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Journal of English Teaching and Applied Linguistics (JETAL)
Published by Universitas HKBP Nommensen
ISSN : -     EISSN : 27149811     DOI : https://doi.org/10.36655/jetal.v2i1
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 16 Documents
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Search results for , issue "Vol 6 No 2 (2025): April" : 16 Documents clear
An Analysis of Grammatical Errors in Thesis Abstracts and Strategies for Improvement Noviyanti, Sari Dewi
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1804

Abstract

This study examines grammatical errors in English-language thesis abstracts by students at an Islamic Higher Education institution in Central Java and proposes strategies for improvement. Employing a mixed-methods design, the research analyzed 50 randomly selected abstracts from seven faculties, published between 2021 and 2023, using James’ (1998) error analysis framework (grammatical, substantive, lexical, syntactic, and semantic errors) and APA 7th edition guidelines. Data collection involved quantitative error categorization and qualitative insights from surveys and interviews with students and stakeholders. Findings reveal 2,616 errors, with grammatical (24%), substantive (21%), and lexical (23%) errors being most prevalent, alongside incomplete structures in 80% of abstracts. Key causes include interlingual (L1 interference) and intralingual (English complexity) factors, compounded by inadequate guidelines and oversight. These errors undermine clarity and credibility in academic writing. The study recommends providing clear abstract writing guidelines, specialized courses, workshops, and robust evaluation systems, including grammar-checking tools and faculty-led reviews, to enhance writing quality. Implications suggest that improved training can elevate students’ scholarly communication skills and institutional academic standards. Limitations include the small sample size (50 abstracts), which may not fully represent the student population, and a sole focus on English writing. Future research should expand sampling, explore error causes qualitatively, and assess intervention effectiveness longitudinally.
Enhancing EFL Students’ Speaking Skills Through the Debate Technique: A Classroom Action Research Study Oktaviani, Anggit Laesa; Rapiudin, Tubagus Udong; Mahyati, Mahyati; Supriyanto, Edy; Suryadi, Asep
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1808

Abstract

This study aims to analyze the implementation of the debate technique in improving students’ speaking skills and to assess the outcomes after its application. Conducted in class XI A3 of SMAN 19 Tangerang Regency, the research involved 36 students and employed Classroom Action Research (CAR) through two cycles. Data was collected via observation, documentation, and speaking tests, and analyzed using both quantitative and qualitative methods. The population of this research is 180 students in the XI science classes, while for the samples, the researcher selected 36 students from XI A3 because this class is considered to be the most passive one compared to others . xxxxx The findings revealed that the debate technique was effective in enhancing students’ speaking performance, self-confidence, and classroom interaction. The pre-test score was 62 . These improved to 68.67 in the in cycle one. In the cycle 2, students exceeded the minimum passing score, achieving 76.89. The results indicate that debate is a beneficial and engaging technique for fostering speaking skills in an EFL context. It is recommended that teachers integrate debate activities into their instruction to encourage student participation, critical thinking, and oral communication. Yet, the improvement on the pronunciation needs more exploration for the next research.
The Effectiveness of the Duolingo Application in Learning English Vocabulary for High School Students Silalahi, Dumaris E; Purba, Igna Mariana; Sirait, Eka Uchi Monica; Panjaitan, Anita; Zamorano, Alex
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1833

Abstract

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.
UNCOVERING THE LINK BETWEEN STUDENTS’ ATTITUDE TOWARD READING AND THEIR COMPREHENSION ABILITIES Oktaviana, Anggi Try; Asnita, Roma Nur; Amrina, Rizqy Dwi
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1834

Abstract

Reading attitude gives good influence to reading comprehension achievement. This study sought to establish a non-experimental research design and employed a correlational research method. Instruments used in this research were a questionnaire to assess reading attitude and a multiple-choice reading comprehension test. The research population consisted of 426 students. The researchers took 105 students as the sample using a random sampling technique. By using Pearson Product-Moment on SPSS in analyzing the data, the researchers found that the sig-t was 0.114, higher than the significant alpha of 0.05 (sig.t > 0.05). It demonstrates that Ho1 is accepted, or that there is a significant negative correlation between the students' reading attitude and reading comprehension. The researchers 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. Since students' reading attitudes have a minimal impact on their reading comprehension achievement, educators should explore other influential factors, such as teaching methods, vocabulary knowledge, and critical thinking skills. Future research should consider additional factors, such as cognitive abilities, language proficiency, and learning environments, to gain a more comprehensive understanding of reading comprehension influences.
The Impact of Social Media and 4C Skills (Critical Thinking, Communication, Creativity, Collaboration) in English Language Learning: Students’ voices Juni, Muliana; Mahmud, Muzdalifah; Machmud, Karmila
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1871

Abstract

This study explores students’ subjective perspectives on the use of social media platforms (e.g., TikTok, Instagram, YouTube) in developing their 21st-century 4C skills (Critical Thinking, Communication, Creativity, Collaboration) within an English Language Learning (ELL) context. Using descriptive qualitative methods with semi-structured interviews, this study synthesizes wide-ranging perceptions on the use of platforms and how they facilitate students in improving 4C skills in English learning. The results were further analyzed thematically. Key findings indicate that, although students recognized that social media is an accessible and engaging tool for English learning, its use for developing 4C skills is not without significant challenges. Students posited that social media effectively facilitates the practice of communication skills (writing and speaking), stimulates creativity, and supports online collaboration skills. However, they also suggested that the development of critical thinking is hampered by the difficulties in evaluating the credibility of information online. The practical implications of this study highlight the need for lecturers to design structured pedagogical support and for policymakers to integrate digital literacy into the curriculum. Without strategic guidance, the potential of social media to enhance 4C skills is at risk of being underutilized.
EXPLORING STUDENTS’ INTEREST IN LEARNING ENGLISH AS A FOREIGN LANGUAGE THROUGH TRADITIONAL GAMES IN 2nd GRADERS nurasid, Ami; Pasaribu, Arsen Nahum; Sinambela, Erika; Zour, Minliw; Wag, Yong
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1917

Abstract

This study investigates students’ interest in learning English as a foreign language through traditional games in primary school. Using a qualitative descriptive method, the research focuses on student interest based on classroom observations and interviews, applying Schiefele’s (2009) indicators of student interest. The study population includes grades 2A, 2B, and 2C (87 students) at SDIT Permata Hati, Tebing Tinggi. A purposive sample of 29 students from grade 2B was selected. Data collection involved interviews and classroom observations. The findings indicate that a majority of students show high interest in learning English through traditional games. During game-based activities, 96% of students demonstrated positive emotional responses such as excitement and enthusiasm, reflecting key indicators of interest. These results suggest that traditional games can effectively enhance student motivation and engagement in English learning. The findings offer practical implications for English teachers in utilizing traditional games as instructional media. Moreover, the study recommends further research to explore the effectiveness of traditional games in secondary school contexts, particularly in enhancing interest and developing language skills such as listening, speaking, reading, and writing.

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