<span style="color: #000000; font-family: latoregular; font-size: 16px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics is a scientific journal issued by the English Study Program FKIP Islamic University of Indragiri Tembilahan Riau. It includes authentic studies, conceptual, and best work articles in English education, literature, and linguistics. Then it is put out twice a year in January and July. (ISSN. 2549-2144, E-ISSN. 2598-5140) (Accredited SINTA 5).
English for Occupational Purposes: A Needs Analysis of Fitness Club Cashier in Bali
In today’s globalized service industry, English has become an essential tool for communicating with international clients. Nevertheless, many fitness staff still experience difficulties in using English effectively within professional workplace interactions. This study aims to analyze the English language needs of cashier staff at Macan Gading Fitness Club, Bali, from an applied linguistics perspective. This study employs a qualitative descriptive method using observation, interviews, and documentation to collect data from three cashier participants. The study focuses on identifying the types of English skills, communicative situations, and workplace expressions required in daily interactions, assessed across four dimensions: pronunciation accuracy, vocabulary range, confidence, and fluency. The findings reveal that speaking and listening are the most essential English skills required by cashier staff across four target communicative situations: greeting and welcoming members, explaining facilities and membership packages, answering member inquiries, and handling complaints. Through the ESP needs analysis framework of Hutchinson and Waters (1987), the study identifies staff necessities in these workplace interactions, highlights significant lacks in vocabulary, grammatical accuracy, confidence, and fluency, and reveals participants’ wants for context-specific English training, particularly in workplace vocabulary, spontaneous interaction, and complaint-handling communication. This study contributes to the field of English for Specific Purposes (ESP) by providing empirical evidence and practical insights into language training for fitness industry staff in tourist-dense regions.
Copyright (c) 2026 Abenader Rendy Mesang, Ni Made Diana Erfiani, Yohanes Octovianus Lesu Awololon https://creativecommons.org/licenses/by/4.0
English-Indonesian Subtitling of Figurative Language in Final Destination: Bloodlines: An Accuracy and Acceptability Analysis
Figurative language is central to horror cinema, yet its transfer in subtitling is complicated by the medium's spatial and temporal constraints, and prior studies have often measured accuracy without separating meaning transfer from target-language naturalness. This study investigates the English-to-Indonesian subtitle translation of figurative language in the horror film Final Destination: Bloodlines (2025). Its objectives are to identify how four dominant figurative types are distributed across the corpus, to determine the translation techniques used to transfer them, and to assess subtitle quality using the Functional Equivalence and Acceptability dimensions of Pedersen's (2017) FAR model. Although the FAR model comprises three pillars, the Readability dimension, which concerns technical spotting such as line length and reading speed, is deliberately set aside so that attention remains on the linguistic-semantic transfer of figurative meaning, which the two retained dimensions govern. Employing a qualitative descriptive design supported by quantitative frequency data, the corpus comprises 20 purposively selected segments representing Simile, Metaphor, Personification, and Hyperbole. A second rater validated the data, yielding inter-rater agreement of κ = 0.83 (Cohen's Kappa), within the almost perfect range. The translator relied mainly on Literal Translation (40.0%) and Modulation (40.0%), supplemented by Transposition (15.0%), Amplification (5.0%), and Reduction (5.0%). For quality, 85.0% of expressions achieved Accurate Functional Equivalence, while 15.0% were Less Accurate due to reduced stylistic or supernatural intensity; likewise, 85.0% were Acceptable and 15.0% Less Acceptable due to slight rigidity. The study concludes that while literal translation secures formal correctness, strategic modulation and transposition are crucial for preserving psychological tension and cognitive immersion, and that figurative meaning is most easily weakened at culturally specific images and at the directness of metaphor and personification.
Copyright (c) 2026 Arif Sorayaman Hulu, Daniel Sbastian https://creativecommons.org/licenses/by/4.0
Beyond Native Standards: A Pedagogical Strategy for Listening Comprehension through Authentic Materials and Accent Awareness
In the context of increasing global use of English, students are now frequently exposed to different accents, although many classrooms still prioritize native-speaker norms that can limit learners’ confidence in listening. This study explores how an English Literature classroom can be reoriented by questioning the dominance of the native-speaker standard and how students’ perceptions shift from viewing accents as “errors” to understanding them as part of real-world communication and identity. This study used a qualitative descriptive design involving thirteen undergraduate students selected through purposive sampling. Data were collected from reflective responses after a structured listening comprehension task using authentic materials such as Singlish interviews and Indian English videos. The data were analyzed using thematic analysis to identify recurring patterns in students’ experiences. The findings show that exposure to diverse accents helps students become more flexible listeners. Instead of focusing on native-like pronunciation, they gradually rely more on context and meaning to understand spoken English. This process also helps reduce listening anxiety when dealing with unfamiliar accents. Drawing on Global Englishes and Intercultural Communicative Competence, this study suggests that listening should be understood as meaning-making in context rather than simply recognizing ideal pronunciation. It also highlights the importance of valuing linguistic diversity in English as a global language.
Copyright (c) 2026 Nadila Mudea N, Sorta Hutahean, Junaidi, Edward, Sunengko, Firmansyah https://creativecommons.org/licenses/by/4.0
From YouTube to TikTok: Speech Acts and Implicatures in Cryptocurrency Influencer Discourse and Its Clipper-Mediated Recontextualization
The rapid growth of social media has transformed financial communication, enabling influencers to shape public understanding of cryptocurrency through language that is continuously reproduced and reinterpreted across digital platforms. This study investigates speech acts and conversational implicatures in Timothy Ronald’s cryptocurrency discourse and examines how his YouTube utterances are recontextualized through TikTok clipper accounts and audience responses. Grounded in cyberpragmatics, the study employed a qualitative descriptive design. Thirty utterances were collected from YouTube and TikTok, of which eight representative utterances were purposively selected for in-depth analysis. The utterances were analyzed using Speech Act Theory (Austin, 1962; Searle, 1969), Conversational Implicature Theory (Grice, 1975), and thematic analysis (Braun & Clarke, 2006). The findings reveal that Timothy Ronald’s YouTube discourse is characterized primarily by assertive and directive speech acts that construct authority, display investment conviction, and promote long-term financial perspectives. Several implicature patterns emerged from the analysis, including aspirational, authority-building, conviction-display, authority-amplification, FOMO-related, satirical, humorous, and solidarity-building meanings. The findings also demonstrate that TikTok clipper accounts actively reshape the pragmatic force of the original utterances through amplification, reframing, and audience interaction, transforming authoritative discourse into a negotiated communicative space. The study contributes to the development of cyberpragmatics by demonstrating how speech acts and conversational implicatures are reconstructed through cross-platform recontextualization in financial influencer discourse, thereby extending existing understanding of digital pragmatic meaning-making in the Indonesian context.
Cryptocurrency Influencer, Implicature, Pragmatics, Recontextualization, Speech Acts
Yohanes Octovianus Lesu Awololon Awololon
Copyright (c) 2026 Azael Umbu Sogara, Ni Made Diana Erfiani, Yohanes Octovianus Lesu Awololon Awololon https://creativecommons.org/licenses/by/4.0
Translating Batak Toba Cultural Terms in Toba Dreams:Domestication and Foreignization in English Subtitles
As Indonesian films increasingly reach international audiences through global streaming platforms, subtitle translation plays an important role in representing local cultural identity across languages. However, limited studies have examined how subtitle translation strategies shape the representation of indigenous cultural identity in audiovisual media. This study investigates the domestication and foreignization strategies used in translating Batak Toba culturally specific items (CSIs) in the English subtitles of Toba Dreams (2015). Guided by Venuti's (1995) domestication and foreignization framework and Newmark's (1988) cultural taxonomy, this study employed a descriptive qualitative approach using the official Netflix subtitle corpus. The findings identified 26 culturally specific items distributed across five cultural categories. Domestication was the dominant strategy (77%), particularly for Social Culture items, while foreignization (23%) was mainly applied to Material Culture items supported by visual context. Although domestication improved subtitle readability, it also reduced the representation of Batak Toba social hierarchy, especially the Dalihan Na Tolu kinship system. This study contributes to audiovisual translation research by demonstrating how subtitle translation strategies influence the representation of indigenous cultural identity while balancing cultural preservation and audience accessibility.
domestication, foreignization, audiovisual translation, CSIs, Batak Toba, subtitling, Newmark
Copyright (c) 2026 Ucok simamora, Daniel Sbastian https://creativecommons.org/licenses/by/4.0
Eighth-Grade Students’ Interest in Writing Descriptive Texts: A Descriptive Quantitative Study
Writing is a crucial skill in English language learning, yet students often exhibit low interest in this activity. This study aimed to investigate eighth-grade students' interest in writing descriptive texts, focusing on five key indicators: feeling, attention, attraction, active involvement, and persistence. Employing a descriptive quantitative design, this study involved all 28 eighth-grade students at MTs Tarbiyah Islamiyah Sei Simbar selected through total sampling. Data were collected using a 15-item Likert-scale questionnaire and analyzed using percentage analysis. The findings revealed that the students’ overall interest in writing descriptive texts was low, with an average score of 35.28%. Specifically, the percentage for each indicator was 37.85% for feeling, 35.47% for persistence, 34.52% for attraction, 34.52% for active involvement, and 34.04% for attention. These results indicate a general lack of engagement and focus during descriptive writing tasks. Consequently, English teachers are highly encouraged to implement more innovative, interactive, and visually engaging instructional strategies to foster students' motivation and active participation in writing activities.
Copyright (c) 2026 Nuraini, Samsul Amri, Sri Erma Purwanti https://creativecommons.org/licenses/by/4.0
Students’ Perceptions of Using ChatGPT in Learning English Vocabulary: A Narrative Inquiry
ChatGPT is increasingly used as a tool for learning English vocabulary among Indonesian EFL university students. Employing a qualitative narrative approach, the study explores students’ perceptions and experiences in utilizing ChatGPT to support vocabulary learning. Data were collected through participants’ accounts of their learning experiences and analyzed using thematic narrative analysis by Riessman. The findings reveal that ChatGPT promotes faster and more practical vocabulary learning by providing instant definitions, synonyms, and explanations, which enhance students’ understanding and confidence. Furthermore, its accessibility supports self-directed learning and increases learner motivation. However, several challenges were identified, including concerns about information accuracy, excessive dependence on technology, and the potential reduction of critical thinking skills. The study concludes that ChatGPT can serve as an effective vocabulary learning tool when used critically and accompanied by active verification of information, suggesting the need for guided and responsible integration of AI tools in EFL learning contexts.
Copyright (c) 2026 Nafahatul Miskiyah, Alfina Lu’luuzzahro, Hasna Azzahra, Lia Roudlotul Jannah, Lianfin Sadida Atsmara, Amanda Destiana Habibah, Dewi Puspitasari https://creativecommons.org/licenses/by/4.0
How ChatGPT Supports Students in Learning English: A Qualitative View
The incorporation of artificial intelligence (AI) into the educational sector has opened up fresh possibilities for English as a Foreign Language (EFL) learning, with ChatGPT emerging as a popular tool due to its interactive and immediate support. This qualitative study explored how ChatGPT supports students in learning English by examining their interaction patterns, the types of support provided, and their perceptions of its usefulness. Information was gathered by conducting semi-structured interviews with three individuals chosen intentionally undergraduate students who had substantial experience using ChatGPT to support their English learning. The participants were chosen because they could provide rich, comprehensive understandings of the topic being studied. The information gathered from interviews was later examined through thematic analysis.The findings revealed that students interacted with ChatGPT in different ways, ranging from active engagement through prompt refinement and follow-up questions to direct use for obtaining quick answers. ChatGPT provided linguistic, cognitive, affective, and practical support, and participants perceived it as a flexible and helpful learning tool that promoted independent learning. However, concerns regarding information accuracy and the risk of over-reliance were also identified. Overall, ChatGPT shows strong potential to support EFL learning when used critically and responsibly.
Copyright (c) 2026 Arini Nabilla Dzulfahmi, Wardatul Abyadiyah, Naila Fatina Zuhriana, Kayla Ikhsania Fitriani, Aina Salsabila, Dewi Puspitasari https://creativecommons.org/licenses/by/4.0
Hesitation and Repair Strategies in EFL Students’ Academic Presentations: A Case Study
Oral presentations in EFL classrooms require students to communicate ideas fluently while managing the cognitive demands of real-time speech production. However, many learners experience hesitation and frequently repair their utterances, particularly during academic presentations in intercultural communication contexts. This study investigates the use of hesitation and repair strategies in EFL students’ academic presentations in an Intercultural Communication course. Using a qualitative case study design, the study focused on two university students selected purposively due to their frequent use of hesitation during presentations. Data were collected through classroom observations and audio recordings and analyzed using thematic analysis. The findings showed that students commonly used three hesitation types: filled pauses, repetitions, and silent pauses. Regarding repair strategies, self-repair was the most frequently employed, while pair-repair occurred less often. Based on Levelt’s speech production model, filled pauses and silent pauses reflected difficulties in idea generation and speech planning, whereas repetitions indicated problems in lexical retrieval and grammatical formulation. Self-repair demonstrated active speech monitoring, while pair-repair highlighted the supportive role of interaction. The study concludes that hesitation and repair strategies function as important cognitive and communicative mechanisms that help EFL learners manage real-time speech production during academic presentations. These findings provide practical insights for EFL teachers in designing presentation-based learning activities that support students’ speaking fluency, self-monitoring, and strategic communication skills, while also helping students develop greater awareness of hesitation and repair as natural aspects of spoken language production.
Copyright (c) 2026 Muhammad Dzimar, Rahma Aulia Usysyfa, Fika Naila Izzati, Faiz Abdillah, Syafhika Rosilatu Zahra, Vadia Fika Munida, Dewi Puspitasari https://creativecommons.org/licenses/by/4.0
Visual Semiotics of Instagram Advertising Posters: A Grammar of Visual Design Analysis of Indonesian Soda Brands
Despite the growing use of Instagram advertising, comparative visual semiotic studies examining how competing soda brands construct brand identity remain limited. This study analyzes how visual elements in soda drink advertising posters shape meaning and brand image through four aspects of Kress and van Leeuwen's (2006) Grammar of Visual Design: composition, modality, represented participants, and interactive participants. A descriptive qualitative approach was applied to eight official Instagram posters from the four most popular soda brands in Indonesia (Coca-Cola, Fanta, Sprite, and BIG Cola) based on the 2025 Top Brand Award. While all four brands share high visual modality and product-centric composition, they differentiate through distinct coding orientations: Coca-Cola and Sprite employ naturalistic realism to convey authenticity and purity, Fanta adopts a sensory orientation with stylized visuals to express youthful energy, and BIG Cola blends naturalistic detail with sensory boldness. All brands predominantly use the offer image, positioning the audience as observers. Critically, BIG Cola uniquely deploys a demand image through the direct gaze of football stars, creating a parasocial connection absent in the market leaders. This study demonstrates how brands in the same product category construct distinctive multimodal identities on Instagram, and how a challenger brand uses the demand image to disrupt convention. The findings provide practical insights for marketers in designing visual brand identities and contribute to multimodal advertising research in digital communication.
Brand Identity, Digital Advertising, Instagram, Soda Drink, Visual Semiotics
Copyright (c) 2026 Juvelman Harefa, Daniel Sbastian https://creativecommons.org/licenses/by/4.0
Multimodal Representation of Academic Anxiety in Jory John's The Smart Cookie
Modern children's literature no longer serves merely as a tool for early literacy, but functions as a socio-cultural artifact reflecting the emotional and psychological challenges of contemporary children. However, previous research on how children's academic anxiety and identity crises that are deeply depicted through the synergy of text and imagery in popular storybooks remains highly under-explored. This study aims to examine the multimodal construction in the picture book The Smart Cookie by Jory John and Pete Oswald (2021), specifically how the protagonist's “baked identity” serves as a layered semiotic metaphor for perfectionist pressures and academic performance anxiety. Methodologically, this study adopts a qualitative descriptive approach within the Multimodal Discourse Analysis (MDA) paradigm, integrating Michael Halliday's Systemic Functional Linguistics (SFL), Kress and van Leeuwen's visual social semiotics, and intermodal relations. The analysis focuses on the verbal, visual, spatial, and gestural dimensions of 18 selected double-page spreads. The findings demonstrate that the text-image dynamics actively construct a “third story,” a psychological realm arising from the ironic tension and counterpoint between verbiage and illustration. This study concludes that micro-level narrative and visual decisions successfully encode macro-level social anxieties, allowing the storybook to critique academic performativity while simultaneously fostering internal psychological resilience and social-emotional literacy in young readers.
Copyright (c) 2026 Anggun Dhanisa, Nabila Zuki, Sarah Safika Sitorus, Ibnati Faiza Hamdi, Muhammad Yusuf https://creativecommons.org/licenses/by/4.0
Cultural Identity in Children's Books: Multilingualism and Cultural Pride in The Name Jar
Children's literature contributes immensely towards constructing the cultural identities of immigrants and minority language learners, but research focusing on analyzing particular multilingual picture books from a multimodal perspective is scarce. The current research focuses on the analysis of The Name Jar (Choi, 2001) as a multilingual picture book in order to understand the ways’ cultural identity representations are created and negotiated in a Korean-American environment. A qualitative case study methodology was used where multimodal content analysis (Krippendorff, 2019; Kress & van Leeuwen, 2006) and thematic analysis (Braun & Clarke, 2006) techniques were applied to the verbal text, illustrations, paratext, and Korean-script sections of the book. Four themes were derived: cultural identity through naming; text as a mirror and window; visualizing multilingualism; and pedagogical possibilities of the text. The findings of the current research demonstrate that The Name Jar creates a complex counter-narrative of assimilation by promoting hybrid identity while the Korean script is more than just a decoration but also a multimodal semiotic resource. Overall, multilingual picture books like The Name Jar have great potential as pedagogical materials for intercultural education and promoting the heritage language identity.
cultural identity, multilingual children's literature, The Name Jar, Yangsook Choi, bilingual education
Copyright (c) 2026 Muhammad Arifandi Yacub, Firja Adica, Adrian David Rafael Siburian, Rafi Isham Fadhlillah, Muhammad Yusuf https://creativecommons.org/licenses/by/4.0
Exploring EFL Students’ Experiences with NotebookLM in Professional Cover Letter Writing
The integration of artificial intelligence through Google NotebookLM’s Retrieval-Augmented Generation (RAG) architecture offers sophisticated, context-aware guidance for English as a Foreign Language (EFL) learners. Despite burgeoning scholarly interest in generative AI, empirical investigations examining students’ lived experiences with NotebookLM during high-stakes professional writing tasks, such as cover letter composition, remain significantly sparse. Addressing this empirical lacuna, this qualitative descriptive study investigated students’ experiences utilizing NotebookLM for cover letter generation within a vocational curriculum. Employing purposive sampling, eighteen students from two Job Hunting classes were selected, with qualitative data gathered through semi-structured interviews, classroom observations, and textual document analysis. The thematic findings reveal that NotebookLM functions as an effective digital micro-scaffold operating within the students' Zone of Proximal Development (ZPD). Specifically, the platform optimized professional genre awareness regarding cover letter conventions, enriched workplace-specific vocabulary, mitigated writing anxiety, and heightened writing self-efficacy. While source-grounded, document-based interaction was highly evaluated, participants simultaneously underscored the crucial necessity of critical literacy to navigate contextual accuracy. These insights contribute to the expanding discourse surrounding the pedagogical integration of AI-assisted writing tools in vocational EFL education by offering granular empirical evidence on how source-constrained architectures streamline professional genre writing without inducing extraneous cognitive load.
Copyright (c) 2026 Aminah Aminah, Yulia Efnawati, Febri Yendoris https://creativecommons.org/licenses/by/4.0
Exploring Speech Delay in a Premature Five-Year-Old Child:An Integrative Psycholinguistic Case Analysis
Premature birth is a well-established biological risk factor for neurodevelopmental delay; however, limited research integrates neurological vulnerability with psycholinguistic processing mechanisms at preschool age. This study explores how prematurity contributes to speech delay in a five-year-old child through an integrative psycholinguistic framework. Using a qualitative instrumental case study design, data were collected through semi-structured parental interviews, clinical observation records, and speech-language therapy documentation. Thematic analysis revealed five dimensions of psycholinguistic impairment: lexical limitation, delayed lexical retrieval, phonological encoding weakness, sentence formulation deficit, and environmental reinforcement gap. Findings indicate that disrupted white matter development and cognitive processing inefficiencies manifest as restricted vocabulary, delayed lexical retrieval, reduced sentence complexity, and minimal communicative responsiveness. Importantly, environmental inconsistency in parental language stimulation intensifies these deficits, suggesting a dual-risk interaction between biological and environmental factors. This study proposes a conceptual framework linking prematurity, psycholinguistic processing limitations, and observable speech delay behaviours. The findings extend existing literature by providing a theoretically integrated explanation of language delay at a critical developmental milestone—age five—when school readiness becomes linguistically demanding in the Indonesian educational context. Implications emphasize early detection, structured intervention, and consistent caregiver-mediated language enrichment.
Copyright (c) 2026 Jumerli Ariati, Tengku Nindy Ananda Putri, Vinny Fiona, Dea Anggraini, Refy Aprilia https://creativecommons.org/licenses/by/4.0
Exploring the Use of Claude AI in Reading Comprehension Assessment among Junior High School Students
This study described the use of Claude AI as an assessment tool in analysing Junior High School students’ reading comprehension performance. A descriptive research design was employed involving 38 students of SMP Negeri 3 Bukittinggi. Data were collected through a reading comprehension test consisting of one reading passage and five open-ended questions representing four reading indicators: literal comprehension, vocabulary in context, inferential reading, and critical thinking. Students’ responses were assessed using Claude AI and analysed descriptively. The finding showed that students performed strongest in literal comprehension, moderately in vocabulary and inferential reading, and weakest in critical thinking, with an overall average score of 68%. The results suggest that students possess adequate foundational reading skills but require further support in developing higher-order comprehension abilities. Claude AI demonstrated potential for providing rapid assessment and feedback, immediate feedback, and systematic analysis of student responses. However, its ability to evaluate complex reasoning and contextual factors remains limited the study concludes that Claude AI can serve as a useful formative assessment tool when combined with teacher judgement. These findings contribute to the growing discussion of AI-assisted assessment in English Language Teaching activities.
Claude AI, AI-Assisted Assessment, Reading Comprehension, English Language Teaching, Formative Assessment
Copyright (c) 2026 Febri Yonanda Yovi, Ali Mal Zulfahmi Zulfahmi, Febria Sri Artika, Melyann Melani https://creativecommons.org/licenses/by/4.0
Language and Emotion in eaJ's Among Us Gaming Livestreams: A Psycholinguistic Analysis of Spontaneous Speech
Emotional prosody plays an important role in expressing emotions during spontaneous speech. However, studies on livestream communication have primarily focused on audience engagement and viewer interaction, while emotional prosody produced by streamers remains underexplored. Therefore, this study investigates emotional prosody manifested in eaJ’s spontaneous speech during an Among Us livestream and examines how interactions with other players create variations in emotional expression. This study employed a descriptive qualitative approach within a psycholinguistic framework. The data were obtained from an Among Us livestream uploaded on the eaJ Stream Archive YouTube channel. Fourteen excerpts containing emotional reactions were selected and analyzed using Juslin and Laukka’s (2003) emotional prosody framework. Fourteen excerpts were selected from all rounds of the livestream based on the salience of emotional expression and the absence of recurring prosodic patterns, as eaJ was frequently eliminated early in each round through being killed or voted out, resulting in limited interaction per round despite the overall duration of over four hours.The findings revealed five types of emotional prosody: anger, happiness, surprise, sadness, and fear. Anger emerged as the most dominant emotional category, while emotional variations appeared to be associated with interactional contexts such as accusations, voting discussions, humorous exchanges, and unexpected gameplay events. The findings also indicate that emotional meaning was conveyed through prosodic features, including pitch, loudness, stress, speech rate, and intonation, supported by visual cues such as facial expressions and body movements. This study concludes that emotional prosody functions as a dynamic communicative resource for expressing emotions during real-time interaction and contributes to psycholinguistic research on language and emotion in digital communication. Future research may examine emotional prosody across different gaming genres, livestream platforms, and interactional settings to provide a broader understanding of emotional expression in digital communication.
Copyright (c) 2026 Ragil Putri Prasetyo, Rohmani Nur Indah https://creativecommons.org/licenses/by/4.0
Students’ Perception and Usage of ChatGPT in Language Translation Activities: Evidence from EFL Learners
The integration of Artificial Intelligence (AI) into language learning has transformed the way students engage in translation activities. One of the most widely used AI tools is ChatGPT, which offers various features that support language learning and translation. This study aimed to investigate students' usage of ChatGPT in language translation activities and explore their perceptions of its benefits and limitations. The study employed a quantitative descriptive research design and involved 41 students of SMP Al-Ishlah Bukittinggi, with 20 students participating in the instrument try-out for reliability testing and the remaining 21 students serving as the actual participants. Data were collected through a questionnaire distributed via Google Forms and analyzed using descriptive statistics. Prior to data collection, the questionnaire was reviewed by an English teacher for clarity and relevance, and its reliability was tested using Cronbach's Alpha (α = 0.735), indicating an acceptable level of internal consistency. The findings revealed that students generally held positive perceptions toward ChatGPT, with an overall mean score of 3.48 (Agree), and recognized its usefulness in supporting translation activities. Students reported that ChatGPT helps them understand difficult vocabulary and sentence structures, learn new vocabulary, improve translation performance, and support language learning, although they remained critically aware of its occasional inaccuracy and did not strongly prefer it over other translation tools. In conclusion, ChatGPT has considerable potential as a supplementary tool for language translation and English language learning. However, its effectiveness depends on students' ability to use the technology critically and responsibly. Therefore, ChatGPT should be viewed as a complementary educational resource rather than a replacement for traditional learning methods that are still usable.
ChatGPT, Artificial Intelligence, Language Translation, Students’ Perception, Language Learning
Copyright (c) 2026 Febri Yonanda Yovi, Veni Roza, Widya Syafitri https://creativecommons.org/licenses/by/4.0
Challenges of Integrating Translation into Communicative Language Teaching: Lived Experiences of English Teachers in an Indonesian Islamic Primary School
The integration of Translation into Communicative Language Teaching (CLT) has regained attention in multilingual and religiously oriented educational contexts. In Indonesian Islamic primary schools (Madrasah Ibtidaiyah), English teachers regularly move between English, Indonesian, Arabic, and local languages, creating tension between communicative ideals and classroom realities. Yet little is known about how teachers themselves experience this tension. This study explores the lived experiences of English teachers at Madrasah Ibtidaiyah Raudhatul As-Salimy, Koto Tangah, Tilatang Kamang, Agam Regency, in integrating translation into CLT. Using a Qualitative Phenomenological Design, data were generated through Semi-Structured Interviews, Classroom Observations, And Document Analysis involving five purposively selected teachers. The findings reveal four interconnected challenges: Ideological Tension Between CLT Principles And Translational Necessity, limited competence in using translation strategically as pedagogical scaffolding, institutional pressure from an Islamic curriculum that prioritises Arabic and religious subjects; and minimal student exposure to English beyond the classroom. The study shows that translation is not experienced merely as a teaching shortcut, but as a context-driven response to Communicative Breakdown, Curricular Pressure, And Learner Need. It concludes that translation can function as a legitimate scaffold within CLT when used reflectively. These findings have implications for teacher education and curriculum design in Islamic primary education.
Copyright (c) 2026 Rahmat Syukran, Veni Roza, Widya Syafitri https://creativecommons.org/licenses/by/4.0
The Language of Madness: Analyzing the Repetition and Obsession in The Short Story “The Tell-Tale Heart” through Discourse Analysis
This study examines the discursive construction of madness in Edgar Allan Poe’s The Tell-Tale Heart through repetitive linguistic patterns that reflect psychological instability. By using a descriptive qualitative method within a Discourse Analysis framework, the data were analyzed through keyword frequency analysis, lexical repetition identification, and metafunctional interpretation of repeated keywords such as "louder," "eye," "heart," and "knew" based on Halliday's Systemic Functional Linguistics and Freud's psychoanalytic theory. The findings reveal that repetition has functions not only as a stylistic device, but also as a linguistic representation of paranoia, obsession, guilt, hallucination, and delusional certainty. From Halliday’s metafunctional perspective, in Textually, repetition contributes through lexical cohesion and thematic continuity, while in Ideationally, it reflects process shifts from objective reality into distorted mental experiences. From a psychoanalytic perspective, repetitive language patterns symbolize neurotic anxiety, Id dominance, Ego collapse, and defense mechanisms such as denial and projection. The conclusion of the study is that repetition in Poe's short stories goes beyond its cohesive function and serves as a discursive marker of psychological disintegration. These findings demonstrate the value of integrating stylistic, discourse-analytic, and psychoanalytic approaches in revealing the relationship between language patterns and psychological characterization in literary texts.
Copyright (c) 2026 Priscilla Abigail Giovanni Santoso, Ni Made Diana Erfiani Dewi, Yohanes Octavianus Lesu Awololon, Putu Chrisma Dewi https://creativecommons.org/licenses/by/4.0
An Analysis of Power Relations and Emotional Imbalance in the Song Manchild by Sabrina Carpenter through Feminist Criticism
This study analyzes power relations and emotional imbalance in the song “Manchild” by Sabrina Carpenter through feminist literary criticism. Emotional inequality in patriarchal relationships remains an important issue, but emotional dependency as a form of patriarchal domination is still rarely discussed in popular music studies. Therefore, this study aims to identify the representation of patriarchal power and unequal emotional labor in the lyrics and examine the female narrator’s resistance to traditional gender expectations. This study employs a qualitative literary criticism approach using the song lyrics as the primary data source. The data were analyzed through textual analysis and thematic interpretation based on feminist literary criticism, focusing on Simone de Beauvoir’s concept of “the Other” and Kate Millett’s theory of patriarchy to interpret representations of power relations and emotional imbalance within the lyrics. The findings reveal that the male figure depends emotionally on the female narrator while avoiding responsibility, causing unequal emotional labor. Patriarchal domination also operates subtly through emotional dependency, while the female narrator expresses resistance through sarcasm, irony, and criticism. Therefore, Manchild functions not only as a feminist critique of emotional inequality and patriarchal relationship patterns but also contributes to feminist literary scholarship by demonstrating the value of contemporary popular music as a cultural text for examining gendered power relations, emotional labor, and patriarchal ideology in modern society.
Copyright (c) 2026 Zaskia Naura Rianto, Nadhillah Tsaqif, Mumtaz Naurah, Novalini Annisa Fitri, Nazira Ade Ifana Br Harahap, T. Thyrhaya Zein https://creativecommons.org/licenses/by/4.0
Exploring Attitude Resources in Percy Bysshe Shelley's Love's Philosophy: An Appraisal Theory Perspective
This study aims to analyze the realization of the Attitude system in Percy Bysshe Shelley’s poem Love’s Philosophy using the Appraisal framework in Systemic Functional Linguistics (SFL). This study employs a qualitative content analysis supported by frequency counts using documentation and close reading techniques to analyze the poetic text. Data were analyzed by identifying and classifying lexical-grammatical elements into three main subsystems: Affect, Judgment, and Appreciation. The results indicate that a total of 27 units of analysis were identified, with Affect and Judgment emerging as the most dominant subsystems, each accounting for 37% (10 data), while Appreciation contributes 26% (7 data). These three subsystems work collaboratively to construct the poem’s interpersonal meaning and persuasive power. Affect is characterized by expressions of desire and dissatisfaction reflecting the poet’s longing, while Appreciation highlights the harmony and beauty of nature as a justification for the value of love. Judgment is used to provide a moral evaluation of the rejection of love, which is positioned as a deviation from the laws of nature. These findings reveal that Shelley strategically utilizes natural phenomena as metaphors to reinforce the argument that unity is a universal law, thereby presenting love as something natural, obligatory, and inevitable through a balanced appeal to aesthetic beauty and ethical reasoning.
Copyright (c) 2026 Ghina Aninnasi, Theofani Donita Padang, Nala Annisa Danin, Nurlela https://creativecommons.org/licenses/by/4.0
Optimizing EFL Learners' Intonation for Speaking Fluency through AI-Powered Speech Recognition Tools
Speaking competence remains a critical challenge for EFL learners, particularly in achieving accurate intonation and fluent speech due to limited speaking exposure, insufficient feedback, and conventional classroom practices that prioritize form over communication. Although recent studies have emphasized the potential of artificial intelligence (AI) in language learning, limited research has specifically examined the role of AI-powered speech recognition tools in improving suprasegmental features such as intonation within reflective classroom contexts. Therefore, this study aimed to identify to what extent the integration of AI-powered speech recognition tools optimize EFL learners’ intonation accuracy, and to describe the integration of the tools influence learners to speak fluency. This study employed a Classroom Action Research (CAR) design using mix method data approach involving 20 undergraduate learners which selected by purposive sampling technique at a private university in Pekanbaru. The research was conducted in one cycle consisting of planning, action, observation, and reflection stages. The data were collected through intonation test and speaking fluency performance, observation checklists, reflective journals, and AI-generated performance reports, and analysed by using three data analysis theory. The findings revealed a noticable improvement in learners’ speaking performance, with mean scores increasing from 60.25 in the pre-test to 80.75 in the post-test. In conclusion, the integration of AI-powered tools such as Stimuler can serve as effective complementary resources in speaking instruction, and it is recommended that educators integrate such technologies alongside communicative approaches while future research should explore long-term impacts and broader aspects of communicative competence.
Copyright (c) 2026 Maspufah, Diana Zuriati, Yeni Afriyen, Gunaldi Masbiran https://creativecommons.org/licenses/by/4.0
Investigating Indonesian Pre-Service Teachers’ Beliefs about English Language Learning
This study sought to investigate the language learning beliefs of Indonesian pre-service teachers and determine whether these beliefs varied according to gender and majors of study. Employing a quantitative approach with a survey design, the study involved 69 pre-service teachers from English and non-English majors at an Islamic higher education institution in Jambi Province, Indonesia. The data were collected using an online questionnaire administered during classroom sessions and analyzed using SPSS through descriptive and inferential statistics. The findings revealed that the participants held diverse, multidimensional, and generally positive beliefs about language learning, covering aspects such as language aptitude, learning difficulty, the nature of language learning, motivation, and learning strategies. Statistical analysis further showed that there were statistically significant differences in beliefs between male and female pre-service teachers (p < .05) but no significant differences were found regarding majors of study (p > 0.05). The study provides implications for educational institutions, teacher educators, and learners in supporting positive language learning beliefs within the Indonesian EFL context.
Copyright (c) 2026 Alifya Ramadhani, Daflizar https://creativecommons.org/licenses/by/4.0
Beyond Writing Assistance: Exploring Students’ Critical Dependence and Autonomous Learning in Chatgpt-Supported Writing Classes
Writing is an important skill in English language learning, and the development of Artificial Intelligence (AI), especially ChatGPT, has provided new support for students in writing classes. However, there are still different views regarding its benefits and challenges in learning. Therefore, this study aimed to explore students’ perceptions of the use of ChatGPT in writing classes at STKIP Insan Madani Airmolek, with a particular focus on the tension between AI dependency and learner autonomy — an underexplored dimension in the Indonesian EFL context. This study used a qualitative descriptive design involving 14 students selected through purposive sampling. The data were collected through open-ended questionnaires and semi-structured interviews, then analysed using the Miles and Huberman model. The findings showed that students generally had positive perceptions of ChatGPT because it helped improve grammar, vocabulary, idea development, and writing efficiency. However, several challenges were found, such as irrelevant responses and concerns about dependency on AI, as well as ethical considerations regarding academic integrity and responsible AI use. In conclusion, ChatGPT can be a useful supporting tool in writing classes if it is used wisely under lecturers’ guidance to maintain students’ critical thinking and independent learning.
Copyright (c) 2026 Ranti Destia Widyanti, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
An Analysis of Students’ Speaking Communication Strategies at The Eleventh Grade of The Computer and Network Engineering Programin SMK Teknologi YPL Lirik
This study aimed to analyse the communication strategies used by the eleventh-grade students of the Computer and Network Engineering Program at SMK Teknologi YPL Lirik. The research employed a qualitative descriptive approach supported by quantitative data. Data were collected through a validated questionnaire consisting of 25 items based on Tarone’s (1980) taxonomy, which includes five strategies: avoidance, paraphrase, borrowing, mime, and appeal for assistance. Percentage formulas were used to quantify the frequency of each strategy, while qualitative interpretation was applied to explain patterns and pedagogical implications. The participants were 17 eleventh grade TKJ students selected through total sampling. The findings showed that the overall use of communication strategies reached 73.27%, categorized as Good. Among the strategies, appeal for assistance was the most frequently used (78.35%), followed by mime (75.88%) and paraphrase (74.62%). Meanwhile, avoidance (68.52%) and borrowing (68.00%) were categorized as fair good. These results indicate that students tended to rely on social and non-verbal compensatory strategies rather than independent linguistic strategies. The study concludes that communication strategies play an important role in supporting EFL speaking performance, and teachers are encouraged to integrate strategy training and communicative activities to help students develop greater speaking autonomy.
Copyright (c) 2026 Erina Gusranita, Widi Syaftinentias, Destri Wahyuningsih https://creativecommons.org/licenses/by/4.0
Improving Students’ Reading Comprehension in Report Text Using Herringbone Technique at Ninth Grade Panca Setya 1 Junior High School
This research was motivated by the need to improve reading skills and student performance in reading. Based on preliminary observations, the researcher found the lack of students’ performance and the lack of students' reading comprehension. This research aimed to describe student performance and the improvement of students' reading comprehension skills in report text learning through the implementation of herringbone technique in class IX at Panca Setya 1 Junior High School Sintang. The researcher was used Classroom Action Research which was based on Hopkins design in Keemis, and Mc Taggart, combining both qualitative and quantitative approaches. Qualitative data collection techniques was carried out through observation, interviews, field notes and documentation, while for quantitative data techniques the author used tests to obtain student scores. Qualitative data was analyzed through data reduction, data display, conclusion drawing and verification. While quantitative data were be analyzed using descriptive statistics. The results showed that there was an increase in lack of students’ performance in learning activities and lack of students’ reading comprehension. Student performance in learning activities increased, from 54% in cycle I to 84% in cycle II. In cycle I, the average score of students' reading comprehension was 52, and in cycle II, it was 81.84. It can be concluded that the Herringbone Technique improved students' performance in learning activities and reading comprehension, especially for ninth grade students of Panca Setya 1 Junior High School. The researcher was hoped that the herringbone technique could continue to be used as an effective learning method to improve students' reading skill and participation in class, specifically in English language education.
Copyright (c) 2026 Ferdinanda Itu Meo, Ilinawati, Sijono, Otniel Selvindinata https://creativecommons.org/licenses/by/4.0
Gamification and Communicative Language Teaching in an English Program for Underprivileged Children
This study examines the implementation and its impact of Communicative Language Teaching (CLT) approach and strategies with the EFL students’ perception towards English language learning. This study was conducted in the English language teaching program for children at the Imanuel Palangka Raya Orphanage, Central Kalimantan. The limited number of competent English teachers in the orphanage environment is the main background for the implementation of this educational intervention program. Using a descriptive qualitative method, data were collected through participatory observation, informal interviews, and documentation during five meetings involving 20 participants from the elementary and junior high school levels. The results showed that the integration of CLT and gamification effectively increased participants' engagement, motivation, and courage to communicate in English. Game elements such as activity card challenges, guess the picture quizzes, and singing competitions between groups have been proven to be able to create a fun, interactive, and conducive learning atmosphere for the development of participants' English skills. This study confirms that the game-based interactive learning approach is very relevant to be applied in non-formal education environments, especially for groups of children who have had minimal access to quality and equitable English language teaching.
Copyright (c) 2026 Dominggus Florensius, Bahing, Richard Ferry Nugraha, Don Evan Hernando, Susanty https://creativecommons.org/licenses/by/4.0
Transformation of Mourning and Melancholia into Revenge in the Novel Second Life Ranker: A Psychoanalytic Study Using Sigmund Freud's Theory
The study of trauma and loss in literary works is important to understand the psychological dynamics experienced by the characters. This study will analyse the transformation of Cha Yeon-Woo’s loss in the novel Second Life Ranker, culminating in revenge. This study will use Sigmund Freud’s psychoanalytic framework of Mourning and Melancholia because this theory can explain the relationship among melancholia, loss, and self-aggression. In the novel Second Life Ranker, there is a double loss: a mother and her twin sister. This causes grief that develops into a pathological melancholy condition. This is characterised by a libido originating from the outside world and aggression directed at oneself. Thus, causing a failure to complete the mourning process adaptively. The purpose of this study is to address two main focuses: the form of trauma experienced by Cha Yeon-woo according to Freud's Mourning and Melancholia theory, and how the trauma is transformed into revenge and reconstructs her identity through the internalisation of the lost object. Unlike conventional psychoanalytic studies that often focus on classical literature, this research fills a gap in the literature by applying Freud's theory to the popular web novel genre that has a distinctive narrative structure such as time regression. To examine this, research uses a qualitative approach with content analysis techniques through the following steps: narrative identification, data coding based on Freud's melancholia symptoms, and psychoanalytic interpretation of aggression transformation. Through reading and note taking, this study identifies narratives that contain symptoms of mourning and melancholia, as well as the shift from grief to revenge. Meanwhile, secondary data in the form of Freud's psychoanalytic concepts of mourning and melancholia will serve as an interpretative basis. The results of this research analysis show Cha Yeon-woo's failure to complete the work of mourning. As a result, he causes his brother’s shadow to fall into the ego. So that the loss is not only felt, but becomes the lost figure to take revenge. This transformation triggers aggression that was originally directed at himself, becoming revenge. This study confirms that the grief and melancholy he experienced functioned as a source of psychic energy to avenge his twin brother
Copyright (c) 2026 Arief Ahsan Hamami https://creativecommons.org/licenses/by/4.0
A Cognitive Stylistic Analysis of Retroactive Jealousy in Niki’s ‘Did You Like Her in The Morning?
Retroactive jealousy refers to feelings of insecurity and concern about a partner’s previous romantic relationships. This study aims to examine how retroactive jealousy is represented in NIKI’s song Did You Like Her in the Morning? through interpersonal meaning, framing, and metaphor. Using a cognitive stylistic approach, the study combines Systemic Functional Linguistics (SFL), Frame Analysis, and Conceptual Metaphor Theory. The data consist of the song lyrics obtained from Spotify and were analyzed qualitatively through data collection, identification of linguistic features, and interpretation. The findings reveal that the frequent use of interrogative sentences constructs interpersonal meaning by positioning the narrator as uncertain and emotionally vulnerable toward the partner’s past. The lyrics further employ framing strategies that present the former partner as a significant figure in the narrator’s imagination. In addition, metaphors such as weightless and heavy transform abstract emotions into concrete physical experiences, highlighting feelings of jealousy, comparison, and insecurity. These findings demonstrate how linguistic choices contribute to the construction of retroactive jealousy and show how contemporary song lyrics communicate complex emotional experiences.
Copyright (c) 2026 Sarah Safika Sitorus, Ibnati Faiza Hamdi, Rahmadsyah Rangkuti https://creativecommons.org/licenses/by/4.0
Stylistic Realization of Illocutionary Acts in Deadpool & Wolverine: A Pragma-Stylistics Analysis
Language not only communicates information but also carries out social actions. Nevertheless, speech act theory has largely overlooked the role of stylistic decisions in influencing illocutionary purposes. The current research explores the stylistic expression of illocutionary acts in the action-comedy movie Deadpool & Wolverine (2024) focuses on sarcasm, hyperbole, and irony as essential linguistic tools. Utilizing Searle’s (1975) classification of illocutionary acts alongside Leech and Short’s (2007) pragma-stylistics framework, a total of 328 utterances were identified to include illocutionary acts, and 14 utterances were chosen deliberately for comprehensive pragma-stylistic examination. The analysis was conducted in three phases: illocutionary categorization, stylistic recognition, and pragma-stylistics analysis. The findings indicate that all five types of illocutionary acts, representatives, directives, commissives, expressives, and declaratives are expressed through stylistic devices that enhance, weaken, or reshape their communicative roles. Wolverine's dialogue is stylistically understated and straightforward in its propositions, while Deadpool's speech is stylistically intricate characterized by sarcasm, exaggeration, and irony. These findings indicate that stylistic form cannot be separated from illocutionary function. The study enhances pragma-stylistics by showing that action-comedy movies provide a vibrant setting for investigating how film dialogue generates meaning through the interaction of speech acts and stylistic structure.
Copyright (c) 2026 Amelia Az-zahra Dalimunthe, Tesalonika L.A, Gifa Auzira Alivia, Rahmadsyah Rangkuti https://creativecommons.org/licenses/by/4.0