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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 155 Documents
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DESIGNING ENGLISH FOR THEOLOGY: A DUAL-DOMAIN ESP CURRICULUM FRAMEWORK FOR THEOLOGY STUDENTS IN INDONESIA Vivi Esti Novarina; Lastri Wahyuni Manurung; Ghidei Youseff
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.v8i1.2457

Abstract

This study examines how an English for Specific Purposes (ESP) curriculum for theology students can integrate academic and ministerial needs within one coherent framework. Using a qualitative descriptive case study at STT Anugerah Misi Nias Barat, Indonesia, data were collected over one semester through a needs-analysis questionnaire administered to theology students, semi-structured interviews with relevant institutional stakeholders, and analysis of existing teaching materials. The triangulated findings reveal two interconnected domains of need: academic theological literacy and ministerial-mission performance. Students needed English to read theological books, journal articles, commentaries, and abstracts; write summaries and reflections; and present theological ideas. They also needed English for prayer, Scripture reading, testimony, and ministry communication. However, their proficiency remained low, especially in speaking and listening, with grammar, limited vocabulary, low confidence, and restricted exposure as major challenges. The study argues that English for Theology should not abruptly replace foundational English, but should recontextualize it through theology-related texts, tasks, and assessments appropriate for low-exposure, faith-based higher education settings.
TEACHER-AI DIALECTIC IN CULTURALLY SITUATED ENGLISH ASSESSMENT: TRANSFORMING MANDAR ETHNOLITERACY THROUGH HUMAN-AI CO-CREATION Nurqadriyanti Hasanuddin; Hustiana Hustiana; Amrang Amrang; Ikhsan Ikhsan
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.v8i1.2643

Abstract

English language evaluation in West Sulawesi has long relied on culturally foreign materials, producing a digital cultural gap that alienates students from Mandar identity, while an emerging AI-centric paradigm risks eroding teachers' pedagogical agency. This study examines the dialectic and negotiation of meaning undertaken by five English teachers in the Mandar region as they transformed local ethnoliteracy including the sandeq boat, the Metawe' politeness tradition, and the Boyang traditional house into interactive English evaluation instruments through a Human-AI Co-Creation strategy. Adopting a qualitative, document-based Participatory Design, this article reports findings from reflexive thematic analysis of five prompt-engineering logs (coded T1–T5) produced during a Human-AI Co-Creation Workshop involving four generative AI platforms (DeepSeek, ChatGPT, Claude, and Gemini). Analysis identified five interrelated themes: contextualizing prompts through curriculum and local culture, negotiating completeness of the evaluation structure, negotiating linguistic-level appropriateness, technical dialectic over AI system limitations, and validating substance to filter cultural hallucination. These themes were synthesized into a preliminary five-stage model of teacher–AI dialectic: Contextual Initiation, Initial AI Generation, Critical Teacher Audit, Negotiation and Iterative Revision, and Resolution. The findings indicate that teachers function as active co-designers rather than passive operators, and that the cultural accuracy of AI output depends heavily on the richness of the contextual input teachers supply at the outset. This document-analysis phase forms part of a broader study; teachers' phenomenological experience of the dialectic process will be examined separately through hermeneutic-phenomenological interview data in a subsequent publication.
The POSITIVE TECHNOLOGY ACCEPTANCE, LIMITED PEDAGOGICAL INTEGRATION: TEACHERS’ AND STUDENTS’ PERCEPTIONS OF GOOGLE CLASSROOM FOR EFL WRITING IN ETHIOPIAN SECONDARY SCHOOL Abraham Degefa Girmay; Seime Kebede
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.v8i1.2645

Abstract

The integration of Learning Management Systems (LMSs) into language education has expanded opportunities for technology-enhanced writing instruction; however, positive technology acceptance does not necessarily translate into deep pedagogical integration. This study investigated teachers’ and students’ perceptions and experiences of using Google Classroom (GC) for EFL writing instruction in a private secondary school in Addis Ababa, Ethiopia. A descriptive mixed-methods design with a quantitative emphasis was employed. Data were collected from four English language teachers and 60 Grade 11 students through structured questionnaires, complemented by six classroom observations and semi-structured interviews with three teachers and six students. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed and integrated with quantitative findings. Teachers generally perceived GC positively (M = 3.85), and students reported positive perceptions of its ease of use and accessibility. However, observations and interviews showed that GC was used more for distributing materials, assigning tasks, managing deadlines, and collecting work than for collaborative writing, sustained feedback, peer interaction, and recursive revision. Training and support represented a weaker area for teachers, while students reported modest contributions of GC to writing development. The findings indicate that GC was functionally adopted more strongly than pedagogically transformed, highlighting teacher digital pedagogical competence, instructional design, technological access, and institutional support as conditions for meaningful integration.
EXPLORING DIGITAL GAME-BASED LEARNING MECHANISMS IN ENHANCING VOCABULARY ACQUISITION AND LEARNING ENJOYMENT AMONG TVET HOUSEKEEPING STUDENTS: A NARRATIVE STUDY Putu Hady Suryanatha; I Putu Indra Kusuma; Made Dharma Susena Suyasa
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.v8i1.2632

Abstract

English vocabulary mastery is essential for TVET students in hospitality, particularly housekeeping students who require specialized vocabulary for professional communication. Although previous studies have shown that digital gamification can improve vocabulary learning, motivation, and engagement, limited research has examined the underlying learning processes through which gamification supports ESP vocabulary development and learning enjoyment among adult TVET students. This study explores how adult TVET students narrate the development of their ESP housekeeping vocabulary mastery and express learning enjoyment through digital gamification. A qualitative narrative inquiry design was employed with 10 purposively selected students from a Housekeeping program at a hospitality institution in Singaraja. Data were collected through classroom observations, reflective journals, and semi-structured interviews over six months and analyzed narratively to identify students’ experiences, vocabulary development, and expressions of enjoyment. The findings revealed that vocabulary development occurred through interconnected mechanisms involving repeated exposure, interactive practice, immediate feedback, peer interaction, and confidence building. These mechanisms encouraged students’ engagement and willingness to use English vocabulary. Students also demonstrated increased confidence, participation, enthusiasm, and positive attitudes toward learning. Despite difficulties in pronunciation, spelling, and vocabulary retention, students became more willing to practise and participate.
DIGITAL TECHNOLOGY AND GAME-BASED LEARNING: PRE–POST CHANGES IN ENGLISH PROFICIENCY, MOTIVATION, AND ENGAGEMENT AMONG INDONESIAN HIGH SCHOOL EFL STUDENTS Syafaruddin Marpaung
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.v8i1.2653

Abstract

Research on digital game-based EFL learning often examines language achievement or engagement separately, leaving limited evidence about how proficiency, motivation, and engagement change together in secondary classrooms. This study examined pre–post changes associated with curriculum-aligned digital and game-based learning among 60 Grade XI students aged 16–17 years. A mixed-methods pre-experimental one-group pre-test–post-test design was used during an eight-week, 16-session intervention integrating Quizizz, Kahoot!, Wordwall, and locally adapted educational games. Data included proficiency tests, motivation and engagement questionnaires, classroom observations, semi-structured interviews, and platform analytics. Mean English proficiency increased from 64.18 to 76.52, t(59) = 11.27, p < .001, d = 1.46; motivation and engagement increased from 3.14 to 4.02, t(59) = 11.93, p < .001, d = 1.54. Qualitative findings indicated greater enjoyment, lower learning anxiety, stronger peer interaction, and increased awareness of errors through immediate feedback. Given the absence of a comparison group, these findings indicate substantial pre–post gains rather than causal effects. The study contributes an explanatory classroom mechanism in which curriculum alignment, feedback, repeated practice, interaction, and teacher mediation jointly support engagement and language practice.

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