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Lead Journal
Published by Universitas Jenderal Soedirman
ISSN : -     EISSN : 2827976X     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LEAD Journal is a semiannual publication for all those involved in English language education and development as a foreign language or as an international Lingua Franca. The Journal welcomes both research-based and theoretical development within the domains of English language teaching and learning, applied linguistics, education, curriculum and so on.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 43 Documents
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EDUCATIONAL VALUES IN RAYA AND THE LAST DRAGON: A CHARACTER EDUCATION APPROACH TO TEACHING ENGLISH Nabila, Mafaza; Senowarsito, Senowarsito; Setyaji, Arso
LEAD (Language, Education and Development) Vol 4 No 2 (2025): Vol 4 Number 2 2025
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2025.4.2.17176

Abstract

The aims of the study are to analyze the educational values contained in the film Raya and the Last Dragon and their relevance to character education in English language learning for children. This study uses John Dewey's theory of educational values as the main framework, which is linked to Thomas Lickona's theory of character education. The method employed in this study is a descriptive, qualitative approach that utilizes documentary analysis techniques. Data was collected from dialogues, narratives, and scenes in the film. The researcher analyzed data containing educational values, as outlined by John Dewey (1994), and then categorized these values into four groups: moral, social, intellectual, and aesthetic values. The analysis results indicate that the film contains various educational values, with the following results: moral values (32.06%), social values (26.67%), intellectual values (24.76%), and aesthetic values (16.51%). Of all these educational values, there is a significant relationship with Thomas Lickona's (1996) theory of character education, which divides character values into five main points: caring, fairness, responsibility, respect, and honesty. These educational values are presented both explicitly and implicitly through characters, conflicts, and problem-solving in films. Based on the results of this research, it is hoped that animated films can contribute to English teachers, especially in teaching character values contextually and attractively to students through an English learning approach at the elementary school level.
SPEAKING STRATEGIES OF TAAPSEE PANNU: A PRAGMATIC ANALYSIS OF FILLER EXPRESSIONS sari, septiana adela; Riyono2, Ahdi; Kurniati, Diah
LEAD (Language, Education and Development) Vol 4 No 2 (2025): Vol 4 Number 2 2025
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2025.4.2.17450

Abstract

This study aims to identify the types and functions of filler expressions and to analyze their role as speaking strategies and pragmatic tools in Taapsee Pannu’s spontaneous speech. Using a qualitative descriptive approach, data were collected by documenting and observing a YouTube video of her speech. The analysis applied the classifications by Rose (1998) and Stenström (1994). The findings revealed a total of 143 filler expressions, consisting of 93 non-lexical fillers (such as “uh” and “um”) and 50 lexical fillers (such as “I mean,” “like,” and “you know”). These fillers performed five out of seven functions proposed by Stenström: hesitating, reformulating, initiating, linking, and emphasizing.To ensure the reliability of the analysis, an inter-rater test was conducted using the percentage agreement formula. The agreement between two raters reached 88.8% (127 agreements and 16 disagreements) for filler types, and 79.0% (113 agreements and 30 disagreements) for filler functions. These results indicate that the classification process was consistent and dependable. While non-lexical fillers occurred more frequently, lexical fillers were often used for more complex pragmatic purposes, including clarifying meaning and managing transitions. The study shows that filler expressions are not simply signs of disfluency, but they play important roles in maintaining fluency, organizing discourse, and creating a natural conversational flow. From a pragmatic viewpoint, fillers also reveal the speaker’s awareness, spontaneity, and ability to engage the audience effectively. These results highlight the communicative value of fillers in everyday spoken language.
CREATIVE THINKING AND STUDENTS’ ACHIEVEMENT: A CORRELATIONAL STUDY AT MTS AL FALAH TOROH Widodo, Wahyu Unggul; Khoirunisa, Nur Iffani; Kusumaningyas, Etika Dewi
LEAD (Language, Education and Development) Vol 4 No 2 (2025): Vol 4 Number 2 2025
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2025.4.2.17697

Abstract

The study aims to analyse the relationship between creative thinking and students' English achievement at MTs Al Falah Toroh. This research employed a quantitative correlational design to investigate the relationship between two variables. The sample consisted of 70 students, selected through a random sampling technique to ensure fairness and representativeness. Data on creative thinking ability were collected using a questionnaire adapted from Dr. Khumar and Dr. Holman, which produced an average score of 67. Meanwhile, students’ English achievement scores were taken from their first-semester report cards, with an average score of 83.83, rounded up to 84. The data were analysed using the Spearman Rank correlation test and processed through SPSS software. The results of the test showed a correlation coefficient of rs (68) = .10 with a significance level of p = .395. This finding indicated a very weak and statistically not significant. In other words, the study found no meaningful relationship between creative thinking and students’ English achievement. The interviews with students and teacher supported these results. They suggest that other factors influence on students’ English achievement, such as the learning environment and educational support facilities, had a greater influence on students’ English achievement.

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