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All Journal Journal of Research on Language Education Journal Corner of Education, Linguistics, and Literature
Tasyani, Fibra Aura
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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International Day Program as a Medium for English Skill Development in Students’ Perceptions Iffadah, Amelia Resti; Tasyani, Fibra Aura; Rifa'i, Cep Ahmad; Putri, Ida Masayu
Journal of Research on Language Education Vol 5, No 2 (2024)
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jorle.v5i2.4393

Abstract

English has become one of the most important languages in the world. This makes English a competency that is very necessary in today’s global work or educational institutions. However, many of us have limited access to learning and developing our English language skills. Therefore, this paper aims to find out the perceptions of students at one of the Islamic universities in East Java, which requires students to stay at a university boarding school that has an International Day program as a medium for developing students’ English skills which it is also aimed to be the requirements for the students graduation from the university boarding school. To achieve the objectives of this research, interview analysis was used to describe their perceptions regarding the implementation of the program. This research also used a qualitative approach with direct interviews with 5 students from different educational backgrounds. The results of this research figured out that some students only regarded the International Day program as a form of formality for the university boarding school graduation. However, there are also those who use this program as a murajaah for their previous English language skills and as a medium for developing English language skills. Apart from that, this research also highlights the existence of a gap between students’ expectations and reality regarding the implementation of the International Day program, and it was found that there is a quite big gap regarding this. So, it is necessary to evaluate the implementation of the program in terms of intensity, rules, and supervision, as well as additional support for each student, so that students can be more active in carrying out the program. Overall, this research provides insight into the students’ perceptions of English language skills development programs and emphasizes the importance of aligning program implementation with the students’ expectations for better future outcomes.
Performing British Online: Discursive Strategies of Identity and Exclusion in Jubilee’s “5 British People vs 1 Fake” Tasyani, Fibra Aura; Rofiq, Zainur
Journal Corner of Education, Linguistics, and Literature Vol. 5 No. 3 (2026): February
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v5i3.682

Abstract

National identity is increasingly negotiated within digital and mediated spaces, where daily interactions become sites for the reproduction and contestation of belonging. Research on national identity and exclusion is extensive, yet there are notable gaps related to digital social experiments. This study explores the way in which British national identity is discursively constructed and policed in Jubilee’s YouTube experiment “5 British People vs 1 Fake.” By utilizing Wodak’s Discourse-Historical Approach within Critical Discourse Analysis, the study analyzes the aspects of Britishness in the discourse and how Wodak’s discursive strategies of identity construction are used to exclude non-British participants. The study uses a qualitative approach and requires 6 British participants in Jubilee’s experiment with one faking their identity. After selecting the transcribed excerpts, the researcher identifies four discursive strategies such as constructive, perpetuation and justification, transformative, and destructive that operate across micro, meso, and macro levels of discourse. The findings reveal that everyday cultural knowledge, such as familiarity with local geography, food, schooling systems, and football, functions as an essential aspect for legitimate national membership. Through Wodak’s discursive strategies, participants with transnational backgrounds are viewed as suspicious or less authentic, illustrating how hybrid identities challenge dominant notions of Britishness. The discussion situates these findings within debates on everyday nationalism and the politics of belonging, arguing that digital social experiments justify exclusionary practices disguised as entertainment. This research enhances the understanding of national identity by demonstrating how digital media settings enable subtle yet powerful forms of boundary-making and exclusion.
Co-Authors Iffadah, Amelia Resti Putri, Ida Masayu Rifa'i, Cep Ahmad Zainur Rofiq