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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 88 Documents
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Fire and Ice: Contrasting Different Personalities in the movie “Rush” (2013) by Ron Howard Wicaksana, Rayhan Racha; Apriliani, Salwa Nur; Faisal, Faisal
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1187

Abstract

This research explores the contrasting personalities of James Hunt and Niki Lauda as portrayed in Ron Howard’s Rush, examining their impact on the film’s narrative and its appeal to a global audience. Employing a qualitative approach, the study focuses on key character traits and dialogue to identify six examples of their differing personalities. Hunt is depicted as passionate and impulsive, embracing the joys of the present, while Lauda is methodical and disciplined, prioritizing control and long-term success. These opposing traits not only shaped their iconic rivalry but also defined their approaches to life and competition. The research involved multiple viewings of the film to analyse how these traits were presented and their significance within the story. By comparing and contrasting these characters, the study highlights the interplay between passion and precision, demonstrating how their differences drove both conflict and mutual respect, contributing to one of Formula 1’s most legendary rivalries.
The Evolution of Madness: A Characterization of Arthur Fleck in The Movie “Joker” (2019) by Todd Phillips Dewi, Adelia Puspita; Wijaya, Mutiara Zaskia; Faisal, Faisal
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1188

Abstract

This study examines the evolution of Arthur Fleck into the Joker, exploring the psychological, social, and institutional factors contributing to his transformation. Utilizing a qualitative methodology, the research analyses Arthur Fleck's character through his experiences of trauma, societal rejection, and mental health struggles. Researchers watched the movie multiple times, analysed the script, and identified relevant dialogue or words for the character.  Key findings indicate that Arthur Fleck's descent into madness is shaped significantly by his childhood abuse, loneliness, and the systemic neglect he faces in Gotham City. The film serves as a critical commentary on contemporary issues surrounding mental health and societal responsibility, highlighting the urgent need for compassion towards marginalized individuals. This characterization not only reflects current societal anxieties but also emphasizes the impact of social dynamics on individual identity formation.
Exploring Vocabulary Learning Strategies in EFL Contexts Kulsum, Eva Meidi; Fitri , Fajriati Prasetya Cahyaning
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1209

Abstract

This study tried to analyze the vocabulary learning strategies employed by students. This study employed qualitative descriptive method, involving the distribution of a questionnaire and a semi-structured interview session. This study conducted in one of senior high schools in Bandung, 37 students were selected as participants for this study using a purposive sampling technique. They took part in the questionnaire session while, in the interview session, six students participated. Based on the results obtained, the researcher concluded that there are several strategies used to overcome problems in learning English vocabulary such as determination, social, memory, cognitive and metacognitive strategies. Memory strategies got the highest mean score. It is indicated that the students mostly used this strategy to overcome their problems in learning vocabulary which help them memorize information more effectively. Additionally, this study suggests that providing structured guidance on how to maximize the use of these strategies, such as effective dictionary use, collaborative learning, and utilizing multimedia resources, can further enhance students’ vocabulary acquisition and overall language proficiency.
Enhancing Students’ Receptive Vocabulary Knowledge through Word Mapping Strategy Ridwan, Revi Nur
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1221

Abstract

This study aims to enhance junior high school students' receptive understanding by utilizing word mapping strategies. This research employs a quantitative method with a quasi-experimental design. The study focuses on second-grade students in public junior high schools in Bandung, totaling 382 students spread across 10 classes. After randomizing the classes, class B was selected as the experimental class, and class A was the control class. The data collection techniques used in this study were a pretest and a posttest. The data analysis technique used in this study was a statistical analysis of Chi-Square to compare pre-test and posttest values.  The results of the hypothesis test showed that the value of Tcount was 4 > 2.64 (Ttable), then H0 was rejected and Ha was accepted, meaning there was a significant difference in receptive vocabulary mastery between students who used conventional learning techniques and word mapping strategies. Thus, teachers could use word mapping strategies to improve vocabulary learning for institutions, teachers, students, and future researchers effectively.
An Analysis of Directive Speech Acts in The Up (2009) Movie Widianingsih, Ayang Winda Sri; Mustika, Rispa; Nugraha, Salsa
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1223

Abstract

This research discussed about the analysis of directives type of speech act theory used in the Up (2009) movie. This research revealed the application of directives types of speech act that found in the Up (2009) movie. The document analysis approach was used in this study to gather data. The researcher chose this film as the subject of the study because it is intriguing and has numerous moral lessons. This film's themes include love, relationships between people, hope, and dreams. As the result, it was found that were 57 utterances of directive speech acts in the Up (2009) movie. From the 57 data that researcher collected, the main characters most expressed the  command type of directives speech act. They are 38 commands, 3 suggestions, 3 requests, 6 orders, forbidding. Based all the data above, it can be concluded the most used directives speech act found in this data was command.
Voices of Proficiency: Insights into EFL Pronunciation Teaching Challenges in Indonesian Middle School Teachers Fitriana, Dina; Agustian, Agung Farid
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1234

Abstract

This study investigates English pronunciation teaching practices, challenges, and effectiveness in Indonesian senior middle schools. It aims to identify specific barriers teachers face and develop recommendations for improving pronunciation instruction. The research focuses on internal factors, such as teachers' self-proficiency and instructional techniques, and external factors, including curriculum constraints and student motivation. Interviews with four English teachers revealed that reading aloud is a common strategy for teaching pronunciation, with Teacher 1 using report texts and Teacher 2 incorporating role play. Teachers 1 and 2 actively participate in the MGMP discussion forum to enhance their teaching methods, whereas Teachers 3 and 4 value their phonetics training from college. The study identifies critical challenges, such as students' lack of practice, native language interference, and motivational issues. Teachers 1 and 2 noted that students' pronunciation struggles are compounded by their reliance on their mother tongue and limited practice. Recommendations include integrating dedicated pronunciation practice into the curriculum and using interactive activities to enhance students' engagement and proficiency in English pronunciation.
Students’ Learning Outcomes on Genre-Based Approach Implementation in Teaching A Recount Text Writing Alwasilah, Yuzaki Adam
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1245

Abstract

This study examines students' learning outcomes in writing when a genre-based approach (GBA) is applied. Conducted at a private school in Bandung, West Java, Indonesia, the research utilized the teaching phase and analysis of students' written texts to gather data. The findings indicate that most students perceived the instructional methods and stages employed in teaching recount texts as clear and effective. In terms of learning outcomes, students demonstrated notable improvements in their written texts, particularly in text structure and linguistic elements, from the first draft to the second. However, some students showed little to no progress in their writing. This highlights the need for future research to design engaging and comprehensible learning activities. Overall, the implementation of the genre-based approach significantly enhanced the writing skills of the majority of students.
Examining Gender Divide, Reading Habits and Preferences in EFL Undergraduate Students Arifin, Riyadh Ahsanul; Sakina, Rahma; Mustika, Rispa; Putri, Wulandari
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i2.1305

Abstract

This study explores gender differences, reading habits, and preferences among undergraduate students studying English as a Foreign Language (EFL) at Ma'soem University, focusing on second, fourth, and eighth semesters. A qualitative descriptive approach was used to gather detailed data through comprehensive questionnaires and in-depth interviews. The sample included 32 participants, evenly distributed between male and female students. Key findings revealed a significant language preference gap, with 37.5% of female students preferring foreign language reading, compared to 18.8% of males who favored their native language. Regarding format, male students overwhelmingly preferred print books (93.8%), while females were more divided, with 75% favoring print and 25% choosing electronic formats. Both genders leaned towards fiction, though females showed a slightly stronger preference. Genre preferences also differed, with males favoring fantasy, mystery/thriller, and self-help, while females leaned towards fantasy, romance, and self-help. Access methods varied, with males more likely to use bookstores and lending networks, while females frequently used libraries and online platforms.  
From Monotony to Motivation: Utilizing Differentiated Learning Materials in Teaching English to 11th Grade Damayanti, Hemalia; Salsabila, Dya; Admajayanti, Fifian; Tawanggono, Ghandy Ardyan; Nurjamin, Lucky Rahayu
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 1 (2025): July 2025
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i1.1376

Abstract

This Classroom Action Research (CAR) study addressed the issue of low student motivation and limited oral communication skills in 11th-grade English language learning, stemming from the use of limited and monotonous learning materials and a rigid, textbook-driven pedagogical approach. Recognizing the crucial role of differentiated learning materials and effective pedagogical practices in fostering engagement and comprehension, this study implemented a series of interventions within two cycles. The action research process involved the introduction of differentiated learning resources, including educational videos, interactive learning apps, and online collaborative tools, integrated into the existing teaching modules, alongside explicit instruction on speaking strategies. Data were collected through classroom observations, student reflections, pre- and post-intervention speaking assessments, and an analysis of teaching module documents. The findings revealed a significant increase in student engagement, motivation, and oral communication skills following the implementation of diverse materials and targeted instruction. Students reported reduced boredom and a renewed interest in learning English. Furthermore, the speaking assessments demonstrated measurable improvements in both fluency and accuracy. Critically, the study also revealed a discrepancy between the intended Genre-Based Approach and the actual implementation in the teaching modules, highlighting the importance of teacher pedagogical understanding and the transformative potential of CAR for teacher development. This study underscores the effectiveness of incorporating differentiated learning materials, collaborative activities, and explicit instruction to enhance student motivation and improve learning outcomes within the context of 11th-grade English language education while also emphasizing the necessity of ongoing reflection and adaptation in pedagogical practices.
Optimizing the Use of Oral Presentation Techniques to Teach Conversation for Specific Purposes Pratami, Mentari; Dewi, Erniyanti Nur Fatahhela
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 1 (2025): July 2025
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i1.1386

Abstract

The study reports the result of the implementation of the use of oral presentation technique to teach conversation for the English for Specific Purpose conversation class.   The aim of the research is to know whether the oral presentation technique could bring about better result of the students’ communicative competence for specific purpose. The research method applied was a qualitative case study research design.  The participants of the research were 40 students of semester 5 academic year 2024/2025 of Bina Sarana Informatika University.  The data collection was done using a semi-structured interview, documentation, and classroom observation. Next, the data was analyzed using line by line analysis. The research result shows that the use of oral presentation technique to teach conversation for Specific Purpose was quite good. Comparing to the test result of the previous semester, there is significant improvement in term of the speaking skill and final test result. Students enjoyed doing the oral presentation by taking part actively in the discussion as well as in the question-and-answer session. The researcher also found out that some teaching aspects need to be improved such as time management, language function and form, and pronunciation capability. Based on the result and discussion, it is concluded that there is a significant improvement in term of the speaking skill and final test result.

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