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International Journal of English and Applied Linguistics (IJEAL)
Published by Information Technology and Science
ISSN : -     EISSN : 27979482     DOI : https://doi.org/10.47709/ijeal.v1i1.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 314 Documents
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Integrating AI-Driven Vocabulary Games from Duolingo to Support Basis Writing Instruction in the EFL Classroom Vaishnavi; Desi Indah Lestari; Azizah Husda; Fachri Yunanda; Wilda Srihastuty Handayani Piliang
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.8251

Abstract

This study examined the efficacy of using the artificial intelligence (AI) program Duolingo in writing teaching for English as a Foreign Language (EFL), with a focus on enhancing students' descriptive text writing skills. The study addressed students' poor writing skills and limited vocabulary, which often made it difficult for them to articulate concepts effectively. This study's primary goal was to investigate how using Duolingo could improve students' writing abilities, their educational experiences, and teachers' opinions of its use. This study used a Classroom Action Research (CAR) design and a mixed methods approach with a qualitative predominance. While qualitative data were collected through teacher interviews and classroom observations, quantitative data were collected through writing assessments (descriptive texts). The study's findings demonstrated that utilising Duolingo greatly enhanced students' performance, especially in vocabulary, sentence structure, and text usage. After using Duolingo to write, students were more motivated, eager, and self-aware, according to a qualitative data, while teachers reported higher classroom involvement and learning efficacy. In conclusion, Duolingo was a useful tool that helped students build their vocabulary and improve their writing skills when it was methodically incorporated into writing instruction. By offering a workable methodology for incorporating AI-based apps into classroom learning, this study contributed to the field of EFL teaching. To further corroborate these findings, future studies should investigate other text genres and employ various research designs.
Implementing DDL In English Learning Application for University Students In Indonesia: Student’s Prespective Zakiyah, Fitriyatuz; Eka Susylowati; Rohmah, Nisaur
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.8282

Abstract

This research aimed to analyze the appropriate design for implementing the DDL approach on a web-based English learning platform and students' perspectives on using the DDL to enhance students understanding on English grammar. The post-test and pre-test were employed to measure DDL effectiveness in improving students understanding of English grammar. The 5-point Likert questionnaire was also used to know students’ prespective of its approach. The data was then analyzed quantitatively. The results showed that the students generally have positive experience of exploring DDL instruction in the web. It also supports independent learning, promoting engagement, curiosity, and self-discovery in the learning process. However, several challenges limit its positive impacts.
An Analysis Of Theme and Meaning in Robert Frost's The Road not Taken Izzati Suhala; Rizki Nurhidayah Sitompul
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8774

Abstract

This study examines the relationship between theme and meaning in English literature. Literary works serve as a medium through which authors express ideas, emotions, values, and social realities. Among the various elements of literary analysis, theme and meaning play a significant role in helping readers understand the deeper messages embedded within a text. The purpose of this study is to identify the major themes presented in English literary works and analyze how these themes contribute to the construction of meaning. This research employs a qualitative descriptive method using a literary analysis approach. Data are collected from selected English literary texts and analyzed through close reading and thematic interpretation. The analysis focuses on identifying thematic patterns and examining how literary elements such as characterization, setting, plot, and symbolism support the development of meaning. The findings indicate that themes function as the central framework through which literary meanings are communicated. Themes such as identity, love, conflict, morality, and social issues provide insights into human experiences and cultural values. Furthermore, meaning is not fixed but emerges through the interaction between the text and the reader, allowing multiple interpretations depending on social, historical, and cultural contexts. The study demonstrates that theme and meaning are closely interconnected and contribute significantly to readers’ understanding of literary works. In conclusion, the analysis of theme and meaning enhances literary appreciation and critical interpretation. This study contributes to literary criticism by providing a deeper understanding of how thematic structures shape meaning in English literature and influence readers’ interpretations of literary texts. Keywords: English Literature, Theme, Meaning, Literary Analysis, Literary Interpretation
The Implementation of Merdeka Curriculum within Deep Learning Approach Towards Students' Collaborative Thinking Naya Putri; Finny Anita; Rahayu Meliasari
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8896

Abstract

The implementation of Merdeka Curriculum within Deep Learning Approach play a significant role in shaping the quality of students’ learning experiences, particularly in developing 21st-century skills such as collaborative thinking. This study aims to investigate the implementation of the Merdeka Curriculum with Deep Learning Approach on students’ collaborative thinking at SMA Negeri 01 Sungai Pinyuh. A qualitative case study design was employed in this research. Data were gathered through semi-structured interviews with an English teacher, a student questionnaire administered to 65 participants, and a document study of the teaching module. The data that gathered with interviews and document study were analyzed using thematic analysis following Braun and Clarke’s (2006) framework, while questionnaire data were analyzed using percentage calculations. The findings revealed four major themes: (1) collaborative engagement, (2) peer support and knowledge sharing, (3) openness and respect toward different opinions, and (4) responsibility and task management. The questionnaire results consistently showed high positive responses across all indicators of collaborative thinking, ranging from 87.7% to 100%. These findings suggest that the implementation of the Merdeka Curriculum with Deep Learning Approach positively supports students’ collaborative thinking by fostering active participation, peer interaction, mutual respect, and individual accountability within group learning activities. Keywords— 21st-Century Skills, Collaborative Thinking, Deep Learning Approach, Merdeka Curriculum
The Professionals' Perceptions and Reliance on AI for Writing Business English Message : A Mixed-Methods Study in Semarang, Indonesia Dwiky Darmawan
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

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

Abstract

This mixed-methods study explores how young professionals in Semarang, Indonesia, view and depend on artificial intelligence (AI) tools when communicating with others. While the use of AI is growing in emerging economies, the correlation between professionals’ perceptions, their level of trust, and their actual reliance on AI for business communication is still not well understood. The research seeks to answer: How do young professionals in Semarang perceive and rely on AI for writing business communication, and what factors shape this correlation. This study employed a concurrent mixed-methods design. Quantitative data were gathered from 30 participants aged 17 to 33 using a 15-item, 5-point Likert scale (M = 52.97, SD = 7.14). Qualitative data were obtained through semi-structured interviews with three participants. The data analysis involved descriptive statistics, t-tests, ANOVA, Pearson correlation, and thematic analysis. The results revealed an overall favorable view of AI as a tool for writting business message, with notable differences based on gender and occupation—engineers and marketing professionals showed higher levels of dependency on AI. The qualitative analysis uncovered a theme of strategic "functional dependency," where AI is viewed as a capable but junior assistant. Participants expressed caution when using AI for high-value tasks and called for industry-specific explanatory features. These findings indicate that professionals are adopting a cautious and pragmatic form of AI reliance, using it to complement—not replace—human judgment. The study discusses implications for AI development and professional training in evolving work environments.
Topic Selection in Theme-Based Learning: EFL Students' Motivation and Reading Comprehension Wilda; Oxtapianus Tawarik
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8783

Abstract

Reading comprehension and learning motivation remain persistent challenges for EFL students at the Senior High School level, particularly when assigned reading topics fail to connect with learners' personal interests and daily experiences. This study investigated the impact of topic selection in theme-based learning on the learning motivation and reading comprehension of Grade 10 students at SMAN 1 Anjongan, Mempawah Regency, West Kalimantan. A pre-experimental one-group pretest-posttest design was employed, with 32 students selected through purposive sampling. The independent variable was topic selection in theme-based reading instruction, operationalized through Generation Z-relevant topics including technology, social media, pop culture, and global current affairs. Learning motivation was measured using a 30-item questionnaire covering six dimensions based on Inocian et al. (2019), while reading comprehension was assessed through a 20-item multiple-choice test. Both instruments were validated through expert judgment, Pearson Product Moment correlation, and Cronbach's alpha reliability testing. Data were analyzed using Paired Samples t-test and Cohen's d. The results revealed statistically significant improvements in both learning motivation (t = 59.727, p = .000, d = 2.92) and reading comprehension (t = 54.647, p = .000, d = 2.40), with both effect sizes classified as huge according to Sawilowsky (2009). These findings confirmed that aligning reading topics with students' generational interests simultaneously enhanced motivational engagement and cognitive performance, providing empirical support for learner-centered, topic-relevant EFL reading instruction in rural Indonesian Senior High School settings.
Unveiling the Final Report Writing Journey: A Phenomenological Study of Final-Year Vocational EFL Students Beni Wijaya; Zakaria; Munaja Rahma; Darmaliana; Sri Endah Kusmartini; Eli Yeny
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8928

Abstract

For final-year English as a Foreign Language (EFL) students, producing final reports is an important academic milestone. However, little research has been done on how students feel about this process in vocational higher education settings. The purpose of this study was to look into the actual experiences of final-year Diploma III EFL students when preparing their final reports. Twelve final-year students from Politeknik Negeri Sriwijaya's English Study Program participated in semi-structured interviews to gather data using a qualitative phenomenological approach. Thematic analysis was then used for analysis. Academic and research-related difficulties, emotional experiences, sources of support, coping mechanisms, and academic and personal development were the five main themes that emerged from the findings. Finding pertinent references, writing literature reviews, analyzing data, structuring ideas, and using academic writing conventions in English were all challenges faced by the participants. Stress, perplexity, frustration, exhaustion, anxiety, and self-doubt frequently accompanied these difficulties. However, students were able to handle them and maintain their motivation with the help of peers, family, supervisors, and online resources. Goal-setting, time management, asking for help, sticking to regular work schedules, and self-motivation were among the coping mechanisms used by them. The final report writing process was seen as a life-changing event that improved research competency, academic writing skills, critical thinking, independence, resilience, confidence, and problem-solving abilities despite the obstacles. The study comes to the conclusion that writing final reports is a significant learning experience that advances students' academic, personal, and professional development in addition to being a graduation requirement.
An Analysis of Directive and Commissive Speech Acts on Two Videos of Collin Abroadcast Channel Ovika Pretty Precatia; Ch. Evy Tri Widyahening; Luqman Al Hakim
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8938

Abstract

The research investigated how sellers and buyers used directive and commissive speech acts in English market transactions on YouTube. It also determined the dominant speech act between the two categories. Directive speech acts encouraged the listener to perform specific actions, such as commands or requests. Meanwhile, commissive speech acts bound the speaker to future commitments, including offers or promises. The researcher properly applied a qualitative descriptive analysis method. First, the investigator collected the primary data directly from two bargaining videos on the Collin Abroadcast channel. The researcher observed the transactions carefully and transcribed the spoken interactions. Next, during the data reduction phase, the author sorted the relevant utterances and discarded unnecessary dialogue. Then, the researcher created a structured table to display the linguistic patterns clearly. Finally, the author drew systematic conclusions based on the specific context. The findings systematically revealed some very interesting variations between the two different digital markets. In the Beijing video, the researcher identified exactly 571 total expressions. Directive speech acts appeared slightly more dominant with 286 utterances, driven by initial asks and requests, while commissive acts occurred 285 times. Conversely, in the Cambodia video, the researcher carefully analyzed 395 unique spoken expressions. Here, directive speech acts heavily dominated the conversation with 214 phrases, mostly consisting of various questions, compared to just 181 commissive phrases. Ultimately, the study thoroughly demonstrated how the speech acts functioned dynamically throughout the intense English market transactions on the popular YouTube platform.
Essay Quality in A Project-Based Learning: Case Study in EFL Writing Class at The Tertiary Level Fitri Febrianti; Muamaroh Muamaroh
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9034

Abstract

Academic writing is one of the most challenging skills for EFL learners, requiring the integration of cognitive, linguistic, and organizational abilities. Project-Based Learning (PjBL) has been increasingly adopted as a pedagogical approach to support writing development; however, limited studies have examined the quality of student essays from a multi-dimensional perspective within PjBL contexts, particularly at the Indonesian tertiary level. This study aimed to evaluate the quality of essays produced by undergraduate EFL students in a PjBL writing class using five dimensions of writing quality: content, organization, vocabulary, language use, and mechanics. A qualitative case study design was employed involving 26 undergraduate students enrolled in a Standardized Test of Writing course at a private university in Surakarta, Central Java, Indonesia. Document analysis was used as the primary data collection technique. Students’ essays were assessed using the ESL Composition Profile developed by Jacobs et al. (1981), and the results were analyzed descriptively through frequency and percentage calculations. The findings revealed that 12 students (46.2%) were categorized as Good to Average and 14 students (53.8%) as Fair to Poor, with an overall mean score of 60.19 out of 100. Language use was the most challenging dimension, with 69.2% of students in the Fair to Poor category and the lowest mean percentage score (52.9%). Mechanics demonstrated the strongest performance, with 84.6% of students achieving Good to Average. Although PjBL provides meaningful writing engagement, students still require targeted instructional support in grammatical accuracy, idea development, and vocabulary use to improve overall essay quality.
Psychological Conflict Seen through Victor Frankenstein: A Psychoanalytic Theory Cintania Dharma Brillianta; Rafika Zahra; Novia Diah Lestari
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9117

Abstract

The study aims to analyze the personality structure of the id, ego, and superego as seen through the psychological conflict of Victor Frankenstein, using Sigmund Freud's psychoanalytic theory. This study uses a descriptive-qualitative method. The data analyzed consists of verbal data, such as words, phrases, and sentences in dialogue, as well as visual data in the form of scenes depicting the main character, namely Victor Frankenstein, actions, or expressions in the film Frankenstein (2025). This study shows that Victor Frankenstein's psychological conflict derives from the conflict between the id, ego, and superego in his personality structure. The id is the most dominant personality structure in Victor Frankenstein. The dominance of the id causes Victor to ignore the consequences of his actions, and then fear and regret arise, which cause psychological suffering. Thus, Victor's psychological conflict can be interpreted as a failure to balance his desires (id), rational considerations (ego), and moral responsibility within himself (superego).

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