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All Journal Script Journal: Journal of Linguistic and English Teaching Indonesian Journal of EFL and Linguistics
Febiyani, Febiyani
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Education Languange, Linguistic, Communication & Media Social Sciences

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A Corpus-Based Analysis of Word 'Ghost' in the Collection of Kenyah Stories Syarifah, Laily; Febiyani, Febiyani; Anjani, Novira; Munawarah, Siti; Putri, Jairatunnisyah Jaidun; Asih, Yuni Utami; Kalukar, Ventje Jany
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(1), May 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i1.741

Abstract

To illustrate the concept of ghosts, this research aimed to explain how they were described in Ã`ma Lóngh and Lebu’ Kulit language, the collection of Dayak Kenyah short stories. This research employed a descriptive qualitative method based on figurative language personification theory. Data analysis is conducted using corpus analysis with the AntConc application. This research concluded that there are four categories that employ personification in relation to the term 'ghost' namely the ghosts act like human, the ghosts being described as dying like humans, ghosts can transform into other forms and ghosts being described as animals. The use of personification in these stories allows readers to relate to and believe in the ghost, enhancing the drama and suspense of the story. The ghosts in this research were only described using personification. Further research might investigate ghosts through different theories to see how their appearance can contribute to certain meanings in the stories.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani, Febiyani; Iswari, Weningtyas Parama; Ping, Maria Teodora; Susilo, Susilo; Rachmawaty, Noor; Syamdianita, Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article in Press)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
Co-Authors Anjani, Novira Kalukar, Ventje Jany Maria Teodora Ping, Maria Teodora Munawarah, Siti Noor Rachmawaty Putri, Jairatunnisyah Jaidun Susilo Susilo Syamdianita Syamdianita, Syamdianita Syarifah, Laily Weningtyas Parama Iswari, Weningtyas Parama Yuni Utami Asih, Yuni Utami