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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 37 Documents
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THE IMPACTS OF THE USE OF EDUCATIONAL TECHNOLOGY IN LEARNING ENGLISH IN THE POST PANDEMIC ERA: A CASE AT STKIP PARACENDEKIA NW SUMBAWA Warda Martia; solihin
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/v7jb1n38

Abstract

Around the beginning of 2022, the Indonesian government implemented the new normal era as the sign of the end of Covid-19 gradually. However, the activities of the Indonesian people as a whole did not return to normal as usual. For example, in the education sector, especially in STKIP Paracendekia NW Sumbawa, it continued to apply Blended Learning System (BLS) in the learning process at the institution. Therefore, it was needed to conduct a research to know the impact of using educational technology in the post-pandemic learning process at STKIP Paracendekia NW Sumbawa as a basis for consideration in policy making at the institution. The purposes of the study were: 1) To identify what kind of educational technology is used to learn English in the post pandemic era; 2) To find out how those educational technologies are applied; and 3) To reveal the impacts of using educational technologies for learning English in the post-pandemic era. This research was conducted by using qualitative method. By this method, the purposive-sampling technique was used to determine the research subjects (4 participants). The techniques of data collection used triangulation-technique (observation, interview, and documentation) which were analyzed by reduction, display, and conclusion drawing and verification. Based on the results of the data analysis, there were various educational technologies (are LMS or Moodle, Zoom, Whatsapp, KAHOOT, and Quizess) that were applied at STKIP Paracendekia NW Sumbawa which were applied by combining them comprehensively instead of partially. The impact of educational technologies for lecturer generally has more positive sigificances than the negative ones. Meanwhile, for students, the educational technologies have various impacts which depend on the student’s ability and the situation
IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH TEXT PROJECT FOR THE SEVENTH GRADE STUDENTS OF MTS. AL-MAJIDIYAH NW SUMBAWA Mayang Sari; IGA Widari; Solihin
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/6fkh7k26

Abstract

This research was aimed at investigating whether “text project” if it could improve the vocabulary mastery of the students of the seventh grade of MTs. Al-Majidiyah NW and finding out how “text project” could improve their vocabulary mastery. The subjects of this research were the seventh grade students of MTs. Al-Majidiyah NW Sumbawa. There were 25 students in the class. In conducting this research, classroom action research (CAR) was applied. There were two cycles in this research which were carried out in four steps, namely planning, acting, observing, and reflecting. The data were gained through observation, documentation, and test. To analyze the data, qualitative and quantitative methods were used. Qualitative method was used to analyze the observation and documentation data. Meanwhile, the quantitative method was used to analyze the data obtained through the test. The results of the observation, documentation, and test showed that “text project” could improve the students’ vocabulary mastery. The test result in cycle I showed that the research was not successful as the classroom performance criterion that was achieved was only 72% which was still below the determined criterion (85%). After fixing and replanning some parts in cycle I, the results in cycle II, demonstrated “successful” achievement. This was because the classical performance criterion that was reached was 88%, which was already above the required criterion (85%). In other words, the improvement was 16%. Therefore, the action hypothesis of this research was accepted, that “text project does improve the students’ vocabulary mastery”.
ENGLISH LEARNING STRATEGIES OF STUDENTS WITH A BOARDING SCHOOL BACKGROUND Abdurrohim; IGA Widari
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/ww355n26

Abstract

This study aims to investigate the English learning strategies of students both when they were still studying at Islamic boarding schools and when they studied at STKIP Paracendekia NW Sumbawa. This study used descriptive qualitative method. In collecting data, the researchers used observation and interview techniques. Data analysis used three data analysis techniques, namely; data reduction, data presentation, and conclusion drawing. The results of the study showed that there are seven English learning strategies that students used when they were still studying at Islamic boarding schools, namely memorizing vocabulary, practicing English, studying tenses, learning to make sentences, learning to read sentences, learning to make speeches, and taking English courses. On the other hand, when they were studying in college, the researchers found ten strategies used by students in learning English, namely memorizing vocabulary, practicing English, studying tenses, learning to make sentences, learning to read sentences, listening to songs and watching videos in English, making groups, English conversation, hanging out with friends who were good at English, and following English-based channels
AN ANALYSIS OF LOCUTIONARY SPEECH ACT OF ANTAGONIST MAIN CHARACTER IN THE BAD SEED MOVIE BY ROB LOWE Satria Yanti; Irfan Hamonangan Tarihoran
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/at6d0e97

Abstract

This study aims to describe the forms of locutionary speech acts used by the main antagonist in “The Bad Seed” movie and the components that influence the speech acts used by the antagonist main character. This research uses a qualitative method with a descriptive approach. Then, the data source in this study is “The Bad Seed” movie. This research focuses on the forms of locutionary speech acts and the components influencing the speech acts used by the main antagonist in “The Bad Seed” movie. Meanwhile, data collection techniques are documentation, observation, and transcription. Then, data analysis techniques are data reduction, data display, and conclusion drawing or verifying. The results showed two findings. Firstly, the total number of utterances of the main antagonist in “The Bad Seed” movie is 179 utterances, with the following division: declarative utterances are 101 (66.9%) utterances, interrogative 39 (25.8%) and imperatives are 11 (7.3 %). %) speech. From the three forms of locutionary speech acts used by the main antagonist in “The Bad Seed” movie, the declarative form is the most widely used and the imperative form is the least used by the antagonist main character in his conversation. Secondly, the components behind the speech acts of the main antagonist are setting and scene, participants, ends, action sequences, key, instrumentalities, norms of interaction, and genre
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.
AI-POWERED SCAFFOLDING: RETHINKING ENGLISH LANGUAGE TEACHING PRACTICES IN THE DIGITAL AGE Jalaluddin Jalaluddin; Aamal Alfaqih; Yuxin Zhong
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 2 (2025): February 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/rzwgva56

Abstract

The integration of artificial intelligence (AI) in English Language Teaching (ELT) presents new opportunities for personalized and adaptive instructional scaffolding. AI-powered tools such as intelligent tutoring systems, chatbots, and adaptive platforms offer real-time feedback, automated assessments, and context-aware support, redefining traditional pedagogical approaches. While the technical capabilities of AI have been widely studied, its pedagogical applications in scaffolding remain underexplored, particularly in relation to complex language skills and learner diversity. This paper addresses this gap by examining how AI-driven scaffolding can support learners at various stages of language acquisition. It explores theoretical foundations, practical implementations, and key technologies facilitating tailored learner support. Additionally, it evaluates ethical challenges, including data privacy, algorithmic bias, and the balance between AI and human facilitation. Finally, the paper offers recommendations for educators, researchers, and policymakers to maximize the pedagogical potential of AI in ELT.
THE EFFECTIVENESS OF AI TOOLS IN EVALUATING IDIOMATIC EXPRESSIONS USAGE AMONG LEARNERS Aamal Aalfaqih
GLOBAL: Education Language and Humanity Journal Vol. 2 No. 2 (2025): February 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/95gwfw07

Abstract

This paper analyzes the potential of Artificial Intelligence interventions for assessing idiomatic expressions among language learners. Idiomatic expressions are a challenging aspect of language proficiency as their meanings are figurative and culture specific. This paper aspires to explore how current AI technologies like natural language processing, adaptive learning platforms, and automated speech evaluation systems measure learners' understanding of idiomatic expressions. It reviews the strengths and limitations of AI in providing real-time feedback and where AI fails to understand idioms regarding cultural or contextual nuances accurately. It emphasizes the importance of developing more sophisticated AI systems that can consider this cultural understanding. It proposes hybrid models combining AI with human evaluation for fine-grained judgments. Ultimately, it suggests that AI is a promising way of assisting learners in learning an idiomatic language, and future directions are for improving AI's role in idiomatic expression evaluation.

Page 2 of 4 | Total Record : 37

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