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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 48 Documents
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EDUCATIONAL VALUES IN RAYA AND THE LAST DRAGON: A CHARACTER EDUCATION APPROACH TO TEACHING ENGLISH Mafaza Nabila; Senowarsito Senowarsito; Arso Setyaji
LEAD (Language, Education and Development) Vol 4 No 2 (2025): Volume 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 septiana adela sari; Ahdi Riyono2; Diah Kurniati
LEAD (Language, Education and Development) Vol 4 No 2 (2025): Volume 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 Wahyu Unggul Widodo; Nur Iffani Khoirunisa; Etika Dewi Kusumaningyas
LEAD (Language, Education and Development) Vol 4 No 2 (2025): Volume 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.
STUDENTS’ PERCEPTIONS ON THE USE OF DUOLINGO AS GAMIFICATION TOWARD THEIR VOCABULARY MASTERY AT MTS AK-FAKHRIYAH BATURAJA Lisda Aryanti; Merie Agustiani; Nurul Afifah
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.17146

Abstract

The purpose of this study was to investigate the attitudes of eighth-grade students at MTs Al-Fakhriyah Baturaja toward the usage of Duolingo as a gamified learning tool to help them acquire their vocabulary. The research used a descriptive qualitative approach. Purposive sample of the eighth-grade population at MTs Al-Fakhriyah Baturaja yielded 21 students from class VIII-B. Data were gathered by a closed-ended questionnaire and open-ended interviews. The questionnaire data were analyzed using a percentage-based approach, whereas the interview data were investigated using Miles and Huberman's (2014) interactive model, which includes data reduction, data display, and conclusion drafting. The data revealed that students had a positive view of Duolingo's ability to help them acquire vocabulary. They found the application to be engaging, interactive, and successful in aiding their comprehension, retention, and application of new language. Furthermore, Duolingo's gamification features, such as points, levels, and prizes, were thought to improve students' motivation, engagement, and confidence in learning English. These findings suggest that gamified tools, such as Duolingo, can promote a more student-centered and motivating vocabulary learning experience.
THE USE OF CODE SWITCHING IN RAYMOND CHIN’S PODCAST “INDONESIAN SCHOOLS ARE BROKEN, THIS IS THE RADICAL FIX” Aulia Putri; Ahdi Riyono; Rusiana Rusiana
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.17305

Abstract

This study aims to analyze the patterns, functions, and impacts of code switching in Raymond Chin’s podcast episode entitled “Indonesian Schools Are Broken, This Is the Radical Fix.” The research focuses on identifying the dominant types of code switching used, how they function in conveying messages, and the communicative impact on the audience. The theory of code switching patterns is based on Poplack (1980), the functional classification adopts Hoffmann’s framework, and the impacts of code switching used Das's theory. This study uses a qualitative descriptive method, with documentation and transcription as data collection techniques. The data were analyzed by categorizing code-switching occurrences and interpreting their functions in the context of the conversation. The results show that the most dominant pattern used is intra-sentential switching, reflecting the speakers’ natural bilingual ability. The primary function of code switching was to express social identity and adapt to the context. The impact observed was the demonstration of a multilingual identity and enhanced audience engagement. These findings highlight the role of code switching as a communicative strategy in modern digital media and how it reflects broader aspects of language and society.
THE HUMAN-AI INTERACTION IN ACADEMIC WRITING: A PHENOMENOLOGICAL EXPLORATION OF WRITERS' EXPERIENCES WITH CHATGPT Nanda Ardianing Putri; Abdullah Kafabih; Amalia Salsabila Solikha; Michella Helen Cleovena; Rozanah Katrina Herda; Ana Mae M. Monteza
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.17365

Abstract

The rapid development of technology, especially in artificial intelligence (AI), has led to the integration of AI tools such as ChatGPT into education. People have largely used ChatGPT as writing assistance, including for academic writing. While prior studies have examined ChatGPT in academic writing, few have explored writers’ real experiences and views from a phenomenological perspective. This study aims to investigate undergraduate and postgraduate students’ personal experiences and perspectives on the use of ChatGPT in academic writing. Using qualitative research employing a phenomenological design, this study involved four students from the English Language Education Program at one university in Yogyakarta, Indonesia. Data were collected through in-depth interviews and analyzed using Collaizi’s method to capture the essence of their experiences. The findings indicate that participants experienced ChatGPT as a productive partner in academic writing as well as a source of potential ethical, cognitive, and creative risks. However, ChatGPT raised concerns regarding excessive dependence, a decline in critical thinking, and factual accuracy. These emphasize that ChatGPT should function as a tool that assists rather than replaces writers’ intellectual contributions. This study provides insight into how academic writers’ experience the writing process with the help of AI, which can serve as a reference for educators and institutions that want to integrate AI into writing instruction.
UNVEILING ENGLISH SPEAKING ANXIETY AMONG EFL LEARNERS IN BANDA ACEH Annisa Siddik; Yuliana Angreini Syafruddin
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.20354

Abstract

Speaking is a crucial skill in English language learning; however, many learners experience anxiety that hinders their performance and participation. Grounded in Foreign Language Anxiety theory, this study aims to explore the types and underlying causes of English-speaking anxiety among tenth-grade students at SMAN 5 Banda Aceh in the 2025/2026 academic year. Employing a qualitative descriptive case study design, data were collected through semi-structured interviews with 14 students identified as experiencing speaking anxiety. The findings reveal three major forms of anxiety: fear of negative evaluation, communication apprehension, and test anxiety, with fear of negative evaluation emerging as the most dominant factor. This suggests that students are particularly concerned about being judged by peers and teachers during speaking activities. Furthermore, several contributing factors were identified, including fear of making mistakes, limited vocabulary, difficulties in pronunciation, and low self-confidence. These factors interact to create a psychological barrier that limits students’ willingness to engage in oral communication. The study concludes that English-speaking anxiety significantly influences students’ classroom participation and overall speaking development. The findings highlight the importance of fostering a supportive and non-threatening classroom environment, where students feel safe to express themselves without fear of judgment. Pedagogical implications include the need for teachers to adopt anxiety-reducing strategies, such as positive feedback, scaffolding techniques, and communicative activities that promote confidence and gradual language development.
REPRESENTATION OF LOCAL WISDOM AND CULTURAL IDENTITY IN PRIMARY SCHOOL ENGLISH TEXTBOOKS Neng Ana Aprilya Nupus; Muhammad Syafiq Gumilang
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.20412

Abstract

The present study examines how English primary school textbooks in Indonesia represent cultural identity and local wisdom within the pedagogical paradigm of the Indonesian Kurikulum Merdeka, employing Cortazzi and Jin's (1999) cultural categories. The study focuses on critically analyzing the textual and visual representations of Source, Target, and International Cultures as found in the Grow with English series used by Grade 1 and Grade 5 learners at Raudhatul Jannah Elementary School. The research methodology, based on sociolinguistic theory, utilizes a qualitative Critical Content Analysis which triangulates textual and visual document analysis with semi-structured interviews with a homeroom teacher as well as practical pedagogical resonance. The findings illustrate unmistakable Source Culture orientations evidenced from local geographic nomenclatures, national school uniformations, and less controversial symbols with regional and religious associations (the hijab, the udeng), pervasive among the Target Cultures or International Cultures. However, the textbooks cater to Indonesian national policy (Permendikbudristek No 12 of 2024) and local ordinances (Cilegon Mayor's Regulation) and lead English teaching in strictly localized sociolinguistics contexts immediately relatable to students. The study ends with this, which says that their model of localized content will bring down the set of effects filters, called sociolinguistic dissonance and builds a local id, indigenously infused ready for global bilingual identity.

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