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EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Published by Universitas Islam Indragiri
ISSN : 25492144     EISSN : 25985140     DOI : 10.61672
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics is a scientific journal issued by the English Study Program FKIP Islamic University of Indragiri Tembilahan Riau. It includes authentic studies, conceptual, and best work articles in English education, literature, and linguistics. Then it is put out twice a year in January and July. (ISSN. 2549-2144, E-ISSN. 2598-5140)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 15 Documents
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Search results for , issue "Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu" : 15 Documents clear
Directive Act Use in "Raya and the Last Dragon" Movie Ajeng Resva Safitri; Nurma Dhona Handayani
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2698

Abstract

This study identified the directive acts in the Raya in the last Dragon movie. In this study, the research design was a qualitative approach in which the researchers expressed the outcome in words and provided an explanation of the result. The researchers looked at a variety of directive speech acts. The purpose of this study is to pinpoint the directing speech act shown in the motion picture "RAYA AND THE LAST DRAGON" This study used a qualitative methodology, gathering data through reading the script, conducting library research, watching the film, and examining each character's speech and body language. A total of 15 directive speech acts were successfully identified by Kreidler (1998) using researchers who identified six utterances that embodied the commanding speech from the dialogue of characters, the other type is requesting type (3 data). The data referred to the conclusion of speech act. The data was taken from the movie conclude some point. First, Raya and the Last Dragon movie. Second, three utterances that reflected the requested speech were discovered by the researchers. Finally, the researchers discovered three utterances that expressed ordering speech from the movie's character utterances.
The Relevance of Anxiety and Mindfulness in Joe Eurell's The Shooter’s Moment of Mindfulness Rommel Utungga Pasopati; Myrilla Shafa Camila; Rindrah Kartiningsih; Kusuma Wijaya
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2721

Abstract

This paper exposes anxiety and its coping mechanism towards mindfulness in Joe Eurell’s flash fiction entitled The Shooter’s Moment of Mindfulness. This paper employs qualitative method with closed reading as data collection technique and content analysis as data analysis technique. Through Freud’s paradigm of reality anxiety, the story is analyzed to explore the protagonist’s disturbances of mood, as well as of thinking, behavior, and physiological activities. The main character’s experiences in combat scenarios highlights how the protagonist’s mindfulness moments function as a temporary situation from the anxieties rooted in external dangers, unconscious conflicts, and moral dilemmas. In conclusion, anxiety is always temporary while mindfulness remains forever. Psychological turmoil could always be coped up with ideas and practices of prolonged mindfulness.
The Effectiveness of Using Fan-N-Pick Strategy Towards Students’ Vocabulary Mastery Ade Silvia; Mukminatus Zuhriyah
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2729

Abstract

The purpose of this study was to determine whether the Fan-N-Pick technique significantly affected the students' vocabulary mastery both before and after it was used. A pre-test-post-test with a single group was the design used in this pre-experimental research. Class IV students from a state primary school in Plandaan, Jombang, served as population in this study. There were twenty total students, of which eighteen were the sample. Before beginning the two-meeting treatments utilizing the Fan-N-Pick technique, the experimental students were given a pre-test of twenty multiple-choice questions. The post-test was completed using the same question from the pre-test after the treatment finished. After compiling all vocabulary test results, SPSS was used to apply the descriptive statistics, normality test, and paired sample t-test. The t-test result showed that Sig. (2-tailed) value is 0,000, which is lower than the alpha value of 0.05. That result revealed that the students’ vocabulary mastery significantly increased before and after the Fan-N-Pick strategy application. Thus, the Fan-N-Pick strategy was effective for teaching vocabulary. Then, it is highly recommended for English teachers to teach vocabulary using the fan-the-pick strategy.
Exploring Grammatical and Semantic Profiles of Angry and Mad: A Corpus-Based Study Ida Ayu Saskara Tranggana Suari; Gede Primahadi Wijaya Rajeg; I Nengah Sudipa
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2749

Abstract

This paper investigates how two near-synonymous emotion words (i.e., ANGRY and MAD) would differ in their grammatical (i.e., morphological) and semantic profiles based on data from the Corpus of Contemporary American English (COCA). Morphologically, we analyzed the distribution of verbal inflectional morphologies of these words overall and across different text types/genres in COCA. Semantically, we explored the preferred semantic category of the Experiencer and Stimulus collocates of ANGRY and MAD. In that way, we adopted both quantitative and qualitative methods. We showed that the base verbal form anger is very prominent across genres compared to the base form madden. Similarly, the -ed and third-person singular -s forms are more predominant for ANGER than for MADDEN. In contrast, the -ing form of maddening is far more common than angering. Semantically, angry predominantly collocates with Kinship-based Experiencer than mad. Both adjectives attract distinct types of Experiencer nouns from the social and political relation fields. In terms of the stimulus, mad attracts collocates from the semantic field of emotion and values more predominantly than angry. In sum, corpus analyses help reveal grammatical and semantic differences between near-synonyms such as ANGRY and MAD.
Visualizing Imagery of Poetry Because I Could Not Stop For Death by Emily Dickinson Ni Komang Ayu Melly Santini; Sudipa I Nengah; Krisnawati Ni Luh Putu
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2750

Abstract

This study article analyzed visual imagery of poetry “Because I Could Not Stop For Death” by Emily Dickinson. The aim of this article is analyzing the visual imagery in the poetry.  This article presented the data by using descriptive qualitative method with the theory from Pradopo (2009) in analyzing the visual imagery. There are some steps in conducting this study. First step is by selecting the poetry, analyze the word or phrase that is related with the visual imagery, and then analyze the data. The data are taken from the internet. The focus of this study is on the visual imagery and it would differentiate this article from the previous article. The findings of this article showed seven visual imagery of the phrase or line found in the poetry “Because I Could Not Stop for Death” by Emily Dickinson. Most of those phrases show visual imagery of natural beauty and scenes from places that are being observed as symbolism of life stages. The speaker conveyed the sense of sight by using figurative language.
Professional English Teacher Competence and Its Relation to 21st Century Skills and Learning Melliofatria Melliofatria; Wirda Jannatul Jannah; Fatti Corrina
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2759

Abstract

The purpose of this study is to find out what the teacher's duties are and what competencies a teacher must have because the challenges of the   21st century demand many things so that the teacher becomes someone who has multiple roles. The method used in this study is the systematic review method. The results obtained are that in the   21st century, the role of a teacher is to renew the quality of learning, assist students in developing participation, make adjustments to personalized learning, emphasize project and problem-based learning, and motivate students to work together and communicate.
Duolingo for Vocabulary Mastery: Empowering Students in the Digital Age of Language Learning Umi Mujiarni; Sabarun; Hesti Widiastuty
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2767

Abstract

This study aims to evaluate the effectiveness of the Duolingo application in improving vocabulary mastery of 10th grade students at SMKN 2 Palangka Raya in the academic year 2022/2023. The traditional teaching method at SMKN 2 Palangka Raya tends to be monotonous and less interactive, thus, less effective in improving students' vocabulary mastery. This study proposes the integration of the Duolingo application as a learning tool to provide a more interactive and engaging learning experience, as well as to enhance students' vocabulary mastery. A quasi-experimental design is used to compare two classes: X MLPB 2 (conventional method) and X AKL 2 (using Duolingo). Both classes consist of 20 students. Quantitative methods, including normality tests, ANOVA, and Post Hoc, are used for analysis. The results show that the use of Duolingo significantly improves students' vocabulary mastery. The average Post-Test scores increased from 51.857 to 80.714 for class AKL 2, and from 44.706 to 75.147 for class MPLB 2. The integration of technology such as Duolingo has proven to be effective in improving student learning outcomes. Recommendations from this study include increasing the use of technology in language learning curriculum to optimize learning outcomes.
Grammatical Cohesive Devices Errors Found in Senior High School Students’ Narrative Text Regina Cahyani Ida Ayu; Sosiowati I Gst. Ayu Gde; Shanti Sari Dewi A.A.Sg.
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2768

Abstract

Senior high school involves students to deal with more complex language rules and expressing ideas in a more sophisticated way. Consequently, senior high school students are inevitably prone to errors in their English writing, particularly in the aspect of creating cohesive and coherent text. This study aims at identifying the types and causes of grammatical cohesive devices errors found in the narrative texts written by senior high school students.  This study was conducted using descriptive qualitative method. Documentation method utilized by a checklist instrument and note-taking technique were used to collect the data. The method for presenting the data analysis in this study was informal method. In analysing the data, this study employed the theory from Dulay, Burt, and Krashen (1982) to analyse the types of the grammatical cohesive errors and Richards theory (1973) to analyse the causes of the errors. The results show that all types of grammatical cohesive devices errors were found in the texts. The type of the error was dominated by the omission of reference. The interlingual factor caused the omission and misordering of references. The errors caused by intralingual factor including overgeneralization, incomplete application of rules, ignorance of rules restriction, and false concept hypothesized. These instances of errors disrupt the clarity of the text and the readers’ comprehension. Therefore, study's findings reveal that senior high school students face significant challenges in using grammatical cohesive devices effectively in their narrative writing.
PowToon Up Your Speaking: Engaging EFL Students with Interactive Presentations Auliyatul Fadhilah; Rahmadi Nirwanto; Hesty Widiastuty
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2769

Abstract

This study is aimed to develop English learning media by implementing the PowToon application as a speaking learning medium. The problem in this study is based on students' difficulty in developing their ability in speaking English, and they also want learning with technology-based media. Based on the speaking material demands of the students, the researcher developed educational materials. Specifically, they created animated video utilizing the PowToon application. The participants of this study were 28 (Twenty-eight) students of class XI Business Online Marketing (BDP) SMK Karsa Mulya, Palangka Raya. In this study, the design and development research method were used. Researchers develop media by applying analysis, design, development, implementation, and evaluation (ADDIE). The development was based on questionnaires, interviews, and expert validation. The results of this study based on the result of assessment materials expert obtained a percentage of 93.96% with very good qualifications, while based on the assessment of media experts obtained a percentage of 88.6% with very good qualifications. The findings of the current study are useful for both the teacher and the students, as well as have theoretical and practical implications for the teaching and learning of English, particularly in English teaching. Theoretically, the results of this study gave knowledge and implementation of the field of language science, especially ETMD (English Teaching Media Development), and TELL (Technology enhanced Language Learning) on acquiring English and give solutions to find out the appropriate media in teaching speaking. Practically, the result of the study is that using PowToon as a learning medium to teach English can improve students' speaking skills in terms of communication.
The Role of Technology in Teaching Ending Sound –s/-es Pronunciation: EFL Perception Maspufah; Yeni Afriyeni; Jumerli Ariati; Diana Zuriati
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 8 No. 2 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i2.2775

Abstract

Pronunciation has been regarded as the most challenging aspect of language teaching and learning. EFL learners faced difficulties in perceiving, producing, and mastering the intricate sound patterns of a new language, which can lead to communication breakdowns and reduced intelligibility. The use of learners-made tutorial videos in teaching pronunciation might overcome some of these challenges. This research aimed to find out learners’ perception of the role of technology in teaching ending sounds –s/es pronunciation through learners' self-made tutorial video. The research used descriptive qualitative method. The sample was taken by purposive sampling technique. Ten learners from the first semester of 2023/2024 academic year from a private public college in Pekanbaru were taken as the sample. The instrument used to collect data was questionaire from google form. The data were analyzed by using three data analysis theories. After analyzing the data, it was found that technology helped learners to be more responsible in studying, gain more knowledge beyond what the lecturer taught in the class, learn independently, encourage them to exchange knowledge with their classmate, and improve their English skill through making self tutorial videos in pronouncing –s/-es ending sound. Thus, it can be concluded that learners had a positive perception on the role of technology in teaching pronunciation especially in pronouncing –s/-es ending sound. Regarding the positive perception on the role of technology in teaching ending sound –s/-es perception, it is suggested to lecturers as well as English teachers to optimize the role of technology in teaching not only ending sound –s/-es, but also other aspects of pronunciation.

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