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All Journal English Language Teaching Educational Journal JOLLT Journal of Languages and Language Teaching
Prayudha, Prayudha
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Arts Education Languange, Linguistic, Communication & Media

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UYGHUR AND CHINA IN THE AMERICAN MEDIA DISCOURSE: A CRITICAL DISCOURSE ANALYSIS OF CNN NEWS ARTICLES Prayudha, Prayudha; Fawwaz, Ma?ruf
English Language Teaching Educational Journal Vol 2, No 3 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i3.1292

Abstract

This paper analyzes the textual aspects in Critical Discourse Analysis (CDA) Norman Fairclough model of CNN news discourse about Uyghur issue. When this research is conducted, there are only at least five articles specifically discussing Uyghur issue that are 29th December 2011, 29th February 2012, 29th February 2012, 30th October 2013, and 5th September 2014 publications. The research focuses on analyzing the text representation and the relation between participants in the discourse. Objectives of the paper are: 1) to analyze the text representation of news in the news channel of CNN related to the Uyghur case, and 2) to analyze the relation between participants in the news channel of CNN related to the Uyghur case. The subject of this paper is Uyghur issue as reflected in the news articles of CNN International. The paper applies qualitative descriptive method. As a consequence: CNN often put formality features and a vague vocabulary to block and obscure the negative value from the readers to China. The relation here is presented by CNN to China rather than CNN to Uyghur. It is reflected by the power of the status of China.
Students’ Perceptions of an AI-Based English e-Module for Digital Content Creation: An Explanatory Sequential Mixed-Methods Study Alfaridhi, Dio Fahmi; Prayudha, Prayudha; Ali, Raden Muhammad; Masduki, Anang
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17752

Abstract

The integration of AI in EFL is increasingly vital to meet the demands of digital content creation, where English serves as a global medium for audience engagement. This study aims to investigate how students view the usefulness of an AI-based English e-module in improving their abilities and involvement in the production of digital content. An explanatory sequential mixed-method was used in this study. The data were gathered from 44 students of communication science study program at Universitas Ahmad Dahlan. Quantitative data were collected via a structured questionnaire grounded in the Technology Acceptance Model (TAM) and qualitative data were gathered through structured interviews with six purposively chosen participants. The quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analyses. Results revealed strong positive perceptions: the AI feature usefulness item recorded M = 3.98, the comparative effectiveness over conventional methods item yielded M = 3.89, and overall satisfaction achieved M = 3.91. Thematic analysis confirmed the value of real-time chatbot feedback and automated corrections in enhancing scriptwriting and confidence, though device incompatibilities and navigation issues emerged as barriers. These results suggest that in order to acquire real digital communication abilities, educators should incorporate AI-driven e-modules into task-based EFL curricula. Additionally, system design should give priority to multilingual support and cross-device optimization in order to guarantee equitable access.
Co-Authors Alfaridhi, Dio Fahmi Ali, Raden Muhammad Anang Masduki Fawwaz, Ma?ruf