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Rahmat Setiawan
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Jalan Puncak Alam Hijau, Blok C, No. 17, Sumberan, Kelurahan Sumurwelut, Kecamatan Lakarsantri, Surabaya | 60215
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INDONESIA
Journal of Applied Linguistics and English Education
Published by Universitas PGRI Adi Buana Surabaya
ISSN : -     EISSN : 29877741     DOI : https://doi.org/10.36456/jalle.v1i2
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Journal of Applied Linguistics and English Education offers articles focusing on mediating language competence, English education, applied linguistics, cultures, and literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 37 Documents
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Classroom Fatigue and Second Language Acquisition: A Study on English Learning Among Evening Class Students Harun, Medina Yasmina; Khawas, Ursya Tiara; Kurniadiansyah, Meytha Dwi; Sentana, Yuli Mahmudah
Journal of Applied Linguistics and English Education Vol 3 No 2 (2025): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/xm3wnh67

Abstract

A considerable number of night-class students and workers encounter significant challenges related to their physical and mental well-being, which has been demonstrated to influence their motivation and focus. This study demonstrates that fatigue resulting from professional obligations leads to a significant decrease in motivation and concentration levels in students enrolled in night classes. The impact is also evident in their speaking and writing skills, attributed to the difficulty in selecting vocabulary and arranging sentences coherently when experiencing fatigue. However, listening and reading skills tend to exhibit greater stability or minimal impact. To cope with fatigue, students implement strategies such as taking brief rests, recalling academic principles, and utilizing interactive technology. Consequently, it is imperative for lecturers and institutions to implement more interactive, flexible, and relevant teaching approaches that align with real-life contexts, to assist student workers in managing fatigue and achieving optimal learning outcomes.
Silent Struggles after Sundown: Investigating the Academic Literacy Challenges of Night Class Students In English Language Education Hestiningrum, Hanif Wira; Kurniawan, Wahyu; iasya, Lubna; Sentana, Yuli Mahmudah; Pangesti, Nesa Riska
Journal of Applied Linguistics and English Education Vol 3 No 2 (2025): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/r0r4x531

Abstract

This study explores the academic literacy challenges faced by night class students in English Language Education who also work full-time. Using a qualitative narrative inquiry approach, five students from Universitas PGRI Adi Buana Surabaya shared their experiences navigating English academic reading and writing under the pressure of limited time, cognitive fatigue, and minimal institutional support. The findings reveal that these learners often struggle to comprehend complex texts and structure academic writing, not due to a lack of motivation, but because of structural and emotional constraints. Many rely on coping strategies such as digital tools or peer support, though these are often insufficient for deep learning. The study highlights that current academic systems are not fully responsive to the realities of non-traditional learners. It recommends inclusive literacy support such as flexible feedback mechanisms, evening-based writing clinics, and integrated instruction. This research calls for a shift toward more equitable and empathetic approaches in English language education
English Bachelor Degree as Symbolic Capital Nurhaliza, Anita Lucy; Widyastuti, Linda; iasya, Lubna; Kurniadiansyah, Meytha Dwi; Pangesti, Nesa Riska
Journal of Applied Linguistics and English Education Vol 4 No 1 (2026): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/pt1ev679

Abstract

This study explores the symbolic function of an English Education bachelor's degree among working adults in Indonesia, particularly how it operates as a form of symbolic capital within the framework of Pierre Bourdieu's theory. Through a qualitative method using thematic analysis of in-depth interviews with working students, the research investigates their motivations, experiences of fatigue, learning focus, and perceived competence development. Findings reveal that the primary motivation for pursuing the degree is symbolic recognition rather than language mastery. While participants hoped to gain legitimacy and upward mobility, they often experienced cognitive exhaustion, declining motivation, and superficial learning engagement. Furthermore, the symbolic value of the degree simultaneously empowered and burdened their identity, triggering both pride and pressure. The study concludes that the pursuit of symbolic capital in higher education can compromise pedagogical and psychological outcomes if not accompanied by institutional support. These findings suggest the need for more inclusive and responsive academic policies that consider the unique challenges of adult learners.
Non-English Department Students’ Perceptions of Using Chat GPT for English Texts Translation Hertiki; Pimon, Parichat
Journal of Applied Linguistics and English Education Vol 4 No 1 (2026): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/y15qx131

Abstract

This study aims to examine non-English students' perceptions of utilizing ChatGPT for translating English texts. In the modern era, where individuals from all backgrounds converge to share knowledge, there is a growing necessity for precise translation of English texts. The formulation of the research question is as follows: What is the perception of non-English department students regarding ChatGPT as a tool for translating English text? This study employs descriptive qualitative methodology. Using ChatGPT for translation, seventh-semester non-English students at Universitas PGRI Adi Buana Surabaya were observed in order to collect the data. The interviews were conducted at Universitas PGRI Adi Buana Surabaya with five randomly chosen students, including 2 females and 3 males. The researcher conducted individual interviews with each of the five students, and the conversations were recorded as documentation of the research undertaken at the university. The data are then assessed thematically. The research findings indicate that the application of ChatGPT for translating English texts for non-English department students, from the students' viewpoint, presents a varied environment, encompassing: 1) User-Friendly and Accessible; 2) Speed versus Accuracy; 3) Striking a Balance Between User-Friendliness and Accuracy; 4) Adaptability in Translation Style Flexibility; and 5) Utilization Recommendations. This research provides significant insights for educators, educational technology developers, and others seeking to enhance digital tools such as ChatGPT.
Investigating the Challenges Faced by English Education Students in Writing Undergraduate Theses Rizqi Elzahra, Hilda
Journal of Applied Linguistics and English Education Vol 4 No 1 (2026): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/k450d423

Abstract

This study explores the difficulties experienced by English Language Education students at Universitas Muhadi Setiabudi Brebes in writing their undergraduate theses and identifies the most dominant challenges encountered during the process. Using a qualitative case study design, data were collected through semi-structured interviews involving students who were in the process of or had completed their thesis writing. The data were analyzed thematically to identify recurring patterns of difficulties. The findings reveal that students face multidimensional challenges, including linguistic difficulties (grammar, vocabulary, and paraphrasing), academic writing and research-related difficulties (literature review development, methodology selection, organization of findings, and citation practices), psychological and affective factors (lack of confidence, anxiety, and fear of making mistakes), as well as supporting factors such as limited research experience and poor time management. Among these, academic writing and research-related difficulties, particularly in literature review development and methodology selection, emerge as the most dominant challenges. The study also shows that psychological factors significantly intensify students’ writing difficulties by reducing motivation and increasing dependence on supervisors, which in turn interacts with linguistic and academic limitations and creates a cyclical pattern of writing obstacles. Overall, the study concludes that undergraduate thesis writing is a complex, multidimensional process involving linguistic, cognitive, academic, and emotional components, requiring comprehensive support from lecturers and supervisors to help students successfully complete their theses.
Collaborative strategic reading in ESP classrooms: its association with reading comprehension across two proficiency levels Wandira, Septiana; Nur Hadiyansah, Dwi
Journal of Applied Linguistics and English Education Vol 4 No 1 (2026): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/5z4q0b04

Abstract

This study examined the association between Collaborative Strategic Reading (CSR) strategy use and reading comprehension among English for Specific Purposes (ESP) students at different English proficiency levels. Using a quantitative, non-experimental design, the study involved 45 ESP students selected through total sampling. Data were collected through a CSR Strategy Use Questionnaire and a Reading Comprehension Test and analyzed using descriptive statistics, Pearson correlation, independent samples t-test, and moderation regression analysis in SPSS. The findings revealed a statistically significant and very strong positive association between CSR strategy use and reading comprehension (r = 1.00, p < .001), indicating that students who reported greater use of CSR strategies achieved higher reading comprehension scores. The independent samples t-test showed a significant difference in reading comprehension between proficiency groups, with high-proficiency students outperforming low-proficiency students (t = 8.54, p < .001). However, the moderation analysis demonstrated that English proficiency did not significantly moderate the relationship between CSR strategy use and reading comprehension (p > .05). These findings suggest that the use of CSR strategies is strongly associated with reading comprehension among ESP students. In contrast, English proficiency remains an important factor influencing overall reading performance. The study contributes to the understanding of reading strategy use in ESP contexts and supports the value of CSR in enhancing reading comprehension across proficiency levels.
The Power of Home: How Family Literacy Shapes Early Reading Development in Young Children Amrina Sari, Riski; Septiana, Dita
Journal of Applied Linguistics and English Education Vol 4 No 1 (2026): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/eszafr20

Abstract

Literacy is widely recognized as a foundational skill that enables children to engage meaningfully in society and learning. Among the factors shaping literacy development, family literacy plays a crucial role by providing children with early exposure to language, print, and supportive interactions at home. This study aims to investigate the impact of family literacy practices on early reading development in young children. Using a qualitative case study design, data were collected through interviews and observations in two families with children aged four and five. The findings reveal that both children demonstrated strong literacy skills for their age, including the ability to read alphabetically, recognize Arabic letters, and count numbers. The five-year-old child showed advanced competence supported by formal schooling and parental reinforcement. At the same time, the four-year-old, despite not yet attending school, displayed comparable abilities through consistent parental engagement, storytelling, and religious practices at home. These results indicate that family literacy significantly contributes to children’s emergent reading skills, complementing or even compensating for formal education. The study concludes that family literacy not only supports children’s technical abilities in reading and numeracy but also fosters motivation, confidence, and cultural identity as learners. Strengthening family literacy practices is therefore essential to ensure children’s school readiness and long-term academic success.

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