English Review: Journal of English Education
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DIGITAL FOOTPRINTS: UNPACKING CULTURAL IDENTITY THROUGH ENGLISH-LANGUAGE PRACTICES ON SOCIAL MEDIA
No full textIn an increasingly widespread digital age, the practice of speaking English on social media has become one of the most striking cultural imprints. This phenomenon is not just a form of communication, but also a powerful representation of cultural identity in today's global society. This research aims to dig deeper into the cultural footprints manifested in English-speaking practices on social media, focusing on the representation of cultural identity. This study uses a qualitative approach by analyzing case examples from social media such as Instagram, Twitter, and online discussion forums. The results in this study state that the practice of speaking English on social media reflects the complexity and diversity of cultural identities in today's global society. The use of English is not only as a means of communication, but also as a medium to convey individual and collective cultural identity. Factors such as an individual's cultural context, social media platforms, demographic factors, globalization, and power dynamics play an important role in shaping the way English is used and interpreted as a representation of cultural identity. Therefore, a deeper understanding of the dynamics of language and culture in this digital age is important to promote appreciation of cultural diversity, as well as to build bridges of understanding and dialogue between different cultural group
ASSESSING CULTURAL CONTENT IN ENGLISH TEXTBOOK FOR HIGH SCHOOL GRADE 12 STUDENTS: A CASE STUDY
Get PDFThis research analyzes the cultural content presentation in the textbook "Bahasa Inggris" for the twelfth-grade high school by the Ministry of Education and Culture of the Republic of Indonesia, where this book is part of the 2013 curriculum. The analysis of cultural content in this research uses the three-source analysis theory of cultural information by Cortazzi and Jin, which will then be combined with Byram's, theory by providing codes in eight categories. Cortazzi and Jin's theory describes categorization in the presentation of cultural content in English textbooks. Meanwhile, Byram's checklist is used to classify cultural content, which has been categorized into these eight categories. This checklist reveals cultural information and how the content meets language and culture learning and teaching needs. The findings show that this EFL textbook presents source culture and target culture content, but international culture is not present. Material about source culture is presented most in this textbook
LINGUISTIC SHIFT AMONG GEN Z IN COMPUTER-MEDIATED COMMUNICATION
No full textIn the quickly changing context of the Information and Communication Technology (ICT) revolution, it is essential to comprehend how Generation Z (Gen Z) modifies their language usage. As digital natives who have grown up with technology, Gen Z is at the forefront of shaping and transforming language in the digital age. This study investigates the notable changes in Gen Z's language use in digital discourse, emphasizing Instagram. The goal is to recognize how the linguistic shifts of Gen Z are changing how people communicate in digital environments. This study used a qualitative content analysis method to analyze the data from Instagram comments and posts, highlighting essential features such mixing language, new slang and expression, use of non-standard spelling, emoji language and use of symbols, and contextualization in pop culture and social media trends. The results show that Gen Z used the linguistic shift in their communication in digital discourse such as communication in Instragram. These linguistic patterns show how Gen Z navigates and shapes their digital identities through language and how engaged they are with pop culture and social media trends. This study adds to our understanding of how digital platforms shape language use and social interaction in the modern period. It emphasizes the necessity of more investigation into how these changes may affect sociolinguistic theory, pedagogy, and communication techniques
PROJECT-BASED LEARNING AND NEED ANALYSIS OF ESP IN DEVELOPING LANGUAGE SKILLS FOR BROADCASTING AND FILM STUDENTS
Get PDFOne-way communication, where teachers dominate classroom discourse, can significantly hinder effective teaching and learning. This limited interaction often stems from students' low willingness to communicate, often due to fear of judgment or ridicule for making mistakes. This reluctance to engage can negatively impact their academic performance. Therefore, it becomes the teacher's responsibility to identify and implement appropriate methods to address this issue. Cooperative learning emerges as a promising approach, as it centers on student-focused group activities. By employing this method, student interaction can be enhanced, reducing anxiety and fostering the development of essential social skills. This research aims to study the effectiveness of cooperative learning in promoting willingness to communicate orally. This research employed a quantitative methodology. The gathered data was meticulously tabulated and analyzed using paired t-tests to determine the significance of cooperative learning in improving students' oral communication readiness. Additionally, independent t-tests were conducted to examine any differences between the experimental and control classes. The study involved a sample of students from SMK Plus Darussurur. The results of the paired t-tests revealed a positive influence of cooperative learning on students' willingness to communicate orally. Furthermore, a significant difference in post-test scores was observed between the experimental and control classes. These findings provide compelling evidence that cooperative learning fosters positive interactions, which in turn cultivate increased willingness to communicate orally. By encouraging active student participation and collaboration, cooperative learning creates a supportive environment where students feel empowered to express themselves without fear of judgment, leading to improved academic
UTILIZING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO ALLEVIATE SPEAKING ANXIETY AMONG EFL STUDENTS
Get PDFThis study employs a sequential explanatory mixed-methods case study approach to examine the effectiveness of Mobile-Assisted Language Learning (MALL) applications in reducing speaking anxiety among English as a Foreign Language (EFL) learners. The research targeted 17 twelfth-grade science students, comprising ten males and seven females aged 17 to 19, using a combination of web-based surveys and semi-structured interviews for data collection. The findings underscore significant positive outcomes, highlighting the substantial role of MALL applications in enhancing students’ proficiency in English. Notably, an analysis of responses to survey item number 22 shows that 64.7% of students agree that MALL applications have been instrumental in alleviating their speaking anxiety. This study provides valuable contributions to the field of language education by presenting evidence-based practices that leverage MALL applications to lower speaking anxiety and boost EFL learners’ speaking skills, proposing innovative and effective approaches for language learning
UNVEILING STUDENT PERSPECTIVES: EXPLORING THE IMPACT OF GAMIFICATION IN ENGLISH LANGUAGE TEACHING
Get PDFThis study examines the impact of gamification on English language teaching, focusing on student engagement, motivation, and overall learning experiences. To address a research gap in understanding the specific effects of gamified learning environments in this context, this qualitative research adopts a case study design, employing semi-structured interviews with ten students attending Islamic Senior High Schools. Thematic analysis reveals three main themes: Positive Impact on Engagement and Attitude, Motivation Through Competition, and Effective and Enjoyable Learning Activities. Participants have observed increased class attendance, a boost in their enthusiasm, and positive attitudes toward learning English, attributing these changes to gamification. The findings indicate that gamification not only positively has a beneficial impact on both student engagement and motivation but also enhances the overall learning environment. Implications for educators and policymakers involve the potential integration of gamified strategies to create dynamic, attractive language learning environments. The study provides new insights into the existing body of knowledge on the use of gamification in education, emphasizing the need for future investigation into its long-term effects on language competency and cultural contexts
GENDER REPRESENTATION OF PERCY JACKSON & THE LIGHTNING THIEF IN ENGLISH AND INDONESIAN
Get PDFAbstract: Children’s literature plays an essential role in shaping readers’ characters through the influence of the ideology implied in it. Children will learn and implement these ideologies as the target readers for their future lives. This study aims to find out the gender representation in one of the children’s literatures, Percy Jackson & the Lightning Thief, by Rick Riordan. By applying corpus linguistics, the number of characters and their representations are examined and compared between the English version as the source text and its Indonesian translation. The results show that although male characters dominate the novel in terms of number, a deeper analysis of the collocation of body parts with verbs reveals that there was a shift in gender representation between the two versions of the novel that have different cultural backgrounds. Furthermore, it was found that the author depicted some characters with less fixation on their sex; male characters are less masculine, and female characters are more masculine than the prevailing gender stereotypes in society. In the translated version, the translator rectified the stereotypes by depicting the characters’ gender according to sex. These findings reflect broader cultural ideologies about gender for the millions of readers who enjoy this book. In addition, these findings imply the significance of parents' and educators' awareness and critical thinking regarding the selection of reading materials for children.Keywords: children literature; corpus linguistic; critical discourse analysis; gender representation; translatio
CLASSROOM MANAGEMENT STRATEGIES AND CHALLENGES IN EFL SPEAKING CLASS
Get PDFClassroom management involves all endeavors aimed at establishing an efficient and pleasant teaching and learning environment that can inspire learners to learn effectively based on their abilities. It encompasses a range of intentional activities conducted by lecturers with the goal of establishing and sustaining optimal conditions for the teaching and learning process. This research investigates practical management strategies for English as a Foreign Language (EFL) speaking class. Semi-structured interviews and active classroom observation were employed to collect the data. Three EFL lecturers from the English Department of Universitas Darussalam Gontor who provided English speaking classes participated in this study. The objective was to look into the lecturers' viewpoints and management of speaking classes and to examine the strategies they employed and the challenges they experienced. The findings show that the lecturers had implemented a variety of strategies, including setting discipline, physical environment, encouraging more usage of English, offering engaging topics, speaking correction techniques, and building excitement for content. The results also revealed that the lecturers encountered difficulties to manage their teaching. Challenges such as improper pronunciation, learners' low self-esteem, and shortage of lexical resources were among the lecturers’ obstacles.
FIGURATIVE LANGUAGE AND SPEECH ACTS IN "THE ADVENTURES OF SHERLOCK HOLMES": A STUDY ON DESCRIPTIVE TEXTS
Get PDFAbstract This study explores the intricacies of figurative language and speech acts within five selected short stories from "The Adventures of Sherlock Holmes." Through a qualitative analysis grounded in the theories of Austin and Searle for speech acts, and further supported by the descriptive insights of figurative language as discussed by Adiwangsa & Sakinah (2023) and Ampa & Quraisy (2018), this research aims to identify the dominant types of speech acts and the underlying meanings conveyed through figurative expressions. The methodology encompasses content analysis, with the researcher herself acting as the primary instrument, supplemented by digital tools for text examination. The findings reveal the prevalence of directive, expressive, and representative speech acts manifested in similes, metaphors, and metonyms, underscoring the significance of these linguistic features in enhancing the interpretative richness of literary texts. This study contributes to the broader discourse on linguistic analysis in literature, offering insights into the dynamic interplay between language form and function, and its educational implications in English Language and Arts curricula.
STUDENTS’ PERCEPTIONS OF USING INSTAGRAM REELS AS MOBILE-ASSISTED LANGUAGE LEARNING TO IMPROVE SPEAKING SKILLS
Get PDFInstagram is one of the mobile apps to assist language learning. The most widely used social networking platform globally right now is Instagram. This study aimed to investigate the perspective of university students on using Instagram reels as mobile-assisted language learning to improve speaking skills whether they had a negative or positive perception of it. This study utilized a descriptive qualitative approach and the research instrument used a closed and open-ended questionnaire with 66 respondents from the first until the seventh semester. This study found that the majority of students have a positive perception of using Instagram reels in speaking skills. Students believe that this tool is comfortable and fun to develop a new atmosphere in learning to speak, it also increases their motivation because Instagram reels provide interesting content for improving their speaking skills, they can find many Instagram accounts that post more about English lessons with short duration even though students sometimes get a distract cause of random video but they already know their own goals to practice consistently every day and everywhere. Through this tool, students gain a lot of vocabulary from the video, quotes, caption, or comment section that is very helpful for them to improve their speaking performance especially when they are engaged in communication with other people both inside or outside classroom practice