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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 137 Documents
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EFL STUDENTS’ PERCEPTIONS OF TIKTOK FOR ENGLISH LANGUAGE LEARNING IN INDONESIA: A MIXED-METHODS STUDY OF GENDER AND YEAR OF STUDY DIFFERENCES Hikmah, Mkar Intana; Daflizar, Daflizar
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.v7i2.2428

Abstract

TikTok has increasingly used as an informal learning resource by EFL students. This study investigated EFL students’ perceptions of TikTok for English language learning and examined whether those perceptions differed by gender and years of study. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 71 undergraduate students using a questionnaire adapted from the Technology Acceptance Model (TAM), which measured perceived ease of use, perceived usefulness, attitude toward use, behavioral intention, and actual system use. Qualitative data were then obtained from four selected participants through semi-structured interviews. The findings showed generally positive perceptions of TikTok, especially in terms of accessibility, ease of use, and usefulness. No statistically significant differences were found by gender (U = 472.000, p = .177, r = .16) or years of study (H (2) = 2.135, p = .344, ε² = .002). Interview findings showed that students valued TikTok for its concise content and support for vocabulary, pronunciation, and speaking, although distraction remained a challenge. These findings suggest that TikTok can serve as a useful supplementary learning tool when used in guided and self-regulated ways. However, the findings are limited to a single institutional context and largely based on self-reported data.
RELATIONSHIPS BETWEEN CLASSROOM MANAGEMENT STYLES AND GRADE 8 ENGLISH STUDENTS’ PERFORMANCE IN ADDIS ABABA MIDDLE SCHOOLS: A QUANTITATIVE ANOVA STUDY Zewdie, Tsegaye Mitiku; Kebede, Seime
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.v7i2.2216

Abstract

This cross-sectional quantitative study examined the relationship between teachers’ instructional and behavioral management styles and students’ performance in the Grade 8 English examination in Addis Ababa, Ethiopia. The population comprised 252 government middle schools, from which 36 schools were selected using a systematic simple random sampling technique. 42 Grade 8 English teachers in the sampled schools were included. A comprehensive sampling technique was used in selecting the teachers. Data were collected through a demographic survey and the Behavior and Instructional Management Scale (BIMS; Cronbach’s α = 0.75). Students’ performance was measured using their English passing rates in the Primary School Leaving Examination. Descriptive statistics, one-way ANOVA, and Tukey HSD post hoc tests were conducted to examine differences in student performance across classroom management styles. Results revealed statistically significant differences in students’ passing rates across instructional management styles, F(2, 39) = 8.181, p = .001, η² = .31, and behavioral management styles, F(2, 39) = 7.756, p = .001, η² = .28. Tukey HSD analysis indicated that students taught by interventionist teachers outperformed those taught by non-interventionist teachers, while differences between interactionalist teachers and the other groups were not statistically significant. These findings suggest that structured, teacher-directed classroom management styles are associated with higher student achievement in Grade 8 English.
Lexical Cohesion in Maher Zain’s Forgive Me Album: A Discourse Analysis Puspita, Bella; Setiani, Rulik
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.v7i2.2253

Abstract

This study investigates lexical cohesion in four selected song lyrics from Maher Zain's second studio album Forgive Me (2012): Forgive Me, I Love You So, Number One for Me, and My Little Girl. Adopting Halliday & Hasan (1976) lexical cohesion framework, which classifies lexical cohesion into reiteration and collocation, as the theoretical basis, this study identifies seven sub-types of lexical cohesion as adopted in subsequent linguistic research: repetition, synonym, antonym, superordinate, meronym, hyponym, and collocation. The data source of this study are the written lyrics of the four selected songs, obtained from official lyric publications. Data were collected through systematic documentation by reading each lyric carefully and identifying all lexical items that demonstrate cohesive relations. The data were analyzed following Creswell & Creswell (2017) qualitative analysis steps: organizing the data, reading through all data, coding each lexical item by its cohesion subtype, generating categories, and reporting findings. The validity of the analysis was ensured through careful re-reading and cross-checking of each datum against the theoretical criteria established by (Halliday & Hasan, 1976). The analysis identified 238 lexical cohesion items. Collocation emerged as the most dominant type with 71 items (29.8%), followed by repetition (56 items; 23.5%), synonym (28 items; 11.8%), hyponym (26 items; 10.9%), antonym (23 items; 9.7%), meronym (19 items; 8.0%), and superordinate (15 items; 6.3%). Among the four songs, My Little Girl yields the highest number of lexical cohesion items (66 items; 27.7%). The dominance of collocation reflects the formulaic devotional register characteristic of Islamic nasheed, distinguishing Maher Zain’s lyrics from mainstream pop music where repetition typically dominates. These findings confirm that Maher Zain’s song lyrics operate as linguistically cohesive discourses that employ diverse lexical mechanisms to achieve semantic unity and emotional impact.
GENDER REPRESENTATION IN @SONU_PAII PAID PROMOTIONAL VIDEOS: AN EXPERIENTIAL METAFUNCTION ANALYSIS Sitompul, Adelia Sari; Ginting, Siti Aisah; Andayani, Widya
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.v7i2.2394

Abstract

Gender has long been recognized as a significant social factor influencing language use, reflecting how people express their identity, power, and social roles via communication. Gender representation is expressed on social media in both linguistic and multimodal formats, including text, emojis, visuals, sound, and gestures. From a linguistic perspective, this gender performance is realized through the experiential and logical metafunctions of language Systemic Functional Linguistics (SFL) developed by Halliday (2014), especially experiential metafunction. The experiential metafunction refers to how language encodes experiences of the world, including actions, perceptions, states, and relationships. It is realized through the transitivity system, which consists of processes (material, mental, relational, verbal, behavioral, existential), participants, and circumstances. This research therefore aims to investigate how experiential metafunctions are realized in the influencer’s paid promotional videos, and how representation of gender of @sonu_paii.
Between Educational Policies and Classroom Practices: A Quantitative Study on Translanguaging among Private School English Teachers in Tamil Nadu Context Alvin. A, Chris; Joy. J, John Love
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.v7i2.2445

Abstract

In Indian classrooms, the state of language pedagogy is becoming more aware of the role of translanguaging as a disruptive solution to the traditional language policing and monolingualism. Translanguaging enables the combination of the multilingual repertoires of students to reinforce the acquisition of the English language and also encourages cognitive development and independence among the learners. The present study is a quantitative research design, based on a structured questionnaire administered to 44 private school teachers in Tamil Nadu, India, to analyse the attitudes of teachers, their practices, and awareness about translanguaging in the classrooms. The results have shown that even the schools that only encourage monolingual English practices, most of the teachers often use their mother tongue, pictures, and emojis in their teaching in addition to English, which is a core practice of translanguaging. Despite the fact that the use of the mother tongue is still minimal, the teachers who use the mother tongue have reported positive experiences. This new, partial application of translanguaging is an effective agent of pedagogical transformation, and it provides a means to work against the strict language policies and create more inclusive learning conditions.
STRATEGIES AND CHALLENGES OF ICT INTEGRATION IN ENGLISH LANGUAGE LEARNING AT SMP NEGERI 2 SRAGEN, CENTRAL JAVA Clarinfa, Evananda Shinta; Hidayat, Nur
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.v7i2.2452

Abstract

The incorporation of Information and Communication Technology (ICT) is vital for raising the quality of English language education, especially in increasing student involvement and accessibility to learning resources. Nonetheless, its execution also poses certain educational and technical difficulties. This study aims to analyze students' opinions of ICT utilization in English learning, investigate instructors' instructional methodologies, and identify obstacles to its implementation at SMP Negeri 2 Sragen, Central Java. This research utilized a mixed-methods approach including a sequential explanatory design. Quantitative data were gathered from 131 ninth-grade students via a 19-item questionnaire, while qualitative data were acquired through semi-structured interviews with three English instructors. The quantitative data were examined by descriptive statistics, and the qualitative data were determined via theme analysis. The results demonstrate that students mainly possess favorable views toward ICT integration, evidenced by mean scores between 1.85 and 2.13 for ICT advantages and 1.70 to 2.42 for student expectations. Information and Communication Technology (ICT) was determined to improve students' motivation, vocabulary development, and understanding, especially in listening and reading abilities. Educators employed several ICT resources, including Google Forms, Quizizz, PowerPoint, projectors, and AI-driven applications, to facilitate student-centered learning. Nonetheless, other concerns were recognized, such as inadequate infrastructure, unreliable internet connectivity, disparities in students' digital competence, classroom management difficulties, and students' overdependence on technology. In summary, the incorporation of ICT enhances student engagement and language acquisition; yet, its efficacy is contingent upon pedagogical design, students' digital proficiency, and institutional backing. Consequently, a more deliberate and equitable use of ICT is necessary to maximize its advantages in English language acquisition.
STUDENTS’ PERCEPTIONS OF DIAGNOSTIC TESTS IN ENGLISH LEARNING: A QUALITATIVE CASE STUDY OF AWARENESS GAP IN VOCATIONAL EDUCATION Daud, Sintiya; Nurwati, Andi; Habibie, Alvons; Jusuf, Harni; Helingo, Adinawati
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.v7i2.2440

Abstract

This study aims to examine the perceptions of vocational high school students regarding diagnostic tests in English language learning, highlighting the limitations of previous studies that have focused solely on pedagogical functions without exploring how students interpret and utilize the test results. This study employs a qualitative approach using a case study design involving 15 tenth-grade students from three departments (Mechanical Engineering, Accounting, and Hospitality) at SMK Negeri 1 Limboto, selected through purposive sampling. Data were collected through semi-structured interviews lasting 10–15 minutes, recorded, and transcribed verbatim, then analyzed using thematic analysis through a systematic coding process. The results indicate that students hold positive perceptions of diagnostic tests, particularly regarding their role in enhancing awareness of English language proficiency and motivating learning. However, the primary finding of this study is the existence of an “awareness gap,” wherein the majority of students do not yet understand how test results are utilized in the learning process. This finding indicates that the effectiveness of diagnostic tests depends not only on their administration but also on students’ engagement in understanding and utilizing test results. Theoretically, this study reinforces the assessment for learning framework by emphasizing the importance of student awareness, while practically, it implies the need for more structured and transparent feedback regarding the use of test results.

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