Excellence
Excellence: Journal of English and English Education publishes research article studying foreign language as main object. Scopes of the journal consist of : - Linguistics: Phonology, Morphology, Syntax, Semantics, Discourse Analysis, Psycholinguistics, Sociolinguistics, and Critical Discourse Analysis. - Literature: Comparative Literature, English Literature Studies - Education : English Language Teaching, Language Acquisition, Learning Development Model
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<![CDATA[Move Analysis in Cinematic Conversations: Power and Fate in Final Destination 6: Bloodlines ]]>
<![CDATA[Maulana, Alpin Agus]]>;
<![CDATA[Purba, Dwi Rizky Oktavia]]>;
<![CDATA[Nurhalizah, Siti]]>;
<![CDATA[Rangkuti, Linda Astuti]]>;
<![CDATA[Zulkarnain, Iskandar]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1178
<![CDATA[This study examines the interaction structure in Final Destination 6: Bloodlines through move analysis, focusing on how dialogue reflects themes of fate and death. Centered on Stefani Reyes, a college student haunted by visions of a 1968 tragedy tied to her grandmother’s ability to prevent disaster, the film explores intergenerational trauma and determinism. Using a qualitative descriptive method and Halliday’s theory, the research identifies initiating, responding, and follow-up moves in character interactions. The findings show a dominance of initiating moves particularly statements and questions which highlight the characters’ struggle with a death curse. Responding and follow-up moves enhance emotional tension and interpersonal dynamics. The study concludes that move structure in the film not only drives communication but also deepens its philosophical exploration of fate versus free will. Keywords: Move, Final Destination 6, Film Dialogue]]>
<![CDATA[Implementing the Concept of Poetry on Writing Greetings Card for EFL Junior High School Students ]]>
<![CDATA[Vianti, Eri]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1181
<![CDATA[Applying English verse into the English subject in schools is considered imperative to actuate students’ affectability on writing within the trust of conduct changing for understudies to gotten to be more mindful of writing. This investigate is pointed to discover out whether English verse can impact students’ composing aptitudes, so the analysts take an try, pre-experimental inquire about to be correct.The population is junior high school students in SMP Muhammadiyah 4 Pekanbaru who were taking semester of 2022/2023. There are eight classes that comprise of 21 to 31 students. The analysts chosen to utilize cluster irregular inspecting from VIII.7 lesson as the gather of students that will get the treatment. This research was conducted in 4 meetings based on the syllabus. The cruel of the pre-test score (X) accomplished by the understudies is 10.50. The change can be seen in their cruel score as appeared in post-test comes about (Y), 14.75. The edge of pre-test and post-test accomplished is 4.25. The score of sig. is 0.604 > 0.05 implies that information variation of pre-test and post-test are homogeneous. The esteem of sig. (2-tailed) is 0.013 < 0.05. Hence, it can be concluded that there's a critical contrast between the pre-test and the post-test comes about. In other word,s the elective hyphotesis of this investigate is acknowledged and the invalid hyphotesis is rejected.]]>
<![CDATA[Analyzing Speech Functions in the Lyrics of "Blue" by Yung kai ]]>
<![CDATA[Sagala, Lia Nirwana]]>;
<![CDATA[Aprilia, Velysa Ayu]]>;
<![CDATA[Rangkuti, Linda Astuti]]>;
<![CDATA[Sihite, Meida Rabia]]>;
<![CDATA[Fransiska, Widia]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1186
<![CDATA[This study investigates the speech functions found in the lyrics of “Blue” by Yung Kai. The song was selected for its expressive language in portraying longing, imagined affection, and emotional vulnerability. The aim of this study is to examine how interpersonal meaning is conveyed through the use of speech functions. Using a qualitative descriptive method, this research applies discourse analysis based on Halliday’s theory. The lyrics were segmented into clauses and analyzed to identify the types of mood (declarative, interrogative, imperative) and their corresponding speech functions (statement, question, offer, command). The results show that statements are the most frequently used, serving to express emotions, beliefs, and personal commitment. Questions represent uncertainty and longing, while offers and commands indicate emotional closeness and desire. The study concludes that beyond entertainment, the song functions as a medium for expressing deep emotional experiences. This highlights the role of song lyrics as a form of interpersonal communication and emotional expression in contemporary music.]]>
<![CDATA[An Analysis of Speech Functions in Spider-Man: No Way Home’s “I Lost Gwen” Scene ]]>
<![CDATA[Anggraini, Putri Redni]]>;
<![CDATA[Zega, Rio Ferdinand]]>;
<![CDATA[Rangkuti, Linda Astuti]]>;
<![CDATA[Sihite, Meida Rabia]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1187
<![CDATA[This study analyzes the speech functions in the "I Lost Gwen" scene from the film Spider-Man: No Way Home using Halliday’s interpersonal metafunction. It focuses on how statements, questions, offers, and commands convey emotional pain, compassion, and mutual understanding. A qualitative descriptive method was applied to 14 clauses from a 91:36-minute film segment known for its emotional impact and virality. The findings show a dominance of congruent speech functions realized through declarative moods, reflecting Peter Parker’s expression of loss and vulnerability. Metaphorical realizations in clauses 7, 8, and 14 reveal indirect meanings, such as self-directed commands and disguised warnings, highlighting internal conflict and emotional nuance. The study demonstrates that speech functions choices reflect deeper interpersonal meanings and contribute to emotional depth in cinematic dialogue.]]>
<![CDATA[First Year Students’ View Point: Encountering Problems In Writing English In Academic Level ]]>
<![CDATA[Rahmawati, Wiki Tedi]]>;
<![CDATA[Haharap, Yunita Mutiara]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1190
<![CDATA[This study investigated the problems encountered by first-year university students in writing English at the academic level, focusing on their own view point. Seven participants contributed their writing which elaborated the problems in writing English served as the primary data source. A descriptive analytical method was employed to examine the texts, with the aim of identifying recurring patterns that reflected common writing difficulties. The analysis process involved detecting prominent “problems” in the participants’ writing, followed by interpretation and conceptualization to reveal underlying themes and derive meaning from the data. The findings revealed six major categories of writing problems frequently experienced by the participants: grammatical errors, limited vocabulary, weak writing structure or organization, unfamiliarity with academic writing style, spelling issues, and the incorrect use of punctuation. These problems appeared consistently across the data, highlighting areas in which the participants struggled to meet the expectations of English writing. Such difficulties not only affect the coherence and clarity of their writing but may also influence their confidence and motivation to write. Therefore, supportive instruction, practical exercises, and personalized feedback are essential to help first-year students overcome these hurdles and develop the competence needed for effective writing communication in English.]]>
<![CDATA[A Comparative Study of Google Translate and DeepL in Translating Indonesian to English Among Informatics Engineering Students at Universitas Potensi Utama Medan ]]>
<![CDATA[Amaniarsih, Dwi Suci]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1192
<![CDATA[This study aims to compare the accuracy and effectiveness of Google Translate and DeepL in translating Indonesian texts into English, focusing on Informatics Engineering students at Universitas Potensi Utama. In an era where machine translation tools have become essential in academic and professional settings, understanding their strengths and limitations is crucial. Grounded in Newmark’s translation theory and supported by insights from neural machine translation research, this study employs a mixed-method approach, combining quantitative scoring of translation outputs and qualitative analysis of linguistic accuracy, context retention, and semantic coherence. The research findings reveal that DeepL generally outperforms Google Translate in preserving contextual meaning and producing grammatically accurate sentences, although Google Translate remains more familiar and accessible to students. The statistical analysis shows a significant difference in translation quality between the two tools (p < 0.05), while student interviews highlight DeepL's advantage in handling nuanced or academic texts. This research provides valuable insights for educators and learners in choosing appropriate translation tools, and offers implications for the integration of machine translation in language learning and academic writing.]]>
<![CDATA[Understanding Consonant Sound: The Key to Accurate Pronunciation ]]>
<![CDATA[Maulidya, Amanah]]>;
<![CDATA[Arsyah, Afifah]]>;
<![CDATA[Jaariyah, A’inun]]>;
<![CDATA[Lubis, Yani]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1193
<![CDATA[This study investigates the role of consonant sounds in English pronunciation and their implications for language learning. Utilizing a qualitative study design, the research covers a sample of 30 non-native English speakers aged 18-30 and 10 English language teachers. Data is acquired through semi-structured interviews, focus group discussions, classroom observations, and audio analysis of recorded reading sessions. While acoustic analysis evaluates students' pronunciation accuracy, thematic analysis of interview transcripts finds recurrent themes pertaining to the comprehension and instruction of consonant sounds.The results demonstrate the difficulties students encounter when learning consonants and the efficient teaching methods teachers employ to overcome these difficulties. Consonants are crucial for communication, listening comprehension, and general language proficiency, according to the study. It also provides recommendations for curriculum development that focuses on pronunciation skills. Ultimately, this research contributes to a comprehensive understanding of consonant sounds in English, offering insights that benefit both language learners and educators, and enhancing the language learning experience.]]>
<![CDATA[Leveraging ChatGPT to Enhance Article Publication: A Strategic Initiative for Advancing Academic in Higher Education ]]>
<![CDATA[Daulay, Sholihatul Hamidah]]>;
<![CDATA[Nabila , Afanin]]>;
<![CDATA[Dalimunte , Muhammad]]>;
<![CDATA[Daulay , Ernita]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1194
<![CDATA[This study examines the potential of ChatGPT, an AI-driven conversational model, to enhance student academic writing in higher education. In response to the increasing demand for advanced writing competencies, the research explores ChatGPT’s role as a support tool for developing students' writing skills. It critically analyzes the benefits, challenges, and ethical implications of AI-assisted writing, offering insights and recommendations for educators, institutions, and students. The study aims to contribute to the discourse on integrating AI in academic development by highlighting ChatGPT’s potential and limitations in improving writing quality within higher education contexts. The strategic utilization of ChatGPT should constitute an indispensable element of a comprehensive academic strategy that amalgamates technological innovation with robust mentorship, the cultivation of a research-oriented culture, and ethical education.]]>
<![CDATA[Enhancing English Listening Skills through Metacognitive Strategy: A Study on Student Achievement ]]>
<![CDATA[Nasution, Zuraidah]]>;
<![CDATA[Prihatini, Syafrina]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1196
<![CDATA[This study investigates the significant effect of metacognitive strategy instruction on students’ achievement in listening comprehension among eighth-grade students at SMP Muhammadiyah 7 Medan during the 2022/2023 academic year. The population consisted of 60 students, divided into an experimental group taught using metacognitive strategies and a control group taught by conventional methods. Employing a quantitative descriptive design, data were collected through multiple-choice and essay listening tests and analyzed using an independent samples t-test. The results demonstrated a statistically significant improvement in the experimental group’s listening comprehension compared to the control group (t₀ = 15.52 > tₜ = 2.00, p < 0.05, df = 94). This finding aligns with contemporary research highlighting that metacognitive strategies—such as planning, monitoring, and evaluating listening processes—enhance learners’ ability to manage comprehension challenges and improve performance (Aktar, 2020). The study confirms that teaching metacognitive strategies fosters greater learner autonomy, motivation, and effective listening skills, particularly in second language contexts where learners face difficulties such as limited vocabulary and lack of exposure to native speakers. Implications suggest that integrating metacognitive strategy instruction into listening curricula can significantly boost students’ listening achievement and overall language proficiency.]]>
<![CDATA[Enhancing English Speaking Skills through Video Blogging (VLOG) ]]>
<![CDATA[Fitriany, Fitriany]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1202
<![CDATA[This qualitative study explores the integration of vlogging in English as a Foreign Language (EFL) classrooms to enhance students’ speaking skills. Drawing from constructivist and communicative language teaching frameworks, the study investigates how vlogging enhances learners’ fluency, pronunciation, and speaking confidence. The study employed qualitative research design to explore how the use of vlogging as media in enhancing English speaking skills among English learners. Data were collected through classroom observations, semi-structured interviews, and analysis of student-created video blogs over a six-week period. Findings reveal that vlogging promotes learner autonomy, reduces speaking anxiety, and fosters more fluent and authentic oral communication. Keywords: vlogging, speaking skills, English language teaching, digital media, EFL]]>
