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All Journal Al-Ulum LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu International Journal of Clinical Inventions and Medical Sciences (IJCIMS) IJELR: International Journal of Education, Language, and Religion Anglophile Journal New Language Dimensions Journal of Nusantara Education JEELS (Journal of English Education and Linguistics Studies) Al-Iftah: Journal of Islamic studies and society Enrichment: Journal of Multidisciplinary Research and Development Journey: Journal of English Language and Pedagogy
Jamilah, Sitti
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Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Idiom Proficiency of Indonesian EFL Learners: A Quantitative Study of English Department Students in Aceh Muliawati, Ida; Raisabila, Ulfia; Ayouni, Nour; Jamilah, Sitti
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.2413

Abstract

The research is designed to fill a gap by quantitatively measuring the level of English idiom proficiency into Indonesian equivalent. A descriptive quantitative approach was maginified in analyzing the data obtained from 20 native Acehnese English Department students purposively and voluntarily selected. The instrument employed was in form of a multiple-choice of idiom proficiency test and was analyzed statistically. The findings revealed that English Department students had a moderate level of idiom proficiency by 52.14%. The result indicates that significant number of students demonstrates inadequate comprehension, particularly when encountering idioms that are culturally specific or contextually unfamiliar. Despite their academic background in English and having learning experiences through coursework or translation practice which contribute to help them understand the idioms, challenges remain in dealing with complex cultural meanings, suggesting a gap in both cultural exposure and idiomatic knowledge. Therefore, it is suggested for local educators to develop more effective teaching strategies for figurative language, ultimately enhancing the students’ translational and communicative competence.
The Algorithmic Loop in Intensifying Brainrot and Reducing Language Learning Focus Ismail, Nyak Mutia; Lismalinda; Jamilah, Sitti; Tahir, Muhammad
Journal of Nusantara Education Vol. 5 No. 2 (2026): April 2026
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i2.208

Abstract

Brainrot,defined by a tendency toward excessive micro-scrolling, persistent audio reassurance and an increased fondness for overstimulating short-form,has become a major cognitive phenomenon among young adults. However, it is relatively unexplored how algorithmic recommender systems reinforce this state and what roles this plays in academic processes (e.g. English learning). The current study is based on a quantitative explanatory research design and involves 321 daily TikTok or Instagram users. Four latent constructs were investigated: Algorithmic Exposure, Brainrot Intensity, Cognitive Load and Language Learning Focus. The confirmatory factor analysis showed high both construct validity and the model fits well (CFI =. 956, RMSEA =. 052). Algorithmic exposure was a powerful predictor of brainrot intensity (β =. 72, p <. 001), and this inhibition subsequently had a significant impact on cognitive load (β =. 66, p <. 001). Cognitive load had a relatively large negative influence on language learning attention (β = –. 58, p <. 001). There was no significant direct path from algorithmic exposure to learning focus verifying full mediation by brainrot and cognitive load. This suggests the influence of algorithmically curated digital environments on learning is not immediate, but rather it works its effect through cognitive breakdowns that limit learners’ ability to sustain focus in vocabulary building, reading comprehension and grammar processing. The findings of this study suggest that ELT education should include training in algorithmic literacy and attention management to help people cope with the increasing cognitive demands put forward by short-form social media.
Co-Authors Afrianti Afrianti, Afrianti Aliah, Nuraziza Ardiana Ayouni, Nour Faizah, Cut Ismail, Andi Almeira Zocha Ismail, Andi Regina Acacia Kurniawan, MN. Rahmat Lismalinda Marisa Yoestara, Marisa Millah, Roihatul Muhammad Saleh Muhammad Tahir Muliati Muliati, Muliati Muliawati, Ida Nyak Mutia Ismail Raisabila, Ulfia Rohmah, Dewi Wardah Mazidatur Sabrina Sabrina Siswanto, Romi Siti Hadianti, Siti Sitti Aisyah Yusram, Aliyyah Zainal Said