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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 5 Documents
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Search results for , issue "Vol 7 No 2 (2026): April In Progress" : 5 Documents clear
Teachers’ Insight on the Urgency of Research in ELT on the Excellence of English Learning Musahrain Musahrain; Nashruddin Nashruddin; Novalia Tanasy; Liqaa Habeb Al-Obaydi
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 Arimbi Pamungkas; Tri Dewantari; Reyli Pramita
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 Maya Marsevani; Serina Serina; Pandu Prasodjo
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 Sanggam Siahaan; Basar Lolo Siahaan; Siska Anggita Situmeang
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; Akhrif Yahsya
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.

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