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Global Expert: Jurnal Bahasa dan Sastra
Published by Universitas Indo Global Mandiri
ISSN : 24773794     EISSN : 24773794     DOI : 10.36982/jge.v10i1.2166
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Bahasa dan Sastra contains research manuscripts related to the broad areas of Linguistics and Language Teaching. The journal is published twice a year July and December by the English Education Study Program, Faculty of Teacher Training and Education, Universitas Indo Global Mandiri. It is nationally and internationally reviewed by the journal editorial board as well as other academic experts.
Arjuna Subject : Umum - Umum
Articles 107 Documents
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Readiness for Multimodal Teaching: Exploring EFL Pre-Service Teachers' Visual Literacy Competence Renol Aprico Siregar
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.6976

Abstract

The increasing prominence of visual media in education has required EFL teachers to develop visual literacy. However, in many EFL teacher education contexts, visual literacy remains insufficiently integrated into pedagogical training, resulting in a gap between multimodal demands and teachers’ instructional readiness. Limited attention has been paid to how pre-service EFL teachers understand and enact visual literacy within their teaching practices, particularly in under-researched contexts such as Indonesia. To fill this gap, this study aimed to investigate pre-service teachers’ perceptions and ability to include visual literacy in teaching. An exploratory mixed-methods design was employed, involving 100 pre-service EFL teachers from a university in South Sumatera, Indonesia. Qualitative data were collected through semi-structured interviews, while quantitative data were obtained using a 4-point Likert-scale questionnaire. Participants were purposively selected based on their engagement with visual media in learning contexts. Data were analyzed using thematic analysis and descriptive statistics. The qualitative results of the study indicated that participants acknowledged visual literacy as a critical-thinking activity for profoundly understanding the underlying meaning of visual media. Furthermore, various aspects of their experience have impacted participants’ abilities. The primary identified influences were the extent of experience interpreting pictures, practices, university culture, and resources. The aspects of university preparation, including assignments, pedagogy subjects, and models of lecturing, are factors in developing the pre-service teachers’ visual literacy ability. The results suggest that visual literacy development is not solely an individual cognitive skill but is shaped by structured pedagogical experiences within teacher education. This study contributes to the field by highlighting the need to move beyond conceptual awareness toward the systematic integration of visual literacy in EFL teacher education, particularly through curriculum design and pedagogical modelling that support its practical enactment. Keywords: Multimodality, new literacy, pictures, visual literacy
GenAI Tools for Cross-Cultural Dialogue and Meaning-Making: The Case of Indonesian English Education Students in Online Spaces Dhaniella Rattu Intani; Della Teresia Orenzah; Fauziah Ibrayani; Feliza Kurnia; Puja Cahyantie; Putri Isabela; Putri Maisaroh Lastari; Sofiya Romadlon; Melisa Novianty; Hartini Agustiawati
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.7059

Abstract

In academic and social contexts, generative artificial intelligence (GenAI) tools are increasingly common and are often promoted as aids for classroom learning. However, limited research has explored how Indonesian English education students use GenAI to support cross-cultural dialogue and meaning-making in everyday online interactions beyond formal classroom settings. This study employed a qualitative approach involving eight English Education students from the University of Palembang. Using semi-structured interviews and thematic analysis, the study explored how students use GenAI tools in cross-cultural meaning-making, their perceptions of the benefits of these tools, and the challenges they encounter when using GenAI for cross-cultural communication. The findings indicate that students use GenAI to clarify messages, refine their language to sound more natural and culturally appropriate, and obtain real-time support during cross-cultural online interactions. Participants also perceived GenAI as helpful in supporting their cross-cultural communication and language development. At the same time, they reported challenges including inaccurate or culturally insensitive outputs, increased dependence on the tool, and unintended changes in tone that sometimes led to misunderstandings. Keywords: Cross-cultural communication, meaning-making, Generative Artificial Intelligence (GenAI), Indonesian EFL students, intercultural dialogue  
Revealing the Students’ Needs, Treatments, and Perspectives towards TOEFL Difficulties Sulastri; Homsatun Nafiah; Juni Hartiwi; Nia Sari Nastiti
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.7099

Abstract

Many universities in Indonesia facilitate their students in gaining knowledge and a better understanding of TOEFL. Similarly, Satu Nusa Lampung University implements a Community Service Program to introduce the strategies, tips, and tricks in answering TOEFL sections. The objectives of this research are to identify the students’ initial ability in TOEFL before the training program and to analyse the influence of the training program on the students’ scores; further, the researchers also want to know the most difficult type of TOEFL section based on the students’ perspective. This research applied a mixed-methods approach, integrating both quantitative and qualitative methods to obtain a comprehensive understanding of the research problems. The researchers used TOEFL tests and a semi-structured interview guide as the instruments of this research. From the results, it is known that most students have difficulty answering Listening questions before the training program; therefore, their Listening score is the lowest of all sections. Besides, the students’ score in all of the TOEFL sections after joining the training program increases which means that there is an influence of the training program on the students’ scores in TOEFL. The result also found that, according to students’ perspective, Listening is the most difficult section compared to others. This research contributes to a deeper understanding of the students’ needs related to their ability in answering TOEFL questions and offers insight about the most challenging TOEFL section for students. Keywords: Difficulties, Perspective, TOEFL, Training program
The Outcome-Based Education through Integrated Learning to Enhance English Communication Skills Neni Triana; Fenny Anita
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.7148

Abstract

In the era of globalization and rapid digital transformation, English communication skills have become an essential competency for university students to succeed in both academic and professional contexts. However, many students still experience difficulties in developing effective communication skills, particularly in speaking, due to limited opportunities for practice and the persistence of traditional, theory-based instructional methods. This study aims to identify and synthesize teaching and learning strategies aligned with the principles of Outcome-Based Education (OBE) and their contribution to enhancing English communication skills in higher education. This study employed a qualitative approach using a Systematic Literature Review (SLR) design. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure transparency, replicability, and methodological rigor in identifying, screening, and selecting relevant studies. PRISMA has been widely recognized as a standard framework for systematic reviews across disciplines, including education, due to its structured and comprehensive process. In addition, recent educational research has increasingly adopted PRISMA to examine instructional strategies, curriculum development, and pedagogical innovation in higher education. Data were collected from reputable databases and analyzed using thematic synthesis. The findings reveal that the integration of multiple learning strategies—such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Task-Based Language Teaching (TBLT), Communicative Language Teaching (CLT), role play and simulation, and collaborative learning—significantly enhances students’ engagement and English communication competence. These strategies provide authentic, student-centered, and contextual learning experiences that enable active language use. Furthermore, constructive alignment between learning outcomes, instructional activities, and assessment is essential in ensuring the effectiveness of OBE implementation Keywords: Outcome-Based Education, Systematic Literature Review, English communication skills, learning strategies, higher education
Analysis of Deep Learning Strategies in Indonesian Language Learning Phase D of Kurikulum Merdeka Anisa Lidia Putri; Suci Angesti; Nia Ramadani; Helty; Liza Septa Wilyanti
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.7485

Abstract

The transformation of education in Indonesia through the implementation of the Kurikulum Merdeka has brought about a significant shift in the learning paradigm. The focus of learning is no longer solely on mastery of material, but rather on developing students' overall competencies. This study aims to analyze deep learning strategies in Indonesian language learning under Phase D of the Kurikulum Merdeka. The study used a qualitative approach with a content analysis of learning documents. The results indicate that the strategies identified include critical thinking, collaborative learning, communicative learning, contextual learning, project-based learning, and metacognitive reflection. Critical thinking strategies are the most dominant because they encourage students to analyze, evaluate, and interpret information. These findings indicate that Indonesian language learning under Phase D has implemented deep learning principles that are oriented towards meaningful, active, and student-centered learning. Keywords: Deep learning, Indonesian language, Kurikulum Merdeka
Figurative Language as Social Criticism in Meet Nite Live's Economic Discourse Ervina Damayanti; Avinta Ika Nurrahma
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.7494

Abstract

The development of digital communication technology has transformed the way media outlets deliver news, including economic news, which is increasingly presented in communicative ways through the use of figurative language. This study aims to describe the forms of figurative language and explain their functions as social criticism in the economic discourse of the Meet Nite Live program on Metro TV. The Study used a descriptive qualitative approach with a stylistic perspective. The data source of this study consists of the presenter’s utterances in the Meet Nite Live program broadcast on Metro TV’s YouTube channel throughout 2025. The researcher first identified episodes discussing economic topics, after which several of those episodes were randomly selected as the data source for the study. Data were collected using observation and note-taking techniques and analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The findings reveal that figurative language functions not only as an aesthetic element but also as a communication strategy to simplify economic issues while conveying social criticism. Three main categories of figurative language were identified: comparison, opposition, and emphasis. The comparison category includes personification, simile, metaphor, and allusion; the opposition category includes irony, cynicism, paradox, and antithesis; while the emphasis category includes repetition and hyperbole. The analysis demonstrates that each category serves a different function in constructing social criticism. Comparative figurative language concretizes abstract economic concepts; oppositional figurative language highlights the gap between expectations and socio-economic realities. In contrast, emphatic figurative language strengthens critical messages regarding issues such as unemployment, layoffs, taxation, rising living costs, and economic inequality. These findings indicate that stylistic analysis and social criticism analysis complement each other in explaining how lexical choices, shifts in meaning, and figurative expressions construct meaning and influence public understanding of economic realities. Keywords: Figurative language, social criticism, media discourse, stylistics, Meet Nite Live
A Systemic Functional Linguistics Analysis of Suicide Notes in Indonesia Bernard Nainggolan; Reli Handayani; Uswatun Hasanah; Rosinta Norawati
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.7532

Abstract

This study explores Indonesian suicide notes informed by Systemic Functional Linguistics (SFL) to analyze how final experiences are linguistically constructed. Drawing on a corpus of 11 Indonesian suicide notes (containing 130 clauses) compiled from digital news archives between 2023 and 2025, the research analyzed how grammar functions ideationally, interpersonally, and textually. The findings show that Relational processes (38.3%) and Mental processes (20.0%) dominate the texts. This proves that the notes focus heavily on internal feelings and self-definition rather than external actions. In contrast, Material processes make up 25.0% of the data and shift behavior based on the recipient, acting as practical task instructions. Interpersonally, the notes rely on a mix of Declarative statements (74.6%) and Imperative commands (19.2%) to pass emotional and practical duties onto survivors. Textually, the heavy use of first-person pronouns as the sentence-starting Topical Theme (74.8%) keeps the author at the center and forces the reader to see the tragedy entirely through their eyes. This study demonstrates that these notes operate as complex tools for meaning-making rather than simple emotional outbursts. Finally, the paper concludes by detailing how these results contribute practically to forensic linguistics for text verification and to psychological counseling for spotting critical language warning signs of deep mental distress. Keywords: Mood analysis, suicide notes, systemic functional linguistics, textual theme transitivity

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