EBONY: Journal of English Language Teaching, Linguistics, and Literature

Perceptual Alignment: Investigating EFL Teachers' Perspectives on Students' Writing Difficulties

Novika Amalia — 2025-01-15

The study investigates the alignment between EFL teachers' perceptions of students' writing difficulties and the actual performance of students in vocabulary, grammar, organization, and mechanics. Using semi-structured interviews with five certified EFL teachers and written tests from 28 junior high school students, the research employs thematic and content analysis. Results show strong alignment in vocabulary and grammar, highlighting issues such as limited vocabulary range and frequent grammatical errors. However, significant misalignment is found in organization and mechanics, with teachers overestimating students' skills in structuring essays and using punctuation. The findings underscore the pressing need to address these gaps, as the misalignment between teacher perceptions and student performance hinders effective instruction and student progress in writing proficiency. Bridging this gap is crucial for fostering holistic EFL writing skills. Suggestions include structured feedback rubrics, peer evaluations, and professional development workshops to enhance teaching practices. This study contributes to improving EFL instruction by identifying gaps in teacher-student alignment and proposing targeted interventions for better writing proficiency.

EcoLingua: Optimizing Indonesian Learning through Lumen5 in Digital Era

Izhar — 2025-01-15

This scholarly investigation examines the evolution and application of Lumen5-based video instructional media for Indonesian language pedagogy with a specific emphasis on environmental themes. Employing a Research and Development (R&D) methodology through the ADDIE framework, the inquiry produced five interactive videos that address various environmental challenges, including forest fires, flooding, waste management, landslides, and the maintenance of school hygiene. The research encompassed extensive evaluations involving 10th-grade students, utilizing a combination of qualitative and quantitative methodologies to evaluate the efficacy of the video-centric learning paradigm. Findings indicated a 30% enhancement in students' understanding of environmental concepts in comparison to conventional text-based instructional strategies. Moreover, 80% of the students indicated heightened engagement with the educational content, while 75% exhibited advancements in their digital literacy competencies. The utilization of Lumen5's AI-driven platform was found to be effective in producing interactive, visually stimulating materials that are appealing to Generation Z learners. By aligning with the Merdeka Curriculum and integrating local environmental contexts, this inquiry presents a scalable framework for augmenting both language instruction and environmental awareness in the context of the digital era. The outcomes imply that AI-enhanced video learning platforms possess the potential to effectively reconcile the divide between traditional educational approaches and modern instructional requirements while fostering environmental consciousness among learners.

The Role of Women’s Language in Transwoman’s Identity in The Documentary Disclosure (2021)

Aqilah Aulia Nadhifa — 2025-01-15

This research explores the use of women’s language by trans women in the documentary Disclosure. The research is based on Robin Lakoff and Judy Pearson’s theory, which explains the various language features often used by women to express themselves in social contexts and also how the function of women’s language. These features include women’s language, which reflects the way women communicate. This study aims to identify the types of women’s language features used by transwomen in the documentary and understand the function of the language in constructing, expressing, and representing their gender identity. The method used in this research is qualitative, with data collection techniques in the form of observation and analysis of dialog contained in the documentary. The dialogues spoken by Transwoman are classified based on Lakoff's women’s Language and Pearson’s Function of Women’s Language theory, then analyzed to see how language choices play a role in representing their gender identity. The results of this study are expected to reveal the relationship between the language features used and the process of gender identity construction in the media. In addition, this research makes a significant contribution to the study of sociolinguistics by expanding the understanding of the relationship between language, gender, and also identity.

Investigating the Use of Mobile-Assisted Language Learning (MALL) for Listening Instructions in SMAN 5 Tanjungpinang

Zidan Dwi Khalfani Kareem — 2025-01-15

Listening is essential for effective communication but often poses challenges in traditional teaching settings, where exposure to authentic materials is limited (Vandergrift & Goh, 2012). However, Mobile-Assisted Language Learning (MALL) provides mobile access to interactive audio content, enabling adaptive learning experiences (Burston, 2014) and continuous exposure to varied accents (Godwin-Jones, 2017). This study explores the implementation of MALL for listening instructions in SMAN 5 Tanjungpinang, focusing on the research questions: “Has SMAN 5 Tanjungpinang incorporated MALL into their teaching practices?” and “How does MALL contribute to improving SMAN 5 Tanjungpinang students' listening skills?” This qualitative research employs observation and semi-structured interviews to examine MALL's application in real classroom settings, aligning with the (Creswell, 2014) emphasis on context and utilizing thematic analysis to identify emerging patterns (Braun & Clarke, 2013). Findings reveal that while SMAN 5 Tanjungpinang has started incorporating MALL, there is significant potential to enhance its integration further and positively impact students' listening skills. These results highlight the importance of integrating mobile technology into educational curricula to enhance language learning outcomes.

Exploring Clause Complexity: A Comprehensive Analysis of a Student’s Narrative Text on Central Kalimantan Folklore

Mimo Lalito Erisyerico — 2025-01-15

Writing cohesive and engaging narrative texts requires effective use of clause complexity to convey meaning and maintain reader interest. This research examines clause complexity in a narrative text written by a student in the English Education Program at the University of Palangka Raya, focusing on Central Kalimantan folklore. Using a qualitative approach with content analysis and Systemic Functional Linguistics (SFL), the research applies Halliday and Matthiessen’s (2013) framework, emphasizing taxis (parataxis and hypotaxis) and logico-semantic relations, including expansion (elaboration, extension, and enhancement) and projection (locution and idea). The text was chosen for its thematic relevance, generic structure, language features, and clause diversity. Results show paratactic constructions dominate, comprising 77% of the total clauses, reflecting the student’s preference for coordination to ensure readability and clarity. Paratactic extension (27%) and enhancement (17%) highlight effective idea connection and context, while paratactic locution (33%) underscores the role of dialogue in engaging readers. Hypotactic constructions, at 13%, focus on idea projection and enhancement (10%), indicating limited use of subordination for expressing complex relationships. These findings underline the importance of mastering both coordination and subordination techniques for cohesive, meaningful narratives. The research provides insights for educators to enhance students' clause usage in academic writing.

Jack’s Multiple Personality in Marrowbone Film

Wilma Prafitri — 2024-08-15

This study examined the manifestation of Jack's multiple personality in the film Marrowbone. The film "Marrowbone," directed by Sergio G. Sanchez, serves as the primary source for this theory. The narrative revolves around a nuclear family including four siblings: Jack Marrowbone, the eldest, followed by Jane Marrowbone, Billy Marrowbone, and Sam Marrowbone. Due to enduring psychological distress caused by their biological father, they are compelled to return to their mother's ancestral residence. The trauma induced depression in Jack and triggered the manifestation of his multiple personality. The objective of this thesis is to examine the primary factors contributing to Jack's manifestation of multiple personality disorder. The data for this thesis was gathered by qualitative methods, namely by analyzing screenplays, dialogue, and scenes from films. The researcher analyzed the data using Haddock as theoretical framework. The findings indicate that Jack possesses three additional personalities, which correspond to those of his deceased younger siblings. The findings of this research indicate that negative previous experiences can have a detrimental impact on an individual's psychological well-being. By analyzing the personality, background, and history of individuals who suffer from this disorder, the audience can gain insight into the factors contributing to its manifestation.

Continuing Professional Development and English Language Teachers’ ICT Uptake

Justsinta Sindi Alivi — 2024-08-03

This paper presents the discussion on the impact of Continuing Professional Development (CPD) to English language teachers’ decision and performance in the use of Information and Communication Technology (ICT) in teaching. This study carried out a multiple study on two different teachers from different institutional and academic status background in Indonesia. Interviews were carried out to the participant to obtain deeper information concerning their experience in different types of CPD, and how it could influence the way they perceive ICT usefulness and enhance their teaching performance. The result of this study is expected to provide practical contributions particularly to the policy makers to improve teachers’ competences by designing appropriate curriculum and CPD in accordance with the teachers’ need in the digital era. The result of study indicated that both teachers tended to develop their TPACK (Technological, Pedagogical and Content Knowledge) competences from informal CPD they had from informal co-learning with colleagues and informal network learning from online resources. They also pointed out that governments provided teachers with online-based training that they could access to governments’ official websites.

Assessing 4C Competencies in English Language Learners: Tools, Challenges, and Implications

Yanti Anggraini — 2024-07-11

In the era of globalization and the Fourth Industrial Revolution, 21st-century skills—Critical Thinking, Communication, Collaboration, and Creativity (4C)—are essential for learners' success in dynamic and competitive environments. This study evaluated 4C competencies in English language learners, focusing on comprehensive assessment tools, challenges, and implications. The literature review method was used to analyze various peer-reviewed sources, highlighting effective tools such as rubrics, performance-based assessments, and technology-enhanced platforms. Challenges include the subjective nature of evaluating creativity and the necessity for extensive teacher training. The study emphasized the need for integrating 4C skills into English language curricula to create dynamic learning environments that enhance both language proficiency and essential life skills. The findings suggested that adopting innovative assessment strategies and providing ongoing professional development for educators are crucial. Ultimately, assessing and cultivating 4C competencies will contribute to developing adaptable, innovative, and effective communicators, preparing students for the complexities of the 21st century. Continuous research and investment in this area are vital for advancing English language teaching and learning.

Games in Enhancing Productive Skills for EFL Students

Siti Munawarah — 2024-07-11

This article explores the use of games as an effective pedagogical strategy for improving EFL students' speaking and writing skills. Conducted through a literature review, the study examines various games used in language classrooms and their impact on language learning outcomes. The importance of language as a communication tool and the need to enhance students' English-speaking and writing skills are emphasized. Teachers' role in leveraging innovative game-based learning strategies is highlighted, focusing on games like Zepeto, board games, spinning wheel games, and guessing games. These games offer engaging, real-time language practice, promoting fluency, confidence, and motivation. The research method used by this study was literature reviews. Findings indicate the efficacy of these games in enhancing speaking and writing skills for the EFL students. The study underscores the value of game-based learning in making language education more enjoyable and effective. Concluding, the study advocates for the integration of game-based strategies in language classrooms to boost students' interest, engagement, and proficiency in English.

Enhancing Reading Comprehension Among Informatics Management Students through the Grammarian Android Game: A Classroom Action Research

Romadhon Romadhon — 2024-07-08

This research investigates the effectiveness of the Grammarian Android Game in improving the reading comprehension skills of third-semester Informatics Management students at Piksi Input Serang Polytechnic. The study adopts a Classroom Action Research (CAR) methodology, conducted in two cycles, involving 28 students. Initial observations indicated significant challenges in reading comprehension, with most students scoring below the required competency level. The introduction of the Grammarian Android Game aimed to address these challenges by providing an interactive and engaging learning tool. Results showed substantial improvements in students' reading comprehension scores, increasing from an average of 60.72 in the pre-cycle to 92.21 in the second cycle. The iterative process of planning, acting, observing, and reflecting facilitated continuous improvement in teaching strategies, leading to enhanced student engagement and understanding. The study concludes that the Grammarian Android Game is an effective tool for enhancing reading comprehension, making the learning process more enjoyable and effective. This research contributes to the understanding of digital game-based learning's impact in higher education, particularly in technical fields.