cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Susilawati
Contact Email
susilawati.asmoro@gmail.com
Phone
+6281381421174
Journal Mail Official
susilawati.asmoro@gmail.com
Editorial Address
Universitas Muhammadiyah Cirebon Kampus 2, FKIP UMC Prodi Pendidikan Bahasa Inggris Jln. Fatahilah No. 40 Sumber, Cirebon.
Location
Kota cirebon,
Jawa barat
INDONESIA
CONCEPT
Published by Universitas Muhammadiyah Cirebon
ISSN : 23378735     EISSN : 26856212     DOI : https://doi.org/10.32534/jconcept
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Concept: Community Concern for English Pedagogy and Teaching is a blind peer-reviewed and open-accessed journal which welcomes both local and global scientists to share and raise principled approach to research on English language teaching and learning. Contribution in such areas of linguistics, language in literature, language in tourism, art, and culture are also welcomed (more on focus&scope). This journal is published twice a year in June and December, with ISSN 2337-8735 (Print) and ISSN 2337-8735 (Online). Only sent manuscripts that followed the guidelines will be proccessed. Submitted papers will initially be reviewed by editors and for further review will be done by reviewers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 93 Documents
 6   7   8   9   10 
An analysis of foreshadowing in Stephen King's Rita Hayworth and Shawshank Redemption Agni Dhiyaaul Lathifatul Hudayah; Rindu Handayani; Haiyudi Haiyudi
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 2 (2025): December 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i2.7881

Abstract

ABSTRACT This study addresses readers’ confusion regarding the plot twist in Stephen King’s Rita Hayworth and Shawshank Redemption, particularly how the surprising ending is narratively constructed through foreshadowing. Although many readers are shocked by the conclusion, they often overlook how subtle narrative clues prepare them emotionally and intellectually for the climax. This study aims to explain how foreshadowing functions as an effective device in constructing the plot twist by analyzing both explicit and implicit forms of foreshadowing in the novella. Using a qualitative literary analysis approach, the study applies Gérard Genette’s (1980) theory of prolepsis. Data were collected through close reading, with the researchers acting as non-participant textual observer. The analysis involved narrative mapping, thematic coding, and systematic classification of foreshadowing elements into linguistic, symbolic, and structural categories, following qualitative observation procedures proposed by Moleong (2017). The findings identify 17 instances of foreshadowing, consisting of 12 implicit and 5 explicit cases. Key narrative elements such as the Rita Hayworth poster and the rock hammer illustrate that implicit foreshadowing plays a dominant role in subtly guiding readers toward the plot twist, while explicit foreshadowing provides clearer narrative signals. Overall, the study demonstrates that foreshadowing is central to the novella’s narrative coherence and the effectiveness of its surprise ending.   Keywords: Foreshadowing; Stephen King; Rita Hayworth: Shawshank Redemption; Plot twist
Communication strategies used by private course students Shofie Azizah; Adip Arifin; Syamsuddin Ro’is
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 2 (2025): December 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i2.8151

Abstract

This study aims to investigate the types of communication strategies used by students at Ella Private Course to overcome vocabulary limitations in English-speaking activities. This study applies the communication strategy theory proposed by Faerch & Kasper (1983) and Dörnyei (1995), focusing on achievement and reduction strategies. A case study design with a qualitative approach was used, with data collected through non-participant observation and interviews. The results show that students employed a variety of strategies, including paraphrasing, approximation, non-verbal communication, code-switching, appeal for help, and stalling as achievement strategies, as well as message abandonment and topic avoidance as reduction strategies. Among these, non-verbal communication was the most dominant strategy used. These strategies helped students maintain communication despite vocabulary gaps and reflect their adaptive efforts to stay engaged in conversation. This study highlights the importance of strategic competence in supporting students’ fluency and confidence in private English learning contexts. The study strongly emphasized that recognizing the strategies students naturally use is essential to managing vocabulary limitations in real communication contexts. Besides, the findings could assist teachers and curriculum developers design to provide more effective speaking activities to strengthen learners’ communicative competence and vocabulary mastery.   Keywords: Communication strategies; challenges; vocabulary limitation  
Barriers to English language development: Effort, learning attitudes, and artificial intelligence Nur Aisyah; Nurhalizah Zain; Siti Nurul Alfiah; Miftahulfadlik Dabamona
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 2 (2025): December 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i2.8447

Abstract

This study aims to examine the barriers to English learning related to learning efforts, learning attitudes, and artificial intelligence (AI) dependence on students of the English Language Education Study Program at IAIN Sorong. Despite the growing use of digital technology and AI, students still face various obstacles in building consistency and independence in learning English. This study uses a qualitative approach with a structured interview method for students in semesters 1, 3, and 5, as well as one lecturer who serves as the Head of the English Education Study Program. The data was analyzed using thematic analysis to identify the forms of obstacles experienced by students in the English language learning process. The results of the study showed that learning barriers varied between semester levels. 1st-semester students face obstacles in the form of low confidence, limited vocabulary, and high reliance on AI. 3rd-semester students experience obstacles in maintaining learning consistency and managing the use of AI effectively. Meanwhile, 5th-semester students face obstacles in the form of academic burden, time constraints, and increased reliance on AI, which has the potential to reduce independent learning efforts. Although students show a relatively positive attitude towards learning English, these various obstacles affect the effectiveness and sustainability of the learning process. These findings show that the use of AI in English learning needs to be managed wisely so as not to strengthen learning barriers but rather to support the development of students' independence and language competence.   Keywords: Learning barriers; AI dependency; English language learning; Learning attitudes; Learning efforts  

Page 10 of 10 | Total Record : 93

 6   7   8   9   10 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2025): December 2025 Vol. 11 No. 1 (2025): June 2025 Vol. 10 No. 2 (2024): December, 2024 Vol. 10 No. 1 (2024): June 2024 Vol. 9 No. 2 (2023): December 2023 Vol. 9 No. 1 (2023): JJune 2023 Vol. 8 No. 2 (2022): July-December 2022 Vol 8 No 1 (2022): January-June 2022 Vol 7 No 2 (2021): July-December 2021 Vol 7 No 1 (2021): January-June 2021 Vol 6 No 2 (2020): July - December 2020 Vol 6 No 1 (2020): January - June 2020 Vol 5 No 2 (2019): July - December 2019 Vol 5 No 1 (2019): January - June 2019 Vol. 5 No. 1 (2019): January - June 2019 Vol 4 No 2 (2018): July - December 2018 Vol 4 No 1 (2018): January - June 2018 Vol 3 No 2 (2017): July-December 2017 More Issue