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All Journal Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan Prosodi: Jurnal Ilmu Bahasa dan Sastra CaLLs : Journal of Culture, Arts, Literature, and Linguistics Script Journal: Journal of Linguistic and English Teaching Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Berumpun: international journal of social, politics and humanities Journal on Education Voices of English Language Education Society International Journal of Cultural and Art Studies (IJCAS) Journal of English Teaching and Applied Linguistics (JETAL) Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) Education and Linguistics Knowledge Journal (Edulink) Cendikia : Media Jurnal Ilmiah Pendidikan English Language Education Reviews New Language Dimensions Indonesian Journal of EFL and Linguistics Journal of Educational Management Research
Rusmawaty, Desy
Universitas Mulawarman Samarinda
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Mic As Weapon: Analysis Of Breaking Silence Through Feast’s Lyrics In The Context Of Educational Management Nur Amalia Putri; Desy Rusmawaty; Bibit Suhatmady
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i4.1120

Abstract

This study examines how the Indonesian rock band .Feast uses song lyrics as a form of critical discourse to challenge social, political, and ideological structures in contemporary Indonesia. Analyzing three of their most charged songs—“Peradaban,” “Kami Belum Tentu,” and “Padi Milik Rakyat”—the research employs Critical Discourse Analysis (CDA) with Norman Fairclough’s three-dimensional model and Teun A. van Dijk’s socio-cognitive framework. The findings reveal that .Feast’s lyrics reflect societal frustrations over inequality, corruption, violence, and disillusionment, using elements like metaphor and irony to critique and resist hegemonic political narratives. The songs serve as both representations of social realities and performative interventions in public discourse. The study underscores the microphone as a metaphorical weapon against silence and marginalization, affirming the political value of popular music. It highlights the importance of analyzing music as a legitimate space for civic engagement and discourse. This research has implications for educational management by encouraging critical thinking and civic engagement in students through popular culture. Integrating music into curricula can foster discussions on power dynamics, social justice, and creative expression, empowering students to challenge societal norms and develop as informed, socially conscious individuals.
English Education Students’ Engagement with ChatGPT in Independent Grammar Learning Mauliddin, Muhammad Yudha; Aridah, Aridah; Suharno, Widia Anggraeny; Rusmawaty, Desy
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 2 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i2.8950

Abstract

This study explores English education students’ engagement in using ChatGPT as a personal tutor in independent grammar learning. Using a qualitative approach with a narrative inquiry desing, this research involved 4 four undergraduate students from English education study program who had used ChatGPT to learn grammar independently at least one year. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings show that students engaged with ChatGPT behaviorally, cognitively, emotionally, and agentically. Behaviorally, students used ChatGPT for grammar exercises, corrections, explanations, and evaluations. Cognitively, students used ChatGPT to understand grammar concepts, evaluate responses, and monitor their learning progress. Emotionally, students felt comfortable, enjoy, increased confidence, and reduced anxiety due to ChatGPT’s non-judgemental responses. Agentically, students directed ChatGPT through specific prompting, requesting simpler explanations, adjusting response styles, and veryfying its answers with other sources. However, students also encountered challenges such as prompting difficulties, inaccurate responses, usage limits, and locked premium feature that disrupts their learning flow. Overall, ChatGPT supported independent grammar learning but required critical awareness and external confirmation
Co-Authors Ahada, Ichi ALI MAHFUD Amarullah, A. K. Annisa Annisa Aridah Aridah Aridah Aridah, Aridah Astuti, Tripuji Bibit Suhatmady Bibit Suhatmady Dayu Kalpiko Retno, Rafifa Dyah Sunggingwati dzulqoidah, aulia Fathinah, Fahdah Hafizh, M. Indra F. Hasanah, Eni Uswatun Hermagustiana, Istanti Iwan Setiawan Jany Kalukar, Ventje Kalukar, Ventje Jany Kalukar, Ventje Jany Kristoforus Gustian Limbong , Effendi Limbong, Effendi Maharyadin, Andi Majewska, Marysia Masruroh, Dzunie Maulidana, Diva Mauliddin, Muhammad Yudha Muhammad Sultan, Muhammad Nabilah, Jihan Nindya, Sella Ayu Nur Amalia Putri Prabowo, Sidik Priska Delfiana Putra, Setoaji Rahmatullah, Achmad. N. Sucahyo, Didik Suharno, Widia Anggraeny Sukaena Sunardi Syamdianita Syamdianita, Syamdianita Teodora Ping, Maria Ventje Jany Kalukar Ventje Kalukar Weningtyas Parama Iswari, Weningtyas Parama