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All Journal ELT Worldwide: Journal of English Language Teaching Journal of English Language and Education EBONY
Mieyrandha, Mieyrandha
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Games in Enhancing Productive Skills for EFL Students Munawarah, Siti; Hayati, Sifa; Fitriyani, Windi; Rahman, Erwan; Mieyrandha, Mieyrandha; Maharani, Laura Melinda; Tegar, Jonathan; Fauzi, Iwan
General English Education Vol 4 No 2 (2024): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v4i2.14032

Abstract

This article explores the use of games as an effective pedagogical strategy for improving EFL students' speaking and writing skills. Conducted through a literature review, the study examines various games used in language classrooms and their impact on language learning outcomes. The importance of language as a communication tool and the need to enhance students' English-speaking and writing skills are emphasized. Teachers' role in leveraging innovative game-based learning strategies is highlighted, focusing on games like Zepeto, board games, spinning wheel games, and guessing games. These games offer engaging, real-time language practice, promoting fluency, confidence, and motivation. The research method used by this study was literature reviews. Findings indicate the efficacy of these games in enhancing speaking and writing skills for the EFL students. The study underscores the value of game-based learning in making language education more enjoyable and effective. Concluding, the study advocates for the integration of game-based strategies in language classrooms to boost students' interest, engagement, and proficiency in English.
Authentic Spoken English in YouTube Subtitles as a Source of EFL Learning Materials Mieyrandha, Mieyrandha; Retsi, Olga Dona; Haryani, Tutik
ELT Worldwide: Journal of English Language Teaching Vol 13, No 1 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i1.83369

Abstract

Many students who are learning English as a Foreign Language (EFL) now use digital technology. YouTube is one of the easiest places to find real language input. There are videos with subtitles and natural spoken English. This study aims to analyze the linguistic features of authentic spoken English found in YouTube subtitles and explore their potential use in the creation of EFL learning resources. A qualitative descriptive methodology was utilized to examine selected YouTube videos with English subtitles, seeking to identify common traits of spoken discourse. The analysis revealed that the conversation exhibited numerous characteristics of natural discourse, including discourse markers, fillers, contractions, and informal language. These parts show how spoken English is natural and interactive, which is something that most textbooks don't have. The results show that YouTube subtitles can be helpful tools for students who want to learn how to speak English in real life. 
A Sociolinguistic Analysis of Language Styles in the Main Characters’ Utterances in Bride Wars (2009) Based on Martin Joos’ Five-Style Framework Mieyrandha, Mieyrandha; Retsi, Olga Dona; Haryani, Tutik; Maharani, Laura Meylinda
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2224

Abstract

This study analyzes the differences in linguistic style in Bride Wars (2009) using Martin Joos' (1967) Five Styles of Speech as a guide. The study employs a descriptive qualitative design to examine 45 curated statements from the film through the documentation method. There were five types of information: frozen, formal, consultative, casual, and intimate. This was done according to Joos' rules for language. Some of these are the level of formality in the conversation, the words used, the way feedback is given, and how close the people are to each other. The results show that the most common style is casual (40%), then consultative (22.22%), intimate (20%), formal (13.33%), and frozen (4.44%). The results show that changes in the film's style are mostly due to changes in emotions and relationships, not changes in the institution's hierarchy. You can be sarcastic and fight in a casual way, but you can also show that you're friends and close. Being formal doesn't mean you're in charge; it means you're not close to someone. People still talk to each other at work the same way. In scenes of reconciliation, the intimate style is very clear, which shows that things are back to normal between the two people. People don't use frozen style very often, and when they do, it's only in formal settings. The research shows that language style is a dynamic continuum and a useful sociolinguistic tool for figuring out where you fit in film discourse.
Co-Authors Fauzi, Iwan Fitriyani, Windi Hayati, Sifa Maharani, Laura Melinda Maharani, Laura Meylinda Munawarah, Siti Rahman, Erwan Retsi, Olga Dona Tegar, Jonathan