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Wiki Tedi Rahmawati
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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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Students’ Perceptions of the Role of Local Wisdom-Based Creative Writing in Generating Creative Products Alvionita Damayanti; Maria Arina Luardini; Maida Norahmi; Roni Kurniawan
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.v6i1.1415

Abstract

Creative writing plays a crucial role in developing students’ creativity and writing skills. However, many students still encounter difficulties in generating ideas and expressing them effectively due to the lack of culturally relevant and contextualized learning materials. This study aims to investigate the implementation of creative writing integrated with local wisdom in generating creative products and improving students’ writing skills. This study employed a qualitative approach using a phenomenological design to explore students’ experiences and perceptions. The participants consisted of 18 students who completed a questionnaire and five students who participated in semi-structured interviews selected through purposive sampling. All participants were students of the English Education Study Program at Universitas Palangka Raya, specifically from the batch of 2022 in Class A, who had participated in a creative writing course and produced writing products. Data were collected through questionnaires and interviews and analyzed using thematic analysis, with method triangulation applied to ensure the credibility and trustworthiness of the findings. The findings reveal that the integration of local wisdom provides meaningful and familiar contexts that support students in generating ideas, organizing their writing, and expressing their thoughts more authentically. In addition, students demonstrated positive perceptions, including increased confidence, emotional engagement, and satisfaction with their writing. Importantly, the study found that creative writing based on local wisdom not only enhances students’ creativity and writing skills but also enables them to produce creative writing products, such as short stories and culturally grounded texts, which reflect their personal experiences and cultural identity and have the potential to contribute to the preservation of local culture for future generations. However, several challenges were identified, including difficulties in language use, coherence, and cultural representation.
The Effectiveness of AI Feedback on Genre-Based Writing Skills of EFL Students Wiki Tedi Rahmawati; Yunita Mutiara Haharap
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.v6i1.1421

Abstract

This study investigates the effectiveness of QuillBot, a free AI feedback application, in enhancing genre-based writing skills among EFL students. Using a one-group pre-test post-test quasi-experimental design, ten first-semester students participated in writing tasks before and after receiving AI feedback. Quantitative analysis revealed a significant improvement, with mean scores increasing by 20 points (t = 12.45, p < 0.001, Cohen’s d = 2.5). QuillBot feedback reports indicated that grammar accuracy, lexical choice, and cohesion were the most improved aspects, while organization of ideas still required lecturer guidance. The findings confirm that AI feedback can serve as effective digital scaffolding in genre-based writing pedagogy.
Digital Slang and English Informal Language in Online Gaming Communities An Analysis of Virtual Interaction Restina Liza; Rona Adani Ulayya; Nil Andrian Afandi Matondang; 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.v6i1.1423

Abstract

This study examines the forms, functions, and sociolinguistic significance of digital slang and informal English as used within online gaming communities. Drawing on the theoretical frameworks of Crystal (2021), Herring (2007), and Gee (2003), the research identifies and analyzes key categories of gaming language—including abbreviations and acronyms (GG, AFK, OP), in-group jargon (noob, pwned, meta), onomatopoeia-based expressions, and code-switching practices—and investigates their communicative roles in virtual interaction. The findings demonstrate that digital slang in gaming communities serves not only as a communicative shortcut but also as a marker of identity, group solidarity, and social hierarchy. Informal language functions as a mechanism of inclusion and exclusion, delineating in-group members from outsiders, and reflecting the power dynamics inherent in digital social spaces. Furthermore, the study reveals that gaming slang transcends the virtual sphere, increasingly influencing everyday spoken and written English. By uncovering how informal language indexes community membership and cultural values in digital environments, this study contributes to the fields of internet linguistics, pragmatics, and the sociolinguistics of virtual communities.
Male and Female Information Systems Students' Communication Styles in Academic Discussions: A Sociolinguistic Study at Batuta University Medan Dwi Suci Amaniarsih
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.v6i1.1431

Abstract

Communication styles play a significant role in shaping students' participation and interaction during academic discussions. Gender has been identified as one of the social factors that may influence communication behaviors in educational settings. This study aimed to investigate the communication styles of male and female students during academic discussions in the Information Management Study Program at Batuta University Medan. The study employed a qualitative descriptive case study design involving 30 students, consisting of 15 male students and 15 female students. Data were collected through classroom observations, audio-recorded discussions, and semi-structured interviews. The data were analyzed using thematic analysis to identify communication patterns and interactional features. The findings revealed that male students tended to employ more direct, assertive, and competitive communication styles, as reflected in their higher frequency of initiating discussion topics, presenting arguments, and interrupting conversations. Female students, on the other hand, demonstrated more collaborative and supportive communication styles through the use of clarification questions, supportive feedback, and cooperative interaction strategies. Despite these differences, both groups actively participated in academic discussions and contributed valuable ideas. The study concludes that communication styles are influenced not only by gender but also by educational context and classroom culture. The findings contribute to sociolinguistic research on gender and communication and provide pedagogical implications for promoting inclusive and effective classroom interaction in higher education.
Analyzing Sense and Reference in Students’ Descriptive Writing Based on Emojis and Hashtags on Instagram Nurmahyuni Asrul; Natanael Saragih
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.v6i1.1435

Abstract

This mini-research explores how 9th-grade students interpret and apply the sense and reference of emojis and hashtags in their descriptive writing on Instagram. With the rise of multimodal communication in the digital age, Instagram's combination of images, text, emojis, and hashtags has transformed how students express themselves. This study investigates how these symbols influence students' ability to construct sense and reference in their descriptive texts. Using qualitative methods, 30 students from SMP Shafiyyatul Amaliyyah in Medan, provided Instagram posts that incorporated emojis and hashtags in descriptive contexts. Semi-structured interviews further explored their interpretations. The data revealed that emojis primarily served to convey emotions or visually enhance descriptions, while hashtags categorized themes or referenced specific topics. A majority of students (73%) used emojis and hashtags effectively to enhance their descriptive writing, while 27% misused or overused these symbols, leading to unclear or inappropriate references. The research applies Gottlob Frege's theory of sense and reference to analyze how students use emojis and hashtags to convey meaning. The study concludes that while students can integrate digital symbols effectively, there are challenges in their contextual application. This research highlights the importance of teaching students how to use multimodal elements meaningfully in academic writing. Keywords: Emojis, Hashtags, Descriptive Writing, Sense and Reference
Symbols and Meanings in The Mandailing Traditional Wedding (Rituals and Cultural Attributes) in The Cultural Revitalisation of The Alpha Generation Asri Yulianda; Anna Leli Harahap; Shopiah Anggraini Rambe; Saprida Saprida; Muhammad Fauzi Romadhon Marpaung
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.v6i1.1439

Abstract

This study aims to describe the symbols and meanings found in the rituals and cultural attributes of the Mandailing traditional wedding ceremony, as well as their relevance to the revitalisation of Mandailing Batak culture among Generation Alpha. This study employs a qualitative descriptive method, utilising data collection techniques such as observation, interviews, and documentation conducted in the village of Hutagodang. The data were analysed using Roland Barthes’s semiotic theory, which encompasses denotative, connotative, and mythical meanings. The results of the study indicate that the rituals of makkobar, berinai, marhaban, and mangupa-upa, as well as the traditional clothing and food of the Mandailing, contain symbolic meanings such as respect, togetherness, responsibility, prayer, and hopes for married life. Semiotic analysis shows that each ritual and cultural attribute possesses denotative, connotative, and mythical meanings that reflect the cultural values of the Mandailing community. This study also indicates that Generation Alpha is still familiar with the practice of Mandailing traditional weddings, but does not yet fully understand the symbolic meanings contained within them. Therefore, cultural revitalisation efforts are required to ensure that Mandailing cultural values are preserved and passed on to the younger generation.
Indonesian Influence on English Errors in X Tweet Annajmi Mastari Maryam; Wulandari Wulandari; Veriyansah Veriyansah; Atika Hanum; Siti Ismahani
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.v6i1.1455

Abstract

This study aims to analyze grammatical errors found in English tweets posted by Indonesian users on X. The research focuses on identifying the types of errors based on Error Analysis theory and explaining their causes through Contrastive Analysis between Indonesian and English. This study employs a qualitative descriptive method, with data collected from a number of tweets containing grammatical errors. The errors are classified into four categories: omission, addition, misinformation, and misordering. Furthermore, the sources of errors are analyzed into interlingual and intralingual factors. The findings reveal that misinformation is the most dominant type of error, followed by omission and addition, while misordering occurs less frequently. These errors include incorrect verb forms, misuse of articles, inappropriate word choices, and incorrect sentence structures. Most errors are categorized as intralingual, indicating that they are mainly caused by incomplete understanding of English grammar rather than direct influence from Indonesian. However, some errors reflect interlingual influence, particularly in the omission of articles. In addition, the study shows that the informal nature of social media contributes to the use of non-standard language forms. In conclusion, both linguistic competence and contextual factors influence learners’ grammatical accuracy in online communication.
Appraisal in Threads: Digital Persona Construction of Indonesian Fitness Influencers Hestika Ginting; Winaria Peggy L. Simanjuntak
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.v6i1.1469

Abstract

This study explores how Indonesian fitness influencers create digital personas using evaluative language on Threads by drawing upon Martin and White’s (2005) Appraisal framework comprised of Attitude, Engagement and Graduation. Following a qualitative netnographic approach (Kozinets, 2015), data was collected from six selected influencer posts based on their activity and relevance to fitness-oriented discourse. Findings reveal that Attitude (Affect) is the most prominent resource, emphasizing emotional expression as key to establishing relatability and engagement, while Judgement and Appreciation reinforce fitness discipline and its worth. Engagement leans towards authoritative positioning, tempered by inclusivity to align audiences, and Graduation strengthens evaluative meanings for more impactful persuasion. These patterns produce three dominant digital personas, namely Motivator, Coach, and Companion, showing how evaluation serves as a strategic device for identity enactment and audience engagement in digital communication.
Duolingo’s Effectiveness in Enhancing English Reading Skills through Reflective Feedback Silvi Ayu Mandira; Rini Ekayati
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.v6i1.1472

Abstract

Digital technology has reshaped English language learning by offering learners more personalized, interactive, and accessible practice, with Duolingo emerging as one of the most widely used gamified applications for developing reading skills. This study examined the effectiveness of Duolingo in enhancing English reading skills among seventh-grade students, with particular attention to reflective learning and feedback. A qualitative descriptive design was used, involving 35 students and one English teacher at SMP Muhammadiyah 01 Medan. Data were collected through a Likert-scale questionnaire, semi-structured interviews, observation, and documentation, then analyzed using the interactive model of data reduction, data display, and conclusion drawing proposed by Miles, Huberman, and Saldana. Results suggest that students and the teacher perceived Duolingo positively, especially with its contribution to reading comprehension, vocabulary acquisition and learning motivation, and also in relation to the fostering of more autonomous and introspective study practices. The application’s rapid feedback function allowed students to detect and self-correct their own reading errors, which further fostered a more thoughtful attitude to practice. This study implies Duolingo may serve as a beneficial supplemental tool for reading teaching, so long as teachers continue to push students toward deeper and more critical engagement with text.
AI-Based Vocabulary Games: Enhancing Memory Recall and Speaking Confidence among University Students Muhammad Rafii
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.v6i1.1474

Abstract

Vocabulary knowledge remains one of the most decisive predictors of oral proficiency, yet many university students continue to struggle with retaining new words long enough to use them spontaneously in speech. Artificial intelligence (AI) based vocabulary games, which combine adaptive repetition algorithms with interactive game mechanics, have recently been proposed as a means of addressing this persistent gap. This study investigates how an AI-based vocabulary game influenced memory recall and speaking confidence among eight university students enrolled in a general English course at a private university in Indonesia. Employing a qualitative case study design, data were gathered over a five-week intervention through pre- and post-intervention interviews, reflective journals, and observation of students' in-app performance. Findings reveal that the adaptive, spaced-repetition features of the AI application supported more durable vocabulary retention than students' prior rote-memorization habits, while the game-like scoring and instant feedback mechanisms reduced the psychological pressure typically associated with speaking practice. Participants reported that repeated, low-stakes retrieval of target words within the game gradually carried over into spontaneous classroom speech, resulting in fewer hesitations and greater willingness to volunteer answers orally. The study also identifies remaining challenges, including uneven engagement outside scheduled sessions and the game's limited capacity to model natural conversational register. These results contribute to the growing body of literature on AI-mediated informal digital learning of English (AIIDLE) and offer practical implications for integrating adaptive gamified applications into vocabulary instruction and speaking-skill development in higher education.

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