Journal Title:Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Initials: JUPENSI Frequency:April, Agustus, dan Desember. Print ISSN:2827-8852 Online ISSN:2827-8860 Editor in Chief: Aufa Rizka Azzumi, S.E.,M.A. DOI: 10.55606 Publisher: Lembaga Pengembangan Kinerja Dosen Jurnal Pendidikan dan Sastra Inggris (JUPENSI) berfokus pada penerbitan artikel berkualitas tinggi yang didedikasikan untuk semua aspek Pendidikan, Bahasa dan Sastra Inggris.Jurnal ini terakreditasi SINTA 5 (Surat Keputusan Direktur Jenderal Pendidikan Tinggi, Riset, dan Teknologi Nomor 10/C/C3/DT.05.00/2025 tanggal 21 Maret 2025 tentang Peringkat Akreditasi Jurnal Ilmiah Periode I Tahun 2025) dimulai dari Volume 2 Nomor 2 sampai Volume 7 Nomor 1. Jurnal ini diterbitkan 3 (tiga) kali dalam satu tahun yaitu Edisi April, Agustus, dan Desember. Indexed by: Journal Sponsors and Partners :
Teaching English Through Gaming for Speaking Skill : Study Case at Junior High School
In the digital age, educational materials must keep up with advancements in technology. The educational materials selected must be engaging and relevant to the students. Many individuals, including the junior high school students of SMP Muhammadiyah 06 Dau, are currently enjoying game. In light of these factors, the researchers decided to use the game as a medium for engaging and enjoyable learning when teaching junior high school English content. The purpose of this study is to determine how well SMP Muhammadiyah 06 DAU students' speaking abilities can be enhanced by using game as method. Data from performance tests, student observations, and implementation discussions are analyzed using the qualitative technique. Student opinions about the use of gaming in English language learning, particularly speaking skills, are also processed. The outcome showed that using game content to improve students' speaking abilities is thought to be highly successful. According to the observations, student activity increased from an average of 74,7% in cycle one and 82.2% in cycle two to 86.3% in cycle three. Additionally, speaking proficiency in the learning process increased from 75.7% in cycle I to 87.8% in cycle II to 93.8% in cycle III. It was stated that game method was an innovation in English language instruction that helped students relax and enjoy the process while also dispelling the myth that learning English is
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Idioms in the Yoki Berampu Songs Lyrics PakPak Boang Language
This study investigates idiomatic expressions in the song lyrics of Yoki Berampu, a regional singer who uses the Pakpak Boang language. Idioms are essential in communication as they convey meanings that cannot be interpreted literally and reflect cultural values. However, idioms in regional songs are often difficult to understand, especially for those outside the cultural context. This study aims to identify the types of idioms and analyze their meanings. A descriptive qualitative method was employed, with data collected through document analysis of eighteen selected song lyrics. The findings reveal 39 idiomatic expressions, consisting of 7 pure idioms, 12 semi-idioms, and 20 literal idioms. Each type demonstrates different levels of semantic transparency, where pure idioms are highly abstract, semi-idioms relate to sensory experiences, and literal idioms convey meanings more transparently. These expressions are used to represent emotions, social values, and cultural identity. The study implies that idiomatic expressions in regional songs function not only as linguistic elements but also as a medium for preserving cultural identity and conveying complex meanings.
Memes as Discourse: A Multimodal Analysis of Humor and Ideology on Social Media
In the contemporary landscape of digital communication, memes have evolved into a medium of expression that extends beyond mere entertainment, playing a significant role in shaping social discourse, identity, and ideology on social media. This phenomenon has become increasingly relevant amid the intensity of digital interactions, where humor is often employed to implicitly convey criticism, emotions, and social positioning. This study aims to understand how memes are interpreted as multimodal discursive practices that represent humor and ideology within the experiences of social media users. A qualitative approach with an interpretative case study design was employed to explore participants’ meanings and experiences in depth. Data were collected through in-depth interviews, digital observation, and document analysis of memes circulating on social media platforms, involving 15–20 active participants aged 18–35 years. Data analysis was conducted using thematic analysis integrated with a multimodal critical discourse analysis approach. The findings reveal three main patterns: humor as a “safe” expressive strategy for conveying social anxieties, ambivalent experiences characterized by tension between laughter and moral discomfort, and the use of memes as performative tools for constructing digital identity. These findings indicate that memes constitute complex spaces of meaning negotiation, where expression, ideology, and social control interact dynamically. Theoretically, this study enriches the field of Critical Discourse Analysis by incorporating the dimension of users’ subjective experiences. Practically, it provides important implications for strengthening critical digital literacy and enhancing the understanding of social communication in the digital media era.
AI-Assisted Writing Practices of First-Year EFL Students in the Essay Writing Process
Generative text AI is becoming more common in students’ writing, including in EFL classrooms. This study explored how generative text AI tools shaped the essay writing practices of first-year EFL students across planning, drafting, revising, and editing. The study used qualitative case study design with three first year students and one lecturer as a contextual informant. Data were collected through a screening questionnaire, semi-structured interviews, students’ essay documents, and a lecturer interview. The data were the analyzed descriptively and thematically, and source triangulation was used to support the trustworthiness of the findings. The results show that AI had already become part of the students’ writing process, although each student used it in a different way. AI was most often used for language-related support, especially grammar, vocabulary, sentence structure, and clarity. Still, it was not used only for editing. The students also used it to generate ideas, organize points, and improve the flow of their writing. The study further found that AI-assisted writing was not a single, fixed practice. Some students udes AI mainly as support, while others depended on it more directly when shaping their drafts. However, the findings also show an important tension. AI made writing easier in some ways, but it also raised concerns about dependence, originality, and the development of students’ own voice. In the end, this study suggests that generative text AI does not only affect the final text, but also changes how students move through the wiritng process itself.
Enhancing Students’ Ability to Write Professional Emails for Office Communication through Guided Practice
This study seeks to explore the application of guided practice in instructing professional email composition for office communication and to assess its effect on students' writing proficiency. This study utilised a qualitative descriptive design inside a classroom setting, supplemented by quantitative data. The participants were secretary students engaged in an English course centred on office communication. The data were gathered via classroom observation, writing assignments (pre-test and post-test), and student reflection surveys. The findings reveal that guided practice was effectively implemented through structured stages, including modeling, guided exercises, feedback, and revision. The results also indicate a significant improvement in students’ writing ability, particularly in terms of organization, language use, and the use of appropriate tone and politeness. In addition, students showed positive responses toward the use of guided practice, as it helped them better understand the structure and conventions of professional email writing and increased their confidence. In conclusion, guided practice is an effective instructional strategy for improving students’ professional email writing skills. It is recommended for use in English for Specific Purposes (ESP) contexts, particularly in preparing students for workplace communication.
Analyzing Grammatical Errors Among Non-Native English Speakers in Higher Education
Accurate grammar mastery is a crucial foundation for non-native English-speaking students, directly influencing the clarity of academic writing and serving as a key indicator of proficiency. This study employs a Systematic Literature Review to comprehensively analyze EFL students’ grammatical errors by identifying dominant error frequencies, examining native language interference through contrastive analysis, classifying patterns using the Surface Strategy Taxonomy, and formulating evidence-based pedagogical recommendations. Findings reveal that prepositions (95.7%), articles, and subject-verb agreement are the most dominant errors, primarily due to the lack of logical transparency. Negative L1 transfer from Spanish, Arabic, and Thai systematically distorts sentence structures, highlighting the need for contrastive instruction and enhanced metalinguistic awareness. Based on the Surface Strategy Taxonomy, omissions (74%) emerge as the most prevalent pattern, reflecting students’ tendency toward structural simplification. These errors remain consistent across academic genres despite differing linguistic demands, underscoring the need for targeted feedback. The study concludes that prepositions, articles, and subject-verb agreement are critical areas requiring focused pedagogy, while systematic L1 transfer must be addressed through contrastive approaches. Dominant omissions provide a clear roadmap for material development, confirming that basic grammatical competence remains foundational to all academic tasks.
Representasi Kerusakan Lingkungan dalam Novel Waste Tide Karya Chen Qiufan: Kajian Ekokritisisme Cheryll Glotfelty
This research examines how environmental destruction and human-nature relationships are depicted in Chen Qiufan's novel Waste Tide using an ecocritical approach. This study is motivated by the importance of literary works in addressing environmental issues. The research questions include: (1) how environmental destruction is presented in Waste Tide; and (2) how human-nature relationships are constructed and problematized in the novel. The method employed is descriptive qualitative analysis of the novel's text. The research findings identified 58 data points divided into two main focuses. From the total data, this study successfully analyzed 22 data points comprising representations of environmental destruction in the form of physical environmental descriptions (4 data), symbols of natural destruction (6 data), and natural atmosphere (4 data), as well as human-nature relationships including emotional interactions with nature (5 data) and character transformation through nature (3 data). The analysis results show that Waste Tide presents environmental destruction both directly and through symbols, and depicts human-nature relationships that encompass emotional closeness and attitudinal changes. Through this research, it is explained that literary works can help readers understand and discuss environmental problems.
Language Use in Cancel Culture Practices on X: A Critical Discourse Analysis
The widespread use of social media has given rise to cancel culture, a collective practice of publicly condemning or withdrawing support from individuals deemed to have violated social norms. While this phenomenon has grown increasingly prominent on platforms like X (formerly Twitter), the linguistic strategies underlying cancel culture discourse remain underexplored. This study aims to analyze language use in cancel culture practices on X using Fairclough's Critical Discourse Analysis (CDA) framework, covering three analytical dimensions: text, discursive practice, and sociocultural practice. Data were collected through non-participant observation of publicly available posts on X, with 27 tweets selected using purposive sampling and 12 representative tweets analyzed in depth. The findings reveal four discursive positions within cancel culture discourse: pro-cancel, anti-cancel, negotiated, and personal impact. At the textual level, users employ evaluative, imperative, and emotionally charged language to construct moral judgments and mobilize collective action. At the discursive practice level, intertextuality and polyphony characterize how cancel culture spreads across multiple digital conversations simultaneously. At the sociocultural level, the discourse reflects broader ideological tensions around gender, class, and accountability, showing that cancel culture operates differently depending on the social and cultural context in which it occurs. These findings suggest that language in cancel culture actively reproduces power relations and social norms in digital spaces.
AI Ethics in ChatGPT Usage Among University Students
The rapid development of Artificial Intelligence (AI), particularly ChatGPT, has significantly transformed higher education worldwide. University students increasingly use ChatGPT to complete assignments, generate academic ideas, summarize journals, translate texts, and support learning activities. However, alongside its educational benefits, ChatGPT also raises ethical concerns related to plagiarism, academic dishonesty, dependency on AI, declining critical thinking, and data privacy. This study aims to critically review previous studies discussing AI ethics in ChatGPT usage among university students. This research employs a qualitative literature review approach using Norman Fairclough’s Critical Discourse Analysis (CDA) as the primary analytical framework. The data were obtained from scholarly journal articles, academic reports, and previous research published between 2021 and 2025. The findings reveal three dominant discourse themes: ChatGPT as an educational assistant, ChatGPT as a threat to academic integrity, and ChatGPT as a reflection of educational pressure within modern higher education systems. Furthermore, the literature demonstrates that ethical debates regarding ChatGPT are closely connected to broader ideological issues involving technological optimism, neoliberal productivity culture, and institutional authority. This study concludes that AI ethics in higher education is not merely a technical issue but a socially and ideologically contested phenomenon shaped through discourse, educational values, and institutional interests.
A Comparative Semiotic Analysis of Pocari Sweat Advertisements in Ramadan and Sports Context Based on Peirce’s Theory
This study examines how meaning is constructed in two Pocari Sweat advertisements presented in different contexts, namely Ramadan (sahur) and sports, using Charles Sanders Peirce’s semiotic theory. Advertising today not only promotes products but also communicates cultural values and social meanings through signs such as images, language, and symbols. The objective of this research is to identify the types of signs used, interpret their meanings, and compare how different contexts influence meaning construction. This study applies a qualitative descriptive method by analyzing visual and verbal elements from both advertisements. The findings show that both advertisements use icons, indexes, and symbols, but with different emphases. The Ramadan advertisement highlights symbolic and cultural meanings related to togetherness, spirituality, and health during fasting, while the sports advertisement emphasizes physical activity, endurance, and performance through more indexical and iconic signs. These differences indicate that advertising strategies adapt to audience context to create specific interpretations. The study implies that advertisements function as complex systems of meaning that shape audience perception, and understanding these signs can help viewers become more critical in interpreting media messages.
Dialog and Teenagers’ Second Language Speaking Fluency: Critical Pedagogy Contribution to Second Language Acquisition
This study aims to analyze the role of dialogue as a central principle of Critical Pedagogy and to examine its contribution to adolescents' fluency in learning English as a Foreign Language. Drawing on Freire's dialogic educational concept and Second Language Acquisition theory, this study explores how dialogic interaction supports the development of students' speaking skills. The study employed a qualitative case study design involving one English teacher and three eleventh-grade students at a high school in Indonesia. Data were collected through classroom observations and semi-structured interviews. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), which includes data condensation, data presentation, and conclusion drawing. The results show that dialogue is implemented through several activities such as open-ended questions, prompts, group discussions, classroom interaction routines, and student involvement in learning decision-making. These dialogic practices create a democratic and supportive learning environment, encouraging students to be more active in expressing their opinions. Furthermore, dialogue contributes positively to students' fluency through increased self-confidence, decreased speaking anxiety, the emergence of more spontaneous language production, and the negotiation of meaning during interactions. The research findings also indicate that dialogic activities support the second language acquisition process by providing comprehensible input, meaningful output, and meaningful social interactions. This study concludes that dialogue not only functions as a pedagogical strategy but also as an effective mechanism for improving speaking fluency and supporting second language acquisition in adolescent EFL learners.
Analysis of Focus Difficulties in Student with ADHD-Like Characteristics During the Learning Process
This research aimed to analyze focus difficulties faced by an early chilhood student with ADHD-like characteristics during the learning process. This study used a qualitative case study approach. The subject of this research was one preschool student who showed behaviors similar to attention deficit hyperactivity disorder (ADHD) but had never received a medical diagnosis. Data collection techniques include observation, interviews, and documentation. Interviews were conducted with the classroom teacher and student at the PAUD school. The results showed that the student experienced difficulty maintaining attention during learning activities, was easily distracted by external triggers, frequently left the seat during class activities. The student also tended to lose concentration when listening to teacher explanations and preferred learning activities involving movement and visual media. These conditions influenced the student’s participation during the learning process. The finding indicate that children with ADHD-like characteristics require appropriate instructional strategies and teacher support to enhance focus during classroom learning. To optimize student concentration during class hours, the implementation of dynamic and compelling instructional approaches by teacher is necessitated by these outcomes.
The Implementation of Differentiated Instruction Integrated with Technology in English Class at SMA Negeri 7 Denpasar
This study investigated the implementation of differentiated instruction integrated with technology in English classrooms and students’ interest in its implementation at SMA Negeri 7 Denpasar. An exploratory sequential mixed-methods design was applied. The qualitative phase involved classroom observations focusing on content, process, and product differentiation supported by technology. The quantitative phase used a 20-item Likert-scale questionnaire to measure students’ interest based on enjoyment, attraction, attention, and involvement. The participants were one English teacher and 106 tenth-grade students from three classes (X8, X9, and X10), selected through purposive sampling. Qualitative data were analyzed using an interactive model, while quantitative data were analyzed using descriptive statistics. The findings showed that the teacher implemented differentiated instruction through varied learning materials, ability-based grouping, and flexible product options supported by digital platforms. The results revealed that students’ interest was categorized as high, with a mean score of 72.5. Students demonstrated positive engagement reflected in their enjoyment, attraction, attention, and involvement. Overall, the findings indicate that differentiated instruction integrated with technology supports both instructional practices and students’ interest in learning English.
The Mirror’s Deception a Feminist Analysis of the Song ‘Who Says’ by Selena Gomez
This study examines feminist values in the lyrics of the song “Who Says” performed by Selena Gomez. This song was chosen because it contains messages about self-confidence, self-acceptance, and rejection of the beauty standards often imposed on women by society. The objectives of this study are to identify the feminist values present in the song’s lyrics, analyze how the song conveys messages about self-confidence and self-acceptance, and determine how the lyrics challenge societal standards regarding women. This study employs a qualitative descriptive method with a feminist approach. The research data consists of the lyrics of “Who Says,” which were analyzed using content analysis to uncover the feminist meanings and messages embedded within them. The results indicate that this song highlights the importance of women valuing themselves without conforming to society’s beauty standards. Furthermore, the song emphasizes that every individual has inherent value and uniqueness, thereby eliminating the need to feel inferior because of others’ judgments. Through these messages, the song “Who Says” can be interpreted as a form of resistance against the social pressures and stereotypes women frequently face. This study is expected to provide insight into how music can serve as a medium for conveying feminist messages and for building women's self-confidence.
The Effect of TED-Ed Animated Videos on Senior High School Students’ Listening Skills
Listening skills play a primary role in the ability to communicate in a foreign language. While previous studies have demonstrated the benefits of TED-Ed animation-based media, few have examined the impact of its interactive features: Think, Dig Deeper, and Discuss on listening skills, especially in Indonesian senior high schools. This study analyzed the use of TED-Ed videos and these features to improve listening skills. A quasi-experimental design with pre-test and post-test was applied to 72 eleventh-grade students, divided into experimental and control groups. Data were collected through a listening comprehension test and analyzed using an independent sample t-tests. The findings revealed a statistically significant difference in listening comprehension between the groups, with the experimental group outperforming the control group (M: 92.14 vs. M: 85.42. Furthermore, the effect size analysis revealed a large effect (Cohen’s d = 1.66), indicating a significant impact of TED-Ed’s interactive features on students’ listening skills. These findings suggest that integrating the Think, Dig Deeper, and Discuss activities into TED-Ed videos can effectively improve listening comprehension by encouraging active engagement and deeper processing of audiovisual content in English as a foreign language classrooms.
Exploring Online Teaching Strategies and Implications
This study explored the instructional strategies employed by pre-service English as a Foreign Language (EFL) teachers during their online teaching practicum and examined their implications for student learning and teacher development. Adopting a narrative qualitative approach, data were collected through semi-structured interviews and field notes involving four pre-service EFL teachers and analyzed thematically. The findings revealed that participants implemented a range of instructional strategies, including discovery learning, expository learning, inquiry learning, contextual teaching and learning (CTL), cooperative learning, brainstorming, and thinking skills-based learning. Strategy selection was influenced by instructional objectives, students’ learning needs, and the demands of online teaching. Participants perceived that these strategies promoted students’ cognitive engagement, critical thinking, collaboration, participation, and comprehension by encouraging active interaction and connecting learning to authentic contexts. The findings also indicated positive implications for pre-service teachers, including enhanced pedagogical competence, classroom management, instructional organization, reflective practice, and confidence in online teaching. Furthermore, the practicum enabled participants to integrate theoretical knowledge with authentic teaching experience under mentor guidance. These findings underscore the importance of strengthening teacher education programs by integrating diverse pedagogical approaches and digital competencies to prepare future teachers for effective technology-mediated instruction.
The Abuses of Power in Autobiography (2022) Film Directed by Makbul Mubarak
Film effectively addresses social issues by exploring inequity, justice, and cultural conflict through visual and narrative storytelling. The Indonesian film Autobiography (2022) examines complex power relations within a sociopolitical context. It follows Rakib, a young man who works for Purna, a retired military general previously served by Rakib's father, and gradually witnesses how Purna exploits his authority. This study analyzes the representation of power abuse in Makbul Mubarak's Autobiography using a qualitative approach through scene analysis and thematic review. Louis Althusser's theories of Repressive State Apparatuses (RSAs) and Ideological State Apparatuses (ISAs) provide the theoretical framework for examining how authority is exercised through narrative, visual elements, and character interactions. The findings reveal that Purna employs ISAs by manipulating villagers to encourage obedience through social manipulation, interpellation, and subtle influence, reinforcing hierarchy and nepotistic corruption. He also exercises RSAs by using intimidation, direct violence, and verbal abuse to maintain control after his military career. Future research could examine the relationship between ruling and subordinate classes in Autobiography through Marxist theory to better understand class-based power dynamics. Additionally, applying Althusser's ISA theory to Kupu Kupu Kertas (2024) may provide further insights into ideological influence and power structures in 1960s Indonesia.
An Analysis of Types of Questions and Questioning Strategies Used by The English Teacher During the Teaching and Learning Process in SMPN 1 Seririt
Pertanyaan guru memainkan peran penting dalam mendorong interaksi di kelas, menilai pemahaman siswa, dan memfasilitasi pembelajaran aktif di kelas Bahasa Inggris sebagai Bahasa Asing (EFL). Namun, studi yang meneliti secara bersamaan jenis pertanyaan guru dan strategi bertanya dalam implementasi Kurikulum Merdeka di sekolah menengah pertama Indonesia masih terbatas. Oleh karena itu, penelitian ini bertujuan untuk menganalisis jenis pertanyaan dan strategi bertanya yang digunakan oleh seorang guru Bahasa Inggris selama proses pengajaran dan pembelajaran di SMPN 1 Seririt. Penelitian ini menggunakan desain studi kasus kualitatif deskriptif yang melibatkan satu guru Bahasa Inggris yang mengajar tiga kelas delapan. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan rekaman video, dan dianalisis menggunakan model analisis data interaktif. Hasil penelitian menunjukkan bahwa guru tersebut menggunakan tiga jenis pertanyaan, yaitu pertanyaan prosedural, konvergen, dan divergen, dengan pertanyaan konvergen sebagai yang paling dominan. Guru tersebut juga menerapkan empat strategi bertanya, termasuk memberi petunjuk, menggali informasi, mengulang, dan mengarahkan kembali, untuk memfasilitasi pemahaman, meningkatkan partisipasi di kelas, dan menjaga interaksi. Temuan ini menunjukkan bahwa pertanyaan yang efektif tidak hanya bergantung pada pemilihan jenis pertanyaan, tetapi juga pada penerapan strategis teknik bertanya. Studi ini menyiratkan bahwa menyeimbangkan pertanyaan konvergen dan divergen, bersama dengan strategi bertanya yang tepat, dapat lebih mendukung pembelajaran yang berpusat pada siswa dan mendorong pemikiran kritis di kelas EFL di bawah Kurikulum Merdeka.
Artificial Intelligence in ESP and EAP Pedagogy : A Scoping Review of Practices, Challenges, and Future Directions
Artificial intelligence (AI) has rapidly transformed language education by providing innovative tools that support teaching, learning, and assessment. In English for Specific Purposes (ESP) and English for Academic Purposes (EAP), AI technologies such as ChatGPT, automated writing evaluation, grammar assistants, machine translation, and intelligent tutoring systems have increasingly been adopted to facilitate academic and professional communication. However, evidence regarding AI implementation in ESP/EAP remains fragmented across educational technology, applied linguistics, artificial intelligence in education, and language assessment research. This study aims to map current AI-mediated pedagogical practices, identify major challenges, and propose future research directions for AI integration in ESP and EAP. A scoping review methodology guided by the Joanna Briggs Institute framework and PRISMA-ScR reporting guidelines was employed. Literature was identified using the Population–Concept–Context (PCC) framework, resulting in 45 relevant sources consisting of empirical studies, review articles, policy reports, methodological references, technical papers, and ESP/EAP theoretical works. The findings reveal that AI has primarily been utilized for writing feedback, revision support, materials development, prompt-based learning, simulated communication, AI literacy, and assessment redesign. Nevertheless, concerns remain regarding hallucination, linguistic bias, disciplinary authenticity, privacy, academic integrity, and learner overdependence. The review concludes that effective AI implementation in ESP/EAP requires human verification, genre-based pedagogy, AI literacy, learner agency, and transparent assessment practices. These findings provide practical implications for language teachers, curriculum developers, and higher education institutions seeking responsible AI integration.
Investigating Students Reading Habit and Preferences
This study examines the reading habits and reading preferences of students in the English Language Education program at Bina Bangsa Getsempena University. Reading habits and reading preferences play an important role in developing students’ academic literacy and supporting their academic success. This study aims to describe students’ reading habits and identify the reading materials they prefer. The research design used is a descriptive qualitative case study. The study participants consisted of 103 undergraduate students. Data were collected via a questionnaire and analyzed descriptively by presenting frequencies and percentages. The findings indicate that most students have fairly consistent reading habits, typically reading for 30–60 minutes, two to three times a week, primarily during their free time or for academic purposes. The results also show that students prefer digital reading materials over print materials. Fiction and fantasy, romance, and adventure are the most preferred genres, while scientific articles, textbooks, and educational books remain the primary academic reading materials. These findings suggest that students’ reading preferences are influenced by personal interests and academic needs. This study concludes that universities should encourage balanced reading habits by providing engaging academic and non-academic reading resources.
An Analysis of Code-Mixing in Chef Juna's Utterances in Masterchef Indonesia Season 5
This study investigates the types and functions of code-mixing used by Chef Juna in MasterChef Indonesia Season 5. The research was conducted to identify the structural forms of code-mixing and the communicative purposes behind their use in televised discourse. A descriptive qualitative method was employed, and the data consisted of 33 utterances containing code-mixing taken from selected video recordings of the program. The data were analyzed using Muysken’s typology of code-mixing and Leech’s theory of language functions. The findings show that only two types of code-mixing were found: insertion and alternation, with insertion as the most dominant type. In terms of function, expressive function appeared most frequently, followed by informative, directive, and phatic functions. No instances of congruent lexicalization or aesthetic function were identified. The results suggest that code-mixing in Chef Juna’s utterances was used strategically to express evaluation, deliver culinary information, give instructions, and maintain interaction. These findings contribute to sociolinguistic studies of multilingual communication in media discourse.
Reconceptualizing Grammatical Complexity in Contemporary English Discourse
Grammatical complexity is a key concept in linguistics, second language acquisition, discourse analysis, and academic writing assessment. Traditionally, it has been measured through structural indicators such as sentence length, clause number, and syntactic density. However, contemporary English discourse demonstrates that grammatical complexity extends beyond formal syntactic measures, as English is increasingly used across academic, professional, digital, and AI-mediated contexts. This article aims to reconceptualize grammatical complexity through a qualitative-conceptual approach based on literature review and thematic analysis. The reviewed literature includes syntactic complexity, corpus linguistics, systemic functional linguistics, academic discourse, English as a Lingua Franca, digital discourse, and AI-assisted texts. The findings indicate that grammatical complexity should be viewed as a multidimensional construct comprising four dimensions: structural, informational, functional, and discursive complexity. These dimensions explain how grammatical choices contribute to idea organization, communicative purposes, rhetorical effectiveness, and contextual appropriateness across genres and media. The study expands the concept of grammatical complexity from a structural proficiency indicator to a contextual meaning-making resource. It also highlights methodological implications by encouraging the integration of corpus, discourse, genre, and functional linguistic approaches, with practical relevance for English language teaching, academic writing assessment, digital literacy, and AI-generated text evaluation.
Translating English Modal Auxiliary Verbs into Indonesian
Translating English modal auxiliary verbs into Indonesian presents a unique linguistic challenge because the two languages express modality through entirely different grammatical structures. In literary texts, these verbs do far more than indicate tense or possibility; they are crucial for establishing tone, perspective, and character depth. Despite their narrative weight, modal verbs are often overlooked in English-Indonesian literary translation studies. This study addresses the gap by identifying the core modal auxiliary verbs in Aurélie Moeremans’s memoir Broken Strings and analyzing how they are rendered into Indonesian. Utilizing a descriptive qualitative approach supported by quantitative data, the study tracked nine core modals—can, could, may, might, must, shall, should, will, and would—through the lens of Molina and Albir’s (2002) translation techniques framework. The analysis revealed 682 total occurrences, with could appearing most frequently at 245 instances (35.92%), followed by would at 216 instances (31.67%). Five specific translation techniques emerged: established equivalent, reduction, transposition, modulation, and variation. Established equivalent was the dominant strategy, used in 382 cases (56.01%), which underscores the translator's strong preference for natural Indonesian phrasing over the rigid preservation of English grammatical forms. Ultimately, the study demonstrates that translating modal verbs relies heavily on contextual nuance and communicative intent, requiring flexible structural and semantic shifts to ensure clarity and readability in the target text.
Linguistic Landscape in Singaraja, Bali: A Sociolinguistics of Globalization Perspective
This study examines the linguistic landscape of Singaraja, Bali, from a sociolinguistics of globalization perspective, focusing on how languages are represented, structured, and interpreted in public spaces. The research aims to analyze linguistic scale, indexicality, and polycentricity as reflected in public signage along Jalan Udayana, a semi-urban corridor characterized by educational, administrative, and commercial activities. Employing a descriptive qualitative approach, the study collected data from 100 public signs selected through purposive sampling. Data were obtained through systematic observation and photographic documentation, with analysis guided by Creswell’s qualitative procedures, including data organization, coding, categorization, and interpretation. The findings reveal that five sociolinguistic scales are present in the linguistic landscape: global, national, national–global, national–local, and national–local–global. Among these, the national–global scale is the most dominant, indicating a strong interaction between Indonesian as the national language and English as a global linguistic resource. This pattern suggests that public signage is not merely communicative but also symbolic, reflecting modernity, professionalism, and participation in global consumer culture. Additionally, indexical meanings embedded in language choices indicate social, economic, and cultural positioning, while the coexistence of multiple language norms demonstrates polycentricity in language use. Overall, the study highlights that the linguistic landscape of Singaraja reflects layered sociolinguistic processes shaped by globalization, where local, national, and global influences interact dynamically. The findings contribute to a deeper understanding of how language operates in semi-urban public spaces beyond tourism-driven contexts.
The Linguistic Landscape in Lovina, Bali: A Sociolinguistic of Globalization Perspective
This study examines the linguistic landscape of Lovina, Bali, from a sociolinguistic globalization perspective by analyzing language scales, indexical meanings, and polycentric norms in public signage. As a tourism destination, Lovina represents a multilingual space where global, national, and local languages interact through commercial and public signs. This research used a qualitative descriptive approach involving 100 public signs collected from tourism-related areas, including hotels, restaurants, cafés, travel agencies, souvenir shops, and public facilities. Data were collected through photographic documentation and observation, then analyzed through organization, coding, categorization, interpretation, and contextual analysis. The findings indicate that English has the highest visibility as a global linguistic resource related to tourism, international communication, and economic value. Indonesian remains important as a national language supporting accessibility and public communication, while Balinese represents local identity and cultural authenticity. The study reveals that public signs convey social identity, economic orientation, and cultural meanings. Moreover, the linguistic landscape reflects polycentricity through negotiations among global tourism demands, national language norms, and local cultural values. The findings emphasize the role of linguistic landscapes as social and cultural representations and as resources for English language education, particularly English for Specific Purposes, Critical Language Awareness, and multimodal literacy development.
Students’ Perception On Non-Digital Game-Based Student Worksheet (ND-GBSW) for English Learning at SMP Negeri 1 Gerokgak
This study aimed to investigate the students’ perceptions of the Non-Digital Game-Based Student Worksheet (ND-GBSW) strategy in English learning implemented by an English teacher at SMP Negeri 1 Gerokgak. This study applied Basic Interpretative Study that involved interview data collection as the primary data, and complemented by survey data collection as the secondary data. The instruments were developed based on the perception theories by Qiong (2017) and Robbins & Judge (2013). The participants were the 8B class students who had experienced the implementation of ND-GBSW with the Finding a Treasure game under Narrative Text topic. Only three students were chosen to participate in the interview phase based on the high, medium, and low score in the questionnaire phase. The quantitative data were analyzed using descriptive statistics, while qualitative data using Thematic Analysis. The findings showed that 8B class students generally perceived ND-GBSW with the Finding a Treasure game as an engaging activity that supported their English learning process and encouraged their collaborative skills. Several challenges occurred, particularly regarding the challenge level of the game activity and the clarity of the worksheet instructions.
The Relationship Between Project Based Learning and Communication Skills of Nursing Students
This research aims to determine the relationship between Project Based Learning (PBL) and the communication skills of nursing students. Communication skills are important competencies that nursing students must possess in order to interact effectively with patients, lecturers, and healthcare teams. Therefore, appropriate learning methods are needed to improve students’ communication abilities in the learning process. This study used a quantitative correlational research design. The subjects of this research were nursing students who participated in learning activities using the Project Based Learning method. The data were collected through questionnaires and observation sheets related to students’ communication skills during classroom activities and project presentations. The results of the study showed that there is a positive relationship between Project Based Learning and students’ communication skills. Students who actively participated in project-based activities demonstrated better communication abilities, such as expressing ideas, cooperating in groups, presenting information, and responding to discussions confidently. In addition, Project Based Learning encouraged students to become more active, collaborative, and communicative during the learning process. Therefore, it can be concluded that Project Based Learning has a significant relationship with the communication skills of nursing students. This learning method can be used as an effective strategy to improve students’ communication competence in nursing education.