cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Kammer Tuahman Sipayung
Contact Email
kammer.sipayung@uhn.ac.id
Phone
+6285275520142
Journal Mail Official
kammer.sipayung@uhn.ac.id
Editorial Address
Universitas HKBP Nommensen Jalan Sutomo No. 4 A Medan20234 - Indonesia Telepon (061) 4522922;4522831; 4565635 P.O. Box 1133 Fax: 4571426
Location
Kota medan,
Sumatera utara
INDONESIA
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 137 Documents
 10   11   12   13   14 
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 PARENTAL INVOLVEMENT IN HOME-BASED ENGLISH LEARNING: A QUALITATIVE STUDY OF SECOND-GRADE STUDENTS IN AN ISLAMIC PRIVATE ELEMENTARY SCHOOL IN NORTH SUMATRA, INDONESIA Nurasid, Ami; Ramdan, Arfian Hikmat; Yuliyanti, Wan; Khoir, Muhammad Nasrul; Pambudi, Dimas Purbo
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.v7i1.2161

Abstract

This study examines how parents support home-based English language learning (ELL) among second-grade students in an Indonesian Islamic private elementary school. The study addresses the following research questions: (1) How do parents support their children’s English learning at home? (2) What motivates parents to be involved? and (3) What challenges do they encounter in providing support? Adopting a qualitative design, data were collected from 30 parents at SDIT Permata Hati (North Sumatra) through questionnaires, semi-structured interviews with three selected parents, and home-based documentation of learning resources and practices. Thematic analysis revealed three main themes: (a) instrumental and aspirational motivations driving parental involvement, (b) preferred support strategies such as private tutoring, exposure to English digital media, and embedding English in daily routines, and (c) a capability gap characterized by limited time, low English self efficacy, and pedagogical constraints, which led parents to rely heavily on external courses. The findings indicate that although parents hold strong positive attitudes toward English and recognize its importance for future academic and career opportunities, their involvement tends to be indirect and resource-dependent rather than pedagogically informed. These results imply the need for schools and policymakers to develop structured school-to-home support systems, including parent-oriented guidance, practical home-based learning toolkits, and accessible digital resources to empower parents with limited English proficiency. The study is limited by its small sample size and single-site design, which may restrict generalizability. Future research is recommended to explore how socio-cultural factors, parenting styles, and family values mediate parental involvement in diverse educational contexts.
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.
EMBODIED MEANING CONSTRUCTION IN EFL LITERARY READING: A READER-RESPONSE STUDY OF THE OLD MAN AND THE SEA Halim, Nur Mutmainna; Halim, Abd
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.v7i2.2204

Abstract

This study investigates how meaning is constructed through embodied cognitive processes when EFL learners engage with The Old Man and the Sea. Grounded in Barsalou’s Embodied Cognition Theory (1999, 2008), which conceptualizes language comprehension as the reactivation of perceptual, motor, bodily, and affective systems rather than abstract symbol manipulation, the study examines reader responses to a literary text characterized by narrative restraint and minimal explicit emotional description. The participants were undergraduate students from the English Literature Study Program at Universitas Negeri Makassar enrolled in the History of English Language and Literature course (2024 cohort). 142 students across five intact classes (A–E), 57 students (40.1%) selected The Old Man and the Sea as their preferred final-test novel and constituted the focal participant group. Data were collected through an open-ended reflective questionnaire eliciting emotional reactions, imagined experiences, reflective pauses, and lingering thoughts after reading. The data were analyzed using thematic analysis with theory-driven coding, guided by embodied cognition categories including sensorimotor imagery, bodily state, action simulation, and affective response. The findings reveal that students consistently relied on embodied simulation to construct meaning, reporting strong experiences of empathy, loneliness, sadness, and admiration derived from imagining Santiago’s physical struggle, pain, fatigue, and isolation. Meaning emerged through experiential inference, as understanding developed from felt bodily and affective engagement rather than explicit textual cues. The study demonstrates the pedagogical potential of literary reading in EFL contexts to foster affective engagement, empathy development, and reader-centred meaning construction, while extending embodied cognition research to authentic classroom-based literary experiences.
DEVELOPING ANIMATED VIDEO-BASED ENGLISH LEARNING MEDIA FOR SENIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS: AN R&D STUDY USING A MODIFIED ADDIE MODEL WITH EXPERT VALIDATION AND SMALL-SCALE TRIAL AT SMA NEGERI 1 KABILA Gunawan, Gunawan; Jusuf, Harni; Helingo, Adimawati; Saleh, Yuwin Rustam; Akhmad, Enni
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.v7i2.2207

Abstract

This study addresses the challenges faced by senior high school students in developing speaking skills in English as a Foreign Language (EFL), including limited vocabulary, pronunciation difficulties, low confidence, and the use of less engaging instructional media. The study aimed to develop and validate animated video-based English learning media to support students’ speaking skills. It employed a Research and Development (R&D) design using a modified ADDIE model limited to the Analyze, Design, and Develop stages and was conducted at SMA Negeri 1 Kabila during the 2025/2026 academic year. The needs analysis involved interviews with an English teacher and questionnaires administered to Grade X students. The developed 2D animated videos were validated by three media experts and three language experts using structured validation instruments. Feasibility was determined using percentage-based criteria, in which scores above 61% were categorized as feasible and scores above 81% as very feasible. The results showed that the media expert validation reached an average score of 82.18% (very feasible), while language expert validation reached 90% (very feasible), indicating high validity and appropriateness. A small-scale trial involving six students produced an average response above 90%, reflecting strong attractiveness, clarity, and motivational value. These findings suggest that the developed animated video-based media are valid and feasible for supporting speaking instruction at the senior high school level. However, this study was limited to validation and small-scale testing; therefore, future research should conduct large-scale implementation and experimental studies to examine the effectiveness of the media in improving students’ speaking performance.
THE EFFECT OF DIGITAL FLASHCARDS ON GRADE VII D STUDENTS' READING COMPREHENSION OF DESCRIPTIVE TEXTS Dewi, Putri Naqiyya; Zahroh, Fairuz; Susanty, Susanty
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.v7i2.2211

Abstract

This study aims to determine whether the use of digital flashcards significantly improves reading comprehension of descriptive texts in seventh-grade students at MTS Muslimat NU Palangka Raya. This study also addresses the hypothesis that there is a significant difference in students' reading comprehension improvement before and after treatment. Using a One-Group Pretest-Posttest pre-experimental design, this study involved a population of 115 students, with a sample of 25 students from grade VII-D selected through purposive sampling. The treatment was conducted over three sessions, focusing on vocabulary development and identifying generic structures in descriptive texts. Data were collected through a 20-item multiple-choice test. The results showed a significant improvement in student performance: the average pretest score was 58.50 (SD = 6.25), which increased to an average posttest score of 77.50 (SD = 5.40). Statistical analysis using a paired-sample t-test yielded t (24) = 4.24, p < 0.001, indicating that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. These findings suggest that digital flashcards are an effective and innovative tool for improving reading comprehension. However, the lack of a control group and the specific geographic context limit the generalizability of these results. Future research should include larger sample sizes and true experimental designs to further validate these results.
ENHANCING STUDENTS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING: THE USE OF CAKAP AND BUSUU APPLICATIONS Zalukhu, Atalisi; Rahmawati, Fitria; Cahyani, Aliya Noor; Sorohiti, Maryam
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.v7i2.2426

Abstract

This study investigated the effectiveness of Mobile-Assisted Language Learning (MALL) in enhancing students’ writing skills through the use of the CAKAP and Busuu applications. The objectives of the study were to examine the effect of the CAKAP application on students’ writing skills, to determine the effect of the Busuu application on students’ writing skills, and to identify which application provides a more significant improvement in students’ writing performance. The study employed a quantitative research design using a quasi-experimental method involving three classes: Experimental Class I (CAKAP), Experimental Class II (Busuu), and a control class receiving conventional instruction. Pre-tests and post-tests were administered to measure students’ writing ability before and after the treatment. The data were collected through writing tests and analyzed using a t-test. The findings revealed that students’ writing ability before the treatment was relatively low in both experimental groups. After the implementation of the applications, students in both experimental classes showed significant improvement in their writing performance. The t-test results indicated that the t-value for the CAKAP group (11.611) was higher than the t-table value (1.68657) at the significance level of 0.05 with a degree of freedom of 35. Similarly, the Busuu group showed a t-value of 11.501, which was also higher than the t-table value. These results indicate that both applications significantly improved students’ writing skills. However, the CAKAP application demonstrated a slightly higher effect compared to the Busuu application. Therefore, the alternative hypothesis was accepted, and the null hypothesis was rejected. The study suggests that mobile-assisted language learning applications such as CAKAP and Busuu can serve as effective tools for improving students’ writing skills in English language learning contexts.

Page 13 of 14 | Total Record : 137

 10   11   12   13   14 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol 7 No 2 (2026): April In Progress Vol 7 No 1 (2025): September Vol 6 No 2 (2025): April In Progress Vol 6 No 2 (2025): April Vol 6 No 1 (2024): September Vol 5 No 2 (2024): April Vol 4 No 2 (2023): April 2023 Vol 5 No 1 (2023): September Vol 4 No 1 (2022): September Vol 3 No 2 (2022): April Vol 3 No 1 (2021): September Vol 2 No 2 (2021): April Vol 2 No 1 (2020): September Vol 1 No 2 (2020): April Vol 1 No 1 (2019): September More Issue