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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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Communicative Functions of Umpasa in Toba Batak Traditional Ceremonies : Communicative Functions of Umpasa in Toba Batak Traditional Ceremonies Daniel Binsah Lumban Gaol; Selviana Napitupulu; Bernieke Anggita Ristia Damanik
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.v6i1.707

Abstract

Umpasa is a fundamental oral tradition in Toba Batak culture, functioning as a medium for conveying blessings and spiritual messages. However, the functional shift between different ritual contexts, such as joyful weddings and solemn funerals, remains under-documented. This study aims to identify the types of communicative functions, determine their shifting dominance, and describe their linguistic realizations within Ulaon Unjuk and Ulaon Saur Matua. This research employs a qualitative descriptive method. The data consists of 20 selected umpasa utterances, analyzed using Roman Jakobson’s theory of communicative functions. The results reveal that only four of Jakobson’s six functions are present: poetic, conative, referential, and emotive. Phatic and metalingual functions are entirely absent, suggesting that umpasa is a fixed ritual text. Furthermore, function dominance is context-dependent. In Ulaon Unjuk, the poetic function is superior, as it prioritizes the aesthetic delivery of blessings and ancestral values through rhythmic metaphors. Conversely, in Ulaon Saur Matua, the conative function dominates, emphasizing the delivery of spiritual guidance, instructions, and social expectations for the bereaved family. These functions are realized through specific markers, such as nature-based metaphors and parallelism for the poetic function, and the optative particle "Sai" and address form "Hamu" for the conative function. In conclusion, umpasa serves as a sophisticated cultural vehicle that strategically adjusts its functional priority to reinforce cultural identity during major life transitions. Keywords : Communicative Functions; Pragmatics; Toba Batak Ethnics; Traditional Ceremonies; Umpasa
Enhancing EFL Students' Recount Text Writing Through Project Based Learning: A Classroom Action Research Study in an Indonesian Junior High School Lewina Pulcher Simanungkalit; Jenita Anjani Br. sembiring; Junita 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

Abstract

Improving English writing skills continues to be a critical issue in Indonesian junior high schools, particularly in writing personal recount texts. A baseline assessment conducted at SMP St. Thomas 3 Medan highlighted that students faced significant language challenges, particularly in organizing chronological events and using past tense, and showed minimal interest in writing activities. This study aimed to address these challenges by implementing a Project-Based Learning (PjBL) approach to improve students' recount writing skills and stimulate increased classroom engagement. Using a Classroom Action Research (CAR) framework, the study spanned two cycles and involved 31 eighth-grade students. Information was collected through written evaluations, observation forms, and surveys to assess students' academic performance and engagement levels. Results indicated that the implementation of PjBL resulted in significant improvements in writing skills. The average student writing score increased from 54.12 in the initial learning cycle to 86.00 in the final learning cycle, and the overall mastery percentage increased significantly from 22.5% to 93.54%, effectively exceeding the Minimum Completion Criteria (KKM). Furthermore, survey data showed that students strongly preferred Project-Based Learning (PBL) because it encouraged teamwork and meaningful educational experiences. These results suggest that Project-Based Learning (PBL) is an effective teaching method for improving students' conceptualization and writing skills, and provide valuable information for teachers aiming to increase student participation and writing achievement in EFL classrooms. These findings underscore the potential of PBL to transform traditional writing instruction into a more dynamic and engaging student-centered process, offering practical solutions for educators facing similar challenges in EFL environments. By fostering a collaborative environment, PBL not only improves linguistic skills in writing narrative texts but also increases students' confidence and motivation. Keywords : project-based learning (PjBL); writing skills; recount text; classroom action research
The Effect of Using Online Matching Games on Englishclub.com in Enhancing Vocabulary Mastery at SMPN 19 Bekasi Siti Nurhaliza; Chusnul Chotimah; Enci Zarkasih
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.v6i1.716

Abstract

The research investigates the effect of using online matching games on EnglishClub.com in enhancing vocabulary mastery among seventh-grade students at SMPN 19 Bekasi. A quasi-experimental approach with pretest-posttest control group structures was employed. The sample comprised 70 students divided into two groups: experimental (n=35) and control (n=35). Both pre-test and post-test vocabulary assessments were used. The data was analyzed using descriptive statistics, normality tests (Kolmogorov-Smirnov and Shapiro-Wilk), a homogeneity test (Levene's Test), and the Independent Samples T-Test in SPSS. The control class's mean post-test score (68.67) was somewhat higher than the experimental class's (57.33), and the control class's N-Gain Score (mean = 5.17) was slightly higher than the experimental class's (mean = 4.70). The Independent Samples T-Test for the N-Gain Score yielded Sig. (2-tailed) = 0.854, whereas Levene's Test yielded F = 0.461, Sig. = 0.500, demonstrating homogenous variance. The test result was not significant at α = 0.05, with a small effect size (Cohen's d = -.044). These data suggest that, for this population and treatment length, online matching games on EnglishClub.com did not generate a statistically or descriptively significant advantage over conventional education in vocabulary acquisition at the junior high school level. Keywords : Englishclub.com; matching games; online games; vocabulary mastery
Factors Influencing EFL University Students’ Willingness to Communicate: A Case of A Speaking Class Johan Ariel Suwito Banunaek; Yohanis Nurak Siwa; Elvis Albertus Bin Toni
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.v6i1.723

Abstract

Willingness to Communicate (WTC) is an important aspect of English as a Foreign Language (EFL) learning because it determines students’ readiness to actively use English in classroom interaction. This study aimed to explore the factors influencing EFL university students’ willingness to communicate in English and to examine their perceptions and experiences of communicating in a speaking class. This research employed a qualitative case study design involving second-semester students of the English Education Study Program at Widya Mandira Catholic University Kupang. Data were collected through classroom observation of all students in two intact speaking class (N=50 students; Class A= 25 students and Class B= 25 students) and semi-structured interviews with ten purposively selected students (five students from each class). The data were analyzed using thematic analysis to identify recurring patterns related to students’ communication behavior, perceptions, and experiences. The findings revealed that students’ willingness to communicate was influenced by two major factors: psychological and situational factors. Psychological factors included self-confidence, anxiety, motivation, and personality, while situational factors included classroom environment, lecturer support, teaching strategies, learning activities, and peer interaction. Students were more willing to speak English when they felt supported, motivated, and emotionally safe in the classroom. However, fear of making mistakes, limited vocabulary, low confidence, and anxiety often reduced their willingness to participate. The study concludes that students’ WTC is dynamic and shaped by the interaction between internal emotions and external classroom conditions. Therefore, lecturers need to create supportive, interactive, and non-judgmental speaking environments to encourage students’ active participation in English communication. Keywords : Willingness to communicate; EFL students; speaking class; psychological factors; situational factors
Students’ Perspectives on the Use of Padlet as a Digital Platform for Academic Writing in an Indonesian EFL Context Jonris Tampubolon; Maria Fridolin Naben; Benyamin Kau Abi; Fitra Ramadhan; Eliyah A M Sampetoding
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.v6i1.726

Abstract

This study explores Indonesian EFL students’ perspectives on the use of Padlet as a digital platform for academic writing. A qualitative approach was employed, combining questionnaires, semi-structured interviews, and analysis of Padlet documents. There were 30 university students who were taking academic writing course involved as subjects of this study. The were selected through purposive sampling. The findings reveal that students perceive Padlet positively, particularly for idea generation, peer learning, motivation, and revision support. Challenges include technical problems, uneven participation, limited peer feedback, and anxiety related to public visibility. The study highlights the pedagogical value of Padlet as a socially mediated, collaborative, and process-oriented tool for academic writing, while   emphasizing the need for careful implementation and instructor guidance. Keywords : Padlet; Digital Platform; Academic Writing; EFL Context  

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