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Edi Suprayetno
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Joal : Journal of Applied Linguistics
Published by English Lecturers and Teachers Association
ISSN : 28091914     EISSN : 28091922     DOI : https://doi.org/10.52622/joal.v1i1
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of Applied Linguistic (JoAL) is a Journal that published twice a year, namely in January and July. JoAL publishes manuscripts within the fields of: 1. Teaching and curricular practices 2. Language teaching methodologies, 3. Curriculum development and teaching methods 4. Second and foreign language teaching and learning 5. Classroom-centered research 6. Literacy 7. Language education 8. Teacher education and professional development 9. Teacher training 10. Child, second, and foreign language acquisition 11. Bilingual and multilingual education 12. Translation 13. New technologies in language teaching 14. Testing and evaluation 15. Literature, language, and linguistics 16. Applied linguistics 17. Sociolinguistics, psycholinguistics, and neurolinguistics 18. Discourse analysis 19. Stylistics 20. English Language Teaching and Learning 21. Linguistics and Applied linguistics 22. English Literature 23. English for Specific Purposes (ESP) 24. English for Academic Purposes (EAP)
Arjuna Subject : Umum - Umum
Articles 14 Documents
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Search results for , issue "Vol. 5 No. 2 (2026): January 2026" : 14 Documents clear
'Aur-Auran' as a Language of Digital Cultural Expression in Live Streaming: An Analysis of Its Connotation Meaning and Impact among Virtual Audiences Chiquita Dewi Nada Nisrina; Kirana Aridhani Wahidah; Fatin Kusuma Anggraini; Elana Deswita; Aprilia; Lungit Kusuma Ningrum
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.357

Abstract

This research aims to understand the connotative meaning in the lyrics of the song "Aur-Auran" by Windah Basudara, examine its impact on the virtual audience, and identify the factors influencing the song’s popularity. Using a descriptive qualitative approach, data were collected through lyric observation, listening, and online questionnaires. The findings show that the song carries positive connotations, such as moral advice and motivation, though some expressions contain negative nuances that may be less suitable for younger audiences. The impact varies: 29% of respondents feel motivated to improve themselves, 20% enjoy the humor, and 12% criticize certain inappropriate terms. The song’s popularity is driven by its creative, spontaneous, and interactive delivery. This study contributes to the understanding of how digital music content conveys connotative meaning, influences audiences in virtual spaces, and shapes cultural interaction in the digital era. Keywords : Meaning of the song; semantic analysis; windah basudara
Integrating Language Communication and Islamic Literacy: The Spiral Andromeda Philosophy for Adapting Curriculum at Supra, Macro, Meso, and Micro Levels Fitriadi, Awliya Dara; Aisyah Karlina; Anisa Faizah Avrilia; Annisa Rahmadira; Hasibuan, Kalayo
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.446

Abstract

This article explores the intricate relationship between language communication and Islamic literacy through the lens of the Spiral Andromeda Philosophy. It aims to adapt and develop curriculum levels supra, macro, meso, and micro focusing on classroom practices. Utilizing a qualitative approach, this study analyzes existing literature and curriculum frameworks. The findings suggested that integrating Islamic literacy into language communication enhances students' understanding and application of both languageand Islamic values. This integration is essential for developing a holistic educational framework that aligns with the principles of the Merdeka Curriculum. Recommendations for curriculum developers and educators are provided to facilitate this integration effectively. Keywords : Language Communication, Islamic Literacy  
A Mixed-Methods Study on the Role of Culture in EFL Teaching for Kurdish Learners Qadir, Bawar
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.504

Abstract

This study exploresses the role of culture in English as a Foreign Language (EFL) teaching for Kurdish learners in higher education. Using a mixed-methods design, data were collected from 97 students and 48 teachers across three universities in Iraqi Kurdistan through questionnaires and interviews. The analysis combined percentage-based survey findings with thematic insights from teacher perspectives. The results indicate that cultural integration has a marked effect on language learning outcomes. A large majority of students (85%) reported that exposure to cultural contexts enhanced their communicative competence, while 78% highlighted the value of learning cultural scripts such as politeness and social norms. Similarly, 72% stressed the importance of non-verbal communication, and 90% of participants agreed that culturally relevant materials increased their motivation and classroom engagement. However, the findings also reveal notable challenges: 75% of teachers lacked sufficient training in cultural pedagogy, and 70% cited limited access to authentic cultural resources. These findings suggest that language teaching cannot be separated from cultural content without risking reduced communicative effectiveness. For EFL classrooms in Kurdistan, the study highlights the need to expand teacher training, invest in authentic cultural materials, and promote experiential learning activities. By embedding culture within language instruction, educators can foster more effective, engaging, and globally relevant learning experiences for their students. Keywords : Language teaching; culture; communicative competence; intercultural awareness;language learning
Metaphor and Contextual Meaning in Selected Songs of Charlie Puth’s Album Nine Track Mind Daffa Praditya Devano; Sayyid Khairunas
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.553

Abstract

This research aims to investigate the use of metaphor and contextual meaning in selected songs from Charlie Puth’s album Nine Track Mind. The study draws upon figurative language theory and contextual semantics as the main analytical frameworks. The objective is to find metaphor within the songs, contextual meaning from the songs, and the overall message of the album. Using a qualitative descriptive method, the study focuses on five songs: “One Call Away,” “Dangerously,” “Marvin Gaye,” “We Don’t Talk Anymore,” and “See You Again.” A total of 28 metaphorical expressions were identified, each reflecting emotions such as longing, heartbreak, desire, and personal growth. Contextual meaning was also analyzed to uncover how social, emotional, and cultural backgrounds shape lyric interpretation. The findings show that metaphors in Puth’s lyrics effectively convey emotional depth and connect with listeners’ experiences. Contextual elements add further meaning, enriching the interpretation of the songs. The album as a whole communicates themes of vulnerability, emotional struggle, and modern relationship dynamics. This study concludes that metaphor and context together create multi-layered meanings in song lyrics and offer valuable insights into semantic expression through music. Keywords : Metaphors; Contextual Meaning; Semantics;, Song Lyrics
An Investigation of the Compliment Responses in Cross-Cultural Communication between Persian and Arabic Native Speakers as EFL Learners Azadbakht, Zeinab; Heidari, Hadi
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.545

Abstract

The study followed an explanatory mixed-methods design and investigated the effect of cultural differences on the cross-cultural communication (CR) pattern. For this aim, sixty Persian and Arabic Native Speakers as EFL Learners were divided into two groups based on their native languages, each group with thirty participants. At the onset of the study, the Oxford Placement Test examined the homogeneity of the groups in terms of language proficiency. Moreover, a test consisting of 12 WDCTs was utilized to assess the initial ILP competence of the participants. All of the learners responded to the items individually. Finally, based on Holmes’ (1986) classification consisting of three main categories (i.e., Accept, Reject, and Evade), the collected data were coded by three raters as a Persian and an Arabic native speaker, who were professors of Applied Linguistics, as well as the researcher herself. The findings of the quantitative phase indicated that Arabic speakers are generally more inclined to acknowledge compliments directly, while Persian speakers tend to downplay praise or respond it indirectly, which reflects deeper cultural norms around humility and face-saving communication. The results of the qualitative phase showed that the speech events of CRs are determined by the shared beliefs and values of the speech community and they are contextually restricted within the communicative patterns, which can only be interpreted as parts of the social and cultural context. However, both groups indicated that they struggled with the pragmatic norms of English, such as how to appropriately make requests, apologize, or refuse offers. The findings indicate that due to the inherent socio-cultural differences and implemented strategies of speakers of different languages, they need to acquire the norms of the target culture in order to respond to compliments in an L2. To put it another way, the interlocutors need to find ways to meet the social expectations, in line with the target culture norms. Keywords : Compliment Responses; Cross-Cultural Communication; Interlanguage Pragmatic; Persian and Arabic Native Speakers; WDCT
A Speech Act Analysis of Persuasion and Evaluation in Marques Brownlee’s “M4 MacBook Air Review: Too Easy!” Annisa Zahrani; Muhammad Hamzah; Marpaung, Fathya SWF; Simarmata, Ariel Abenaya
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.571

Abstract

The growth of online review platforms has introduced ways where people share info and opinions together, though pragmatic strategies used in tech reviews aren't well studied yet. This study applies the Speech Act Theory by Searle (1969) with the purpose to examine illocutionary acts that are found in a YouTube video titled “M4 MacBook Air Review: Too Easy!” by Marques Brownlee (MKBHD). This study uses the descriptive qualitative approach to investigate how Marques Brownlee applies illocutionary acts with the purpose to educate, value, and persuade viewers in the context of technology review films. The corpus consists of 8 minutes and 16 seconds of spoken content, containing approximately 120 utterances extracted from the official YouTube subtitles. These subtitles were manually checked and validated for accuracy before analysis, and the data were examined through systematic coding, classification, and contextual interpretation. The study finds four kinds of illocutionary acts, such as assertive, expressive, directive, and commissive even though declarative activities rarely happened because of the informality of YouTube communication. Through directive and expressive acts, the video can engage and construct relationships with viewers, while at the same time, assertive acts affect in a dominant way, which underlines the main objective of MKBHD are distributing comprehensive and valuable information and also evaluating product performance as well. Finally, communicative actions typically indicate more intimate and sincere interactions.  The results of the study show how online reviewers use language to build trust, maintain attention, and foster reader understanding, demonstrating that communicative actions help balance informative content with persuasive goals in technology reviews. Keywords : Illocutionary; Speech Act Theory; Pragmatics; Digital Communication
Deixis Found in King Charles III's Speech from the Throne (2025) Winata, Arya Hardi; Akbar, Khairil; Anggara, Leo; Aqilah, Muhammad Daffa
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.578

Abstract

This study examines the use of deixis in King Charles III's Speech from the Throne (2025) by applying Yule’s (1996) framework, which categorizes deixis into person, spatial, and temporal types. Using a qualitative descriptive approach, the analysis focuses on the official transcript published on the Government of Canada’s website. The data were categorized and analyzed to determine the frequency and purpose of each deictic category within the speech. A total of 127 deictic expressions were found, consisting of 66 person deixis (51.97%), 55 spatial deixis (43.31%), and 6 temporal deixis (4.72%). Person deixis, particularly pronouns such as I, we, our, and you, is the most dominant and serves to build solidarity and shared identity between the King and his audience. Spatial deixis, including here, there, this, and that, reinforces unity by referring to physical and symbolic aspects of the nation. Although temporal deixis appears infrequently, it connects the present moment with Canada’s historical continuity and future aspirations. Overall, deixis functions as a strategic linguistic tool that strengthens authority, unity, and national identity in royal political discourse. Keywords : Deixis; Political discourse; King Charles III's Speech; National identity
Semantic Shift in Emoji Usage Among Generation Z in WhatsApp Group Chats Opoku-Fofie, Sylvia; Quarcoo, Kaitlyn Naa Ahima
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.584

Abstract

The meanings of emojis have shifted from just conveying emotions to be complex semiotic symbols. In this ethnographic case study, we investigate how Generation Z repurpose the meanings of emojis during their WhatsApp group interactions. This study is guided by Ullman (1957) and Paul’s (trans, 1970) theoretical frameworks on semantic shift. Using a purposive sampling of six WhatsApp groups (information-oriented, academic 1&2, religious, socialization, business-oriented), the results reveal six semantic-shift patterns which include: Transfer of Meaning (36.2%), Broadening (30.6%), Amelioration (17.5%), Pejoration (10.1%), Narrowing (6.0%), and Degeneration (1.1%). The findings reveal Transfer of Meaning as the predominant semantic shift pattern within the WhatsApp interactions of Generation Z. The conclusion drawn is that emoji semantics is context-driven, making one better appreciate the digital language evolution of the Generation Z cohort. Keywords : Emoji; Semantic Shift; Generation Z; WhatsApp; Digital Communication
Using Index Card Match to Improve Twelfth-Grade Cadets’ Reading Comprehension: A Classroom Action Research at Poltekpel Malahayati Aceh Rahadianto, Piping; Fitria, Yuli Pera; Yusrah
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.593

Abstract

Students’ limited interest in reading English texts is often associated with low levels of reading comprehension. This study aimed to improve students’ reading comprehension through the implementation of the Index Card Match strategy in an English classroom. The research adopted a classroom action research design based on the Kemmis and McTaggart model, consisting of two cycles, each comprising planning, action, observation, and reflection stages. Data were collected through observation sheets, field notes, interviews, reading comprehension tests, and student questionnaires. The quantitative findings demonstrated a progressive improvement in students’ reading comprehension across the research cycles. The proportion of students meeting the predetermined achievement criteria increased from 44% in the pre-test to 70% in Cycle I and further to 91% in Cycle II. Qualitative data supported these results, indicating increased student engagement, enjoyment, and motivation during reading activities. The findings suggest that the Index Card Match strategy is effective in enhancing students’ reading comprehension and creating a more interactive learning environment. Therefore, it is recommended that English teachers consider integrating this strategy into reading instruction, while future studies may explore its application in different educational contexts or through alternative research designs. Keywords : Index Card Match; Reading Comprehension; Class Action Research
The Use of maritime alphabet in Maritime English : A literature Review Yusrah; Rahadianto, Piping
Journal of Applied Linguistics Vol. 5 No. 2 (2026): January 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i2.595

Abstract

Effective communication is a fundamental requirement in maritime operations, where clarity and accuracy are essential to ensuring safety at sea. One key element supporting this objective is the Maritime Alphabet, also known as the NATO phonetic alphabet, which standardizes oral communication among seafarers from diverse linguistic backgrounds. This literature review examines the role of the Maritime Alphabet in English language learning within maritime education contexts. The review analyzes 20 selected sources, including peer-reviewed journal articles, International Maritime Organization (IMO) conventions and guidelines, and Maritime English textbooks published between 2015 and 2024, drawing on pedagogical frameworks in English for Specific Purposes (ESP) and Maritime English. The findings indicate that integrating the Maritime Alphabet into Maritime English instruction enhances pronunciation accuracy, listening comprehension, and learners’ confidence in oral communication. Furthermore, its integration with the Standard Marine Communication Phrases (SMCP) supports the development of professional communicative competence required by international maritime standards. The literature also highlights that simulation-based, task-oriented, and blended learning approaches significantly improve cadets’ engagement and practical communication performance. Despite these benefits, challenges remain, including persistent pronunciation difficulties among non-native speakers, limited exposure to authentic communication contexts, and insufficient instructional resources. Overall, this review underscores the Maritime Alphabet as a core component of Maritime English pedagogy, contributing to the development of standardized communicative competence essential for safety and professionalism in maritime education. Keywords : Maritime Education; Phonetic Alphabet; Professional Communication

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