Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL)
Journal of English Language Teaching, Literatures, Applied Languaistic (JELTLAL) e-ISSN: 3025-8561 is a journal for publication qualified research paper. JELTLAL invites researchers, Lecturers, teachers and students to publish their research paper. JELTLAL publish the article twice a year, Mei and December, JELTLAL has been indexed by DOI with prefix 10.69820.
A Bibliometric Analysis of Internship Research in Indonesia (2015–2025)
Internship programs have emerged as a crucial element of higher education and vocational systems in Indonesia, especially in light of employability needs and legislative changes like Merdeka Belajar–Kampus Merdeka. Despite a rise in research concerning internship-related subjects over the last decade, the literature remains disjointed and lacks a comprehensive review of its evolution and philosophical framework. This study intends to delineate the development, topic concentration, and philosophical underpinnings of internship research in Indonesia from 2015 to 2025 using a bibliometric analysis of Scopus-indexed articles. The research used bibliometric methods using RIS data extracted from the Scopus database to examine publishing trends, prominent authors, journals, and institutions, patterns of keyword co-occurrence, and networks of citations and co-citations. The data indicate a significant rise in internship-related publications from 2015 to 2025, particularly in recent years, reflecting heightened academic interest in internships as employability-focused work-based learning strategies. Thematic analysis reveals three primary clusters: higher education and employability, competence development and individual competitive advantage, and education–industry partnership, in addition to emergent topics including mentality, work happiness, sustainability, and ethics.
Copyright (c) 2026 Ni made widhi Sugianingsih, Narulita Syarweni, Anwar Mustofa https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Using the Bamboozle Platform on Preschoolers’ Recognition of CVC Words: A Qualitative Study
Early exposure to consonant-vowel-consonant (CVC) word patterns plays an important role in developing preschoolers’ phonemic awareness and reading skills. Using interactive platforms such as Bamboozle can support and engage learners in learning CVC words. This study explores the impact of using Bamboozle on preschoolers’ recognition of CVC word patterns. A qualitative study was conducted involving 10 preschool students and 4 teachers at Smart and Shine Child Development and Learning Centre. Data were collected through classroom observation, interviews, and field notes, and analyzed using thematic analysis. The findings indicate that Bamboozle promotes learners’ engagement, supports CVC word recognition, and enhances phonemic activities through interactive and multimodal learning activities. Bamboozle also supports visual and auditory features that help in recognizing and distinguishing CVC word patterns. The study suggests that integrating game-based digital platforms can support early literacy development in an early childhood English class. However, the findings should be interpreted cautiously due to the small sample size and the qualitative nature of the study, which focuses on descriptive insights rather than generalizable outcomes. Future research may involve larger samples and mixed-method approaches to further examine the effectiveness of digital platforms in early literacy instruction.
Copyright (c) 2026 Qurrata'ain, Luthfi Awwalia https://creativecommons.org/licenses/by-nc-sa/4.0
Interaction Patterns and Verbal Development in a TPR-Based Preschool EFL Classroom: A Qualitative Case Study
This study investigates the development of classroom interaction patterns and students’ verbal ability in a Total Physical Response (TPR)-based English classroom for young learners. Conducted as a qualitative case study at Excellent Academy (pre-school EFL classroom), the research involved eight students aged 4 to 6 years with diverse characteristics. Data was collected through classroom observations, field notes, interviews, and verbal coding rubric across six instructional meetings, and analyzed using thematic analysis. The findings reveal that interaction patterns initially followed a highly teacher- entered Initiation–Response–Feedback (IRF) structure, with students responding primarily through physical actions. Over time, interaction evolved into a more dynamic and participatory process, marked by the emergence of peer interaction and studentled activities, although the IRF framework remained dominant. In terms of verbal development, students demonstrated gradual progression from pre-verbal to emerging, developing, and advanced stages. This development was supported by repeated exposure, multimodal input, scaffolding, and opportunities for pushed output. The study supports key theoretical perspectives, including TPR, Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Swain’s Output Hypothesis, highlighting the importance of structured input and interactive learning environments in early language acquisition. Despite variations in learners’ backgrounds, all students showed improvement in verbal production. The findings suggest that TPR is an effective approach for fostering both interaction and early language development in young learners, Although integrating more communicative strategies may further enhance peer interaction and language use.
Copyright (c) 2026 Anggit Laesa Oktaviani, Devian Try Gustary, Gunawan https://creativecommons.org/licenses/by-nc-sa/4.0
A Critical Genre Analysis of Broadcast Disaster News
This study investigates how broadcast disaster news is constructed and realised as a professional genre within a time-sensitive context. Drawing on Critical Genre Analysis, the study examines the interaction between textual organisation, intertextuality, interdiscursivity, institutional constraints, and professional practice in disaster reporting. The data consist of 23 broadcast disaster news reports from TVRI Central Sulawesi, a regional station of the Indonesian public broadcasting service, supported by an institutional guidebook and interviews with a journalist and an editor. The analysis reveals that disaster news is organised through relatively stable textual conventions while incorporating multiple institutional and discursive voices through the systematic use of external sources. The findings further indicate that professional practice mediates these conventions, as journalists adapt institutional guidelines to meet the demands of immediacy. In addition, the analysis suggests that disaster news is not fully realised within a single report but unfolds across a sequence of interconnected texts over time. The study contributes to Critical Genre Analysis by highlighting the importance of the temporal dimension of genre realisation in time-sensitive professional contexts, suggesting that professional genres may be understood as evolving communicative processes rather than static textual products.
Copyright (c) 2026 Mohamad Arif Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Storytelling in Indonesian EFL Higher Education: A Mixed-Methods Study of Narrative Writing Development
This study examines the impact of digital storytelling (DST) on the narrative writing skills of English as a Foreign Language (EFL) learners in an Indonesian higher education context. Using a mixed-methods explanatory sequential design, the study included a quasi-experimental phase with pre-tests and post-tests, comparing an experimental group (n=35) with a control group (n=34). The experimental group demonstrated a significant improvement in narrative writing scores, with a large effect size (Cohen’s d = 1.92), particularly in organization, content, and vocabulary. Qualitative data from semi-structured interviews and student reflections revealed that the improvement was driven by increased student motivation, greater ownership of the writing process, and metacognitive gains in narrative structure. Challenges included technical skills and language use, but the findings suggest that DST, supported by sociocultural and multimodal learning theories, is an effective strategy for enhancing EFL narrative writing instruction. These results have practical implications for educators looking to engage students in more authentic and motivating writing tasks.
Copyright (c) 2025 Yuti Yuniarti https://creativecommons.org/licenses/by-nc-sa/4.0
The Analysis of Slang Variation and Emotional Expression in Selected Song Lyrics by Billie Eilish[
This study analyzes slang variation and emotional expression in selected song lyrics by Billie Eilish using sociolinguistic and pragmatic approaches. Previous studies have generally examined slang usage and emotional expression separately, with limited attention to how slang contributes to emotional meaning construction in contemporary popular music. This study addresses that gap by investigating the relationship between slang variation, emotional expression, and identity representation in Billie Eilish’s lyrics. The study also contributes theoretically by integrating sociolinguistic theories of slang with pragmatic analysis of emotional meaning. This research employs a qualitative descriptive method with data collected from nine selected songs: “Bad Guy,” “Bury a Friend,” “Therefore I Am,” “Lost Cause,” “Your Power,” “Happier Than Ever,” “My Strange Addiction,” “idontwannabeyouanymore,” and “Six Feet Under.” The findings reveal three types of slang: General Slang (45%), Creative Slang (32.5%), and Group Slang (22.5%). General Slang is dominant because it creates conversational authenticity and emotional closeness with listeners. The emotional expressions identified include sadness (30%), anger (22.5%), fear or anxiety (17.5%), frustration (12.5%), insecurity (7.5%), emotional vulnerability (5%), and confidence or rebellion (5%). The findings demonstrate that slang functions not only as informal language but also as a sociolinguistic and pragmatic strategy for intensifying emotional meaning, expressing identity, and representing youth culture in contemporary song lyrics.
Copyright (c) 2026 Sinta Elsalina Sinulingga, Arsen Nahum Pasaribu , Rotua Elfrida Pangaribuan https://creativecommons.org/licenses/by-nc-sa/4.0
English Digital Media Exposure and Receptive L2 Vocabulary Knowledge among Indonesian Adolescents
The increasing availability of English language digital media has transformed language learning experiences among adolescents in non English speaking contexts. This study investigates the relationship between engagement with English digital media and receptive L2 vocabulary knowledge among Indonesian adolescents. Using a correlational descriptive design, the study involved 10 Grade 11 students. Data were collected through a digital media exposure questionnaire and a receptive vocabulary test. The findings indicate that students who reported higher levels of engagement with English digital media tended to obtain higher vocabulary scores. Drawing on Krashen’s Input Hypothesis and multimedia learning theory, the study suggests that digital media may provide meaningful input that supports incidental vocabulary development. However, given the very small sample size and the descriptive nature of the analysis, the results should be interpreted as preliminary and not generalizable. The study highlights the potential value of integrating digital media into English language learning as a supplementary resource alongside classroom instruction.
Copyright (c) 2026 Naza Fanisa, Dian Marisha Putri https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing University Students’ Academic Reading Comprehension through ChatGPT-Assisted Instruction in Indonesian Higher Education
Academic reading comprehension is an essential competency in higher education because students are required to critically understand and evaluate academic texts. However, many university students still experience difficulties in comprehending academic materials due to limited reading strategies and low engagement. This study aimed to investigate the implementation of ChatGPT-assisted instruction and examine its contribution to enhancing students’ academic reading comprehension in higher education. This study employed a mixed-methods approach with a quasi-experimental design involving 60 undergraduate students divided into an experimental group and a control group. The intervention was conducted for eight weeks. The data were collected through reading comprehension tests, classroom observations, and semi-structured interviews and analyzed using quantitative statistical analysis and thematic analysis. The findings revealed that students who participated in AI-assisted instruction achieved significantly higher improvement in reading comprehension compared to those who received conventional instruction. The statistical analysis showed significant improvement in the experimental group (p = 0.001). The qualitative findings also indicated that AI-assisted instruction increased students’ engagement, motivation, and interaction during reading activities. The study concludes that AI-assisted instruction can serve as an effective pedagogical approach to support academic literacy development in higher education.
Copyright (c) 2026 Iqbal Tawakkal, Sumadi, Djoko Apriono https://creativecommons.org/licenses/by-nc-sa/4.0
Sosiologi Analysis of Literature in The Novel “Jevgar the of Sheana” By Dita Cahya Ningrum Using the Study of the Sociological Theory of Literature by Alan Swingewood
The purpose of this study is to examine the sociologi aspects of literature in the Novel The Jevgar The Story Of Sheana By Dita Cahya Ningrum Type your abstract here The focus of the study is the representation pf social reality, the dynamics of characrer relationships, and the social values and criticism embedded in the text. The research questions include how literary works reflect social conditions, how sosial structures affect character behavior, and what velues are conveyed through the storyline. Content analysis and contextual interpretation ware used to analyse the data by connecting the literary work’s internal components with exterior social relity. The findings demonstrate that the book accurately depicts a range of social stratification, social inequality, cultural constraints, and personal challenges in resolving conflicts. In a complicated social setting, the mail character goes through a process of adaption thet reflects the mutual relationship between people and society. Social dynamics sush as dominance, subordination. solidarity, conflict, and forms of resistance to unfair rules are shown through character interactions. Additionally, the study highlights social values like perseverance, hard work, empathy, responsibility and the significance of social interaction in forming a person’s identity and personality. Strong social criticism of injustice and unfairness in society is also presented in the book. As a result this work serves as a medium for social reflection and meaningful learning thet is pertinent to readers everyday lives in addition to being entertaining
Copyright (c) 2026 Novi Talentina Lumban gaol, Vina Merina Br Sianipar, Putri Angelina Sirait, Pebri Peronoka Sinaga, Laudya Chintia Baina Siregar, Yensika Putri Sinurat https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Media, Language Shift, and Identity Reconstruction: A Sociolinguistic Study among Coastal Youth in the Sunda Strait Area
While the decline of regional languages due to globalization is well-documented, a significant research gap remains regarding how digital media environments specifically reshape the linguistic ecology and identity negotiation of localized demographic groups. This study examines the influence of digital media on language shift among coastal youth in the Sunda Strait area and its implications for local identity reconstruction. Employing a descriptive qualitative method with a sociolinguistic approach, data were collected through semi-structured interviews, observations, and digital documentation. The study involved six participants, consisting of 3 coastal youth aged 16 and 18 years, along with 2 parents, 1 teacher, The data were analyzed using data condensation, data display, and conclusion drawing. The specific findings reveal a strict domain-based language shift: the active use of the local language is heavily restricted to familial and traditional interactions, whereas Indonesian, digital slang, and English almost entirely dominate peer interactions and digital communicative spaces. Furthermore, the study reveals that local identity among coastal youth is not disappearing but is undergoing a hybrid reconstruction. Youth actively promote local cultural symbols online, yet they articulate these expressions using dominant national and digital languages rather than their local language. This study contributes to the sociolinguistic literature by providing an empirical model of digital language ecology, demonstrating that digital media accelerates language shift by separating cultural visibility from linguistic vitality, thus offering a new perspective on how youth negotiate local belonging within digital networks.
Copyright (c) 2026 Hayati Nupus, Ubaidillah, Elda Mnemonica Rosadi https://creativecommons.org/licenses/by-nc-sa/4.0
Infographic-assisted four-square writing strategy in narrative text writing instruction for senior high school students
This study aims to examine the effectiveness of the infographic-assisted four-square writing strategy in teaching narrative text writing. Research method was a quasi-experimental design using a non-equivalent control group design. From 160 students of X-class at SMA Dirgantara, 64 students were selected as research sample using a purposive sampling technique. Data were collected through writing ability test and observation, then analyzed using normality, homogeneity, N-Gain, and t-tests. From data analysis results, the experimental group demonstrated a significantly greater improvement than the control group, as indicated by an independent-samples t-test on the gain scores (p < 0.05) with a large effect size (0.790). Furthermore, the experimental group achieved a higher normalized gain (N-Gain = 59,96), compared with the control group (N-Gain = 38,01). These results show an improvement in writing ability in both the control and experimental classes, but the latter experienced a greater improvement. Hypothesis test shows a significant difference between the two groups. The integration of infographic media with the four-square writing strategy, which offers a structured and visually supported approach to enhance students’ narrative writing skills, shows the novelty of this study. The findings contribute to the development of more innovative and visual media-based writing instruction strategies in language classrooms. Consequently, as the practical implication, teachers can integrate this strategy to enhance the quality of the process and students’ learning outcomes in writing narrative texts.
Copyright (c) 2026 Sitti Aisyah, Waliyudin Waliyudin, Nashruddin Nashruddin https://creativecommons.org/licenses/by-nc-sa/4.0