JETAL: Journal of English Teaching & Applied Linguistic

RUBRIC-BASED SELF-ASSESSMENT IN INDIAN TERTIARY ESL WRITING: A MIXED METHODS STUDY

S. Kavin Kingston — 2026-05-30

Rubric-based self-assessment is increasingly recognised as an effective pedagogical approach to support learners’ autonomy and writing proficiency in ESL classrooms. However, such practices remain underexplored in Indian higher education, where teacher-centred evaluation continues to dominate. This study investigates the role of rubric-based self-assessment in shaping confidence, perceptions, and evaluative judgements in writing. An explanatory sequential mixed-methods design was employed with 43 tertiary-level students through a two-week classroom intervention that integrated analytic rubrics into writing tasks. Data were collected using a survey questionnaire, followed subsequently by focus group interviews. The findings indicated that most students reported confidence in identifying and applying rubric criteria and perceived rubrics as a supportive tool for identifying strengths and performance gaps. However, a clear gap emerged between students’ confidence and their ability to self-assess objectively. Although many students were familiar with the rubric structure, they struggled to apply evaluative judgement effectively during revision. Drawing on Tai et al. (2017), this study uses evaluative judgment as an interpretive lens to underscore the importance of scaffolding, guidance and ongoing iterative practice. This study contributes to rubric-based pedagogy by demonstrating the gap between students’ perceived understanding of rubrics and their ability to apply them meaningfully in ESL contexts.

TRANSLATION TECHNIQUE AND TRANSLATION METHOD FRAMEWORKS: A COMPARATIVE ANALYSIS WITHIN TRANSLATION STUDIES

Gunawan Tambunsaribu — 2026-07-02

This study examines the similarities and distinctions between translation methods and translation techniques to clarify their conceptual relationship in translation studies. Because these terms are frequently used interchangeably or ambiguously in the literature, the study establishes clearer conceptual boundaries and contributes to greater theoretical precision. Employing a qualitative comparative design through document analysis, the research analyzes 2 translation frameworks, translation methods proposed by Newmark and translation techniques proposed by Molina and Albir, to systematically compare the two concepts. The analysis identifies five major areas of similarity: orientation toward source language (SL) preservation, orientation toward target language (TL) naturalness, treatment of culture-specific elements, emphasis on meaning transfer rather than formal equivalence, and flexibility through translator intervention. The findings also demonstrate that, despite these shared characteristics, translation methods and translation techniques differ fundamentally in their analytical scope and function. Translation methods operate at the macro level, guiding the overall approach to an entire text, whereas translation techniques function at the micro level, addressing specific translation problems within individual linguistic units. This distinction advances existing knowledge by providing a more systematic conceptual framework for differentiating the two constructs while explaining their complementary roles in translation decision-making. The study is limited to a comparative analysis of theoretical literature and does not evaluate the application of methods and techniques in empirical translation practice.

THE EFFICACY OF 'THE TORTOISE AND THE HARE' FOLKTALE IN ENHANCING NARRATIVE WRITING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS: A QUALITATIVE STUDY

Zainuddin Hasibuan — 2026-07-03

This research explains the efficacy of “The Tortoise and the Hare” folktale as a medium to enhance narrative writing skills in ELT (English Learning Teaching) in the junior high school. The findings show that the efficacy of folktales into writing instruction provides not only authentic language exposure but also fosters creativity, improves narrative structure, and increases students’ motivation. Some students demonstrated notable progress in organizing ideas, using richer vocabulary, and expressing themselves with greater confidence and coherence. The learning process is supported through visual aids, peer collaboration, scaffolding, and reflective tasks, which helped address common writing difficulties such as grammar challenges and fear of making mistakes. The story-based approach also facilitated deeper emotional and cognitive engagement by connecting language learning with moral values. As a result, writing became a tool for both linguistic improvement and self-expression. This study concludes that folktales are valuable pedagogical tools for enhancing writing instruction in ELT settings and recommends further exploration of culturally relevant stories and multimodal storytelling in future research.

A MORPHOPHONOLOGICAL ANALYSIS OF ENGLISH LOANWORD ADAPTATION IN INDONESIAN EFL SPEAKING CONTEXTS

Arsy Damopolii — 2026-07-03

This study investigates the morphophonological adaptation of English loanwords used by Indonesian EFL students during speaking activities. Employing a descriptive qualitative approach, the study involved 60 students from the English Education Department of IAIN Sultan Amai Gorontalo. Data were collected through audio and video recordings of classroom discussions, presentations, video assignments, and examinations. A total of 16 English loanwords were identified and analyzed through transcription, coding, and classification based on morphophonological categories by comparing the adapted forms with their original English counterparts. The analysis revealed nine major morphophonological processes, namely sound substitution, vowel simplification, syllabification, stress neutralization, consonant cluster simplification, epenthesis, sound omission, orthographic adaptation, and morphological integration. The findings indicate that vowel simplification, sound substitution, syllabification, and stress neutralization were the most recurrent processes, reflecting the strong influence of Indonesian phonological and morphological systems on the adaptation of English-derived vocabulary. The study demonstrates that English loanwords are systematically reconstructed to conform to Indonesian linguistic patterns during spoken communication. These findings contribute to morphophonological scholarship by providing empirical evidence of the interaction between phonological and morphological adaptation in EFL speaking contexts and offer pedagogical insights for improving pronunciation awareness in English language teaching.

EMBODIED DIGITAL PROTEST IN ROBLOX: A MULTIMODAL CRITICAL DISCOURSE ANALYSIS OF POWER AND RESISTANCE IN VIRTUAL ACTIVISM

Putri Rizki Syafrayani — 2026-07-03

This study investigates the construction of meanings of power and protest through multimodal semiotic resources within the “Free Palestine” protest simulation on the Roblox video game platform. Roblox enables users to perform protest discourse through embodied interaction, spatial navigation, symbolic representation, and multimodal participation as participatory virtual environments increasingly function as sociopolitical communicative spaces. This research applies the MCAD by Jewitt and Machin and Mayr to examine how linguistic, visual, gestural, spatial, and auditory semiotic resources interact to construct representations of resistance, solidarity, and institutional authority within the virtual environment. Data were collected through repeated close-playing observation, multimodal logging, field-note documentation, and iterative analysis of representative protest scenes. The analytical process involved multimodal categorization, interpretive coding, and critical examination of how semiotic resources operate relationally across interactive gameplay contexts. The findings demonstrate that protest discourse within Roblox is enacted through embodied and participatory performance in which players negotiate ideological positioning through avatar movement, spatial confrontation, and symbolic alignment. This study contributes theoretically to MCDA by extending multimodal discourse analysis beyond static media texts to interactive gaming environments characterized by embodied resistance and participatory protest discourse.

TEACHERS’ STRATEGIES AND CHALLENGES IN IMPLEMENTING HIGHER-ORDER THINKING SKILLS (HOTS) IN EFL READING INSTRUCTION: A CASE STUDY OF AN INDONESIAN SENIOR HIGH SCHOOL

Rival Raboy — 2026-07-03

This study explores the implementation of Higher-Order Thinking Skills (HOTS) in reading instruction at the senior high school level, focusing on teachers’ practices and the challenges encountered during the learning process. A qualitative descriptive design was employed, involving one English teacher at SMAN 1 Kabila selected through purposive sampling. Data were collected through semi-structured interviews, one month of classroom observations across seven learning sessions, and documentation, and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that HOTS was implemented through structured lesson planning, open-ended questioning, differentiated instruction, and interactive learning activities. Three HOTS dimensions were identified in classroom practice: analyzing, evaluating, and creating. Students demonstrated analyzing skills by interpreting information and examining relationships between ideas, evaluating skills by justifying opinions with logical reasons and responding to alternative viewpoints, and creating skills by generating new ideas and products based on the texts they read. The study also identified major challenges, including differences in students’ abilities and learning styles, as well as limited instructional time for facilitating higher-order thinking activities. This study contributes to HOTS implementation research by providing empirical evidence of how HOTS is enacted in classroom reading practices and by highlighting the instructional strategies and challenges experienced by teachers in fostering higher-order thinking in EFL reading contexts.

CONNOTATIVE MEANING IN SELECTED SONGS “ME & MR. JONES; REHAB; BACK TO BLACK” FROM BACK TO BLACK ALBUM OF AMY WINEHOUSE

Putri Adelia — 2026-07-21

Song lyrics often convey meanings beyond their literal sense, making connotative meaning an important focus in semantic analysis. However, studies examining connotative meaning in selected songs from Amy Winehouse’s Back to Black album remain limited. This study therefore aims to identify and classify the connotative meanings found in Me & Mr. Jones, Rehab, and Back to Black. Using a descriptive qualitative method, the data consisted of song lyrics collected through documentation and note-taking techniques and were analyzed using Geoffrey Leech’s concept of connotative meaning and Abdul Chaer’s classification of positive, negative, and neutral connotations. The results show a total of 36 connotative meanings, consisting of 6 positive, 23 negative, and 7 neutral, indicating a clear dominance of negative connotation. The dominant negative connotations reflect themes of betrayal, heartbreak, addiction, emotional conflict, and psychological struggle, while positive and neutral connotations appear less frequently to support the emotional and contextual meanings of the lyrics. This numerical pattern demonstrates that connotative meaning plays a significant role in expressing emotional experiences and enriching the interpretation of song lyrics beyond their literal meanings.

TEACHING STRATEGIES FOR EFL INCLUSIVE EDUCATION: A STUDY OF HEARING-IMPAIRED STUDENTS

Baiq Qori'atul Hafizah — 2026-07-28

Teaching English as a Foreign Language Learning (EFL) to hearing-impaired students encountered several challenges due to teachers’ lack of readiness. Previous studies reported that it was caused by insufficient training, leading to inadequate knowledge and skills. Therefore, this study aims to explore challenges encountered by teachers in EFL in an inclusive education setting, the strategies they used to address these challenges, and students’ responses to the strategies implemented. This study employed a qualitative design involving two participants from two different private secondary schools. Data were collected through semi-structured interviews and were analyzed using verbatim transcripts and repeated reading to achieve familiarity. The researcher then selected and marked relevant data and manually coded them into the main themes. The result shows that teachers encountered challenges related to communication barriers, students' struggles with understanding new vocabulary, parental support, teacher training, and the use of hearing aids. To overcome these challenges, teachers implemented several strategies, such as participating in training, Universal Design for Learning (UDL), Differentiated Instruction, Program Pembelajaran Individu (PPI), multimodal learning, and duality. In addition, students responded the strategies positively, as they increase in learning engagement, classroom participation, and learning outcomes. A key finding of this study is that dual-language practices or bilingualism functions not only as communication medium but also as a pedagogical approach that enhance students cognitive abilities. Through this study, teachers can adapt strategies to address various challenges in EFL learning with hearing-impaired students and school administrators can implement policies, such as supporting teachers with training in implementing inclusive education.

TEACHERS’ STRATEGIES IN FACILITATING READING COMPREHENSION FOR STUDENTS WITH LIMITED READING SKILLS IN INCLUSIVE CLASSROOM: A QUALITATIVE CASE STUDY

Najla Regar — 2026-07-17

Students with limited reading skills often face difficulties in understanding English texts, particularly in inclusive classrooms where students have diverse learning needs. This study aimed to identify the strategies used by English teachers in facilitating reading comprehension for students with limited reading skills in inclusive classrooms and to describe the challenges encountered during the teaching process. This study employed a qualitative case study design involving two English teachers at a senior high school in Southeast Aceh, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles and Huberman. The findings revealed that the teachers employed six strategies: simplified texts, pre-teaching vocabulary, code-switching, scaffolding, reading aloud, and multimodal support. These strategies were implemented to facilitate reading comprehension for student with limited reading skills by providing instructional support, reducing language barriers, and increasing engagement in reading activities. The study also identified three major challenges, including limited facilities and technology, limited instructional time, and low student motivation. These findings provide practical insight for English teachers, schools, and education stakeholders in designing and implementing reading comprehension strategies that better address the diverse needs of students with limited reading skills in inclusive classroom.

SOCIOLINGUISTIC COMPETENCE AND BARRIERS TO ITS IMPLEMENTATION: A CASE STUDY OF SECONDARY EFL TEACHERS IN QATAR

Telal Mirghani Khalid — 2026-08-14

Communicative competence, particularly its sociolinguistic component, is essential for effective English language teaching. However, EFL teachers face significant challenges in integrating sociolinguistic competence into classroom practice. This study examined Qatari secondary school EFL teachers’ knowledge of communicative competence, their beliefs regarding the teaching of sociolinguistic competence, perceived learning needs, and major hindrances to implementation. A quantitative survey conducted with 70 EFL teachers from two secondary schools in Doha, Qatar, using purposive sampling. Data was collected through a structured 5-point Likert-scale questionnaire covering four dimensions: teachers’ communicative competence knowledge, beliefs about teaching sociolinguistic competence, 21st-century learning needs, and perceived barriers. The instrument showed acceptable reliability (Cronbach’s α = 0.76). Results indicated strong self-reported knowledge of communicative competence (M = 4.39) and regular application in lesson planning (M = 4.20). Teachers strongly supported integrating target-culture knowledge but expressed scepticism about students’ sociolinguistic awareness. The primary barriers limited to authentic exposure to English (M = 4.41), insufficient time for material development (M = 4.29), and students’ difficulty understanding cultural norms. The findings highlight a significant gap between theoretical knowledge and practical implementation, emphasising the necessity of targeted professional development and curriculum reform in EFL contexts.

DESIGNING ENGLISH FOR THEOLOGY: A DUAL-DOMAIN ESP CURRICULUM FRAMEWORK FOR THEOLOGY STUDENTS IN INDONESIA

Vivi Esti Novarina — 2026-09-02

This study examines how an English for Specific Purposes (ESP) curriculum for theology students can integrate academic and ministerial needs within one coherent framework. Using a qualitative descriptive case study at STT Anugerah Misi Nias Barat, Indonesia, data were collected over one semester through a needs-analysis questionnaire administered to theology students, semi-structured interviews with relevant institutional stakeholders, and analysis of existing teaching materials. The triangulated findings reveal two interconnected domains of need: academic theological literacy and ministerial-mission performance. Students needed English to read theological books, journal articles, commentaries, and abstracts; write summaries and reflections; and present theological ideas. They also needed English for prayer, Scripture reading, testimony, and ministry communication. However, their proficiency remained low, especially in speaking and listening, with grammar, limited vocabulary, low confidence, and restricted exposure as major challenges. The study argues that English for Theology should not abruptly replace foundational English, but should recontextualize it through theology-related texts, tasks, and assessments appropriate for low-exposure, faith-based higher education settings.

TEACHER-AI DIALECTIC IN CULTURALLY SITUATED ENGLISH ASSESSMENT: TRANSFORMING MANDAR ETHNOLITERACY THROUGH HUMAN-AI CO-CREATION

Nurqadriyanti Hasanuddin — 2026-09-09

English language evaluation in West Sulawesi has long relied on culturally foreign materials, producing a digital cultural gap that alienates students from Mandar identity, while an emerging AI-centric paradigm risks eroding teachers' pedagogical agency. This study examines the dialectic and negotiation of meaning undertaken by five English teachers in the Mandar region as they transformed local ethnoliteracy including the sandeq boat, the Metawe' politeness tradition, and the Boyang traditional house into interactive English evaluation instruments through a Human-AI Co-Creation strategy. Adopting a qualitative, document-based Participatory Design, this article reports findings from reflexive thematic analysis of five prompt-engineering logs (coded T1–T5) produced during a Human-AI Co-Creation Workshop involving four generative AI platforms (DeepSeek, ChatGPT, Claude, and Gemini). Analysis identified five interrelated themes: contextualizing prompts through curriculum and local culture, negotiating completeness of the evaluation structure, negotiating linguistic-level appropriateness, technical dialectic over AI system limitations, and validating substance to filter cultural hallucination. These themes were synthesized into a preliminary five-stage model of teacher–AI dialectic: Contextual Initiation, Initial AI Generation, Critical Teacher Audit, Negotiation and Iterative Revision, and Resolution. The findings indicate that teachers function as active co-designers rather than passive operators, and that the cultural accuracy of AI output depends heavily on the richness of the contextual input teachers supply at the outset. This document-analysis phase forms part of a broader study; teachers' phenomenological experience of the dialectic process will be examined separately through hermeneutic-phenomenological interview data in a subsequent publication.

The POSITIVE TECHNOLOGY ACCEPTANCE, LIMITED PEDAGOGICAL INTEGRATION: TEACHERS’ AND STUDENTS’ PERCEPTIONS OF GOOGLE CLASSROOM FOR EFL WRITING IN ETHIOPIAN SECONDARY SCHOOL

Abraham Degefa Girmay — 2026-09-09

The integration of Learning Management Systems (LMSs) into language education has expanded opportunities for technology-enhanced writing instruction; however, positive technology acceptance does not necessarily translate into deep pedagogical integration. This study investigated teachers’ and students’ perceptions and experiences of using Google Classroom (GC) for EFL writing instruction in a private secondary school in Addis Ababa, Ethiopia. A descriptive mixed-methods design with a quantitative emphasis was employed. Data were collected from four English language teachers and 60 Grade 11 students through structured questionnaires, complemented by six classroom observations and semi-structured interviews with three teachers and six students. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed and integrated with quantitative findings. Teachers generally perceived GC positively (M = 3.85), and students reported positive perceptions of its ease of use and accessibility. However, observations and interviews showed that GC was used more for distributing materials, assigning tasks, managing deadlines, and collecting work than for collaborative writing, sustained feedback, peer interaction, and recursive revision. Training and support represented a weaker area for teachers, while students reported modest contributions of GC to writing development. The findings indicate that GC was functionally adopted more strongly than pedagogically transformed, highlighting teacher digital pedagogical competence, instructional design, technological access, and institutional support as conditions for meaningful integration.

EXPLORING DIGITAL GAME-BASED LEARNING MECHANISMS IN ENHANCING VOCABULARY ACQUISITION AND LEARNING ENJOYMENT AMONG TVET HOUSEKEEPING STUDENTS: A NARRATIVE STUDY

Putu Hady Suryanatha — 2026-09-13

English vocabulary mastery is essential for TVET students in hospitality, particularly housekeeping students who require specialized vocabulary for professional communication. Although previous studies have shown that digital gamification can improve vocabulary learning, motivation, and engagement, limited research has examined the underlying learning processes through which gamification supports ESP vocabulary development and learning enjoyment among adult TVET students. This study explores how adult TVET students narrate the development of their ESP housekeeping vocabulary mastery and express learning enjoyment through digital gamification. A qualitative narrative inquiry design was employed with 10 purposively selected students from a Housekeeping program at a hospitality institution in Singaraja. Data were collected through classroom observations, reflective journals, and semi-structured interviews over six months and analyzed narratively to identify students’ experiences, vocabulary development, and expressions of enjoyment. The findings revealed that vocabulary development occurred through interconnected mechanisms involving repeated exposure, interactive practice, immediate feedback, peer interaction, and confidence building. These mechanisms encouraged students’ engagement and willingness to use English vocabulary. Students also demonstrated increased confidence, participation, enthusiasm, and positive attitudes toward learning. Despite difficulties in pronunciation, spelling, and vocabulary retention, students became more willing to practise and participate.

DIGITAL TECHNOLOGY AND GAME-BASED LEARNING: PRE–POST CHANGES IN ENGLISH PROFICIENCY, MOTIVATION, AND ENGAGEMENT AMONG INDONESIAN HIGH SCHOOL EFL STUDENTS

Syafaruddin Marpaung — 2026-09-13

Research on digital game-based EFL learning often examines language achievement or engagement separately, leaving limited evidence about how proficiency, motivation, and engagement change together in secondary classrooms. This study examined pre–post changes associated with curriculum-aligned digital and game-based learning among 60 Grade XI students aged 16–17 years. A mixed-methods pre-experimental one-group pre-test–post-test design was used during an eight-week, 16-session intervention integrating Quizizz, Kahoot!, Wordwall, and locally adapted educational games. Data included proficiency tests, motivation and engagement questionnaires, classroom observations, semi-structured interviews, and platform analytics. Mean English proficiency increased from 64.18 to 76.52, t(59) = 11.27, p < .001, d = 1.46; motivation and engagement increased from 3.14 to 4.02, t(59) = 11.93, p < .001, d = 1.54. Qualitative findings indicated greater enjoyment, lower learning anxiety, stronger peer interaction, and increased awareness of errors through immediate feedback. Given the absence of a comparison group, these findings indicate substantial pre–post gains rather than causal effects. The study contributes an explanatory classroom mechanism in which curriculum alignment, feedback, repeated practice, interaction, and teacher mediation jointly support engagement and language practice.