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GLOBAL: Journal of Language and Humanity Education
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Paracendekia NW Sumbawa
ISSN : -     EISSN : 30259205     DOI : 10.66355
Core Subject : Education,
Languange, Linguistic, Communication & Media
GLOBAL: Education Language and Humanity Journal is a peer-reviewed academic journal founded by the Paracendekia NW Sumbawa Teacher Training and Education College (STKIP), and published every August and February, with the first publication in August 2023. The journal is published in English English. This journal focuses on the fields: Education Language and humanities.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024): August 2024" : 5 Documents clear
An ANALYSIS OF SPEECH ACTS IN MOVIES : A LITERATURE REVIEW Safira Ladita; Iwan Jazadi
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 1 (2024): August 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/vxh71v24

Abstract

A Speech acts are actions that occur simultaneously with utterances. This research aims to elucidate the current research landscape regarding the use of speech acts in several movies based on a literature review. The research approach employed is qualitative descriptive. Through a comprehensive literature review, the researcher applies a synthesis method to assess selected studies, culminating in the amalgamation of findings when comparisons allow. Ultimately, the study reveals that each examined movie contains various types of speech acts used by respective characters. However, some studies focus solely on one type of speech act.
AN ANALYSIS OF STUDENTS’ LEARNING STRATEGIES IN OVERCOMING PASSIVE VOICE ERRORS Fauzi Hamsul; Irfan Hamonangan Tarihoran
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 1 (2024): August 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/anpbb458

Abstract

This article investigates the learning strategies employed by students at STKIP Paracendekia NW Sumbawa to overcome errors in constructing passive voice sentences. The study focuses on identifying the types of errors made by students and the strategies they utilize to correct these errors. Data was collected through interviews and the analysis of students' written exercises. The results reveal that students predominantly encounter misformation and omission errors when constructing passive voice sentences. These errors often stem from a lack of understanding of verb conjugations and the omission of auxiliary verbs. The study further explores the learning strategies used by students, categorized according to Oxford's (1990) classification, including cognitive, metacognitive, affective, and social strategies. It was found that students frequently employ cognitive strategies, such as seeking out resources and practicing sentence construction, as well as social strategies, including consulting peers and instructors. The findings suggest that while students are aware of the importance of using correct passive voice structures, they still struggle with certain aspects of its application. The study concludes by recommending targeted instructional strategies to improve students' understanding and use of passive voice, thereby enhancing their overall proficiency in English grammar
EXPLORING STUDYTWT AS AN ONLINE PLATFORM FOR LEARNING ENGLISH ON TWITTER Fitri Ramdani; Aris Dwi Intan Aprianti
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 1 (2024): August 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/nhqmg361

Abstract

This study explores how users of StudyTwt engage with the platform as a tool for learning English and examines how it supports their language acquisition. Using a qualitative research approach, the study applied interviews and observation with eight participants who have actively used Twitter to study English and maintain StudyTwt accounts. The research identifies three main ways that StudyTwt serves as a resource for English learners: first, by allowing users to find and share various English learning materials; second, by providing opportunities to connect with study partners and participate in discussion groups; and third, by offering a source of motivation and entertainment. In terms of how StudyTwt facilitates English learning, the study highlights two primary benefits: fostering interactive and collaborative learning experiences, and providing users with easy access to flexible, personalized learning opportunities. The findings suggest that StudyTwt can be a useful educational tool, demonstrating the potential of social media platforms to enhance language learning through structured collaboration, accessible resources, and user-driven content.
AN ANALYSIS OF SPEECH ACT IN THE ‘ONE PIECE’ LIVE ACTION TV SERIES Muhammad Ramdani; Elli Marliana
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 1 (2024): August 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/48f27k26

Abstract

This study focuses on the commissive speech acts used by the main character in the live-action TV series ‘One Piece’. The aim of this research is to identify the types and uses of commissive speech acts employed by the main character. Specifically, the study seeks to describe (1) the types and uses of commissive speech acts by the main character in the first episode of the One Piece live-action TV series. This research is qualitative in nature, using two instruments for data collection: observation and documentation. Based on the data obtained, it was found that the main character used a total of forty-five commissive speech acts, categorized into six types: promises (fourteen utterances), threats (five utterances), guarantees (five utterances), volunteering (six utterances), offers (seven utterances), and refusals (eight utterances). Additionally, the researchers found pedagogical significance in these findings.
SOCIOCULTURAL DIMENSIONS OF SPOKEN LANGUAGE USE IN EDUCATIONAL CONTEXTS: A MICRO-ETHNOGRAPHIC ANALYSIS Iwan Jazadi
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 1 (2024): August 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/8qbtfc70

Abstract

This study explores the sociocultural dimensions of spoken language use in educational contexts through a micro-ethnographic analysis of three naturally occurring speech events in a tertiary institution. Grounded in sociocultural discourse analysis and systemic functional linguistics, the research examines how cultural norms, institutional expectations, and power relations shape classroom talk. Data were collected via unobtrusive naturalistic observation and analyzed using frameworks by Mercer and Halliday to interpret the interplay between linguistic form and social function. Findings reveal that indirectness, pragmatic misalignment, and minimalist engagement reflect speakers’ cultural backgrounds, identity negotiations, and stages of language acquisition. The study underscores spoken discourse as a vehicle for enacting identity, asserting agency, and navigating institutional hierarchies, particularly in multicultural and multilingual settings. Pedagogical implications include the need for enhanced pragmatic instruction, awareness of discourse asymmetries, and inclusive communication strategies in language education. This work contributes to our understanding of how spoken interactions function as sociocultural acts within educational environments

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