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Edi Suprayetno
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ielta8731@gmail.com
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Jl. M.Idris No. 45 B - Medan, Sumatera Utara
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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 145 Documents
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Persuasive Illocutionary Speech Acts in Canva Advertisements on the Ptalform: A Linguistic Approach Lathiva Istavida; Joko Wibowo
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.v5i2.607

Abstract

This study aims to analyze the types and functions of illocutionary speech acts used in Canva digital advertisements and their role in persuasive communication. The data consist of verbal texts extracted from 15 Canva advertisements published in June 2025. Using a qualitative descriptive approach grounded in Searle’s speech act theory, this study examines assertive, commissive, directive, and expressive speech acts. The findings reveal that commissive speech acts dominate Canva advertisements, emphasizing promises and commitments to users, followed by assertive acts that enhance credibility. Expressive and directive acts appear less frequently, indicating a preference for soft persuasion strategies that maintain user autonomy. Data reveals commissive speech acts dominate Canva's approach at 89%, primarily through commitments to user empowerment and creative support. Assertives follow at 67%, establishing credibility through factual claims about design capabilities and platform accessibility. Expressives appear in 33% of cases, often reinforcing user confidence through value affirmations. Notably, directives remain minimal at 22%, suggesting strategic avoidance of overt persuasion tactics that might compromise perceived user autonomy. Practical recommendations include enhancing expressive elements during onboarding sequences where user anxiety peaks, embedding verifiable data within assertive claims about design outcomes, and refining commissive language for clearer expectation management regarding platform capabilities. Keywords : Illocutionary Speech Acts; Digital Advertising Discourse; Pragmatics; Persuasive Language; Canva Advertisements
The Performance of OpenL as an AI Recognition of Interdental Fricatives [θ] and [ð] in Indonesian-Accented English M. Iqbal Farabi Sufi; Tengku Syarfina
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.v5i2.608

Abstract

This study investigates how Artificial Intelligence (AI) systems recognize the English interdental fricatives /θ/ and /ð/ in Indonesian-accented speech. Because these sounds are absent from the Indonesian phonological inventory, Indonesian learners often experience difficulty producing them, which may affect intelligibility and AI recognition. Using a qualitative phonetic analysis with AI-based comparison, speech data from six Indonesian learners of English and one native speaker were collected. The recordings were analyzed using Praat to examine acoustic characteristics and OpenL to generate speech-to-IPA transcriptions. The results show that many learner productions lacked sustained fricative turbulence, indicating non-target realizations of interdental fricatives. OpenL generally reflected these acoustic deviations rather than producing canonical forms, suggesting limited sensitivity to subtle fricative cues. Overall, the findings reveal an intersection between human phonetic challenges and technological limitations in current ASR systems, highlighting the need for accent-inclusive training data and focused pronunciation instruction to improve both intelligibility and AI speech recognition performance. Keywords : Interdental fricatives; Indonesian-accented English; OpenL
An Analysis of Reading Comprehension Exercises in the English on Target Textbook for Indonesian Senior High Schools Geby Marpaung; Frendi Lumbantoruan; Ramayani Silalahi; Bill Sibarani; Erikson Saragih; Parlindungan Purba
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.v5i2.611

Abstract

This study investigates the reading comprehension exercises presented in the English on Target textbook published by Erlangga for Grade XI Indonesian senior high school students. Employing a descriptive qualitative research design, the study analyzes all reading passages and accompanying comprehension tasks across eight chapters of the textbook. Document analysis was used as the primary data collection technique, focusing on the cognitive demands of each reading question. Bloom’s Revised Taxonomy served as the analytical framework to categorize reading comprehension questions into lower-order and higher-order thinking skills, including remembering, understanding, applying, analyzing, and evaluating. The findings reveal that the textbook addresses six major reading comprehension skills: identifying main ideas, locating specific information, understanding vocabulary in context, making inferences, identifying authorial purpose, and recognizing text organization. Literal comprehension tasks, particularly those requiring factual recall and identification of explicit information, dominate the early chapters. However, inferential and evaluative questions appear more frequently in later units, indicating a gradual progression toward higher-order thinking skills. In terms of exercise formats, five main types were identified: multiple-choice questions, vocabulary-based items, true/false and matching tasks, open-ended comprehension questions, and grammar-integrated reading activities. Multiple-choice exercises constitute the majority of tasks, while open-ended and evaluative questions are less frequent. Although the textbook demonstrates an effort to scaffold students’ reading development from basic comprehension to more complex cognitive engagement, lower-order thinking skills remain predominant. These findings suggest that teachers may need to supplement the textbook with additional inferential and evaluative reading activities to better support higher-order literacy development in Indonesian EFL classrooms. Keywords : Reading Comprehension; Textbook Analysis; English on Target; Reading Exercises; EFL Literacy
Improving Students’ Speaking Skills Through Project-Based English Health Promotion Activities Fitri Harahap; Izzati Suhaila; Lastri Marsely Ginting; Butet Marthalina Saragih
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.v5i2.631

Abstract

This study aimed to examine the effectiveness of Project-Based English Health Promotion Activities in improving students’ speaking skills. The study used a quasi-experimental design with two groups : a control group taught using conventional methods and an experimental group taught using project-based learning. The participants were 50 fourth-semester undergraduate Public Health students, divided into two classes of 25 students each. Students’ speaking skills were assessed through a pre-test and post-test focusing on fluency, accuracy, pronunciation, vocabulary, and confidence. The data were analyzed using t-tests. The results showed that both groups improved their speaking skills, but the experimental group achieved significantly higher improvement than the control group (p < 0.05). The study concludes that Project-Based English Health Promotion Activities are effective in enhancing students’ speaking skills and can be applied in English for Specific Purposes (ESP) instruction, particularly in health-related programs. Keywords : Improving; Speaking Skills; Project Based English; Health Promotion
Analyzing Multimodal Text Use in Teaching Vocabulary: A Qualitative Study at SMPN 40 Medan Nursella Subadar; Israya Oktaviana Sinaga; Dessy Natalia Sinaga; Dolli Rotua Sinaga; Jonris Tampubolon
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.659

Abstract

This study investigates the use of multimodal texts in teaching English vocabulary at SMPN 40 Medan, focusing on how teachers integrate multimodal resources, how students perceive these practices, and which types of multimodal texts are considered most helpful. Grounded in theories of multimodality and multimedia learning, the study addresses a gap in Indonesian junior high school contexts where vocabulary instruction often remains textbook-centered despite curriculum encouragement for digital literacy and student-centered learning. This study contributes to the limited empirical research on multimodal vocabulary instruction in Indonesian junior high school contexts. Using a qualitative descriptive design, the research draws on classroom observation, semi-structured interviews, and analysis of instructional materials to triangulate findings. The analysis shows that multimodal texts, particularly digital slides that combine text and visuals, support vocabulary learning by increasing engagement, clarifying meaning, and strengthening retention. Interactive quizzes enhance motivation and opportunities for review, while short audio and video materials support pronunciation and contextual understanding when guided through pausing and focused tasks. However, implementation is shaped by unstable internet access, limited devices, and the need for occasional translation support. Overall, the study highlights that multimodal vocabulary instruction is most effective when teachers connect visual, audio, and video input with meaningful practice and reinforcement while adapting to technological constraints. Keywords : Multimodal texts; vocabulary acquisition; EFL instruction
The Relationship Between Language, Culture and Society in Teaching EFL: Islamic Perspective Athyah Frista; Fathia Zawatha Az-Zahra; Siti Norfita Sari; Zuhudiah Azzahra; Kalayo Hasibuan
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.444

Abstract

This study explores the interwoven relationships among language, culture, and society in the context of English as a Foreign Language (EFL) teaching through an Islamic lens. While previous research has broadly explored cultural integration in EFL, there is a notable research gap regarding how Islamic educational paradigms can be systematically applied to preserve local religious identities amidst globalized English instruction; this study offers a novel integrative model to bridge that gap. It emphasizes how language functions not only as a means of communication but also as a bearer of cultural and social identity. Integrating Islamic values into EFL instruction supports students in maintaining their cultural and religious identities while acquiring English proficiency. The study uses a qualitative descriptive method, drawing on literature and Islamic teachings to propose a culturally and religiously aligned approach to EFL pedagogy. It also identifies key sociolinguistic phenomena such as code-switching, politeness strategies, intercultural sensitivity, and cultural motivation Keywords : Language; Culture, Society; EFL; Islamic Perspective
Integrating Islamic Values into EFL Instruction: A Thematic Framework for Culturally Responsive Pedagogy Athaya Dwi Insyra; Amanda Azzahra; Esliana; Fathir Nur Rahman; Kalayo Hasibuan
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.442

Abstract

This study explores the integration of Islamic values into English as a Foreign Language (EFL) teaching, particularly in Muslim-majority educational contexts. As language and culture are closely interconnected, EFL instruction that neglects learners’ cultural and religious backgrounds may result in reduced engagement, moral conflict, and ineffective learning outcomes. Many widely used EFL materials are developed in Western contexts and often contain content that contradicts Islamic norms, such as references to alcohol, dating, or gambling. This creates a need for culturally responsive teaching practices that respect Islamic teachings while maintaining language learning objectives. Using a qualitative approach, this study involved structured group discussions with five undergraduate EFL students and a comprehensive literature review of academic sources and Islamic texts. Thematic analysis revealed three key areas central to effective Islamic-based EFL instruction: cultural awareness, material appropriateness, and ethical communication. Cultural awareness helps teachers foster inclusive environments and build stronger relationships with students. Culturally appropriate materials ensure learners can engage with content without compromising their values. Meanwhile, Islamic communication principles emphasize respectful and purposeful language use, aligning with Qur’anic and prophetic teachings. The findings suggest that integrating Islamic perspectives into EFL education not only supports language acquisition but also promotes students’ moral and spiritual development. This study contributes to the discourse on culturally responsive pedagogy by emphasizing the need to localize curriculum content and train educators in culturally and religiously aligned instructional strategies. As global interest in culturally sensitive education grows, this research underscores the importance of aligning language teaching with learners’ cultural and ethical frameworks to ensure holistic educational success. Keywords : Islamic values; EFL teaching; cultural awareness; culturally responsive pedagogy
Gamification in Young EFL Learning: A Thematic Review of Motivation, Engagement, and Language Outcomes Tajrian Rahman Mou
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The implementation of gamification in English as a Foreign Language education for young learners has attracted increasing interest because it provides methods to boost student motivation and classroom participation while enhancing their language skills. Current research shows incomplete evidence because studies have been conducted in different settings and researchers have studied different results. The research study intends to present a thorough analysis of how gamification affects the motivation and engagement and vocabulary development and speaking abilities of young EFL students. The research conducted through a qualitative thematic review by analyzing 42 peer-reviewed studies which were published between 2019 and 2025. This research collected data from major academic databases and used Braun and Clarke's (2006) thematic analysis framework to conduct their analysis. The research results show that gamification implementation leads to higher levels of motivation because it decreases language anxiety while increasing both behavioral and emotional engagement of students. The program provides students with measurable improvements in their vocabulary and spoken language development. The success of gamification implementation depends on three main factors which include the learner characteristics and the learning environment and the specific game design elements. The research study demonstrates that EFL classrooms can benefit from gamification as an effective teaching method when educators design their implementation to meet student requirements and follow specific instructional guidelines and adapt to their existing classroom environment. Keywords : Gamification; young learners; EFL; motivation; student engagement; speaking skills
Morphophonemic Allomorphy of the Prefix Um- In Toba Batak: An Extended Generative Morphology Analysis Esron Ambarita; Edi Suprayetno; Atabong Alemanjoh Mariana Nkea; Emmanuel Kyei
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.694

Abstract

This study investigates the morphophonemic allomorphy of the prefix um- in Toba Batak and evaluates the applicability of an extended generative morphology framework for analyzing Austronesian morphological systems. The data were collected from twelve native speakers residing in Samosir and Toba Samosir Regencies through elicitation, observation, and semi-structured interviews. The study employs an expanded version of generative morphology derived from Halle’s model, incorporating the components List of Morphemes, Word Formation Rules, FILTER, DICTIONARY, Orthographic Rules, and Phonological Rules. This extended framework was designed to accommodate the distinctive morphological and phonological characteristics of Toba Batak, which are insufficiently represented in models originally developed for Indo-European languages. The findings identify four morphophonemic allomorphs of the prefix um-, namely umm-, um-, un-, and uŋ-, each conditioned by systematic phonological environments and morphophonemic processes. The analysis demonstrates that the prefix exhibits high morphological productivity in forming grammatical and lexical meanings through predictable sound alternations. The study contributes to generative morphology by extending Hallean analysis to an underrepresented regional language while also supporting language documentation, revitalization, and preservation efforts for Toba Batak. Furthermore, the research provides empirical evidence that extended generative morphology can effectively explain morphophonemic variation in minority languages, offering a replicable analytical approach for future studies on indigenous languages across Austronesian linguistic communities. Keywords : Morphophonemic allomorphy;  Toba Batak language; Generative morphology; Prefix um-; Austronesian linguistics
EFL Instruction Methods And Techniques With An Islamic Perspective Fiveronika; Amalia Putri; Elsa Mulia Adha; Ilma Hidayah; Hasnah Luthfiyah; Khalayo Hasibuan
Journal of Applied Linguistics Vol. 6 No. 1 (2026): July 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v6i1.702

Abstract

This study explores the integration of Islamic perspectives into English as a Foreign Language (EFL) instruction and its potential to enhance both linguistic competence and moral development among Muslim learners. Many conventional EFL teaching methods are rooted in Western pedagogical paradigms, which often overlook the cultural and spiritual values of students in Islamic educational contexts. This study aims to examine how Islamic values can be systematically incorporated into EFL instructional methods while maintaining their  effectiveness in language acquisition.The study employs a qualitative research design using a systematic literature review. Relevant academic sources were collected from databases such as Google Scholar, ERIC, and ResearchGate. The data were analyzed using thematic analysis to identify recurring patterns related to EFL teaching methods, Islamic pedagogy, and learner motivation.The findings reveal that integrating Islamic values into EFL instruction enhances students’ motivation, engagement, and sense of identity. Islamic pedagogical principles, such as wisdom-based teaching, ethical dialogue, and storytelling, are found to align with modern EFL approaches like Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). Furthermore, the use of Islamic content, including Qur’anic narratives and moral themes, provides meaningful and contextually relevant learning experiences. Keywords : EFL; Teaching Method; Islamic Perspective

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