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All Journal IJoLE: International Journal of Language Education Al-Irsyad: Journal of Education Science
Muhammad Aswad
Universitas Sulawesi Barat, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EDUCATIONAL VALUE THROUGH SEMIOTICS: ANALYZING SONG A MILLION DREAMS TO IAIN PAREPARE STUDENTS Muh Firmansyah JN; Muhammad Aswad; Muhammad Akbar Nursal; Ahmed Sardi
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.230

Abstract

This study aimed to explore how 8th-semester English Education (PBI) students at IAIN Parepare conducted a semiotic analysis of the song A Million Dreams, performed by Hugh Jackman and Michelle Williams, and to understand their perceptions of the educational values within the lyrics. Using a qualitative descriptive method, the research involved 30 randomly selected students as participants. Data were collected through interviews and voice recordings. The findings revealed that students identified various types of semiotic signs in the lyrics: one lyric represented an icon, six were categorized as indices, and three were recognized as symbols. Regarding educational values, students highlighted several moral lessons conveyed through the song. The values identified included religiousness (1 student), responsibility (6), hard work (13), friendliness (4), appreciation (1), creativity (11), love for reading (7), environmental awareness (2), peace (2), independence (4), curiosity (2), and discipline (2). These responses suggest that A Million Dreams contains a wide range of educational messages that resonate differently with each student, with hard work and creativity being the most frequently recognized. The study underscores the song’s effectiveness in communicating positive values through music and lyrical content.
Request Strategies in Academic Contexts: Exploring Intercultural Pragmatic Strategies among Indonesian, Kazakhstani, and Uzbek EFL Students Arbain Arbain; Dzul Rachman; Saltanat A. Meiramova; Fahmi Gunawan; Dedi Rahman Nur; Muhammad Aswad
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90048

Abstract

Studies on request strategies in academic settings have mostly focused on East Asian or single-national contexts, leaving comparative perspectives from Southeast and Central Asia limited. In particular, little is known about how age, gender, and pragmatic awareness shape students’ communicative behavior across diverse cultural backgrounds. This study addresses the gap by examining how Indonesian, Kazakhstani, and Uzbek EFL students formulate academic requests and how socio-demographic and cognitive-affective factors influence their choices. The research draws on Brown and Levinson’s politeness theory, Hofstede’s cultural dimensions, and relational approaches such as rapport management. A sequential explanatory mixed-methods design was employed: quantitative data were gathered from 347 students using a Discourse Completion Test (DCT) and demographic surveys, analyzed with chi-square tests, and enriched through semi-structured interviews. Findings revealed strong cultural variation: Indonesians preferred conventional indirectness to preserve harmony, Kazakhstani students favored directness reflecting explicitness and efficiency, while Uzbeks adopted a hybrid pattern. Age and gender significantly influenced strategies, with older and female learners tending toward indirect forms. Thematic analysis highlighted pragmatic awareness through monitoring language, cultural expectations, anxiety regulation, and growing confidence. The study extends politeness theory by showing that clarity can function as a pragmatic value, and it offers pedagogical implications, recommending explicit intercultural pragmatics instruction via case studies, role-plays, and email simulations.
Co-Authors Ahmed Sardi arbain arbain Dedi Rahman Nur Dzul Rachman Fahmi Gunawan Muh Firmansyah JN Muhammad Akbar Nursal Saltanat A. Meiramova