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The Applied Linguistics Aspects of Using Digital Media: Analysis of Women's Instagram Account Captions Based on Language Style. Farida, Ana Lutfiana; Dzulfikri, Dzulfikri; Mistar, Junaidi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 2 (2023): Volume 10 No 2 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.635

This study discusses the Applied Linguistics Aspects of Using Digital Media: Analysis of Women's Instagram Account Captions Based on Language Style. The researcher used Chaika's theory in 1982 about five styles of language in the form of formality; formal style, informal style, colloquial style, casual style and intimate style. Along with the development of the social media phenomenon which provides unlimited aspects for young people, especially women. In this study, it aims to provide an overview of the style of language used by women when making a caption on Instagram. As of Mei 2023, there are several women accounts that have the highest number of followers, one of which was chosen by the researcher to be used as material for analysis to create texts with different language styles. The researcher chose five women accounts, namely Selena Gomez, Kylie Jenner, Ariana Grande, Kim Kardashian, and Taylor Swift. In this case, the researcher only took one post along with the caption from each account. This study uses descriptive qualitative research because it processes words by analyzing and describing issues related to social aspects of phenomena in social media. The result is five posts from Instagram captions were obtained according to the type and characteristics of the language style. Language experts classify language styles into several types, one of which is formal style, informal style, colloquial style, casual style, and intimate style. Keywords--Instagram caption; women’s account, language style

Unveiling deixis expressions in the Oxford junior secondary English webinar by Icy Lee Rifiyani, Andri Jamaul; Dzulfikri, Dzulfikri; Elfiyanto, Sonny
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.16860

The significance of deixis expression within the English language context, particularly within the spoken form, is crucial for the further examination of deixis as a specific area of pragmatics in order to enhance the theory and practice of verbal communication development. Thus, this recent investigation aimed to assess the presence of deixis in the Oxford junior secondary English webinar conducted by Icy Lee from a pragmatics and discourse analysis perspective. The researchers employed a qualitative research approach and adopted a descriptive analysis method. The data were acquired from a webinar video available on the YouTube channel and website of the Oxford junior secondary English webinar. The transcripts were meticulously analyzed and evaluated based on Levinson’s (1983) theory. In summary, the findings uncovered that Icy Lee’s webinar exhibited five classifications of deixis: person, time, social, discourse, and place deixis. Notably, person deixis was the most frequently utilized category, accounting for 223 utterances (48%). Each deictic expression possesses a diverse significance contingent upon the speech context. However, certain implications were still brought to light in this current investigation, and it is anticipated that subsequent researchers will explore the webinar in alternative contexts.

CHATGPT, SMART WRITING ASSISTANT CHATBOT FOR STUDENTS: AN ANALYSIS OF ITS DRAWBACKS Yazid, S. Rizal; Dzulfikri, Dzulfikri
Abjadia : International Journal of Education Vol 9, No 1 (2024): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v9i1.24459

This research examines the drawbacks associated with ChatGPT, a smart writing assistant chatbot, within the context of student writing. Employing qualitative methods, notably in-depth interviews with 30 participants, the study meticulously analyzes the challenges and constraints entailed in relying on ChatGPT for writing assistance. Centered around five key themes — understanding, dependency, feedback, writing style, and plagiarism — the findings clarify that students struggle with comprehending ChatGPT's output, potentially leading to confusion and misinterpretation. The feedback provided by the AI writing assistant emerges as generic and lacking specificity, constraining its efficacy in guiding students' writing processes. Participants report an obvious shift towards more predictable and impersonal writing styles attributed to their usage of ChatGPT—furthermore, apprehensions surface concerning the unintentional risk of plagiarism when leveraging the tool. The implications underscore educators' need to acknowledge the limitations of AI writing assistants, offering targeted support to help students navigate these challenges while fostering critical thinking, creativity, and independent writing skills. The findings promote ongoing research and improvement in AI writing assistants to improve understanding, elevate feedback quality, and address identified limitations. By mitigating these drawbacks, educators, students, and developers can optimize the utility of AI writing assistants, ensuring they serve as valuable tools for supporting writing development while upholding critical thinking, creativity, and ethical writing practices. This research not only reveals the drawbacks of ChatGPT as a writing assistant but also advocates for continual research and development in the field of AI writing assistance.

NON-ENGLISH MAJOR TEACHERS' EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY Romadhon, M.Galuh Elga; Dzulfikri, Dzulfikri; Ubaidillah, M. Faruq
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.6955

Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encountered multi-level complexities in teaching English such as wording arrangement, sentence construction, spelling, mother tongue fossilization, and misbelief of English as a foreign language. The study also revealed the use of digital tools, songs, and games, as mostly utilized by the teachers. Interestingly, despite the non-English major backgrounds attached to the teachers, their teachings led to sustained and engaging English language learning among young learners. This study implies that pedagogical decisions have been of value to effective pedagogy and classroom activities in teaching English for young learners.

The Dynamics of Mastering Multi-Foreign Languages: A Polyglot's Perspective Nisa, Ihda Khairun; Dzulfikri, Dzulfikri
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 7 No. 2 November (2023): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v7i2.8160

The dynamics and challenges in mastering multiple foreign languages often need to be more detailed, especially from a polyglot's perspective. Therefore, this research aims to analyze the dynamics of mastering multiple foreign languages from the viewpoint of a polyglot who can communicate in six foreign languages. This research is expected to provide insight and inspiration for those who want to become a polyglot. This type of research is qualitative research with a descriptive method. The researcher collects data by interviews. The research subject is a polyglot who is 28 years old, mastering six foreign languages, consisting of Arabic, English, Korean, Chinese, Japanese, and German. The research concluded that the dynamics of mastering multiple foreign languages by a polyglot involve intrinsic motivation factors, consistency and determination, strategic approaches to learning, and strategies to maintain and expand mastery of foreign languages. Polyglot's obstacles in learning foreign languages include cognitive, psychological, and social aspects. However, these polyglots can respond to these challenges with proactive and ongoing strategies to strengthen and deepen their language fluency. This study is expected to provide a deeper understanding of the dynamic process of mastering multiple foreign languages from the perspective of a polyglot.

Unveiling deixis expressions in the Oxford junior secondary English webinar by Icy Lee Rifiyani, Andri Jamaul; Dzulfikri, Dzulfikri; Elfiyanto, Sonny
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.16860

The significance of deixis expression within the English language context, particularly within the spoken form, is crucial for the further examination of deixis as a specific area of pragmatics in order to enhance the theory and practice of verbal communication development. Thus, this recent investigation aimed to assess the presence of deixis in the Oxford junior secondary English webinar conducted by Icy Lee from a pragmatics and discourse analysis perspective. The researchers employed a qualitative research approach and adopted a descriptive analysis method. The data were acquired from a webinar video available on the YouTube channel and website of the Oxford junior secondary English webinar. The transcripts were meticulously analyzed and evaluated based on Levinson’s (1983) theory. In summary, the findings uncovered that Icy Lee’s webinar exhibited five classifications of deixis: person, time, social, discourse, and place deixis. Notably, person deixis was the most frequently utilized category, accounting for 223 utterances (48%). Each deictic expression possesses a diverse significance contingent upon the speech context. However, certain implications were still brought to light in this current investigation, and it is anticipated that subsequent researchers will explore the webinar in alternative contexts.

The Use of Padlet in Writing Learning Reflection: Students’ Perspectives Kurniati, Fadhika; Dzulfikri, Dzulfikri; Bandono, Adi
Rekayasa Vol 18, No 2: Agustus, 2025
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/rekayasa.v18i2.30977

Digital learning media is indeed developing and plays an important role in creating a pleasant learning environment that can accommodate students' learning needs. Padlet provides space for students to learn digitally, especially through the activity of writing learning reflections. This research is aimed at finding out students' perspectives on the use of Padlet media to write reflection activities. This study was attended by 50 students in the seventh grade using a qualitative research method in the form of phenomenology design. Data was obtained from questionnaires distributed via Google Form, observations, and interviews. The data obtained from the Google Form is strengthened by conducting interviews, where the purpose of the interviews is to check the consistency of the Google Form results. The finding revealed that students gave positive responses regarding Padlet media. They perceived that Padlet media was easy to use, helped the students to discuss developing ideas and exchange ideas, eliminated boredom, increased the students’ participation in writing reflections, and increased students’ learning motivation. It is concluded that Padlet can serve as an effective digital tool to support reflective learning. Future studies are suggested to investigate Padlet's effectiveness in comparison with other digital platforms or in different educational contexts.

The Effect of Crossword Puzzles on Learners' Vocabulary Development in EFL Context Wefi, Ahmad; Dzulfikri, Dzulfikri; Elfiyanto, Sonny
EDUTEC : Journal of Education And Technology Vol. 7 No. 1 (2023): September 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v7i1.715

Vocabulary mastery plays an important role in learning English. The teacher's role is very important in helping students achieve their goals because acquiring a sufficient number of words is a fundamental requirement for English proficiency. This drives this study to investigate the effectiveness of the usage of crossword puzzles to enhance vocabulary mastery. This study was conducted at SMP Annur Assalafy Pasuruan. This study was conducted in a design of experiments, a semi-empirical study using quantitative techniques. The sample used in this study included students from class 7 of SMP Annur Assalafy Pasuruan, with a total of 36 students in the two classes. Class 7A is the control class and Class 7B is the experimental class. The instrument used in this survey is a multiple-choice question with up to 20 test items. The records series strategies used in this study have been pre-test, treatment, and post-test. The results of this study show that the use of crossword puzzles effectively improves students' vocabulary. According to the SPSS calculation results, the scores obtained in the experimental classes after treatment are higher than those obtained before treatment. Therefore, from the hypothesis test, the value of Sig is 0.00, which is <0.00. 0.05, so H0 is not accepted and Ha is accepted. This means that media crosswords puzzle influence English vocabulary (Y). As a result, crossword puzzle affect the increase in English vocabulary proficiency among 7th-grade students of SMP Annur Assalafy Pasuruan.

Who programs the teacher? Rethinking bias and inclusion in AI-powered Indonesian classrooms Hasanah, Uswatun; Putra, Rizal Wahid Permana; Dzulfikri, Dzulfikri; Mistar, Junaidi
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23880

Despite the growing use of artificial intelligence (AI) in education, research often emphasizes its efficiency while overlooking its ethical implications, particularly with respect to algorithmic bias and teacher agency. This study aims at examining how junior high school teachers in Lumajang Regency, East Java, Indonesia perceive the bias and inclusivity of AI systems, and their pedagogical agencies when using AI tools in Indonesian EFL classroom settings. A qualitative approach was employed, involving questionnaire responses from 20 teachers and semi-structured interviews with 12 selected participants. The data revealed that while teachers appreciate AI for streamlining lesson planning and content generation, they are also aware of the limitations in its cultural and linguistic representation in AI-generated content. Many participants actively modify AI-generated materials to reflect their students’ local contexts better. However, only a small proportion reported receiving AI training in educational settings, highlighting a significant gap in institutional support. This study is limited by its localized sample and the reliance on self-reported data, which may affect generalizability. Nonetheless, the findings underscore the need for targeted professional development that includes not only technical training but also ethical and cultural competencies. Practically, this research informs policy on teacher preparation for AI integration. Socially, it contributes to more equitable digital education practices by centering the teacher’s role in mediating AI use. Future studies should expand geographically and include student perspectives to develop a more comprehensive understanding of AI’s impact on education.

Extensive Reading Online while Writing Academic Articles: An Embedded Mixed Method Study Rahmawati, Henny; Dzulfikri, Dzulfikri
Indonesian Research Journal in Education |IRJE| Vol. 6 No. 1 (2022): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.277 KB)

Writing an academic article is a must for scholars to fulfil their academic demands. Departed from the input hypothesis proposed by Krashen (2011) saying that input knowledge very matters in language learning and so as in writing an academic article, reading has undoubtedly been agreed to gain language inputs. The pandemic Covid-19 outbreak, recently, forces a face-to-face meeting to the fully virtual mode of learning. Hence, the lecturers are getting another challenge to find another way to cope with online learning. To fill this gap, this study, then, aimed to investigate whether the er-central, an online extensive reading platform by which the students can acquire the input knowledge, can positively contribute to writing scholarly articles in terms of the studentsâ€™ attitudes towards reading per se. The participants were sophomores of a private university in Indonesia consisting of twenty-seven students taking a required writing course in eight meetings conducted fully virtually, at the end of which a scholarly article must be an outcome for each student. The method used in this study was a mixed-method, the participants were divided into two groups, experimental and control groupâ€”seventeen and ten respectively. The data gathered were then both qualitatively and quantitatively analysed to gain the most appropriate information. The result showed that the use of er-central did not significantly affect, though itâ€™s very helpful in improving the studentsâ€™ attitudes towards reading when writing academic articles. Reflecting on this study, to attain better results the lecturers and future researchers as well should focus more on how the students enjoy reading and on how to promote purposeful reading that is reading for writing an academic article. Â

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