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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 11 Documents
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Search results for , issue "Vol 7 No 2 (2026): April In Progress" : 11 Documents clear
Teachers’ Insight on the Urgency of Research in ELT on the Excellence of English Learning Musahrain, Musahrain; Nashruddin, Nashruddin; Tanasy, Novalia; Al-Obaydi, Liqaa Habeb
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.1991

Abstract

To improve the quality of learning, teachers must have advanced knowledge of educational research. The purpose of this research is to investigate English teachers’ insights on the importance of research in English Language Teaching and its impact on the excellence of English language learning. The survey method with a quantitative approach and Focus Group Discussion were applied in this study. The population in this research were EFL teachers from junior high schools and senior high schools in South Sulawesi. The survey was conducted by sending online questionnaires to 50 English teachers randomly selected as research samples. Only those with 10 years or more teaching experience were included in the sample. The survey data were analyzed by using descriptive statistical technique. Furthermore, 5 of those 50 teachers with master (S2) qualification were involved in the FGD to gain in-depth understanding. The survey results indicate that most respondents (72,2%) understand the concept of educational research in ELT. In term of interest in research activities, 85% respondents show high interest. However, the level of involvement in research activities varies. The FGD results identify resource limitations and resistance to innovation as challenges in integrating scientific research. Evaluation with various modes is considered important to measure the effectiveness of integrating research findings in ELT into English language learning practices. Overall, the research-based learning approach is received positively among teachers. However, practical challenges need to be addressed to increase teacher engagement in research, and integrate educational research into teaching activities.
DEVELOPMENT OF FLIPBOOK-BASED ENGLISH E-MODULES TO IMPROVE THE READING SKILLS OF SEVENTH GRADE JUNIOR HIGH SCHOOL STUDENTS Pamungkas, Arimbi; Dewantari, Tri; Pramita, Reyli
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.1998

Abstract

In the current era of the Industrial Revolution 4.0, technological developments in education continue to grow rapidly. Technology plays an important role in education. Technology is considered capable of assisting teachers in the learning process both inside and outside the classroom. Technology-based learning media continue to develop, one of which is electronic-based learning media. Flipbook-based E-modules helps teachers and students in the learning process of English both inside and outside the classroom. Through flipbook-based E-modules, teachers and students easily access materials inside and outside the classroom and encourage students to learn further materials independently. Besides, flipbook-based E-module has an interesting design so that the students do not feel bored while studying. This study aims to develop an English subject E-Module based on flipbooks to improve reading skills in seventh-grade junior high school students. This study is a research and development (R&D) study using the ASSURE model (Analyze learners; State objectives; Select methods, media, and materials; Utilize media and materials; Require learner participation; Evaluate and revise). The populations of this study were seventh-grade junior high school students. The sample was purposive sampling. The data collection techniques were interview, observation, and questionnaires. The result of the study showed that the paired sample t-test, the sig. (2-tailed) value was < 0.05, namely 0.000, which means that there was an increase in the reading skills of seventh-grade junior high school students after using the flipbook-based E-Module for English. Furthermore, based on the N Gain test results, the N-Gain score with a mean of 0.7666 is included in the high criteria. The N-Gain percentage obtained was 76.6% with an effective interpretation. Thus, it can be concluded that the flipbook-based E-Module for English is effective in improving the reading skills of seventh-grade junior high school students. The use of flipbook-based E-module as a learning media increasing the reading skill of seventh-grade junior high school students. Therefore, the flipbook-based E-Module for English can be used as a media in learning English.
Teacher Strategies to Foster Autonomous Writing Skills in Elementary English Classes in the Digital Era Marsevani, Maya; Serina, Serina; Prasodjo, Pandu
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2019

Abstract

This study investigates how elementary school English teachers in Batam foster students’ autonomous writing skills in the digital era. While technology offers abundant resources, young learners often depend excessively on teacher guidance or online materials, highlighting the need for effective autonomy-supportive strategies. Using a qualitative design, data were collected from four English teachers through semi-structured and written interviews, then analyzed thematically. The findings show that teachers promote writing independence through scaffolding techniques such as structured planning, guided feedback, and reflective self-evaluation. They also cultivate metacognitive awareness to help students identify and resolve their own writing difficulties. However, limited classroom technology use and varying student motivation levels remain obstacles to developing autonomy. This study contributes to the growing literature on learner autonomy in EFL primary education by demonstrating how adaptive pedagogy can balance digital integration with self-directed learning. The results underscore the importance of reflective, flexible teaching practices that prepare students for independent writing in technology-mediated contexts.
Project-Based Learning and Translation Shifts in the Descriptive Texts: A Qualitative Study among Indonesian English Education Students Siahaan, Sanggam; Siahaan, Basar Lolo; Situmeang, Siska Anggita
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2050

Abstract

This study was to know the use of shift types in the translation of descriptive texts found in the online English Textbook published for grade 10th students in Indonesia. It engaged 39 English Education Study Program students of the University of HKBP Nommensen Pematangsiantar, Indonesia, to use Indonesian linguistic codes to replace English linguistic codes in the translation of descriptive texts. It applied a qualitative method design and randomly selected 4 projects out of 39 student-translation project portfolios. Three concurrent activities: data collection/reduction, data display, and conclusion draw/verification were used to analyze the shift types. The results were dominantly structure shifts, 83.3%, and unit shifts, 16.7%, in project 1; structure shifts, 100%, in project 2; unit shifts, 57.14% and class shifts, 21.42%, in project 3; and level shifts, 40.74%, and structure shifts, 44.44% in project 4. The students tended to used structure shifts and class shifts to keep translation fidelity, accuracy, adequacy, fluency, and coherence from English descriptive texts into Indonesian through Project-Based Learning. It needs to engage more subjects and data to shed pedagogical light to improve students’ ability in the translation of English narrative texts into Indonesian.
How Mastery of Linking, Reduction and Assimilation Predicts EFL Learners’ TOEFL Listening Proficiency Fitriani, Fitriani; Yahsya, Akhrif
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2051

Abstract

TOEFL is an international benchmark of academic English proficiency, yet its listening section remains the most demanding because it requires the rapid, real-time processing of natural speech. The difficulty intensifies when connected-speech features—linking, reduction, and assimilation—shift word boundaries and alter pronunciations, posing considerable challenges for test-takers. This study examined how learners’ mastery of these features relates to their listening performance, particularly in TOEFL, using a convergent mixed-method design. Learners completed a TOEFL-like listening test and a connected-speech test developed from a connected-speech analysis of the listening materials. Results indicated that connected-speech skills significantly predicted listening comprehension, with linking generally easier to process, while reduction and assimilation frequently caused misperceptions. These findings highlight that limited mastery of connected speech directly affects listening performance and underscore the need for targeted, feature-specific instruction. Pedagogically, to enhance listening instruction—especially in TOEFL preparation training—the curriculum should integrate intensive practice with authentic materials that train students to comprehend and produce connected speech, thereby improving their listening performance and maximizing their TOEFL listening outcome.
A PRAGMATIC ANALYSIS OF ILLOCUTIONARY ACTS IN USTADZ ABDUL SOMAD’S SPEECH ON THE 2024 GENERAL ELECTION Tanjung, Srimaharani; Nurasid, Ami; Malau, Anggi B; Siburian, Meylin A.D.; Manik, Sondang
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2093

Abstract

This study examines the pragmatic functions of Ustadz Abdul Somad’s (UAS) speech regarding the 2024 General Election. The research aims to identify the specific types of illocutionary acts employed and analyze how these linguistic choices construct a persuasive message for a peaceful election. Utilizing a qualitative approach, the dataset consists of one full-length video lecture (approximately 60 minutes) retrieved from YouTube. Data were analyzed using John Searle’s Speech Act Theory through a three-stage coding procedure: data reduction, categorization based on illocutionary functions, and contextual interpretation. The findings indicate a predominance of directive speech acts, which UAS uses to explicitly urge voters and election organizers (KPU) to uphold the LUBER JURDIL principles. By prioritizing directives over other acts, the speaker transforms a religious lecture into a practical call for civic responsibility. While this study is limited to a single speech by one prominent figure, the findings provide a framework for religious preachers to communicate political neutrality. These results contribute to the field of pragmatics by demonstrating how religious authority is leveraged to promote intelligent voting behavior and mitigate money politics in a democratic transition.
THE INFLUENCE OF LISTENING TO ENGLISH SONGS ON UNIVERSITY STUDENTS’ LANGUAGE SKILLS: A MIXED-METHODS STUDY OF ENGLISH EDUCATION STUDENTS IN PALANGKA RAYA Silitonga, Julianthi Zefana; Sujiyani, Erma; Fikri, Muhammad Subhan; Meka, Lesly Martha Cecylia
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2169

Abstract

English songs are widely used as informal learning resources and may influence students’ language development through both linguistic exposure and affective engagement. This study aims to investigate students’ perceptions of the influence of listening to English songs on their language skills in the English Education Study Program at the University of Palangka Raya. The study employed an explanatory sequential mixed-methods design. Quantitative data were collected through a questionnaire administered to seventh-semester students from the 2022 cohort(N=50). The instrument was tested for validity and reliability using Cronbach's alpha before being analyzed through descriptive statistics. Based on the quantitative results, ten students (N=10) were purposively selected for semi-structured interviews to gain deeper insights. Interview data were analyzed using thematic analysis. Quantitative findings reveal that 94% of students had positive perceptions, while 6% reported negative views regarding the use of English songs in language learning. Qualitative results revealed that listening to English songs supported vocabulary development, listening comprehension, pronunciation, speaking confidence, and overall language improvement. However, some students viewed songs primarily as entertainment and reported challenges, including distractions, exposure to informal language, and mismatches with their learning preferences. Overall, the study indicates that English songs can serve as a beneficial supplementary medium for language learning, depending on learners’ preferences and the extent of instructional integration.
ENHANCING ENGLISH FOR NETWORKING, PRESENTATION, AND COLLABORATION (ENPC) COMPETENCIES THROUGH AN INTERNATIONAL VISITING LECTURE: A DESCRIPTIVE REFLECTIVE CASE STUDY Permatasari, Ela Kristi; Dibekulu, Dawit; Lutfiana, Lutfiana; Amalia, Zaky Dzulhiza Hawin; Sholikhah, Estiningtyas; Pahlevi, Ryan Fitrian
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2152

Abstract

English language education in higher education increasingly emphasizes authentic and competency-based learning to prepare students for global academic and professional communication. Within this context, international visiting lectures are often positioned as part of internalization at home initiatives that provide intercultural exposure without physical mobility. This study aims to document and examine the implementation of an international visiting lecture entitled “Beyond the Classroom: English for Networking, Presentation, and Collaboration” and to explore how such an activity supports the development of English for Networking, Presentation, and Collaboration (ENPC) competencies among undergraduate English Education students at Universitas Muhammadiyah Brebes. Adopting a descriptive reflective case study design, qualitative data were collected from 47 participants through online survey responses, individual reflection logs, and selected student produced learning artifacts. The data were analyzed thematically and triangulated across sources to identify recurring patterns in participants’ experiences and perceived learning outcomes. The findings indicate that students reported increased awareness and confidence in using English for networking, presentation, and collaborative communication, alongside heightened intercultural awareness and learning motivation. Reflection narratives and learning artifacts further suggest that participants began to view English less as a classroom subject and more as a practical lingua franca for academic and professional interaction. Challenges related to varied English proficiency levels and limited opportunities for sustained collaboration were also identified. Overall, this study suggests that a well-structured international visiting lecture can serve as a pedagogically meaningful learning experience that supports competency-oriented English instruction and contributes to internationalization at home practices in non-Anglophone higher education contexts, while acknowledging the contextual and descriptive scope of the case study.
COLLABORATIVE TRANSLATION AND STUDENT ENGAGEMENT: A MIXED-METHODS STUDY IN INDONESIAN HIGHER EDUCATION Sinambela, Erika; Manurung, Lastri Wahyuni; Carolina, Carolina; Yuliani, Indah Rizki
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2182

Abstract

This study investigates the effectiveness of collaborative translation in enhancing student engagement and language development in translator education. The research addresses three questions: (1) how collaborative translation influences student engagement, (2) to what extent it improves language proficiency, and (3) what factors affect its effectiveness in classroom practice. Using a mixed-methods design, the study involved 20 sixth-semester students in an English Literature program at HKBP Nommensen University. Data were collected through classroom observations, a five-item Likert-scale questionnaire, semi-structured interviews, and pre- and post-tests assessing vocabulary, grammar, and translation accuracy. Quantitative data were analyzed descriptively using mean comparisons, while qualitative data were examined through thematic analysis and triangulation across data sources. Results showed consistent improvement in language performance, with mean scores increasing from 68 to 80 in vocabulary, 70 to 82 in grammar, and 65 to 78 in translation accuracy, indicating moderate learning gains. Questionnaire and interview findings revealed increased participation, shared responsibility, and greater confidence during collaborative tasks. The effectiveness of the project was influenced by group interaction, lecturer feedback, student motivation, and the use of digital resources. Participation was voluntary, and informed consent was obtained from all participants. The findings suggest that collaborative translation supports process-oriented and socially mediated translation learning.
PRAGMA-STYLISTICS IN CINDERELLA MOVIE: AN ANALYSIS OF SPEECH ACTS AND FIGURES OF SPEECH AND THEIR IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING Janah, Karunia Eka Nafilatul; Setiawan, Slamet
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2183

Abstract

An utterance having pragma-stylistics elements has to be interpreted well because how the speakers communicate and the hearers interpret cannot simply be defined from the language features or the meaning of the words. This research aims at analyzing pragma-stylistics strategies by main characters in a movie, the elements of the pragma-stylistics strategies in the story plot of the narrative stages in the movie, and the pedagogical implications of the pragma-stylistics strategies toward English Language Teaching (ELT). This descriptive qualitative research obtained the data from Cinderella movie. The pragmatics elements consist of speech acts, while the stylistics elements consist of figures of speech. The results show that there are 43 pragma-stylistics strategies that contain of 32 speech acts and 11 figures of speech in Cinderella movie. The results also show that the pragma-stylistics contribute the story plot of the narrative stages in Cinderella movie that can be seen in all parts of the movie plot; exposition, complication, crisis, climax, and resolution. Last but not least, the pedagogical implication of this study found that the pragma-stylistics strategies are also useful in learning context since it offers some concrete and classroom-ready activities for ELT.

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