International Journal of English and Applied Linguistics (IJEAL)
Aim and Scope International Journal of English and Applied Linguistic (IJEAL) is an International Journal that is published three times a year, namely in April, August, and December. IJEAL publishes manuscripts within the fields of: 1. English Language Teaching and Learning 2. Linguistics and Applied linguistics 3. English Literature 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP)
Articles
314 Documents
<![CDATA[An Analysis of Translation Strategies Applied to English Psychological Terms in Indonesian ]]>
<![CDATA[Felicita Sonya, Anna Maria]]>;
<![CDATA[Hastuti, Erni]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8176
<![CDATA[This study aims to identify how strategies of translation were applied in English psychological terms that translated into Indonesian. Certain terms may be too specific or too general; it can cause challenges to the translator itself. However, translators must consider a proper way to transfer the meaning culturally and linguistically relevant to the target text. Through this study, it will focus on describing the detailed process of transferring meaning from the source text to the target text to obtain factual data and information related to the translation strategies used by the translator. Therefore, qualitative methods were applied in this study. A total of 28 data were gathered from the book by Viktor E. Frankl entitled Man’s Search for Meaning. The data are words and phrases that belong to psychological terms, then data were analyzed using Andrew Chesterman translation strategies. Chesterman’s strategies are divided into three main groups as well as syntactic strategy, semantic strategy and pragmatic strategy. Each group represents different levels of linguistic unit. Then the result shows that from all the data that have been collected, 6 out of 30 strategies are applied in the translation, that is literal translation 7 data, loan 1 data, calque 11 data, unit shift 3 data, paraphrase 4 data and cultural filtering (adaptation) 4 data.]]>
<![CDATA[Rhetorical Moves in Broadcast Disaster News: A Corpus-Assisted Genre Analysis ]]>
<![CDATA[Ismail, Mohamad Arif]]>;
<![CDATA[Zakiyah, Fitriyatuz]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8189
<![CDATA[Growing scholarly attention to media discourse has stimulated increasing interest in the rhetorical organization of news texts. However, much of this research has focused on print journalism, leaving the structural dynamics of broadcast news, particularly disaster reporting, relatively underexplored despite its crucial role in communicating urgent information to the public. This study examines how disaster-related events are rhetorically structured and linguistically realized in broadcast television news. Drawing on a corpus of 23 disaster news reports produced by TVRI Sulawesi Tengah between 2024 and 2026, the study employs a corpus-assisted genre analysis to investigate the move structure and linguistic patterns that shape disaster news discourse. Using Hajimia et al.’s (2022) nine-move framework, the analysis first identifies the rhetorical moves that organize the reports and examines their distribution across the corpus. It then explores recurring linguistic patterns using AntConc to illustrate how these rhetorical functions are realized in the texts. The findings reveal that broadcast disaster news follows a relatively stable rhetorical structure centered on introducing the disaster event and elaborating its impacts and response actions. Move 1 (Title), Move 2 (Introducing the news lead), and Move 4 (Elaborating the event) emerge as the most obligatory components, while Submove 4b (Stating factual information) forms the core narrative element. These findings contribute to genre studies of media discourse and offer insights for journalism-related language instruction.]]>
<![CDATA[Diversifying Employability Skills of The English Literature Students ]]>
<![CDATA[Alamsyah, Aam]]>;
<![CDATA[Mutaat]]>;
<![CDATA[Abidin, Zaenal]]>;
<![CDATA[Arnelli]]>;
<![CDATA[Adrallisman]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8226
<![CDATA[Employability has been a concern of both the workforce and higher education. Despite being extensively studied in higher education, very few studies have examined the English literature department. The present study aimed to identify the perceptions of employability and other relevant factors among literature department students, such as the English literature students' perceptions of their department, the potential gap between job relevance and their preferred jobs, the perceived essential subjects, and the employability skills that students need for future employment. The research method used in the present study was quantitative. Specifically, it used a questionnaire to collect the data from the participants. Sixty-five English students voluntarily participated in the survey research. The results indicated that the participants had positive perceptions of their department for securing future employment. Furthermore, teaching, translating, or interpreting positions were perceived as the most suitable jobs for English literature graduates. Nevertheless, the findings indicated the gap between the students' perceived job suitability and their career aspirations. Specifically, most participants aspired to pursue careers in general employment and office work rather than stereotypically relevant positions. Given the variety of career aspirations identified among students in the present study, college administrators are expected to diversify the employability skills for English literature students to avoid the potential mismatch between students' dream jobs and the perceived stereotypical jobs that most language colleges offer.]]>
<![CDATA[Improving of Students’ Reading Comprehension using Cooperative Integrated Reading and Composition (CIRC) Method at Politeknik Ganesha Medan ]]>
<![CDATA[Afri, Evan]]>;
<![CDATA[Fithriani, Rahmah]]>;
<![CDATA[Pardi, Pardi]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8034
<![CDATA[This study aims to determine whether the cooperative integrated reading and composition (CIRC) method has improved the reading comprehension of second-semester students at Politeknik Ganesha Medan. The researcher found that a lot of students at Politeknik Ganesha Medan had trouble reading the texts after talking to the English teacher and watching them. They can't figure out what the messages mean or what they mean. The researcher did this because she wanted to help the students with their reading comprehension problems. The researcher utilized the cooperative integrated reading and composition (CIRC) method to improve students' reading comprehension in response to the identified issue. The researcher utilized a pre-experimental design featuring a non-equivalent control group (Gay, 2006, p. 225). The group underwent a pre-test, treatment, and post-test. The research sample consisted of fifteen students. The researcher used only one type of tool, a reading test, to get information. A score will be given to each student's answer, and a formula will be used to find the average score. The scores on the posttest are higher than the scores on the pretest. Researchers could conclude that students' reading comprehension has been enhanced by utilizing the CIRC Method. One thing that helps students understand what they read better is the CIRC Method, which involves working together in groups to comprehend the material and answer questions about the stories. Some benefits of cooperative learning include positive interdependence, face-to-face interaction, individual accountability, and development of interpersonal and small group skills.]]>
<![CDATA[Fostering Students’ Speaking Competence Through Technology Integrated Peer Assessment Technique ]]>
<![CDATA[Pricilia, Gabby Maureen]]>;
<![CDATA[Pasaribu, Rahmaini]]>;
<![CDATA[Davinna, Raysha]]>;
<![CDATA[Hasibuan, Fitri]]>;
<![CDATA[Ritonga, Aulia Fitrah Ananda]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8178
<![CDATA[The study’s objectives were to determine the extent to which peer assessment techniques are used to teach students how to express their opinions, the degree to which students’ speaking abilities before and after using these techniques differ, and whether there is a significant effect on students’ speaking abilities. There were 38 students in the sample, which was taken by total sampling. The research method was the experimental method (pretest posttest one group design). Data were gathered by speaking test and observation. According to the data analysis, the mean score of students’ speaking skills in expressing opinions before and after using the peer assessment technique was classified as ‘fail’, then after was ‘bad’. The average of using the peer assessment technique in teaching speaking skills in giving opinions is 95%, classified as ‘very good’. Furthermore, based on inferential statistics by using the Wilcoxon Test (non-parametric statistics because the data is not normally distributed), the result shows the significance value was less than 0.05 (0.00<0.05). It means there is a significant effect of using the peer assessment technique on students’ speaking skills in giving opinions.]]>
<![CDATA[Enhancing EFLStudents’ Writing Proficiency through The Compare-Diagnose-Operate Strategy ]]>
<![CDATA[Rahmansyah, Habib]]>;
<![CDATA[Yanti, Khotma]]>;
<![CDATA[Zarkasih, Ardhiansyah P]]>;
<![CDATA[Hutasuhut, Lutfiah]]>;
<![CDATA[Aryani, Kiki]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8179
<![CDATA[The aims of this research are to know: 1) The extent of application of Compare-Diagnose-Operate (CDO) strategy in teaching writing, 2) The extent of the students’ writing proficiency before and after using CDO strategy, 3) Whether there is significant of using CDO strategy on students’ writing proficiency. This research uses experimental method with the pre-experimental design by using one group pre-test and post-test design. The population is seventh grade students consists 140 students, then uses purposive sampling technique to get the 28 students. In collecting the data, the researcher uses observation sheet and test as the instruments. The use of CDO in teaching writing was 85%, it was “Very Good’’, 2) The extent of the students’ writing proficiency before and after using CDO strategy, it can be seen from the students’ frequency before using CDO strategy was “Unacceptable-not’’ and after using CDO strategy was 72.11 it is categorized “Good to adequate’’, 3) There is a significant effect of using CDO strategy on students’ writing proficiency.]]>
<![CDATA[The Use of Multimodality Learning Approach in Teaching Descriptive Writing: Effects on Students’ Writing Ability ]]>
<![CDATA[Lubis, Wildan Iskandar]]>;
<![CDATA[Harahap, Cici Auliah]]>;
<![CDATA[Septiani, Nabila]]>;
<![CDATA[Maulana, Azril]]>;
<![CDATA[Rahmadani, Nia]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8181
<![CDATA[This study is to describe the application of multimodality based learning approach in teaching writing descriptive text, the students` writing descriptive text ability before and after using multimodality based learning approach, then whether there is a significant effect of multimodality based learning approach on students’ writing descriptive text ability. The method used is the one group pre-test post-test experiment with a sample of 30 students (taken through purposive sampling from 174 students). Data were collected through observation and tests. The result show that the application of the multimodality based learning approach was score 88.5% (good category). The mean score of students’ writing descriptive text ability before and after using multimodality based learning approach were 38.40 (poor category) and 79.2 (good category). Then, there is a significant effect of multimodality based learning approach on students` writing descriptive text ability at the tenth grade of SMA Negeri 1 Padang Bolak Julu. because the table paired sample t-test pretest and pos-test is lower than 0.05(0.000<0.05). it means that hypothesis (Ha) is accepted.]]>
<![CDATA[The Effect of Using Artificial Intelligence And Illustrated Text on Students’ Reading Comprehension of Narrative Text ]]>
<![CDATA[Irmayana, Aprida]]>;
<![CDATA[Pasaribu, Abigail Stevany]]>;
<![CDATA[Insani, Nur]]>;
<![CDATA[Silitonga, Novita Sriwahyuni]]>;
<![CDATA[Panggabean, Hana Oktavia]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8183
<![CDATA[The aim of this study is to know the difference of using and without using illustrated text on students’ reading comprehension of narrative text at the eighth grade students of SMP Negeri 1 Sipirok, to know the extent of teaching reading of narrative text by applying and without applying illustrated text at the eighth grade students of SMP Negeri 1 Sipirok, to know the extent the students’ reading comprehension of narrative text by using and without using illustrated text, to find out whether there is any significant differences of students’ reading comprehension of narrative text by using ilustrated text and without using illustrated text at the eighth grade students of SMP Negeri 1 Sipirok. The method that used in this research was quantitative method. The design of this research was quasi-experimental design. The population of this research at the eighth grade students of SMP Negeri1Sipirok consists of 158 students. The researcher uses purposive sampling technique to get the sample that VIII-1 and VIII-2 that both consists of 32 students. The data was obtained by distributing observation sheet and also test. The researcher found that the results of the used of Illustrated Text in students’ reading comprehension of narrative text at the eighth grade students of SMP Negeri 1 Sipirok in 2025/2026 academic year is more than 85.7% and categorized “very good”. The score of students’ reading comprehension of narrative text without using illustrated text was 53,91 and categorized “bad” and the students’ reading comprehension of narrative text by using illustrated text was 73.44% and categorized “good”. There is any significant difference of students reading comprehension of narrative text by using illustrated text than without using illustrated text at the eighth grade students of SMP Negeri 1 Sipirok in 2025/2026 academic year that significant was less than 0,05 (this research significant was 0.00) and the null hypothesis is rejected, and the alternative hypothesis is accepted.]]>
<![CDATA[The Effect of Using The Integration Of ICT and Realia Media on Students’ Writing Descriptive Text Ability ]]>
<![CDATA[Nurbaidah, Nina]]>;
<![CDATA[Inul, Silvana]]>;
<![CDATA[Puspita, Puspita]]>;
<![CDATA[Sahrul, Sahrul]]>;
<![CDATA[Nasari, Ummi]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8184
<![CDATA[The purposes of this research to know the extent of using realia media on students’ writing descriptive text at the eighth grade of SMP Negeri 8 Padangsidimpuan, To know the extent of the students’ writing descriptive text before and after using realia media at the eighth grade of SMP Negeri 8, to find out whether there is any significant effect of students’ writing descriptive text after using realia media at the eighth grade of SMP Negeri 8 Padangsidimpuan.The method used in this research was quantitative method. The population of this research the eighth grade students consists 154 students. The researcher uses purposive sampling technique to get the sample that VIII-1 consists 30 students. The data was obtained by distributing the observation sheet and test. It is found that the result of the used of Realia Media in teaching writing descriptive text at the eighth grade of SMP Negeri 8 Padangsidimpuan in 2024/2025 academic year is 80%, it is categorized “very good”. The score of students writing descriptive text before using realia media was 58 it is categorized “fair to poor”. While, the students writing descriptive text after using realia media was 76,7 category “good” category. There is significant effect of students’ writing descriptive text after using realia media at the eighth grade of SMP Negeri 8 Padangsidimpuan in 2024/2025 academic year that significant was less that 0,05 (0,00<0,05) and Alternative Hypothesis is accepted.]]>
<![CDATA[The Effect of Using Connecting, Organizing, Reflecting, Extending (CORE) Model on Students’ Vocabulary Mastery at the Seventh Grade of SMP Negeri 9 Padangsidimpuan in 2024/2025 Academic year ]]>
<![CDATA[Kamisah, Kamisah]]>;
<![CDATA[Sipahutar, Rodia]]>;
<![CDATA[Roito, Amelia]]>;
<![CDATA[Etelinda, Fanny]]>;
<![CDATA[Erdana, Yogi]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
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DOI: 10.47709/ijeal.v6i1.8185
<![CDATA[The aims of this research are to know the application of the CORE model in teaching vocabulary mastery, the students' vocabulary mastery before and after using the CORE model, and whether there is any significant effect of using the CORE model on students' vocabulary mastery at the seventh grade of SMP Negeri 9 Padangsidimpuan. This research uses an experimental method with a pre-experimental design by a one-group pretest-posttest design. The population of this research is all of the seventh-grade students of SMP Negeri 9, which consists of 168 students. Sample is the seventh 1 which consists of 28 students, who were taken by purposive sampling. In data collection techniques, researchers use observation sheets and tests as an instrument. The results of this research: the application of the core model is 80% (very good category). The students’ vocabulary mastery before and after using the CORE model is 46.14 (poor category) and 78.57 (good category). The hypothesis testing researcher shows the Asymp. Sig. (2-tailed) The value was 0.000, lower than the significance level of 0.05 (0.000 < 0.05). So the hypothesis is accepted. It means that there is a significant effect of the connecting, organizing, reflecting, and extending (CORE) model on the vocabulary mastery of the seventh-grade students of SMP Negeri 9 Padangsidimpuan in the 2024/2025 Academic Year.]]>
