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Linguapedia
Published by Universitas Islam Jember
ISSN : 26229196     EISSN : 25979744     DOI : https://doi.org/10.56013/linguapedia.v7i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Linguapedia is a peer-reviewed and open-access academic journal managed by the English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember. Mainly focuses on publishing the original research-based articles related to English Education, Literature, and Linguistics Studies. Linguapedia journal is published annually, on August. Since 2021, the journal is published biannually on May and November. Submissions of the manuscript are open all year long. All papers submitted to the journal should be written in good English. Authors for whom English is not their native language are encouraged to have their paper checked before submission for grammar and clarity. The work should not have been published or submitted for publication elsewhere.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 53 Documents
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Speech Acts in the Podcast Pasca Laga Bersama Thom Haye & Debutan Pelupessy Haerani, Fahrunnisa; Rohati, Titi Dewi; Dewi, Erniyanti Nur Fatahhela
Linguapedia Vol. 9 No. 2 (2025): November
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v9i2.4938

Abstract

Speech acts are important in communication as it not only conveys information, but also perform actions and influences hearer. In spontaneous media like podcast, the natural use of language is appropriate for analyzing how intent is conveyed through utterances. The aim of this research is to determine the types of illocutionary acts utterances by Neal, to determine the types of perlocutionary acts utterances by Thom and Joey, and analyze perlocutionary effects successful, or unsuccessful after the speech acts are uttered. This research uses theory of Searle (1979) for categorizing illocutionary acts, Searle (1969) for categorizing perlocutionary acts, and Austin (1962) for identifying the effect of perlocutionary acts. This research uses descriptive qualitative method to find the result. The results show that Neal uses 5 types of illocutionary acts which are representative, directive, expressive, commissive, and declaration. Meanwhile, Thom and Joey us 3 types of perlocutionary acts including verbal perlocutionary, non-verbal perlocutionary, and verbal-nonverbal perlocutionary. Moreover, the perlocutionary effect is said to be successful in line with the speaker’s intention, since out of the 10 data analyzed, there are 8 successful mostly accomplish the expected communicative purpose.
Trust, Bias, and Agency: A Critical Examination of Students’ Perceptions of AI in Academic Contexts Hernina Dewi Lestari; Suhartatik
Linguapedia Vol. 10 No. 1 (2026): May
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v10i1.4890

Abstract

The fast incorporation of artificial intelligence (AI) in higher education has sparked an increased interest in understanding how students view its function, dependability, and ethical implications. This research critically investigates students' perceptions of AI in academic settings, focusing on the interconnected characteristics of trust, bias, and agency. Data from 60 undergraduate students, who were selected using purposive sampling technique, were acquired using a qualitative study approach, which included semi-structured interviews and theme analysis. The findings show that students have conditional faith in AI technologies, valuing their efficiency and accessibility while being dubious about accuracy and fairness. Participants were aware of algorithmic bias, notably in terms of Western-centric linguistic and cultural representation, but lacked a thorough knowledge of the technical causes of such bias. Furthermore, students navigated a complicated sense of agency, combining empowerment from AI-assisted learning with worries about reliance, authorship, and academic integrity. Emotions such as excitement, anxiety, and guilt highlighted the moral complexity surrounding AI's employment in academic research. These findings emphasize the need for higher education institutions to create critical AI literacy frameworks, clear policies, and context-sensitive pedagogies that promote ethical, egalitarian, and human-centred interaction with AI technology. The work adds to current discussions about human-AI partnerships in education by revealing how trust, bias, and agency are dynamically intertwined in student’s lived experiences with AI-assisted learning.
Revolution in the Film US Directed by Jordan Peele Anisah Qolby; Erniyanti Nur Fatahhela Dewi; Titi Dewi Rohati
Linguapedia Vol. 10 No. 1 (2026): May
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v10i1.5475

Abstract

This research analyzes the theme of revolution in Jordan Peele's film Us (2019). The film presents two opposing groups: people who live freely in the upper world and those who are trapped below in restricted and harsh conditions. This contrast becomes a metaphor for class struggle in capitalist societies. The writer uses Karl Marx’s theory of revolution and class struggle to examine how inequality and oppression can lead to rebellion. The study applies a qualitative descriptive method, focusing on content analysis of selected scenes, dialogues, and character actions. The findings show that the film portrays systemic inequality through mirrored behavior, spatial separation, and exploitation. Alienation is experienced collectively by the Tethered, who are stripped of voice, identity, and freedom. Their shared suffering and lack of agency eventually lead to class awareness and rebellion. Thus, Us reframes revolution as a rational and collective response to enduring structural violence. The study implies that popular films can serve as powerful cultural texts for understanding and critically examining social inequality, class conflict, and systemic oppression through a Marxist perspective. Future research is recommended to compare Us with other contemporary films that address class struggle or to apply different critical approaches, such as postcolonialism or intersectionality, to broaden the interpretation of social resistance in cinema.

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