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All Journal English Language and Literature Jurnal Visi Ilmu Pendidikan EDUCAFL : E-Journal of Education of English as a Foreign Language English Review: Journal of English Education Jurnal Pendidikan Islam IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Indonesian EFL Journal Linguistic, English Education and Art (LEEA) Journal BASIS (BAHASA DAN SASTRA INGGRIS) Pendas : Jurnah Ilmiah Pendidikan Dasar LINGUA LITERA : journal of english linguistics and literature Indonesian Journal of English Language Teaching and Applied Linguistics Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam ENGLISH JOURNAL Indonesian Journal of Educational Science (IJES) EDUKATIF : JURNAL ILMU PENDIDIKAN Linguists: Journal of Linguistics and Language Teaching English Language in Focus (ELIF) Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat Scope: Journal of English Language Teaching Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Jurnal Sasindo Unpam English Teaching and Linguistics Journal (ETLiJ) English Journal CALL BRIGHT SALEE: Study of Applied Linguistics and English Education J-Lalite: Journal of English Studies International Journal of English Linguistics, Literature, and Education (IJELLE) Lingua Susastra Journal of English Language and Education Sibatik Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Journal of Education Research Linguistic, English Education and Art (LEEA) Journal JEPAL (Journal of English Pedagogy and Applied Linguistics) Kajian Linguistik dan Sastra JEELS (Journal of English Education and Linguistics Studies) JELL (Journal of English Language Learning ENJEL: English Journal of Education and Literature Saksama: Jurnal Sastra Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Pembelajaran Bahasa dan Sastra Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa International Journal of English Language and Pedagogy Journal of English Education Forum (JEEF) Journal of Educational Studies Jejak digital: Jurnal Ilmiah Multidisiplin LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING SeLEC Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal Penerjemahan Edumaspul: Jurnal Pendidikan
Andang Saehu, Andang
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Face-Threatening Acts and Mitigation Strategies in the Context of Physical Discomfort: A Pragmatic Analysis of the YouTube Talk Show Hot Ones Devika Fatimah Azzakhro; Irman Nurhapitudin; Andang Saehu
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.1-14

Abstract

Face management plays an important role in interview interaction, especially when speakers need to maintain their public image in challenging situations. Previous studies have examined Face-Threatening Acts (FTAs) and politeness strategies in different interview settings. However, little attention has been paid to how FTAs and mitigation strategies develop as speakers experience increasing physical discomfort. The YouTube talk show Hot Ones provides a unique setting in which guests answer interview questions while eating increasingly spicy food. This study examines the types of FTAs and the mitigation strategies used by the host and guests in three Hot Ones episodes featuring Ariana Grande, MrBeast, and Jennie. Using qualitative discourse analysis based on Brown and Levinson's politeness theory, the study analysed 37 FTAs. The findings show that positive-face threats were much more common (33 cases) than negative-face threats (4 cases). Positive politeness was the most frequently used mitigation strategy, followed by off-record, negative politeness, and bald-on-record. Although all bald-on-record strategies occurred during the final stage of the challenge, positive politeness remained the dominant strategy throughout the interviews. The findings also show that physical discomfort forms part of the interactional context in which speakers negotiate face, but it does not determine their pragmatic choices. This study extends research on face management by showing how embodied experience and digitally mediated interaction shape face negotiation in entertainment interviews.
Rethinking Engagement: VAK Learning Style Responses to Flipped Classroom Environments Edelwis Chairunnisa; Andang Saehu; Ahmad Nadhir
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.395

Abstract

This study aims to investigate the impact of the flipped classroom method on students' learning engagement, especially visual, auditory and kinesthetic learning styles, considering their learning styles such as visual, auditory, and kinesthetic (VAK). Specifically, it compares students' engagement levels when learning occurs at home versus in the college classroom. Using a mixed-methods design, data were collected from 30 college students (aged 18-24) through a questionnaire consisting of 14 closed-ended and 1 open-ended question. The findings revealed that visual learners showed consistent positive engagement in both settings, with a preference for visual materials that supported their learning. Auditory learners demonstrated higher engagement during in-class sessions with live discussions, while kinesthetic learners exhibited higher engagement during hands-on activities in the classroom. The findings suggest that the flipped classroom model is particularly effective for visual learners, both at home and in the classroom. This research provides implications for educators to design inclusive flipped classroom experiences by incorporating learning media and activities tailored to diverse learning styles, ensuring effective engagement both at home and in the classroom.
Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur Glenda Mutia Wiranty; Andang Saehu; Hanna Sundari; Mohammed H. Alaqad
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1718

Abstract

 students are expected to acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. Nevertheless, only a few studies are refocusing on vocational school students. Therefore, this study descriptively analyzed the word knowledge level of vocational school students. This study was conducted online with 173 vocational school students in grades 10th and 11th. The result shows that above 70% of 173 participants successfully answered the 4,000 up to 5,000-word level, equivalent to K4 and K5 in vocabulary level. In contrast, the rest participants can answer the 1,000 up to 3,000-word level. The results indicate that the participants passed the requirements for communicative and academic purposed. This study also proposed the relevance of VLT results through post-graduate plans and gender diversity. The relevance becomes teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their goals and needs.EFL students must acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. With such an enormous number of words, teachers must examine students’ word knowledge levels through the Vocabulary Level Test (VLT) before teaching and learning to determine relevant learning materials based on students’ needs and goals. Many related studies focus on senior school students. However, this study draws on vocational school students as they commonly work after graduation, and the ability to communicate with the English language is needed. Therefore, this study descriptively analyzed the result of the Vocabulary Level Test in 173 vocational school students majors. The result shows that more than in all 70% of participants successfully answered the 4,000 up to 5,000word level. Meanwhile, the rest of the participants could answer 1,000 to 3,000 words. The relevance of this study is the teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their needs, as well as the students’ scores in VLT. 
Deconstructing Fairy Tale Binaries: A Comparative Reading of Grimm’s Snow White and Gaiman’s Snow, Glass, Apples Gibran Muhammad Putra; Agry Pramita; Andang Saehu
Lingua Susastra Vol 7, No 1 (2026)
Publisher : Departemen Bahasa dan Sastra Indonesia dan Daerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ls.v7i1.552

Abstract

 Fairy tales function as cultural narratives that transmit moral values, yet their meanings remain open to reinterpretation through adaptation. While the Brothers Grimm's Snow White establishes seemingly fixed distinctions between innocence and evil, Neil Gaiman's Snow, Glass, Apples challenges these assumptions by offering an antithetical narrative perspective. This study employs Jacques Derrida's theory of deconstruction and Julia Kristeva's theory of intertextuality to examine how the binary oppositions of good/evil and love/lust are constructed and destabilized across three shared narrative fragments: Snow White's relationship with the Queen, her encounter with the dwarves, and her relationship with the Prince. Through a qualitative descriptive method and close comparative reading, the findings reveal three key instabilities. First, the Grimm text hierarchically privileges passivity, submission, and domesticity as markers of goodness, yet contains an internal contradiction wherein agency is demonized when exercised by the Queen. Second, Gaiman's rewriting exposes these contradictions by reinterpreting the Queen's actions as protective statecraft, reframing the dwarves as predatory beings, and unmasking the Prince's romantic devotion as physical obsession. Third, the study demonstrates that these binaries are not stable moral truths but ideologically constructed narratives sustained by selective storytelling. Theoretically, this research advances deconstructive literary criticism by showing how paired narratives function as intertextual doubles that expose suppressed contradictions, proving that fairy-tale meanings are continuously reconstructed through dialogue between texts. This study contributes to critical fairy tale studies by illustrating how postmodern retellings operate as literary criticism, destabilizing inherited hierarchies and inviting readers to reconsider the ideological assumptions embedded within canonical tales. 
Human–AI Collaboration in EFL Writing: A Conceptual Framework for Intelligent Feedback Systems Vini Rizki Nurodiah; Titin Nurjanah; Andang Saehu; Cipto Wardoyo
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2041

Abstract

Artificial intelligence (AI) has increasingly been integrated into English as a Foreign Language (EFL) writing instruction, offering new opportunities to improve students’ writing through automated and intelligent feedback. Nevertheless, existing studies remain fragmented and predominantly emphasize the technological capabilities of AI tools rather than their pedagogical integration within classroom practice. This study aims to synthesize recent literature and propose a conceptual framework for human–AI collaboration in EFL writing by integrating technological, pedagogical, and learner-centered perspectives. Employing a qualitative library research design, the study systematically reviewed peer-reviewed journal articles published between 2016 and 2026. Data were collected from Google Scholar, Scopus, ERIC, and ScienceDirect and analyzed using thematic analysis involving coding, categorization, and theme development. The findings reveal three interrelated components of effective AI-assisted writing instruction: AI as an intelligent feedback provider, teachers as pedagogical scaffolding agents, and students as self-regulated learners. These components interact dynamically to support writing development, strengthen learner autonomy, and promote meaningful engagement with feedback. The review also identifies several pedagogical challenges, including learners’ overdependence on AI-generated feedback and limited critical engagement with automated suggestions. The study concludes that effective AI integration in EFL writing requires a balanced collaboration between technological support and pedagogical guidance, grounded in constructivist learning theory, self-regulated learning, and feedback literacy. The proposed conceptual framework contributes to the theoretical foundation of AI-assisted language learning and provides practical implications for integrating intelligent feedback systems into EFL writing instruction.
Personalizing EFL Learning in Inclusive Classrooms: The Role of Generative AI in Differentiated Instruction Putri Azzahra Henda Puspitasari; Mia Amaliah; Andang Saehu; Cipto Wardoyo; Dedi Sulaeman
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2120

Abstract

Generative AI has emerged as a promising tool for addressing learners diversity in English as a Foreign Language (EFL) classrooms. However, previous studies have primarily examined the use of generative AI to support language learning, leaving a limited understanding of how generative AI supports differentiated instruction in inclusive EFL contexts. This study aims to investigate how generative AI supports differentiated instruction in inclusive EFL classrooms by addressing learners' diverse readiness levels, interests, and learning profiles. Employing a qualitative descriptive design, the study involved six EFL teachers from different schools who were purposively selected for their experience implementing generative AI in inclusive EFL classrooms. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings reveal that generative AI assists teachers in adapting instructional content, learning processes, and assessment to accommodate learners' diverse needs. It also enabled teachers to foster student engagement by providing adaptive feedback, personalized learning experiences, and multimodal learning resources. Nevertheless, the implementation of generative AI continues to face three challenges, including limited technological infrastructure, insufficient teacher training, and concerns regarding excessive reliance on AI. These findings contribute to the growing understanding of AI-assisted differentiated instruction and provide practical insights for integrating generative AI into inclusive EFL teaching.
Co-Authors Abqoriyyah, Fourus Huznatul Agry Pramita Agung Ahmad Syahida Agus Salim Mansyur Ahmad Nadhir Ahzami, Farhan Akhdanil Ghifari Al Qubro, Chadijah Ana Dwi Ratnawati Andini, Nauriyah Annie Susany Somantri Ardiasih, Lidwina Sri Asyari, Wan Muhammad Ridwan Asyraf Isyraqi Audi Yundayani Azhar Ibrahim Azis Abdul Gofur Bachtiar Baiq Jasnieta Anjani Putri Baruno Anggada Prabu Basyir, Muslim. Cipto Wardoyo D. Abdul Kohar Dadan Rusmana Dadang Romawi Dadi, Asep Delara Siti Maulida Desi Amalia Devika Fatimah Azzakhro Dewi Putri Nabila Dian Budiarti Dina Putri Yuliani Djauhari, Otong Setiawan Dwi Zahara Nuraisyah Edelwis Chairunnisa EF, Abd. Hanan Effendi Kadarisman Erlan Aditya Ardiansyah Erlan Aditya Ardiansyah Fadillah As Syaufi Farihan, Fachrul Al Fasah, Azizzah El Fauzi, Erfan Muhamad Fauzi, Erfan Muhammad Fitriyani Nugraha Gibran Muhammad Putra Giffari Ramdhani Glenda Mutia Wiranty Haekhal Ahmad Gumilang Haerunnisa, Alfiani hafsa febinurrani Halim, Farhatunisa Aulia Sultan Hani Hartiani Putri Hanifah, Anisa Hanna Sundari Hanna Sundari Ice Sariyati Ice Sariyati Ihya Aditya Fahmi Maarif Ika Yatmikasari Ikrima Budiawati Imaniar, Restu Irdan Hildansyah Istighfari, Tiara Johannes A. Prayogo Juhana Juhana, Juhana Kamaluddin, Mohamad Ihsan Karnedi Karnedi, Karnedi Kartika, Yuri Yusnia Lili Awaludin Listiani, Toneng Marlin Marlin Marlin Marlin, Marlin Mastiasa Nadra, Made Maulana, Muhamad Trian Maulida, De Lara Siti Maya Puspitasari, Maya Mia Amaliah Mohammed H. Alaqad Mohammed H. Alaqad Mubaroq, Fadel Muhamad Mukti, Muhammad Abdee Praja Nabilah, Fatihatul Haqi Nisa Meisa Zarawaki Noer Azisi Noer Azisi Azisi Novikaya Putri Nunung Prasetyo Nur Mahmudah Nurhapitudin, Irman Nurholis Nurholis O. Setiawan Djuharie Otong Djuharie Otong Setiawan Djauharie OTONG SETIAWAN DJUHARIE Otong Setiawan Djuharie Otong Setiawan Djuharie Otong Setiawan Djuharie Panni Adibah Harahap Pepen Priyawan pramita, agry Prasetya Ningasih, Tuty Putri Azzahra Henda Puspitasari R. Myrna Nur Sakinah Rahma, Awaliyah Silvia Rahma, Ghina Raisya Octavia Nurjannah Ramdani, Paisal Rasyid, Moch. Wildan Khoerul Rohmah, Kharisma Nur Rully Agung Yudhiantara Sadad, Anwar Sajidin Sajidin Setiawan Djuharie, Otong Shafarini, Rizkia Siti Nurhayati Siti Nurhayati Sri Ardiasih, Lidwina Suciati Suciati Sudjatnika, Tenny Sulaeman, Dedi Sungkur, Sensianus Suryadi, Fidela Shaumi Syakira, Shofy Zahwa Tia Bela Oktiva Titin Nurjanah Udan Kusmawan Ujang Suyatman Umardani, Rudy Utami Widiawati Vini Rizki Nurodiah Wardoyo, Cipto Widya Rizky Pratiwi, Widya Rizky Wiranty, Glenda Mutia Yatmikasari, Ika Yoga Sudarisman Yudhiantara, Rully Agung Yuliani, Hanifah Yusefrizarukmini Yusefrizarukmini Yusefrizarukmini, Yusefrizarukmini Zahra, Banan Az Zuhairi, Aminudin