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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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An An Analysis of American Slang in "Dope" Movie Wahab, Syamsul Aryana; Halim, Nurhasanah; Erito, Silvia Nanda Putri
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1687

Abstract

Slang has been extensively examined as a sociolinguistic phenomenon and as a feature of informal communication. However, research focusing on how American slang is employed by a main character in contemporary films to construct identity and communicative meaning remains limited. This study analyzes the types and communicative functions of American slang used by the main character, Malcolm, in the film Dope (2015). Qualitative descriptive method was applied in this study. The framework used was Allan and Burridge’s (2006). It identified and classified 157 slangs. The findings reveal that the use of slangs is distributed across five primary types: Fresh and Creative, Flippant, Imitative, Clipping, and Acronym, respectively. The slangs serve several key communicative functions, including building solidarity, expressing emotions (such as anger and frustration), insulting, initiating casual conversation, creating intimacy, and conveying vivid impressions. The analysis demonstrates that Malcolm's predominant use of Fresh and Creative and Flippant slang reflects his identity as an urban teenager navigating complex social environments, while also enhancing the film's narrative authenticity and socio-cultural realism. This study concludes that slang is not merely a linguistic feature but a crucial pragmatic tool for character development and socio-cultural representation in cinematic discourse.
Misfortune Verbal Humor Representing Sudanese as Community Identity Nurfithri
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1688

Abstract

Humor serves as a communicative strategy that reflects cultural values and shapes interpersonal relationships. This study investigates verbal humor in Sundanese conversations through the lens of the Script-based Semantic Theory of Humor (SSTH). Using recorded and transcribed dialogues between Sundanese speakers, the analysis explores the presence of script oppositions and logical mechanisms that generate humorous effects. The findings reveal that humor in Sundanese discourse frequently emerges from incongruities between misfortune and reinterpretation, seriousness and absurdity, or reality and imagination. These humorous constructions function as tools for emotional relief, tension reduction, and the reinforcement of social solidarity. Furthermore, verbal humor reflects the cultural identity of the Sundanese people, emphasizing politeness, warmth, empathy, and indirectness. Rather than ridiculing others, Sundanese humor promotes harmony and collective well-being through laughter. This study contributes to a deeper understanding of how linguistic creativity and cultural norms intersect in the construction of humor within local sociolinguistic contexts.
Memorization in Early Literacy: A Reflective Study of Spelling Bee Practices in Primary Education Maryam, Sitti
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1707

Abstract

This reflective case study explores how a spelling bee competition can transform the researcher’s perception of memorization from a mechanical task into an engaging, meaningful experience. Conducted at private school running international curriculum in Makassar, the event involved preparatory and lower primary students aged five to eight, competing through written and oral rounds. Data were collected through classroom observation, teacher notes, and post-event reflections. The findings address the research objectives thematically. They reveal that memorization, when embedded in a playful and competitive format, supports not only cognitive development but also social interaction and emotional growth. The event fostered students’ confidence, cooperation, and enthusiasm for learning English. Reflecting as both teacher and lecturer, the researcher argues that small-scale events like this merit scholarly attention, as they reveal the pedagogical value of joy, curiosity, and community participation in early language learning.
The Application of Interactive Learning Methods in English Class (A Survey at SMK Teknologi Muhammadiyah Limboto) Hanafi, Nur Diva; Saleh, Yuwin Rustam; Helingo , Adimawati; Kaunang, David
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1764

Abstract

This research aims to investigate the application of interactive learning methods in English classes and identify the challenges faced by teachers at SMK Teknologi Muhammadiyah Limboto. As vocational students require practical communication skills, the study explores how teachers bridge the gap between student passivity and active engagement in the classroom. This study employed a qualitative survey method. Data were collected through classroom observations and semi-structured interviews with English teachers, then analyzed using thematic analysis to identify recurring patterns in teaching strategies and classroom dynamics. The findings reveal that teachers actively implement various interactive methods, including Project-Based Learning, Role-Playing, Group Discussions, Storytelling, and Debates. These activities are supported by digital tools such as Flip, Padlet, Quizizz, and Kahoot to foster a collaborative learning environment. However, the implementation faces several challenges, specifically time constraints, disparities in student abilities, and limited infrastructure. Teachers overcome these obstacles through adaptive strategies like cooperative learning and the utilization of simple technology. The study concludes that while challenges exist, interactive learning effectively promotes critical thinking and communication skills, suggesting a need for continued pedagogical adaptation and facility support in vocational education.
Linguistic Threads in ‘Cardigan’ Song Lyrics: A Study of Bound and Free Morphemes Dewi, Erniyanti Nur Fatahhela; Pratami, Mentari
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1788

Abstract

This study examines the use of bound and free morphemes in Taylor Swift’s Cardigan to explore how morphological structure contributes to meaning in contemporary song lyrics. The purpose of this research is to investigate how morphological elements contribute to linguistic artistry, thematic cohesion, and emotional intensity in popular music. Employing a qualitative descriptive research design, the study analyzes words and phrases containing free and bound morphemes drawn from the officially published lyrics of Cardigan. Data were collected through documentation techniques and analyzed using qualitative content analysis by categorizing morphemes into free and bound types and interpreting their grammatical and semantic functions. The findings reveal that free morphemes, especially lexical items such as nouns, verbs, and adjectives, serve as primary carriers of semantic content and imagery, while bound morphemes—particularly inflectional suffixes such as -s, -ed, -ing, and -est—refine meaning by encoding tense, aspect, number, and degree. These morphological choices contribute significantly to thematic cohesion and emotional continuity within the song. Overall, the study demonstrates that morphology functions not only as a grammatical system but also as a vital expressive resource that enhances artistic creativity and emotional resonance in song lyrics.
The Portrait of Translanguaging Process in EFL Classroom Context Octora, Syakila Amelia; Fajriah, Yustika Nur; Sofyawati, Eva Devi
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1836

Abstract

This study investigates translanguaging practices employed by an English as a Foreign Language (EFL) teacher in an Indonesian elementary school classroom. The study aims to identify the types of translanguaging used by the teacher and to examine the pedagogical functions of these practices in supporting students’ comprehension, participation, and engagement. A qualitative descriptive research design was adopted, involving classroom observations and a semi-structured interview with one EFL teacher as the primary data sources. The collected data were analyzed thematically to capture recurring patterns of translanguaging use in classroom interaction. The findings suggest that the teacher employed translanguaging through language alternation, insertion, and pronunciation scaffolding to explain vocabulary, give instructions, and model sentence structures. These practices functioned to enhance students’ understanding, increase confidence, and maintain classroom engagement. The study indicates that translanguaging serves as a purposeful pedagogical approach in elementary EFL classrooms, allowing teachers to utilize students’ full linguistic repertoires as valuable learning resources.
Beyond Automation: Opportunities and Limitations of ChatGPT in English Language Learning Handayani, Widya Intan; Nurjamin, Lucky Rahayu
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1837

Abstract

This study examines the integration of ChatGPT in English language learning, focusing on both its opportunities and challenges. Using a qualitative approach, the research explores the experiences of college students in the Priangan Timur of West Java, Indonesia, who use ChatGPT to support their English learning. Data were collected through semi-structured interviews with three students. The findings show that ChatGPT offers several advantages, including instant feedback, adaptive learning tailored to individual proficiency levels, and flexible access to learning anytime and anywhere. Participants also expressed optimism regarding the future development of ChatGPT, particularly its potential to provide more personalized, interactive, and context-aware learning experiences. However, the study also identifies several challenges, including ChatGPT’s limited capacity to provide in-depth explanations, its inability to fully replace human interaction and emotional engagement, and concerns related to data privacy and security. The study concludes that ChatGPT should be viewed as a complementary tool rather than a replacement for traditional learning, with human educators remaining essential for developing learners’ contextual understanding and communicative competence. These findings highlight the importance of ongoing development in ChatGPT technologies to support more authentic and ethical language learning experiences.
Integrating AI and Generative AI Literacy in English Teacher Education for Young Learners Utami, Dini; Rohadi, Tedi
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1838

Abstract

AI and Generative AI (GAI) technologies are increasingly shaping education, making their integration into English teacher education essential for preparing pre-service teachers to engage effectively with young learners in digital contexts. This qualitative study examines the integration of AI and GAI literacy inside English teacher education programs at Islamic higher education institutions in Indonesia, specifically on the teaching of English to young learners. Two research questions guide this research: (1) How is AI and Generative AI literacy being integrated into English teacher education programs for young learners in the digital age? and (2) What pedagogical strategies and digital tools are currently used to incorporate AI and GAI into pre-service English teacher education? Data were collected through questionnaires and interviews involving one lecturer and twenty-five pre-service English teachers (PSTs) and were analysed thematically using the Technological Pedagogical Content Knowledge (TPACK) framework. The findings show that AI and GAI literacy is present but implicitly integrated, with AI use driven mainly by student initiative rather than explicit curricular design. Project-based learning served as the main strategy enabling AI use. Pre-service teachers used ChatGPT for lesson planning, Canva for material design, and Quizizz for assessment, while lecturers mainly used assistive tools such as Grammarly and Canva. These practices indicate emerging technological competence but limited pedagogical and ethical structuring of AI use. The study highlights the need for curriculum-level integration of AI literacy to support ethical, pedagogically grounded, and developmentally appropriate TEYL practices.

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