cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Edi Suprayetno
Contact Email
ielta8731@gmail.com
Phone
+6282364268122
Journal Mail Official
ielta8731@gmail.com
Editorial Address
Jl. M.Idris No. 45 B - Medan, Sumatera Utara
Location
Kota medan,
Sumatera utara
INDONESIA
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 114 Documents
 8   9   10   11   12 
Vocabulary Learning Strategies in First-Year International Undergraduate Students Gutierrez Marenco, Darwin
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.431

Abstract

The learning development of a second language is one of the major challenges for foreign and second language learners. This challenge expands more when these learners find themselves in an academic setting as international students in English-speaking countries such as the USA. This research study explores significant literature on remarkable factors that assist students in developing their vocabulary. It also investigates the learning strategies that a group of international undergraduate students from Southern Illinois University Edwardsville put into practice to foster and expand their English vocabulary repertoire. A mix of both qualitative and quantitative methods were used to collect and analyze data to answer the various questions that arise in regard to the experience and strategies students use in formal and informal settings when applicable. This study confirms two hypotheses: one suggests that first language influences second language vocabulary acquisition, while the other indicates that understanding word meanings through context positively impacts vocabulary learning. Other strategies such as online interactive exercises, dictation, memorization, and real-life examples were also identified, although they have a slightly lesser impact compared to those that support the hypotheses. Keywords : Vocabulary learning, L1 interference; EFL learning; vocabulary strategies
Integrating Islamic Values into EFL Instruction: Applying the Spiral Andromeda Philosophy Across Curriculum Levels Hasibuan, Kalayo; Fayza Nur Amalia; Helmalia Azahra; Muhammad Lowelfit; Yumna Arianti
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.443

Abstract

This conceptual study explores the integration of Islamic values into English as a Foreign Language (EFL) instruction through the Spiral Andromeda Philosophy, a framework that emphasizes the interconnectedness of religious and secular knowledge. In Islamic educational institutions, language instruction is increasingly expected to contribute not only to linguistic competence but also to spiritual and ethical development. The Spiral Andromeda model supports this integration by aligning curriculum components—at the supra, macro, meso, and micro levels—with Islamic educational values. This study outlines practical strategies for curriculum design, instructional materials, teaching methods, and assessment practices that reflect both language goals and Islamic moral principles. Findings suggest that EFL instruction grounded in this framework encourages reflective learning, cultural relevance, and ethical communication, thereby promoting a more holistic form of education. However, challenges such as teacher preparedness, availability of contextual materials, and alignment with national language policies must be addressed. The discussion further connects this model to established educational theories such as Vygotsky’s Zone of Proximal Development and Freire’s critical pedagogy. The paper concludes by recommending institutional support, teacher training, and culturally relevant content development as critical components for successful implementation. The Spiral Andromeda Philosophy offers a transformative approach for faith-based institutions seeking to harmonize language learning with character formation, fostering learners who are both communicatively competent and morally grounded. Keywords : Islamic Education, EFL Instruction, Spiral Andromeda Philosophy, Value Integration, Holistic Learning.
Foreigners’ Understanding of Culture in Indonesia: A Qualitative Interview Study Suhaila, Izzati; Sitompul, Rizki Nurhidayah; Harahap, Fitri Ramadani
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.455

Abstract

This study examines the perspective of foreign citizens toward Indonesia through qualitative interviews conducted with lecturers, students, and tourist. It analyzes aspect of cultural interaction, hospitality, and interfaith perceptions. The findingsreveal a dynamic blend of appreciation, cultural exchange and occasional misperceptions, all of which contribute to a richly nuanced image of Indonesia within the Global comunnity. The study also emphasizes the importance of personal interactions in shaping foreigners’ perceptions of Indonesia identity. Fieldwork was carried out directly by lecturers and students through case studies involving English-language interviews with International Visitors in Medan. A mixed-method approach with a descriptive framework was used. The results show that foreign cultural representation at Maimun Palace in Medan reflects various aspects of personal tourism, particularly visitors’ interest in exploring local culture at the historical site. Keywords : Culture, Foreign, Language
English Vocabulary Learning Strategies Used by Undergraduate Science Education Students Supriadi; yusrah
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.462

Abstract

This study aims to explore the English vocabulary learning strategies used by undergraduate science education students and the challenges they face. A total of 53 students from various science education programs participated in the study. Using a descriptive quantitative and qualitative approach, data were collected through a questionnaire by Likert-scale items and open-ended questions. The quantitative data were analyzed using descriptive statistics, while the qualitative responses were examined through content analysis to identify recurring themes. The results showed that students most frequently used digital tools, particularly using Google Scholar, Wikipedia, or search engines to find word meanings and usage (mean score = 3.53; 70.6%), followed by rewriting new words (3.21; 64.2%) and verbal repetition (3.09; 61.8%). However, 41.5% of students reported that they rarely read scientific texts in English, and 22.6% said they very rarely do so. Common challenges identified included the complexity and unfamiliarity of scientific terms, difficulty in memorization, low motivation, and limited opportunities for practice and exposure. It is recommended that science education programs provide more structured exposure to English texts, apply contextual vocabulary teaching, and encourage the use of digital tools and collaborative learning. Keywords : English. Vocabulary, Science
The Development of Interactive Media Using Canva Application to Improve English Learning Outcomes of Fifth Grade Students Aisah
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.468

Abstract

This study aims to develop interactive media using the Canva application for English instruction, targeting the enhancement of learning outcomes for fifth grade students at SD Negeri 050771 Pangkalan Susu. The background of this research highlights the need for effective educational tools to improve students engagement and performance in English. Employing a Research and Development (R&D) approach, the study utilized the ADDIE development model, which encompasses five stages: Analysis, Desin, Development, Implementation, and Evaluation. The research was conducted with 28 fifth grade students, consisting of 15 boys and 13 girls. Data collection methods included observation, interviews, tests, and documentation to assess the efectiveness of the developed media. Expert evaluations indicated that the interactive media received scores of 82% from material experts, 80% from language experts, and 82% from media experts, all categorized as “ feasible”. The results showed a significant improvement in students performance, during the pre test, only 42% of students achieved completion, with 12 passing and 16 not completing the test. In contrast, the post test results revealed an increase in the completing rate to 82%, with 23 students successfully funishing the test and only 5 not completing it. In conclusion, the findings suggest that the interactive media developed using the Canva application for the English subject has effectively improved the learning outcomes of fifth grade students at SD Negeri 050771 Pangkalan Susu. Keywords : Interactive media, Canva application, Learning outcomes
Analysis of Student’s Difficulties in Translating Argumentative Text Ginting, Lastry; Harahap, Fitri Ramadani
Journal of Applied Linguistics Vol. 4 No. 2 (2025): January, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v4i2.366

Abstract

In this study the objective is identify the difficulties of the students when they translate argumentative text from English to Indonesian, what is the difficulties of the students when they translate the text. This research is done through descriptive qualitative method and the data collected by given the text to the students and the students translate the data. After the data were collected then the writer analyzed the data by elaborated the mistake and difficulties of the students. The result indicates that there are some difficulties that made by the students. Such as when the students translate word to word they still make the mistake because they can’t find the word in the dictionary, the second group to group translation, the students still make the mistake when translate more than one words.  From the percentage of the factors that make the students difficult in translating argumentative text, the students dominant chose often and sometimes in their questionnaire and the average of percentage is 45 % students chose sometimes and 55 % students chose often. It can be concluded that there are still so many students’ difficulties when they translate the English text especially argumentative text. Keywords : Difficulties, Translation, Argumentative text
The Effect of Storytelling on English Maritime Students’ Reading Comprehension at Politeknik Pelayaran Malahayati Yusrah; Neneng Sri Lestari; Yunita Sari Adelina
Journal of Applied Linguistics Vol. 4 No. 2 (2025): January, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v4i2.382

Abstract

This study investigated the effectiveness of storytelling as an instructional strategy for improving students’ reading comprehension. A quasi-experimental design was employed, involving 32 students divided into a control group (n=14) and an experimental group (n=18). The control group was taught using conventional methods, while the experimental group received a storytelling-based intervention. Pre-test and post-test scores were analyzed to measure the impact of the teaching methods.The results showed a significant improvement in the experimental group’s reading comprehension. The mean score for the experimental group increased from 64.89 in the pre-test to 78.22 in the post-test, while the control group’s mean score only increased from 65.21 to 68.57. A paired t-test revealed that the experimental group’s improvement was statistically significant (t=6.72, p<0.01), whereas the control group’s improvement was not (t=1.85, p>0.05). An independent t-test comparing the post-test scores of the two groups confirmed a significant difference (t=4.29, p<0.01), with the experimental group outperforming the control group. The effect size (Cohen’s d=1.12) indicated a large impact of the storytelling intervention. These findings highlighted storytelling’s potential to enhance students’ reading comprehension by fostering engagement and deeper understanding of the material. The study underscores the importance of integrating innovative teaching strategies, such as storytelling, into educational practices to improve learning outcomes. Further research is recommended to explore its application across different subjects and educational levels. Keywords : storytelling, teaching strategy, reading comprehension
ESL Learning in the Public ECE Sector of Dhaka and Kolkata Roy Chowdhury, Probal
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.445

Abstract

This article aims to discuss the need for research in the field of ESL learning as a stand-alone area. What can be achieved by working in this area, its implications for the field of Applied Linguistics, and who would it benefit, is discussed in detail, as it has been explored using qualitative methodology that confusion still persists regarding difference between teaching, learning and acquisition, even among teachers. Even after the emergence of Educational Linguistics, within the wider realm of Applied Linguistics, where teaching and learning ought to receive equal importance, learning is still not given proper attention. Language and education planning and policymaking prioritize the needs of the education system and its deliverables rather than the needs of an efficient learning environment. The whole study is based on a comparative case study design. Respondents were found still unable to distinctively explain teaching, learning and education in Dhaka and Kolkata. Dhaka is the national capital of Bangladesh. Kolkata is an Indian city and the capital of West Bengal State. In this article the reader will be able to explore why ESL learning in the early childhood period should be taken more seriously as a stand-alone area of research, especially where English is taught as a second language, like in Dhaka and Kolkata. Pupils of Dhaka and Kolkata both share a common first language that is Bengali, which they start learning together with ESL. Data from both the cities were collected and analyzed at the same time.   Keywords : ESL; Early Childhood Education; Language Teaching; Language Policy; Public Education
Islamic Literacy in Education: A Comprehensive Analysis of Linguistic and Curriculum Practices Hasibuan, Kalayo; Amanda Aindilalaty; Andini Putri; Maitri Ramadhani
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.447

Abstract

Islamic institutions that teach English as a foreign language (EFL) face the dual challenge of maintaining religious values while enhancing global communication skills. This study applies the Spiral Andromeda Philosophy a multilevel framework encompassing supra, macro, meso, and micro levels to explore the integration of Islamic literacy into EFL instruction. Employing a qualitative document analysis method, data were collected from curriculum guides, lesson plans, and educational texts used in Islamic learning settings. Thematic findings reveal that incorporating Islamic elements such as Quranic passages, historical narratives, and ethical discussions not only supports language development but also strengthens moral awareness. Key strategies include curriculum integration, contextualized learning, interactive pedagogical practices, and assessments aligned with Islamic values. The results show that aligning EFL teaching with Islamic principles enhances student engagement, ethical communication, and identity formation, offering a holistic educational experience within Islamic institutions. Keywords : Spiral Andromeda, Islamic literacy, language instruction, curriculum integration, moral education
A Comprehensive Review of Technology Enhanced Teaching and Learning Experiences Sohan, Md. Arfan Khan; Orpa, Sanjida Alam
Journal of Applied Linguistics Vol. 5 No. 1 (2025): July 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v5i1.450

Abstract

In higher education practice, technology is transforming how students learn and are taught, improving access, involvement, and personalization. There is still uncertainty about the long-term implications of technology integration and its impact on equity. The review aims to show how technology tools (e.g., AI, mobile, VR, and LMS) enhance teaching effectiveness and student learning. Thematic analysis, as outlined by Braun and Clarke (2006), was used to identify and analyse patterns within the data. To conduct this review transparently, a thematic analysis was applied to 46 articles published between 2003 and 2025. Themes presented include student engagement, AI personalization, immersive experiences, and mobile or blended learning design. The findings summary highlighted technology-enhanced instructional delivery, adaptive learning, and digital literacy, while also fostering critical thinking. While promising, issues of digital inequity, limited teacher training, and the integration of digital tools into curricula were still acknowledged. Ultimately, the study revealed that educational technology can enhance student engagement, foster personalized learning opportunities, and promote greater flexibility and immersion. However, this technology needs an enabling digital infrastructure, responsive teachers, and differentiated or sustained curricula. The study suggested that strategic planning, political support, and professional development are necessary to effectively integrate educational technology and achieve inclusive learning environments that enable future-ready students to maximize their learning. Keywords : Educational technology; digital learning; personalized learning

Page 11 of 12 | Total Record : 114

 8   9   10   11   12 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): January 2026. In Progress Vol. 5 No. 1 (2025): July 2025 Vol. 4 No. 2 (2025): January, 2025 Vol. 4 No. 1 (2024): July, 2024 Vol. 3 No. 2 (2024): January 2024 Vol. 3 No. 1 (2023): July, 2023 Vol. 2 No. 2 (2023): January 2023 Vol. 2 No. 1 (2022): July, 2022 Vol. 1 No. 2 (2022): January, 2022 Vol. 1 No. 1 (2021): July, 2021