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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 120 Documents
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Corpus-based Voyant Tools for Teaching IELTS Writing: Design and Implementation Dwiansari Ramadhani
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1951

Abstract

This conceptual paper aims to present practical guidelines for integrating Voyant Tools into the design of IELTS writing classes, particularly in the English as a Foreign Language (EFL) context. The paper adopts a tool-application demonstration approach to propose instructional steps, drawing on a synthesis of literature in corpus linguistics in EFL teaching, Voyant Tools for writing, and Voyant Tools for teaching IELTS writing, which becomes the theoretical foundation of the practice. The method involves introducing Voyant Tools’ interface and key functions, fetching data, selecting keywords, and applying the tool in classroom instruction. The proposed procedure highlights how Voyant Tools can serve as a valuable solution to expose learners to authentic language patterns and enhance their awareness of academic writing style, thereby contributing to their improved writing performance. This approach has implications for EFL instructors to seek more accessible, corpus-based teaching methods and for researchers exploring digital tools in language education. It is recommended that more educators, as well as students, incorporate similar tools in other areas of language skills. The limitation of this paper is acknowledged regarding the absence of empirical classroom testing across more varied learner backgrounds.
Demonstration of Code-Mixing in Kasih Aba-Aba by Naykilla, Tenxi, and Jemsii Diva Maulidana; Desy Rusmawaty; Didik Sucahyo; Istanti Hermagustiana; Iwan Setiawan
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1964

Abstract

This study aims to examine the phenomenon of code-mixing in the Indonesian pop song 'Kasih Aba-aba' by Naykila, Tenxi, and Jemsii, with a focus on the structural types and linguistic purposes of code-mixing in the lyrics. Employing a qualitative descriptive method and a content analysis approach, this research utilized a purposive sampling strategy to select this specific song as a rich case study due to its prevalent use of English-Indonesian code-mixing and its popularity on digital platforms. Line-by-line analysis of the lyrics was part of the research process, and each instance of code-mixing was categorized using Muysken's (2000) typology of insertion, alternation, and congruent lexicalization and its functions were interpreted using sociolinguistic frameworks (Gumperz, 1982; Hoffman, 1991; Poplack, 1980). Findings indicate that insertion is the most common kind of code mixing, followed by alternation and congruent lexicalization. These are employed to accomplish a variety of sociolinguistic goals, including emphasis, identity expression, prestige, and emotional personalization. English elements used for stylistic purposes represent global influence, young identity, and multilingual proficiency. The purposeful use of Bahasa Indonesia and English enhances the emotional tone of the lyrics and aligns with current linguistic trends in Indonesian youth culture. The results indicate that code-mixing in popular music acts as both a communicative and cultural strategy. This research adds to our knowledge of bilingual language usage in media discourse and has practical implications for discourse-based English training and the development of culturally relevant language curricula. The limitation of the study is that study only focuses on a single song, which limits generalizability. Therefore, future research is recommended to expand into cross-artist comparisons and to investigate audience reception.
Optimizing English Writing Skills Using the Suggestopedia Method Assisted by Paper Craft Media Husna Imro'athush Sholihah; Muhammad Aunur Rofiq; Wildan Farih Kurniawan; Azila Rahma Kamila
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1969

Abstract

This research aims to optimize students' English writing skills by applying the Suggestopedia method in conjunction with papercraft media. Writing skills often pose a challenge for students, particularly due to limitations in vocabulary, ideas, and motivation. The Suggestopedia method, which emphasizes a relaxed and enjoyable learning atmosphere, was chosen because it can reduce learning anxiety and encourage free expression. Meanwhile, papercraft media is used as a visual and kinesthetic aid to stimulate creativity and facilitate the development of ideas in writing. This research employs an experimental method with control and experimental classes involving students from STKIP Muhammadiyah Blora. The sample of this study are 30 students. Data collection techniques use tests and questionnaires. The results indicated a significant improvement in the experimental group (t(29) = 12.54; p < 0.001) compared to the control group (t(29) = 6.87; p < 0.001), with an average gain of 34.09% versus 15.89%. The questionnaire results revealed that 90% of students felt more confident in writing, and 85% stated that papercraft helped them develop ideas more easily. In conclusion, integrating Suggestopedia with papercraft provides an effective, engaging, and motivating approach to improving students’ English writing skills.
TRANSLATION STRATEGIES IN TRANSLATING IDIOM IN THE FILM OF WEDNESDAY (2022) Nove lina Silalahi; Lastri Wahyuni Manurung; Bolat Khassenov
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.2012

Abstract

This study, entitled “Translation Strategies in Translating Idioms in the Film of Wednesday (2022)” analyzes the strategies used to translate English idioms into Indonesian subtitles. Translation is the process of converting text or speech from one language to another, with a primary emphasis on accurately conveying meaning and cultural context. The purpose of this study is to determine the strategies used in translating idioms in the film Wednesday (2022) and to determine the dominant strategies used in translating idioms in the film Wednesday (2022). This study applies a qualitative research design with a descriptive approach to analyze the translation strategies used in translating idioms in the film Wednesday (2022). Using Mona Baker’s (1992) framework, the study identified 42 idioms and categorized them into five strategy types: Translation by a Phrase or Descriptive Expression, by a More General Word, by Cultural Substitution, by a More Neutral or Less Expressive Word, and Using Loan Words or Loan Plus Explanation. This qualitative descriptive research found that Translation by a Phrase or Descriptive Expression was the most dominant strategy (55%), followed by More General Word (19%), Cultural Substitution (14.2%), More Neutral or Less Expressive Word (9.5%), and Loan Words (2.3%). The frequent use of descriptive translation reflects the need for clarity and cultural adaptation in audiovisual media. The findings support Baker’s theory and show that translating idioms involves not only linguistic conversion but also attention to context, tone, and cultural nuances, especially in a series like Wednesday known for its dark humor and sarcasm.
TRANSLATION ASSESSMENT IN TRANSLATING IDIOM IN THE FILM WEDNESDAY (2022) Christina Agatha Sianturi; Carolina Pakpahan; Javad Golame
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.2013

Abstract

Translation assessment is the process of determining how successfull a translation from one language to another language. This study aims to assess the quality of idiom translation in Indonesian subtitles using the FAR (Functional Equivalence, Acceptability, Readability) model by Jan Pedersen (2017). This study employed a qualitative descriptive design using the documentation method. The data were obtained from the English dialogues and Indonesian subtitles of the Wednesday (2022) series. A data sheet was used to record and classify idiomatic expressions, while an assessment sheet based on Pedersen’s (2017) FAR Model, comprising Functional Equivalence, Acceptability, and Readability, was used to evaluate translation quality. The data were analyzed by identifying idioms, comparing their translations, and assessing the accuracy, naturalness, and readability of each subtitle according to Pedersen’s error classification scale. A total of 40 idiomatic expressions were identified and analyzed. The results show that in terms of Functional Equivalence, all the idioms were translated accurately. In terms of Acceptability, the translation is generally acceptable, but some still feel stiff due to a tendency towards literalness. In terms of Readability, the subtitles are generally easy to understand, although some parts pose readability challenges. Overall, the translation of idioms in this film's subtitles is quite good because it is able to convey the meaning, cultural nuances, and humor of the source text while maintaining acceptability and readability.
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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