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International Journal of English Learning and Applied Linguistics (IJELAL)
Published by Universitas Darussalam Gontor
ISSN : -     EISSN : 27754359     DOI : https://doi.org/10.21111/ijelal.v6i2.3
Core Subject :
IJELAL is a scientific journal which focuses on the area and topic of English Language Education both learning and teaching, English Linguistics and Literature, and Applied Linguistics, including Methodology of English Teaching for Non Native Speakers, Teaching English as Foreign Language, Teaching for English Skills and Competences, Strategies for Teaching and Learning English, Models of English Teaching for Pesantrens, English Linguistics, English Literatures, Applied Linguistics on English Education, The Technology of English Education, English Translation and Interpretation.
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Articles 15 Documents
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EXPLORING ENGLISH TEACHERS’ ONLINE LEARNING READINESS POST-PANDEMIC: TECHNICAL AND PEDAGOGICAL PERSPECTIVE Sri Astuti; Muhammad Fathur Rahman Khalik
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.3

Abstract

The COVID-19 pandemic accelerated the shift to online learning, requiring teachers to adapt quickly to digital platforms. In the post-pandemic era, their readiness to sustain online teaching has become a critical issue in education. This study aims to examine the readiness of high school English teachers to implement online learning in the post-pandemic context, with particular attention to technical and pedagogical dimensions. Employing an explanatory sequential mixed-methods design, the quantitative data were collected from 39 teachers through a survey, followed by qualitative data obtained from semi-structured interviews with six teachers. The findings indicate that teachers demonstrated high level of both technical and pedagogical readiness, with no statistically significant differences observed based on gender. The interview results further revealed several factors supporting teacher readiness, including the perceived effectiveness of technology and teachers’ knowledge and skills. Conversely, several hindering factors were also identified, such as lack of ICT infrastructure and technical problems, students’ behavior, and negative perceptions of online learning. These findings underscore the importance of continuous training focused on digital pedagogy and the need for policy and infrastructure support to enhance teachers’ readiness in facing post-pandemic learning transformation.
EXPLORING PEDAGOGICAL TRANSLANGUAGING IN EFL CLASSROOM: PRACTICES AND IMPLICATIONS FOR STUDENTS’ WRITING Erlik Widiyani Styati; Riznanda Nur Annisa; Rizqi Husaini; Lulus Irawati
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.4

Abstract

In multilingual EFL situations, pedagogical translanguaging has drawn more attention because it enhances language acquisition and writing skills. However, little study has looked at how teachers use pedagogical translanguaging in junior high school writing classes in Indonesia and how this affects students' writing. This research used a qualitative case study design and was carried out at SMPN 1 Maospati in East Java, Indonesia. Thirty-two eighth-grade students from Class 8D and one English teacher participated. Observations, semi-structured interviews, and documentation were used to gather data. The interactive model of qualitative analysis developed by Miles et al., (2014) was used to examine the data, and Poplack's (1980) typology was used to identify translanguaging techniques. To increase the validity of the results, methodological triangulation was used. The results showed that the teacher used code-switching, code-mixing, translation, and flexible usage of Indonesian and English to implement pedagogical translanguaging. Pre-, while-, and post-writing activities all involved code-switching at both the intra-sentential and inter-sentential levels. These exercises served as scaffolding techniques that helped students understand writing principles and directions. Additionally, educational translanguaging produced a low-stress, encouraging learning environment where students could use their linguistic repertoires to organize texts, come up with ideas, and convey meanings in English. In addition to reporting a positive view of translanguaging, students showed increased confidence, involvement, and proficiency in producing brief functional texts. It can be concluded that pedagogical translanguaging is an useful instructional approach for supporting EFL writing skill in multilingual classroom and should be considered in writing pedagogy, curriculum design, and teachers.
THE IMPACT OF PADLET-BASED INTERACTIVE STRATEGY ON STUDENTS' SPEAKING SKILLS AT SENIOR HIGH SCHOOL Rizka Maulidya; Jamilah Jamilah
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.7

Abstract

This study was conducted to address the need for more engaging and effective approaches to improving senior high school students’ speaking skills. Traditional teaching methods often provide limited opportunities for meaningful oral interaction; therefore, integrating ICT-based interactive strategies is expected to create more student-centered and communicative learning environments. The purpose of this study was to investigate the effect of ICT-based interactive strategies, particularly Padlet, on students’ speaking performance. A quasi-experimental design was employed involving an experimental group and a control group. The experimental group received instruction through ICT-based interactive strategies using Padlet as the primary digital platform, whereas the control group was taught using conventional methods. Data were collected through speaking performance tests administered as pre-tests and post-tests and analyzed using parametric statistical procedures. The findings indicated significant improvement in students’ speaking skills over time, with F(3,76) = 74.758, p = .000 (p < .05), and a very large effect size (η² = .747). Both the experimental group (40.25 to 78.00) and the control group (41.25 to 76.25) demonstrated considerable improvement; however, no statistically significant difference was found between the groups’ post-test scores. These findings suggest that Padlet-mediated instruction contributes to speaking development by fostering interactive, collaborative, and multimodal communication opportunities, although its effectiveness was comparable to that of conventional instruction. Therefore, ICT-based interactive strategies may serve as a valuable complementary approach within an integrated English language teaching framework rather than as a replacement for conventional methods.
ENGLISH IN THE EARLY YEARS: EXPLORING THE IMPLEMENTATION OF ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) IN A PRIVATE SCHOOL IN DENPASAR Putu Claudy Vernandia; Siti Mafulah; Lasim Muzammil; Muhammad Adi Nur Wakhid; Bagas Nirmansyah; Zacky Husain
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.8

Abstract

English as a Medium of Instruction (EMI) in Indonesia has reached the primary level of education, where students face challenges in mastering academic content using a language they do not fully comprehend. This study employs a descriptive qualitative method to analyse the  implementation of EMI in one of primary schools in Denpasar, Bali. Besides, this study also explores teachers’ perceptions regarding its effectiveness in the process of learning and teaching. The data of this study were obtained from semi-structured interviews with eight selected teachers which were met the criteria as participants. Non-participant observation classroom and document analysis of existing international-based curricula like Cambridge textbooks were considered as supporting data. The results show that a flexible bilingual approach (translanguaging) strategy conducted by the teachers, where Bahasa Indonesia is used as a scaffolding tool to ensure students’ comprehension of complex ideas is more effective, rather than following a rule to only use English during the learning activities. Teachers are able to overcome the gap in language barriers by using multimodal strategies, creatively adapting international materials to fit the students’ level of proficiency, and using visual aids and digital media. Moreover, teachers who have high positive perceptions toward EMI, knowing it as a tool that is beneficial for both the acquisition of language and the mastery of subjects, despite admitting the constant cognitive difficulties for students.
ECOLOGICAL PRESERVATION AS REPRESENTED IN RENA PRIEST’S POEMS Winarti; Aris Hidayatulloh
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.9

Abstract

This study examines ecological preservation in Rena Priest’s poems The Forest for the Trees, The Index, and Tour of a Salmonberry through an ecocritical perspective. Literature plays an important role in raising environmental awareness by representing ecological crises and human relationships with nature. Although ecocriticism has been widely discussed in literary studies, few studies specifically examine ecological preservation in Priest’s poetry through green literature discourse. The selected poems are significant because they represent contemporary environmental concerns, Indigenous ecological perspectives, and interconnected relationships between humans and nature. This study aims to analyze how ecological preservation is represented through imagery, symbolism, and narrative elements in the selected poems. The research employs a qualitative descriptive method using an ecocritical approach. Data were collected through documentation and close reading techniques and analyzed through thematic interpretation. The findings reveal three major ecological representations: wilderness destruction in The Forest for the Trees, environmental apocalypse in The Index, and ecological harmony and interdependence in Tour of a Salmonberry. The study demonstrates that Priest’s poetry promotes environmental awareness, ecological responsibility, and sustainable relationships between humans and nature while contributing to contemporary ecocritical studies through Indigenous ecological perspectives and poetic representation.
AN INSTRUCTIONAL FRAMEWORK FOR INTEGRATING CRITICAL THINKING STRATEGIES IN EFL READING CONTEXTS Dwi Putri Hartiningsari; Astried Damayanti; Hanif Ika Hastanti
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.10

Abstract

This study explores the implementation of an instructional framework for integrating critical thinking strategies in English as a Foreign Language (EFL) reading contexts. Employing a qualitative case study design, the research was conducted in a Reading for General Communication course involving one lecturer and first-semester students. Data were collected through semi-structured interviews, classroom observations, and students’ reflective writings and were analyzed using thematic analysis to identify patterns in instructional practices and student engagement. The findings comprise three stages: activation, exploration, and reflection. The activation stage engages students by connecting prior knowledge with new reading materials through guided discussions, lecturer facilitation, and authentic learning resources. The exploration stage promotes higher-order thinking through problem-based tasks, collaborative learning activities, and structured argumentation that encourage students to analyze, evaluate, and justify ideas. The reflection stage fosters metacognitive awareness by providing opportunities for independent learning, self-assessment, and reflective activities that help students monitor their comprehension and reasoning processes. The integration supports the development of critical thinking. The framework enhances students’ analytical, evaluative, logical reasoning, and problem-solving abilities while encouraging active engagement with texts. These findings offer practical insights for EFL educators seeking to systematically integrate critical thinking strategies into reading instruction.
EXPLORING INTERACTIVE READ-ALOUD PRACTICES IN EXPANDING VOCABULARY KNOWLEDGE IN BOJONEGORO LITERACY COMMUNITY Meiga Ratih Tirtanawati; Masnuatul Hawa; Oktha Ika Rahmawati; Faiqotus Silfia Almiftah
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.11

Abstract

This study explores the role of interactive the read-aloud strategy in expanding vocabulary knowledge among members of the Bojonegoro Literacy Community in East Java, Indonesia. Interactive read-aloud activities remain important in community literacy contexts because they promote collaborative learning, oral interaction, listening comprehension, and shared meaning-making. These activities also support discussion, pronunciation modeling, and vocabulary development through social engagement. Using a mixed-method design, the research involved 89 participants from four literacy communities: Kampung Sinau, ABE (Angkringan Buku Emperan), Forum TBM Bojonegoro, and Read Aloud Bojonegoro. This member was considered sufficient for this mixed-method community-based study because the research aimed to obtain quantitative trends and qualitative insights rather than generalize findings to a larger population. Quantitative data were collected through pre-test and post-test vocabulary assessments, while qualitative data were obtained from observations, interviews, and facilitator reflections. The findings reveal significant improvements in vocabulary scores across all groups, with Read Aloud Bojonegoro achieving the highest gain. Paired-samples t-tests revealed statistically significant gains in vocabulary scores across all groups (p < .05), with effect sizes ranging from moderate to large (Cohen's d = 0.72–1.38). Read Aloud Bojonegoro achieved the highest mean gain of 27 points (pre-test M = 53; post-test M = 80), while Forum TBM Bojonegoro recorded a gain of 24 points. Qualitative findings revealed that read-aloud activities supported vocabulary growth, pronunciation development, and learner engagement. The strategy's effectiveness was shaped by facilitation quality, session structure, and active participation, while also fostering reading motivation. These results align with recent research demonstrating that interactive read-aloud activities foster vocabulary development via meaningful contextual exposure, dialogue, and active language use.
GENDER AND SELF-REGULATED WRITING AMONG INDONESIAN HIGH SCHOOL STUDENTS Salsabila Saifa Fitra Ichwany; Ekaning Dewanti Laksmi; Evi Eliyanah
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.12

Abstract

This study investigates Indonesian senior high school students’ self-regulated writing (SRW) strategies in composing analytical text. In particular, the study examines gender differences in the use of SRW strategies. While prior research on SRW has explored SRW strategies across various contexts, limited studies have examined their use among high school learners across gender and within specific genres, resulting in an incomplete understanding of how these strategies are performed by students of different gender and in context-specific writing tasks. This study employed a quantitative descriptive design, involving 110 eleventh-grade students from a reputable public high school in Malang, Indonesia. Data were collected using the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ) and analyzed through descriptive statistics and independent sample t-test. The findings revealed that students demonstrated a high level of SRW strategy use (M = 3.23), with social-behavioral strategies emerging as the most often utilized (M = 3.38), while metacognitive strategies were the least employed (M = 3.19). Although female students reported slightly higher use of SRW strategies (M = 3.31) than males (M = 3.26), no statistically significant gender difference was found (p > 0.05). These findings suggest that SRW strategy use is shaped more by contextual learning conditions than by gender. Pedagogically, the study highlights the importance of integrating explicit metacognitive strategy instruction alongside collaborative learning practices to enhance students’ writing development, particularly in demanding genres such as analytical exposition text.
EFL LEARNERS’ PERCEPTIONS AND EXPERIENCES OF PROJECT-BASED LEARNING: MOTIVATION, ENGAGEMENT, AND CHALLENGES Pasca Kalisa; Muhammad Zaki Pahrul Hadi; Issy Yuliasri
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.13

Abstract

Project-Based Learning (PBL) is known as a student-centered approach that fosters active learning, cooperation and authentic use of language in English as a Foreign Language (EFL) class. This study explores EFL learners’ opinions and experiences of PBL, especially their motivation, engagement, attitudes, preferences, obstacles, and support needs. The design was an explanatory sequential mixed techniques design. Quantitative data were collected from 135 undergraduate EFL learners through a structured questionnaire, and qualitative data were obtained through open-ended questionnaire replies to give more in-depth insights into learners’ experiences. Descriptive statistics were used to evaluate quantitative data and qualitative responses were thematically analyzed. The results indicated that learners’ perceptions of PBL were typically good. The perception item that received the highest score was “PBL makes English learning more interesting” (M = 4.06, SD = 0.95) while the highest score for motivation and engagement was active participation during project activities (M = 3.98, SD = 0.92). Learners also indicated positive perceptions about PBL, with the statement “I participate more when project topics are interesting” having the highest mean score (M = 4.11, SD = 0.96). The most preferred characteristic of PBL was creative activities (82.2%), followed by technological integration (63.7%). The most important criteria driving participation were interesting themes for projects (85.9%) and the opportunity to develop new skills (74.1%). Learners experienced some drawbacks with these benefits including Unequal group involvement (74.1%), Communication problems with group members (65.9%) and concerns over unfair marks (56.3%). The most important sorts of assistance for teachers were feedback (84.4%) and clear guidance (83.0%). The study suggests that PBL offers significant collaborative and engaging English language learning experiences. However, its success depends on good group administration, open assessment processes and continued teacher assistance.
DEVELOPING INTENSIVE READING MATERIALS INTEGRATED WITH ISLAMIC VALUES FOR SHARIA FACULTY STUDENTS Yuni Amelia; Prisna Aswarita Putri
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.15

Abstract

The absence of contextually relevant English intensive reading materials for Islamic law students in Indonesian Islamic universities represents a significant pedagogical gap. This study aimed to develop ESP intensive reading materials integrated with Islamic values for first-year students at the Faculty of Sharia, UIN Datokarama Palu. Employing a Research and Development (R&D) design based on the 4D model (Define, Design, Develop), this study involved first-year students from four departments: Family Law, Islamic Economic Law, Comparative Madhab, and Islamic Constitutional Law, whose English proficiency was identified at CEFR A1–A2 level. A needs analysis was conducted through observation, document review, and lecturer interviews, revealing the absence of discipline-specific reading materials within the faculty. Based on these findings, six reading units were developed covering core Islamic law topics: Fiqh Ibadah, Muamalah, Zakat, Munakahat, Mawarish, and Wakaf. The developed materials were validated by three experts, two Islamic Law experts and one ESP/language expert, with an overall validation score of 94.55%, categorized as Very Valid. The findings confirm that needs-based, context-specific ESP materials integrating Islamic values are both feasible and pedagogically appropriate for Sharia Faculty EFL learners.

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