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

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.

Exploring Thematic Progression of EFL Students’ Argumentative Essays

Ghada Haji — 2024-07-08

This paper aims to investigate the thematic progression patterns in students’ argumentative essays produced by Tunisian EFL learners. The data originated from 27 academic essays written by second year Business English students were collected, investigated and interpreted employing a qualitative approach with descriptive analysis relevant to thematic progression patterns based on the theory proposed by Bloor and Bloor (2004). The preliminary results suggested the students’ predominant use of the constant pattern which implies that they are successfully able to ensure smooth information flow in their writings. Besides, the thematic analysis revealed the presence of the linear pattern, which proved the writers’ ability to maintain the essays’ cohesion by introducing new information and making a Rheme to become the Theme of the next clause. However, the results demonstrated the low presence of the split-rheme pattern and the total absence of the derived theme in the students’ argumentative essays, which indicates their limited writing skills in creating, developing, and connecting complex clauses. This study intends to provide contributive insights that may help EFL and ESL instructors as well as curriculum designers to enhance the students’ textual coherence as well as their academic writing proficiency.

Understanding the Role of Language on Twitter: From Hashtag to Discourses

Sholihatul Hamidah Daulay — 2024-07-12

This article delves into the intricate dynamics of language on Twitter, tracing the evolution from the simple use of hashtags to the emergence of complex discourses. The study explores how language shapes and influences the trajectory of discussions within Twitter. By analyzing the linguistic elements embedded in tweets, unravel the nuances that contribute to the formation and evolution of broader discourses on the platform. The research investigates the multifaceted role of language in shaping online conversations. From the early days when hashtags served as mere categorization tools, Twitter has transformed into a space where language plays a pivotal role in constructing and deconstructing narratives. Through a qualitative analysis of tweet content identify linguistic patterns and examine their impact on the development of larger discussions.

Difficulties Encountered by English Teachers in Using Storytelling to Teach Young Learners

Melfan Widia Krisdayanti Hulu — 2024-01-28

Teachers of English utilize storytelling as a common strategy while teaching second languages, especially to young learners. However, because young learners have various features when it comes to second language proficiency, English teachers will find it challenging to use storytelling in these courses. The purpose of this study was to identify the difficulties faced by English teachers while teaching through these methods. The qualitative research technique was utilized in conjunction with the phenomenological design. The three English teachers were selected as participants, who were teaching to five grade students through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. This study found that teachers found it difficult to find stories that were suitable for children, did not know the criteria for stories that were suitable for children, lacked the confidence to compose children's own stories, and had very limited time available (75 minutes once a week). It is recommended that resource rooms be established to provide English teachers with the greatest possible training opportunities.

Students’ Perception of Game-Based Learning Using Kahoot! In Learning English

Fitria Gita Rahmadani — 2024-01-25

This study aims to evaluate students' perceptions of the use of Kahoot! application in English learning and its impact on students' learning motivation in terms of its effectiveness and competitiveness,. This study used observation, questionnaire, and interview methods with 23 students in class XI Language of SMAN 1 Palangka Raya. The results showed that most students agreed that Kahoot! is an effective tool for English learning in class. Kahoot! increased their learning motivation through the Game-Based Learning (GBL) method, including competitive feeling, interactive learning, visual experience, fun learning, and customization. The results of this study show that Kahoot! is an effective learning tool to increase students' motivation in English learning. In addition, the use of Kahoot! can improve students' mood and help them understand the material more quickly also students feel more creative and enjoy learning due to the interactive and fun nature of the platform. The implication of this study is that students respond more positively to interactive, visual and fun learning media such as Kahoot! Teachers can consider using Kahoot! routinely in learning to improve students' motivation and learning outcomes. With this, Kahoot! is expected to be the learning tool whose influence has been sought.

A New Paradigm of Language Teaching Methods in ESP Instruction

Dewi Surani — 2024-01-25

The implementation of the Merdeka curriculum, in language teaching requires a specific method that accommodates the curriculum goal. This writing tries to describe the implementation of some language teaching methods used in the Merdeka Curriculum at a higher level of education in English for specific purposes (ESP) context. This article also give recommendation for lecturers to engage Case Based Learning (CBL), Project Based Learning (PBL), Technology Based Learning (TBL) as language teaching methods in ESP instruction considering their advantages to attain Merdeka curriculum goals.