cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Tirta Dimas Wahyu Negara
Contact Email
tirta@iainponorogo.ac.id
Phone
+6285731363647
Journal Mail Official
eltall@iainponorogo.ac.id
Editorial Address
Jl. Pramuka No 156 Ronowijayan, Kec. Siman. Ponorogo
Location
Kab. ponorogo,
Jawa timur
INDONESIA
ELTALL: English Language Teaching, Applied Linguistic and Literature
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 27232700     EISSN : 27232719     DOI : https://doi.org/10.21154/eltall
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
ELTALL (English Language Teaching , Applied Linguistics and Literature) is a peer-reviewed professional journal with the editorial board of scholars mainly in applied linguistics, literature, and English language teaching (ELT). It is published by the English Department of Tarbiyah and Teachers Training Faculty, IAIN Ponorogo, Indonesia.The journal seeks to disseminate research to educators around the world and is published twice a year in the months of March and September.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 137 Documents
 10   11   12   13   14 
Exploring Students’ Target and Learning Needs in Developing English Speaking Skills: A Study at MTs Miftahul Lubab Ngawi Sa’diyah , Ma’rifatul Halimatus; Sukarno
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i2.12299

Abstract

This study investigates the pragmatic analysis of expressive utterances in celebrities’ apology posts on Instagram. It examines the types and functions of direct and indirect expressive speech acts and those in apologies. It applied qualitative descriptive research with data from celebrity Instagram posts that grew significant community attention within five years (2021-2025). The data analysis involved categorizing each apology utterance as either direct or indirect and subsequently identifying its pragmatic function within the specific context of the celebrity's post. The findings show that celebrities tend to use a combination of direct and indirect apology expressions. Direct apologies, such as “I apologize” and “I’m sorry,” indicate clear responsibility, while indirect expressions, such as “I feel greatly ashamed of myself” and “I deeply regret my behavior,” create sympathy and reduce negative impact. These findings hint at the nature of online communication on social media sites and the importance of apologetic strategies for keeping these relationships harmonious with the general public and enhancing a positive image for celebrities.
Igbo Phonological Interferences in the Acquisition of English Phonemes /ʌ/ and /eɪ/ in Charity Ekezie’s Contents Savitri, Aini; Olivia Artapa, Deva; Fajri, Anisah Durrotul
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i2.13058

Abstract

As a lingua franca, the acquisition of English as second and foreign language has been strongly influenced by the first language of the speakers. This influence which is commonly called interferences has been pronounced especially in the pronunciation where the second language production of speech is highly affected by the first language phonological inventory. The differences in the phonological system of Igbo spoken by Nigerian and English, thus, are interesting to be investigated due to the wide differences of both phonological systems. This research addresses phonological interferences of Igbo in the pronunciation of English vowels /ʌ/ and /eɪ/. A qualitative case study approach was conducted using Weinrich’s framework of phonological interference. The findings show that the realization of phoneme /ʌ/ experience under-differentiation in initial position where it is consistently substituted with /ɔ/. However, in medial position, it is variably substituted with /ɔ/ or /ə/, which indicates that other influences may be involved. Meanwhile, the substitution of the diphthong /eɪ/ demonstrates a clear case of actual phone substitution either in the medial position or in the final position. The sounds used for substitution are phonologically similar to the target diphthong, which indicates that the pattern of replacement is predictable rather than random. This systematic replacement of one phoneme with its closest L1 equivalent confirms that the observed interference is a direct case of actual phone substitution. The observed interference patterns, while consistent, are based on a limited dataset. Therefore, further research with a larger sample size is needed for generalization.
Analyzing Metaphors of Loss in Taylor Swift’s Folklore Album Based on Conceptual Metaphor Theory Febrianti, Zulfi Eka; Septiani , Ningtya
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.12589

Abstract

Metaphor plays a crucial role in expressing complex emotions in literary and musical texts, particularly in representing experiences of loss that are often difficult to articulate directly. In contemporary popular music, metaphors function not only as stylistic devices but also as cognitive tools that shape how emotions are conceptualized and shared by listeners. This study aims to identify and analyze metaphors of loss in three songs from Taylor Swift’s 2020 album Folklore “My Tears Ricochet,” “Exile (feat. Bon Iver),” and “Cardigan” through the lens of Conceptual Metaphors Theory (CMT) proposed by Lakoff and Johnson (1980). Using a qualitative approach, the research applies textual and interpretive analysis to song lyrics sourced from verified platforms. The findings reveal five dominant conceptual mappings: LOSS IS A BATTLE, LOSS IS SEPARATION, LOSS IS EXILE, LOSS IS MEMORY, and LOSS IS A PHYSICAL OBJECT. These metaphors illustrate how Swift conceptualizes emotional loss through concrete domains such as warfare, distance, and tangible remnants, enabling listeners to relate to abstract emotional experiences. Each song portrays a distinct dimension of loss: conflict in “My Tears Ricochet,” displacement in “Exile,” and nostalgia in “Cardigan.” The analysis demonstrates that metaphors in Folklore function as both cognitive and emotional mechanisms that transform personal grief into shared, universal understanding. This study contributes to cognitive linguistics, literary criticism, and cultural studies by highlighting how popular music reflects universal human experiences. It also suggests pedagogical applications for integrating CMT into language and literature education to enhance students interpretive and analytical skills.
The Language Acquisition in International Baccalaureate : A Systematic Literature Review of Potentials and Challenges Faris Sholakhuddin; Joko Nurkamto; Sumardi
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.13090

Abstract

The trend in deep learning in English language education has encouraged greater attention toward curriculum models that connect language learning with meaningful classroom interaction. Within this research, the International Baccalaureate (IB) Language Acquisition framework has gained attention for its learner-centred and inquiry-oriented approach to language education. This study aims to examine the potentials and challenges of IB Language Acquisition in improving English language learning. Using a systematic literature review design guided by PRISMA, the study selected ten peer-reviewed articles published between 2015 and 2025 from Scopus, ERIC, SAGE Journals, Google Scholar, and Semantic Scholar. Our findings show that IB Language Acquisition engage deeper learning by emphasising language as part of meaning-making, identity construction, inquiry, conceptual engagement, critical thinking, and multilingual interaction. The findings also indicate a shift from form-focused language learning toward sociocultural and epistemic perspectives where language functions as a medium for constructing understanding and participating in learning processes. However, the implementation of IB Language Acquisition remains shaped by contextual challenges, including procedural inquiry practices, unequal institutional readiness, assessment demands, and tensions surrounding multilingualism and academic English expectations.
Self-Regulated Learning and Technology Perception as Predictors of English Achievement in Islamic Higher Education Muhammad, Sugiyanto; Sabat, Yuliyanto
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.13112

Abstract

Society's demand for technology use in education affects how students manage their learning, particularly in ELT. This study investigates the effects of SRL strategies and perceptions of technology on English achievement at Luqman Al-Hakim Islamic College. Adopting a quantitative methodology, the study employed survey data collected from 30 undergraduate students enrolled in a General English class using validated questionnaires on SRL strategies, technology perception, and English achievement. Multiple linear regression analysis was used to determine how much variance in students’ General English achievement could be explained by SRL strategies and perceptions of technology. The findings suggest that SRL strategies are a significant positive predictor of English achievement. Perceptions of technology also have a strong positive influence on General English achievement and contribute significantly to the explanatory power of the regression model. These results suggest that effective SRL and positive perceptions of technology play an important role in improving students’ English learning outcomes. The findings imply that teaching approaches focusing on SRL through educational technology may lead to better General English learning performance at Islamic universities.
The Impact of Inquiry-Based Learning on Motivation and Foreign Language Anxiety in EFL Learners Juan Manuel Castro-Carracedo
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.12232

Abstract

Inquiry-Based Learning (IBL) has increasingly been recognized as an effective pedagogical approach for enhancing learner engagement and addressing affective barriers in second language acquisition. This study explores the impact of IBL on motivation and foreign language anxiety among intermediate EFL learners in a Spanish higher education context. Using a quasi-experimental pre-test/post-test design, 48 participants were randomly assigned to experimental and control groups. The experimental group completed an eight-week IBL program structured around exploratory tasks that encouraged questioning, collaboration, and autonomous problem solving, while the control group followed conventional instruction. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) and the Attitude/Motivation Test Battery (AMTB), administered before and after the intervention. Results revealed significant increases in motivation and substantial reductions in anxiety among learners exposed to IBL, with large effect sizes supporting the robustness of the findings. The approach fostered a supportive learning environment in which students displayed higher levels of confidence, intrinsic motivation, and willingness to communicate. These results suggest that IBL not only enhances linguistic development but also functions as an affective regulator, promoting emotional resilience and engagement. The study highlights the potential of inquiry-based methodologies to cultivate more dynamic, autonomous, and emotionally positive learning experiences in EFL classrooms.
A Curriculum Design Analysis of English Learning Outcomes in Indonesia’s Merdeka Curriculum Afiya Ulin Nuha Annafiah; Lestari Setyowati; Siti Muniroh
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v7i1.13681

Abstract

This study analyzes the English Learning Outcomes (Capaian Pembelajaran) for junior high school in Indonesia’s Merdeka Curriculum to examine how language competencies are conceptualized and what curriculum design orientation they reflect. While the existing research has largely focused on classroom implementation, limited attention has been given to analyzing the learning outcomes document itself as a curriculum product. Adopting qualitative document analysis, the study examines five competency clauses and the accompanying rationales using the framework of language curriculum development. The findings indicate that the Learning Outcomes document functions primarily as a goals-and-skills specification. Learning content is broadly implied in the outcome statements and elaborated in the rationale, while methodological guidance appears only in the rationale through a genre-based approach. Assessment is not specified within the document but is addressed in separate materials, indicating a fragmented distribution of curriculum information. This pattern reflects a backward design orientation combined with partial methodological direction, revealing a tension between outcome-based flexibility and implicit pedagogical guidance. Also, the Learning Outcomes reflect a predominantly functional view of language, supported by structural elements within a genre-based framework. The curriculum ideology is largely learner-centered, with limited evidence of cultural pluralism and no indication of academic rationalism or social reconstructionism. These findings suggest increased interpretive demands on teachers and highlight the need to strengthen curriculum coherence and teacher curriculum design literacy.

Page 14 of 14 | Total Record : 137

 10   11   12   13   14 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026) Vol. 6 No. 2 (2025) Vol. 6 No. 1 (2025) Vol. 5 No. 2 (2024) Vol. 5 No. 1 (2024) Vol. 4 No. 2 (2023) Vol. 4 No. 1 (2023) Vol. 3 No. 2 (2022) Vol. 3 No. 1 (2022) Vol. 2 No. 2 (2021) Vol. 2 No. 1 (2021) Vol. 1 No. 2 (2020) Vol. 1 No. 1 (2020) More Issue