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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 93 Documents
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Exploring EFL Learners’ Experiences in Developing Speaking Skills through TED Talks: A Narrative Inquiry Irma Maulia; Sri Sumarni; Siti Drivoka Sulistyaningrum
General English Education Vol 6 No 2 (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.v6i2.25694

Abstract

English as a foreign language (EFL) learners are often faced with few opportunities to learn English meaningfully at work or university. Nevertheless, technological growth provides EFL learners with diverse media to acquire knowledge everywhere, supporting the development of English skills, particularly speaking skills. This qualitative study explores how TED Talks, as a medium, can support an EFL learner in enhancing her speaking skills. This research was conducted over 14 weeks using Narrative Inquiry as the method and was guided by a professional ELT teacher. The learning scenarios covered information from the TED Talks videos, selected according to the CEFR framework, which covered descriptors and speaking skills activities, including 3 Sustained Monologues: Describing Experience, Giving Information, and Putting a Case. The findings showed that the media contributes to the development of learners’ speaking skills from A1 to B1 levels, especially in comprehension, fluency, and vocabulary, with a total of 119 new vocabulary words. This study offers practical insights for EFL learners and teachers on how media helped learners’ speaking skills development. However, limited research has focused on developing speaking skills through TED Talks, highlighting the need for deeper exploration of overall production activities within the CEFR guidelines.
Morpho-Semantic Analysis of Word Formation in Abraham Lincoln’s “The Gettysburg Address” Yulius Yosef Kasimo; Yuliana M. D' Karmel Kara
General English Education Vol 6 No 2 (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.v6i2.25727

Abstract

This research analyzes word formation, including inflection, derivation, grammatical meaning, lexical meaning, contextual meaning. This research employed a qualitative approach supported by morphological and semantic theory. The study focuses on Abraham Lincoln's "Gettysburg Address" delivered in 1863. Data collected analyzes words related to inflection and derivation. It has been identified that a number of inflectional morphemes show the presence of morphemes marked by the suffixes "-s", "-d", "-ed", "-ing", "-er", "-al-" and "-re". Six derivational morphemes found in the speech sample include: -ment, -ion, un-, -ing, -ly, and -ed or -d. Inflected and derivative words exhibit a high degree of semantic interconnectedness, both in terms of their lexical meanings and the contexts in which they are employed. Abraham Lincoln sought to emphasize five key points: Change catalysts are historical, and national philosophy is crucial. Respect those who built America's foundation. Unity and dedication are crucial to fulfilling past revolutionaries' unrealized ideals. This research enhanced the understanding of morphological features and semantic categories while reinforcing the non-negotiable importance of human rights and the indispensable role of a democratic system of government. Future research may compare morpho-semantic patterns in political speeches using corpus-based or critical discourse analysis to examine persuasive functions.
Implementing Process Differentiation Through Tiered Tasks in an ESP Mixed-Ability Classroom Zurriat Nyndia Rahmawati; Muhammad Rizal Akbar Zamzami
General English Education Vol 6 No 2 (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.v6i2.25729

Abstract

This study examined the implementation of process differentiation through tiered tasks in a mixed-ability English for Specific Purposes (ESP) classroom and explored students' perceptions of the activities. Using a convergent mixed-methods design, the study involved 30 university students in an ESP class in the Islamic Education Department. Data were collected through classroom observations, reflective teaching notes, documentation of students' work, and a questionnaire with closed- and open-ended items. Qualitative data were analyzed thematically, and quantitative data were analyzed using descriptive statistics. The findings showed that process differentiation was implemented through adjusted task responsibilities, scaffolded instructional support, and mixed-ability collaborative roles while maintaining common learning objectives. The qualitative findings indicated that practice-based learning and group collaboration supported students' understanding and participation, whereas language production and group dynamics remained key challenges. Quantitatively, students reported highly positive perceptions, with an overall mean score of 3.36 (Very High). The highest scores were found for Individual Contribution (M = 3.49), Task Integration (M = 3.47), and Group Collaboration (M = 3.46). However, challenges related to pronunciation, speaking performance, communication, and unequal group participation persisted. These findings suggest that tiered tasks offer a practical strategy for implementing differentiated instruction in mixed-ability ESP classrooms, particularly in higher education contexts.
Pragmatic Functions of Directive Speech Acts in a TEDx Talk Siti Fauziah Ikhsan; Khaulah Sholehah; Tatu Siti Rohbiah
General English Education Vol 6 No 2 (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.v6i2.25898

Abstract

This study aims to analyze the types, pragmatic functions, and persuasive contributions of directive speech acts found in the TEDx Talk video “How to Introduce Yourself and Get Hired” by Rebecca Okamoto, released on September 17, 2025. This study adopts a descriptive qualitative method with a pragmatic approach. The research data was taken from the video transcript and consists of 20 statements containing directive speech acts. Data analysis is based on the types of directive speech acts, delivery strategies, and pragmatic roles employed by the speaker. The research indicates that there are five types of directive speech acts: commands, suggestions, advice, requests, and invitations. Among these five types, suggestions and invitations are the most dominant, each accounting for 30%. The study also identifies that directive speech acts serve several pragmatic functions: instructing, guiding, engaging, and persuading. The use of direct and indirect strategies also helps speakers build interactions, create emotional connections, and strengthen persuasive communication with the audience. The results indicate that directive speech acts in TEDx Talks are not only used to provide instructions but also function as persuasive strategies to influence attitudes and increase audience engagement. Thus, this study contributes to research in pragmatics, particularly.
Correlation Between AI Usage, Digital Literacy, and Students’ Self-Efficacy in Paragraph Writing Afifah Khoirun Nisa; Anam Sutopo
General English Education Vol 6 No 2 (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.v6i2.25980

Abstract

This investigation examines the correlation between AI usage, digital literacy, and students’ self-efficacy in the Paragraph Writing course. In this study, digital literacy is conceptualized as students’ capacity to locate, critically assess, and responsibly utilize digital information. Meanwhile, AI usage focuses on AI usage to assist students in the writing process. This study employed a correlational design. The sample consisted of 109 students from the English Language Education Program at Muhammadiyah University of Surakarta, selected using random sampling. Data were collected through a Likert-scale questionnaire and analyzed using multiple and Spearman’s rank correlation analyses. The results indicated a significant correlation between AI usage and self-efficacy, with a correlation coefficient of 0.343, classified as low. Additionally, there is a significant correlation between digital literacy and self-efficacy, with a correlation coefficient of 0.630, classified as strong. The multiple correlation analysis showed that students’ self-efficacy and AI usage with digital literacy together are significantly correlated, with a correlation coefficient of 0.662. Digital literacy has a stronger correlation with self-efficacy than AI usage. Therefore, the use of AI needs to be balanced with digital literacy so that students are more confident in writing English paragraphs.
A Stylistic Analysis of Lexical and Syntactic in James Clear’s Atomic Habits Alinmart Paotonan; Murni Mahmud; Auliyanti Sahril Nurfadhilah
General English Education Vol 6 No 2 (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.v6i2.25984

Abstract

Effective communication in self-help literature relies heavily on clarity, accessibility, and reader engagement, especially when complex behavioral concepts are presented to a general audience. Despite the widespread popularity of Atomic Habits by James Clear, limited research has examined how specific stylistic features contribute to its readability and effectiveness, creating a gap between theoretical discussions of stylistics and practical writing strategies in self-help texts. To address this gap, a stylistic analysis is conducted to explore the lexical and syntactic choices that enhance readability and accessibility, as well as the sentence structures that maintain clarity and reader engagement. A qualitative descriptive method is employed, with data drawn from selected excerpts focusing on vocabulary patterns and sentence construction. The findings reveal that the consistent use of simple, repetitive vocabulary, direct second-person address, short sentence structures, and a dominant active voice significantly improves accessibility. The use of parallel structures and clear information flow supports comprehension and strengthens reader engagement. These findings indicate that effective self-help writing depends on strategic linguistic choices that prioritize simplicity, structure, and reader-oriented communication, enabling complex ideas to be conveyed clearly and persuasively to a wide audience.
Directive Speech Acts in TikTok-Based Scholarship Mentoring: A Gender Perspective Septi Kartika Putri; Farida Indri Wijayanti
General English Education Vol 6 No 2 (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.v6i2.26050

Abstract

This study examines directive speech acts in scholarship preparation mentoring content on TikTok, analyzes the perlocutionary effects of these speech acts, and explores differences in their use between male and female influencers. The study employs a descriptive qualitative method with a pragmatic approach. Data were collected from 11 TikTok videos uploaded by six influencer accounts that provide scholarship preparation mentoring, including three male influencers and three female influencers. The data consisted of utterances containing directive speech acts, which were interpreted based on their situational and sociocultural contexts. The results indicate that there were 107 directive utterances containing situational and sociocultural contexts, of which 69 were produced by male influencers and 38 by female influencers. The most frequently used directive speech act among male influencers was orders (31.88%), while female influencers tended to use suggestions more frequently (36.84%). These findings reveal a tendency in the selected data: male influencers prefer more explicit communication strategies, whereas female influencers tend to use more polite communication strategies. This study suggests that the use of directive speech acts in digital academic guidance content may be influenced by gender, communication goals, and the interactional context of social media.
Shaping Illocutionary Force through Pragmatic Markers in Nosedive (Black Mirror, 2016) Malika Latif Nugroho; Dedi Sulaeman; Erlan Aditya Ardiansyah
General English Education Vol 6 No 2 (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.v6i2.26106

Abstract

Although speech acts and pragmatic markers are both central to meaning-making in interaction, most previous research has examined them separately, leaving a gap in understanding how they function together to shape illocutionary force in socially sensitive communication. This study addresses that gap by exploring how pragmatic markers shape the illocutionary force of speech acts in Nosedive (Black Mirror, 2016), a fictional context in which a social rating system intensifies the pressure on speakers to manage politeness, image, and interpersonal approval. Using a qualitative descriptive approach, 178 utterances were purposively selected from the episode transcript and analyzed using Searle's (1969, 1979) speech act classification and Fraser's (1996) pragmatic marker framework. The findings show that discourse markers are the most dominant category, appearing through markers such as well, but, so, I mean, and you know to organize discourse, signal contrast, and elaborate meaning, while commentary markers such as just, sorry, um, and uh soften the force of utterances and reduce face-threatening acts. Parallel markers signal interpersonal stance, and basic markers signal illocutionary force directly through performative expressions. This study contributes to pragmatic studies by showing that pragmatic markers do not merely organize discourse but also actively adjust the perceived force of speech acts in socially evaluative interaction.
Sociolect Variation of Banjar Language in Social Interactions of Muara Jawa Village Community, Kutai Kartanegara, East Kalimantan Rika Istianingrum; Ari Musdolifah; Retnowaty; Sajaratun Hayuni; Hartati Ratna Juita
General English Education Vol 6 No 2 (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.v6i2.26138

Abstract

Sociolect variation refers to language differences as the social characteristics of speakers within a speech community. The Banjar language serves as the local vernacular of the community in Muara Jawa Village, Kutai Kartanegara Regency, East Kalimantan Province, and is not used uniformly. It shows systematic variation influenced by the social background of its speakers. This study aims to identify and analyze Banjar sociolect variation in everyday social interactions, focusing on three social variables: age, social status, and social background. The study employs a social phenomenology approach as the theoretical lens for interpreting speakers' lived linguistic experiences, combined with a qualitative descriptive method as the research design. Data were collected through participant observation, in-depth interviews, and the engaged participant listening technique involving 15 native Banjar speakers selected through purposive sampling. The findings show that age is the most consistently evidenced source of sociolect variation: intergenerational interactions produce contrastive registers between younger and older speakers, while intra-generational teenage interaction is characterized by peer-exclusive solidarity markers and hyperbolic figurative expressions. Social status variation is reflected in asymmetric address forms and pragmatic strategies within transactional contexts, and social background variation is associated with the occupational register of market traders. These demonstrate that Banjar sociolect variation in this heterogeneous community is systematically shaped by social structure, and the Banjar language continues to function as a marker of ethnic and social identity among its speakers. This study contributes to the documentation of sociolect variation in regional minority languages of Indonesia, particularly within ethnically diverse rural communities.
The Representation of Racial Discrimination and Its Social Implications in Green Book (2018) Febrian Agung Setia Budi; Titis Setyabudi
General English Education Vol 6 No 2 (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.v6i2.26278

Abstract

This study analyzes the representation of racial discrimination and its social implications in Green Book (2018). The film portrays the racial experiences of African Americans in the United States during the 1960s through the journey of Dr. Don Shirley, an African American pianist, and Tony Vallelonga, his driver. This research employs a qualitative descriptive method with a film analysis approach. The data consist of dialogues, scenes, character interactions, and narrative and cinematic elements depicting racial discrimination. The analysis integrates Feagin’s theory of racial discrimination, Hall’s theory of representation, Bordwell and Thompson’s film theory, Du Bois’s (1903) concept of double consciousness, and Bonilla-Silva’s theory of systemic racism to examine the forms, representation, and social implications of racial discrimination. The findings reveal four forms of racial discrimination represented in the film: individual discrimination, institutional discrimination, cultural racism, and spatial segregation, with institutional discrimination appearing most frequently. The study also finds several social implications, including identity struggle, power imbalance, social exclusion, and limited social mobility. These findings demonstrate that Green Book represents racism as a systemic social issue embedded in institutions, cultural values, and everyday interactions.

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