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International Journal of Research on English Teaching and Applied Linguistics
Published by Institut Agama Islam Negeri Bone
ISSN : 27748294     EISSN : 27749312     DOI : 10.30863
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Research on English Teaching and Applied Linguistics (IJRETAL) provides a forum for disseminating information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. IJRETAL publishes articles, book reviews, conference reports, and academic exchanges concerning the linguistic, sociolinguistic, and psycholinguistic description of English as it is used for the purposes of academic study and scholarly exchange. A wide range of linguistic, applied linguistic, and educational topics may be treated from the perspective of English for academic purposes; these include: -classroom language, -teaching methodology, -teacher education, -assessment of language, -needs analysis; -materials development and evaluation, -discourse analysis, -acquisition studies in EAP contexts, -research writing and speaking at all academic levels, -the socio-politics of English in academic uses and language planning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 86 Documents
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TRANSITIVITY IN ANALYTICAL EXPOSITION TEXT SELECTED BY PRE-SERVICE TEACHERS: A SYSTEMIC FUNCTIONAL LINGUISTICS (SFL) ANALYSIS Salma Fadilah; Wida Mulyanti; Pipit Prihartanti Suharto
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.10633

Abstract

This study investigates the transitivity in analytical exposition texts selected by pre-service teachers through the application of Halliday's Systemic Functional Linguistics (SFL) theory. This study aims to identify the dominant types of processes and explore how processes construct meaning and argumentation in analytical exposition texts. A descriptive qualitative approach and textual analysis were applied in this study. The data analyzed were four analytical exposition texts selected by pre-service teachers from the 2021 cohort. The analysis was conducted manually and utilized UAM CorpusTool to ensure accuracy. The findings indicate that material processes are the dominant process across all texts, followed by relational processes, mental processes, verbal processes, and existential processes, while behavioral processes were absent. Material processes present observable actions and cause–effect reasoning, while relational processes define and classify concepts. Mental processes reveal cognition and emotion, verbal processes cite external authority, and existential processes affirm the presence of issues. Therefore, these process types construct logical, persuasive, and credible arguments. This study has pedagogical implications that pre-service teachers need to comprehend transitivity to design teaching materials that encourage strong argumentation. An understanding of process types helps them to evaluate their writing and supports students' argumentative writing skills.
THE EFFECTIVENESS OF USING BLOOKET AS A GAME-BASED LEARNING MEDIUM IN IMPROVING FIRST-GRADE SENIOR HIGH SCHOOL STUDENTS’ VOCABULARY MASTERY Annida Kun Aunilhaq
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.11192

Abstract

Vocabulary mastery is a fundamental component of English language learning and plays a crucial role in determining learners’ overall language proficiency. Adequate vocabulary knowledge enables students to comprehend texts, express ideas, and communicate effectively across the four language skills. However, empirical studies indicate that vocabulary mastery among first-grade senior high school students in Indonesia remains relatively low, largely due to the continued reliance on conventional, textbook-centered teaching methods that often lead to low engagement and limited retention. Previous research has highlighted the potential of game-based learning to enhance vocabulary acquisition, yet studies employing a quasi-experimental design at the first-grade senior high school level remain limited. Therefore, this study aimed to investigate the effectiveness of using Blooket as a game-based learning medium in improving first-grade senior high school students’ vocabulary mastery. This study employed a quantitative approach using a quasi-experimental design involving an experimental group and a control group. The participants consisted of 66 first-grade senior high school students selected through cluster random sampling. Data were collected using vocabulary pre-tests and post-tests and analyzed using descriptive statistics, the Mann–Whitney U test, and effect-size analysis. The findings revealed a statistically significant difference in post-test scores between the experimental and control groups, with students taught using Blooket achieving higher vocabulary mastery. The effect-size analysis indicated a moderate effect, suggesting that Blooket provided meaningful educational benefits beyond traditional instruction. In conclusion, Blooket is an effective game-based learning medium that enhances students’ vocabulary mastery, engagement, and motivation. Its integration into English vocabulary instruction is recommended as a practical alternative to conventional teaching methods in senior high school EFL contexts.
THE RELATIONSHIP BETWEEN STUDENTS’ GRAMMAR MASTERY AND RECOUNT TEXT WRITING ABILITY Nayla Safitri Awaliya; Eva Rahmawati
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.11380

Abstract

Grammar often assumed to have strong contribution in writing skill, since it bound the language structure to create a good sentence. However, the correlation between grammar mastery and writing ability was varied started from strong, moderate, and no significant relationship existed. Therefore, it was needed to re-examine the relationship between those variables, especially in recount text writing context. This study aimed to investigate the students’ grammar mastery, their recount text writing ability, and the relationship between grammar mastery and recount text writing ability of 8th grade junior high school students by conducting a correlational-study. The sample was 79 students taken from purposive sampling, and consisted of three classes. The grammar test as a tool to measure grammar mastery and writing rubric as a tool to assess the students’ existed writing were involved as the main instrument in this study. The result showed that the grammar mastery of the students was in average level (41.62), their recount text writing ability was in good level (73.17), and there was no significant relationship (p= 0.754, > 0.05) between the students’ grammar mastery and their recount text writing ability. This study found new information which grammar did not dominantly contribute in the students’ recount text writing, suggesting the other aspect of writing such as organization, content, mechanics may contribute more than grammar only.
THE RELATIONSHIP BETWEEN LISTENING STRATEGIES EMPLOYED BY EFL FRESHMAN STUDENTS AND THEIR LISTENING PROFICIENCY Amanda Fadia Hayya Pradana
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.11655

Abstract

Listening is an active process of receiving, interpreting, and responding to spoken language. This process is supported by listening strategies, which are conscious techniques cognitive, metacognitive, and socio-affective that help learners understand and manage spoken input. The study is to investigate the levels listening strategies use which categorized as low, moderate, and high, and whether these strategies have a significant relationship with their listening proficiency. It is a quantitative correlational design with 45 EFL freshmen students from a University in Surabaya, chosen through simple random sampling. Data were collected using a Listening Strategy Questionnaire and students’ listening scores from the Test of English Proficiency (TEP), then analyzed with descriptive statistics and Spearman’s rho. The results show that most students were high strategy users (71.1%). Socio-affective strategies used most often (M=3.94, high), followed by metacognitive strategies (M=3.89, high), while cognitive strategies were used at a moderate level (M=3.41). However, the correlation between overall strategy use and TEP listening scores was not significant (p=0.719) the p-value is higher than 0.05, and each strategy category also showed that there is no significant with the listening scores. These findings suggest that listening instruction should combine strategy training with stronger language input and regular listening practice.
LANGUAGE AS AN INSTRUMENT OF PATRIARCHAL CONTROL: A FAIRCLOUGH CRITICAL DISCOURSE ANALYSIS OF GENDER IDEOLOGY IN THE WANDIU-DIU FOLKTALE Sutrah
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.11765

Abstract

Wandiu-diu is a folktale originating from the Wolio community of the Sultanate of Buton, Southeast Sulawesi, Indonesia. While prior scholarship has examined the tale through the lens of Simone de Beauvoir's gender theory, identifying its construction of women as wives, mothers, and independent figures, no study has yet applied Norman Fairclough's Critical Discourse Analysis (CDA) three-dimensional model to systematically expose the linguistic mechanisms through which patriarchal ideology is produced and reproduced. This article addresses that gap by analysing the folktale text at three interlocking levels: (1) the textual dimension, through transitivity analysis, imperative verb structures, possessive pronoun use, and evaluative lexis; (2) the discursive practice dimension, examining the production, distribution, and consumption of the written text as documented by Rasyid (1998) under the Indonesian state's language authority; and (3) the sociocultural practice dimension, situating the tale within the patriarchal structures of Butonese adat and the Sultanate of Buton. Analysis reveals that the folktale systematically constructs women as grammatical objects rather than active subjects, instrumentalises the mother's body as a site of violence and punishment, and deploys symbolic transformation, the mother's metamorphosis into a mermaid, not as liberation but as the ultimate patriarchal sanction against female defiance. The institutionalised documentation of the tale further amplifies its ideological weight by projecting one particular version as an authoritative cultural heritage text. These findings contribute to the growing body of CDA research on gender in Indonesian oral literature by revealing the precise discursive mechanisms through which patriarchal control operates in the narrative.
THE POWER OF FYP: TIKTOK’S IMPACT ON ENGLISH LANGUAGE EXPOSURE AMONG GENERATION Z WITHIN PESANTREN ENVIRONMENT Pynkan Kartike Putri; Fadhilah Ramadhani; Dwi Wara Wahyuningrum; Zeny Luthvia; Ervin Yudianto; Faiz Rizki Muhammad
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.12354

Abstract

In the digital era, digital platforms have significantly transformed the learning landscape, particularly for Generation Z, including those within the Pesantren sphere, a generation that has grown alongside digital technology despite years of boarding school life. Among these platforms, TikTok stands out as one of the most influential, especially in shaping language acquisition by introducing new vocabulary, idioms, and grammatical structures, thereby impacting the evolution of English. This study examines English-language TikTok content, focusing on the widely used For You Page (FYP) tag, to explore its influence on both language trends and learners. Employing a descriptive qualitative approach, the research highlights Gen Z users' experiences through open-ended questionnaires and interviews, while thematic analysis is applied to interpret their stories. The findings reveal that TikTok contributes to noticeable changes in English, particularly in vocabulary and structures. Moreover, this study provides insights into how future generations may adapt to these linguistic shifts through this research of TikTok’s perceived impact on language learning.

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