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Kammer Sipayung
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Journal of English Language Teaching, Literatures, Applied Linguistics
Published by Merwinspy Publisher
ISSN : -     EISSN : 30258561     DOI : https://doi.org/10.69820/jeltlal.v1i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Focus Journal of English Language Teaching, Litterature and Applied Linguistics focuses on research related to English Language Pedagogy, TEFL English Teaching, English for Specific Purposes (ESP), ELT Materials Development and Evaluation, English Language Testing and Assessment, Linguistics, Literatture, Translation, Critical Discourse Analysis Research method approaches include: Quantitative, Qualitative, and Mix Method. JELTLAL has the following objectives: Provide a means of publication of empirical research and the field of teaching and applied linguistics. Disseminating the results of new scientific research in these field that can be applied as an alternative solution in the field of applied linguistics as well as teaching. Accelerate the transfer of knowledge from research to practice. Therefore, this journal contains empirical articles and critical reviews both using quantitative approaches (mainstream), qualitative approaches (alternative), and other methods. Scope Topics that can be published in this journal are topics related to Teaching language, Litterature and Applied Linguistics, such as: English Language Pedagogy, TEFL English Teaching English for Specific Purposes (ESP) ELT Materials Development and Evaluation English Language Testing and Assessment Linguistics Literatture Translation Critical Discourse Analysis
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 42 Documents
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Linguistic Branding: The Role of Word Formation in TikTok Branding Batrisya Amalia Putri; Devian Try Gustary; Aam Alamsyah
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 3 No. 2 (2025): December
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v3i2.435

Abstract

This study investigates the intersection of word formation and personal branding on social media, focusing on the content of a Gen Z TikTok creator named Jazzy. As TikTok serves as a dynamic platform for linguistic innovation, this research explores how a creator's language choices contribute to their digital persona. Employing a qualitative descriptive method with a morphological approach, the study analyzes five of Jazzy's most popular self-development videos. In this study, the researcher acts as the main instrument, supported by observation and note-taking techniques. The data were collected from five of Jazzy’s most-viewed TikTok videos through qualitative observation. The linguistic data were then analyzed descriptively by identifying word formation processes based on McCarthy’s (2002) theory and interpreting their relation to Rampersad’s (2008) personal branding framework. The findings reveal that compounding and derivation are the most frequently used word formation types, strategically utilized to build her brand. These linguistic choices directly support key personal branding elements, particularly specialization and authenticity. In conclusion, the study finds that linguistic creativity is not merely a reflection of online culture but a powerful, strategic tool for identity construction and audience engagement. This contributes to a broader understanding of how language and communication evolve within the context of digital media.
Effectiveness of Deep Learning–Based Reading Platforms on EFL Reading Comprehension: A Quasi-Experimental Study Yanti Anggraini
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 3 No. 2 (2025): December
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v3i2.441

Abstract

This study aimed to examine the effectiveness of a deep learning–based reading platform in improving EFL students’ reading comprehension achievement. A quantitative approach was employed using a quasi-experimental design, specifically the non-equivalent control group design. The sample consisted of two classes of university students (N = 60), divided into an experimental group and a control group. The experimental group used a deep learning–based reading platform equipped with adaptive reading features, difficult vocabulary analysis, AI-generated questions, and automated feedback, while the control group received conventional teaching. A 30-item reading comprehension test, validated and tested for reliability, served as the research instrument. Data were analyzed using paired sample t-tests, independent sample t-tests, and effect size calculation. The results revealed a significant improvement in the experimental group’s reading comprehension scores (p < 0.05). Furthermore, a significant difference was found between experimental and control groups in the post-test results, with an effect size of 1.30, indicating a large effect. These findings demonstrated that the deep learning–based reading platform was more effective than traditional instructional methods in enhancing EFL students’ reading comprehension.  
A Bibliometric Analysis of Internship Research in Indonesia (2015–2025) Ni made widhi Sugianingsih; Narulita Syarweni; Anwar Mustofa
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.491

Abstract

Internship programs have emerged as a crucial element of higher education and vocational systems in Indonesia, especially in light of employability needs and legislative changes like Merdeka Belajar–Kampus Merdeka. Despite a rise in research concerning internship-related subjects over the last decade, the literature remains disjointed and lacks a comprehensive review of its evolution and philosophical framework. This study intends to delineate the development, topic concentration, and philosophical underpinnings of internship research in Indonesia from 2015 to 2025 using a bibliometric analysis of Scopus-indexed articles. The research used bibliometric methods using RIS data extracted from the Scopus database to examine publishing trends, prominent authors, journals, and institutions, patterns of keyword co-occurrence, and networks of citations and co-citations. The data indicate a significant rise in internship-related publications from 2015 to 2025, particularly in recent years, reflecting heightened academic interest in internships as employability-focused work-based learning strategies. Thematic analysis reveals three primary clusters: higher education and employability, competence development and individual competitive advantage, and education–industry partnership, in addition to emergent topics including mentality, work happiness, sustainability, and ethics.    
The Impact of Using the Bamboozle Platform on Preschoolers’ Recognition of CVC Words: A Qualitative Study Qurrata'ain; Luthfi Awwalia
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.506

Abstract

Early exposure to consonant-vowel-consonant (CVC) word patterns plays an important role in developing preschoolers’ phonemic awareness and reading skills. Using interactive platforms such as Bamboozle can support and engage learners in learning CVC words. This study explores the impact of using Bamboozle on preschoolers’ recognition of CVC word patterns. A qualitative study was conducted involving 10 preschool students and 4 teachers at Smart and Shine Child Development and Learning Centre. Data were collected through classroom observation, interviews, and field notes, and analyzed using thematic analysis. The findings indicate that Bamboozle promotes learners’ engagement, supports CVC word recognition, and enhances phonemic activities through interactive and multimodal learning activities. Bamboozle also supports visual and auditory features that help in recognizing and distinguishing CVC word patterns. The study suggests that integrating game-based digital platforms can support early literacy development in an early childhood English class. However, the findings should be interpreted cautiously due to the small sample size and the qualitative nature of the study, which focuses on descriptive insights rather than generalizable outcomes. Future research may involve larger samples and mixed-method approaches to further examine the effectiveness of digital platforms in early literacy instruction.
Digital Storytelling in Indonesian EFL Higher Education: A Mixed-Methods Study of Narrative Writing Development Yuti Yuniarti
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.515

Abstract

This study examines the impact of digital storytelling (DST) on the narrative writing skills of English as a Foreign Language (EFL) learners in an Indonesian higher education context. Using a mixed-methods explanatory sequential design, the study included a quasi-experimental phase with pre-tests and post-tests, comparing an experimental group (n=35) with a control group (n=34). The experimental group demonstrated a significant improvement in narrative writing scores, with a large effect size (Cohen’s d = 1.92), particularly in organization, content, and vocabulary. Qualitative data from semi-structured interviews and student reflections revealed that the improvement was driven by increased student motivation, greater ownership of the writing process, and metacognitive gains in narrative structure. Challenges included technical skills and language use, but the findings suggest that DST, supported by sociocultural and multimodal learning theories, is an effective strategy for enhancing EFL narrative writing instruction. These results have practical implications for educators looking to engage students in more authentic and motivating writing tasks.  
Interaction Patterns and Verbal Development in a TPR-Based Preschool EFL Classroom: A Qualitative Case Study Anggit Laesa Oktaviani; Devian Try Gustary; Gunawan
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.516

Abstract

This study investigates the development of classroom interaction patterns and students’ verbal ability in a Total Physical Response (TPR)-based English classroom for young learners. Conducted as a qualitative case study at Excellent Academy (pre-school EFL classroom), the research involved eight students aged 4 to 6 years with diverse characteristics. Data was collected through classroom observations, field notes, interviews, and verbal coding rubric across six instructional meetings, and analyzed using thematic analysis. The findings reveal that interaction patterns initially followed a highly teacher- entered Initiation–Response–Feedback (IRF) structure, with students responding primarily through physical actions. Over time, interaction evolved into a more dynamic and participatory process, marked by the emergence of peer interaction and studentled activities, although the IRF framework remained dominant. In terms of verbal development, students demonstrated gradual progression from pre-verbal to emerging, developing, and advanced stages. This development was supported by repeated exposure, multimodal input, scaffolding, and opportunities for pushed output. The study supports key theoretical perspectives, including TPR, Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Swain’s Output Hypothesis, highlighting the importance of structured input and interactive learning environments in early language acquisition. Despite variations in learners’ backgrounds, all students showed improvement in verbal production. The findingssuggest that TPR is an effective approach for fostering both interaction and early language development in young learners,Although integrating more communicative strategies may further enhance peer interaction and language use.
A Critical Genre Analysis of Broadcast Disaster News Mohamad Arif Ismail
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.517

Abstract

This study investigates how broadcast disaster news is constructed and realised as a professional genre within a time-sensitive context. Drawing on Critical Genre Analysis, the study examines the interaction between textual organisation, intertextuality, interdiscursivity, institutional constraints, and professional practice in disaster reporting. The data consist of 23 broadcast disaster news reports from TVRI Central Sulawesi, a regional station of the Indonesian public broadcasting service, supported by an institutional guidebook and interviews with a journalist and an editor. The analysis reveals that disaster news is organised through relatively stable textual conventions while incorporating multiple institutional and discursive voices through the systematic use of external sources. The findings further indicate that professional practice mediates these conventions, as journalists adapt institutional guidelines to meet the demands of immediacy. In addition, the analysis suggests that disaster news is not fully realised within a single report but unfolds across a sequence of interconnected texts over time. The study contributes to Critical Genre Analysis by highlighting the importance of the temporal dimension of genre realisation in time-sensitive professional contexts, suggesting that professional genres may be understood as evolving communicative processes rather than static textual products.  
English Digital Media Exposure and Receptive L2 Vocabulary Knowledge among Indonesian Adolescents Naza Fanisa; Alemina Br Parangin-angin
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.444

Abstract

The increasing availability of English language digital media has transformed language learning experiences among adolescents in non English speaking contexts. This study investigates the relationship between engagement with English digital media and receptive L2 vocabulary knowledge among Indonesian adolescents. Using a correlational descriptive design, the study involved 10 Grade 11 students. Data were collected through a digital media exposure questionnaire and a receptive vocabulary test. The findings indicate that students who reported higher levels of engagement with English digital media tended to obtain higher vocabulary scores. Drawing on Krashen’s Input Hypothesis and multimedia learning theory, the study suggests that digital media may provide meaningful input that supports incidental vocabulary development. However, given the very small sample size and the descriptive nature of the analysis, the results should be interpreted as preliminary and not generalizable. The study highlights the potential value of integrating digital media into English language learning as a supplementary resource alongside classroom instruction.
The Analysis of Slang Variation and Emotional Expression in Selected Song Lyrics by Billie Eilish[ Sinta Elsalina Sinulingga; Arsen Nahum Pasaribu; Rotua Elfrida Pangaribuan
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.526

Abstract

This study analyzes slang variation and emotional expression in selected song lyrics by Billie Eilish using sociolinguistic and pragmatic approaches. Previous studies have generally examined slang usage and emotional expression separately, with limited attention to how slang contributes to emotional meaning construction in contemporary popular music. This study addresses that gap by investigating the relationship between slang variation, emotional expression, and identity representation in Billie Eilish’s lyrics. The study also contributes theoretically by integrating sociolinguistic theories of slang with pragmatic analysis of emotional meaning. This research employs a qualitative descriptive method with data collected from nine selected songs: “Bad Guy,” “Bury a Friend,” “Therefore I Am,” “Lost Cause,” “Your Power,” “Happier Than Ever,” “My Strange Addiction,” “idontwannabeyouanymore,” and “Six Feet Under.” The findings reveal three types of slang: General Slang (45%), Creative Slang (32.5%), and Group Slang (22.5%). General Slang is dominant because it creates conversational authenticity and emotional closeness with listeners. The emotional expressions identified include sadness (30%), anger (22.5%), fear or anxiety (17.5%), frustration (12.5%), insecurity (7.5%), emotional vulnerability (5%), and confidence or rebellion (5%). The findings demonstrate that slang functions not only as informal language but also as a sociolinguistic and pragmatic strategy for intensifying emotional meaning, expressing identity, and representing youth culture in contemporary song lyrics.
Enhancing University Students’ Academic Reading Comprehension through ChatGPT-Assisted Instruction in Indonesian Higher Education M. Iqbal Tawakkal; Sumadi; Djoko Apriono
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 4 No. 1 (2026): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v4i1.533

Abstract

Academic reading comprehension is an essential competency in higher education because students are required to critically understand and evaluate academic texts. However, many university students still experience difficulties in comprehending academic materials due to limited reading strategies and low engagement. This study aimed to investigate the implementation of ChatGPT-assisted instruction and examine its contribution to enhancing students’ academic reading comprehension in higher education. This study employed a mixed-methods approach with a quasi-experimental design involving 60 undergraduate students divided into an experimental group and a control group. The intervention was conducted for eight weeks. The data were collected through reading comprehension tests, classroom observations, and semi-structured interviews and analyzed using quantitative statistical analysis and thematic analysis. The findings revealed that students who participated in AI-assisted instruction achieved significantly higher improvement in reading comprehension compared to those who received conventional instruction. The statistical analysis showed significant improvement in the experimental group (p = 0.001). The qualitative findings also indicated that AI-assisted instruction increased students’ engagement, motivation, and interaction during reading activities. The study concludes that AI-assisted instruction can serve as an effective pedagogical approach to support academic literacy development in higher education.

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