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Excellence
Published by Universitas Alwashliyah Medan
ISSN : 2807638     EISSN : 2807210     DOI : https://doi.org/10.47662/EJEEE
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 132 Documents
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Exploring Child’s First Language Acquisition within a Bilingual Environment Nurul Anisa
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1326

Abstract

This study investigates a child’s first language acquisition within a bilingual Indonesian–Sundanese environment, focusing on how environmental bilingualism influences early pragmatic development. In multilingual societies such as Indonesia, children are frequently exposed to both the national language and a regional language from an early age, raising questions about how such exposure shapes first language acquisition. This study employed a descriptive qualitative research design by examining naturalistic speech data from a 3.5-year-old female child acquiring Indonesian as her first language while being continuously exposed to Sundanese in daily interaction. Data were collected through naturalistic observation and audio recordings of the child’s spontaneous utterances in everyday contexts. The findings reveal that Sundanese phatic particles emerge consistently in the child’s Indonesian speech, indicating bilingual influence at the pragmatic level rather than at the structural level of language. These forms are treated as empirical linguistic data that reflect environmental input and interactional experience. The study concludes that bilingual exposure does not interfere with first language development but instead contributes to the enrichment of pragmatic competence, supporting effective social communication in early childhood.
When Sadness Speaks in Two Tongues: English Code-Switching in Indonesian TikTok Sad Post Captions Fahri Afandi; Kanaya Nur Nabila; Shalsa Billa Meisya; Rahmadsyah Rangkuti
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1342

Abstract

This study investigates the phenomenon of code-switching in sad post captions on TikTok, focusing on its types, contexts, and communicative functions. Although code switching on digital platforms has been widely studied, the switching context remains underexplored. Using a qualitative descriptive approach with content analysis, this study examines 29 sad-related TikTok captions collected between 2022 and 2025. The analysis is guided by Muysken’s typology, Blom and Gumperz’s contextual categorization, and the functional frameworks of Gumperz and Wardhaugh. The findings show that alternation is the most frequent type of code-switching, indicating frequent shifts between Indonesian and English across clauses. Contextually, metaphorical switching predominates, suggesting that code switching is strongly driven by emotional emphasis. Functionally, message qualification and affective expression dominate, indicating that code switching primarily serves to intensify emotional meaning rather than to convey informational content. This study contributes to sociolinguistics, highlighting how Indonesian bilingual users perform code-switching on TikTok as a strategic medium for emotional expression, identity performance, and digital self-representation.
Students' Critical Thinking and Their Writing Ability in Analytical Exposition Texts Putra Thoip Nasution
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1347

Abstract

This study aimed to examine and explain the relationship between two variables: (1) students' critical thinking (X1) and their ability to write Analytical Exposition texts (Y). The population of this research consisted of 321 eleventh-grade students from SMAN 12 Tangerang Selatan. A random sampling technique was employed to select the sample, which included 112 students. The research instruments consisted of a critical thinking test and a writing ability test for Analytical Exposition texts. Regression and correlation analysis were used to explore the relationship between the variables. The findings revealed that (1) there was a relationship between students' critical thinking and their writing ability in Analytical Exposition texts, with a correlation coefficient of 0.231. Additionally, this relationship was categorized as weak, and the simple regression analysis showed that critical thinking contributed to writing ability in Analytical Exposition texts. The R-square value was 0.053, or 5.3%, indicating that critical thinking accounted for 5.3% of the variation in writing ability, while the remaining 94.7% was influenced by other variables not investigated in this study
Gender Differences in Impoliteness Strategies on TikTok Comments: A Pragmatic Study Natanael Saragih; Dwi Suci Amaniarsih; Nurmahyuni Asrul; Sri Minda Murni
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1350

Abstract

This study investigates gender differences in the use of impoliteness strategies in TikTok comment sections from a pragmatic perspective. Drawing on Culpeper’s (1996, 2011) impoliteness framework, this research aims to identify the types of impoliteness strategies employed by male and female TikTok users and to examine how these strategies are realized in online interaction. The data consist of 218 impolite comments collected from selected viral TikTok videos. A qualitative descriptive approach was employed to analyze the pragmatic functions of impoliteness strategies, supported by quantitative analysis to examine frequency patterns across genders. The findings reveal that both male and female users actively engage in impolite discourse; however, they differ in their preferred strategies. Male commenters tend to employ more direct and explicit strategies, particularly bald on record and negative impoliteness, while female commenters predominantly use indirect strategies such as sarcasm or mock politeness and positive impoliteness. These differences suggest that impoliteness on TikTok functions as a strategic communicative resource shaped by gender, platform affordances, and interactional goals. The study concludes that impoliteness in digital discourse is a socially meaningful phenomenon that reflects the intersection of language, power, identity, and gender in contemporary online communication.
Enhancing EFL Students’ Recount Writing through Canva-Assisted Multimodal Learning: A Descriptive Qualitative Study at Junior High School Level Nurmahyuni Asrul; Berlin Sibarani
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1351

Abstract

This qualitative study examines the integration of Canva as a digital learning tool to enhance English as a Foreign Language (EFL) students’ recount writing skills at the junior high school level. The study was conducted at SMP Shafiyyatul Amaliyyah and involved 30 seventh-grade students engaged in Canva-based writing projects. Employing a descriptive qualitative research design, data were collected through classroom observations, semi-structured interviews, documentation of students’ written products, and open-ended questionnaires. Data analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that Canva fostered higher student engagement, improved organization of recount texts, stimulated creative expression, and enhanced learners’ confidence in writing English. Although challenges such as limited internet access and vocabulary constraints were observed, Canva proved to be an effective pedagogical tool when supported by appropriate instructional scaffolding. This study contributes to EFL writing pedagogy by providing qualitative evidence on the role of digital multimodal tools in genre-based writing instruction.
Qualitative Insights into Speaking Skill Development Through Debating Hestika Ginting; Winaria Peggy L.Simanjuntak
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1353

Abstract

Speaking skill is one of the most challenging aspects of English as a Foreign Language (EFL) learning. This qualitative study investigates how debating activities have an effect on undergraduate students’ speaking skill development. Seven undergraduate students majoring in English Literature in Sekolah Tinggi Bahasa Asing Persahabatan Internasional Asia (STBA-PIA) participated in semi-structured interviews. Thematic analysis revealed four major themes: (1) difficulties in speaking English, including vocabulary, grammar, pronunciation, and anxiety; (2) improvement in speaking skills through debating, particularly fluency, vocabulary, pronunciation, and grammar; (3) enhancement of confidence, motivation, and anxiety management; and (4) development of argumentation and critical thinking skills. The findings imply that debates are an effective pedagogical strategy fostering language skills, cognitive, and socio-emotional development. Implications for teaching include integrating structured debates in EFL classrooms to improve speaking skills and promote learner autonomy. The study also shows the importance of qualitative methods to better understand learners’ perceptions and experiences in language learning.
Language Production in Digital Indonesian: A Psycholinguistic Analysis of Maudy Ayunda’s Instagram Captions Sholihatul Hamidah Daulay; Fitri Aisyah Amini Nst
EXCELLENCE: Journal of English and English Education Vol 6 No 1 (2026): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v6i1.1384

Abstract

The rapid development of social media has significantly transformed patterns of language use and production in everyday communication. Instagram, as a visually oriented platform, encourages brief, expressive, and multimodal forms of written language through captions. This study aims to examine language production in Instagram captions written by Maudy Ayunda from a psycholinguistic perspective. Using a qualitative document analysis approach, the study focuses on sentence structure, lexical choice, code-mixing between Indonesian and English, emotional expression, and the use of emojis. The findings indicate that the captions are characterized by syntactic simplicity, frequent use of emotionally salient vocabulary, flexible bilingual language planning, and multimodal features that support efficient meaning-making. These linguistic characteristics reflect adaptive language production strategies shaped by cognitive efficiency, emotional processing, and the communicative demands of digital environments. The study contributes to psycholinguistic research by highlighting how language production operates in contemporary digital discourse.
Changes in Students’ Writing Style After Using a Grammar Checking App: A Reflective Qualitative Study Asla Alayya; Nur Indah Ramadhani; Salsabila Lubis; Nikmatul Wahidah; Muhammad Hasyimsyah
EXCELLENCE: Journal of English and English Education Vol 6 No 1 (2026): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v6i1.1403

Abstract

Students' writing growth has been greatly impacted by the incorporation of grammar-checking software into language learning, especially in English as a Foreign Language (EFL) contexts. This study focuses on the linguistic and cognitive aspects of writing in order to examine how students' writing styles alter after utilizing a grammar-checking program. 25 undergraduate students taking an academic writing course participated in this study, which used a qualitative reflective design. Semi-structured interviews, reflective diaries, pre- and post-writing assignments, and document analysis were used to gather data. To find patterns of change in grammatical accuracy, lexical diversity, sentence complexity, coherence, and writing autonomy, the data were subjected to thematic analysis. The results show that using grammar checking software greatly enhances students' writing, especially in terms of improving grammatical accuracy, increasing vocabulary, and encouraging more intricate sentence patterns. Students also exhibit higher levels of engagement with the editing process and metacognitive awareness. However, the study also highlights some disadvantages, like an excessive dependence on automated feedback and a poor critical comprehension of grammatical principles. Grammar checking software is therefore a useful tool for enhancing writing quality, but in order to guarantee deeper learning and critical engagement, its use should be accompanied by instructional assistance.
The Phenomenon of Code-Mixing in College Students’ Instagram Captions: An Analysis of Identity and Digital Language Style Nur Hasanah; Aisyah Mutiara Sani; Sri Wardani; Muhammad Hasyimsyah Batubara
EXCELLENCE: Journal of English and English Education Vol 6 No 1 (2026): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v6i1.1406

Abstract

The purpose of this study is to examine code-mixing in Mandailing Natal Instagram captions written by college students, with a focus on identity construction and digital language style. Thirty Instagram captions were gathered between January and March of 2025 for this study, which uses a descriptive qualitative methodology. Documentation was used to gather data, and Muysken’s (2000) theory of code-mixing—which incorporates insertion, alternation, and congruent lexicalization—was used for analysis. The results indicate that students employ three different forms of code-mixing, with insertion being the most common. Code-mixing is used to express identity and digital language style, as well as to serve as a communication tool. It suggests that students promote themselves as contemporary, expressive, and internationally connected people by using multiple languages. According to the study’s findings, code-mixing is a significant component of students’ social media digital communication practices. It illustrates how a multilingual environment shapes linguistic identity in the digital age.
Total Physical Response (Tpr) In Teaching Vocabulary To Slow Learners: A Phenomenological Study Of Seventh Grade Teachers Raudhotu Fadhilah; Farida Repelita Waty Br Kembaren; Yani Lubis
EXCELLENCE: Journal of English and English Education Vol 6 No 1 (2026): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v6i1.1412

Abstract

This study aimed to explore the experience of an English teacher in implementing the Total Physical Response (TPR) method to enhance vocabulary mastery for slow learners in a seventh-grade inclusive class at SMP Muhammadiyah Medan. The research background arises from the need to find effective teaching strategies for slow learners who face challenges with traditional learning methods. The study employed a narrative inquiry approach, involving one primary teacher participant and one supporting slow learner student. Data were collected through narrative interviews, classroom observations, reflective notes, and supporting documentation, then analyzed using *transcription, restorying, and thematic coding.The findings indicate that TPR significantly improves students’ ability to understand, retain, and use vocabulary by linking words with physical movements. Slow learners showed increased confidence, active participation, and better vocabulary retention after engaging in TPR-based lessons. TPR also fosters a more inclusive and interactive classroom environment. Teacher strategies such as repeated instructions, breaking lessons into simpler steps, and direct demonstration proved effective in supporting slow learners’ learning process. Based on these findings, it is recommended that teachers consistently apply TPR, students actively participate in movement-based activities, schools support active learning strategies, and future researchers explore the integration of TPR with other teaching methods in inclusive classroom contexts.

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