Journal of Applied Linguistics

The Relationship Between Language, Culture and Society in Teaching EFL: Islamic Perspective

2025-11-26T14:04:39+00:00

This study explores the interwoven relationships among language, culture, and society in the context of English as a Foreign Language (EFL) teaching through an Islamic lens. While previous research has broadly explored cultural integration in EFL, there is a notable research gap regarding how Islamic educational paradigms can be systematically applied to preserve local religious identities amidst globalized English instruction; this study offers a novel integrative model to bridge that gap. It emphasizes how language functions not only as a means of communication but also as a bearer of cultural and social identity. Integrating Islamic values into EFL instruction supports students in maintaining their cultural and religious identities while acquiring English proficiency. The study uses a qualitative descriptive method, drawing on literature and Islamic teachings to propose a culturally and religiously aligned approach to EFL pedagogy. It also identifies key sociolinguistic phenomena such as code-switching, politeness strategies, intercultural sensitivity, and cultural motivation

Keywords : Language; Culture, Society; EFL; Islamic Perspective

Exploring Students’ Perceptions of Peer Collaboration in Developing English Speaking Skills at SMP N 18 Medan

2026-05-09T01:34:17+00:00

This study examined eighth-grade students’ perceptions of peer collaboration as a strategy for developing English-language skills at SMP Negeri 18 in Medan, Indonesia. A descriptive qualitative design was employed, involving 29 students. Eight participants were purposively selected for semi-structured interviews, and a perception-based questionnaire was distributed to the entire group. Interview data were analyzed thematically using Braun and Clarke’s six-phase framework. The findings revealed that the usefulness of peer feedback was the highest-rated dimension (84.4%), followed by communicative confidence (81.3%), speaking anxiety reduction (78.1%), and motivation to communicate (75.0%). Critically, these findings indicated that peer collaboration substantially diminished affective barriers, particularly speaking anxiety, which commonly hinder EFL oral development, while concurrently enhancing learners’ communicative repertoire through informal, non-evaluative peer interactions. The study made a distinctive contribution by focusing on junior secondary EFL learners in an Indonesian urban context, a population largely absent from existing peer collaboration research, and by integrating both affective and linguistic dimensions within a single qualitative inquiry. Practically, the findings provide evidence-based guidance for EFL teachers and curriculum designers to embed structured collaborative speaking tasks into junior secondary instruction. These insights advance understanding of how peer-mediated learning can be leveraged to foster oral communicative competence in contexts where teacher-centered approaches have historically dominated.

Keywords : peer collaboration; English speaking skills; EFL learners; speaking anxiety

Analyzing Multimodal Text Use in Teaching Vocabulary: A Qualitative Study at SMPN 40 Medan

2026-03-24T12:28:38+00:00

This study investigates the use of multimodal texts in teaching English vocabulary at SMPN 40 Medan, focusing on how teachers integrate multimodal resources, how students perceive these practices, and which types of multimodal texts are considered most helpful. Grounded in theories of multimodality and multimedia learning, the study addresses a gap in Indonesian junior high school contexts where vocabulary instruction often remains textbook-centered despite curriculum encouragement for digital literacy and student-centered learning. This study contributes to the limited empirical research on multimodal vocabulary instruction in Indonesian junior high school contexts. Using a qualitative descriptive design, the research draws on classroom observation, semi-structured interviews, and analysis of instructional materials to triangulate findings. The analysis shows that multimodal texts, particularly digital slides that combine text and visuals, support vocabulary learning by increasing engagement, clarifying meaning, and strengthening retention. Interactive quizzes enhance motivation and opportunities for review, while short audio and video materials support pronunciation and contextual understanding when guided through pausing and focused tasks. However, implementation is shaped by unstable internet access, limited devices, and the need for occasional translation support. Overall, the study highlights that multimodal vocabulary instruction is most effective when teachers connect visual, audio, and video input with meaningful practice and reinforcement while adapting to technological constraints.

Keywords : Multimodal texts; vocabulary acquisition; EFL instruction

EFL Instruction Methods And Techniques With An Islamic Perspective

2026-04-24T03:37:54+00:00

This study explores the integration of Islamic perspectives into English as a Foreign Language (EFL) instruction and its potential to enhance both linguistic competence and moral development among Muslim learners. Many conventional EFL teaching methods are rooted in Western pedagogical paradigms, which often overlook the cultural and spiritual values of students in Islamic educational contexts. This study aims to examine how Islamic values can be systematically incorporated into EFL instructional methods while maintaining their effectiveness in language acquisition.The study employs a qualitative research design using a systematic literature review. Relevant academic sources were collected from databases such as Google Scholar, ERIC, and ResearchGate. The data were analyzed using thematic analysis to identify recurring patterns related to EFL teaching methods, Islamic pedagogy, and learner motivation.The findings reveal that integrating Islamic values into EFL instruction enhances students’ motivation, engagement, and sense of identity. Islamic pedagogical principles, such as wisdom-based teaching, ethical dialogue, and storytelling, are found to align with modern EFL approaches like Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). Furthermore, the use of Islamic content, including Qur’anic narratives and moral themes, provides meaningful and contextually relevant learning experiences.

Keywords : EFL; Teaching Method; Islamic Perspective