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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 150 Documents
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TEACHERS’ STRATEGIES AND CHALLENGES IN IMPLEMENTING HIGHER-ORDER THINKING SKILLS (HOTS) IN EFL READING INSTRUCTION: A CASE STUDY OF AN INDONESIAN SENIOR HIGH SCHOOL Rival Raboy; Yuwin Rustam Saleh; Titin Suhartini Kaaba; Marina Pakaja; Andiani Rezkita Nabu
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2515

Abstract

This study explores the implementation of Higher-Order Thinking Skills (HOTS) in reading instruction at the senior high school level, focusing on teachers’ practices and the challenges encountered during the learning process. A qualitative descriptive design was employed, involving one English teacher at SMAN 1 Kabila selected through purposive sampling. Data were collected through semi-structured interviews, one month of classroom observations across seven learning sessions, and documentation, and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that HOTS was implemented through structured lesson planning, open-ended questioning, differentiated instruction, and interactive learning activities. Three HOTS dimensions were identified in classroom practice: analyzing, evaluating, and creating. Students demonstrated analyzing skills by interpreting information and examining relationships between ideas, evaluating skills by justifying opinions with logical reasons and responding to alternative viewpoints, and creating skills by generating new ideas and products based on the texts they read. The study also identified major challenges, including differences in students’ abilities and learning styles, as well as limited instructional time for facilitating higher-order thinking activities. This study contributes to HOTS implementation research by providing empirical evidence of how HOTS is enacted in classroom reading practices and by highlighting the instructional strategies and challenges experienced by teachers in fostering higher-order thinking in EFL reading contexts.
EMBODIED DIGITAL PROTEST IN ROBLOX: A MULTIMODAL CRITICAL DISCOURSE ANALYSIS OF POWER AND RESISTANCE IN VIRTUAL ACTIVISM Putri Rizki Syafrayani; Siti Aisah Ginting; Winda Setiasari
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2516

Abstract

This study investigates the construction of meanings of power and protest through multimodal semiotic resources within the “Free Palestine” protest simulation on the Roblox video game platform. Roblox enables users to perform protest discourse through embodied interaction, spatial navigation, symbolic representation, and multimodal participation as participatory virtual environments increasingly function as sociopolitical communicative spaces. This research applies the MCAD by Jewitt and Machin and Mayr to examine how linguistic, visual, gestural, spatial, and auditory semiotic resources interact to construct representations of resistance, solidarity, and institutional authority within the virtual environment. Data were collected through repeated close-playing observation, multimodal logging, field-note documentation, and iterative analysis of representative protest scenes. The analytical process involved multimodal categorization, interpretive coding, and critical examination of how semiotic resources operate relationally across interactive gameplay contexts. The findings demonstrate that protest discourse within Roblox is enacted through embodied and participatory performance in which players negotiate ideological positioning through avatar movement, spatial confrontation, and symbolic alignment. This study contributes theoretically to MCDA by extending multimodal discourse analysis beyond static media texts to interactive gaming environments characterized by embodied resistance and participatory protest discourse.
A MORPHOPHONOLOGICAL ANALYSIS OF ENGLISH LOANWORD ADAPTATION IN INDONESIAN EFL SPEAKING CONTEXTS Arsy Damopolii; Jhems Richard Hasan; Abdul Kadir Ismail; Marina Pakaja; Zulkifli Akhmad
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2522

Abstract

This study investigates the morphophonological adaptation of English loanwords used by Indonesian EFL students during speaking activities. Employing a descriptive qualitative approach, the study involved 60 students from the English Education Department of IAIN Sultan Amai Gorontalo. Data were collected through audio and video recordings of classroom discussions, presentations, video assignments, and examinations. A total of 16 English loanwords were identified and analyzed through transcription, coding, and classification based on morphophonological categories by comparing the adapted forms with their original English counterparts. The analysis revealed nine major morphophonological processes, namely sound substitution, vowel simplification, syllabification, stress neutralization, consonant cluster simplification, epenthesis, sound omission, orthographic adaptation, and morphological integration. The findings indicate that vowel simplification, sound substitution, syllabification, and stress neutralization were the most recurrent processes, reflecting the strong influence of Indonesian phonological and morphological systems on the adaptation of English-derived vocabulary. The study demonstrates that English loanwords are systematically reconstructed to conform to Indonesian linguistic patterns during spoken communication. These findings contribute to morphophonological scholarship by providing empirical evidence of the interaction between phonological and morphological adaptation in EFL speaking contexts and offer pedagogical insights for improving pronunciation awareness in English language teaching.
THE EFFICACY OF 'THE TORTOISE AND THE HARE' FOLKTALE IN ENHANCING NARRATIVE WRITING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS: A QUALITATIVE STUDY Zainuddin Hasibuan
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2550

Abstract

This research explains the efficacy of “The Tortoise and the Hare” folktale as a medium to enhance narrative writing skills in ELT (English Learning Teaching) in the junior high school. The findings show that the efficacy of folktales into writing instruction provides not only authentic language exposure but also fosters creativity, improves narrative structure, and increases students’ motivation. Some students demonstrated notable progress in organizing ideas, using richer vocabulary, and expressing themselves with greater confidence and coherence. The learning process is supported through visual aids, peer collaboration, scaffolding, and reflective tasks, which helped address common writing difficulties such as grammar challenges and fear of making mistakes. The story-based approach also facilitated deeper emotional and cognitive engagement by connecting language learning with moral values. As a result, writing became a tool for both linguistic improvement and self-expression. This study concludes that folktales are valuable pedagogical tools for enhancing writing instruction in ELT settings and recommends further exploration of culturally relevant stories and multimodal storytelling in future research.
TRANSLATION TECHNIQUE AND TRANSLATION METHOD FRAMEWORKS: A COMPARATIVE ANALYSIS WITHIN TRANSLATION STUDIES Gunawan Tambunsaribu
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2553

Abstract

This study examines the similarities and distinctions between translation methods and translation techniques to clarify their conceptual relationship in translation studies. Because these terms are frequently used interchangeably or ambiguously in the literature, the study establishes clearer conceptual boundaries and contributes to greater theoretical precision. Employing a qualitative comparative design through document analysis, the research analyzes 2 translation frameworks, translation methods proposed by Newmark and translation techniques proposed by Molina and Albir, to systematically compare the two concepts. The analysis identifies five major areas of similarity: orientation toward source language (SL) preservation, orientation toward target language (TL) naturalness, treatment of culture-specific elements, emphasis on meaning transfer rather than formal equivalence, and flexibility through translator intervention. The findings also demonstrate that, despite these shared characteristics, translation methods and translation techniques differ fundamentally in their analytical scope and function. Translation methods operate at the macro level, guiding the overall approach to an entire text, whereas translation techniques function at the micro level, addressing specific translation problems within individual linguistic units. This distinction advances existing knowledge by providing a more systematic conceptual framework for differentiating the two constructs while explaining their complementary roles in translation decision-making. The study is limited to a comparative analysis of theoretical literature and does not evaluate the application of methods and techniques in empirical translation practice.
Justifying Sexual Violence and Blaming Victims: A Forensic Discourse Analysis of Suspect Narratives in Indonesian Rape Examination Reports Ekfindar Diliana; Dina Mariana Br Tarigan; Zem Santo; Santy Monika; Muhammad Saiful Fahmi
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2569

Abstract

This study examines how rape suspects construct discursive legitimacy for their actions through justification and victim-blaming strategies in Indonesian police examination reports (Berita Acara Pemeriksaan—BAP). Using a qualitative forensic linguistic approach, the study analyzes linguistic data derived from a rape suspect’s statements documented in an official BAP from Merauke Regency, Indonesia. The analysis is informed by van Leeuwen’s (2008) theory of legitimation, Ryan’s (1971) concept of victim blaming, and forensic discourse analysis to investigate how language is strategically employed to explain, justify, and normalize criminal behavior. Data were analyzed through identification, categorization, and interpretation of lexical choices, causal constructions, evaluative expressions, and agency representations. The findings reveal three dominant discursive strategies. First, emotional and biological justifications are employed to frame the offense as a consequence of jealousy, anger, and sexual desire rather than deliberate criminal intent. Second, victim-blaming strategies construct the victim’s sexual history and social interactions as factors contributing to the assault. Third, responsibility-shifting strategies minimize perpetrator accountability by foregrounding the victim’s behavior while backgrounding the suspect’s agency. The study contributes theoretically by extending legitimation theory to suspect narratives in Indonesian legal discourse, a largely underexplored area in forensic linguistics. It highlights the significance of language in shaping representations of perpetrators and victims within sexual violence investigations and legal processes.
TEACHERS’ STRATEGIES IN FACILITATING READING COMPREHENSION FOR STUDENTS WITH LIMITED READING SKILLS IN INCLUSIVE CLASSROOM: A QUALITATIVE CASE STUDY Najla Regar; Emeliya Sukma Dara Damanik
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2574

Abstract

Students with limited reading skills often face difficulties in understanding English texts, particularly in inclusive classrooms where students have diverse learning needs. This study aimed to identify the strategies used by English teachers in facilitating reading comprehension for students with limited reading skills in inclusive classrooms and to describe the challenges encountered during the teaching process. This study employed a qualitative case study design involving two English teachers at a senior high school in Southeast Aceh, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles and Huberman. The findings revealed that the teachers employed six strategies: simplified texts, pre-teaching vocabulary, code-switching, scaffolding, reading aloud, and multimodal support. These strategies were implemented to facilitate reading comprehension for student with limited reading skills by providing instructional support, reducing language barriers, and increasing engagement in reading activities. The study also identified three major challenges, including limited facilities and technology, limited instructional time, and low student motivation. These findings provide practical insight for English teachers, schools, and education stakeholders in designing and implementing reading comprehension strategies that better address the diverse needs of students with limited reading skills in inclusive classroom.
TEACHING STRATEGIES FOR EFL INCLUSIVE EDUCATION: A STUDY OF HEARING-IMPAIRED STUDENTS Baiq Qori'atul Hafizah; Roro Millatu Al Ghaniy
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teaching English as a Foreign Language Learning (EFL) to hearing-impaired students encountered several challenges due to teachers’ lack of readiness. Previous studies reported that it was caused by insufficient training, leading to inadequate knowledge and skills. Therefore, this study aims to explore challenges encountered by teachers in EFL in an inclusive education setting, the strategies they used to address these challenges, and students’ responses to the strategies implemented. This study employed a qualitative design involving two participants from two different private secondary schools. Data were collected through semi-structured interviews and were analyzed using verbatim transcripts and repeated reading to achieve familiarity. The researcher then selected and marked relevant data and manually coded them into the main themes. The result shows that teachers encountered challenges related to communication barriers, students' struggles with understanding new vocabulary, parental support, teacher training, and the use of hearing aids. To overcome these challenges, teachers implemented several strategies, such as participating in training, Universal Design for Learning (UDL), Differentiated Instruction, Program Pembelajaran Individu (PPI), multimodal learning, and duality. In addition, students responded the strategies positively, as they increase in learning engagement, classroom participation, and learning outcomes. A key finding of this study is that dual-language practices or bilingualism functions not only as communication medium but also as a pedagogical approach that enhance students cognitive abilities. Through this study, teachers can adapt strategies to address various challenges in EFL learning with hearing-impaired students and school administrators can implement policies, such as supporting teachers with training in implementing inclusive education.
CONNOTATIVE MEANING IN SELECTED SONGS “ME & MR. JONES; REHAB; BACK TO BLACK” FROM BACK TO BLACK ALBUM OF AMY WINEHOUSE Putri Adelia; Rulik Setiani
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2582

Abstract

Song lyrics often convey meanings beyond their literal sense, making connotative meaning an important focus in semantic analysis. However, studies examining connotative meaning in selected songs from Amy Winehouse’s Back to Black album remain limited. This study therefore aims to identify and classify the connotative meanings found in Me & Mr. Jones, Rehab, and Back to Black. Using a descriptive qualitative method, the data consisted of song lyrics collected through documentation and note-taking techniques and were analyzed using Geoffrey Leech’s concept of connotative meaning and Abdul Chaer’s classification of positive, negative, and neutral connotations. The results show a total of 36 connotative meanings, consisting of 6 positive, 23 negative, and 7 neutral, indicating a clear dominance of negative connotation. The dominant negative connotations reflect themes of betrayal, heartbreak, addiction, emotional conflict, and psychological struggle, while positive and neutral connotations appear less frequently to support the emotional and contextual meanings of the lyrics. This numerical pattern demonstrates that connotative meaning plays a significant role in expressing emotional experiences and enriching the interpretation of song lyrics beyond their literal meanings.
SOCIOLINGUISTIC COMPETENCE AND BARRIERS TO ITS IMPLEMENTATION: A CASE STUDY OF SECONDARY EFL TEACHERS IN QATAR Telal Mirghani Khalid; Ali Ahmed Suleiman
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2491

Abstract

Communicative competence, particularly its sociolinguistic component, is essential for effective English language teaching. However, EFL teachers face significant challenges in integrating sociolinguistic competence into classroom practice. This study examined Qatari secondary school EFL teachers’ knowledge of communicative competence, their beliefs regarding the teaching of sociolinguistic competence, perceived learning needs, and major hindrances to implementation. A quantitative survey conducted with 70 EFL teachers from two secondary schools in Doha, Qatar, using purposive sampling. Data was collected through a structured 5-point Likert-scale questionnaire covering four dimensions: teachers’ communicative competence knowledge, beliefs about teaching sociolinguistic competence, 21st-century learning needs, and perceived barriers. The instrument showed acceptable reliability (Cronbach’s α = 0.76). Results indicated strong self-reported knowledge of communicative competence (M = 4.39) and regular application in lesson planning (M = 4.20). Teachers strongly supported integrating target-culture knowledge but expressed scepticism about students’ sociolinguistic awareness. The primary barriers limited to authentic exposure to English (M = 4.41), insufficient time for material development (M = 4.29), and students’ difficulty understanding cultural norms. The findings highlight a significant gap between theoretical knowledge and practical implementation, emphasising the necessity of targeted professional development and curriculum reform in EFL contexts.

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