JETAL: Journal of English Teaching & Applied Linguistic

Utilizing Generative AI to Enhance EFL Learners’ Learning Motivation: A Case Study

Luh Indrayani — 2025-08-13

Artificial intelligence (AI) has become a topic that increasingly received close review in recent years, and its impact is becoming more obvious in a variety of disciplines, including education. This study examines the integration of generative AI in Business English Class to enhance EFL learners’ motivation. A sequential explanatory mixed-methods research design was employed, involving both quantitative and qualitative data collection methods. The quantitative data were analyzed by using descriptive statistics and paired t-test. Meanwhile, the qualitative data were analyzed by using thematic analysis. Twenty-three Indonesian students who were enrolled in Business English course were involved in gathering data that were collected through questionnaires and interviews. During the eight-week experimental periods, the students engaged with the generative AI frequently. The findings of descriptive statistical tests revealed that there was a change in student motivation before and after being taught with AI. This difference indicates an increase in student interest after being taught with AI. Furthermore, the paired t-test findings suggested that the increase was classified as significant. From the interviews, it was found that EFL learners experienced a significant increase in their learning motivation derived from the autonomous and controlled motivation, particularly the contingent self-esteem. The generative AI can also be a valuable tool for enhancing EFL learners’ learning motivation by providing personalized feedback, fostering a sense of autonomy, creating a more interactive and engaging learning environment and resolving psychological barriers. Further research should explore how this technology can be scaled to broader educational settings and examine its long-term impact on learner’s motivation and language acquisition. Hence, it helps educators develop best practices for integrating AI tools effectively into the curriculum.

Cross-Cultural Perspectives in EFL Education: Exploring Students' Experiences in Narrative Texts

Karisma erikson tarigan — 2025-08-14

This study examines the experiences and interpretations of cross-cultural perspectives through narrative writing by English as a Foreign Language (EFL) students, inspired by Indonesian folktales. This research, grounded in Byram’s Intercultural Communicative Competence (ICC) framework and Narrative Inquiry theory, examines students' ability to maintain their cultural identity in English and the challenges they encounter in cultural-linguistic expression. A qualitative descriptive design was employed, with a narrative writing prompt as the research instrument, utilising data from 50 student-authored English narratives, collected through a classroom-based writing task conducted under supervision. These were analysed through rubric-based coding corresponding to ICC dimensions (cultural accuracy, use of local terminology, translation techniques, and intercultural misunderstandings) and narrative inquiry criteria (voice, structure, and reflection). The rubric-based analysis procedure allowed for categorisation of intercultural and narrative elements using descriptive statistics. Research indicates that the majority of students exhibited cultural awareness and adaptive linguistic strategies: 86% maintained cultural accuracy, 90% retained local terminology, and 78% employed adaptive translation methods. Furthermore, 86% had a logical structure, reflective significance, and an individual voice. Nonetheless, 22% showed dependence on literal translation, while 14% revealed intercultural misinterpretation or narrative disjunction. These findings confirm that culturally rooted narrative writing improves linguistic development and intercultural understanding. The research provides empirical support for the incorporation of local culture texts into English as a Foreign Language training and advocates for instructional scaffolding in metaphor, pragmatics, and narrative discourse.

Global Research Trends of Role-play Method in English Language Teaching: A Bibliometric Analysis

Yuwin Rustam Saleh — 2025-08-14

This study examines global research trends, thematic development, and prospective directions of the role-play method in English Language Teaching (ELT) from 2000 to 2025 via an extensive bibliometric analysis. 81 Scopus-indexed publications were methodically chosen based on established inclusion and exclusion criteria. The analysis, conducted using VOSviewer and Bibliometrics (Biblioshiny), indicated substantial post-pandemic growth in publications, propelled by incorporating digital assessment, task-based learning, and online communicative methodologies. The results indicate a thematic shift in role-play from an auxiliary technique to a fundamental educational strategy associated with 21st-century skills. Furthermore, international collaboration networks and theme clusters underscore the method’s versatility across educational and cultural settings. This study presents theoretical, methodological, and practical contributions, offering significant insights for researchers, educators, and policymakers in the dynamic English Language Teaching (ELT) field.

A Review of Cognitive Approaches in SLA: Identifying the Most Influential Factors from Key Studies

Erwan Rahman — 2025-08-14

This study investigates cognitive approaches to Second Language Acquisition (SLA) by examining key components: attention, working memory, L1 transfer, and cognitive restructuring. Despite extensive research on individual cognitive factors in SLA, there remains a critical gap in understanding how these elements interact systemically in multilingual contexts, particularly in Indonesian EFL classrooms where traditional teaching methods often neglect cognitive principles. This study aims to develop an integrated cognitive model of SLA and propose practical pedagogical strategies tailored to Indonesia’s unique multilingual environment. A systematic review is conducted using the SALSA framework (Search, Appraisal, Synthesis, and Analysis), incorporating NVivo 12-assisted thematic analysis of ten peer-reviewed studies published between 2018 and 2023. The methodology follows PRISMA 2020 guidelines for transparent study selection and applies qualitative analysis to identify patterns across diverse cognitive studies. The findings reveal that attention serves as a gateway for input processing and learning, while working memory determines learners’ capacity to handle linguistic information. Additionally, L1 transfer either facilitates or hinders L2 learning depending on language distance and learner awareness. Cognitive restructuring enables proceduralization of explicit knowledge. In the Indonesian EFL context, these mechanisms are especially relevant. This study suggests cognitively informed instruction to enhance learning outcomes.

Improving Students’ Vocabulary Acquisition and Reading Comprehension by Using the Extensive Reading Approach at Grade 8 of SMP Negeri 2 Silima Punggapungga Dairi

Fransisca Simanjuntak — 2025-08-14

This study investigates the effectiveness of the Extensive Reading approach in improving vocabulary acquisition and reading comprehension among eighth-grade students at SMP Negeri 2 Silima Punggapungga. Employing Classroom Action Research (CAR), the research was conducted in two cycles, each comprising planning, action, observation, and reflection stages. Data were collected through pretests, posttests, student observations, and teacher reflections. The findings indicate a significant improvement in students' vocabulary acquisition and reading comprehension. The mean vocabulary acquisition score increased from 50.78 in the pretest to 66.09 in Cycle 1 and 79.84 in Cycle 2. Similarly, reading comprehension scores rose from 51.25 in the pretest to 69.53 in Cycle 1 and 80.78 in Cycle 2. The results highlight the positive impact of Extensive Reading, particularly in enhancing students’ motivation, confidence, and independent learning habits. Students became more engaged in reading activities, demonstrated greater autonomy in learning, and exhibited a reduced reliance on translation. Despite these positive outcomes, challenges such as students' varying reading abilities and limited access to reading materials remain. Therefore, providing diverse and engaging reading resources and integrating technology-based reading platforms are recommended to support the sustainability of this approach. This study contributes to the growing body of research on language learning strategies, emphasizing the role of Extensive Reading in fostering literacy skills. Future research should explore its long-term impact and application in different educational settings to validate its effectiveness.

THE EFFECT OF WORDWALL ON STUDENTS LEARNING MOTIVATION AT SMP NEGERI 1 KUALA BATEE

Hiyana Roshi — 2025-08-15

This study aims to explore the effect of using Wordwall on student learning motivation at SMP Negeri 1 Kuala Batee. To find out how the effect of using Wordwall interactive learning media on the learning motivation of seventh grade students. This research was conducted at SMP Negeri 1 Kuala Batee, this type of research is quantitative descriptive research, the subject of this research is class VII students totaling 90 people, the sampling method uses random sampling, this research uses a survey in which the data collection is done through a questionnaire, which is a learning interest data instrument measured using a Likert scale, the data in this study were processed using statistical analysis procedures using IBM SPSS Statistic (version 27.0.1). The findings of this study resulted in a Mann-Whitney U value of U 000, with p < 0.001 (two-tailed). This result indicates a statistically significant difference in motivation levels between the two groups. Further research results regarding student inte1`rest can be discussed in this journal

The Implementation of Context, Input, Process, Product Evaluation Model for Assessing Educational Programs

Enung Nurhasanah — 2025-08-31

The objective of this study is to undertake a critical examination of the implementation of the CIPP (Context, Input, Process, Product) evaluation model in junior high school educational programs. This examination will be facilitated through a systematic review of 51 studies published between 2015 and 2024. Utilizing a systematic literature review (SLR) approach, this research explores the application contexts, theoretical frameworks, scholarly debates, as well as the practical implications and limitations of using the CIPP model across various educational sectors. The present study utilizes a primary instrument in the form of a data categorization checklist based on the four components of the CIPP model. The data were collected through systematic access to digital journal databases, such as Scopus, with articles filtered based on specific keywords according to inclusion criteria. The selection of articles was conducted in accordance with the PRISMA flow, encompassing the phases of identification, screening, eligibility assessment, and final inclusion. Thematic analysis was employed to code and interpret the content of the selected studies, with a focus on the type of program, evaluation approach, CIPP dimensions analyzed, and key findings. The findings indicate that the CIPP model has been extensively adopted due to its comprehensive and adaptable structure, which effectively assesses the planning, execution, and outcomes of educational programs. The integration of authentic assessment and competency-based learning is a common practice, as it aligns with specific contextual needs. However, the review also identifies key limitations, including the predominance of quantitative methods, uneven geographic distribution of studies, and limited exploration of technology integration.

Corpus-based Voyant Tools for Teaching IELTS Writing: Design and Implementation

Dwiansari Ramadhani — 2025-08-31

This conceptual paper aims to present practical guidelines for integrating Voyant Tools into the design of IELTS writing classes, particularly in the English as a Foreign Language (EFL) context. The paper adopts a tool-application demonstration approach to propose instructional steps, drawing on a synthesis of literature in corpus linguistics in EFL teaching, Voyant Tools for writing, and Voyant Tools for teaching IELTS writing, which becomes the theoretical foundation of the practice. The method involves introducing Voyant Tools’ interface and key functions, fetching data, selecting keywords, and applying the tool in classroom instruction. The proposed procedure highlights how Voyant Tools can serve as a valuable solution to expose learners to authentic language patterns and enhance their awareness of academic writing style, thereby contributing to their improved writing performance. This approach has implications for EFL instructors to seek more accessible, corpus-based teaching methods and for researchers exploring digital tools in language education. It is recommended that more educators, as well as students, incorporate similar tools in other areas of language skills. The limitation of this paper is acknowledged regarding the absence of empirical classroom testing across more varied learner backgrounds.

Demonstration of Code-Mixing in Kasih Aba-Aba by Naykilla, Tenxi, and Jemsii

Diva Maulidana — 2025-08-31

This study aims to examine the phenomenon of code-mixing in the Indonesian pop song 'Kasih Aba-aba' by Naykila, Tenxi, and Jemsii, with a focus on the structural types and linguistic purposes of code-mixing in the lyrics. Employing a qualitative descriptive method and a content analysis approach, this research utilized a purposive sampling strategy to select this specific song as a rich case study due to its prevalent use of English-Indonesian code-mixing and its popularity on digital platforms. Line-by-line analysis of the lyrics was part of the research process, and each instance of code-mixing was categorized using Muysken's (2000) typology of insertion, alternation, and congruent lexicalization and its functions were interpreted using sociolinguistic frameworks (Gumperz, 1982; Hoffman, 1991; Poplack, 1980). Findings indicate that insertion is the most common kind of code mixing, followed by alternation and congruent lexicalization. These are employed to accomplish a variety of sociolinguistic goals, including emphasis, identity expression, prestige, and emotional personalization. English elements used for stylistic purposes represent global influence, young identity, and multilingual proficiency. The purposeful use of Bahasa Indonesia and English enhances the emotional tone of the lyrics and aligns with current linguistic trends in Indonesian youth culture. The results indicate that code-mixing in popular music acts as both a communicative and cultural strategy. This research adds to our knowledge of bilingual language usage in media discourse and has practical implications for discourse-based English training and the development of culturally relevant language curricula. The limitation of the study is that study only focuses on a single song, which limits generalizability. Therefore, future research is recommended to expand into cross-artist comparisons and to investigate audience reception.

Optimizing English Writing Skills Using the Suggestopedia Method Assisted by Paper Craft Media

Husna Imro'athush Sholihah — 2025-08-31

This research aims to optimize students' English writing skills by applying the Suggestopedia method in conjunction with papercraft media. Writing skills often pose a challenge for students, particularly due to limitations in vocabulary, ideas, and motivation. The Suggestopedia method, which emphasizes a relaxed and enjoyable learning atmosphere, was chosen because it can reduce learning anxiety and encourage free expression. Meanwhile, papercraft media is used as a visual and kinesthetic aid to stimulate creativity and facilitate the development of ideas in writing. This research employs an experimental method with control and experimental classes involving students from STKIP Muhammadiyah Blora. The sample of this study are 30 students. Data collection techniques use tests and questionnaires. The results indicated a significant improvement in the experimental group (t(29) = 12.54; p < 0.001) compared to the control group (t(29) = 6.87; p < 0.001), with an average gain of 34.09% versus 15.89%. The questionnaire results revealed that 90% of students felt more confident in writing, and 85% stated that papercraft helped them develop ideas more easily. In conclusion, integrating Suggestopedia with papercraft provides an effective, engaging, and motivating approach to improving students’ English writing skills.

Discourse Dynamics and Cultural Representation in Indonesian Cinema: A Case Study of Sayap-Sayap Patah Dua

Binti Qani'ah — 2025-09-09

This study investigates the discourse dynamics and cultural representations conveyed through Indonesian cinema, with a specific focus on the film Sayap-Sayap Patah Dua. The primary research problem centers on understanding how cinematic discourses employ visual and linguistic strategies to reflect, construct, and challenge socio-cultural realities in contemporary Indonesia. The objective of this research is to analyze the underlying discourse mechanisms that reveal social tensions, cultural identities, and power relations within the film. Employing a qualitative critical discourse analysis (CDA) approach, the study systematically examines visual symbolism, dialogue patterns, and narrative structures to uncover the layered meanings embedded in the cinematic text. The analysis identifies recurring metaphors such as “wings” symbolizing freedom and repression, alongside language patterns that depict social hierarchies and cultural tensions. The results demonstrate that the film not only portrays societal struggles but also actively participates in shaping discursive debates around authority, individual agency, and cultural identity in Indonesia. Such findings contribute to the broader understanding of film as a potent medium for cultural discourse and social critique. This research underscores the importance of analyzing cinematic discourse to appreciate its role in cultural representation and societal transformation. The study also highlights the significance of visual and linguistic strategies in shaping perceptions of social realities through cinema. Limitations include the focus on a single film, suggesting future research avenues such as comparative studies across multiple cinematic texts or audience reception analysis to deepen insights into cinema’s influence on social discourse.