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Muhammad Sulhan
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JEdu: Journal of English Education
Published by Universitas Indraprasta PGRI
ISSN : 27985164     EISSN : 27986543     DOI : https://doi.org/10.30998/jedu.v6i1
Core Subject :
JEdu: Journal of English Education focused to publish high-quality articles dedicated to all aspects of the latest outstanding research and developments in the fields of English Education. The scope of this journal encompasses to study of English Education, Literature, Linguistics, and Translation.
Arjuna Subject : -
Articles 22 Documents
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SEMANTIC ANALYSIS OF LEXICAL AMBIGUITY IN ANIES BASWEDAN’S POLITICAL INTERVIEW Tazkia Nafsatuzzahra
JEdu: Journal of English Education Vol. 6 No. 1 (2026): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v6i1.357

Abstract

Ambiguity in communication often leads to misunderstandings for listeners. This issue may arise from a single word carrying multiple meanings, two or more words that share identical pronunciation, and other similar phenomena. This study was conducted with the aim of analyzing the phenomenon of lexical ambiguity in the context of political interviews, focusing on statements expressed by Anies Baswedan when he was a guest on ABC News Australia in 2023. The method employed in this study is qualitative, while the theory adopted is Stephan Ullmann's theory. The results of the study show that polysemy (14 words), homonymy (6 words), homograph (2 words), and homophony (3 words) were found in the interview. Hence, this study successfully proves that ambiguity is also present in political discourse and plays an essential role as a communication strategy.
EXPLORING STUDENTS’ STRUGGLES IN IDENTIFYING THE DIFFERENCES BETWEEN SKIMMING AND SCANNING IN EFL READING Siti Khadijah; Panji Putra Haris Ardiyanto; Faiz Al-Aufarezhy; Era Karlina; Gatot Subroto
JEdu: Journal of English Education Vol. 6 No. 2 (2026): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v6i2.552

Abstract

Skimming and scanning are important reading methods in EFL because they allow students to efficiently access both broad and specialized information. Many EFL students still find it difficult to differentiate between the two, despite their significance. The purpose of this study is to investigate the conceptual and procedural challenges that first-semester students experience while using skimming and scanning in academic reading assignments. This study aims to: (1) ascertain students’ comprehension of scanning and skimming; (2) pinpoint difficulties in using both techniques; and (3) investigate the causes of their misunderstandings. Descriptive qualitative and quantitative techniques were combined in a mixed-methods methodology. Questionnaires, two pre-test interviews, and observations of students’ decision-making processes when choosing reading techniques were used to gather data from 29 first-semester students. The results showed that skimming was more common among students than scanning. Eight out of ten interview participants successfully used both strategies; nevertheless, two participants showed inconsistent, particularly when identifying precise information. Most mistakes resulted from routine reading habits, limited vocabulary, and a lack of metacognitive awareness when identifying reading goals. Although students had a basic comprehension of skimming and scanning, their use of these skills remained uneven. To improve their strategic reading abilities, more organized instruction and contextual practice are required. The findings highlight how crucial explicit, contextual, and guided training is in improving students’ capacity to differentiate and successfully use reading methods in EFL contexts.    
INTEGRATING ARTIFICIAL INTELLIGENCE IN ELT: A SYSTEMATIC REVIEW OF TEACHER READINESS AND CHALLENGES Ni Kadek Dwipayani; Made Hery Santosa
JEdu: Journal of English Education Vol. 6 No. 2 (2026): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v6i2.631

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed English Language Teaching (ELT) by enabling personalized instruction, automated feedback, and efficient learning management. Despite the increasing use of AI tools in ELT, teachers’ readiness and the challenges they face in integrating ai pedagogically remain underexplored. This study aims to systematically review empirical research on AI integration in ELT, with a focus on teacher readiness and implementation challenges. Using a Systematic Literature Review (SLR) approach, this study followed established review protocols and PRISMA guidelines. A total of 17 empirical studies published between 2020 and 2024 were selected from Scopus, Eric, and Google Scholar through a structured screening process. The findings indicate that English teachers generally demonstrate strong psychological readiness toward AI integration, reflected in positive attitudes and acceptance of AI’s perceived usefulness for supporting teaching efficiency, lesson planning, and assessment. However, this readiness is not consistently accompanied by sufficient technical and pedagogical competence, resulting in AI being used mainly as an instrumental tool rather than being meaningfully integrated into communicative language teaching practices. The review also identifies multidimensional challenges, including limited technological infrastructure, pedagogical uncertainty, ethical concerns related to data privacy and algorithmic bias, and psychological issues associated with teachers’ professional identity. Overall, teacher readiness for AI integration is shaped by the interaction of individual, pedagogical, and systemic factors. This study concludes that holistic teacher professional development, integrating technical training, TPACK-based pedagogical competence, and ethical literacy, is essential for the sustainable and responsible integration of AI in ELT.
Play, Perform, Present: An Edutainment Strategy in Teaching English for Tourism to Improve Students' Communication Skills Ni Putu Dianita Safitri; Nirmala Tari
JEdu: Journal of English Education Vol. 5 No. 3 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

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Abstract

This study implements an edutainment strategy, specifically focusing on games, role-play activities, and peer presentations to enhance the communication skills of undergraduate students enrolled in the English for Tourism course. The primary objective of this research is to investigate how enjoyable, interactive, and student-centered learning methods can impact students’ fluency, confidence, and practical use of English in authentic tourism-related contexts. The study employs a descriptive qualitative approach, supplemented by quantitative data from students' final projects to complement the analysis. Data were collected through a post-test assessing students' speaking abilities, a questionnaire regarding their learning experiences, and an evaluation of final projects that involved communication tasks in tourism scenarios. The analysis of post-test results aimed to evaluate students' communication competence, while the questionnaire responses and final projects provided insights into students’ engagement and learning outcomes. The findings demonstrate that the edutainment strategy significantly contributed to the enhancement of students' oral communication skills, particularly in vocabulary acquisition, speaking fluency, and confidence in tourism-related situations. A majority of students exhibited marked improvements in their speaking abilities, although they did not yet achieve full fluency; others showed progress but still require additional practice and support. Furthermore, the questionnaire results indicated high levels of motivation, participation, and enjoyment throughout the learning process. This study offers a valuable contribution to the enhancement of English for Tourism instruction through the application of contextual edutainment strategies. Its uniqueness lies in the integration of interactive activities, such as educational games, role-play simulations, and peer presentations, which collaboratively foster communication competence in pertinent tourism contexts.
Investigating the Impact of Mind Mapping Techniques on English Vocabulary Proficiency at Vocational School in Jakarta Yudila Kendefa Putri; Wiwik Yuli Widyawati; Devi Mulyani
JEdu: Journal of English Education Vol. 5 No. 3 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

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Abstract

This study aims to test the effect of mind mapping on English vocabulary mastery in class X students of SMK X Jakarta. This study is an experimental study. The population in this study was 58 class X students of SMK X Jakarta, and a sample of 30 students was taken using the random sampling technique. Data collection in this study was through pre-tests and post-tests. In this study, the results of the post-test of the experimental class were obtained, namely an average value of 92.03, a median value or middle value of 92.7, a mode value or value that often appears of 93.5, a variance value of 8.267, and a standard deviation value of 2.87. The results of the post-test of the control class obtained an average value of 70.03, a median value or middle value of 70.7, a mode value or value that often appears of 71.7, a variance value of 7.695, and a standard deviation value of 2.77. The study’s results, through hypothesis testing, show that mind mapping influences the mastery of English vocabulary among class X students of SMK X Jakarta. This is indicated by the t-test value obtained by the t-count value of 21.65 and the t-table value of 2.048. So t-count > t-table (21.65 > 2.048) means that H0 is rejected and H1 is accepted. So, mind mapping influences the mastery of English vocabulary in class X students of SMK X Jakarta.
Creating Youtube Channel as an Alternative Project to Promote EFL Student’s Speaking Skill ; A case from Aceh-Indonesia Ninin Herlina; Noni Marlianingsih; Oktariyani
JEdu: Journal of English Education Vol. 5 No. 3 (2025): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

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Abstract

Learning at universities has undergone a transformation by online learning implementation. Youtube is an online site that can be accessed openly by everyone. It is an alternative choice for a number of students in studying. This study focuses on seeing how the student's YouTube channel functions well in improving EFL students’ English speaking skills. A total of three students from the University of Aceh were directed to create a YouTube channel and upload videos of English speeches based on predetermined topics. This is a descriptive study with mixed methods. The instruments used were documentation of videos on Youtube Channel, online surveys and online interviews. The data were analyzed descriptively through three stages of Thematic Content Analysis (TCA) included Pre-analysis, Exploration and Treatment and Interpretation the video collection that has been uploaded by students. The data  were analyzed descriptively to see the improvement in their ability to speak English. The results showed that the students had a strong desire to improve their English speaking skills by uploading their videos on the YouTube channel every week.
AN ANALYSIS OF SIGN LANGUAGE FEATURES USED BY HONG HEE-JOO IN KOREAN DRAMA 'WHEN THE PHONE RINGS' Handi Pabriana; Yandika Febriyana; Anisa Septya Megawati
JEdu: Journal of English Education Vol. 6 No. 1 (2026): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v6i1.806

Abstract

The underrepresentation and inaccurate portrayal of sign language in media challenge inclusivity and accessibility for those with hearing impairments. Media heavily influences public perception of marginalized groups. This research analyzes HongHee-Joo's sign language in “When The Phone Rings” and compares Korean Sign Language (KSL) and American Sign Language (ASL). Using content analysis and William Stokoe's (1960) theory, it examines five features: handshape, palmorientation, location, movement, and facial expression. Results show Hong Hee-Joo uses these features, with variations across episodes. The study also highlights differences in features between KSL and ASL, reflecting cultural backgrounds. It enhances understanding of media representation of sign language and the need for accurate portrayals of the deaf community. Future research should explore sign language in other media and audience perceptions to understand social and cultural impacts.
AN ANALYSIS OF DIRECTIVE SPEECH ACTS IN THE FORGE MOVIE: A PRAGMATIC APPROACH Sonya Elizabeth Simanjuntak; Dyah Ambar Wuryandari
JEdu: Journal of English Education Vol. 6 No. 1 (2026): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v6i1.1116

Abstract

Directive is the type of speech act used by the speaker to encourage or direct listeners to take an action. This research aimed to find out the types of directive speech acts used in The Forge movie and to find out the most dominant type of directive speech acts. This research used a qualitative method. The source of the data was taken from The Forge movie, while the data of this research were collected from the dialogue that contained the directive speech act. This research used George Yule‟s theory to analyse the type of directive speech acts. There were 4 types of directive speech acts used in The Forge movie with total 102 data. There were command 32 data, order 7 data, request 14 data, and suggestion 49 data. The suggestion is the most dominant directive speech act because The Forge movie has a motivational storyline with light and redemptive conflict, where all characters often encourage others through advice, spiritual insight, and positive reinforcement.
AN ANALYSIS OF SLANG WORDS IN “MONSTER HOUSE” MOVIE shafira ainida nirwana; devina discha amelia; feby tesalonika naibaho
JEdu: Journal of English Education Vol. 6 No. 1 (2026): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v6i1.1123

Abstract

Particularly in youth-oriented media, where language represents both character identification and larger social standards, slang terms are an integral component of modern film discourse.   Few studies have examined how slang in children's animation films works and persists after its original release, despite earlier study (Pramana & I Dewa Ayu Devi Maharani Santika, 2025) concentrating on categorising slang in action movies like Fast Five using Allan and Burridge's methodology. The purpose of this study is to examine the kinds and applicability of slang in Monster House , a comedy-horror film that combines humour with colloquial language aimed for young people. Using a descriptive qualitative method supported by document analysis, the research identifies 25 slang expressions, which are categorized based on semantic function and social usage. Data collection involved transcription, contextual interpretation, and triangulation to ensure validity. The results show that childish/youth slang (20%), name-calling (16%), and threat/situation slang (16%) dominate the dialogue. Unlike Fast Five, where slang reflects aggression and dominance, Monster House utilizes informal language to express emotional nuance, humor, and peer dynamics. This study contributes to sociolinguistic discourse by offering a novelty perspective, evaluating the cultural persistence and emotional effectiveness of slang years after the film's release. It underscores how certain expressions remain non-cringe, contextually appropriate, and relevant in today’s informal communication. Future research may explore slang retention across genres or assess audience perception in various age groups to deepen understanding of media-driven language evolution.
INTERPRETATION OF SLANG WORDS THROUGH CONTEXT AND SITUATIONS IN THE FILM BACK IN ACTION (SEMIOTIC STUDY) Salsabiilaa Salsabiilaa; Jelita Kumala Dewi; Fara Tri Andini
JEdu: Journal of English Education Vol. 6 No. 1 (2026): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v6i1.1127

Abstract

Slang is an informal language used by a community to show socialfamiliarity. In addition to communicating, the use of slang is also used to express certain expressions and meanings as semiotic signs can be Slang, Situation Context, Field, Tenor, Mode interpreted for language delivery. In the context of sociolinguistics, it shows that slang is used to describe how close relationships are in society. The use of slang began to be applied in the world of entertainment such as films. This study aims to find out how the use of slang in the film ‘Back in Action’ is interpreted by collaborating the sociolinguistic approach and the theory of situation context proposed by M.A.K Halliday regarding the elements of Field, Tenor, Mode. Using a descriptive qualitative approach, documentation and observation as data collection techniques, this research is analysed narratively and strengthened through data triangulation. So that the research results obtained in the form of 28 slang data found. Data interpretation based on Field elements with dominant data in the form of Parent-Child Debate, Tenor with dominant data in the form of Relationship between Family, Mode with dominant data in the form of Direct Spoken Language.

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