ELS Journal on Interdisciplinary Studies in Humanities
ELS-JISH (E-ISSN: 2621-0835 | P-ISSN: 2621-0843) is a journal on Interdisciplinary Studies in Humanities: Linguistics, Literature, Language Teaching, Translation, and Culture, a scholarly peer-reviewed international scientific journal published quartely by the Faculty of Cultural Sciences Hasanuddin University, focusing on theories, methods, and materials in Linguistics, Literature, Language Teaching, Translation, and Culture (study and research). It provides a high profile, leading edge forum for academics, professionals, educators, consultants, practitioners and postgraduate students in the field of English Language Studies (ELS) to contribute and disseminate innovative new work on the disciplines. JISH was started in 2017 and first published in 2018. It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics, Literature, Language Teaching, Translation, and Culture.
Forms And Functions Of Code-Mixing In Student Interactions During Academic Task Discussions
Code-mixing is a common phenomenon among bilingual and multilingual speakers: a person inserts elements from another language into their speech, not because the situation demands it, but because it simply feels more fitting. This study examines the forms and functions of code-mixing in conversations among students of the Indonesian Language and Literature Education Study Program, Universitas Negeri Surabaya, particularly when they discuss academic assignments. Three questions guide this research: what forms of code-mixing appear, which type occurs most frequently, and what pragmatic functions it serves in informal academic discussions. The study employs a qualitative descriptive approach from a sociolinguistic standpoint, with data drawn from two naturally occurring conversation sessions through audio recording, observation, and field notes. The findings show that the most dominant form is inner code-mixing the insertion of Javanese elements into Indonesian speech broken down into word insertions (63%), phrase insertions (27%), and clause insertions (10%). Four pragmatic functions were identified: facilitating informal communication, marking group solidarity and identity, providing emphatic stress, and clarifying complex arguments. The conclusion is simple but significant: code-mixing is not evidence of limited language ability. In student discussions, it is a choice deliberate, purposeful, and effective.
Copyright (c) 2026 Dwi Ratna Swari, ⁠Hanum Zanuba Raihanah Salma, Abdul Kholiq https://creativecommons.org/licenses/by-sa/4.0
Exploring Tadulako University Students’ Perceptions Toward the Use of ChatGPT Voice as an English Speaking Practice Tool
Speaking skill is an essential competence in English language learning; however, it remains a challenge for many students, particularly in terms of fluency, confidence, and limited opportunities for real-life practice. With the advancement of digital technology, ChatGPT Voice has emerged as an alternative learning medium that allows students to practice speaking in a more flexible and accessible way. This study aims to explore the perceptions of students from the English Education Department of Tadulako University toward the use of ChatGPT Voice as an English speaking practice tool. This research employs a qualitative approach with narrative analysis, involving students selected through snowball sampling. Data were collected through semi-structured interviews and analyzed by identifying patterns of experiences and meanings constructed by the participants. The findings reveal that students’ perceptions of ChatGPT Voice are generally positive, as the tool provides a comfortable and low-pressure learning environment that encourages active speaking practice, reduces anxiety, increases confidence, and supports linguistic development such as fluency, vocabulary, and pronunciation through repeated interaction and feedback. However, students also recognize several limitations, particularly the lack of authentic human interaction, including emotional expression and natural conversational dynamics. Therefore, ChatGPT Voice is not perceived as a replacement for real communication, but rather as a supplementary tool that is used independently, selectively, and strategically in developing students’ speaking skills.
Copyright (c) 2026 Ismi Awalia, Darmawan, Wahyudin https://creativecommons.org/licenses/by-sa/4.0
Linguistic Agency and Emotional Lexicon in Jane Eyre: A Corpus-Assisted Literary Analysis for English Language Teaching
This study investigates the construction of linguistic agency and emotional expression in Jane Eyre by Charlotte Brontë through a corpus-assisted stylistic approach. The research aims to examine how syntactic structures, modality, pronoun usage, and emotional vocabulary reflect the protagonist’s psychological transformation and evolving identity throughout the narrative. The study employs a qualitative descriptive design supported by corpus-assisted analysis within the framework of Systemic Functional Linguistics (SFL). The corpus was constructed from the complete text of the novel, consisting of approximately 183,000 words, from which 450 linguistic units and 1,248 clauses were purposively selected and analyzed across three narrative phases: childhood, adolescence, and adulthood. The findings reveal a significant shift from passive to active constructions, indicating the development of linguistic agency and self-determination. The analysis of modality demonstrates an increasing use of volitional expressions such as will and shall, reflecting stronger interpersonal authority and autonomy. Furthermore, the emotional lexicon evolves from expressions associated with fear, sorrow, and repression toward vocabulary emphasizing freedom, hope, independence, and self-worth. These findings suggest that language functions as an important mechanism for the construction of identity, agency, and emotional transformation within literary discourse. The study also highlights the pedagogical relevance of corpus-assisted literary analysis in English Language Teaching (ELT), particularly in fostering students’ linguistic awareness and critical interpretation of literary texts.
Copyright (c) 2026 Muliyani, Harlinah Sahib, Rahmawati Azi, Bahmansyur https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Audio-Visual Instructional Methods in Improving English Comprehension Skills among Public Senior Secondary School Students in Kakamega County
Audio-visual instructional methods have become increasingly important in enhancing language learning and comprehension skills in schools. However, limited studies have examined their effectiveness in improving English comprehension skills among public senior secondary school students in Kakamega County, Kenya. This study investigated the influence of educational videos and audio recordings on learners’ listening and reading comprehension skills, while also examining the role of teacher ICT competence and availability of audio-visual resources. The study adopted a descriptive survey research design targeting English teachers and students in public senior secondary schools in Kakamega County. Data were collected using questionnaires, interviews, and observation checklists and analyzed using descriptive and inferential statistics. The findings revealed that educational videos and audio recordings positively improved learners’ English comprehension skills. Teacher ICT competence and the availability of audio-visual resources further enhanced the effectiveness of these instructional methods. The study concludes that audio-visual instructional methods significantly improve English comprehension skills among secondary school learners. The study contributes to existing knowledge by providing empirical evidence on the effectiveness of audio-visual instructional methods within the Kenyan secondary school context. It recommends increased investment in ICT infrastructure, teacher digital training, and provision of adequate audio-visual instructional resources to enhance English language instruction and learner performance.
Copyright (c) 2026 Tonny Odhiambo https://creativecommons.org/licenses/by-sa/4.0
Analysis of Multiculturalism Content in Book Édito 1 to Support Character Building of Beginner French Language Students
This study aims to analyze the multiculturalism content in the Édito 1 textbook and its contribution in supporting the strengthening of the character of beginning French language students. The study uses a qualitative approach with a content analysis method. The research data are in the form of text, images, and audio and video transcripts contained in the Édito 1 book. Data collection techniques are carried out through documentation, while data analysis is based on indicators of multiculturalism values which include learning to live in differences, building mutual trust, maintaining mutual understanding, upholding mutual respect, open-mindedness, appreciation and interdependence, and conflict resolution and non-violent reconciliation. The results of the study show that there are 48 multiculturalism contents spread across ten units, with the dominant indicators of learning to live in differences and appreciation and interdependence. These findings indicate that the Édito 1 book does not only function as a language learning tool, but also as a medium for instilling multicultural values that support the formation of student character, such as tolerance, openness, and appreciation of diversity. The absence of indicators for conflict resolution and reconciliation is understandable, as this book is intended for A1-level learners who are still at the basic communication stage. Therefore, Édito 1 is relevant as a teaching material to support multicultural education and strengthen the character of beginning French language students.
Copyright (c) 2026 Eva Fitriyana, Sri Handayani https://creativecommons.org/licenses/by-sa/4.0
Indonesia's Development Diplomacy in Great Power Competition and ASEAN-Global South Interdependence 2025–2026
This study analyzes Indonesia's development diplomacy strategy in response to the dynamics of the increasingly intense competition between the United States and China in the 2025 period until now. The transformation of the global development finance architecture—especially through the expansion of China's Belt and Road Initiative (BRI) and the United States' Partnership for Global Infrastructure and Investment (PGII)—has created a structural dilemma for developing countries in the Southeast Asian region. This study identifies a research gap in the form of a lack of studies that combine the perspective of complex interdependence (Keohane & Nye) with the reality of Indonesia's contemporary development policy post-2025 within the framework of South-South Cooperation. Using a qualitative policy analysis method with a comparative case study approach, this article argues that Indonesia strategically adopts an 'active hedging' posture in development diplomacy—utilizing dual membership in the G20, ASEAN, and BRICS+ as a platform to optimize development capital flows without getting caught up in bloc rivalries. The findings suggest that the complex interdependence framework significantly explains Indonesia's capacity to diversify development partnerships, but there are theoretical limitations in explaining the identity dimensions and norms in South-South policies. The policy implications lead to the need for institutionalization of stronger multilateral coordination mechanisms within the framework of the ASEAN Outlook on the Indo-Pacific (AOIP).
Copyright (c) 2026 Septianis Afipah https://creativecommons.org/licenses/by-sa/4.0
Abdurrahman Wahid's Cosmopolitanism in the Protection of Religious Freedom in Indonesia: Policy Analysis and Implementation Challenges
Indonesia as a pluralistic country faces challenges in ensuring religious freedom in the midst of ethnic, cultural, and religious diversity. Although various studies have discussed pluralism and are associated with the thought of Abdurrahman Wahid (Gus Dur), studies that specifically link the concept of cosmopolitanism with the implementation of public policies in the protection of religious freedom are still limited. This research aims to analyze the concept of Gus Dur's cosmopolitanism and its implementation in public policy and the challenges faced in the context in Indonesia. This research uses a qualitative approach with a literature study method, utilizing primary sources in the form of Gus Dur's writings and policies as well as secondary sources from relevant academic literature. Data analysis was carried out through content analysis techniques to interpret Gus Dur's ideas and policies in the socio-political context of Indonesia. The results of the study show that Gus Dur's cosmopolitanism is reflected in concrete policies such as the revocation of discriminatory regulations against the Confucian community and his defense of minority groups. However, the implementation of these values faces structural, political, and cultural challenges. This research confirms that Gus Dur's cosmopolitanism is relevant as a normative foundation in strengthening democracy and tolerance in Indonesia.
Copyright (c) 2026 Difa Meetia Putri https://creativecommons.org/licenses/by-sa/4.0
Academic Resilience as a Mediator in the Relationship between Academic Job Insecurity and Student Burnout
Job insecurity is common among students and is usually reflected in their worries or anxiety about their future job prospects. This study aims to examine the relationship between job insecurity and academic burnout, with academic resilience as a mediator. The subject selection method used purposive sampling, with Indonesian students experiencing anxiety about their future. The Job Insecurity Scale (JIS) was used in this study, with a Cronbach's α score of 0.88. Furthermore, the Maslach Burnout Instrument-Student Survey, with a Cronbach's α score of 0.80, was used to measure academic burnout. Finally, the Academic Resilience scale, with a Cronbach's α score of 0.90, was also used. The results indicate that academic resilience can reduce academic burnout, especially in students experiencing academic job insecurity.
Copyright (c) 2026 Agustin Andhika Putri https://creativecommons.org/licenses/by-sa/4.0
Critical Analysis of Sadness in “To Helen” by Edgar Allan Poe
This study analyzes the representation of sadness in To Helen by Edgar Allan Poe. Although the poem is commonly interpreted as a celebration of beauty and classical ideals, this research argues that it also contains subtle expressions of emotional suffering, longing, and psychological alienation. The study aims to identify how sadness is constructed through imagery, symbolism, diction, tone, and idealization within the poem. This research employs a qualitative descriptive method using textual and interpretative analysis supported by psychological and biographical approaches. The primary data source is the poem itself, while secondary data are obtained from books, journal articles, and literary criticism related to Poe’s poetry and Dark Romanticism. The findings reveal that sadness in “To Helen” is expressed indirectly through emotional longing, escapism, nostalgia, and the idealization of beauty. The speaker’s emotional exhaustion and desire for refuge are reflected in classical imagery and symbolic language that portray Helen as an unattainable figure of comfort and perfection. Furthermore, the poem reflects characteristics of Dark Romanticism, particularly psychological conflict and emotional isolation. The study concludes that sadness in “To Helen” functions not only as an emotional theme but also as an aesthetic experience in which emotional pain is transformed into poetic beauty. Therefore, the poem demonstrates Poe’s ability to combine melancholy and artistic elegance through subtle and symbolic expression.
Copyright (c) 2026 Bahmansyur, Abbas Abbas , Rahmawati Azi, Muliyani https://creativecommons.org/licenses/by-sa/4.0
Revisiting The American (Youth) Dream in Matt Haig’s ‘The Midnight Library’
This study examines the evolving representation of the American Dream in contemporary literature, emphasizing its relevance to youth perspectives in modern society. In The Midnight Library, the American Dream is portrayed as a shifting and negotiated concept, where younger generations move beyond traditional ideals of material success, social status, and externally defined achievements. The present study interprets Nora Seed’s actions as a representation of a negotiated version of the American Dream. The study aims to describe the behaviors and decisions that reflect the pursuit of the American Dream from a youth perspective, as well as to contextualize these actions as part of a broader redefinition of the concept itself. This research employs a descriptive qualitative approach, focusing on the analysis of non-numeric data derived from the narrative to generate interpretative insights. The findings reveal that contemporary youth redefine success by valuing small achievements, emotional and psychological well-being, and personal passions as meaningful sources of satisfaction, rather than adhering to traditional measures of success. In conclusion, The Midnight Library demonstrates that the concept of the American Dream has significantly evolved in contemporary society, reflecting changing values that emphasize individuality, authenticity, and inner fulfillment.
Copyright (c) 2026 Chrisna Aditya Siagian, Zuhrul Anam https://creativecommons.org/licenses/by-sa/4.0
Linguistic Addition Errors in Indonesian Academic Writing: A Syntactic Analysis of Reduplication, Conjunctions, and Prepositions
This study investigates addition errors in Indonesian academic writing, particularly unnecessary linguistic elements that create ineffective sentence constructions. The research aims to identify and analyze patterns of addition errors found in students’ academic texts. This study employed a qualitative descriptive method using documentation and note-taking techniques. The data consisted of 24 ungrammatical sentences collected from Indonesian academic writings. The findings revealed eight dominant patterns of addition errors: reduplication with banyak, banyaknya, beberapa, jumlah, and seluruh; subordinate clause construction jika…, maka…; addition of the preposition pada; and addition of the conjunction yang. The results indicate that students frequently produce redundant grammatical structures by combining plural markers with reduplication, inserting unnecessary conjunctions, and adding excessive prepositions. These errors reduce sentence effectiveness, clarity, and conciseness in academic writing. The study concludes that addition errors are mainly influenced by spoken language interference, overgeneralization of grammatical rules, and limited understanding of formal Indonesian syntax. Therefore, academic writing instruction should emphasize effective sentence construction, grammatical economy, and editing strategies to minimize unnecessary linguistic additions in scholarly writing.
Copyright (c) 2026 Arju Susanto, A. Muh. Ayyub Ht2, M. Nur Iman, Nur Qadri Malabbi https://creativecommons.org/licenses/by-sa/4.0
Framing Financial Collapse: Van Dijk’s Critical Discourse Analysis Of Iranian Rial Foreign News Coverage
This study examined how The New York Times and Al Jazeera frame the Iranian rial collapse through Teun A. van Dijk’s Critical Discourse Analysis. The problem addressed is how news discourse constructs social cognition and ideology in reporting a financial crisis. The research aims to analyze the realization of macrostructure, superstructure, and microstructure in the selected news texts and to identify how these textual elements shape representations of responsibility, victimhood, and policy responses. Using a qualitative-descriptive method, the study analyzes headlines, leads, lexical choices, syntax, and rhetorical strategies from articles published between December 2025 and January 2026. The analysis is guided by van Dijk’s socio-cognitive model and ideological square framework. The expected result is that both outlets will show different framing patterns: Al Jazeera is likely to emphasize institutional and economic pressures, while The New York Times is expected to foreground public suffering and protest. These differences indicate that media discourse does not merely report economic events but also produces ideological meanings and power relations.
Copyright (c) 2026 Muhammad Adian Farray Diaz, Ruminda, Ika Yatmikasari https://creativecommons.org/licenses/by-sa/4.0
When Acehnese Meets English: An Optimality-Theoretic Analysis of Phonological Interference in Multilingual Learners at IAIN Langsa
Multilingualism in Indonesia is a daily reality, with individuals frequently shifting between languages and dialects. At Institut Agama Islam Negeri (IAIN) Langsa, students in the English Education Department embody this dynamic environment, speaking Acehnese (L1), Bahasa Indonesia (L2), and English (L3). This study investigates how Optimality Theory explains the phonological patterns shaped by multilingual interaction. Data were collected through fieldwork, interviews, and audio recordings of four students, focusing on phonological interference and multilingual dynamics. Findings reveal that language contact strongly influences English pronunciation. The Acehnese phonological system, in particular, affects how learners articulate English sounds. The most consistent interference involves the voiceless alveolar stop /t/, which is aspirated as [tʰ] in word-initial and medial positions but not in final position. Examples include table /ˈteɪ.bəl/ → [ˈtheɪ.bəl], cutie /ˈkjuː.ti/ → [ˈkjuː.thi], and tooth /toːθ/ → [toːθ], with /θ/ often replaced by [t]. These patterns highlight systematic transfer of phonetic features—aspiration, intonation, and accent—from L1 into English. Such interference complicates mastery of English phonology, underscoring the profound role of L1 influence in multilingual speech production and the challenges learners face in aligning with target-language norms.
Copyright (c) 2026 Dedy Suhery, Zahratul Idami, Israul Husna, Muhd Hamid Raza https://creativecommons.org/licenses/by-sa/4.0
Lean and Agile Supply Chain Practices in Indonesian Manufacturing: A Literature Review of Regional and Industrial Variations
This study examines the implementation of Lean and Agile supply chain practices in the Indonesian manufacturing sector, where firms face increasing pressure to balance operational efficiency and responsiveness in dynamic market environments. The study aims to review the application of Lean and Agile supply chain strategies across different industrial and regional contexts in Indonesia, as well as to identify the role of Agility in improving operational performance. A Literature Review approach based on the PRISMA framework was employed using literature collected from Google Scholar, Scopus, and ScienceDirect through Publish or Perish (PoP). The search covered studies published between 2015 and 2026 using keywords related to Lean supply chain, Agile supply chain, Leagility, and Indonesian manufacturing. Following the screening and eligibility process, 21 studies were included in the final review. The findings reveal substantial variation in the adoption of Lean and Agile supply chain practices across industries and regions. The automotive sector demonstrates the highest maturity in Lean–Agile integration through structured and efficiency-oriented operations, while the pharmaceutical industry is dominated by Agile-oriented strategies due to high demand uncertainty and responsiveness requirements. In contrast, agro-industrial SMEs exhibit limited capability to balance efficiency and flexibility, particularly in regions with infrastructural and resource constraints. The review further highlights Agility as a critical integrative capability that enables firms to align Lean efficiency with Agile responsiveness, thereby enhancing operational performance. Overall, the study concludes that isolated implementation of Lean or Agile practices is insufficient for sustainable supply chain competitiveness, and manufacturing firms should instead develop integrated supply chain capabilities that simultaneously support efficiency, flexibility, and responsiveness.
Copyright (c) 2026 Robby Chandra Kosasih, Krisna Adiyarta, Joniarto Parung, Eric Wibisono https://creativecommons.org/licenses/by-sa/4.0
The Morphosyntactic Properties of English Textspeak in Social Media and Digital Communication
This study investigates the morphosyntactic properties of English Textspeak which is a highly informal and abbreviated register of English written communication used in social media and online digital communication. The study employs a descriptive analytical approach, utilizing data collected by the researcher from social media and online digital communication platforms and posts. The study finds that English Textspeak demonstrates the rule-governed creativity and flexibility of human language. It shows that Textspeak's words, exemplified by 'lol', 'asap', 'omg', etc. demonstrate key morphosyntactic properties of English individual lexical items, including lexical integrity, lexicalization, lexical category, 'inflectionality', 'referentiality' and 'mobility'. The study reveals that Textspeak primarily modifies and shortens established English words and phrases through productive and systematic morphological processes to adapt to the brevity needs, speed up typing, fast-paced text messaging and efficiency requirements of new technologies. Furthermore, Textspeak's sentences maintain the core-linguistic system, preserving the fixed word order (SVO), hierarchical structure and phonological features of Standard English. The analysis of the data collected also uncovers that the key syntactic properties of Textspeak include the extensive use of ellipsis, and punctuation and capitalization variations to convey tone, emotion, intended meaning and emphasis. The study concludes that Textspeak is not a degradation or deterioration of Standard English. It applies the morphological and syntactic rules of Standard English in a productive and creative way to cope with the requirements of new technologies. The extensive use of shortening processes and ellipsis highlights its systematic optimization for brevity, speed and fast-spaced social media and online digital communication. This study constitutes a foundational contribution to the discipline of morphosyntactic studies, providing significant insights that enhance scholarly understanding.
Copyright (c) 2026 Nadia A-Shawafi https://creativecommons.org/licenses/by-sa/4.0
Raising Environmental Consciousness and Its Impact on Adolescence Interpersonal Dynamics in Wendelin van Draanen's 'Flipped'
This study investigates the intricate relationship between environmental identity and adolescence interpersonal dynamics within Wendelin van Draanen's novel "Flipped," examining how the natural world shapes psychological well-being and social connections through the framework of Environmental Identity Theory (Clayton, 2003) . The research aims to analyze the portrayal of the sycamore tree as a key environmental element influencing the protagonist's psychological states, and how her unique environmental identity shapes adolescent relationships. Furthermore, it explores how differing perceptions and treatments of the environment by various adolescent characters manifest distinct psychological impacts, contributing to conflicts and connections, as interpreted through the lens of Environmental Identity Theory. Employing a qualitative, text-based approach, this review article analyzes the novel "Flipped" as the primary research subject. Data collection involved close reading and thematic analysis of the novel's text, focusing on dialogue, character descriptions, and narrative events related to environmental interactions, attitudes, and the formation of self in relation to nature. The analysis reveals that the sycamore tree serves as a significant anchor for the protagonist's developing environmental identity, fostering deep emotional responses that influence her interpersonal interactions. It also highlights how varied environmental consciousness, shaped by differing environmental identities, leads to divergent psychological impacts among characters, influencing their conflicts and the development of connections. This research contributes to understanding how environmental identity formation in adolescence, as depicted in literature, significantly impacts social relationships and psychological well-being.
Copyright (c) 2026 Qonita Nowindra Ramadhani, Henrikus Joko Yulianto https://creativecommons.org/licenses/by-sa/4.0
What Teachers Do Before They Teach: Lesson Preparation Practices Of EFL Teachers In An Indonesian High School
Lesson preparation is an essential aspect of effective teaching because it enables teachers to organize instructional strategies, teaching materials, and learning resources to achieve educational objectives. However, limited studies have explored how these components are integrated simultaneously in teachers’ lesson preparation practices within EFL contexts. Therefore, this study aimed to investigate how English teachers prepare classroom instruction, integrate instructional strategies, teaching materials, and technology, and address the challenges encountered during the preparation process. This qualitative case study was conducted at SMA Negeri 6 Sidrap and involved three English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that teachers prepared classroom instruction through flexible and contextual lesson planning by adapting instructional strategies, teaching materials, and classroom activities to students’ needs and classroom conditions. Teachers also integrated technology such as YouTube, LCD projectors, Smart TVs, and internet-based resources to support learning. However, the integration of instructional strategies, teaching materials, and technology remained limited and inconsistent because these components were often implemented separately rather than systematically integrated into a cohesive instructional design. In addition, teachers encountered several challenges, including unstable internet connectivity, diverse student abilities, classroom management issues, and limited preparation time. The study concludes that lesson preparation is an adaptive pedagogical process influenced by classroom realities, teachers’ competence, and institutional support. These findings highlight the importance of continuous professional development and stronger support for technology integration to enhance lesson preparation practices in EFL classrooms.
Copyright (c) 2026 Maryam Rusdin, Zulfah Fakhruddin, Magdahalena Tjalla, Kalsum Kalsum https://creativecommons.org/licenses/by-sa/4.0
Beyond Single Exposure: Recycled Input and Vocabulary Mastery in Young EFL Learners
Vocabulary mastery constitutes a foundational pillar in English language learning for young learners at Islamic elementary schools (Madrasah Ibtidaiyah/MI). However, linear and non-repetitive vocabulary instruction frequently constrains learners from achieving adequate vocabulary mastery. This study investigates the effectiveness of the Recycled Input Technique (RIT) operationalized through four sequential stages exposure, retrieval, recycling, and consolidation on the vocabulary mastery of Grade IV students at MI DDI Ujung Lare Parepare. Employing a pre-experimental design with a one-group pretest–posttest model, this study selected 25 students with complete paired data from a total enrolment of 28 fourth-grade students through simple random sampling. The target vocabulary comprised 20 items from the Daily Activities unit of the My Next Words Grade 4 textbook. The assessment instrument consisted of a 20-item vocabulary test covering multiple-choice, word-matching, and sentence-completion tasks. Data were analyzed using descriptive statistics and a paired-samples t-test. The analysis revealed a mean score improvement from 73.80 in the pretest to 93.20 in the posttest, a gain of 19.40 points, with t(24) = 7.41, p < .001, and a large practical effect (Cohen's d = 1.48). The proportion of students achieving the 'Excellent' category rose from 8% to 80%, while the 'Poor' category was completely eliminated, decreasing from 20% to 0%. These findings substantiate that systematically designed recycled input significantly enhances vocabulary mastery in EFL contexts at the Islamic primary school level, with particularly pronounced gains observed among initially low-performing learners.
Copyright (c) 2026 Salsa Aulini, Kalsum Kalsum, Nanning Nanning, Munawir Munawir https://creativecommons.org/licenses/by-sa/4.0
Postgraduate Students’ Perceptions of English as a Medium of Instruction (EMI): Comprehension, Participation, and Language Development
This study investigates postgraduate students’ perceptions of English as a Medium of Instruction (EMI), focusing on comprehension, participation, and academic English development. Using a mixed-method approach, data were collected from eight postgraduate students through a structured questionnaire consisting of Likert-scale and open-ended items. The findings indicate that students generally prefer an English-dominant instructional approach, ranging from 70% to 95%, while still recognizing the importance of limited Indonesian use for clarification. English-medium instruction was found to enhance students’ confidence and participation, although occasional use of Indonesian helped facilitate the expression of complex ideas. In terms of comprehension, students reported better understanding when English was used, supported by strategic code-switching. Furthermore, EMI significantly contributes to the development of academic English skills, including vocabulary, writing, and communication. Overall, a balanced and flexible approach to EMI is recommended to optimize both language development and learning effectiveness in postgraduate contexts.
Copyright (c) 2026 Khanandy Nila Ulfah, Fajar Rahmatul Khalik, Jamaluddin Nasution https://creativecommons.org/licenses/by-sa/4.0
Reconstructing Postcolonial Identity in Narnia through Myth, Imagination, and Secondary World Theory
This study examines The Lion, the Witch, and the Wardrobe as a transformative secondary world that reconstructs postcolonial identity through myth and imagination. While the novel is commonly interpreted as a Christian allegory, this research argues that Narnia also functions as a symbolic postcolonial space where identity, cultural sovereignty, and spiritual autonomy are reclaimed. The study applies Brian Attebery’s theory of secondary worlds alongside postcolonial perspectives from Edward Said, Homi K. Bhabha, and Frantz Fanon. Using a qualitative interpretive approach, the data were collected through close reading and textual analysis of the novel. The findings reveal that Narnia operates as a space of transformation where the Pevensie children reconstruct their identities and reclaim authority after experiencing alienation in the primary world. The study also finds that myth functions as a form of resistance against oppression through the symbolic conflict between Aslan and the White Witch. Furthermore, imagination in the secondary world enables the characters to redefine themselves beyond the limitations of colonial domination. The study concludes that The Lion, the Witch, and the Wardrobe represents not only a fantasy narrative but also a postcolonial discourse of liberation, cultural renewal, and identity reconstruction through myth and imagination.
Copyright (c) 2026 Rahmawati Azi, Herawaty Abbas, Muliyani, Bahmansyur Bahmansyur https://creativecommons.org/licenses/by-sa/4.0
English as Escape Capital: A Critical Discourse Analysis of English Proficiency in the #KaburAjaDulu Movement on X
This study examines how English proficiency is discussed in the #KaburAjaDulu movement on X in Indonesia. Using Critical Discourse Analysis, the study examines 30 public tweets selected through the X Advanced Search feature with the keyword combinations #KaburAjaDulu and bahasa Inggris, English, IELTS, and TOEFL, filtered to top tweets from 2025 to 2026. Data analysis used Van Dijk's three-dimensional model, namely text structure, socio-cognitive representations, and social context. The results show that English is seen as escape capital, meaning it is viewed less as a means of communication and more as a tool for escaping perceived problems in Indonesia. Three main patterns appear, namely English as a requirement for moving abroad, as an investment in a hoped-for future identity, and as a resource that is not equally available across social classes. The study also identifies contrasting perspectives that emphasize the structural barriers and unequal opportunities faced by many individuals. These results suggest that EFL education in Indonesia should focus more on critical language awareness, as social media shapes learners' perceptions of the value of English.
Copyright (c) 2026 Pebrina Nurwahyuningsih, Rahmatillah https://creativecommons.org/licenses/by-sa/4.0
The Use of TikTok Videos to Increase Seventh Grade Students’ Vocabulary Mastery
This study aimed to determine whether TikTok videos can increase seventh-grade students’ vocabulary mastery at MTsN 2 Kota Palu. A quantitative approach with a quasi-experimental design was adopted to compare two existing classes. Class VII E functioned as the experimental class, while Class VII F served as the control class. The total population consisted of 272 seventh-grade students. Although each selected class had 34 students, only 20 students from each class were included in the analysis because they completed all stages of the study. In the experimental class, TikTok videos served as the main medium for presenting vocabulary materials, whereas the control class followed conventional instruction. Vocabulary achievement was measured through tests consisting of multiple-choice, matching, and completion items, which were given before and after the learning process. The result showed that the experimental class achieved a higher score increase, from 15.47 in the pre-test to 83.29 in the post-test. Meanwhile, the control class increased from 14.64 to 73.29. The paired-samples t-test generated a p-value lower than 0.05 (p < 0.001), indicating that Ha was accepted and Ho was rejected. Therefore, TikTok videos can be considered effective in increasing the vocabulary mastery of seventh-grade students at MTsN 2 Kota Palu.
Copyright (c) 2026 Sheila Sarlina Shanda, Abd. Kamaruddin, Maf'ulah, Aminah Suriaman https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Grammatical Errors in French Descriptive Texts of 11th Grade of Fashion Students at SMK Negeri 1 Wonogiri
Vocational high school (SMK) students who face heavy vocational-practice workloads encounter particular challenges in mastering the complex grammatical system of French. This study aims to analyse grammatical writing errors in French descriptive texts produced by 11th Grade of Fashion Design students at SMK Negeri 1 Wonogiri, with a view to identifying morphosyntactic weaknesses and informing more targeted pedagogical interventions. A descriptive qualitative design was adopted, employing an error-analysis method. Data were collected through documentary study of 32 students' written tasks on the theme décrire une personne (describing a person), evaluated against the A1 level standards of the Cadre Européen Commun de Référence pour les Langues (CECRL). Results indicate that students performed best on instruction compliance (87.50%) and basic vocabulary (93.75%), while serious weaknesses were recorded in coherence and cohesion (78.12% low-scorers) and spelling (62.50% low-scorers). The dominant error types included failure to apply gender-agreement rules (accord de genre), omission of accent marks, and absence of cohesive devices, rendering student texts atomistic in nature. These errors are attributed principally to first-language interference from Indonesian, constrained instructional time, and the competing cognitive demands of vocational coursework. The study recommends the adoption of colour-coded visual strategies to teach grammatical gender, alongside scaffolded coherence-building exercises.
Copyright (c) 2026 Andriyana Adhayanti, Ria Fitrasih https://creativecommons.org/licenses/by-sa/4.0
The Screaming Heath: Dark Ecology and the Collapse of Anthropocentrism in Shakespeare’s King Lear
This study demonstrates that King Lear can be read as an ecological tragedy in which human authority is destabilized through the interaction of dark ecological forces and Foucauldian power structures. By applying Timothy Morton’s concept of dark ecology and Michel Foucault’s theory of discourse, this research reveals that nature in the play was not merely symbolic but actively participates in the collapse of anthropocentrism. This article was a descriptive-qualitative study using a literature review method, with reference to several supporting sources throughout the research process. The primary data used here are narrative scripts from Shakespeare's King Lear drama series and events that explicitly mention nature as a significant narrative device and setting. This research showed that dark ecology functioned as a form of deconstruction of human identity in King Lear. From Michel Foucault’s perspective, anthropocentric authority couldn’t fully dominate ecological reality, as identity itself was produced through social systems and relations of power. Consequently, when those systems collapse, human identity also became unstable and fragmented. In line with this view, Timothy Morton argues that the collapse of anthropocentrism in King Lear signals the loss of humanity’s position as the sole center of knowledge and meaning within the world.
Copyright (c) 2026 Julianti Hairani, Purwarno https://creativecommons.org/licenses/by-sa/4.0