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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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SWEAR WORD TYPOLOGY AND FUNCTIONS IN SASAK TEENAGERS’ SPEECH IN MEKARSARI SUB-VILLAGE OF SUMBAWA Yayuk Hasanah; Iwan Jazadi
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/px8zyh44

Abstract

This study investigates the types and functions of swear words used by Sasak teenagers in Mekarsari Sub-Village, Sumbawa Regency. The research is guided by two main questions: (1) What types of swear words are used by Sasak teenagers? (2) What are the functions of these swear words in their daily interactions? A qualitative research design was employed, involving ten male teenagers as participants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing). The findings reveal that Sasak teenagers frequently use various swear words, which can be categorized into five main types: swear words related to sex, excretion, body parts, devils, and animals. Among these, swear words from sex, devils, and animals were most dominant. Furthermore, the use of these expressions served four main pragmatic functions: expression, exploration, persuasion, and entertainment. The results indicate that swearing has become a habitual linguistic practice embedded in the teenagers' social interactions and emotional expressions. This study highlights the importance of understanding local linguistic behavior to inform language education, youth character development, and sociolinguistic awareness in multicultural settings.
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
ENVIRONMENTAL VALUES IN THE POETRY ANTHOLOGY MATA SUKMA, MATA CINTA BY DINULLAH RAYES: AN ECOCRITICAL ANALYSIS Sultan Bahanan; Iwan Jazadi
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/fdh7s345

Abstract

This study investigates the representation of environmental values in the poetry anthology Mata Sukma, Mata Cinta by Dinullah Rayes through a qualitative ecocritical lens. Ecocriticism, which explores the interplay between literature and the environment, provides a framework for examining how poetic diction reflects ecological consciousness. The research employs a descriptive qualitative approach, analyzing 147 environment-related words that appear frequently (≥5 occurrences) across the anthology. These dictions are categorized into three environmental domains: land (e.g., pohon, batu), water (e.g., laut, air, muara), and air/outer space (e.g., bulan, bintang). Findings reveal that the selected lexical items function not only in literal contexts but also convey metaphorical, symbolic, and emotive associations with nature. This duality suggests a layered ecological awareness embedded in the poetic language. The study contributes to the growing discourse on literary ecocriticism in Indonesian literature, offering insights into how poetry can cultivate environmental sensitivity.
TASK ANALYSIS IN ENGLISH TEXTBOOK AT ELEMENTARY SCHOOL IN THE FOURTH GRADE Sarina Puspa; Iwan Jazadi
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/nd8ej888

Abstract

This study investigates the nature and design of tasks in a fourth-grade English textbook used in Indonesian elementary schools, aiming to assess their alignment with curriculum objectives and language learning goals. Employing a descriptive qualitative method, the research utilizes Littlejohn’s (1998, 2011) Task Analysis Framework to examine 24 tasks across Units 1, 6, and 12 of the My Next Word textbook. The analysis reveals that tasks predominantly require scripted responses, emphasize form-meaning relationships, and rely on low-level cognitive operations such as repetition and recall. Interaction is mostly individual or whole-class based, with minimal peer collaboration or opportunities for spontaneous language use. Content is largely sourced from the textbook itself, focusing on controlled input and output without contextual or communicative variation. These findings highlight a strong reliance on input-driven activities with limited output demands, raising concerns about the textbook’s capacity to support communicative competence and higher-order language skills. The study underscores the importance of task variety, cognitive challenge, and interactional engagement in textbook design to better support the holistic development of learners’ English proficiency in primary education settings.
DEVELOPMENT OF ENGLISH LANGUAGE LEARNING MODULE FOR THE SIXTH-GRADE ELEMENTARY SCHOOL STUDENTS BASED ON THE MERDEKA CURRICULUM Marisa Fitri; Iwan Jazadi
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/gahd5c56

Abstract

This study aimed to develop an English language learning module for sixth-grade elementary school students based on the Merdeka Curriculum, which emphasizes student-centered, contextual, and differentiated learning. Employing Research and Development (R&D) methodology, the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was utilized to guide the development process. Data were collected from teacher and student needs analyses, expert validation, and limited trials through interviews, observations, tests, and documentation. The findings revealed that the module development process followed a systematic progression from curriculum alignment and learner analysis to module creation and validation. The resulting module incorporates thematic and contextual content, project-based tasks, visual and linguistic scaffolding, and reflective activities to support various student learning styles. Expert validation and field testing confirmed the module’s feasibility and effectiveness in enhancing students’ English learning outcomes, particularly in vocabulary acquisition, speaking confidence, and integrated skill practices. This study suggests that a well-designed and validated module aligned with the Merdeka Curriculum can serve as an effective teaching and learning tool to support English instruction in elementary education
BRIDGING WELFARE-BASED EDUCATION BETWEEN FINLAND AND INDONESIA: TEACHERS’ PERCEPTIONS, EXPERIENCES, AND READINESS IN THE ERA OF MERDEKA BELAJAR Bayu Marheta; Iwan Jazadi; I.G.A. Widari
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/5kk6bj88

Abstract

This study investigates Indonesian teachers’ perceptions, experiences, and readiness in implementing welfare-based teaching strategies inspired by the Finnish educational model and contextualized through Ki Hajar Dewantara’s philosophy. Using a qualitative multiple case study approach, five teachers from junior and senior high schools in West Nusa Tenggara and Java participated through questionnaires and semi-structured interviews. Thematic analysis revealed three key findings: (1) teachers conceptually recognize the importance of welfare in fostering emotional safety, autonomy, and motivation; (2) some welfare-oriented practices, such as brain breaks and student-friendly interactions, have been partially adopted, but teacher self-care remains neglected; and (3) readiness to fully implement welfare-based pedagogy is constrained by structural barriers, including policy pressures, heavy curriculum demands, and limited institutional support. These findings underscore the gap between aspirational reforms like Merdeka Belajar and the practical realities of classroom implementation. To achieve transformative change, policies must embed teacher well-being, curriculum flexibility, and localized pedagogical support. This study contributes actionable insights for aligning global best practices with Indonesia’s educational reform agenda.
STUDENTS’ DIFFICULTIES IN ANSWERING THE LISTENING SECTION OF TOEFL ITP Nora Nuraida; Sartika
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/90r52058

Abstract

The aim of this study was to identify the difficulties experienced by students in answering the listening section of the TOEFL ITP. This qualitative study involved students from the English and Mathematics Education Study Programs who had taken the TOEFL test at least twice but had not met the listening section standard score. Data collection techniques included documentation, questionnaires, and interviews. The results revealed external factors such as the speaker’s accent, speed, intonation, pauses, diction, complex sentence structures, and audio clarity. Internal factors included limited practice, memory and hearing limitations, low motivation, poor concentration, limited vocabulary, boredom, distractions, and difficulties in identifying key words. This study emphasizes the importance of addressing both internal and external challenges to improve student performance in the TOEFL listening section.
EXPLORING INTRINSIC AND EXTRINSIC MOTIVATIONAL FACTORS INFLUENCING STUDENTS’ READING INTEREST Sunarti; Elli Marliana
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/td9nqx47

Abstract

Reading motivation plays a crucial role in students' academic success, yet the interplay between intrinsic and extrinsic factors in shaping reading interest among college students remains underexplored. This qualitative study investigates how intrinsic and extrinsic motivational factors influence the reading interest of English language education students and identifies the dominant motivational types. Data were collected through questionnaires, semi-structured interviews, and member checking involving five students and analyzed using thematic analysis. The findings revealed that intrinsic motivation, particularly curiosity, enjoyment, emotional engagement, and self-efficacy, significantly increased students' interest in reading, while extrinsic motivators such as grades, recognition, and academic obligations played a secondary, often short-term, role. The study highlights that intrinsic motivation not only fosters voluntary and sustained reading engagement but also aligns with students' autonomy and emotional connection to the text. These results confirm the principles of Self-Determination Theory and Expectancy-Value Theory, suggesting the need for pedagogical strategies that foster internal motivation. Implications for language teaching include creating environments that support autonomy and promoting meaningful, student-centered reading practices.
UNVEILING GENDER BIAS THROUGH CRITICAL DISCOURSE ANALYSIS: REPRESENTATION IN ENGLISH FOR NUSANTARA MERDEKA CURRICULUM TEXTBOOK Andi Robby Samawa; Iwan Jazadi
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/7vefx919

Abstract

This study critically examines gender representation in the English for Nusantara Grade VII textbook, the flagship English Language Teaching (ELT) material for Indonesia’s Merdeka Curriculum. Using a qualitative design and Fairclough’s three-dimensional Critical Discourse Analysis (CDA), twelve multimodal extracts from Chapter 1 were analyzed to uncover how male and female identities are portrayed through text and visuals. The findings reveal a clear imbalance in both frequency and agency: male characters appear nearly three times more often than female characters and are consistently depicted as active protagonists with hobbies and social interactions, while female figures are limited to passive or relational roles, such as sisters or unnamed peers. Despite the curriculum’s stated goal of inclusivity and gender equity, the textbook subtly reproduces patriarchal ideologies and hegemonic masculinity through muted female voices and restricted social positioning. These results echo global patterns of gender bias in ELT materials and highlight a critical gap between policy aspirations and classroom realities. The study concludes by offering practical implications for teachers, textbook authors, and policymakers, emphasizing the need for gender-sensitive material development and critical literacy approaches in ELT classrooms
TEACHING VOCABULARY IN INDONESIAN EFL CLASSROOMS: A COMPARATIVE CASE STUDY OF JUNIOR HIGH SCHOOL STRATEGIES, CHALLENGES, AND STUDENT RESPONSES Al Ikhsan Ihsan
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/3yawn548

Abstract

This study investigates the strategies used by junior high school English teachers in Yogyakarta, Indonesia, to teach vocabulary in English as a Foreign Language (EFL) classrooms. It also explores the pedagogical challenges they encounter and students’ responses to these instructional methods. Adopting a qualitative case study design, the research draws on classroom observations and semi-structured interviews with two teachers and six students from one public and one private school. The findings reveal a range of strategies, including mind mapping, translation tasks, mobile-assisted tools, and picture-based learning. However, their implementation varied, with student-centered and technology-enhanced methods leading to greater engagement and vocabulary retention. Key challenges included students’ difficulty memorizing words, low motivation, and disparities in digital proficiency between teachers and learners. The study highlights the importance of adaptive, context-sensitive pedagogy and suggests the need for greater institutional support for teacher training and technological integration. These findings offer practical implications for improving vocabulary instruction in similar EFL contexts.  

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