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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 145 Documents
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Exploring Students’ Perceptions of Peer Collaboration in Developing English Speaking Skills at SMP N 18 Medan Ardima Trojesi Govian Hasugian; Ray Valentino Purba; Yolanda Novita Silaban; Kartina Rahmadhani Rambe
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.v6i1.703

Abstract

This study examined eighth-grade students’ perceptions of peer collaboration as a strategy for developing English-language skills at SMP Negeri 18 in Medan, Indonesia. A descriptive qualitative design was employed, involving 29 students. Eight participants were purposively selected for semi-structured interviews, and a perception-based questionnaire was distributed to the entire group. Interview data were analyzed thematically using Braun and Clarke’s six-phase framework. The findings revealed that the usefulness of peer feedback was the highest-rated dimension (84.4%), followed by communicative confidence (81.3%), speaking anxiety reduction (78.1%), and motivation to communicate (75.0%). Critically, these findings indicated that peer collaboration substantially diminished affective barriers, particularly speaking anxiety, which commonly hinder EFL oral development, while concurrently enhancing learners’ communicative repertoire through informal, non-evaluative peer interactions. The study made a distinctive contribution by focusing on junior secondary EFL learners in an Indonesian urban context, a population largely absent from existing peer collaboration research, and by integrating both affective and linguistic dimensions within a single qualitative inquiry. Practically, the findings provide evidence-based guidance for EFL teachers and curriculum designers to embed structured collaborative speaking tasks into junior secondary instruction. These insights advance understanding of how peer-mediated learning can be leveraged to foster oral communicative competence in contexts where teacher-centered approaches have historically dominated. Keywords : peer collaboration; English speaking skills; EFL learners; speaking anxiety
Backchannelling In Film Dialogue: A Pragmatic Analysis of Tenggelamnya Kapal Van Der Wijck Rani Rakasiwi; Masriani; Marlina Br. Tampubolon; Ricki Asi Erwindo Siahaan
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.v6i1.730

Abstract

Backchannelling has an important role in making film conversations sound natural and emotionally meaningful. This study discusses the use of backchannelling expressions in the film Tenggelamnya Kapal Van Der Wijck. Backchannelling refers to short responses produced by listeners, such as “uh-huh,” “yeah,” “right,” and “I see,” which indicate attention, understanding, agreement, emotional reaction, and active participation during interaction (Yngve, 1970). This research aims to identify the types of backchannelling expressions found in the film, explain their communicative functions, and examine the frequency of their use. This study applies a qualitative descriptive approach. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldana (2014), which consists of data condensation, data display, and conclusion drawing and verification. The findings show that the characters in the film frequently employ four main categories of backchannelling, namely minimal responses, agreement tokens, emotional responses, and continuers (McCarthy, 2003; Ward, 2006). Among these categories, agreement tokens appear most frequently, followed by minimal responses, emotional responses, and continuers. The analysis also indicates that backchannelling functions as a conversational strategy to express attentiveness, comprehension, empathy, emotional engagement, solidarity, and encouragement for speakers to continue their utterances. Furthermore, this study contributes to the fields of pragmatics, conversation analysis, and media discourse by emphasizing that backchannelling is not merely a linguistic feature, but also an interactional strategy that supports effective communication and strengthens interpersonal relationships in conversation Keywords : Backchannelling; Pragmatics; Conversation Analysis, Film Discourse; Listener Response
Exploring Teachers' Perceptions and Practices of Teaching Reading Comprehension in Selected ESL Rural Ghanaian Junior High Schools Joshua Kwabena Nbiba Bintul; Isaac Owusu Nyarko; Anafo Cephas; Michella Atabaso Otoo
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.v6i1.565

Abstract

Reading comprehension in Ghanaian Junior High Schools remains a major concern despite long-standing reforms. This study examined teachers’ perceptions and classroom practices in rural schools and explored how these shape comprehension instruction. Schumann’s (1978) Acculturation Model guided the study and positioned comprehension as a social process influenced by learners’ cultural and linguistic alignment with English. A qualitative approach using a narrative research design was employed. Fourteen English language teachers from rural schools in the Nkwanta North District were purposively selected. Data came from interviews, observations, and documents, and was analyzed thematically. Findings revealed two main perceptions emerged. Many teachers viewed comprehension as a mechanical and exam-driven task. Others framed it as a meaning-making act linked to students’ social worlds. Classroom practices reflected these positions. Most lessons focused on literal recall and teacher-led routines. A few teachers used dialogue and familiar cultural examples to support deeper reading. Contextual pressures such as scarce materials, rigid syllabi, and examination demands shaped these choices and limited pedagogic flexibility. The study concludes that comprehension improves when teachers act as cultural mediators who connect learners’ lived realities with English texts. It calls for teacher development that supports culturally grounded and interactive reading practices in rural Ghana. Keywords : Reading Comprehension; Teachers’ Perception; Reading Instruction
A Needs Analysis of Using a Pragmatics Approach in Teaching Drama in EFL Contexts Eripuddin eripuddin; Pipit Rahayu; Azi Nurazima Juhastri
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.v6i1.646

Abstract

This study investigates the need for integrating a pragmatics approach in teaching drama within an English as a Foreign Language (EFL) context. Employing a qualitative needs analysis design, the research involved 23 sixth-semester students of the English Department selected through purposive sampling. Data were collected using open-ended questionnaires structured around a needs analysis framework encompassing target needs (necessities, lacks, and wants) and learning needs. The data were analyzed through qualitative descriptive analysis to identify patterns related to students’ pragmatic competence and instructional expectations.The findings reveal more specific dimensions of learners’ needs. In terms of necessities, students are required to understand how meaning in drama is constructed through context, including implicature, speech acts, and sociocultural norms, in order to interpret characters’ intentions and perform dialogues appropriately. However, in terms of lacks, the data indicate that many students experience difficulties in interpreting implied meanings, recognizing indirect speech acts, and adjusting language use according to social context, which results in overly literal or mechanically delivered performances. Furthermore, regarding wants, students express a strong preference for more interactive and contextualized learning activities, such as role-play, script analysis focusing on pragmatic elements, and explicit instruction on how language functions in real communicative situations.These findings suggest that drama instruction in EFL contexts requires more explicit integration of pragmatic components, not only as supplementary material but as a core aspect of learning. The study highlights the pedagogical value of pragmatics as a conceptual foundation for enhancing both communicative competence and interpretive skills in drama learning. By positioning pragmatic competence as a central learning objective, this research contributes to the development of learner-centered and contextually grounded drama pedagogy in EFL settings. The findings also provide a more concrete basis for future instructional design and empirical research on pragmatics-based drama teaching. Keywords : Need Analysis; Pragmatics Approach; Teaching Drama
Using Pictionary as a Fun English Activity to Teach English at SMP IT Imam Syafii Cendikia Pekanbaru Missi Tri Astuti; Diyah Ayu Riaziani; Octadino Haryadi; Fikri Nazif Hibatullah
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

English has become a global language that plays a crucial role in international communication. Vocabulary mastery is one of the fundamental aspects of English learning because it enables students to comprehend texts and communicate effectively in both spoken and written forms. Despite its importance, many junior high school students continue to experience difficulties in acquiring English vocabulary due to conventional and less engaging teaching methods. This study aims to explore the implementation of the Fun English Activity–Pictionary strategy to enhance students’ vocabulary mastery at SMP IT Imam Syafii Cendikia Pekanbaru. A qualitative research approach was employed to examine classroom learning activities and students’ responses throughout the instructional process. The findings indicate that students demonstrated improved vocabulary mastery after participating in Pictionary-based learning activities. The interactive and enjoyable nature of the strategy encouraged active classroom participation and increased students’ motivation to learn English. Therefore, Fun English Activity–Pictionary can be considered an effective instructional strategy for improving vocabulary learning among junior high school students. Keywords : Vocabulary Mastery; Fun English Learning; Pictionary; Game-Based Learning
A Linguistic Analysis of Lexical and Structural Ambiguity in Christopher Nolan's Oppenheimer Ari Arfian; Sayyid Khairunas; Ary Iswanto Wibowo; Retno Rahayuningsih; Rizky Mirani
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.v6i1.661

Abstract

This study aims to analyze how Oppenheimer employs ambiguity as a storytelling device to enrich the narrative and encourage audiences to critically interpret the ideas and messages conveyed in the film. A descriptive qualitative method was employed to examine lexical and structural ambiguities found in the dialogues spoken by the main character, J. Robert Oppenheimer, portrayed by Cillian Murphy. The findings reveal a total of 24 ambiguous dialogues, consisting of 17 instances of lexical ambiguity and 7 instances of structural ambiguity. Lexical ambiguity occurs when a word has more than one possible meaning, potentially leading to different interpretations. Structural ambiguity arises from sentence structures that allow multiple interpretations due to their grammatical arrangement. These findings suggest that ambiguity plays a significant role in shaping the film’s narrative by encouraging viewers to interpret the dialogues from different perspectives. Rather than creating confusion, the use of ambiguity enhances the complexity of the characters, supports the thematic depth of the story, and promotes critical engagement with the film’s underlying messages. Keywords : Linguistics, Semantics, Lexical, Structural, Ambiguity
Thematic Review of Teaching Phonics and Phonemic Awareness in Early English Literacy Mahmuda Aktar Hasu
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.v6i1.674

Abstract

Early literacy is a vital component of children’s academic development, especially in ESL, EFL and multiligual process. Phonics and Phonemic awareness both are key elements that support further decoding, word understanding, and reading comprehension. This study aims to review and interpret what has so far been found regarding phonics and phonemic awareness as early development blocks for English literacy, particularly in EFL, ESL, and multilingual learning environments. Although two key concepts, phonics and phonemic awareness, provide a basis for teaching about how letters represent sounds, research into these interlinked areas of study has emerged across a wide range of languages and teaching settings. In addressing the gap, the paper relies on a thematic literature review approach and reviews 44 articles that have appeared in accredited peer-reviewed research journals from 2020 onwards. The reviewed studies were included in a thematic analysis to synthesize common themes about language-based sources of early literacy: instructional efficacy, and classroom practice. The results suggest that phonemic awareness has a vital cognitive and linguistic function in early reading, including enabling the development of phonological processing skills, word recognition, and decoding. Phonics teaching was also seen to be most effective when it was explicit, systematic, and developmentally appropriate, especially when combined with the spoken language. Moreover, research findings show that combined instructional methods such as phonemic awareness and phonics produce more enduring literacy outcomes than stand-alone methods do, particularly among beginning readers and students who are learning in multi-linguistic contexts. The study raises the significance of including linguistically informed literacy instructions in early childhood curricula and teacher education. The current study also highlights the need for longitudinal investigations that explore how long-term literacy outcomes develop amongst different educational situations. Keywords : Phonemic awareness; phonics instruction; early literacy development; EFL context; ESL classrooms.
Analysis Of Affective Meaning In Tweets Related To Conflicts Between KNetz And Sea Netizens on X: A Semantic Study Fitri Umayah; Diana Anggraeni; Dian Fitri K
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.v6i1.700

Abstract

The dispute between Korean netizens (KNetz) and Southeast Asian netizens (SEAblings) on Platform X (formerly Twitter) has attracted considerable attention due to the widespread use of emotionally and racially charged language. This cross-cultural online conflict provides a valuable context for examining how affective meanings are constructed and expressed in digital interactions. The conflict has generated various affective meanings that reflect users' attitudes and emotions toward the opposing side. Therefore, this study aims to identify the forms of affective meaning expressed in KNetz and SEAblings' tweets and examine how their linguistic functions are constructed through word choice. The study employed a descriptive qualitative method using 79 tweets selected through purposive sampling based on predefined inclusion and exclusion criteria. The tweets were identified using hashtags and keywords related to the conflict. The analysis was based on Leech's (1981) theory of meaning and language functions, focusing on expressive, directive, and aesthetic functions to identify affective meaning function. The findings show that the expressive function predominated in both groups, accounting for 80.0% of KNetz’s tweets and 79.6%  of SEAblings’ tweets. The aesthetic function appeared in 43.3% of KNetz tweets and 36.7% of SEAblings tweets, while the directive function appeared in 15.7% of KNetz tweets and 16.3% of SEAblings tweets. These findings indicate that both groups  utilize the expressive function through insults, profanity, and sarcasm to convey anger, hatred, and contempt toward the opposing group. This suggests that language in digital conflicts serves not only to exchange information but also to express strong emotional attitudes. Keywords : Affective meaning; Semantic; language function; social media X
The News Framing of Middle East Conflict Coverage on Metro TV Rai Bagus Triadi; Tri Pujiati
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.v6i1.704

Abstract

A compelling phenomenon emerges in the coverage of the geopolitical tensions involving the United States, Israel, and Iran on Metro TV. This conflict is not merely presented as an international event; rather, it is discursively constructed by mass media in ways that may shape public perception. The problem addressed in this study lies in the potential lack of neutrality in media reporting and the presence of implicit framing that influences audience interpretation. Accordingly, the objective of this research is to critically examine how the conflict is framed and represented in Metro TV’s news coverage. This study employs a qualitative approach, utilizing Norman Fairclough’s Critical Discourse Analysis (CDA) framework, which encompasses three levels of analysis: the micro level (textual analysis), the meso level (discursive practice), and the macro level (sociocultural practice). Through this multi-layered analytical lens, the study investigates linguistic features, production processes, and broader socio-political contexts shaping the news narratives. The findings reveal that the coverage is not entirely neutral; rather, it is influenced by editorial perspectives, the selection of sources, and prevailing global political dynamics. The analysis indicates a discernible tendency toward specific framing strategies, particularly in emphasizing security concerns, humanitarian issues, and the positioning of the states involved. These patterns suggest that media discourse plays an active role not only in disseminating information but also in constructing social reality and shaping public opinion. Keywords :media bias, news framing, conflict, Metro TV  
An Analysis of Maritime Alphabet Usage by Students at Politeknik Pelayaran Malahayati Yusrah; Yuli Pera Fitria; Piping Rahadianto; Dewi Lestari Pardede; Maitri Rahmadhani
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.v6i1.706

Abstract

This study aims to analyze the use of the Maritime Alphabet by students of Politeknik Pelayaran Malahayati, focusing on their level of understanding, accuracy, consistency, and the challenges faced in maritime communication. This research employed a descriptive method with a mixed methods approach. The subjects of the study were 48 fourth-semester students of the Ship Electrical Engineering Study Program. Data were collected through written and oral tests, observation, and questionnaires. The results showed that the students’ ability in using the Maritime Alphabet was in the “good” category, with an average score of 76.8%. Most students (41.7%) were categorized as good, followed by very good (25%), fair (20.8%), and poor (12.5%). Based on the assessment aspects, pronunciation (72%), accuracy (78%), and fluency (70%) were also categorized as good, although pronunciation was the lowest aspect. The errors identified included mispronunciation, incorrect use of code words, lack of fluency, and the influence of the mother tongue. The questionnaire results indicated that students were aware of the importance of the Maritime Alphabet; however, they still experienced difficulties in pronunciation and lacked confidence. Therefore, practice-based learning such as simulation, role play, and pronunciation drills is needed to improve students’ maritime communication competence. Keywords: Maritime Alphabet, maritime communication, students, pronunciation

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