Journal of English Teaching and Applied Linguistics (JETAL)
Journal of English Teaching and Applied Linguistic (JETAL) is a peer-reviewed journal published in Indonesia by the Department of English Education, Faculty of Teacher Training and Education, the University of HKBP NOMMENSEN (PSPBI FKIP UHKBPN). This journal is published twice a year: April and September. The scopes of the journal include the following topic areas: English Language Pedagogy, TEFL, English Teaching, English for Specific Purposes (ESP), ELT Materials Development and Evaluation, English Language Testing and Assessment, Linguistics, Translation, Critical Discourse Analysis.
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<![CDATA[Unlocking the Power of ChatGPT: Students’ Interest in Asian Parliamentary Debate Classroom ]]>
<![CDATA[Rahmatullah Syaripuddin]]>;
<![CDATA[Asriadi Rasyid]]>;
<![CDATA[Aswinda Darwis]]>;
<![CDATA[Suhria Suhria]]>;
<![CDATA[Nurqadriyanti Hasanuddin]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1690
<![CDATA[This study aims to measure students’ interest in using ChatGPT to teach English using the debate clinic method to improve students’ speaking skills. Descriptive quantitative research involving 14 students of the Islamic Religious Education Study Program, STAI DDI Pinrang, used a questionnaire to measure four indicators of learning interest: feelings of pleasure, interest, paying attention, and involvement. The results revealed that the student’s average score of learning interest reached 77, indicating a relatively high interest. Students’ participation in formulating and refuting arguments during debates proves that ChatGPT positively impacts the development of students’ critical thinking skills. Therefore, this study contributes to developing technology-based pedagogy, especially in academic debate. Integrating ChatGPT in the debate process allows teachers to create a more dynamic and interactive learning environment where students can be more actively involved. However, the study has several limitations. First, the limited number of samples, so generalizing the study results may not apply to a broader population. Additionally, it only focused on one study program at one institution, so the results may not reflect the situation at other institutions. Therefore, further research can explore other factors that influence learning interest, such as pedagogical aspects and technology used in the learning process.]]>
<![CDATA[Flipping the Page: Engaging Elementary Literacy with Interactive Storybooks ]]>
<![CDATA[I Ketut Trika Adi Ana]]>;
<![CDATA[Made Sri Indriani]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1729
<![CDATA[Literacy skills still become a serious challenge for elementary school students in Indonesia. Thus, this research aimed to develop interactive storybooks to support literacy activities at elementary schools. This study can be classified as a research and development study following the Successive Approximation Model. Study data were collected from teachers and students at one of the elementary schools in Bali through interviews, documentation, expert judgment, and questionnaires. Data were analyzed qualitatively and quantitatively. Interview and documentation results underwent qualitative analysis using interactive data analysis models. Expert judgment results were analyzed using the inter-rater agreement model, while questionnaire results were analyzed descriptively and categorized using intervals derived from theoretical ideal reference assessments. The findings revealed a strong preference among students for flipbooks with vibrant illustrations, animal characters, smartphone compatibility, and interactive quizzes. The expert judgment further confirmed the suitability of the content for children and its ability to improve students' understanding of narratives. Besides, students’ feedback indicated high acceptance and enthusiasm for the developed flipbooks. However, it is essential to note that the limitation of the study lies in the evaluation regarding the impact of flipbooks on students' literacy skills, which was not conducted. Therefore, it is crucial to conduct a further study utilizing experimental methodology to validate their effectiveness in improving elementary school student’s literacy.]]>
<![CDATA[The Effectiveness of the Duolingo Application in Learning English Vocabulary for High School Students ]]>
<![CDATA[Silalahi, Dumaris]]>;
<![CDATA[Sirait, Eka Uchi Monica]]>;
<![CDATA[Purba, Igna Mariana]]>;
<![CDATA[Panjaitan, Anita]]>;
<![CDATA[Zamorano, Alex]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April In Progress ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1802
<![CDATA[The use of learning media is one of the important things in the era of increasingly rapid technological development. It makes learning interesting and effective. An effective English language and teaching media in this new era is Duolingo. It provides methods of learning while playing games, which certainly attracts the attention of language learners. The effective use of Duolingo application is described based on the result of pretest and posttest comparison. The research method is quantitative based on the participants’ scores. The test is vocabulary test which addressed into the students of class XII SMA N 1 PERUMNAS BATU 6 as the participants. Data analysis indicate that Duolingo application is an effective English language and teaching media. The average score in pretes is 64. 53 and it becomes 91.13. This research concluded that Dulingo help the participants to improve English vocabulary knowledge.]]>
<![CDATA[Uncovering the Link between Students' Attitude toward Reading and their Comprehension Abilities ]]>
<![CDATA[Oktaviana, Anggi Try]]>;
<![CDATA[Amrina, Rizqy Dwi]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April In Progress ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1810
<![CDATA[Reading attitude gives good influence to reading comprehension achievement. It means that, those who have good reading attitude will be also have a good reading comprehension achievement. However, based on the preliminary research, the teacher revealed that students who had basic comprehension showed ability while reading, but some other students felt lazy, even before reading the text. Therefore, This study sought to establish a correlation between students' reading attitudes and reading comprehension achievement at SMA Muhammadiyah 1 Palembang. This research is a correlational study. There were two types of instruments used to collect data. The researcher employed a questionnaire to assess reading attitude, and a multiple-choice reading comprehension test. The research population consisted of 426 students. The researcher then took 105 students as the sample using random sampling technique. By using Pearson Product Moment on SPSS in analyzing the data, the researcher found that the sig. t was 0.114, higher than the significant alpha of 0.05 (sig.t > 0.05). It demonstrates Ho1 is accepted, or that there is a negative significant correlate between the students' reading attitude and reading comprehension. The writer also discovered that reading attitude has little impact on the 1.5% reading comprehension achievement at SMA Muhammadiyah 1 Palembang. The remaining 98.5 percent was influenced by various factors.]]>
<![CDATA[IDENTIFICATION OF TRADITIONAL BALINESE FOOD LEXICON IN MENYALI VILLAGE: AN ETHNOLINGUISTIC STUDY ]]>
<![CDATA[I Ketut Trika Adi Ana]]>;
<![CDATA[I Gede Budasi]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v4i22.1680
<![CDATA[For Balinese people, traditional Balinese food is consumed and offered or performed in rituals and Hindu religious activities. Although some traditional Balinese foods have succeeded in becoming world-famous, many traditional Balinese dishes and cooking utensils are now starting to be unknown to the younger generation of Bali, especially the names of traditional foods used for rituals. For this reason, this study aims to identify the lexicons of traditional Balinese food and traditional Balinese cooking utensils. This research is an ethnolinguistic study. This research was conducted in Menyali Village, Sawan District, Buleleng. Data were collected using interviews and observations. Five traditional figures in Menyali Village were selected using the snowballing technique involved in this study. The collected data were analyzed qualitatively using an interactive data analysis model, carried out in three stages: data condensation, data display, and conclusion drawing/verification. This study found 81 lexicons categorized as nouns, consisting of 28 lexicons of traditional Balinese food names, 33 cooking tools, and 20 cooking spices. This study also identified 21 verbs related to the techniques or processes of cooking traditional Balinese food. In addition, this study also identified 28 adjectives related to traditional Balinese food. Thus, this study has successfully identified 130 lexicons related to food and cooking tools for traditional Balinese food. Considering the existence of the Balinese language, which is now starting to be endangered, the list of lexicons can be an essential note in maintaining it.]]>
<![CDATA[ENHANCING ENGLISH PRONUNCIATION STRESS PATTERNS THROUGH LYRIC-BASED SONG ON SPOTIFY ]]>
<![CDATA[Marrieta Moddies Swara]]>;
<![CDATA[Lutfia Adinda]]>;
<![CDATA[Imam Sudarmaji]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1766
<![CDATA[This study investigates the use of songs with moving lyrics on the Spotify app as a medium to improve the pronunciation skills of first-grade vocational high school students. This classroom action research was conducted at SMK TI YPML and employed pre-tests, post-tests, observation checklists, and questionnaires to evaluate the effectiveness of the intervention. The results showed the effectiveness of using songs with moving lyrics on the Spotify app to enhance English pronunciation skills, specifically focusing on stress patterns among students, conducted through a single cycle approach. Pre-test results revealed a mean score of 52, with 80% of students below the competency benchmark of 66. Post-test scores improved significantly, with the average rising to 63 and 60% of students meeting the learning objectives. Observational data indicated high levels of attendance, involvement, and enjoyment, while questionnaire responses showed a good understanding of pronunciation concepts, despite some challenges in engagement and specific sound articulation. These findings demonstrate the positive impact of innovative teaching methods on pronunciation skills, particularly in mastering stress patterns, while also highlighting the need for additional support for struggling students.]]>
<![CDATA[Exploring Student Experiences in E-Learning for English Literacy: Voices from an Indonesian Higher Education Context ]]>
<![CDATA[Amrang Amrang]]>;
<![CDATA[Adi Isma]]>;
<![CDATA[Rusdiah Rusdiah]]>;
<![CDATA[Ridwan Ridwan]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1795
<![CDATA[This qualitative case study explored students' experiences and responses towards the implementation of e-learning in English literacy classes at Universitas Sulawesi Barat, Indonesia. The study employed a purposive sampling method, involving 145 students enrolled in reading and writing courses during the 2022/2023 academic year. Data were collected through reflection essays addressing 30 questions, validated by subject matter experts, and analyzed using thematic analysis. The findings revealed several key themes, including challenges faced by students such as internet connectivity issues and initial difficulties navigating e-learning systems. While e-learning facilitated ubiquitous learning, concerns were raised regarding engagement levels, social connectedness, and comprehension compared to face-to-face interactions. Students valued the flexibility and accessibility of e-learning resources but emphasized the need for relevant, reliable, and interactive materials. The study underscored the valuable role of technology in enhancing e-learning quality through expansive content access, interactive features, and flexibility. However, digital literacy gaps and suitability concerns for certain skills were identified as limitations. Overall, a balanced blended learning approach integrating e-learning with traditional face-to-face elements was recommended to optimize learning outcomes in English literacy education. The findings inform pedagogical practices, institutional strategies, and future research on leveraging educational technology to enhance English literacy instruction effectively.]]>
<![CDATA[The Use of Infographics to Improve Students’ Reading Comprehension Skills ]]>
<![CDATA[Imam Sudarmaji]]>;
<![CDATA[Vina Nurfadilah]]>;
<![CDATA[Aziz Fauzi]]>;
<![CDATA[Vera Fajrin]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1797
<![CDATA[Reading comprehension is a difficult thing for students to do. This can happen due to several factors including the learning medium used in the process. The aim of this research was to describe how infographics can improve students’ reading comprehension of procedure texts. This research employed a classroom action research method. The subjects of this study were 33 tenth-grade students. The instruments in this study were tests, questionnaires, observations and interview. The findings of the study showed that students’ reading comprehension improved significantly, as evidenced by the mean score of the post-test being 86 which was higher than the mean score of the pre-test which was 77. In addition, students’ responses to the use of infographics in procedural texts were positive. In this regard, this study suggests that infographic media can be an effective tool to improve reading comprehension skills in various educational settings, which has the potential to benefit EFL learners.]]>
<![CDATA[Behind the Mask: A Psychological Exploration of Emily Nelson’s Sociopathic Traits in A Simple Favor Movie ]]>
<![CDATA[Theresia Mundi Astuti]]>;
<![CDATA[Hema Sauomi]]>;
<![CDATA[Bayu Andika Prasatyo]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1798
<![CDATA[This study aims to showcase the personality disorder of a single character in “A Simple Favor” movie. Applying a qualitative method, the researchers employ a descriptive qualitative method to examine the characteristic type of the main character’s sociopathic personality disorder. The findings reveal that the main character named Emily Nelson exhibits a complicated sociopathic personality disorder defined by three interconnected dimensions: narcissistic, amoral, and aggressive characteristics traits of a sociopath. Emily's narcissism is shown by her arrogance, entitlement, and deceptive behavior. Her amoral behavior indicates a serious absence of guilt for her detrimental deeds. The latter sociopathic characteristic she displays is aggressiveness. Emily’s aggression is purely utilitarian and expressive. The study highlights the utility of psychological frameworks in analyzing fictional characters, enriching literary and film criticism by providing deeper insight into character motivation and complexity. The recommendation include analyzing a broader range of characters across different films or literary works to identify common patterns and unique features in the depiction of sociopathy. Besides that, comparative studies would enhance understanding of how antisocial personality disorder is represented in popular culture. The study exclusively analyzes the character Emily Nelson from “A Simple Favor” movie, focusing on her sociopathic traits as depicted in a fictional narrative. This limits the generalizability of findings to real-life cases of sociopathy or antisocial personality disorder, as film characters are constructed for dramatic effect and may not fully align with clinical realities]]>
<![CDATA[An Exploration of EFL Students' Perceptions of AI-Integration in the Learning Process ]]>
<![CDATA[Putri Rizki Syafrayani]]>;
<![CDATA[Riska Ayunda]]>;
<![CDATA[Merry Luz Molina]]>;
<![CDATA[Anna Riana Suryanti Tambunan]]>;
<![CDATA[Sri Minda Murni]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v6i2.1803
<![CDATA[This study explores EFL students’ perceptions of artificial intelligence (AI) integration in language learning, utilizing Kahneman’s Dual Process Theory (2011) to examine intuitive (System 1) and reflective (System 2) cognitive responses. The study aims to understand how junior EFL learners engage with AI tools, and to explore the perceived benefits and challenges of AI-assisted learning. A qualitative research approach was employed, involving 14 students from a Junior-Teenager Conversation class in Medan, selected through convenience sampling. Data were collected using a two-part questionnaire: the first part consisted of multiple-choice items to assess instinctive, emotional reactions, while the second part included open-ended questions to elicit analytical and evaluative responses. Data were gathered during regular classroom sessions and analyzed thematically using Braun and Clarke’s (2006) five-phase framework. The findings revealed that 71.4% of students found AI tools “interesting,” while 7.1% felt “optimistic” and 21.4% “amazed.” Key benefits included AI’s user-friendly interface (42.9%) and well-explained responses (35.7%), while concerns included reduced learning effort (57.1%) and potential academic dishonesty (35.7%). The study highlights the dual impact of AI enhancing personalization and engagement, while presenting ethical and pedagogical challenges. It recommends balanced integration of AI in EFL learning and further research into its long-term effects.]]>
