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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
 1   2   3   4 
THE DEVELOPMENT OF A FOURTH-GRADE ENGLISH LEARNING MODULE INTEGRATING SUMBAWA’S LOCAL WISDOM AT SDN BOAK DALAM Susyyanti Kartini; Aris Dwi Intan Aprianti; Samsudin
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 2 (2026): February 2026
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/y03cn554

Abstract

This study aimed to develop a valid and culturally contextualized English language learning module for fourth-grade students (Phase B) in accordance with Indonesia’s Merdeka Curriculum, by integrating local wisdom from Sumbawa. Motivated by the lack of culturally relevant instructional materials and students’ limited exposure to English, the research employed a Research and Development (R&D) method using a modified ADDIE model (Analysis, Design, Development). Data were gathered through teacher interviews, document analysis, and expert validations. The findings from the analysis stage indicated that existing materials lacked local context, leading to vocabulary difficulties, low engagement, and challenges in understanding basic grammar, such as the Present Continuous Tense. The designed module addressed these gaps by embedding Sumbawa cultural elements such as traditional crafts, community activities, and local narratives into English lessons, allowing learners to connect language learning with familiar social practices. Validation by experts and practitioners yielded an average score of 85.7%, indicating that the module was “valid” and appropriate for use, with minor revisions. The study supports theories of contextual and culturally responsive pedagogy, emphasizing the role of local identity in enhancing language comprehension and learner motivation. Practical implications include the module’s potential to be replicated in other culturally diverse and under-resourced educational contexts. The study recommends further field-testing to assess learning outcomes and extend the design model to other English competencies. This work contributes to the growing body of literature advocating for English language instruction that is both globally relevant and locally grounded.
POLITENESS STRATEGIES OF ANTAGONIST CHARACTERS IN THE DIALOGUE OF AVATAR: THE LAST AIRBENDER (2024) SEASON 1 THE SERIES Deni Salifitrawan; Irfan Hamonangan Tarihoran
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 2 (2026): February 2026
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/cs7d1z34

Abstract

This study investigates how antagonist characters employ politeness strategies in the 2024 live-action adaptation of Avatar: The Last Airbender, with particular attention to the pragmatic functions of positive and negative politeness in asymmetrical power relations. Drawing on Brown and Levinson’s politeness theory, the research adopts a qualitative descriptive approach to analyze selected dialogues of Princess Azula, Prince Zuko, and Fire Lord Ozai in Season 1 of the series. The data were collected through close observation and documentation of character interactions and were analyzed using thematic categorization and contextual interpretation. The findings reveal that politeness strategies in the narrative do not primarily function to maintain social harmony. Instead, positive politeness is frequently instrumentalized as a strategy of manipulation and ideological alignment, particularly by high-power characters, while negative politeness serves divergent roles: as a defensive mechanism for subordinate characters and as a subtle means of authoritarian control for dominant figures. These results challenge conventional interpretations of politeness as inherently cooperative and highlight its morally ambivalent role in hierarchical and conflict-driven discourse. By situating politeness within narrative power dynamics, this study contributes to pragmatics and media discourse analysis by demonstrating how linguistic strategies reflect and reinforce ideological structures in contemporary audiovisual storytelling
THE IMPACT OF WATCHING ENGLISH VIDEO ON YOUTUBE IN DEVELOPING 5 YEARS OLD CHILD’S VOCABULARY ACQUISITION Waode Surtina Jayana; Hikmawati; Intan Febriani
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: 10.66355/9pxt2n56

Abstract

This research identifies the types of vocabulary most frequently acquired by the 5 years old child through watching English videos on YouTube. A descriptive quantitative method was used as the research design. This research used observation and in-depth interviews to provide the data of child’s vocabulary acquisition. The result of this research found six categories of vocabulary. They are nouns, verbs, adjectives, adverbs, pronouns, and numbers. Numbers and nouns are the most frequently acquired by the child. Moreover, the data indicates that receptive vocabulary is the most frequently acquired by the child than in productive vocabulary. The child can recognize the words easily than produce the word, for example, the child can point to the picture of the words, but the child found it difficult to produce the words verbally.
COMMUNICATION CHALLENGES AND ADAPTIVE STRATEGIES AMONG INTERNATIONAL DOCTORAL STUDENTS IN THE UNITED STATES Peixin Liu; Jalaluddin
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 2 (2026): February 2026
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/t78zd692

Abstract

This qualitative study investigates the communication experiences of international graduate students in academic, social, and daily contexts in the United States. This study utilizes semi-structured face-to-face interviews with three participants to examine the complex challenges that transcend linguistic barriers, encompassing cultural and educational disparities, psychological impediments such as the fear of error, and a diminished sense of belonging. The work outlines various adaptive strategies, including pre-class preparation, the use of digital tools like Grammarly and ChatGPT, peer practice, and the creation of culturally informed social networks. Studies demonstrate that communication ability correlates with emotional confidence, identity formation, and gradual shifts in mindset, including the recognition of errors as learning opportunities. The study underscores the significance of analyzing the interplay of linguistic, psychological, and cultural factors, rather than solely focusing on language barriers in isolation
PERSONIFICATION TRANSLATION STRATEGY IN ANDREA HIRATA’S NOVEL LASKAR PELANGI INTO ENGLISH Mochammad Fiko Ferdiansyah; Dimas Adika
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 2 (2026): February 2026
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/tc802278

Abstract

This study aims to identify the forms of personification used in Andrea Hirata’s Laskar Pelangi and to explain the translation strategies applied by Angie Kilbane in its English version, The Rainbow Troops. The research employs a descriptive qualitative method by analyzing 32 instances of personification found in both texts. The analysis draws on theories of figurative language translation proposed by Newmark (1988), Larson (1998), and Baker (2018). The findings reveal several patterns of personification in the novel, including inanimate objects portrayed as performing human actions, abstract concepts given human emotions, and natural phenomena depicted as if they were alive. In the translation, the most frequently used strategy is literal translation, indicating that many personificative expressions in Indonesian can be rendered into English without major adjustments. Nevertheless, strategies such as modulation, equivalent translation, and adaptation are still necessary to maintain logical flow, naturalness, and readability for the target audience. Overall, the study emphasizes that translating literary works requires a careful balance between preserving the author’s stylistic choices and adapting the text so that it remains accessible and meaningful in another language.
ARTIFICIAL INTELLIGENCE INTEGRATION IN ENGLISH LANGUAGE LEARNING: A TPACK-BASED CASE STUDY OF SENIOR HIGH SCHOOL ENGLISH TEACHERS IN KARAWANG, INDONESIA Sumarta; Fauzi Miftakh; Acep Bahrum Kamil3; Fela Dafitri
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 2 (2026): February 2026
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/dgxga618

Abstract

This study investigates the integration of Artificial Intelligence (AI) in English language learning within the Technological Pedagogical Content Knowledge (TPACK) framework among teachers at Ciampel Senior High School, Karawang Regency, Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews, surveys, and classroom observations involving five English teachers. Thematic analysis was utilized to identify emerging patterns and themes from the data. The findings revealed three significant results: (1) teachers demonstrated considerable interest in AI integration but encountered substantial challenges in technological knowledge (TK) and technological pedagogical knowledge (TPK) domains; (2) the primary obstacles included inadequate technological infrastructure, insufficient professional development programs, limited school policy support, and concerns regarding academic integrity; and (3) contextually appropriate AI-assisted learning designs must account for teachers' digital literacy levels and available resources. This study contributes to the growing body of literature on AI integration in English as a Foreign Language (EFL) contexts, particularly in under-resourced educational settings.
METACOGNITIVE STRATEGIES IN ENGLISH READING COMPREHENSION AMONG EFL UNIVERSITY STUDENTS Heni Novita Sari; Rezzie Fauziyyah
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 2 (2026): February 2026
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/q2e1dz35

Abstract

This study explored the university students’ metacognitive strategies used in English reading comprehension. The purpose of this research was to identify the types of metacognitive strategies employed and to understand how these strategies support the university students’ reading comprehension. The study focused on three main categories of global reading strategies, problem-solving strategies, and support reading strategies. This research used a quantitative descriptive method. Data were collected through the Survey of Reading Strategies (SORS) questionnaire and were analyzed descriptively to reveal patterns of strategy used amid university students. The findings showed that university students use the combination of all three strategy types as the problem-solving strategies being the most frequently applied. The university students often relied on rereading, focusing, and translating as the ways of overcoming the reading difficulties. However, global reading strategies such as planning and previewing were less frequent. These results suggested that university students are more likely to use the immediate and practical strategies rather than reflective or planning-based strategies. The study highlighted the need for greater emphasis on balanced strategy training in EFL reading instruction.

Page 4 of 4 | Total Record : 37

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