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EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
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 273 Documents
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Investigating Indonesian Pre-Service Teachers’ Beliefs about English Language Learning Alifya Ramadhani; Daflizar
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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: 10.61672/5vy60f51

Abstract

This study sought to investigate the language learning beliefs of Indonesian pre-service teachers and determine whether these beliefs varied according to gender and majors of study. Employing a quantitative approach with a survey design, the study involved 69 pre-service teachers from English and non-English majors at an Islamic higher education institution in Jambi Province, Indonesia. The data were collected using an online questionnaire administered during classroom sessions and analyzed using SPSS through descriptive and inferential statistics. The findings revealed that the participants held diverse, multidimensional, and generally positive beliefs about language learning, covering aspects such as language aptitude, learning difficulty, the nature of language learning, motivation, and learning strategies. Statistical analysis further showed that there were statistically significant differences in beliefs between male and female pre-service teachers (p < .05) but no significant differences were found regarding majors of study (p > 0.05). The study provides implications for educational institutions, teacher educators, and learners in supporting positive language learning beliefs within the Indonesian EFL context.
The Language of Madness: Analyzing the Repetition and Obsession in The Short Story “The Tell-Tale Heart” through Discourse Analysis Priscilla Abigail Giovanni Santoso; Ni Made Diana Erfiani Dewi; Yohanes Octavianus Lesu Awololon; Putu Chrisma Dewi
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/cg35ph78

Abstract

This study examines the discursive construction of madness in Edgar Allan Poe’s The Tell-Tale Heart through repetitive linguistic patterns that reflect psychological instability. By using a descriptive qualitative method within a Discourse Analysis framework, the data were analyzed through keyword frequency analysis, lexical repetition identification, and metafunctional interpretation of repeated keywords such as "louder," "eye," "heart," and "knew" based on Halliday's Systemic Functional Linguistics and Freud's psychoanalytic theory. The findings reveal that repetition has functions not only as a stylistic device, but also as a linguistic representation of paranoia, obsession, guilt, hallucination, and delusional certainty. From Halliday’s metafunctional perspective, in Textually, repetition contributes through lexical cohesion and thematic continuity, while in Ideationally, it reflects process shifts from objective reality into distorted mental experiences. From a psychoanalytic perspective, repetitive language patterns symbolize neurotic anxiety, Id dominance, Ego collapse, and defense mechanisms such as denial and projection. The conclusion of the study is that repetition in Poe's short stories goes beyond its cohesive function and serves as a discursive marker of psychological disintegration. These findings demonstrate the value of integrating stylistic, discourse-analytic, and psychoanalytic approaches in revealing the relationship between language patterns and psychological characterization in literary texts.
Optimizing EFL Learners' Intonation for Speaking Fluency through AI-Powered Speech Recognition Tools Maspufah; Diana Zuriati; Yeni Afriyen; Gunaldi Masbiran
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/tryn0c41

Abstract

Speaking competence remains a critical challenge for EFL learners, particularly in achieving accurate intonation and fluent speech due to limited speaking exposure, insufficient feedback, and conventional classroom practices that prioritize form over communication. Although recent studies have emphasized the potential of artificial intelligence (AI) in language learning, limited research has specifically examined the role of AI-powered speech recognition tools in improving suprasegmental features such as intonation within reflective classroom contexts. Therefore, this study aimed to identify to what extent the integration of AI-powered speech recognition tools optimize EFL learners’ intonation accuracy, and to describe the integration of the tools influence learners to speak fluency. This study employed a Classroom Action Research (CAR) design using mix method data approach involving 20 undergraduate learners which selected by purposive sampling technique at a private university in Pekanbaru. The research was conducted in one cycle consisting of planning, action, observation, and reflection stages. The data were collected through intonation test and speaking fluency performance, observation checklists, reflective journals, and AI-generated performance reports, and analysed by using three data analysis theory. The findings revealed a noticable improvement in learners’ speaking performance, with mean scores increasing from 60.25 in the pre-test to 80.75 in the post-test. In conclusion, the integration of AI-powered tools such as Stimuler can serve as effective complementary resources in speaking instruction, and it is recommended that educators integrate such technologies alongside communicative approaches while future research should explore long-term impacts and broader aspects of communicative competence.
Exploring Attitude Resources in Percy Bysshe Shelley's Love's Philosophy: An Appraisal Theory Perspective Ghina Aninnasi; Theofani Donita Padang; Nala Annisa Danin; Nurlela
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/y1jy4450

Abstract

This study aims to analyze the realization of the Attitude system in Percy Bysshe Shelley’s poem Love’s Philosophy using the Appraisal framework in Systemic Functional Linguistics (SFL). This study employs a qualitative content analysis supported by frequency counts using documentation and close reading techniques to analyze the poetic text. Data were analyzed by identifying and classifying lexical-grammatical elements into three main subsystems: Affect, Judgment, and Appreciation. The results indicate that a total of 27 units of analysis were identified, with Affect and Judgment emerging as the most dominant subsystems, each accounting for 37% (10 data), while Appreciation contributes 26% (7 data). These three subsystems work collaboratively to construct the poem’s interpersonal meaning and persuasive power. Affect is characterized by expressions of desire and dissatisfaction reflecting the poet’s longing, while Appreciation highlights the harmony and beauty of nature as a justification for the value of love. Judgment is used to provide a moral evaluation of the rejection of love, which is positioned as a deviation from the laws of nature. These findings reveal that Shelley strategically utilizes natural phenomena as metaphors to reinforce the argument that unity is a universal law, thereby presenting love as something natural, obligatory, and inevitable through a balanced appeal to aesthetic beauty and ethical reasoning.
An Analysis of Power Relations and Emotional Imbalance in the Song Manchild by Sabrina Carpenter through Feminist Criticism Zaskia Naura Rianto; Nadhillah Tsaqif; Mumtaz Naurah; Novalini Annisa Fitri; Nazira Ade Ifana Br Harahap; T. Thyrhaya Zein
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/h8qe4z08

Abstract

This study analyzes power relations and emotional imbalance in the song “Manchild” by Sabrina Carpenter through feminist literary criticism. Emotional inequality in patriarchal relationships remains an important issue, but emotional dependency as a form of patriarchal domination is still rarely discussed in popular music studies. Therefore, this study aims to identify the representation of patriarchal power and unequal emotional labor in the lyrics and examine the female narrator’s resistance to traditional gender expectations. This study employs a qualitative literary criticism approach using the song lyrics as the primary data source. The data were analyzed through textual analysis and thematic interpretation based on feminist literary criticism, focusing on Simone de Beauvoir’s concept of “the Other” and Kate Millett’s theory of patriarchy to interpret representations of power relations and emotional imbalance within the lyrics. The findings reveal that the male figure depends emotionally on the female narrator while avoiding responsibility, causing unequal emotional labor. Patriarchal domination also operates subtly through emotional dependency, while the female narrator expresses resistance through sarcasm, irony, and criticism. Therefore, Manchild functions not only as a feminist critique of emotional inequality and patriarchal relationship patterns but also contributes to feminist literary scholarship by demonstrating the value of contemporary popular music as a cultural text for examining gendered power relations, emotional labor, and patriarchal ideology in modern society.
Challenges of Integrating Translation into Communicative Language Teaching: Lived Experiences of English Teachers in an Indonesian Islamic Primary School Rahmat Syukran; Veni Roza; Widya Syafitri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/b8b85875

Abstract

The integration of Translation into Communicative Language Teaching (CLT) has regained attention in multilingual and religiously oriented educational contexts. In Indonesian Islamic primary schools (Madrasah Ibtidaiyah), English teachers regularly move between English, Indonesian, Arabic, and  local languages, creating tension between communicative ideals and classroom realities. Yet little is known about how teachers themselves experience this tension. This study explores the lived experiences of English teachers at Madrasah Ibtidaiyah Raudhatul As-Salimy, Koto Tangah, Tilatang Kamang, Agam Regency, in integrating translation into CLT. Using a Qualitative Phenomenological Design, data were generated through Semi-Structured Interviews, Classroom Observations, And Document Analysis involving five purposively selected teachers. The findings reveal four interconnected challenges: Ideological Tension Between CLT Principles And Translational Necessity, limited competence in using translation strategically as pedagogical scaffolding, institutional pressure from an Islamic curriculum that prioritises Arabic and religious subjects; and minimal student exposure to English beyond the classroom. The study shows that translation  is not experienced merely as a teaching shortcut, but as a context-driven response to Communicative Breakdown, Curricular Pressure, And Learner Need. It concludes that translation can function as a legitimate scaffold within CLT when used reflectively. These findings have implications for teacher education and curriculum design in Islamic primary education.
Students’ Perception and Usage of ChatGPT in Language Translation Activities: Evidence from EFL Learners Febri Yonanda Yovi; Veni Roza; Widya Syafitri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/t0efvf17

Abstract

The integration of Artificial Intelligence (AI) into language learning has transformed the way students engage in translation activities. One of the most widely used AI tools is ChatGPT, which offers various features that support language learning and translation. This study aimed to investigate students' usage of ChatGPT in language translation activities and explore their perceptions of its benefits and limitations. The study employed a quantitative descriptive research design and involved 41 students of SMP Al-Ishlah Bukittinggi, with 20 students participating in the instrument try-out for reliability testing and the remaining 21 students serving as the actual participants. Data were collected through a questionnaire distributed via Google Forms and analyzed using descriptive statistics. Prior to data collection, the questionnaire was reviewed by an English teacher for clarity and relevance, and its reliability was tested using Cronbach's Alpha (α = 0.735), indicating an acceptable level of internal consistency. The findings revealed that students generally held positive perceptions toward ChatGPT, with an overall mean score of 3.48 (Agree), and recognized its usefulness in supporting translation activities. Students reported that ChatGPT helps them understand difficult vocabulary and sentence structures, learn new vocabulary, improve translation performance, and support language learning, although they remained critically aware of its occasional inaccuracy and did not strongly prefer it over other translation tools. In conclusion, ChatGPT has considerable potential as a supplementary tool for language translation and English language learning. However, its effectiveness depends on students' ability to use the technology critically and responsibly. Therefore, ChatGPT should be viewed as a complementary educational resource rather than a replacement for traditional learning methods that are still usable.
Language and Emotion in eaJ's Among Us Gaming Livestreams: A Psycholinguistic Analysis of Spontaneous Speech Ragil Putri Prasetyo; Rohmani Nur Indah
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/hx26dj34

Abstract

Emotional prosody plays an important role in expressing emotions during spontaneous speech. However, studies on livestream communication have primarily focused on audience engagement and viewer interaction, while emotional prosody produced by streamers remains underexplored. Therefore, this study investigates emotional prosody manifested in eaJ’s spontaneous speech during an Among Us livestream and examines how interactions with other players create variations in emotional expression. This study employed a descriptive qualitative approach within a psycholinguistic framework. The data were obtained from an Among Us livestream uploaded on the eaJ Stream Archive YouTube channel. Fourteen excerpts containing emotional reactions were selected and analyzed using Juslin and Laukka’s (2003) emotional prosody framework. Fourteen excerpts were selected from all rounds of the livestream based on the salience of emotional expression and the absence of recurring prosodic patterns, as eaJ was frequently eliminated early in each round through being killed or voted out, resulting in limited interaction per round despite the overall duration of over four hours.The findings revealed five types of emotional prosody: anger, happiness, surprise, sadness, and fear. Anger emerged as the most dominant emotional category, while emotional variations appeared to be associated with interactional contexts such as accusations, voting discussions, humorous exchanges, and unexpected gameplay events. The findings also indicate that emotional meaning was conveyed through prosodic features, including pitch, loudness, stress, speech rate, and intonation, supported by visual cues such as facial expressions and body movements. This study concludes that emotional prosody functions as a dynamic communicative resource for expressing emotions during real-time interaction and contributes to psycholinguistic research on language and emotion in digital communication. Future research may examine emotional prosody across different gaming genres, livestream platforms, and interactional settings to provide a broader understanding of emotional expression in digital communication.
Exploring the Use of Claude AI in Reading Comprehension Assessment among Junior High School Students Febri Yonanda Yovi; Ali Mal Zulfahmi; Febria Sri Artika; Melyann Melani
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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: 10.61672/5z0nkj13

Abstract

This study described the use of Claude AI as an assessment tool in analysing Junior High School students’ reading comprehension performance. A descriptive research design was employed involving 38 students of SMP Negeri 3 Bukittinggi. Data were collected through a reading comprehension test consisting of one reading passage and five open-ended questions representing four reading indicators: literal comprehension, vocabulary in context, inferential reading, and critical thinking. Students’ responses were assessed using Claude AI and analysed descriptively. The finding showed that students performed strongest in literal comprehension, moderately in vocabulary and inferential reading, and weakest in critical thinking, with an overall average score of 68%. The results suggest that students possess adequate foundational reading skills but require further support in developing higher-order comprehension abilities. Claude AI demonstrated potential for providing rapid assessment and feedback, immediate feedback, and systematic analysis of student responses. However, its ability to evaluate complex reasoning and contextual factors remains limited the study concludes that Claude AI can serve as a useful formative assessment tool when combined with teacher judgement. These findings contribute to the growing discussion of AI-assisted assessment in English Language Teaching activities.
Exploring Speech Delay in a Premature Five-Year-Old Child:An Integrative Psycholinguistic Case Analysis Jumerli Ariati; Tengku Nindy Ananda Putri; Vinny Fiona; Dea Anggraini; Refy Aprilia
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (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/vjktp846

Abstract

Premature birth is a well-established biological risk factor for neurodevelopmental delay; however, limited research integrates neurological vulnerability with psycholinguistic processing mechanisms at preschool age. This study explores how prematurity contributes to speech delay in a five-year-old child through an integrative psycholinguistic framework. Using a qualitative instrumental case study design, data were collected through semi-structured parental interviews, clinical observation records, and speech-language therapy documentation. Thematic analysis revealed five dimensions of psycholinguistic impairment: lexical limitation, delayed lexical retrieval, phonological encoding weakness, sentence formulation deficit, and environmental reinforcement gap. Findings indicate that disrupted white matter development and cognitive processing inefficiencies manifest as restricted vocabulary, delayed lexical retrieval, reduced sentence complexity, and minimal communicative responsiveness. Importantly, environmental inconsistency in parental language stimulation intensifies these deficits, suggesting a dual-risk interaction between biological and environmental factors. This study proposes a conceptual framework linking prematurity, psycholinguistic processing limitations, and observable speech delay behaviours. The findings extend existing literature by providing a theoretically integrated explanation of language delay at a critical developmental milestone—age five—when school readiness becomes linguistically demanding in the Indonesian educational context. Implications emphasize early detection, structured intervention, and consistent caregiver-mediated language enrichment.

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