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Zeny Luthvia
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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.
Arjuna Subject : -
Articles 15 Documents
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BEYOND THE SCREEN: HOW VIDEO-MEDIATED CULTURAL ENCOUNTERS ACTIVATE HIGHER-ORDER THINKING AND COGNITIVE GROWTH IN EFL LITERATURE CLASSROOMS Rahayu Kuswardani; Lila Musyahda
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.v6i2.16

Abstract

This study examines how video-mediated cultural encounters in an English as a Foreign Language (EFL) literature classroom may support higher-order thinking and cognitive engagement among Indonesian university students. Drawing on Bloom’s Revised Taxonomy and Byram’s model of intercultural communicative competence, it employed a qualitative descriptive design with 33 undergraduate students at a public university in East Java, Indonesia. After viewing two culturally rich short videos, participants answered five open-ended reflection questions. Reflexive thematic analysis indicated that students’ written reflections provided evidence of engagement across all six taxonomic levels, with analyzing and evaluating the most frequently observed. Unlike prior work that relies on textbook or test-item analysis, this study traces higher-order engagement in authentic learner reflections and links it to intercultural awareness. The findings suggest that authentic video content, paired with structured reflective tasks, can serve as a useful catalyst for higher-order engagement and intercultural reflection, although the evidence is interpretive and context-bound.
EXPLORING SPATIAL REPRESENTATION-BASED LEARNING IN EFL DESCRIPTIVE WRITING: A QUALITATIVE CASE STUDY Yulianti Sanusi; Ahmad Bukhori Muslim; Wawan Gunawan
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.v6i2.20

Abstract

Writing descriptive texts remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in generating ideas and developing detailed written content. This study aimed to investigate the implementation of Spatial Representation-Based Learning (SRBL) in enhancing the descriptive writing skills of second-semester Hospitality students at Institut Citra Buana Indonesia. Employing a qualitative case study design, the research explored how SRBL facilitated students’ writing development through authentic environmental observation and structured descriptive activities. Data were collected through classroom observations, students’ writing products, and semi-structured interviews. Following the interactive analysis model of Miles, Huberman, and Saldaña (2020), the data were analysed through data condensation, data display, and conclusion drawing, while methodological triangulation was applied to ensure trustworthiness. The findings revealed that SRBL effectively supported idea generation by connecting writing tasks with real-world experiences. The use of structured guiding questions provided instructional scaffolding that enabled students to produce more detailed, coherent, and well-organized descriptive texts. Students also reported positive perceptions of the approach, describing it as engaging, practical, and less intimidating than conventional writing instruction. The study concludes that SRBL represents an effective contextualized pedagogical approach for improving EFL descriptive writing. The findings imply that integrating spatial observation and guided descriptive frameworks can enhance writing instruction, particularly in vocational higher education contexts where experiential learning is highly valued.
MORPHOPHONOLOGICAL BEHAVIOR OF -ize AND -ify SUFFIXATION IN ENGLISH VERBAL DERIVATION: A CORPUS-BASED STUDY Abd Jabar; Zeny Luthvia; Diska Fatima Virgiyanti; Ervin Yudianto; Alif Cahya Setiyadi; Moses James Olenyo Malande
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.v6i2.21

Abstract

This study examines the morphophonological behavior of the English derivational suffixes -ize and -ify, focusing on their influence on primary stress placement in derived verbs. Using a descriptive corpus-based approach, the study analyzes English words ending in -ize and -ify retrieved from Sketch Engine, with phonetic transcription and stress placement verified through Oxford dictionary entries. The data were classified based on suffix type, base form, derived form, and the phonetic transcription of both the base and suffixed forms. The findings show that -ize is largely stress-neutral, as most derived verbs preserve the stress pattern of their base forms. By contrast, -ify tends to be more stress-sensitive, frequently leading to stress reassignment toward the antepenultimate syllable. Although the two suffixes differ in their degree of stress sensitivity, both display a strong tendency toward antepenultimate stress in derived verbs. The study also identifies several irregular patterns, indicating that stress placement in English derivation is shaped not only by suffixation but also by lexical, prosodic, and historical factors. These findings underline the close interaction between morphology and phonology in English word formation and offer useful implications for pronunciation instruction and morphological awareness in English Language Teaching.
ENHANCING EFL LEARNERS’ MASTERY OF SIMPLE PRESENT AND PAST TENSE THROUGH THE MAKE A MATCH TECHNIQUE Siti Nurhaliza; Eka Indah Nuraini; Arifah Mardiningrum; Dian Nashrul Munif
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.v6i2.23

Abstract

This study aims to assess the effectiveness of the Make a Match technique in improving EFL students’ mastery of simple present and simple past tense sentence structures. It employed a quasi-experimental design with a non-equivalent control group to test the impact of the technique on EFL students’ grammar performance. The participants consisted of 64 fourth-grade students at Pondok Modern Darussalam Gontor for Girls Campus 3, divided into an experimental group and a control group. Data were collected using pre-tests and post-tests instruments which had been validated and demonstrated high reliability (Cronbach’s Alpha=0.897). Nonparametric statistical techniques, such as the Mann-Whitney U test and the Wilcoxon Signed Rank test, were eventually used to analyze the data. The findings revealed that students in the experimental group improved far more than those in the control group. The effect size (r = 0.41) showed that the Make a Match method had a moderate to substantial impact on students' grammar competency. This study confirmed that the Make a Match method was practical relevance for EFL classrooms by greatly improving EFL students' grammatical accuracy and engagement of the simple present and simple past tenses. This work offers to the literature and has practical implications for teaching grammar in Islamic educational contexts through cooperative learning methodologies.
INTERLANGUAGE IN SOUND: SYLLABLE-STRUCTURE MODIFICATION IN ENGLISH PRONUNCIATION AMONG INDONESIAN PESANTREN LEARNERS Dian Fajrina Mubarokah; Faiz Rizki Muhammad; Dinar Dipta; Haida Umiera Hashim
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.v6i2.24

Abstract

This study investigates syllable-structure modification in the English pronunciation of 11th-grade students at one of pesantrens institution in East Java. It aims to identify modification types in monosyllabic, disyllabic, and trisyllabic words, determine the most frequently affected syllable positions (onset, nucleus, and coda), and examine these modifications from a Second Language Acquisition (SLA) perspective. Using a descriptive qualitative design, data were collected through pronunciation tasks and semi-structured interviews. The findings show that pronunciation modification occurs systematically, reflecting learners’ developing interlanguage phonology. Four major modification types were identified: substitution, epenthesis, deletion, and cluster reduction. Substitution was the most dominant type, while nucleus modification occurred most frequently, indicating persistent difficulty in vowel production. From an SLA perspective, these patterns are influenced by first-language transfer, phonotactic constraints, and learners’ tendency to assimilate unfamiliar English sounds into existing phonological categories. Increased modification in longer words also suggests the role of cognitive processing limitations. Despite substantial English exposure in the pesantren environment, the persistence of these patterns indicates that input alone is insufficient without explicit phonological awareness and corrective feedback. This study highlights the importance of integrating phonological instruction with SLA-informed approaches to support pronunciation development in EFL contexts.

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