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Hajjah Zulianti
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JETA (Journal of English Teaching and Applied Linguistic)
Published by STKIP PGRI Bandar Lampung
ISSN : 27223388     EISSN : 27223396     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of English Teaching and Applied Linguistic (JETA) is a peer-reviewed journal run by the English Language Education Department of STKIP PGRI Bandar Lampung (Institute of Teachers Training & Education of PGRI Bandar Lampung), Indonesia. JETA aims at reporting high-quality empirical and original research contributions for the benefit of teachers, lecturers, and researchers in the field of English Language Teaching, Applied Linguistics, Literatures, and English Language Studies. The scope includes theory and practice in English language teaching and learning, language teachers’ training and education, teaching English as a second or foreign language (TESL, TEFL), Applied Linguistics, English Literatures, and English Language Studies. It also publishes book reviews of potential interest to readers. Papers submitted to this journal must be original, and are not considered in any other journals. The journal is published in both print and online versions. The online version of the journal is free access and download.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 113 Documents
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BUDDHIST CANONS ON EDUCATION FOR AUTHENTIC AND SUSTAINABLE EDUCATION TOWARDS MEETING 21st CENTURY GLOBAL CHALLENGES SINGH, DR. ALKA
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 1 (2025): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

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Abstract

Buddhist culture and related principles offer valuable insights into education, highlighting mindfulness, critical thinking, and compassion as essential principles for addressing 21st-century global challenges. These principles are crucial for fostering authentic and sustainable learning, empowering learners to address complex challenges such as sustainability, social inequality, and technological disruption. Buddhist principles, including mindfulness, critical thinking, and compassion, can be integrated into educational approaches to promote sustainable learning. Mindfulness practices improve emotional regulation, focus, and cognitive function, while critical thinking encourages analytical reasoning, reflective thinking, and discerning thinking. Compassion fosters empathy, kindness, and concern for others' well-being. The present paper offers a note on it.
THE USE OF CRITICAL REVIEW TO IMPROVE STUDENTS’ SKILL IN WRITING ESSAY TEXT DESTIA HERLISYA; YOHANA PUSPITA DEWI; PURNA WIRATNO
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 1 (2025): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

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Abstract

Today's students are familiar with technology, this makes their desire to write less. They are not taught to get used to writing something, they are used to typing something improperly without the rules of language use and correct spelling. Whereas, writing is a standard passive skill that students must at least master considering the demands that they must always write, whether it is daily assignments, writing proposals, journals and even theses. To improve students' English writing skills, researchers used critical review as one of the learning methods in the classroom. Critical review requires students to understand the details of the text, including the arguments, evidence, and conclusions presented. By reviewing something critically, students find it easier to express their thoughts in writing. This research is a classroom action research that has 2 cycles, the object of this research is English education students in semester 4 at STKIP PGRI Bandar Lampung. The results show that there is an increase in the average score of students' writing skill, and there is also an increase in student learning activities in the classroom. Keywords: Action research, Critical review, Writing Essay,
ANALYSIS OF THE IMPLEMENTATION OF THE FIFO METHOD AT KITCHEN HOTEL HOLIDAY INN RESORT BARUNA BALI KOMANG YUDIARTA
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 1 (2025): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

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Abstract

  This study aims to analyze the implementation of the First In First Out (FIFO) method in the management of foodstuffs in the kitchen of Hotel Holiday Inn Resort Baruna Bali. The research method used is qualitative descriptive with data collection techniques through observation, interviews, and documentation. The results of the study show that the application of the FIFO method has been carried out through labeling, rotation, and arrangement of foodstuffs, but the recording of stock in and out has not been optimal. The main obstacles faced are limited human resources and limited operational time, especially during peak hours. The strategy implemented by the management in the form of the preparation of Standard Operating Procedures (SOPs) and daily supervision by outlet leaders is able to increase staff awareness of the importance of FIFO. This study recommends the implementation of a stock recording system, routine training, and periodic evaluation to improve operational efficiency and service quality.
INCREASING STUDENTS’ ENGAGEMENT AND ACADEMIC ACHIEVEMENT THROUGH THE INTEGRATION OF PROBLEM-BASED LEARNING AND DIFFERENTIATED INSTRUCTION MODELS AT SMA NEGERI 6 KABUPATEN LAMPUNG TIMUR Septi, Septia Uswatun Hasanah; Muhammad Zajuli
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 1 (2025): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

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Abstract

Education plays a vital role in shaping excellent and adaptive human resources, which are the foundation of national development. However, the low interest and academic achievement of students—particularly in the subject of Indonesian language—remain a prevalent issue. One contributing factor is the use of outdated and less innovative teaching methods that do not meet students’ needs. This study aims to improve student engagement and academic achievement through the integration of differentiated instruction within a Problem-Based Learning (PBL) model, focusing on news text material. The research method used was classroom action research (CAR) based on the Kemmis and McTaggart model, implemented in two cycles. The research subjects were 36 eleventh-grade students at SMA Negeri 6 in East Lampung Regency. Data collection techniques included tests, observation, and documentation. The results showed an increase in learning engagement from 67% in the pre-cycle to 78% in cycle I, and 84% in cycle II. Meanwhile, academic mastery increased from 56% to 69%, and then to 89% across the same phases. These findings indicate that integrating differentiated instruction into the PBL model has a positive impact on the quality of Indonesian language learning.
ANALYSIS OF EXTERNAL FACTORS AFFECTING STUDENTS' ENGLISH SPEAKING ABILITY SINTA NOVIA; LILI ANTIKA; RIA RESTU OCTAVIANI; CANTIKA CINTAMI AYU
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 1 (2025): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

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Abstract

This study aims to analyze the external factors that influence students' English speaking ability at SMP Muhammadiyah Dua Bandar Lampung. The external factors studied include the influence of classroom environment, media, and parental support in learning English. The research method used was a qualitative approach with observation technique and documentation study. Data were collected through direct observation in the classroom and analysis of learning materials and parental support in students' learning activities. The results show that a supportive classroom environment, such as interaction with peers who are fluent in English, as well as the use of relevant media, such as movies and English learning apps, have an important role in improving students' speaking skills. In addition, parental support, such as providing opportunities to attend language courses or practice outside of school, also positively influences students' speaking ability. Based on these findings, it is recommended that schools and parents work together to create an environment that supports the development of students' English speaking ability.
WHERE LANGUAGE OF MASSES WEAVES POETRY: SOCIAL AWAKENING IN DHOOMIL’S POETRY Prof. Ravindra Pratap Singh
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 2 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/dbweeb76

Abstract

Sudama Pandey “Dhoomil” is a significant voice in post-1960s Hindi poetry. Poetry, as the energy for life to Dhoomil, extensively reflects the inkling of social awakening and the life of an ordinary man, in every shade of his verses. Dhoomil, as a social reformer, explains how superstitions, social evils, and conservatism can be eradicated through social awakening based on progressive ideas that are much needed to transform society for the general welfare of its individuals. Dhoomil could easily notice that society, as a whole, is an interconnection of human relations where human behaviour is controlled and directed in tune with the expectations of a few axes therein. In such a situation, real knowledge of the contemporary world can be obtained only through adopting a practical approach, as inferred by Dhoomil. In the quest to present social facts without bias, Dhoomil proved that poetry is nothing without its social references. Poetry comes from within society through the complex weave of human relations. It gets influenced and inspired by the overt happenings and undercurrents of society, which closely observe and reflect the dynamics of human relations. Dhoomil’s poetry circumnavigates the bounds of region, linguistic chauvinism, casteism, problems of the youth, and foregrounds the decline in values and morality in general. This disintegration in human relations is closely observed, analysed, and reflected in Dhoomil’s poetry. The present paper offers a note on the major tropes and trajectories in the poetic oeuvre of Sudama Pandey, widely known as “Dhoomil”.
UNVEILING STIGMA: EXPLORING THE DETRIMENTAL EFFECTS OF YEMENI-ARABIC PROVERBS AND SAYINGS ON INDIVIDUALS WITH DISABILITY Mohammed Hejash; Abdulaziz Ahmed
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 2 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/s3qp0h52

Abstract

This study investigates the stereotypical representations and psychological implications of Yemeni-Arabic proverbial language that describes persons with disabilities, examining how such expressions become normalized as tools of “wisdom” in everyday discourse. While Classical and Modern Standard Arabic possess a rich lexicon for praising perfection, many vernacular proverbs and sayings associate physical, mental, and sensory impairments with imperfection. Adopting a qualitative approach based on cognitive semantic analysis, the study examines a corpus of 71 Yemeni proverbs collected from publicly available compilations, with a detailed analysis of 15 representative examples. The analysis demonstrates how disability is metaphorically employed to signify weakness, incompetence, misfortune, or irrationality, reflecting deeply rooted cultural conceptualizations. Through repeated use, these expressions are normalized as embodiments of collective wisdom, rendering their stigmatizing meanings socially acceptable and often invisible. However, growing sociolinguistic awareness and the promotion of inclusive language challenge the assumed wisdom of such expressions by emphasizing that no inherent connection exists between disability and imperfection. While many individuals with disabilities actively contribute to their communities, stigmatizing proverbial language may still produce psychological harm and reinforce negative social attitudes. The study highlights the need for greater linguistic awareness in Yemeni society and calls for critical reflection on everyday expressions that shape perceptions of disability and influence social inclusion.
THE CORRELATION BETWEEN ENGLISH CLUB EXTRACURRICULAR ACTIVITIES AND STUDENTS PUBLIC SPEAKING SKILLS IN SENIOR AND VOCATIONAL HIGH SCHOOLS IN BANDAR LAMPUNG Fajar Riyantika; Dian Shafwati; Khairun Nisa; Ismi Aulia Rachmani; I Ketut Yogi Ardika; Dhanissa Alifia Indrawan
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/6c7zfy49

Abstract

English Club is one of the most popular extracurricular activities among senior and vocational high school students in Indonesia. This study aimed to investigate the correlation between students’ participation in English Club activities and their English public speaking performance among students in Bandar Lampung, Indonesia. This research employed a mixed-method approach involving questionnaires, speaking performance assessments, observations, and interviews. The participants consisted of active English Club members from several high schools in Bandar Lampung. The findings showed that most students had positive perceptions toward English Club activities, and students who actively participated in the program generally demonstrated better confidence, speaking organization, and public speaking performance. The study also found that English Club activities provided supportive environments that encouraged students to practice speaking English more confidently. However, several challenges were identified, including inconsistent schedules, nervousness during presentations, and students’ dependence on written notes while speaking. Overall, the findings suggest that English Club activities contribute positively to students’ public speaking skills and confidence.
INTEGRATING AI CHATBOTS (CHATGPT/GEMINI) TO IMPROVE STUDENTS' WRITING SKILLS  IN COMPOSING RECOUNT TEXTS Destia Herlisya; Yohana Puspita Dewi; Purna Wiratno
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/6rjdaw46

Abstract

This research describes the improvement of students' writing skills in composing recount texts through AI Chatbots (ChatGPT/Gemini). The study used Classroom Action Research (CAR) at SMA Adiguna Bandar Lampung. Data were collected through classroom observations and writing tests over two cycles. Quantitative data indicate that AI chatbots improve students' English writing skills and learning engagement. In the first cycle, the students' learning activities showed a mean score of 67.00 (less active), which increased to 75.25 (quite active) in the second cycle, with an 8.25-point improvement. Students' writing performance improved from a pre-cycle mean score of 67.00 (19% of students met mastery criteria) to 69.00 in Cycle I (30% mastery), and 77.25 in Cycle II (60% mastery). These findings suggest that AI Chatbots enhance students' motivation and technical proficiency in writing recount texts.
PRONUNCIATION ANXIETY AND PROFESSIONAL IDENTITY FORMATION EXPERIENCES OF INDONESIAN PRE SERVICE EFL TEACHERS Erika Fitri; Movi Riana Rahmawanti; Wilda Rahayu Agustin
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/jmsadb41

Abstract

Pronunciation anxiety (PA) is one of the psychological factors that affects how pre-service EFL teachers develop their confidence and professional identity as future teachers.  Despite growing research on PA in language learning contexts, studies that specifically examine how PA is reflected in the professional identity formation of Indonesian pre-service EFL teachers remain limited. This study aimed to explore the types of pronunciation anxiety experienced by pre-service EFL teachers and to describe how PA affected their professional identity. This study used a mixed-method design, combining a four-point Likert-scale questionnaire administered to 30 participants and semi-structured interviews conducted with 15 participants from an English Education Study Program at one university in Bogor, Indonesia. The quantitative findings show that fear of negative evaluation (M=2.77) and pedagogical pronunciation anxiety (M=2.73) were the most dominant types of PA, both falling within the high category, while communication apprehension (M=2.50) also fell in the high category. Accent anxiety (M=2.47) and segmental/suprasegmental anxiety (M=2.40) fell within the low category. The qualitative findings show that pronunciation anxiety affects pre-service teachers' self-confidence, teaching readiness, and professional identity. Although good pronunciation is often associated with a prospective teacher’s professionalism, most view professional identity as something that is shaped through learning and experience. Therefore, pronunciation anxiety can influence the process of professional identity formation among prospective teachers of English as a foreign language.

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