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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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Exploring EFL Students’ Experiences with NotebookLM in Professional Cover Letter Writing Aminah Aminah; Yulia Efnawati; Febri Yendoris
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/yf693r66

Abstract

The integration of artificial intelligence through Google NotebookLM’s Retrieval-Augmented Generation (RAG) architecture offers sophisticated, context-aware guidance for English as a Foreign Language (EFL) learners. Despite burgeoning scholarly interest in generative AI, empirical investigations examining students’ lived experiences with NotebookLM during high-stakes professional writing tasks, such as cover letter composition, remain significantly sparse. Addressing this empirical lacuna, this qualitative descriptive study investigated students’ experiences utilizing NotebookLM for cover letter generation within a vocational curriculum. Employing purposive sampling, eighteen students from two Job Hunting classes were selected, with qualitative data gathered through semi-structured interviews, classroom observations, and textual document analysis. The thematic findings reveal that NotebookLM functions as an effective digital micro-scaffold operating within the students' Zone of Proximal Development (ZPD). Specifically, the platform optimized professional genre awareness regarding cover letter conventions, enriched workplace-specific vocabulary, mitigated writing anxiety, and heightened writing self-efficacy. While source-grounded, document-based interaction was highly evaluated, participants simultaneously underscored the crucial necessity of critical literacy to navigate contextual accuracy. These insights contribute to the expanding discourse surrounding the pedagogical integration of AI-assisted writing tools in vocational EFL education by offering granular empirical evidence on how source-constrained architectures streamline professional genre writing without inducing extraneous cognitive load.
Cultural Identity in Children's Books: Multilingualism and Cultural Pride in The Name Jar Muhammad Arifandi Yacub; Firja Adica; Adrian David Rafael Siburian; Rafi Isham Fadhlillah; Muhammad Yusuf
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/gk6x1f90

Abstract

Children's literature contributes immensely towards constructing the cultural identities of immigrants and minority language learners, but research focusing on analyzing particular multilingual picture books from a multimodal perspective is scarce. The current research focuses on the analysis of The Name Jar (Choi, 2001) as a multilingual picture book in order to understand the ways’ cultural identity representations are created and negotiated in a Korean-American environment. A qualitative case study methodology was used where multimodal content analysis (Krippendorff, 2019; Kress & van Leeuwen, 2006) and thematic analysis (Braun & Clarke, 2006) techniques were applied to the verbal text, illustrations, paratext, and Korean-script sections of the book. Four themes were derived: cultural identity through naming; text as a mirror and window; visualizing multilingualism; and pedagogical possibilities of the text. The findings of the current research demonstrate that The Name Jar creates a complex counter-narrative of assimilation by promoting hybrid identity while the Korean script is more than just a decoration but also a multimodal semiotic resource. Overall, multilingual picture books like The Name Jar have great potential as pedagogical materials for intercultural education and promoting the heritage language identity.
Multimodal Representation of Academic Anxiety in Jory John's The Smart Cookie Anggun Dhanisa; Nabila Zuki; Sarah Safika Sitorus; Ibnati Faiza Hamdi; Muhammad Yusuf
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: 10.61672/4xr23w06

Abstract

Modern children's literature no longer serves merely as a tool for early literacy, but functions as a socio-cultural artifact reflecting the emotional and psychological challenges of contemporary children. However, previous research on how children's academic anxiety and identity crises that are deeply depicted through the synergy of text and imagery in popular storybooks remains highly under-explored. This study aims to examine the multimodal construction in the picture book The Smart Cookie by Jory John and Pete Oswald (2021), specifically how the protagonist's “baked identity” serves as a layered semiotic metaphor for perfectionist pressures and academic performance anxiety. Methodologically, this study adopts a qualitative descriptive approach within the Multimodal Discourse Analysis (MDA) paradigm, integrating Michael Halliday's Systemic Functional Linguistics (SFL), Kress and van Leeuwen's visual social semiotics, and intermodal relations. The analysis focuses on the verbal, visual, spatial, and gestural dimensions of 18 selected double-page spreads. The findings demonstrate that the text-image dynamics actively construct a “third story,” a psychological realm arising from the ironic tension and counterpoint between verbiage and illustration. This study concludes that micro-level narrative and visual decisions successfully encode macro-level social anxieties, allowing the storybook to critique academic performativity while simultaneously fostering internal psychological resilience and social-emotional literacy in young readers.
Visual Semiotics of Instagram Advertising Posters: A Grammar of Visual Design Analysis of Indonesian Soda Brands Juvelman Harefa; Daniel Sbastian
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/qxkmej79

Abstract

Despite the growing use of Instagram advertising, comparative visual semiotic studies examining how competing soda brands construct brand identity remain limited. This study analyzes how visual elements in soda drink advertising posters shape meaning and brand image through four aspects of Kress and van Leeuwen's (2006) Grammar of Visual Design: composition, modality, represented participants, and interactive participants. A descriptive qualitative approach was applied to eight official Instagram posters from the four most popular soda brands in Indonesia (Coca-Cola, Fanta, Sprite, and BIG Cola) based on the 2025 Top Brand Award. While all four brands share high visual modality and product-centric composition, they differentiate through distinct coding orientations: Coca-Cola and Sprite employ naturalistic realism to convey authenticity and purity, Fanta adopts a sensory orientation with stylized visuals to express youthful energy, and BIG Cola blends naturalistic detail with sensory boldness. All brands predominantly use the offer image, positioning the audience as observers. Critically, BIG Cola uniquely deploys a demand image through the direct gaze of football stars, creating a parasocial connection absent in the market leaders. This study demonstrates how brands in the same product category construct distinctive multimodal identities on Instagram, and how a challenger brand uses the demand image to disrupt convention. The findings provide practical insights for marketers in designing visual brand identities and contribute to multimodal advertising research in digital communication.
Hesitation and Repair Strategies in EFL Students’ Academic Presentations: A Case Study Muhammad Dzimar; Rahma Aulia Usysyfa; Fika Naila Izzati; Faiz Abdillah; Syafhika Rosilatu Zahra; Vadia Fika Munida; Dewi Puspitasari
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/jeqk6y71

Abstract

Oral presentations in EFL classrooms require students to communicate ideas fluently while managing the cognitive demands of real-time speech production. However, many learners experience hesitation and frequently repair their utterances, particularly during academic presentations in intercultural communication contexts. This study investigates the use of hesitation and repair strategies in EFL students’ academic presentations in an Intercultural Communication course. Using a qualitative case study design, the study focused on two university students selected purposively due to their frequent use of hesitation during presentations. Data were collected through classroom observations and audio recordings and analyzed using thematic analysis. The findings showed that students commonly used three hesitation types: filled pauses, repetitions, and silent pauses. Regarding repair strategies, self-repair was the most frequently employed, while pair-repair occurred less often. Based on Levelt’s speech production model, filled pauses and silent pauses reflected difficulties in idea generation and speech planning, whereas repetitions indicated problems in lexical retrieval and grammatical formulation. Self-repair demonstrated active speech monitoring, while pair-repair highlighted the supportive role of interaction. The study concludes that hesitation and repair strategies function as important cognitive and communicative mechanisms that help EFL learners manage real-time speech production during academic presentations. These findings provide practical insights for EFL teachers in designing presentation-based learning activities that support students’ speaking fluency, self-monitoring, and strategic communication skills, while also helping students develop greater awareness of hesitation and repair as natural aspects of spoken language production.
How ChatGPT Supports Students in Learning English: A Qualitative View Arini Nabilla Dzulfahmi; Wardatul Abyadiyah; Naila Fatina Zuhriana; Kayla Ikhsania Fitriani; Aina Salsabila; Dewi Puspitasari
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/f47h1k12

Abstract

The incorporation of artificial intelligence (AI) into the educational sector has opened up fresh possibilities for English as a Foreign Language (EFL) learning, with ChatGPT emerging as a popular tool due to its interactive and immediate support. This qualitative study explored how ChatGPT supports students in learning English by examining their interaction patterns, the types of support provided, and their perceptions of its usefulness. Information was gathered by conducting semi-structured interviews with three individuals chosen intentionally undergraduate students who had substantial experience using ChatGPT to support their English learning. The participants were chosen because they could provide rich, comprehensive understandings of the topic being studied. The information gathered from interviews was later examined through thematic analysis.The findings revealed that students interacted with ChatGPT in different ways, ranging from active engagement through prompt refinement and follow-up questions to direct use for obtaining quick answers. ChatGPT provided linguistic, cognitive, affective, and practical support, and participants perceived it as a flexible and helpful learning tool that promoted independent learning. However, concerns regarding information accuracy and the risk of over-reliance were also identified. Overall, ChatGPT shows strong potential to support EFL learning when used critically and responsibly.
Students’ Perceptions of Using ChatGPT in Learning English Vocabulary: A Narrative Inquiry Nafahatul Miskiyah; Alfina Lu’luuzzahro; Hasna Azzahra; Lia Roudlotul Jannah; Lianfin Sadida Atsmara; Amanda Destiana Habibah; Dewi Puspitasari
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/vnf81p10

Abstract

ChatGPT is increasingly used as a tool for learning English vocabulary among Indonesian EFL university students. Employing a qualitative narrative approach, the study explores students’ perceptions and experiences in utilizing ChatGPT to support vocabulary learning. Data were collected through participants’ accounts of their learning experiences and analyzed using thematic narrative analysis by Riessman. The findings reveal that ChatGPT promotes faster and more practical vocabulary learning by providing instant definitions, synonyms, and explanations, which enhance students’ understanding and confidence. Furthermore, its accessibility supports self-directed learning and increases learner motivation. However, several challenges were identified, including concerns about information accuracy, excessive dependence on technology, and the potential reduction of critical thinking skills. The study concludes that ChatGPT can serve as an effective vocabulary learning tool when used critically and accompanied by active verification of information, suggesting the need for guided and responsible integration of AI tools in EFL learning contexts.
Eighth-Grade Students’ Interest in Writing Descriptive Texts: A Descriptive Quantitative Study Nuraini; Samsul Amri; Sri Erma Purwanti
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: 10.61672/80r5nz75

Abstract

Writing is a crucial skill in English language learning, yet students often exhibit low interest in this activity. This study aimed to investigate eighth-grade students' interest in writing descriptive texts, focusing on five key indicators: feeling, attention, attraction, active involvement, and persistence. Employing a descriptive quantitative design, this study involved all 28 eighth-grade students at MTs Tarbiyah Islamiyah Sei Simbar selected through total sampling. Data were collected using a 15-item Likert-scale questionnaire and analyzed using percentage analysis. The findings revealed that the students’ overall interest in writing descriptive texts was low, with an average score of 35.28%. Specifically, the percentage for each indicator was 37.85% for feeling, 35.47% for persistence, 34.52% for attraction, 34.52% for active involvement, and 34.04% for attention. These results indicate a general lack of engagement and focus during descriptive writing tasks. Consequently, English teachers are highly encouraged to implement more innovative, interactive, and visually engaging instructional strategies to foster students' motivation and active participation in writing activities.
Translating Batak Toba Cultural Terms in Toba Dreams:Domestication and Foreignization in English Subtitles Ucok simamora; Daniel Sbastian
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/abxdf017

Abstract

As Indonesian films increasingly reach international audiences through global streaming platforms, subtitle translation plays an important role in representing local cultural identity across languages. However, limited studies have examined how subtitle translation strategies shape the representation of indigenous cultural identity in audiovisual media. This study investigates the domestication and foreignization strategies used in translating Batak Toba culturally specific items (CSIs) in the English subtitles of Toba Dreams (2015). Guided by Venuti's (1995) domestication and foreignization framework and Newmark's (1988) cultural taxonomy, this study employed a descriptive qualitative approach using the official Netflix subtitle corpus. The findings identified 26 culturally specific items distributed across five cultural categories. Domestication was the dominant strategy (77%), particularly for Social Culture items, while foreignization (23%) was mainly applied to Material Culture items supported by visual context. Although domestication improved subtitle readability, it also reduced the representation of Batak Toba social hierarchy, especially the Dalihan Na Tolu kinship system. This study contributes to audiovisual translation research by demonstrating how subtitle translation strategies influence the representation of indigenous cultural identity while balancing cultural preservation and audience accessibility.
From YouTube to TikTok: Speech Acts and Implicatures in Cryptocurrency Influencer Discourse and Its Clipper-Mediated Recontextualization Azael Umbu Sogara; Ni Made Diana Erfiani; Yohanes Octovianus Lesu Awololon Awololon
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: 10.61672/25kj6464

Abstract

The rapid growth of social media has transformed financial communication, enabling influencers to shape public understanding of cryptocurrency through language that is continuously reproduced and reinterpreted across digital platforms. This study investigates speech acts and conversational implicatures in Timothy Ronald’s cryptocurrency discourse and examines how his YouTube utterances are recontextualized through TikTok clipper accounts and audience responses. Grounded in cyberpragmatics, the study employed a qualitative descriptive design. Thirty utterances were collected from YouTube and TikTok, of which eight representative utterances were purposively selected for in-depth analysis. The utterances were analyzed using Speech Act Theory (Austin, 1962; Searle, 1969), Conversational Implicature Theory (Grice, 1975), and thematic analysis (Braun & Clarke, 2006). The findings reveal that Timothy Ronald’s YouTube discourse is characterized primarily by assertive and directive speech acts that construct authority, display investment conviction, and promote long-term financial perspectives. Several implicature patterns emerged from the analysis, including aspirational, authority-building, conviction-display, authority-amplification, FOMO-related, satirical, humorous, and solidarity-building meanings. The findings also demonstrate that TikTok clipper accounts actively reshape the pragmatic force of the original utterances through amplification, reframing, and audience interaction, transforming authoritative discourse into a negotiated communicative space. The study contributes to the development of cyberpragmatics by demonstrating how speech acts and conversational implicatures are reconstructed through cross-platform recontextualization in financial influencer discourse, thereby extending existing understanding of digital pragmatic meaning-making in the Indonesian context.

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