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EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics

eji
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Published by Universitas Islam Indragiri

ISSN : 25492144 EISSN : 25985140 DOI : 10.61672

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics is a scientific journal issued by the English Study Program FKIP Islamic University of Indragiri Tembilahan Riau. It includes authentic studies, conceptual, and best work articles in English education, literature, and linguistics. Then it is put out twice a year in January and July. (ISSN. 2549-2144, E-ISSN. 2598-5140)

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 238 Documents

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Exploring The Transatlantic Divide: American Vs British Slang In 'Wild Child' Movie Maharani, Laura Meylinda; Karani, Elanneri; Haryani, Tutik; Tegar, Jonathan; Mieyrandha
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3343

This "Transatlantic Divide" between AmE and BrE refers to one of the most prominent sociolinguistic phenomena, especially in slang usage. To date, prior research into slang has commonly been restricted to studying single regional varieties or comparing lists without considering their narrative and sociocultural functions. This paper, therefore, aims to bridge this gap by discussing the sociolinguistic function of the interplay between AmE and BrE slang in the 2008 teen comedy film Wild Child. The research applies a descriptive qualitative method with a content analysis approach to analyze the dialogue in the movie in order to find, categorize, and interpret slang expressions according to their communicative and narrative roles. These results show two different sociolinguistic functions. First, local varieties of AmE and BrE slang serve as linguistic barriers, creating conflict, misunderstanding, and marking social distance between characters. The differences underline the construction of "in-group" and "out-group" identities and focus on cultural dissonance. Second, a category of mutually intelligible expressions or "global slang" serves as a linguistic bridge that fosters mutual understanding, emotional connection, and integration of the characters. In these ways, the movie presents language both as a source of division and as a means of reconciliation. The paper concludes that Wild Child effectively mobilizes the Transatlantic Divide not merely from a stylistic or comedic perspective but as a core narrative mechanism. Slang is used as a means through which social hierarchies, cultural adaptation, and identity negotiation are dramatized, showing how linguistic variation drives both conflict and harmony in cross-cultural communication.

Word Formation Processes and Meanings in English-Based K-Pop Group Names Nurhidayah, Dinda Tri; Wulandari, Novitri; Tyas, Dinda Ayuning; Aziz, Dzaki Naufal
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3347

This paper analyzes the formation and meaning of English-based K-pop group names through morphological and semantic approaches. As K-pop has become a global phenomenon, it is undeniable that English plays a significant role in shaping its international identity and image. Therefore, this study attempts to identify the types of word formation processes used in English K-pop group names and describe their meanings. This study applies Yule's (2020) theory of word formation, which consists of compounding, blending, clipping, acronyms, and other processes, as well as Leech's (1981) theory of meaning. Thirty K-pop group names were collected from official and valid online sources and analyzed qualitatively. The results show that the most dominant process is compounding, followed by acronyms and blending. These processes are commonly used because they make group names shorter, more creative, and more memorable. Semantically, the most frequently found meaning is connotative meaning. This reflects how K-pop names contain emotions, identity, and creativity beyond their literal or direct meanings. In general, this study shows that K-pop group names do not happen by chance; instead, they have been carefully designed to reflect symbolism and branding. Therefore, this study highlights that linguistic creativity through morphology and semantics is an important factor in shaping how language can create meaning, bind cultures, and play a vital role in global entertainment.

The Role of Self Concept in Forming Students’ Self Confidence in Public Speaking Ngefak, Amin R; Ndun, Lesly N.; Olbata, Yabes
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3353

Public speaking with confidence is one of the most important skills in education, especially for university students. In fact, many students still lack confidence in public speaking, while others are very good at it. Self-concept is an important factor that influences students' self-confidence in public speaking. This study aimed to explore the role of self-concept in building students' confidence in public speaking. It used a qualitative descriptive method and interview as research instrument. Students in the public speaking class of the English Education program at Institut Pendidikan Soe were involved in the study. The results showed that self-concept has three important roles in building students' confidence, namely: as a foundation of confidence, overcome anxiety and doubt, and key to facing challenges. This also confirms that a positive self-concept helps students have high self-confidence.

Pragmatic Analysis of Leech’s Politeness Principles in Encanto Movie Siahaan, Tri Vika; Sitompul, Geby Novelisa; Alivia, Gifa Auzira; Sitio, Jesika br
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3358

This study explores how politeness works in the animation movie called Encanto in theory of Geoffrey Leech’s Politeness Principle. It focuses on how the six maxims of tact, generosity, approbation, modesty, agreement, and sympathy appear in the characters’ dialogues and how they build the story and their relationships. The data collected from selected lines in the movies and were analyzed using a qualitative descriptive method. The researchers identified the dialogues that presented politeness, classified them based on Leech’s maxims, and analyzed how each maxim functions in the characters’ communications. This helps us know how polite language can reduce tension and guide emotional responses during conversations. It also shows how everyday family talk reflects values like respect, care, and modesty. The findings reveal that all six maxims appear in the film, with approval being the most frequent and sympathy the least. In more emotional scenes, the characters tend to rely on tact and generosity. The approval maxim often helps maintain relationships and encourages warmth between characters. Overall, the study suggests that politeness in Encanto supports family harmony and plays an important role in character development and conflict resolution. It also shows that pragmatic theories can be applied to fictional stories and adds to the growing research on politeness in animated films.

Challenges and Roles of English Public Speaking Courses for Students at the University Karnedi; Lelly Zuyana Asril; Bastian, Arif Alexander
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/rw49nx79

This research examined students’ levels of difficulty and their understanding progress in English Public Speaking, key areas of focus include grammar, fluency, vocabulary, comprehension, and accent. Data were taken from 45 students of the English Literature Study Program, Persada Bunda Indonesia University, Pekanbaru, Riau. The mixed research used a questionnaire as an instrument of data collection. The qualitative data in this study complemented the quantitative data, providing a deeper understanding of how and why the Public Speaking course affects students' speaking abilities, particularly in terms of their experiences, attitudes, and perceptions. Overall, the findings indicated that prior to taking the Public Speaking course, students experienced a high level of difficulty in all aspects of English public speaking. The overall mean score of 3.55, categorized as Strongly Difficult, shows that grammar, fluency, vocabulary, comprehension, and accent posed substantial challenges. These results highlight the need for structured public speaking instruction to support students’ English-speaking development. After completing the Public Speaking course, students demonstrated a very high level of understanding across all English public speaking indicators. The overall mean score of 3.63, categorized as Very High, indicates substantial improvement in grammar, fluency, vocabulary, comprehension, and accent. These findings suggest that the Public Speaking course was effective in enhancing students’ English-speaking competence and overall communicative performance.

Grammatical Challenges in English Writing among First-Year University Students Abbas, M. Fadhly Farhy; Fathira, Vina; Masbiran, Gunaldi
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3388

Grammar is a crucial component of English writing, yet many first-year university students face difficulties in applying it correctly. This study aims to explore the grammatical challenges of first-year university students in English writing, including their difficulties, strategies, and perceptions. This qualitative study involved 10 first-year university students enrolled in an introductory English course at a university in Pekanbaru, providing insights into their grammatical challenges, strategies, and perceptions in English writing. Data were collected through interviews. The responses were analyzed thematically and illustrated using direct quotations. The findings revealed that students frequently struggle with tenses, subject–verb agreement, prepositions, and sentence structure. Writing frequency varied, with some students practicing regularly while others wrote only when assigned. Strategies to improve grammar included reading example sentences, using applications and books, asking peers or teachers for feedback, and self-correction. Students acknowledged that understanding grammar is important for clarity, effective communication, and academic success. The study highlights the need for structured grammar instruction, regular writing practice, and effective feedback. Providing reliable resources and emphasizing common error patterns can help students overcome grammatical challenges and enhance their writing skills. It is recommended that educators provide targeted grammar lessons focusing on common errors, integrate digital tools to support autonomous learning, and encourage consistent writing practice to help students enhance their grammar skills and overall writing proficiency.

Fostering Critical Thinking and Digital Literacy: Students’ Use of the Verb “Be” in English Sentences Masbiran, Gunaldi; Fathira, Vina; Asril, Lelly Zuyana
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3389

This study aims to analyze students’ mastery of the verb be in various sentence forms and to evaluate the role of digital-based exercises in enhancing students’ critical thinking and digital literacy skills. The study employed a quantitative descriptive approach, with data collected through Google Forms from 12 EFL students. The research instrument consisted of multiple-choice questions, with 10 items each for positive sentences, negative sentences, and interrogative sentences. The results indicate that students are more proficient in forming positive sentences, while negative and interrogative sentences show higher error rates, particularly regarding subject-verb inversion and the use of not. Activities requiring students to explain their answer choices fostered the development of critical thinking skills, while the use of an online platform strengthened their digital literacy. The limitations of this study include a relatively small sample size and a focus on simple sentences. Future research is suggested to expand the sample, use more complex sentences, and explore the relationship between grammar mastery, critical thinking, and digital literacy in more authentic learning contexts.

Challenges Faced by ELT Teachers in Adopting ChatGPT as an Instructional Tool Maspufah; Afriyeni, Yeni; Zuriati, Diana; Masbiran, Gunaldi
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3390

Generative artificial intelligence (AI) ChatGPT hold remarkable opportunities for enhancing language teaching and learning. However, integrating ChatGPT into classroom activity created challenges for teachers such as lack familiarity with the technology, difficulty to differ AI or students’ generated work, weaken students’ creativity and critical thinking. The purpose of the research was to find out challenges faced by ELT teachers in adopting ChatGPT as an instructional tool. This was descriptive qualitative research. It was conducted to thirteen private senior high school teachers in Riau. The sample was taken by purposive sampling technique. The data were collected through semi-structured interviews conducted over Zoom and WhatsApp voice calls. The data were analysed thematically by applying Braun and Clarke’s theory. The finding indicated that ChatGPT adoption among ELT teachers remains constrained by pedagogical uncertainty, ethical concerns, limited technical competence, and inadequate institutional support. Teachers continue to struggle with aligning AI tools to learning objectives, ensuring academic integrity, and verifying the accuracy of AI-generated content, while also navigating unclear policies and unstable technological infrastructure. In conclusion, language teachers faced many challenging in adopting ChatGPT in their teaching. Therefore, it was suggested to educational institution who willing to adopt it into their instruction needed to facilitate workshop or training on AI, especially ChatGPT and digital literacy for their teachers.

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Samsul Amri

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ejipbifkipunisi@gmail.com

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ejipbifkipunisi@gmail.com

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Riau

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Samsul Amri

Contact Email ejipbifkipunisi@gmail.com

Phone +6285365757756

Journal Mail Official ejipbifkipunisi@gmail.com

Editorial Address Jl. Soebrantas. Kelurahan Tembilahan Hilir. Kecamatan Tembilahan. Inhil - Riau

Location Kab. indragiri hilir, Riau INDONESIA

Abstract

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Abstract

Contact Name
Samsul Amri

Contact Email
ejipbifkipunisi@gmail.com

Phone
+6285365757756

Journal Mail Official
ejipbifkipunisi@gmail.com

Editorial Address
Jl. Soebrantas. Kelurahan Tembilahan Hilir. Kecamatan Tembilahan. Inhil - Riau

Location
Kab. indragiri hilir,

Riau

INDONESIA