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Mochammad Abdullah Salim
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Essence: Teaching English as a Foreign Language, Linguistics, and Literature Journal
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : 30638879     EISSN : 30638879     DOI : https://doi.org/10.33367/essence
Core Subject : Education,
Languange, Linguistic, Communication & Media
Essence Journal is a biannual journal for those engaged in English Language Teaching (ELT), encompassing those teaching English as a second, additional, or foreign language, as well as in the context of international communication. The publication bridges the practical aspects of teaching with insights drawn from academic fields like applied linguistics, education, psychology, and sociology. The primary objective of Essence Journal is to facilitate informed discourse on the methodologies and theories shaping English language instruction and acquisition globally. Additionally, it serves as a platform for professionals in the field to share knowledge and perspectives across geographical boundaries.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 25 Documents
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Critical Discourse Analysis of the Song "im a girl like you" on Barbie Movies : Princess and the Pauper Nur Luluk Maghfiroh; Yufa Valentina A; Rike Rachmadina P; Fatimah
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 2 No. 2 (2025): October 2025
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v2i2.7882

Abstract

This study uses Teun A. van Dijk’s Critical Discourse Analysis to examine the song “I’m Just Like You” from Barbie: The Princess and the Pauper. It analyzes how language in the song reflects social ideologies, constructs identity, and engages with gender and class power relations. Through Van Dijk’s model—text, cognition, and social context—the study finds that the lyrics promote emotional equality and shared identity between two female characters of different social classes. Linguistic features such as affixation, lexical choice, and symmetrical dialogue emphasize friendship, self-acceptance, and empowerment, though the critique of systemic inequality remains symbolic. The study concludes that Barbie films socialize young audiences into ideas of femininity and equality within commercially acceptable limits, highlighting the role of media language in shaping perceptions of gender and class.    
The Use of Language in Product Advertising Discourse on Instagram Qoiqotul Hikmah; Alvia Nuris sualalah; Ayyuhrimah
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 2 No. 2 (2025): October 2025
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v2i2.7890

Abstract

This study examines the use of language in product advertising discourse on the Instagram platform. With the rise of digital marketing, Instagram has become a strategic medium for product promotion. The focus of this study is to analyze the language style, persuasive rhetoric, and linguistic elements used by advertisers to attract attention, build brand image, and encourage purchasing decisions. Qualitative content analysis was applied to a sample of product advertisements from various categories. The results of the study indicate that advertisers on Instagram tend to use informal, emotive, and persuasive language supported by the use of metaphors, hyperbole, and direct appeals. These findings highlight how the characteristics of the Instagram platform influence linguistic communication strategies for advertising effectiveness.
Using Speechace  Web To Help EFL Learners Improving Speaking Skill Abdul Muhyi Muhyi; Tenika Illananingtyas
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 2 No. 2 (2025): October 2025
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v2i2.7894

Abstract

Technology is increasingly being used in EFL classrooms and has also changed the interaction between teachers and students. Especially in English-speaking countries, AI innovation has progressively coordinated dialect learning and appraisal, advertising productivity and locking in the environment. One of the easiest to use and most widely used from a practical perspective is the web-based one called Speechace, which uses speech recognition to assess and train English-speaking skills to provide immediate feedback and has guided practice that can be done at any time. This study seeks to investigate the efficacy of Speechace in developing EFL learners’ speaking skills through a literature review. Following the literature review method, the authors reviewed books, journal articles, and reputable online sources that clearly explain how the platform helps students’ pronunciation, fluency, and motivation in learning English. The findings show that Speechace’s immediate individual feedback allows learners to self-identify and self-correct their mistakes and improve their general speaking skills. In addition, consistent use of the technology-enabled platform also encourages self-directed learning and builds learners’ confidence and insight in speaking English. Findings show that when non-native speakers use Speechace consistently, treating it as a daily practice buddy for students reluctant to speak English, the program fits more good and naturally into regular EFL classes.
Grammar Through Gamified Storytelling: Empowering Learners Across Generations Siti Khikmiyah khikmiyah; Ulfatus Sholihah
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 2 No. 2 (2025): October 2025
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v2i2.7970

Abstract

This study explores the integration of gamified storytelling into grammar instruction to empower EFL learners from various generational backgrounds in a university context. Grounded in the principles of active learning and digital engagement, the research employed a classroom action research (CAR) design over two cycles to investigate how gamified storytelling influences grammar mastery and learner motivation. Participants included the second and the fourth year English education students who engaged in interactive grammar lessons centered on narrative-based digital games. Data was collected through grammar tests, reflective journals, observations, and interviews. Findings indicated a significant improvement in students’ grammatical accuracy and increased learner autonomy, collaboration, and confidence. The gamified storytelling approach also helped bridge generational gaps in learning preferences by offering a flexible, creative, and student-centered learning environment. The implications suggest that combining grammar instruction with narrative-based games can foster a more inclusive and empowering EFL classroom, making grammar more relatable and enjoyable across age groups. This study contributes to the ongoing discussion on innovative grammar pedagogy and supports the use of technology-enhanced learning tools to promote engagement and equity.
A Morphosyntactic and Lexical Error Analysis in English SOP Writing on Welding Procedures by Mechanical Engineering Students Ahsin Fahmi Mubarok; Setiyo Rojikin; Mochammad Abdullah Salim
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 3 No. 1 (2026): April 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v3i1.8780

Abstract

This research examines the most common morphological and lexical errors in English Standard Operating Procedures (SOPs) for welding machines authored by Indonesian mechanical engineering students. Using a descriptive qualitative method, ten student-generated SOPs on Shielded Metal Arc Welding (SMAW) were analyzed. The study found that most errors arose from negative transfer from Indonesian, a language with minimal obligatory inflectional and derivational morphology. The top three morphological mistakes were the omission of the adverbial suffix -ly (8 occurrences), the omission of the plural -s (6 occurrences), and the omission of nominal suffixes (6 occurrences). Lexical errors were also prevalent, particularly inaccurate collocations (e.g., do welding instead of perform welding) and incorrect phrasal verbs, reflecting a tendency to translate literally rather than use established English technical expressions. These errors undermine the clarity, precision, and safety essential for effective SOPs. The results suggest the need for focused instructional strategies that contrast English morphological and idiomatic conventions with Indonesian to enhance students’ accuracy in technical English writing.

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