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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education JEES (Journal of English Educators Society) Journal Of English Language and Education Script Journal: Journal of Linguistic and English Teaching EDUVELOP (Journal of English Education and Development) Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Journal of English Language Teaching and Linguistics ACITYA Journal of Teaching & Education Journal of English Language and Pedagogy IJOLTL (Indonesian Journal of Language Teaching and Linguistics) LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Intensive Journal UTAMAX : Journal of Ultimate Research and Trends in Education Borneo Educational Journal (Borju) Sistema: Jurnal Pendidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Empowerment and Community Service Walada: Journal of Primary Education ELite Journal: International Journal of Education, Language and Literature Academia Open Jurnal Abdimas Mahakam Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
Dedi Rahman Nur
Universitas Widyagama Mahakam Samarinda
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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An Analysis of Idiom in the Subtitles of “The Expendables 4“ Movie Widi Syahtia Pane; Sukaena; Dedi Rahman Nur; Friedha Tiana
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.1159

Abstract

This research examines the use of idiomatic expressions in the movie subtitle of The Expendables 4, applying McCarthy & O’Dell’s (2010) classification. The study aims to identify the types of idioms present in the film and analyze their contextual usage. A qualitative descriptive approach was used, with data collected from the movie subtitle and analyzed based on idiom classification theories. The results indicate that fixed statements appear most frequently (11 instances), followed by clichés, similes, euphemisms, trinomials, proverbs, and binomials in smaller proportions. Action films like The Expendables 4 frequently incorporate idioms to enhance dialogue intensity and strengthen character development. This study contributes to linguistic research by emphasizing the significance of idiomatic expressions in movie dialogues. The findings suggest that idioms are essential for language comprehension, particularly for non-native English learners, from elementary, junior and also senior high school. The study also highlights the potential of using movie subtitles as a teaching tool for idioms in contextual learning. Future research is encouraged to explore idiom variations across different film genres and real- world communication.
Digital Gamification as a Foundation for Critical Reading in EFL Higher Education: Evidence from Cross-Platform Secondary Analysis Dedi Rahman Nur
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2499

Abstract

Critical reading in a second language depends on more than understanding individual words. Readers need enough lexical access, attention, self-monitoring, and feedback to question claims and compare evidence. This study reanalysed three existing technology-mediated vocabulary datasets to examine whether gamified platforms provide those enabling conditions. The source corpus comprised a Blooket questionnaire study (n = 20), a Quizizz open-ended questionnaire study (n = 18), and a Wayground questionnaire/interview study (n = 41). Because the original instruments did not directly test critical reading, the analysis deliberately treats the findings as evidence of critical-reading readiness rather than critical-reading achievement. A cross-platform coding framework examined five dimensions: lexical processing, engagement and persistence, formative feedback, metacognitive self-evaluation, and constraints created by time pressure or competition. Blooket received 94.5% positive responses overall, although its perception mean (3.20/4) exceeded its skill mean (3.11/4). Quizizz responses consistently linked scores with participation, progress monitoring, self-evaluation, and competitive effort. Wayground produced 70.0% positive responses, with its strongest item indicating greater engagement than traditional vocabulary work (M = 3.76/5). Across platforms, gamification appears to create useful conditions for sustained lexical attention and self-monitoring. Yet the same data show a gap between engagement and deeper evaluation. Timers, ranking, and rapid-response formats may reward retrieval before justification. The study proposes a staged design in which gamified vocabulary practice is followed by inference, evidence checking, source comparison, and written justification. The findings support technology as a gateway to critical reading, not as evidence that critical reading has already been acquired
When Engagement Is Mistaken for Critical Reading: A Construct Audit of Technology-Supported EFL Research Dedi Rahman Nur
Borneo Educational Journal (Borju) Vol. 6 No. 2 (2024): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v6i2.2500

Abstract

Technology-supported EFL studies often report engagement, motivation, usefulness, and perceived learning gains. These outcomes matter, but they do not necessarily show that students can evaluate evidence, question sources, detect bias, or defend a judgment. This study audits the constructs measured in five project manuscripts involving Blooket, Quizizz, Canva, Kahoot!, and Wayground. The corpus represents 133 participant-records across manuscripts, which were not pooled because the samples, instruments, and contexts differ. A comparative secondary construct audit classified each manuscript against seven dimensions: technology acceptance, engagement, language processing, feedback and self-monitoring, social-dialogic interaction, multimodal meaning-making, and epistemic critical reading. Engagement was directly represented in all five manuscripts. Acceptance, language processing, and feedback were also common. Social-dialogic interaction appeared directly in only one manuscript, multimodal meaning-making in one, and none directly measured source credibility, evidence quality, bias, counterargument, or justified critical judgment. The pattern suggests a measurement gap rather than a failure of the technologies themselves. Positive learner experience is best treated as an enabling condition, not a proxy for critical reading. The study proposes a Critical Reading Technology Measurement Framework that separates acceptance and engagement from comprehension, monitoring, dialogue, multimodal interpretation, and epistemic evaluation. Future technology-supported EFL research should pair perception measures with performance tasks that make critical-reading operations observable and assessable
Co-Authors Abdul Rohman Abdul Rohman Akhmad Anwar Dani Akhmad Anwar Dani Akhmad Heriyadi Al Hasan, Layya Aisah Aldy Rialdy Atmadja Aldy Rialdy Atmadja Alfarizsy, Farhan Alsendia, Ibtisam Fairusy Annisa Rohmah Arbain arbain arbain Arbain Arbain, Arbain Arif Zainudin Arifin, Nurdin Ariyanti Asep Erlan Maulana Asep Erlan Maulana Astry Fajria, Astry Aswad , Muhammad Auliasari, Yasmin Bali Geroda , Godefridus Busro, B. Dila, Hildatiana Doh Dzul Rachman Dzul Rachman, Dzul Edom, Arnita Eko Pramudya Laksana Eko Pramudya Laksana Erza Praditha Farhan Alfarizsy Friedha Tiana Geroda, Godefridus Bali Godefridus Bali Geroda Hanita Hanita Hiping, Maria Goretti Adella Kornelia Yulianti Ibtisam Fairusy Alsendia Ikhwan Arief Indah Farma Pasaribu Ismail, Nurhijrah Jamilah Jamilah Jawan, Maria Prasedis Kidi Jayanti, Indriani Jessy Gracella Kristina Rustanto Lestari, Febby Anggi Lucky Zamzami Mahadani , Gilang Maharani, Yosieka Maharani Maria Goretti Adella Kornelia Yulianti Hiping Meiramova , Saltanat A. MG. Adella kornelia Yulianti. H MG. Adella kornelia Yulianti. H Mochammad Tanzil Multazam Mohammad Fauziddin Much. Fuad Saifuddin Muh. Firyal Akbar Muh. Firyal Akbar Muhamad Ratodi Muhamad Ratodi Muhammand Fajri Hidayatullah Nina Widyaningsih Nur Hidayati, Ratri Nurhijrah Ismail Nurkhasanah, Nadia Pane, Widi Syahtia Pasaribu, Indah Farma Pratomo Widodo Rachman , Dzul Rani Herning Puspita Rinda Fitriana Rinda Mitriana Rismayanti Rohmah , Annisa Rohmah, Annisa Sakut Anshori Sastradwija Putra Perkasa Shorea Helminasari Siti Aminah Sue, Veronika Anjeli Apriani Sukaena Sukaena Sukaena, Sukaena Sunarti Syahtia Pane, Widi Syamdianita Syamdianita, Syamdianita Utama Alan Deta Viona, Elisabeth Widi Syahtia Pane Yasmin Auliasari Yosieka Maharani Yosieka Maharani Maharani Yosyie Azharia Winimurti Yunita, Anastasia Yusro, Andista Candra Zulkarnain, Elva Nadia