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All Journal iRecall Journal
Iskandar Iskandar
SMA Negeri 1 Puruk Cahu, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Language, power, and democracy in presidential discourse:  a critical discourse analysis Amon Bernabas Tenis; Metria Dicky Putra; Iskandar Iskandar
IRecall Journal Vol. 4 No. 1 (2026): iRecall Journal: An Indonesian Journal for Language Learning and Teaching
Publisher : Indonesian Reseacher for Language Learning and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64908/6d6vk137

Abstract

This research presents the analysis of the statement made by the President of Indonesia on August 31, 2025, amid political protests and social turmoil. It seeks to investigate how the discourse reflects democracy using Norman Fairclough’s Critical Discourse Analysis (CDA) framework. The study employs a descriptive qualitative methodology and examines speech across three aspects: text, discourse practice, and socio-cultural practice. At the textual level, the president employs imperative forms, modal verbs, and interfaith salutations to establish authority while conveying a sense of inclusiveness. Within the realm of discourse practice, the assertion serves as a compelling tool that presents elite agreement as being attentive to the desires of citizens, disseminated widely through media to shape public opinion. At the socio-cultural level, it illustrates Indonesia’s democratic contradiction, acknowledging freedom of speech while strengthening governmental authority. The analysis shows that the speech depicts democracy as a combination of freedom and discipline, along with solidarity and order. The research finds that political discourse transmits governmental stances while also maintaining hegemonic legitimacy. It additionally recommends that upcoming studies examine how media framing enhances or challenges presidential communication and analyze comparable addresses across crises to deepen insights into language, authority, and democracy in Indonesia
Content English integrated mathematics learning with reduced split attention: a cognitive load approach Iskandar Iskandar; Metria Dicky Putra; cAmon Bernabas Tenis
IRecall Journal Vol. 4 No. 1 (2026): iRecall Journal: An Indonesian Journal for Language Learning and Teaching
Publisher : Indonesian Reseacher for Language Learning and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64908/36ztw505

Abstract

Integrating English into mathematics learning may increase students’ cognitive load, particularly when instructional materials require learners to divide their attention between multiple sources of information. Based on Cognitive Load Theory, instructional materials designed using Reduced Split Attention are expected to minimize unnecessary cognitive processing. This study aimed to reduce students’ cognitive load through the implementation of Content and English Integrated Mathematics Learning with Reduced Split Attention. This study employed Classroom Action Research conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were eleventh-grade students in a public senior high school. Data were collected using a mental effort rating scale to measure students’ cognitive load during mathematics learning. The data were analyzed descriptively by comparing cognitive load scores in the pre-cycle, Cycle I, and Cycle II. The results showed a consistent decrease in students’ cognitive load across the three stages. The mean cognitive load score in the pre-cycle was 6.10, which decreased to 4.35 in Cycle I and further decreased to 2.95 in Cycle II. The reduction in cognitive load indicates that the implementation of Reduced Split Attention successfully minimized unnecessary cognitive processing. Improvements made in Cycle II, including clearer integration of formulas, explanations, and English terminology, further reduced students’ mental effort during learning. These findings indicate that Content and English Integrated Mathematics Learning with Reduced Split Attention effectively reduces students’ cognitive load. The results suggest that well-integrated instructional materials play an important role in supporting cognitively efficient mathematics learning.
Co-Authors Amon Bernabas Tenis cAmon Bernabas Tenis Metria Dicky Putra Metria Dicky Putra