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Implementing Berau Folklore into English Learning: Fostering Students’ Reading Skills and Local Wisdom Awareness Rahmiwati, Rahmiwati; Januarius Mujiiyanto; Hendi Pratama
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/hv75v376

As educators, lecturers should integrate sufficient reading materials that could foster not only students’ reading comprehension, critical thinking, or vocabulary mastery, but also local wisdom awareness. Thus, this research focuses on integrating local wisdom, Berau Folklore, into English learning. Specifically, this research aims to: (1) describe the planning stage for using Berau folklore to enhance student’s awareness about local wisdom, (2) explain its use in English practice and media preparation, (3) explain the assessment process, and (4) evaluate its effectiveness as reading material. This study employs exploratory sequential mixed method design. The instruments used were interview, classroom observation, document analysis, and tests. The interview was constructed based on the theory of Bamford and Day (2004) whereas the observation was adopted and modified from Ferdila (2014). The pre-test and post-test were given to 15 tertiary students at STITM Tanjung Redeb, Berau who took the Extensive Reading class. The implementation of Berau folklore into reading class, involved the stages of pre-reading, while-reading, and post-reading. However, the tests scores indicate that the use of Berau Folklore is considered ineffective as reading materials for tertiary students. Particularly, it did not significantly increase students’ vocabulary. Thus, this study can be a reference for further researchers to find and employ another learning material other than folklore to foster students’ vocabulary mastery and cultural awareness.

An Analysis of Women’s Language Features Used by the Indonesian Female Podcasters Novita Sari, Yesi; Hendi Pratama; Fahrur Rozi
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/vnkgd172

This research aimed to explain the teacher's reflection and students' perception regarding the Use of Technology to Promote Students' Engagement in English Class at SMA Negeri 3 Demak in 2024/2025 Academic Year. The design of this research is qualitative research. In collecting data, the researcher used questionnaires and interviews. The students filled out the questionnaire to fulfill the students' engagement about using technology in the English class, supported by the open question interview from the English teacher and students of SMA Negeri 3 Demak. The sample of this research is the eleventh grade with 32 students. The research used random sampling to decide the research sample. This study's result revealed that technology can improve the student's engagement in English class. The findings indicate that when effectively implemented, technology enhances students' engagement by providing interactive and personalized learning experiences. Overall, the research highlights that the use of technology can transform educational practices and improve learning outcomes while emphasizing the importance of learning to ensure equitable access and benefits for all students. The findings and discussion showed that the use of technology makes students engaged, pay attention, interested, motivated, focus, have fun, actively participate, understand the material, interact with each other, enjoy, like, interact, develop their ability, improve communication skill, enhance, and enthusiasm

POTENTIAL RISKS OF CHATGPT-ASSISTED ESSAY WRITING ON KNOWLEDGE RETENTION AMONG EFL LEARNERS IN INDONESIA Hendi Pratama; Stephanie Priyanto Putri; Seful Bahri
Language and Education Journal Vol. 10 No. 1 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/1j0f2165

This study investigates the impact of ChatGPT-assisted essay writing on knowledge retention among English as a Foreign Language (EFL) learners, comparing it with traditional Google-based research and a hybrid approach that combines both tools. A total of 150 undergraduate students from an Indonesian university participated in the study and were divided into three groups: ChatGPT-only, Google-only, and hybrid. To measure knowledge retention, a 20-item multiple-choice post-test was administered one week after the essay-writing activity. For the qualitative phase, open-ended online surveys were used to explore students’ perceptions of the tools, learning experiences, and challenges encountered. Using a mixed-methods approach, quantitative data were analyzed through descriptive statistics and ANOVA, revealing that the Google-only group achieved the highest mean score, followed by the hybrid group, while the ChatGPT-only group had the lowest performance. Thematic analysis of qualitative data identified four key themes: efficiency, depth of understanding, challenges, and learning outcomes. Results suggest that when ChatGPT supports efficiency in writing, it often limits critical engagement and deep learning. In contrast, Google encourages active information processing, enhancing content comprehension and long-term retention. The hybrid approach offers a balanced strategy by combining the strengths of both tools. These findings contribute to the growing discourse on AI in education by emphasizing the need to evaluate not only usability and writing quality but also cognitive outcomes such as retention and understanding. The study highlights the pedagogical importance of integrating AI tools thoughtfully, rather than relying on them as stand-alone solutions for academic tasks

A Pragmatic Comparison of Commissive Acts in Grammarly and QuillBot advertisements on YouTube Vivin Sumanti; Hendi Pratama; Rini Susanti Wulandari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7266

Abstract This study aims to compare the utilization of commissive acts in Grammarly and QuillBot advertisements on YouTube from a pragmatic perspective. In digital advertising, brands often use language to express commitments that influence viewer behavior. However, limited research has focused on how brands strategically use commissive acts to build trust and persuade viewers. This study specifically analyzes how commissive acts like promises, guarantees, and offers are utilized by Grammarly and QuillBot to convey brand commitments and influence viewer perceptions. A qualitative descriptive methods were applied to fourteen video advertisements (seven per brand) published between 2021 and 2025. Each commissive utterance was identified, categorized by type, and analyzed using the illocutionary force indicator device (IFID). The findings revealed 33 guarantees, 24 promises, and 4 offers in the Grammarly advertisements, while QuillBot displayed 14 guarantees, 11 promises, and 26 offers. In addition, ten informants participated in a Likert-scale questionnaire and semi-structured interviews to assess the clarity, persuasiveness, and credibility of commissive messages. The results showed that Grammarly tended to emphasize emotionally driven promises and assurances to build credibility, while QuillBot focused on functional offers related to academic tasks. The informants generally considered Grammarly’s commissive acts clearer and more persuasive, while QuillBot’s were perceived as practical but less emotionally appealing. The study concludes that commissive acts play an important role in digital brand communication and that pragmatic analysis provides valuable insights into how linguistic strategies shape audience responses.

Manipulation in the Indonesian Translation of The Secret Garden and the Translation Product Quality Annisa Nur Atikah; Issy Yuliasri; Hendi Pratama
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/7hxc1b06

This study examines the manipulation of the text in Frances Hodgson Burnett's English novel "The Secret Garden," translated as "Taman Rahasia." This study aimed to determine whether the translator made specific manipulations during the translation, identify the types of manipulations present in the Indonesian translation, and evaluate the translation quality. The study belongs to qualitative research, which focuses on identifying text manipulations when translating to Indonesian. The analysis involved identifying text-internal manipulations, as arranged by Dukate (2007), which included alterations at the level of words, phrases, clauses, sentences, and paragraphs. The research's result found that three types of six text-internal manipulation were present in the Indonesian translation. The most frequent type of manipulation was conscious handling, with the translator frequently using the reduction/deletion technique proposed by Molina and Albir to modify the target text. It was observed that the translator mainly omitted unnecessary information from the source text due to cultural and linguistic considerations. Based on the findings, the quality of translation is good, which has been proved by the highest frequency for accuracy, readability, and acceptability in score 3. This study can also contribute to the implications for teachers and students in a classroom setting as they explore the translation of literary works for learning English, introduce the language culture in English and Indonesia, and realize what aspects may lead to manipulation in translating text.

Teachers’ Challenges in Teaching English to Students with Special Needs Musthafa, Fahmi; Hendi Pratama; Katharina Rustipa
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/7c4xmm58

This study investigates the challenges faced by teachers in teaching English to students with special needs, using a descriptive case study design. Two teachers of a special school participated by sharing their teaching experiences through questionnaires and structured interviews to provide detailed insights. There were six steps of data analysis, including extensive transcription review, generation of initial codes, theme identification, theme analysis, theme definition and naming, and report creation. Three key research topics emerged, highlighting the persistent difficulties special education teachers face. The findings show that English teachers faced some challenges, including a lack of awareness, a lack of teaching materials, a lack of special needs teachers, and a poor teaching environment. It indicates that teachers require professional training to enhance their teaching effectiveness and must take the initiative in self-educating about special education. Teachers are also expected to have high initiative to educate themselves about special education and continue to strive to apply effective teaching methods. The government is also responsible for supporting adequate teaching facilities and preparing the best teachers, such as providing professional training for teachers who teach in special schools.

The Realization of Expressive Speech Acts in the Comment Section on Nessie Judge’s YouTube Channel Urfatul Makhsunah; Hendi Pratama; Frimadhona Syafri
English Education Journal Vol. 14 No. 2 (2024): June 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eb7agp50

This study aims to analyze the realization of expressive speech acts in the comment section on Nessie Judge's YouTube channel using Searle's theory. Three top conspiracy videos were the object of the research. Data were collected from three selection video comment sections, with comments identified, classified, interpreted, and verified for patterns in expressive speech. Illocutionary Force Indicating Devices (IFIDs) were applied to categorize the comments based on the performative verb of each utterance. The findings categorized the comments into different types of expressive speech acts, such as thanking, apologizing, congratulating, praising, sorrow, and blaming. The analysis revealed that expressions of praising were the most dominant, accounting for 81 utterances. These expressions served to appreciate and acknowledge the quality of the content produced. Several factors contributed to the prevalence of praise, including high video quality, simplifying complex concepts, and fulfilling viewer expectations. Expressions of apology were the least frequent, occurring only 35 times. This study can contribute to education by deepening our understanding of how emotions and attitudes are expressed through language, a crucial aspect of effective communication. This research provides concrete examples of language use in digital contexts by analyzing expressive speech acts in YouTube comment sections. This knowledge can be applied to digital literacy and online communication training, empowering students to navigate and participate in online communities more effectively.

Students’ Motivation, Challenges, and Results in TOEFL Learning Process Through Online Preparation Course Amalia, Widya; Rudi Hartono; Hendi Pratama
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/v8e1h921

Online TOEFL preparation course has been very popular as it brings accessibility and flexibility to students. However, the effectiveness of these TOEFL preparation can be affected by some factors, namely students’ motivation, challenges they faced in learning TOEFL online, and the score improvements in their overall TOEFL score. This research aims at evaluating students’ motivation in participating in online TOEFL preparation course, evaluating what challenges students in the process of learning virtually, and evaluating the extent to which students’ score improve after they have completed 6-hour online preparation course. This research emploes explanatory sequential mixed-method design. The instruments utilized are questionnaire, interview, and pre-test and post-test. The result of this research highlights the students’ motivation and challenges in learning TOEFL online and the extent to which their TOEFL scores improve. This study is hoped to add reference for future researchers to explore more about TOEFL preparation for wider participants and longer duration of preparation.

Engaging Audiences with Courtesy: Gender Differences in Positive Politeness Strategies within TED Educational Speech videos Sangaji, Fahmi Arif; Hendi Pratama; Sri Wuli Fitriati
English Education Journal Vol. 14 No. 2 (2024): June 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/4hevh483

Improper communication, such as insults or bad language, is a communication problem. It may harm or threaten others in various situations. Positive politeness strategy can be used as the communication strategy to avoid face-threatening acts (FTA) and make the interlocutors feel comfortable. We examined positive politeness strategies used by male and female speakers in educational TED Talks speech videos and explained the differences between male and female speakers on the use of positive politeness. The strategies were analyzed using Brown and Levinson's (1988) politeness theory. This study used discourse analysis with pragmatic approach. Data was obtained from four educational TED Talks speech videos with two male and two female speakers. There were several stages to analyze the data using discourse study, including data identification, data categorization, data interpretation, conclusion drafting and verification. The findings suggest that male speakers often giving or asking for reasons in speeches to explain why they did it. Women often joked in their speeches to relaxed audiences and put them at ease. Also, joking strategy were applied differently by male and female speakers in delivering speeches. The female speaker had to explain the contexts and describe the images, whereas the male speaker was more spontaneous and fun. The findings of this study showed how male and female speakers use the appropriate utterances when delivering their speech in front of the audiences. Positive politeness strategies are used by the speakers to show their interest, build togetherness, and avoid conflict. Besides, the findings of this study can show the speakers’ ability in pragmatic competence by looking at their language use in specific context.

Impoliteness Strategies in Online Political Discourse: A Case Study of Indonesian Netizens' Comments on Tiktok Regita Widya Murti; Hendi Pratama; Henrikus Joko Yulianto
English Education Journal Vol. 14 No. 3 (2024): September 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/cxj95428

This study analyzes impoliteness strategies in online political discourse, specifically focusing on the comments made by Indonesian netizens on TikTok regarding the presidential and vice-presidential candidate pairs. This research employed a qualitative descriptive approach to portray the phenomenon of impoliteness in the digital realm, especially in political interactions within the context of Indonesia’s presidential election. The study applied Culpeper’s (1996) theory of impoliteness strategies, and the data were collected from the Indonesian presidential election, specifically from TikTok accounts. Comments were gathered from the Anies-Muhaimin, Prabowo-Gibran, and Ganjar-Mahfud pairs. The data used in this study consisted of 60 instances of dark humor found across three TikTok accounts of presidential and vice-presidential candidates, which were then analyzed according to five categories of impoliteness strategies: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock, and withhold impoliteness. The results show that dark humor is most commonly conveyed through sarcasm or mock (35%), followed by positive impoliteness (28.3%), negative impoliteness (20%), bald on record impoliteness (16.7%), and no instances of withhold impoliteness. Thus, the findings contribute to understanding how impoliteness strategies are used by netizens to express political criticism or opinions online and their impact on political discourse in Indonesia. By understanding impoliteness, we will better appreciate politeness on social media and in person.

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