JETAL: Journal of English Teaching & Applied Linguistic

ENHANCING ENGLISH PRONUNCIATION STRESS PATTERNS THROUGH LYRIC-BASED SONG ON SPOTIFY

2025-05-07T00:43:01+07:00

This study investigates the use of songs with moving lyrics on the Spotify app as a medium to improve the pronunciation skills of first-grade vocational high school students. Conducted at SMK TI YPML, this classroom action research employed pre-tests, post-tests, observation checklists, and questionnaires to evaluate the intervention's effectiveness. The results demonstrated a significant improvement in students' pronunciation, with the average score rising from 52 in the pre-test to 63 in the post-test. Observation data indicated high levels of student engagement, interest, and enjoyment during the intervention. Questionnaire responses further affirmed the medium's effectiveness, with 90% of students agreeing it helped enhance their pronunciation skills. Despite challenges in specific pronunciation aspects, the findings support the integration of music-based learning tools to foster a more engaging and effective pronunciation learning process in EFL contexts.

Exploring Student Experiences in E-Learning for English Literacy: Voices from an Indonesian Higher Education Context

2025-05-07T10:18:58+07:00

This qualitative case study explored students' experiences and responses towards the implementation of e-learning in English literacy classes at Universitas Sulawesi Barat, Indonesia. The study employed a purposive sampling method, involving 145 students enrolled in reading and writing courses during the 2022/2023 academic year. Data were collected through reflection essays addressing 30 questions, validated by subject matter experts, and analyzed using thematic analysis. The findings revealed several key themes, including challenges faced by students such as internet connectivity issues and initial difficulties navigating e-learning systems. While e-learning facilitated ubiquitous learning, concerns were raised regarding engagement levels, social connectedness, and comprehension compared to face-to-face interactions. Students valued the flexibility and accessibility of e-learning resources but emphasized the need for relevant, reliable, and interactive materials. The study underscored the valuable role of technology in enhancing e-learning quality through expansive content access, interactive features, and flexibility. However, digital literacy gaps and suitability concerns for certain skills were identified as limitations. Overall, a balanced blended learning approach integrating e-learning with traditional face-to-face elements was recommended to optimize learning outcomes in English literacy education. The findings inform pedagogical practices, institutional strategies, and future research on leveraging educational technology to enhance English literacy instruction effectively.

The Use of Infographics to Improve Students’ Reading Comprehension Skills

2025-05-07T11:32:02+07:00

Reading comprehension is a difficult thing for students to do. This can happen due to several factors including the learning medium used in the process. The aim of this research was to describe how infographics can improve students’ reading comprehension of procedure texts. This research employed a classroom action research method. The subjects of this study were 33 tenth-grade students. The instruments in this study were tests, questionnaires, observations and interview. The findings of the study showed that students’ reading comprehension improved significantly, as evidenced by the mean score of the post-test being 86 which was higher than the mean score of the pre-test which was 77. In addition, students’ responses to the use of infographics in procedural texts were positive. In this regard, this study suggests that infographic media can be an effective tool to improve reading comprehension skills in various educational settings, which has the potential to benefit EFL learners.

An Analysis of Grammatical Errors in Thesis Abstracts and Strategies for Improvement

2025-05-07T12:12:49+07:00

This study examines grammatical errors in English-language thesis abstracts by students at an Islamic Higher Education institution in Central Java and proposes strategies for improvement. Employing a mixed-methods design, the research analyzed 50 randomly selected abstracts from seven faculties, published between 2021 and 2023, using James’ (1998) error analysis framework (grammatical, substantive, lexical, syntactic, and semantic errors) and APA 7th edition guidelines. Data collection involved quantitative error categorization and qualitative insights from surveys and interviews with students and stakeholders. Findings reveal 2,616 errors, with grammatical (24%), substantive (21%), and lexical (23%) errors being most prevalent, alongside incomplete structures in 80% of abstracts. Key causes include interlingual (L1 interference) and intralingual (English complexity) factors, compounded by inadequate guidelines and oversight. These errors undermine clarity and credibility in academic writing. The study recommends providing clear abstract writing guidelines, specialized courses, workshops, and robust evaluation systems, including grammar-checking tools and faculty-led reviews, to enhance writing quality. Implications suggest that improved training can elevate students’ scholarly communication skills and institutional academic standards. Limitations include the small sample size (50 abstracts), which may not fully represent the student population, and a sole focus on English writing. Future research should expand sampling, explore error causes qualitatively, and assess intervention effectiveness longitudinally.

Behind the Mask: A Psychological Exploration of Emily Nelson’s Sociopathic Traits in A Simple Favor Movie

2025-05-07T14:55:30+07:00

This study aims to showcase the personality disorder of a single character in “A Simple Favor” movie. Applying a qualitative method, the researchers employ a descriptive qualitative method to examine the characteristic type of the main character’s sociopathic personality disorder. The findings reveal that the main character named Emily Nelson exhibits a complicated sociopathic personality disorder defined by three interconnected dimensions: narcissistic, amoral, and aggressive characteristics traits of a sociopath. Emily's narcissism is shown by her arrogance, entitlement, and deceptive behavior. Her amoral behavior indicates a serious absence of guilt for her detrimental deeds. The latter sociopathic characteristic she displays is aggressiveness. Emily’s aggression is purely utilitarian and expressive. The study highlights the utility of psychological frameworks in analyzing fictional characters, enriching literary and film criticism by providing deeper insight into character motivation and complexity. The recommendation include analyzing a broader range of characters across different films or literary works to identify common patterns and unique features in the depiction of sociopathy. Besides that, comparative studies would enhance understanding of how antisocial personality disorder is represented in popular culture. The study exclusively analyzes the character Emily Nelson from “A Simple Favor” movie, focusing on her sociopathic traits as depicted in a fictional narrative. This limits the generalizability of findings to real-life cases of sociopathy or antisocial personality disorder, as film characters are constructed for dramatic effect and may not fully align with clinical realities

An Exploration of EFL Students' Perceptions of AI-Integration in the Learning Process

2025-05-07T15:53:15+07:00

This study explores EFL students’ perceptions of artificial intelligence (AI) integration in language learning, utilizing Kahneman’s Dual Process Theory (2011) to examine intuitive (System 1) and reflective (System 2) cognitive responses. The study aims to understand how junior EFL learners engage with AI tools, and to explore the perceived benefits and challenges of AI-assisted learning. A qualitative research approach was employed, involving 14 students from a Junior-Teenager Conversation class in Medan, selected through convenience sampling. Data were collected using a two-part questionnaire: the first part consisted of multiple-choice items to assess instinctive, emotional reactions, while the second part included open-ended questions to elicit analytical and evaluative responses. Data were gathered during regular classroom sessions and analyzed thematically using Braun and Clarke’s (2006) five-phase framework. The findings revealed that 71.4% of students found AI tools “interesting,” while 7.1% felt “optimistic” and 21.4% “amazed.” Key benefits included AI’s user-friendly interface (42.9%) and well-explained responses (35.7%), while concerns included reduced learning effort (57.1%) and potential academic dishonesty (35.7%). The study highlights the dual impact of AI enhancing personalization and engagement, while presenting ethical and pedagogical challenges. It recommends balanced integration of AI in EFL learning and further research into its long-term effects.

Enhancing EFL Students’ Speaking Skills Through the Debate Technique: A Classroom Action Research Study

2025-05-07T16:47:54+07:00

This study aims to analyze the implementation of the debate technique in improving students’ speaking skills and to assess the outcomes after its application. Conducted in class XI A3 of SMAN 19 Tangerang Regency, the research involved 36 students and employed Classroom Action Research (CAR) through two cycles. Data was collected via observation, documentation, and speaking tests, and analyzed using both quantitative and qualitative methods. The population of this research is 180 students in the XI science classes, while for the samples, the researcher selected 36 students from XI A3 because this class is considered to be the most passive one compared to others . xxxxx The findings revealed that the debate technique was effective in enhancing students’ speaking performance, self-confidence, and classroom interaction. The pre-test score was 62 . These improved to 68.67 in the in cycle one. In the cycle 2, students exceeded the minimum passing score, achieving 76.89. The results indicate that debate is a beneficial and engaging technique for fostering speaking skills in an EFL context. It is recommended that teachers integrate debate activities into their instruction to encourage student participation, critical thinking, and oral communication. Yet, the improvement on the pronunciation needs more exploration for the next research.