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JEPAL (Journal of English Pedagogy and Applied Linguistics)
Published by Universitas Masoem
ISSN : -     EISSN : 27237095     DOI : 10.32627
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
JEPAL (Journal of English Pedagogy and Applied Linguistics) publishes original papers researching or documenting issues in English teaching-learning and linguistics.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 98 Documents
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An Appraisal Analysis of Interpersonal Metafunction in Tiktok Advertisements Vadia Fika Munida; Fika Naila Izzati; Azzahrotun Nisa; Lia Roudlotul Jannah; Lala Afrilia
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.1846

Abstract

This study explores the interpersonal persuasive strategies used by Indonesian Small and Medium Enterprises (SMEs) in their TikTok video advertisements through the framework of Systemic Functional Linguistics (SFL) and Appraisal Theory. Using a qualitative descriptive approach, three advertisements from different brands, there are Risol Mayo Margo, Petit Bite, and Madam Gie. The data were collected through non-participant observation and documentation by selecting, downloading, and transcribing advertisement videos from each brand’s official TikTok account. The data were then analyzed to examine how Attitude, Graduation, and Engagement resources construct persuasive meaning. The findings reveal three dominant strategies: narrative authenticity, linguistic sincerity, and aesthetic engagement. Risol Mayo Margo emphasizes emotional warmth and authenticity, Petit Bite builds hype and urgency through intensified expressions, while Madam Gie focuses on reassurance and trust through dialogic communication. The study shows that effective TikTok advertising relies not only on visual appeal but also on interpersonal meaning-making that fosters emotional connection, authenticity, and audience engagement.
The Influence of Community on EFL Students’ Motivation in Learning English Novita Diana; Jamaliah Jamaliah; Salsabila Salsabila; Diana Devi
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.1879

Abstract

This study investigated the influence of community on EFL students’ motivation in learning English. Students’ motivation was regarded as an essential factor in language learning success, yet it was strongly affected by external environments. This study describes how these three environments, such as family, school, and community shaped students’ motivation, to identify their specific impacts, and to determine which factor had the most dominant influence. The research employed a qualitative case study design. Participants were thirty eleventh-grade students from Sukma Bangsa Pidie Senior High School. The data were analyzed descriptively using thematic analysis to identify patterns of influence that supported students’ motivation. The findings revealed that family, school, and community each contributed differently to students’ motivation. Family support mainly provided emotional encouragement, such as praise, parental guidance, and discussions about the importance of English. The school           created structured academic reinforcement through engaging teaching methods, teachers’ encouragement, and peer collaboration. Meanwhile, community factors including peers outside school, social recognition, and societal expectations shaped students’ awareness of English as a tool for success. Among these three, the school environment appeared as the most dominant factor in sustaining students’ motivation. In conclusion, this study showed that EFL students’ motivation was the result of interconnected support from family, school, and community. It was suggested that families provide continuous encouragement, schools apply innovative and student-centered strategies, and communities offer authentic opportunities for practicing English.
Neuro-Psycholinguistic Analysis of The Asbun Phenomenon among Generation Alpha on Tiktok Virgin Noor Vadillah; Lusiana Suciati Dewi; Slamet Wahyudi Yulianto
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2034

Abstract

This study explores the phenomenon of ‘Asbun’ (speaking without real substance, or "just making noise") among Generation Alpha, approached through a neuro-psycholinguistic lens. Growing up saturated in digital environments, this generation exhibits distinctive speech patterns marked by rapid word retrieval alongside a diminished capacity for verbal self-restraint. The research aims to examine how patterns of digital engagement shape these ‘Asbun’ speech characteristics, and to use this connection as a way of understanding breakdowns in self-regulation during the process of producing language. Employing a qualitative approach, the study draws on five TikTok video transcripts sourced from different accounts (@alinaa_chan, @istrifadhli, @ibuendog, @leehanim, and @mat_pecii), gathered on March 31, 2026. Theoretically, the analysis combines Levelt's (1989) model of speech production with neurocognitive perspectives on Prefrontal Cortex (PFC) function and Theory of Mind (ToM). The results indicate that ‘Asbun’ speech may be better understood as an outcome of disrupted digital cognitive patterns and impaired linguistic self-monitoring, rather than as deliberate rudeness, lthough sociopragmatic and performative interpretations cannot be ruled out. Heavy consumption of short-form digital media appears to speed up access to the mental lexicon, but at the cost of the sociopragmatic filtering typically governed by the PFC. Because the study relies on an exploratory design with a limited dataset and does not independently confirm the ages of the speakers, its conclusions should be read as a theoretical proposition rather than a generalizable empirical finding. Overall, the language patterns identified in Generation Alpha suggest a form of cognitive restructuring, in which the demand for instant digital communication takes precedence over conventional norms of politeness, a shift that carries important implications for both education and social interaction.
Code-Switching Dynamics in Bilingual Digital Gaming Interactions Anggiana Yulyanti; Lusiana Suciati Dewi
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2038

Abstract

This study examines code-switching, or language mixing, in a bilingual individual while playing video games. The aim is to determine which types of code-switching are used and the subject's thought process when engaging in this behaviour. This study employed a qualitative case study design involving one participant (the game streamer). Data were collected by recording the participant's spontaneous, unscripted conversations during gameplay, followed by a semi-structured interview to corroborate and clarify the findings. The research results indicate that the subject employed four methods of code-switching: switching languages between sentences, inserting English words into Indonesian sentences, using short interjections, and combining English words with Indonesian affixes (such as “nge-burst” or “boss-nya”). From the interview, it was revealed that the subject had been accustomed to using English for 8 years, so that gaming terms came to mind automatically without prolonged thought. In conclusion, code-switching in the gaming world does not indicate that the subject is not fluent in Indonesian, but rather represents a strategy to communicate more quickly and accurately. English is used for matters of game logic and strategy, while Indonesian remains the subject's primary language of choice for expressing feelings honestly. This study demonstrates that hobbies such as playing video games are highly effective in helping an individual to master a foreign language naturally.  
Human–AI Collaboration in EFL Writing: A Conceptual Framework for Intelligent Feedback Systems Vini Rizki Nurodiah; Titin Nurjanah; Andang Saehu; Cipto Wardoyo
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2041

Abstract

Artificial intelligence (AI) has increasingly been integrated into English as a Foreign Language (EFL) writing instruction, offering new opportunities to improve students’ writing through automated and intelligent feedback. Nevertheless, existing studies remain fragmented and predominantly emphasize the technological capabilities of AI tools rather than their pedagogical integration within classroom practice. This study aims to synthesize recent literature and propose a conceptual framework for human–AI collaboration in EFL writing by integrating technological, pedagogical, and learner-centered perspectives. Employing a qualitative library research design, the study systematically reviewed peer-reviewed journal articles published between 2016 and 2026. Data were collected from Google Scholar, Scopus, ERIC, and ScienceDirect and analyzed using thematic analysis involving coding, categorization, and theme development. The findings reveal three interrelated components of effective AI-assisted writing instruction: AI as an intelligent feedback provider, teachers as pedagogical scaffolding agents, and students as self-regulated learners. These components interact dynamically to support writing development, strengthen learner autonomy, and promote meaningful engagement with feedback. The review also identifies several pedagogical challenges, including learners’ overdependence on AI-generated feedback and limited critical engagement with automated suggestions. The study concludes that effective AI integration in EFL writing requires a balanced collaboration between technological support and pedagogical guidance, grounded in constructivist learning theory, self-regulated learning, and feedback literacy. The proposed conceptual framework contributes to the theoretical foundation of AI-assisted language learning and provides practical implications for integrating intelligent feedback systems into EFL writing instruction.
A Comparative Analysis of Speech Production in Male and Female Broca’s Aphasia Survivors Dwi Aryani Salsabila Zaqiyyah; Lusiana Suciati Dewi
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2043

Abstract

This study aims to analyze the characteristics of speech production and communication strategies in two Broca’s aphasia survivors of different genders, Sarah Scott and Mike Caputo. This research employs a qualitative method with a comparative descriptive approach. Data were obtained from two YouTube videos uploaded in 2017 and analyzed through a process of observation, transcription, identification, and interpretation of linguistic data. The study focuses on speech production characteristics such as non-fluent speech, telegraphic speech, disfluency, pauses, hesitation, and word-finding difficulties, as well as the communication strategies employed by both subjects to maintain social interaction post-stroke. The results indicate that both subjects exhibit the core characteristics of Broca’s aphasia, manifested as non-fluent speech, simplified sentences, and word-finding difficulties. However, discrepancies emerge regarding their levels of communicative fluency and the strategies utilized. Sarah Scott demonstrates a more independent communication pattern through the use of gestures, self-repair, repetition, and active communication practice within an aphasia community. Conversely, Mike Caputo relies more heavily on his wife's assistance to co-construct communication. This study demonstrates that the communicative recovery process in Broca’s aphasia patients is modulated by neurological factors, social support, communication practice, and the social environment. This research proves that social media platforms like YouTube can serve as valuable sources of authentic data in neurolinguistic studies.
Benefits and Challenges of Using Digital Multimodal Texts: A Case Study of Two EFL Teachers Sabila Agnia; Rahma Sakina; Sri Yunita
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2104

Abstract

The integration of digital technology in education has encouraged teachers to adopt innovative approaches that support students’ learning needs. One such approach is the use of digital multimodal texts, which combine visual, audio, video, and textual elements to enhance learning experiences. While previous studies have mainly focused on students’ perspectives, limited research has explored teachers’ views in Indonesian EFL contexts. This study aimed to investigate English teachers’ perceptions of digital multimodal texts and identify the benefits and challenges of their implementation in English language teaching. Using a descriptive qualitative design, data were collected through a pre-interview reflective checklist and follow-up semi-structured interviews with two English teachers at SMA Al-Ma'soem, West Java, Indonesia.. The findings revealed that teachers held positive perceptions toward the use of digital multimodal texts. They reported that digital multimodal texts enhanced students’ motivation, creativity, critical thinking, and comprehension while accommodating diverse learning styles. However, challenges related to internet connectivity and technical difficulties during the initial implementation were also identified. The study highlights the importance of adequate technological infrastructure and continuous professional development to support the effective integration of digital multimodal texts in EFL classrooms.
Personalizing EFL Learning in Inclusive Classrooms: The Role of Generative AI in Differentiated Instruction Putri Azzahra Henda Puspitasari; Mia Amaliah; Andang Saehu; Cipto Wardoyo; Dedi Sulaeman
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2120

Abstract

Generative AI has emerged as a promising tool for addressing learners diversity in English as a Foreign Language (EFL) classrooms. However, previous studies have primarily examined the use of generative AI to support language learning, leaving a limited understanding of how generative AI supports differentiated instruction in inclusive EFL contexts. This study aims to investigate how generative AI supports differentiated instruction in inclusive EFL classrooms by addressing learners' diverse readiness levels, interests, and learning profiles. Employing a qualitative descriptive design, the study involved six EFL teachers from different schools who were purposively selected for their experience implementing generative AI in inclusive EFL classrooms. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings reveal that generative AI assists teachers in adapting instructional content, learning processes, and assessment to accommodate learners' diverse needs. It also enabled teachers to foster student engagement by providing adaptive feedback, personalized learning experiences, and multimodal learning resources. Nevertheless, the implementation of generative AI continues to face three challenges, including limited technological infrastructure, insufficient teacher training, and concerns regarding excessive reliance on AI. These findings contribute to the growing understanding of AI-assisted differentiated instruction and provide practical insights for integrating generative AI into inclusive EFL teaching.

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