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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 31 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.
Multimodal Discourse Analysis of Indomie Advertisements on Television Ifa Iswatul Hasan; Ana Fikrotuz Zakiyah; Unsil Faida
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.v3i1.7883

Abstract

  This study investigates how Indomie television advertisements employ multimodal elements to convey persuasive messages and construct cultural identity. It aims to examine the integration of visual, linguistic, spatial, and auditory modes in shaping consumer perception and fostering brand loyalty. Using a qualitative descriptive-interpretative method, five advertisements aired between 2020 and 2024 were purposively selected and analyzed within a multimodal discourse analysis framework. The findings reveal that these advertisements combine everyday domestic settings, emotive language, relatable characters, and culturally rooted music to depict themes of togetherness, comfort, and national pride. Visual features such as animated steam, bright colors, and direct gaze enhance emotional engagement, while memorable slogans like “Indomie seleraku” personalize the brand experience. The study concludes that Indomie’s advertising transcends product promotion by embedding narratives of cultural familiarity and shared values, positioning the product as a symbol of national identity. These results underscore the persuasive power of multimodal strategies in food advertising and suggest avenues for future research in cross-cultural advertising discourse. Keywords: Multimodal, Discourse, advertising
A Morphosyntactic and Lexical Error Analysis in English SOP Writing on Welding Procedures by Mechanical Engineering Students Ahsin Fahmi Mubarok; Setiyo Rojikin
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.
Enhancing Descriptive Writing Skills of EFL Junior High School Students through Clustering Technique I Gde Putu Agus Pramerta; Thara Arnetta; Dewa Ayu Ari Wiryadi Joni
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.v3i1.9072

Abstract

This study aimed to improve the descriptive writing skills of seventh-grade students at SMPN 2 Kuta Utara in the 2025/2026 academic year through the implementation of the clustering technique. The study employed a Classroom Action Research (CAR) design consisting of two cycles and involved 38 students as the research participants. Data were collected through writing tests (pre-test, post-test 1, and post-test 2) and a questionnaire to examine students’ perceptions of the technique. The data were analyzed using descriptive quantitative analysis by calculating mean scores and percentages, supported by classroom observations. The findings revealed a gradual improvement in students’ writing performance across the research cycles. The mean score of the pre-test in the pre-cycle was 57.36, indicating that students’ initial writing ability was relatively low. After the implementation of the clustering technique in Cycle I, the mean score increased to 63.89. A more significant improvement was observed in Cycle II, where the mean score reached 75.08, and 31 out of 38 students successfully achieved the minimum passing grade. Furthermore, the questionnaire results showed that the majority of students expressed positive perceptions toward the use of the clustering technique and reported increased motivation in writing descriptive paragraphs. These findings indicate that the clustering technique effectively supports students in generating ideas, organizing their thoughts, and developing descriptive texts. Therefore, it can be concluded that the clustering technique is an effective strategy for improving students’ descriptive writing skills and increasing their engagement in the writing learning process.
Digital Culture and Psychopolitics in Waheed Ahmed’s The Black Hill Syndrome: A Post-9/11 Story Muhammad Rehan Sabir; Abdillah Nugroho
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.v3i1.9080

Abstract

This study examines how Waheed Ahmed’s The Black Hill Syndrome (2024) allegorizes digital culture as a system of hidden domination. Drawing on Baudrillard’s theory of hyperreality and Han’s concept of psychopolitics, this study argues that both Black Hill and digital culture simulate freedom while sustaining a complex system of control. In the post-9/11 context, the novel reflects cultural anxieties around surveillance, identity, and authority. Black Hill serves as a metaphor for digital culture, as it conceals power relations behind openness and autonomy. The paper analyzes digital hegemony as a modern continuation of imperialist agendas. What is presented as free expression is in fact a carefully managed illusion that preserves capitalist structures. By examining the erasure of individuality, the suspension of time, and the unseen authority of “Mundri Wala” in Black Hill, the study demonstrates how both Black Hill and digital culture create the performance of freedom while diffusing real autonomy. This study also explores how Pakistani fiction not only reflects post-9/11 anxieties but also engages with global debates on digital control, autonomy, and resistance.
Negotiating Academic Authority and Cultural Values in Minangkabau Thesis Seminars: A Critical Discourse Analysis Saiyidinal Firdaus
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.v3i1.9082

Abstract

This study investigates how academic authority and cultural values are negotiated in thesis seminar practices within Minangkabau higher education, addressing a critical gap in critical discourse analysis (CDA) concerning the integration of institutional power and local cultural norms. While previous studies have predominantly conceptualized academic discourse as structurally hierarchical, limited attention has been given to how such authority is dynamically mediated by culturally embedded communicative practices. Employing a qualitative design grounded in CDA, this study analyzes approximately 24 hours of video-recorded thesis seminar interactions involving lecturers and undergraduate students. The data were examined using Fairclough’s three-dimensional framework, focusing on textual, interactional, and socio-cultural levels of analysis. The findings reveal four dominant discursive strategies of authority negotiation: directive authority enactment, mitigated authority negotiation, collaborative alignment, and culturally indexed deference. These strategies demonstrate that authority is not only exercised through direct control but also negotiated through politeness, interactional alignment, and culturally shaped deference. Based on these patterns, the study proposes the Hybrid Authority Negotiation Model (HANM), which conceptualizes authority as a dynamic interplay between institutional and cultural dimensions. The study concludes that academic discourse in thesis seminars is hybrid, context-dependent, and culturally mediated rather than purely hierarchical. The findings contribute theoretically by extending CDA toward a more culturally responsive framework and practically by informing more context-sensitive academic communication practices in higher education. This research highlights the importance of integrating cultural perspectives into discourse analysis and pedagogical design in increasingly globalized academic environments.

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