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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 121 Documents
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NAVIGATING THE MERDEKA CURRICULUM: INDONESIAN ELEMENTARY TEACHERS’ READINESS AND CHALLENGES IN TEACHING COMPULSORY ENGLISH Flora; Rafista Deviyanti; Dian Shafwati
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/wawxv031

Abstract

Indonesia will make English a compulsory subject in elementary schools from 2027, but many primary schools have had little provision for English before now. This study asks how ready elementary English teachers feel for the change and what problems they expect. As the qualitative strand of a larger mixed-methods project, it used semi-structured interviews of five teachers chosen from public and private schools in Lampung Province, analysed through thematic analysis. Four themes emerged: gaps in school resources, differences in teacher readiness and confidence, unequal access to professional development, and shared worries about assessment, parental support, and class size. Four English-trained teachers said they felt ready, most confidently in the private schools; the one teacher without English training did not, and hoped a qualified colleague could join her school. The findings indicate that, without targeted support for resources, training, and teacher qualification, compulsory English may widen the gap between schools rather than close it.
BEYOND DIGITAL ADOPTION: A THEMATIC ANALYSIS OF EFL TEACHERS’ CHALLENGES IN TECHNOLOGY INTEGRATION Anwar Fadila; Nita Sitta Rachma; Sheren Dwi Oktaria; Ajeng Nike Setya Diningrum; Dita Lutfiah Puspa Dewi
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/bpa6ev45

Abstract

The incorporation of digital technology into English as a Foreign Language (EFL) education has been increasingly emphasised, but few studies have critically examined how teachers confront problems in sustaining technology-enhanced classroom practices in everyday teaching realities. This study explores the challenges faced by EFL teachers in integrating digital technology into English courses at secondary schools in Indonesia. The research was conducted qualitatively and exploratively with three English teachers from three distinct senior high schools in Bandar Lampung, Indonesia. Data was acquired through semi-structured interviews, classroom observations and document analysis. Data were analysed using Braun and Clarke’s reflexive thematic analysis. The findings reveal four interrelated themes: persistent infrastructural instability hinders technology-integrated teaching; teachers face pedagogical and emotional challenges in digital teaching; technology integration demands ongoing adaptation and improvisation; and institutional support is uneven and insufficient. The findings indicate that technology integration is not a smooth and linear process but a negotiated pedagogical practice affected by infrastructural restrictions, student involvement concerns, institutional constraints and teachers’ adaptive methods. The study foregrounds the significance of moving beyond the narratives of technology adoption to a more critical understanding of the lived realities of digital education in EFL environments. The report suggests improved infrastructural support, context-sensitive professional development and durable institutional policies to facilitate meaningful technology integration in ELT.
NAVIGATING CULTURAL AWARENESS IN GENERATIVE AI-ASSISTED ENGLISH LANGUAGE TEACHING: INDONESIAN EFL TEACHERS' PERSPECTIVES Aksendro Maximilian; Mohammed Hejash; Purnama Hanan Murod
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: 10.52217/1ghvge20

Abstract

This study investigates Indonesian EFL teachers' perceptions of cultural awareness in GenAI-assisted English language teaching and explores the opportunities and challenges they perceive when addressing cultural awareness through AI-generated instructional materials. A quantitative survey design was employed involving 60 Indonesian junior high school EFL teachers who had prior experience using Generative AI applications for instructional purposes. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings indicate that teachers hold highly positive perceptions toward the importance of integrating cultural awareness into AI-assisted English language teaching. Participants emphasized that AI-generated cultural content should be critically evaluated before classroom implementation and that English instruction should integrate both Indonesian and global cultural perspectives. Teachers also perceived Generative AI as a valuable resource for creating culturally diverse instructional materials and enriching classroom learning. However, concerns were raised regarding cultural bias, inaccurate cultural information, limited representation of Indonesian local cultures, and students' overreliance on AI-generated content. The study concludes that the effective integration of GenAI into English language teaching depends not only on technological capability but also on teachers' intercultural competence, critical AI literacy, and pedagogical judgment.
INVESTIGATING STUDENTS’ BURNOUT AND ENGAGEMENT IN EFL CLASSROOM: A MIXED-METHOD STUDY Dasya Restiana Valerin; Amalul Umam; Rinta Nariza Imansani; Alan Jaelani
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/z9753y88

Abstract

Students’ burnout has become an important issue in EFL classrooms because it may affect students’ engagement and academic performance during English learning activities. Therefore, this study aimed to investigate students’ burnout and engagement in EFL classrooms using an explanatory sequential mixed-method design. Quantitative data were collected through questionnaires and analyzed using Mann-Whitney U test and Pearson correlation analysis. Qualitative data were obtained through semi-structured interviews with six students and analyzed using thematic analysis. The findings revealed a significant difference between male and female students’ burnout and engagement levels. In addition, the Pearson correlation analysis showed a significant negative relationship between students’ burnout and academic English performance. The qualitative findings identified three major factors contributing to students’ burnout, namely environmental, psychological, and individual factors. Among these factors, psychological factors emerged as the most influential contributor to students’ burnout experiences. Overall, the findings suggest that burnout may negatively affect students’ engagement and academic achievement in EFL classrooms.
OPTIMISING FRENCH PRONUNCIATION IN SON ET INTONATION COURSE THROUGH SHADOWING METHOD SUPPORTED BY DIGITAL AUDIO-VISUAL MEDIA Riza Harani Bangun; Setia Rini; Nabila Hasri Ainun; Aksendro Maximilian; Resa Permata Sari
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: 10.52217/11ry9r48

Abstract

This study examines the effectiveness of the shadowing method, integrated with digital audio-visual media, in optimising phonological competence development within the Son et Intonation (Sound and Intonation) course for first-semester students of the French Language Education Study Program at Universitas Lampung, Indonesia. The primary concern addressed is the suboptimal phonological proficiency of beginning learners, as evidenced by a class mean pre-test score of 66.07, with the majority of participants classified within the Very Low and Low performance categories. Employing a qualitative action-based research design, the study implemented five interrelated procedural stages: initial phonological competence assessment, shadowing instructional design development, digital audio-visual media production, classroom implementation, and evaluative post-test measurement. Thirty first-semester students participated in four progressively structured shadowing variants, muted shadowing, whisper shadowing, whisper-full shadowing, and full shadowing using authentic native speaker recordings as primary input models. Results indicated significant gains across all five rubric assessment dimensions: Pronunciation, Liaison & Enchaînement (sound linking), Intonation & Accentuation, Rhythm, and Fluency. The class mean post-test score surpassed the target threshold of 75.00, accompanied by a substantial reduction in the proportion of students in the Very Low and Low categories. These findings confirm that the shadowing method, when systematically supported by purpose-designed digital audio-visual media, effectively strengthens phonological competence and establishes a structured foundation for the development of oral communicative skills toward the B2 proficiency target specified in the Cadre européen commun de référence pour les langues (CECRL; Common European Framework of Reference for Languages).
THE PARADOX OF ENGLISH LEARNING: A QUALITATIVE STUDY OF LIMITED SPEAKING ABILITY DESPITE LONG-TERM ENGLISH INSTRUCTION AMONG UNIVERSITAS DHARMAS INDONESIA STUDENTS Lia Faridatul Ulfa; Martiya Nurni Khairita; Zumrotun Lutfiah
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/jqzzma23

Abstract

 Speaking ability is considered one of the most important indicators of successful English learning, especially in English as a Foreign Language (EFL) contexts. However, many students still experience difficulties in speaking English despite having received formal English instruction for many years. This study aims to explore the factors contributing to students’ limited speaking ability after long-term English learning experiences. This study employed a qualitative research design using a descriptive qualitative approach. The participants were university students from Universitas Dharmas Indonesia who were non-English major students and had learned English for several years through formal education. Data were collected through semi-structured interviews and documentation, and the data were analyzed using qualitative data analysis techniques consisting of data reduction, data display, and conclusion drawing. The findings revealed that long-term English instruction did not automatically guarantee effective speaking ability. Students continued to experience speaking difficulties due to several internal and external factors. Internal factors included limited vocabulary mastery, pronunciation difficulties, speaking anxiety, fear of making mistakes, lack of confidence, and low motivation. Meanwhile, external factors involved teachers-centered teaching methods, limited speaking practice, limited exposure to English, unsupportive classroom environments, and lack of communicative activities. The findings also indicate a paradox between the length of English learning and students’ actual speaking performance. Although students had learned English for many years, their speaking ability remained limited because learning experiences were often dominated by theoretical knowledge rather than meaningful communication practice. Therefore, English learning should provide more opportunities for active language use, interaction, and communicative activities to supports students’ speaking development.
CODE-SWITCHING AND CODE-MIXING IN THE TAPIS PODCAST EPISODE “BAHASA LAMPUNG MILIK SIAPA?”  A SOCIOLINGUISTIC ANALYSIS OF MULTILINGUALISM IN LOCAL BROADCASTING MEDIA Mei Fatmila Sari; Muhammad Ramdhan Fathin Al Farabi; Andriansyah; Nabila Hasri Ainun; Septia Uswatun Hasanah; Detia Aulia Oktarina
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: 10.52217/510pwr91

Abstract

Abstract: Code-switching and code-mixing are linguistic phenomena commonly observed in multilingual communities, including in digital media that address regional cultural issues. This study examines the forms, types, and factors influencing code-switching and code-mixing in the Tapis Podcast episode “Bahasa Lampung Milik Siapa?” broadcast on TVRI Lampung. A descriptive qualitative approach was employed, with data gathered through listening, recording, note-taking, and verbatim transcription of the speech produced by the host and guest speaker. The classification of code-switching and code-mixing forms draws on Suwito's (1985) theoretical framework, while the contributing factors are analyzed according to Nababan (1984, 2021) and Fishman (1972). The findings reveal that all identified instances of code-switching were internal. Code-mixing, meanwhile, took the form of outer code-mixing into English and Arabic, as well as inner code-mixing into the Lampung language. At the formal linguistic level, single words constituted the most dominant form of code-mixing, followed by hybrid blends (basters), phrases, and idioms. Topic of conversation and speaker-related factors emerged as the primary triggers of both phenomena. Taken together, these findings suggest that multilingual practices in podcasting not only reflect global linguistic influences but also serve as a vehicle for speakers to assert local identity. Culturally grounded podcasts thus carry significant potential as media that support the preservation and revitalization of regional languages in the digital era.
An Analysis Of Illocutionary Act By The Main Character In The Turning Red Movie Futri Rahayu; Galuh Dwi Ajeng; Aksendro Maximilian
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/cc4kx419

Abstract

This research aims to analyze the illocutionary acts performed by the main character, Meilin "Mei" Lee, in the animated film "Turning Red" (2022). The study focuses on identifying the types of illocutionary acts utilized by Mei throughout the film, reflecting her emotional journey and character development. Employing a qualitative method with a content analysis approach, data were collected from key dialogues featuring Mei, resulting in a total of 71 analyzed utterances. The findings reveal that Mei's speech acts can be categorized into four types: directives (16 instances), expressives (21 instances), representatives (18 instances), commisives (6 instances) and declaratives (10 instances). This analysis highlights how Mei's use of language not only conveys her internal struggles and relationships but also underscores the broader themes of identity and self-acceptance in the film.
THE USE OF STORY FACE STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION THROUGH A DEEP LEARNING APPROACH IN TEACHING NARRATIVE TEXT AT SMKN 1 SITIUNG Jantika Sabrina; Riyadi Saputra; Norasiah
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: 10.52217/3e49qa70

Abstract

Reading comprehension is an essential skill in English language learning, particularly in understanding narrative texts. However, many students experience difficulties in identifying main ideas, understanding sequences of events, and comprehending texts. This study aimed to examine the effect of implementing the Story Face Strategy through a Deep Learning approach on students' reading comprehension of narrative texts. A quantitative pre-experimental design with a one-group pre-test and post-test was employed. The participants were 20 eleventh-grade students of the Computer and Network Engineering (TKJ) program at SMKN 1 Sitiung, selected through purposive sampling. The research instrument was a reading comprehension test consisting of multiple-choice and essay questions that had been tested for validity and reliability. Data were analyzed using the Shapiro–Wilk test, Paired Samples t-test, and Normalized Gain (N-Gain) test. The findings revealed a significant improvement in students' reading comprehension, with the mean score increasing from 51.30 in the pre-test to 80.95 in the post-test (p < .001). The N-Gain score of 0.6136 indicated a moderate level of improvement. These findings suggest that the Story Face Strategy integrated with the Deep Learning approach is effective in improving students' reading comprehension of narrative texts.
ANALYSIS OF FACTORS AFFECTING STUDENTS’ LOW SPEAKING ABILITY OF TENTH GRADE STUDENTS AT SMAN 5 SUMATERA BARAT Jingga Wulandari; Dodi Widia Nanda; Martiya Nurni Khairita
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: 10.52217/52wta312

Abstract

This study aims to analyze the internal and external factors causing the low speaking ability of tenth-grade students at SMAN 5 Sumatera Barat, whores scores fell below the Minimum Mastery Criterion (KKM) of 75. This research employed a qualitative descriptive design to investigate the phenomenon deeply. Data were collected through non-participant classroom observations, open-ended questionnaires and semi-structured interviews with one English teacher and three selected students. The data were analyzed using Braun & Clarke’s thematic analysis framework systematically. The findings identified 36 conceptual codes revealing that students face linguistic deficits, namely limited vocabulary and pronunciation difficulties, which trigger psychological distress including high speaking anxiety, low self-confidence and low learning motivation. Meanwhile, the external factors showed that these individual barriers are worsened by monotonous teaching strategies, an unsupportive classroom environment dominated by a toxic roasting culture among peers, limited practice opportunities, intrusive teacher feedback and inadequate learning facilities. In conclusion, the complex interaction between these linguistic-affective barriers and a restrictive classroom ecosystem forces students to execute defensive behaviors, such as speaking in whispers, reverting to local dialects or resorting to absolute silence, which ultimately paralyzes their English communicative competence.

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