. The research addresses the challenges faced by students in vocabulary acquisition, particularly in Narrative and Recount texts. Through a descriptive qualitative approach and utilizing cluster purposive sampling, this study examines how Kahoot's interactive features facilitate vocabulary learning and boost student engagement. The research design is a survey, which was conducted at a private senior high school in Depok (West Java), involving a total of 72 student as participants. Data collection involved questionnaires with Likert scales, open-ended questions, and vocabulary tests administered among tenth-grade students. Findings revealed that Kahoot successfully transformed traditional vocabulary learning into an engaging educational experience through its gamified approach and user-friendly interface. The platform's immediate feedback mechanisms and competitive elements fostered active participation while facilitating vocabulary retention. However, technical challenges such as internet connectivity issues and competitive pressure occasionally hindered the learning experience. Despite these limitations, the study demonstrates that Kahoot effectively balances educational content with entertainment, leading to improved vocabulary retention and increased student motivation.
Exploring the Influence of Personality Traits on Learning Satisfaction and Motivation in Online Education Fitriana, Deva Nur; Maruf, Nirwanto; Asmara, Candra Hadi
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9030

Abstract

This study investigates the relationships among the Big Five Personality Traits, online learning satisfaction, and learning motivation in the context of Indonesian secondary education. The objective is to examine how personality traits influence students’ satisfaction and motivation in virtual learning environments, addressing the gap in understanding these dynamics in younger learners. Employing a correlational quantitative research design, the study involved 149 ninth-grade students from an Islamic junior high school in Indonesia. Data were collected using three validated instruments: The Big Five Inventory Questionnaire, Learner Satisfaction Survey, and English Motivation Questionnaire. Pearson Product-Moment correlation analysis was used to determine the relationships among the variables. The findings reveal strong positive correlations between online learning satisfaction and learning motivation (r = 0.955), the Big Five Personality Traits and satisfaction (r = 0.986), and personality traits and motivation (r = 0.950). Conscientiousness, agreeableness, and openness to experience emerged as significant predictors of satisfaction and motivation. These results highlight the importance of creating supportive and adaptive online learning environments tailored to individual differences. However, the study is limited by its single-school setting and reliance on self-reported data. Future research should expand to diverse educational contexts and explore additional moderating factors. This study recommends designing inclusive virtual learning environments that integrate personality-based teaching strategies to enhance engagement and learning outcomes.
Exploring Veterinary Students’ Practice and Challenges in Using Quizizz for Critical Reading in a Private University Wibowo, Amiruddin Hadi; Ulfaika, Romlah; Faridy, Azka
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9503

Abstract

This study explores the effectiveness of Quizizz in enhancing critical reading skills among veterinary students in an ESP (English for Specific Purposes) course. Using a descriptive qualitative research design, the study involved 90 veterinary students from a private university who regularly use Quizizz for reading practice. Data were collected through surveys and semi-structured interviews, focusing on students' experiences, benefits, and challenges. The responses were analyzed using thematic analysis to identify key patterns related to learning effectiveness and obstacles. The results indicate that Quizizz enhances engagement, motivation, and reading comprehension by integrating gamified features such as instant feedback, leaderboards, and interactive questions. However, the study also found limitations in fostering deeper critical reading skills, as the platform primarily supports surface-level comprehension rather than higher-order thinking. Challenges such as technical issues, lack of personalized feedback, and stress from competition were also noted. To address these challenges, the study suggests integrating discussion-based activities, incorporating instructor feedback, balancing competition with collaboration, and designing questions that promote analytical thinking. Future research should explore how adaptive learning technologies and AI-driven tutoring can further support critical reading skills in veterinary ESP courses. Keywords: Quizizz, veterinary students, critical reading, gamification, digital learning,
Challenges In Teaching English Vocabulary To Special Needs Students Through Technology Jannah, Sheilla Marfuatul; Hidayat, Nur
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9432

Abstract

The development of digital technology in recent decades has influenced English education, especially in teaching vocabulary. Several previous studies have been investigated that focus on teaching vocabulary challenges through technology. However, all of those studies do not touch on the use of technology in special needs students. This study investigated the teachers’ challenges in developing students with special needs through technology. A qualitative approach with a case study design was used in this study. This study involved six EFL female teachers who taught students with special needs in one of the inclusive schools in Central Java, Indonesia, with several criteria, including having at least five years of experience in learning by using technology for teaching children with special needs, one of which is in the context of teaching vocabulary to students with special needs themselves. A semi-structured interview was designed to collect the data to obtain detailed information about teachers' barriers to using technology to develop students with special needs vocabulary. Thematic analysis was conducted to analyze the qualitative data in some steps: transcription of the interviews, identification of the main themes, coding, categorizing the themes, and making a conclusion. The study's findings indicated that teachers faced three main challenges: students’ concentration, engagement, and language.
Promoting Total Physical Response for Teaching English Vocabulary in Secondary School across Pekalongan Regency: Teachers' Perspective on its Application Ghani, Irfan; Setyaji, Arso; Hawa, Faiza
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9398

Abstract

Teaching English vocabulary is very important because vocabulary has an important role in communication. The Total Physical Response (TPR) method is considered an effective method in teaching vocabulary. This research focuses on teachers' perspectives on teaching English vocabulary using the Total Physical Response (TPR) method. Data was collected using a survey in the form of a closed-ended questionnaire focusing in the area of teachers' perspective, usefulness, advantages, disadvantages and obstacles. The survey was sent to English Teachers Association in Pekalongan Regency. Thirty (30) English teachers participated in this research. The results show that the Total Physical Response (TPR) method helps teachers in teaching vocabulary. However, teachers also encounter obstacles when teaching vocabulary using the TPR method. This research serves the use of Total Physical Response (TPR) method in teaching vocabulary which emphasizes the teacher's perspective on its application.
Exploring the Experiences During Teaching Internships in Indonesia and Thailand: Perspectives on Intercultural Skills Maesaro, Maesaro; Wijirahayu, Suciana
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9352

Abstract

Abstract This study investigates the internship experiences of English Education students from UHAMKA in Indonesia and Thailand, focusing on how these experiences shape their teaching skills and cultural understanding. Despite the growing importance of teaching English as an international language, there is limited research comparing the internship experiences of students in different cultural contexts, particularly in Indonesia and Thailand. The purpose of this study is to explore how multicultural internship experiences influence students’ confidence in teaching and their intercultural skills. A mixed methods approach was employed, utilizing Likert-scale questionnaires and open-ended questions to gather data from 34 students who completed internships in both countries. The results indicate that 85.3% of participant reported increased confidence in their teaching abilities. Challenges such as language barriers and differing teaching methodologies were identified, yet students emphasized the importance of cultural adaptation and experiential learning. The findings highlight the significance of practical internship experiences in enhancing teaching readiness and intercultural competence, ultimately preparing future educators to thrive in diverse educational settings.
Exploring The Teachers' Identity in Sakae Tsuboi's Twenty-Four Eyes Sanjaya, Paschalis Kurniawan; Bram, Barli
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.8867

Abstract

Teachers play an essential role in the field of education. Their identities are crucial to the teaching profession. In the wide range of literary works, especially books or novels, teachers often appear as a character. This research was conducted to explore the identity of the teacher depicted in Japan's legendary novel Twenty-Four Eyes by Sakae Tsuboi which was translated by Akira Miura. This novel tells the story of a young teacher's journey in a remote area of Japan during World War II. One research question was raised, “how is the teacher identity depicted in the Sakae Tsuboi: Twenty-Four Eyes?” Qualitative research, specifically document analysis was used to explore the teacher identity in this novel. The researchers also implemented a close reading method to gain a deeper understanding about the related topic. The data was carefully analyzed using thematic analysis. The use of a Social Role Theory (SRT) helps the researchers to interpret the text. It showed that social relations happening will affect feelings, thoughts, and behaviors. Based on the text, the researchers concluded three themes appeared as the identity from the teacher; teacher as an educator, as an inspirator, as a challenger, and as oppressed. It is hoped that through the result of the research, teachers, educators, or even scholars can gain meaningful insight related to identity.
An Exploration of Learning Motivation and Reading Comprehension of Accounting Students Using Quizizz Widyasari, Mustika Dyah; Wijirahayu, Suciana
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.9375

Abstract

Abstract This exploration study explores the role of Quizizz in improving learning motivation and reading comprehension among Accounting students at state a vocational high school (SMKN 21 Jakarta) in the 2024 school year. Using a survey-based methodology, this study investigates how this gamified learning platform affects students' engagement and their ability to comprehend English reading content. A structured survey was used to gather information from 36 accounting students about their Quizizz experiences, opinions and difficulties. The results showed mixed results; some students felt that this platform improved their motivation and comprehension, while others expressed doubts about its efficacy. This study emphasizes the ability of digital platforms such as Quizizz to create an interactive and engaging learning environment, while overcoming barriers in students' adaptation to new technologies. The findings provide useful insights for educators and augment the ongoing discussion about incorporating technology into education,offering practical implications for classroom practices as well as recommendations for further research and wider implementation. Keywords: Quizizz; Learning Motivation; Reading Comprehension.

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