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Iwan Fauzi
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Program Studi Pendidikan Bahasa Inggris, FKIP Universitas Palangka Raya Jl. Hendrik Timang I-A Kampus UPR Tunjung Nyahu Palangka Raya 73112.
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INDONESIA
EBONY
Published by Universitas Palangka Raya
ISSN : 27974537     EISSN : 28094980     DOI : https://doi.org/10.37304/ebony
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
EBONY aims at promoting research and non-research articles in English language teaching, linguistics, and literature; an open access English language journal published biannually in January and July by English Education Study Program, Faculty of Teacher Training and Education of the University of Palangka Raya. EBONY welcomes articles in English language teaching covering teaching practices of English in secondary schools and universities, the use of enhanced media in language classroom, classroom action research, mobile-assisted language learning (MALL), e-learning, teaching and learning evaluation, and language testing. In linguistics field, EBONY also seeks submissions in terms of sociolinguistics, psycholinguistics, discourse, pragmatics, semantics, and related research of aplied linguistics in education. The EBONY journal also accepts articles on literature in the aspects of literary criticism, comparative lterature, semiotics, feminist literature, and other literature studies such as analyses in the areas of prose, poetry, and drama.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 80 Documents
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Symbolism in Frost’s Stopping by Woods on a Snowy Evening Perceived through Dayak Culture Perspective: A Post-Structuralism Approach Nainggolan, Suli Angelina; Yulitriana, Yulitriana; Susanty, Susanty
General English Education Vol 5 No 2 (2025): 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.v5i2.21062

Abstract

This research aims to examine the symbolism in Frost’s Stopping by Woods on a Snowy Evening. It focuses on five symbols in the poem namely “woods”, “farmhouse”, “village”, “dark”, and “miles to go”. First, the symbols and the meanings are identified according to the previous studies. Second, the symbols and meanings are explored through the perspective of Dayak people in Kalimantan, Indonesia. They are then compared and analyzed. The method carried out is a qualitative approach based on the principles of Post-Structuralism. The result shows that the symbolisms in the poem are interpreted differently when they are perceived from a particular culture (Dayak culture). Previous studies mention that “woods”, for instance, symbolize beauty which can drag people away from their life purpose; while in Dayak culture, “woods” are sacred and should be protected. Therefore, the meaning of a literary work is open to cross-cultural interpretation which can provide a richer and meaningful experience for the readers. It is suggested that further studies can be conducted on how symbols in the poem are perceived in other cultures. It is possible that the symbols analyzed will be different from this study since each culture might have particular symbols that might not be found in other cultures.
An Analysis of Wordplay and Idiom Translation in Harry Potter and the Chamber of Secrets into Indonesian Fauzi, Florence Angelaila; Hamid, Faishal Hamdan Syakirin; Syahid, Abdul; Fauzi, Iwan
General English Education Vol 5 No 2 (2025): 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.v5i2.21232

Abstract

This study investigates the translation of wordplay and idioms in Chapter 1 of Harry Potter and the Chamber of Secrets into Indonesian, highlighting the linguistic and cultural challenges inherent in translating creative language. Utilizing Delabastita’s (1993) typology for wordplay and Baker’s (2017) strategies for idioms, the research employs a qualitative comparative method. Findings reveal that wordplay is predominantly paraphrased (66.7%), often resulting in diminished humor and stylistic nuance, while idioms are largely translated literally (55.6%), occasionally producing unnatural phrasing. Nonetheless, successful cultural substitutions—such as rendering “a load of rubbish” as “omong kosong besar”—demonstrate effective dynamic equivalence. The study underscores the tension between maintaining textual fidelity and achieving cultural accessibility, offering practical insights for translators working with fantasy literature and linguistically inventive texts.
Cultivating Students’ Critical Thinking and Collaboration: Literacy Practice in Digital Storytelling Project Mardiana, Wiwik; Alivi, Justsinta Sindi; Krisdiana, Amy; Susanti, Ika
General English Education Vol 5 No 2 (2025): 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.v5i2.21842

Abstract

This research explores how a teacher’s literacy practices, through a digital storytelling project, foster critical thinking and collaboration among students. It also examines students' experiences during literacy activities and the project itself. Conducted as a qualitative case study, this research involved thirty-six senior high school students. Data were gathered through classroom observations, interviews, and documentation of students’ project artifacts. The findings suggest that using reading journals during self-directed reading at home promotes critical thinking and assists students in generating ideas for their digital storytelling projects. Besides, digital storytelling projects also play a key role in enhancing students’ critical thinking and collaboration skills. Students effectively articulated issues and proposed solutions within their stories. Some topics related to the environments chosen cover air pollution, water pollution, building/housing, and illegal logging. Participation in the collaborative project encouraged students to take responsibility for their contributions and to respect differing opinions within their teams. Exploring students’ views as their reflection on experiencing literacy practices in digital storytelling projects also reveals the positive impacts on their English ability. This approach provides educators with a practical and innovative strategy to foster students’ skills, i.e. critical thinking and collaboration in the 21st century in an educational context.
Primary and Secondary English Slang in SCREAM VI Movie: A Sociolinguistics Analysis Fadhil, Mohamad; Wijaya, Beni; Zakaria
General English Education Vol 5 No 2 (2025): 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.v5i2.22021

Abstract

This research analyzed the English slang in the SCREAM VI movie through a sociolinguistic framework focusing on Chapman's primary and secondary slang. Teenage characters for group identity widely use primary slang while secondary slang conveys attitudes and serves as a covert code. The qualitative descriptive method reveals that slang in SCREAM VI creates informality, expresses rebellion, and provides in-group exclusivity. The researchers collected the data by watching the film SCREAM VI, downloading the movie script, and extracting the slang words used in it. The findings highlight the dynamic role of slang in reflecting social dimensions and cultural values within youth subcultures towards the primary and secondary slang found. It is expected that future research explores slang across different media and cultural contexts to further understand its evolution and functions.
Model Minority Reconstruction in ONE OK ROCK’s “Stand Out Fit In” Maria Niayu Risma Novianti
General English Education Vol 5 No 2 (2025): 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.v5i2.22081

Abstract

The study explores the model minority myth represented in one of ONE OK ROCK’s songs “Stand Out Fit In” written in English. The concept of model minority attributes the image of Asian American as hard workers in terms of academic and economic achievement in a White society, but it neglects the psychological well-being due to the pressure from Asian American parental expectation and the racism faced by Asian American adolescents. Therefore, the study aims to reconstruct the model minority concept through the analysis of song lyrics and music video scenes of “Stand Out Fit In” by using a discourse analysis framework focusing on the narrative techniques. The result shows that the activity scheme including the repetition of ‘stand out fit in’ in the lyrics and the Bian Lian dance performance in several scenes suggest the new model of model minority proposing the biculturalism concept which is not only maintaining the image of Asian American as high achievers, but also ‘fit[ting] in’ the mainstream society to challenge racism and bias perception of Asian American. This new concept of model minority indicates the cultural adoption strategy, which may lead to Asian Americans' position as ‘honorary white’ in the White supremacy.
Exploring Gamer English Usage: Insights from a Narrative Inquiry Nasution, Hikmal Maulana; Fauzi, Iwan; Emeral; Muliawan, Sunanda Alam; Jami, Sonia Vriska Yulinda
General English Education Vol 6 No 1 (2026): 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.v6i1.23314

Abstract

Games are increasingly recognized as effective tools for supporting language learning, particularly in the development of speaking and pronunciation skills. While previous studies have highlighted the potential of digital games for language learning, fewer have examined informal online gaming experiences from learner narrative perspectives, especially in relation to speaking and pronunciation development. This study explores how a recent high school graduate improved his English proficiency through online gaming, aiming to understand how informal and extramural activities contribute to language development outside the classroom. Using a narrative inquiry approach, data were collected through semi-structured interviews, transcribed, and thematically analyzed to capture the participant personal experiences. The findings reveal that online gaming provided meaningful exposure to English and motivated the participant to communicate more actively with teammates. Through interactions on platforms such as Discord and PlayStation Party, the participant practiced pronunciation, expanded vocabulary, and received immediate feedback from other players. The collaborative and immersive nature of gaming created a low-anxiety environment that increased confidence and willingness to speak. These results demonstrate that language learning can occur beyond formal education and that extramural activities offer rich opportunities for authentic language use.
The Role of Wattpad in Vocabulary Development: A Narrative Inquiry Rogas, Yasin Ali; Ristati; Pratika, Dellis
General English Education Vol 6 No 1 (2026): 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.v6i1.23344

Abstract

This study explores the role of Wattpad as a digital reading platform in supporting vocabulary development among Indonesian EFL learners. The research was motivated by the persistent issue of low reading motivation and limited vocabulary growth among students, despite increasing exposure to English through digital media. Using a qualitative descriptive design, data were collected through a semi-structured in-depth interview with one purposively selected participant who had actively read English stories on Wattpad. Findings revealed that the participant’s engagement with Wattpad contributed to the formation of consistent reading habits, driven by both social influence and intrinsic motivation. Wattpad provided authentic, contextualized exposure to English vocabulary, allowing the participant to acquire and apply new words naturally in both academic and personal communication. Furthermore, the platform fostered pragmatic awareness and confidence in using English expressively and appropriately. Despite challenges such as misinterpretation and inconsistent language quality, the participant demonstrated autonomy and critical literacy in overcoming them. Overall, the study highlights Wattpad’s pedagogical potential as an informal yet effective digital environment that promotes self-directed vocabulary learning and enhances reading motivation. The findings offer valuable implications for integrating authentic digital reading materials into EFL instruction to foster meaningful and learner-centered language development.
Listening Beyond the Classroom: Indonesian Student's Experience with the LearnEnglish Podcast Umar, Vebrianti; Elsa Rosalina; Rahma Pitria Ningsih
General English Education Vol 6 No 1 (2026): 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

Abstract

In the digital era, listening skills can be acquired by utilizing LearnEnglish Podcast from the British Council, which provides a variety of free and paid online materials and courses for all ages and skill levels: applications, websites, podcasts, videos, and live classes. In this qualitative research with a narrative design, the researcher conducted observations and interviews with one English language education student recruited through purposive sampling. The research objective is to investigate participant's experiences using the LearnEnglish podcast to support listening skills acquisition. The results of the coding-based data analysis revealed four main findings. First, the LearnEnglish Podcast offered meaningful opportunities for listening practice. Second, the participant gained new vocabulary that supported better comprehension of spoken English. Third, the application was perceived as effective due to its comprehensive listening features, ease of use, flexibility, and free access. However, a key limitation concerned the need to download podcast files, which created difficulties related to limited mobile storage and the necessity for frequent deletion and re-downloading. There are two implications for the application and learners. The podcast should be shorter to suit limited storage. Learners should also use the LearnEnglish application flexibly and systematically to maximize its features for effective listening practice.
Exploring the Levels and Dimensions of Foreign Language Anxiety (FLA) in English Classrooms: A Study on Vocational High School Students Abdullah Kafabih; M. Nuril Anwar Habiby; Habsah, Ilvia
General English Education Vol 6 No 1 (2026): 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.v6i1.23494

Abstract

This study explores the levels and dimensions of foreign language anxiety (FLA) among vocational high school (VHC) students in Gresik, Indonesia, consisting on communication apprehension, test anxiety, and fear of negative evaluation. Utilizing a quantitative descriptive survey design, data were collected from 220 students using the FLCAS. The findings indicate a moderate overall level of FLA (M = 3.08), with fear of negative evaluation being the most prominent dimension (M = 3.19), suggesting that students are particularly concerned about being judged by peers and teachers when using English. Communication apprehension (M = 3.06) and test anxiety (M = 3.03) also contribute to students' anxiety levels, impacting their engagement and performance in English learning. The study highlights the need for pedagogical strategies that address these anxiety dimensions, such as fostering a supportive classroom environment, implementing collaborative learning, and utilizing alternative assessment methods. These findings underscore the importance of understanding the emotional factors influencing language learning, particularly in vocational education contexts, and call for further research to explore diverse student experiences and employ mixed-methods approaches.
Students’ Stories of Speaking English in EFL classes: A Narrative Inquiry into Factors Affecting Their Willingness to Speak Banunaek, Johan Ariel Suwito; Siwa, Yohanis Nurak; Toni, Elvis Albertus Bin
General English Education Vol 6 No 1 (2026): 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.v6i1.23637

Abstract

Although research on factors affecting students’ willingness to speak has been extensively carried out, most studies focus more on employing quantitative research methods by identifying the influencing factors through surveys or questionnaires. Moreover, research focusing on this issue within the Indonesian contexts is scarce. Hence, this study employed a narrative inquiry to elicit participants’ lived experiences with in-depth interviews to explore how four EFL students experience and reflect on the factors influencing them to speak in their EFL classes. The findings revealed that there are five internal factors affecting students’ willingness to speak, they are language anxiety, fear of negative evaluation, confidence, motivation, and self-directed learning. Moreover, peer influence, teacher feedback practices, and classroom activities become external factors affecting students’ willingness to speak. And students’ reflect their speaking experiences as identity and recognition, narratives of change from elementary and junior high school to senior high school, and agency.

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