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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 325 Documents
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DOES MEANING MATTER MORE THAN TUNE? (The adult learners’ perceptions on the application of Taylor Swift’s song in EFL context) Edy Supriyanto; Galuh Fitriana Sakti; Mahyati Mahyati; Albertus Krisna Prihasdha; Aam Alamsyah; Novita Sari Dwi
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.v6i2.9137

Abstract

Song efficacy in EFL and the figurative language in songs have both been widely researched, especially among students of letters. This study examined figurative language in a popular Taylor Swift song and its application in the EFL context. It focused on students’ perceptions of using English songs in their EFL programs, whether the lyrics motivate adult students to learn more, and their perceptions of using Taylor Swift’s song (Eldest Daughter) in EFL learning. The study used a qualitative method to identify students’ perceptions regarding the use of English songs and figurative language in EFL learning. It involved 26 participants, mainly fourth- and fifth-semester English department students, who had attended an English adult EFL program. Using two instruments and triangulation, the study ensured valid findings. The main findings showed that, while students found English songs to be an effective alternative in EFL activities, most preferred songs with topics relevant to their personal learning objectives. The specific use of a Taylor Swift song ('Eldest Daughter') was seen as less relevant to their cultural backgrounds.    
Digital Literacy and Critical Thinking in Relation to EFL Writing Performance Pinkan Auliyani; Nur Hidayat
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.v6i2.9292

Abstract

Writing has always been one of the most challenging skills for students in an English as a Foreign Language context. This skill not only requires language proficiency but also involves strong critical thinking skills to organize ideas.This study examined the relationship between digital literacy, critical thinking skills, and English writing performance among EFL students. This study applied a quantitative approach with a correlational design.The study participants were 37 students in the English Language Education program at Muhammadiyah University of Surakarta, chosen using purposive sampling. Researchers collected data from students’ writing scores given by lecturers using the ESL Composition Profile rubric, and from questionnaires regarding digital literacy and critical thinking skills. Because the collected data were not normally distributed, Spearman's rank correlation coefficient was used in the analysis.The results showed that digital literacy was not significantly corelated with students' writing performance (rho = -0.060, p = 0.725). Similarly, critical thinking skills were not significantly correlated with writing performance (rho = 0.170, p = 0.313), although the coefficient value for critical thinking was numerically higher. Interestingly, digital literacy and critical thinking skills were found to have moderate and significantly correlation with each other (rho = 0.471, p = 0.003). This study concludes that digital literacy and critical thinking as measured in this study, were not significantly correlated with EFL students writing performance, suggesting that other factors, such as grammar mastery, may play a larger role. These findings also indicate that digital literacy and critical thinking skills are interrelated as cognitive abilities.
The Analysis of Idiomatic Expression in Selected Backstreet Boys' Songs Anggy Pratiwi; Yenita Uswar; Yuri Chalista; Kezia Artieva Lubis; Suan Marcello Harianja
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.v6i2.9298

Abstract

Every language has literal and figurative meanings. Literal meaning is the direct reference of words or sentences to objects, while figurative meaning is used to give an imaginative description or a special effect, just like idioms. This research aims to identify the idiomatic expressions used in selected Backstreet Boys’ songs and the categories to which they belong. This research employed a qualitative approach focused on content or document analysis. The method used in this research is descriptive qualitative, used to analyze and categorize the idiomatic expressions found in those songs. The procedures used in analyzing the data were preparation, reading, coding, description, and interpretation. The researchers browsed the songs, sought its lyrics, listened to it, and transcribed it. Subsequently, the data analysis involved reading, analyzing, identifying, and classifying the types of idiomatic expressions in the song’s lyrics and finally concluding. After analyzing the data, the researchers found that six idiomatic expressions depicted in the lyrics were based on the theory of O’Dell & McCarty (2010), which were binomials, cliches, proverbs, euphemisms, and similes. and Fernando’s theory (1996), which was pure idioms. The dominant idiomatic expression that the researchers found they were 51. 56% pure idioms, followed by proverbs at 18.75%. The dominance of pure idioms and proverbs in the selected Backstreet Boys’ songs comes down to a deliberate mix of commercial pop songwriting strategy, emotional songwriting choices, and a unique linguistic quirk involving their Swedish producers Keywords— Literal and figurative Meaning, Idiomatic Expression, Backstreet Boys’ Songs.
Student-Centered Learning in an EFL Classroom: A Case Study of an Indonesian Private School Maura Madiniya; Dina Irmayanti; Rifqi Robbani; Dostiwi Dostiwi; Elsyam Maulana
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.v6i2.9335

Abstract

The purpose of this study was to evaluate how well student-centered learning (SCL) increases student engagement and participation in English language instruction. Through conversation, teamwork, and problem-solving exercises, student-directed learning places students as active participants in the learning process. A qualitative descriptive approach was used to investigate this study by using teacher and student interviews and classroom observations. The results showed that students exhibited behaviors consistent with student-centered learning, such as participating in teacher-centered questions and actively participating in peer conversations. The study emphasizes how the use of SCL encourages increased student participation, independence, and the growth of communication and critical thinking abilities. These findings highlight the potential of student-centered learning as a successful teaching method for English learning.
“AI is My All-in-One Assistant”: Navigating AI-Mediated Communication Strategies in Multilingual Hotel Service Encounters Aziza Restu Febrianto; Barans Irawan Palangan; Allvian Ika Fiki Susanto; Rifka Pratama; Rachmat Ari Wibowo
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.v6i2.9414

Abstract

The growing use of artificial intelligence (AI) technologies has transformed communication in the hospitality industry. While previous studies have primarily examined AI in language learning, limited attention has been paid to its role in multilingual workplace interactions. This study explores how hotel staff utilize AI tools to support guest communication and navigate multilingual service encounters. Employing a qualitative descriptive design, the study involved 14 hotel staff members from Awann Sewu Boutique Hotel & Suite, Semarang, Indonesia, who participated in an English for Hospitality Industry training program. Data were collected through a questionnaire completed by all participants and a Focus Group Discussion (FGD) involving seven selected participants. The data were analyzed using thematic analysis. The findings revealed that AI functions as a communication assistant that helps staff overcome linguistic barriers, communicate across multiple languages, and improve service efficiency. At the same time, participants recognized both the opportunities and limitations of AI-assisted communication, emphasizing the need for critical evaluation of AI-generated outputs and the continuing importance of empathy, interpersonal interaction, and human judgment. The study highlights the growing significance of multilingual communication competence, digital communication literacy, and strategic AI use in hospitality settings. These findings offer practical implications for the training of English for Specific Purposes (ESP) and hospitality English instruction in increasingly technology-mediated workplaces.
Politeness Strategies and Gender Interaction in The Great Gatsby: A Sociolinguistic Analysis Benedicta Vania; Sumardiono; Imroatul Ma'fiyah
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.v6i2.9446

Abstract

This study explored the use of politeness strategies in gender interaction between Jay Gatsby and Daisy Buchanan in The Great Gatsby. It examined the types of politeness strategies employed by both characters, investigated the social factors that influenced their linguistic choices, and interpreted how those choices represented gendered interaction within the novel. A qualitative descriptive approach was adopted, with 73 utterances drawn from the characters' spoken dialogues serving as the research data. The data were collected through document analysis and examined using an interactive process of data reduction, data display, and conclusion drawing. The credibility of the findings was strengthened through theoretical triangulation. The sociolinguistic analysis revealed the presence of four politeness strategies in the interactions. Positive politeness appeared most frequently, accounting for 34.25% of the data, followed by negative politeness (28.77%), bald-on-record (20.55%), and off-record strategies (16.44%). Their use was influenced by relative power, social distance, and the rank of imposition in each conversational context. Gatsby tended to express solidarity and emotional closeness through positive politeness, while Daisy more often relied on indirect forms of communication that reflected caution and interpersonal distance. These findings indicated that politeness strategies functioned as meaningful linguistic resources for expressing social relationships and negotiating gender interaction, which reflected the social values portrayed in the novel.
Reading Practices and Perceived Speaking Development among Indonesian EFL Undergraduates Asti Gumartifa; Indah Windra Dwie Agustiani
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.v6i1.9458

Abstract

Reading provides sustained language input and may support the lexical resources needed for communication, yet university students increasingly encounter English through mixed print and digital sources. Objective of this study is to describe Indonesian English education undergraduates’ reading practices and examined how those practices were perceived to contribute to speaking development. 52 students from the first and final semesters of an English education study program participated in a descriptive mixed-data approach. A four-item reading-practices questionnaire, classroom interviews, and accessible speaking class records were used to gather data. Questionnaire responses were calculated using frequencies and percentages, while interview notes were used to interpret patterns without making causal claims. As a result, most participants liked English reading to some extent, but regular book reading was limited. Comics were also the most frequently selected material (28.8%), followed by novels and course books (23.1% each). Half of the students reported reading English books much less frequently (46.2%), whereas only 5.8% read daily. Although 51.9% reported that English texts were generally understandable, students with comparatively stronger speaking performance did not consistently report reading books frequently. This study claims that students perceived speaking development emerged from the interaction of various literacy and communicative practices rather than from book-reading frequency. Books remained a relevant source of vocabulary and language patterns, but the contribution depended on learners noticed, recycled, and activated the acquired language through speaking practice. Social media, online articles, audiovisual materials, and everyday communication expanded the sources from which students constructed the speaking resources. Therefore, it is cannot be claimed that reading is unrelated to speaking, but reading contributes indirectly and conditionally within a broader multimodal input, interaction, and output process
The Effect of Project-Based Learning on Students’ Speaking Ability in English Education Programs Cattleya Wahyu Pravitha; Evan Afri
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.v6i2.9466

Abstract

This study aims to explore the effect of Project-Based Learning on students’ speaking ability in English Education Programs. The research is motivated by the continuing difficulty experienced by EFL students in developing oral communication skills, particularly in terms of confidence, fluency, pronunciation, vocabulary use, and active classroom participation. This study employed a qualitative case study approach to understand how students experienced project-based speaking activities in a specific classroom context. The participants consisted of English Education students enrolled in a speaking course and one lecturer who facilitated the implementation of Project-Based Learning. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ project outputs, reflective notes, and learning materials. The data were analyzed thematically to identify recurring patterns and meanings related to students’ speaking development. The findings revealed three major themes: increased speaking confidence through repeated oral practice, development of speaking ability through authentic and collaborative projects, and continuing linguistic and psychological challenges during project implementation. These findings indicate that Project-Based Learning supports speaking development not only by improving students’ oral performance but also by creating a more communicative, collaborative, and reflective learning environment. The study contributes to the understanding of speaking ability as a socially mediated competence shaped by interaction, peer support, lecturer facilitation, and meaningful language use. The findings imply that lecturers should design project-based speaking activities with clear stages, structured feedback, and equal opportunities for student participation. Further research is recommended to examine the long-term impact of Project-Based Learning across different EFL contexts.
Causal Framing of The Sumatra Floods in The Jakarta Post Dang Hartono; Stefanus Angga Badara Prima
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.v6i2.9467

Abstract

This study examines media framing and responsibility attribution in The Jakarta Post’s early disaster communication regarding the 2025 Sumatra floods. A corpus consisting of 29 articles published between 28 November and 10 December 2025 was analysed. The methodology combined prominence coding with critical discourse analysis. Initially, each headline and the first 50 words of the article body were coded to identify the most prominent causal explanation. Next, full texts were coded for anthropogenic-cause claims, source types, metaphors, agentless passives, and nominalisations. Fifteen articles (51.7%) foregrounded meteorological causation, two (6.9%) foregrounded anthropogenic causation, and twelve (41.4%) provided no explicit causal frame in the headline or lead. Five articles (17.2%) contained a body-level anthropogenic-cause claim under the conservative coding rule. Government sources appeared in 28 articles (96.6%), expert or scientific sources in 19 (65.5%), and NGO sources in 5 (17.2%). Agentless passives occurred in 27 articles (93.1%) and nominalizations in 25 (86.2%). The findings show that early media framing made weather and official information more textually prominent than land-use and corporate drivers, although anthropogenic explanations entered some later reports. The study contributes a replicable procedure for examining how prominence, sourcing, and grammar organise disaster causation without assuming audience effects.
The Integration of Digital Technology in Vocabulary Learning For EFL Students Eka Melati; Evan Afri
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.v6i2.9508

Abstract

This study aims to explore the integration of digital technology in vocabulary learning for EFL students, focusing on how students use, experience, and interpret digital tools in developing vocabulary knowledge. The study is motivated by the increasing use of online dictionaries, translation applications, digital flashcards, videos, learning platforms, and mobile vocabulary applications in EFL learning contexts. A qualitative case study approach was employed to examine this phenomenon within an English Education Program at a higher education institution in Indonesia. The participants consisted of EFL students who had experience using digital technology for vocabulary learning and one lecturer involved in vocabulary-related instruction. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ vocabulary tasks, digital learning materials, and reflective notes. The data were analyzed thematically to identify patterns related to students’ digital vocabulary learning practices. The findings revealed four main themes: digital technology as an accessible vocabulary learning resource, multimodal input as support for vocabulary understanding and retention, learner autonomy and self-regulated vocabulary practice, and challenges related to overdependence on translation tools, distraction, and unequal digital access. These findings contribute to understanding digital vocabulary learning as a contextual and socially situated process shaped by motivation, digital literacy, teacher guidance, and learning environment. The study implies that digital technology should be integrated purposefully and pedagogically to support deeper vocabulary learning. Further research is recommended to examine the long-term impact of specific digital tools on receptive and productive vocabulary development.

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