Journal of English Development

Masculinity Through Neytiri’s Character in Avatar The Way of Water (2022) Movie By James Cameroon

Jeri Anugrah — 2026-01-15

Most cinematic analyses tend to frame strong female characters through the lens of empowerment or feminism. While, this movie embodies traditionally masculine traits without forfeiting their femininity. Therefore, this research aims to find forms of masculinity that displayed by Neytiri’s character in the movie Avatar The Way of Water, using Judith Halberstam’s theory. Through a qualitative descriptive method, the study identifies two key expressions: Butch Femininity, shown in Neytiri’s physical strength, emotional control, and leadership; and Performance of Masculinity, highlighted in battle scenes where she protects her family. The findings indicates that Neytiri challenges conventional gender norms by displaying resilience, bravery, and a strong protective instinct towards her family and community. Her character demonstrates that masculinity is not exclusively tied to men, but also can embodied by women. This study contributes to the growing discourse on gender fluidity in media by highlighting how female characters can embody alternative masculinities in ways that are empowering rather than reductive. By centering female masculinity within a blockbuster film, the narrative opens space for more inclusive and diverse representations of gender in popular culture.

Exploring EFL Learners’ Speaking Confidence through One-Minute Talk Practice

Fayza Latifatus Rabbaniyah — 2026-01-21

This study aims to describe EFL learners’ speaking confidence and the challenges they face during One-Minute Talk sessions. Among EFL learners, spontaneous speaking remains a persistent challenge, as many struggle with confidence, fluency, and idea organization. A qualitative descriptive approach was employed, drawing on learners’ speaking performances, interviews, questionnaires, and classroom observations. The data were analyzed thematically. The findings show a clear improvement among participants. In the first session, many learners appeared nervous, used frequent pauses and fillers, and experienced difficulty developing ideas smoothly. By the second and third sessions, most learners demonstrated greater fluency, clearer idea organization, increased confidence, and began using simple gestures to clarify meaning. Interview findings further highlight key challenges such as vocabulary limitations, idea generation difficulties, and increased pressure during spontaneous speaking, which were also evident in learners’ observable hesitation. Questionnaire responses reveal a decrease in speaking anxiety and an increase in self-confidence after completing the activity. Overall, the findings confirm the effectiveness of the One-Minute Talk activity in enhancing learners’ spontaneous speaking skills and confidence. This study contributes conceptually by clarifying confidence development through repeated speaking practice and pedagogically by offering a practical strategy to promote active oral participation in EFL contexts.

Presuppositions in The Judge Film: A Pragmatic Study

Hilda Tri Yulianti — 2026-02-19

This study examines presupposition as a pragmatic phenomenon in film communication, concentrating on its application in the movie The Judge. This research, rooted in pragmatics, seeks to identify the forms of presupposition utilized in the film and to analyze their frequency in cinematic communication. This study utilizes a descriptive qualitative research design to investigate presuppositional statements from The Judge film, directed by David Dobkin. The results indicate that the film encompasses six categories of presupposition: existential, factive, non-factive, lexical, structural, and counterfactual presuppositions. Structural presupposition is the most prevalent type, comprising 36%, followed by factive presupposition at 22.6% and existential presupposition at 17.3%. Although non-factive presupposition (8%) and lexical presupposition (6.6%) are less common, counterfactual presupposition makes up 9.3% of the data. These findings demonstrate that assumption serves as a crucial pragmatic tool in influencing implicit meaning and facilitating effective communication in film discourse.

Indigenous Language Impediment in English Speaking Setting: A Case Study of Thai EFL Learners

Aqilah Salsabiil — 2026-02-22

This study explores the ongoing issue of L1 interference from native Thai phonology impacting English speaking skills in Thai EFL students. Even with continuous formal English teaching, the native language still affects learners’ pronunciation precision in EFL speaking activities. Using a qualitative case study design, the study was carried out with junior high school students at Nida Suksasat School in Satun, Thailand. Data were gathered via classroom observations and video-recorded discussions on the grammatical subject “Have Got” and examined using phonological characteristics consistently disrupt that Thai phonological characteristics consistently disrupt English pronunciation, especially via sound substitution and sound alteration, even during rehearsed speaking tasks. This study adds to EFL studies by offering empirical proof of sustained phonological transfer in regulated speaking situations, underscoring that memorization fails to remove L1 impact. From a pedagogically, the findings highlight the significance of context-aware pronunciation teaching and phonological awareness-focused methods to reduce the impact of indigenous language interference in Thai EFL speaking classes.

Analysis of Immersion-Based English Learning on Improving the Language Skills of Students at the Darussalam Gontor Modern Islamic Institution

Dwiana Novitasari — 2026-01-13

This study analyzes the implementation of immersion-based English learning at the Darussalam Gontor Modern Islamic Institution and its role in improving students' language skills, particularly speaking proficiency. The research employed a qualitative case study approach. Data analysis was conducted using the Miles and Huberman model, including data collection, data reduction, data presentation, and the drawing and verification of conclusions. The findings indicate that immersion-based learning at Darussalam Gontor Modern Islamic Institution is systematically integrated into both formal and informal educational activities through a strong bi'ah lughawiyah (language environment), high disciplinary standards, and the consistent application of the direct method. Programs such as English Week, daily vocabulary reinforcement, conversation practice, public speaking, and language-based extracurricular activities provide continuous, context-rich exposure to the English language. This immersive environment encourages active language use, reduces students' speaking anxiety, and fosters self-confidence. Although challenges such as grammatical inaccuracy and avoidance strategies were observed, these issues function as transitional stages in the development of communicative competence. Overall, immersion-based English learning at Darussalam Gontor Modern Islamic Institution effectively enhances students' language skills and positions the institution as a distinctive and successful model of English language education in Indonesia.

The Use of Sequence to Improve Students’ Writing Ability Narrative Text (Quasi-Experimental Research on Class VIII Students of SMPN 3 Metro)

Alfina Puji Astuti — 2026-02-26

Many students still face difficulties in generating ideas, organizing story sequences, and applying appropriate language features. This problem was also identified among eighth-grade students of SMP Negeri 3 Metro, where students’ writing performance was relatively low due to the use of conventional teaching methods and limited visual learning media. This study aimed to examine the effectiveness of using image sequence media in improving students’ narrative writing ability. The research employed a quantitative approach with a pre-experimental design using a one-group pretest–posttest model. The participants consisted of 28 eighth-grade students. Data were collected through writing tests and documentation, and analyzed using the Shapiro–Wilk normality test and the Paired Sample T-Test. The results revealed that the mean pretest score of 40.07 significantly increased to 79.75 in the posttest, with a significance value of 0.000 (< 0.05). These findings indicate that the use of image sequence media has a significant positive effect on students’ narrative writing ability. The study demonstrates that image sequence media effectively assists students in developing ideas, organizing storylines, and improving the overall quality of their writing. Therefore, it can be concluded that image sequence media is an effective instructional strategy for teaching narrative writing at the junior high school level.

An Analysis of Twitter (X) as a Media for Learning English: Users’ Perceptions and Experiences

Siti Kholifah Isnaini — 2026-02-19

This study is to investigates students’ perceptions and experiences of using Twitter as a social media platforms for learning English, with ta focus on the development of reading and speaking skills, vocabulary enrichment, and grammatical awareness. The study employed a qualitative case study design involving students from various semesters in the English Department. Data were collected through semi-structured interviews and were analyzed thematically. The findings revealed that students have positive perceptions of using Twitter for English learning. They reported that Twitter facilitates access to authentic English content, supports vocabulary development, encourages interaction with other users, and contributes to the improvement of overall English language skills. However, the study also identifies several challenges experienced by students, including difficulties in understanding unfamiliar slang and complex expressions, limited feedback on language use, confusion in navigating certain features, exposure to unscreened content, and issues related to mispronunciation. These findings indicate that Twitter can serve as a supportive tool for English language learning. However, appropriate guidance and critical use are necessary to maximize its benefits and minimize potential challenges.

Analysis of Systemic Violence and Social Inequality in The Purge (2013): A Marxist Theoretical Lens

Daffa Murfid Abiyyu — 2026-01-15

This study analyzes systemic violence and social inequality represented in James DeMonaco's film The Purge (2013) using a Marxist theoretical lens. This study focuses on analyzing the three main pillars of Marxist theory: class domination, class struggle, and alienation, as represented in the visual elements, narrative, and characters in the film. This study uses a qualitative descriptive method with a focus on content analysis. This study interprets the film using Marxist concepts and compares the findings with contemporary academic studies on cinema and cases of social inequality. The results of this study show that The Purge depicts how capitalist ideology legitimizes violence, how resistance emerges symbolically, and how alienation destroys social and psychological structures. This study argues that The Purge functions not only as a dystopian horror film, but also as a symbol of ideological criticism of the capitalist system, which is relevant to both global and local conditions. These findings highlight the role of film as a cultural medium in social criticism and reinforce the relevance of Marxist theory in analyzing social inequality in modern society.

EFL Textbooks as Cultural Artifacts: A Conceptual Perspective on Cultural Representation

Darren Yuistino Malik Erdaffa — 2026-01-13

English textbooks play an important role in EFL classrooms and are widely used as the main learning resource. Beyond presenting language, textbooks also convey cultural meanings that shape how learners understand language use and culture. While previous studies have extensively examined cultural content in EFL textbooks, much of this research has tended to adopt descriptive approaches that focus on identifying and categorizing cultural elements. As a result, less attention has been given to how cultural meanings are constructed within textbook content and why certain representations tend to be prioritized. This article examines EFL textbooks as cultural artifacts through a conceptual discussion of cultural representation in EFL textbook content. Drawing on a synthesis of established theoretical perspectives, the discussion suggests that cultural content in EFL textbooks is not included randomly but is organized in selective ways that reflect particular cultural priorities. It further argues that cultural representation often remains at a surface level, with limited emphasis on cultural perspectives and underlying values. This condition has important implications for learners’ intercultural understanding, as the scope for engaging with deeper cultural meanings may already be constrained at the level of material design. By viewing EFL textbooks as cultural artifacts, this article encourages more critical engagement with textbook content and provides a conceptual foundation for future research on cultural representation in EFL education.

Students' Perceptions of Using TikTok @Nofreeadi for Vocabulary Acquisition: A Qualitative Study

Yosefa Kaldista Tari — 2026-02-15

The integration of social media into English as a Foreign Language (EFL) learning has opened up new opportunities for vocabulary acquisition among students. This study explores students' perceptions of using the TikTok account @nofreeadi as a medium for learning English vocabulary. Using a qualitative descriptive approach, it involved twelve students from the English Education program. Data were collected through questionnaires and semi-structured interviews, then analyzed using thematic analysis. The findings revealed four main themes: ease of use, perceived usefulness, factors limiting acceptance, and user expectations. Students viewed TikTok @nofreeadi as an easy-to-use platform due to its short, clear, and interesting content, as well as its usefulness in supporting vocabulary learning through contextual examples. However, several limitations were identified, including the fast delivery of content, limited depth of explanation, and minimal interaction. Overall, the research results indicate that TikTok @nofreeadi serves as a fairly effective complementary medium for vocabulary learning, underscoring the importance of strategically integrating TikTok-based learning into formal English as a Foreign Language (EFL) instruction to enhance students' vocabulary development.

TikTok Reading Challenge Videos in EFL Speaking Practice

Muh. Ridho Pangestu — 2026-01-15

This qualitative descriptive study explores EFL students’ perceptions of using TikTok “Reading Challenge” videos as a medium for speaking practice. Although previous studies have examined TikTok as a platform for speaking activities and learner motivation, limited attention has been given to multimodal tasks that integrate reading and speaking fluency in real time. To address this gap, the present study focuses on students’ experiences with Reading Challenge videos that require reading aloud rapidly changing on-screen text. Five English Education students from Tadulako University who had independently engaged in the Reading Challenge participated in the study. Data were collected through semi-structured interviews and analyzed thematically. The findings indicate that the Reading Challenge promotes spontaneous engagement and motivation by providing an enjoyable and less formal space for speaking practice. It also supports the development of pronunciation and fluency through focused attention on timing, articulation, and rhythm. In addition, opportunities for repeated practice in a private setting help reduce speaking anxiety and build confidence. However, participants also reported challenges related to maintaining accuracy and comprehension when following fast-moving text. Overall, this study contributes to existing research by highlighting TikTok Reading Challenge videos as a self-directed multimodal practice that bridges reading and speaking skills within Mobile-Assisted Language Learning (MALL) contexts

Deixis Analysis of The Character Wednesday Addams: Wednesday Series First Season

Kholishotin Nufus — 2026-02-14

This study investigates the use of deixis in the character of Wednesday Addams in the Netflix series Wednesday Season 1 (2022) from a pragmatic perspective. Deixis plays a crucial role in shaping meaning, character identity, and interaction within audiovisual discourse. The objective of this research is to identify the types of deixis used by Wednesday Addams and to explain how deixis reflects her personality and interpersonal relationships. This study employed a descriptive qualitative method with content analysis as the research design. The data were collected from Wednesday Addams’ utterances across all episodes and analyzed using Yule’s (1996) theory of deixis, covering personal, spatial, and temporal deixis, and Miles and Huberman’s (1994) model of qualitative data analysis. The results show that personal deixis is the most dominant type with 624 occurrences, followed by temporal deixis with 139 occurrences and spatial deixis with 124 occurrences. The findings indicate that deixis significantly reflects Wednesday’s independent, emotionally detached, and dominant personality in social interactions. In conclusion, deixis functions not only as a linguistic device but also as an essential tool in constructing character identity and narrative meaning in audiovisual media.

A Pragmatic Analysis of Communication Strategies Employed by English Educational Content Creator on TikTok

Mochammad Yuda Prastagha — 2026-02-19

This study aims at the use of pragmatic communication techniques in TikTok English language learning content, with a particular emphasis on the well-known creator @nathan_suparman as subject. The theory used in this research is based from George Yule's pragmatic theories, the study examines 42 utterances from four educational content using a qualitative descriptive method and content analysis to determine the employment of speech acts, politeness strategies, and conversational implicature. Results show Representative speech acts dominate the content to explain concepts and grammatical rules in line with the educational goal. Bald-on-record politeness is the most frequent strategy, reflecting TikTok’s straightforward, light-hearted, and fast-paced style. Contextual wordplay, miscommunication, and humor often generate particularized conversational implicature, enhancing audience engagement and cognitive processing. This contributes pedagogical model for digital language and acquisition study comes to the conclusion that a successful and captivating is produced by the deliberate integration of audience-oriented Speech act, Politeness and implicatures, contextual comedy, and direct instruction, for educators and content producers looking to maximize English language instruction in social media settings, these pragmatical strategies not only support comprehension but also maintain learner motivation to learning with the social media.

An Analysis on Speech Acts in Guy de Maupassant’s Short Story “The Necklace”

Nurvyana Eka Darmananda — 2026-01-15

This study aims to identify and briefly explain the types of speech acts found in the utterances of Guy de Maupassant’s short story “The Necklace.” Using Yule’s speech act theory, 51 utterances were analyzed and classified into representative (22), directive (25), expressive (8), commissive (2), and no declarative speech acts. The classification was based on primary acts supported by secondary or complementary acts reflected in the narration. The findings show that directive and representative speech acts dominate the story, functioning to advance the plot and reveal characters’ experiences and beliefs. Expressive and commissive speech acts occur less frequently because emotions and commitments are mostly conveyed through narrative description rather than dialogue. The results may serve as useful material for EFL instruction, particularly in enhancing reading skills

Exploring the Use of Infographics in Fostering Critical Thinking Skills (in a Listening Course) among Fifth Semester English Department Students at UIN Madura

Nur Kamilah — 2026-01-21

This study aims to explore how infographic-based tasks foster critical thinking skills among fifth-semester English Department students at UIN Madura in a Listening course. Responding to the growing demand for 21st-century skills in higher education, this study emphasizes the importance of engaging students in analyzing, evaluating, and interpreting multimodal information beyond traditional text-based materials. A descriptive qualitative approach was employed, involving 15–20 students and one lecturer selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and analysis of students’ infographic products, and were analyzed using thematic analysis with triangulation to ensure data validity. The findings reveal that infographic tasks support students’ critical thinking by encouraging analysis, evaluation, organization of ideas, and synthesis of listening content into meaningful visual representations. Students also reported increased motivation and engagement, although challenges related to design skills and the authenticity of student work were identified. This study contributes to EFL pedagogy by demonstrating the pedagogical value of infographics as an effective multimodal learning tool that supports higher-order thinking in Listening instruction and offers practical implications for integrating visual media into language classrooms.

Analyzing Metaphors in Kendrick Lamar's "Euphoria" through Conceptual Metaphor Theory

Nathania Priskila Maharani — 2026-02-07

This study aims to identify and categorize the use of metaphors in Kendrick Lamar’s song lyrics “Euphoria” using the Conceptual Metaphor Theory (CMT) approach. This song was chosen because it is a diss track filled with conceptual metaphors that not only serve as linguistic decoration, but also as a rhetorical strategy to build self-image, put down opponents, and reveal cultural dynamics in contemporary hip-hop. This study employs a qualitative descriptive method with data in the form of the lyrics to the song "Euphoria," obtained through transcription documentation from reliable online sources. The analysis was conducted by categorizing and identifying metaphors based on the three main categories of CMT; structural metaphor, ontological metaphor, and orientational metaphor. Through this study, the results of the study show that Kendrick Lamar uses metaphors as a conceptual tool to express power, authenticity, moral conflict, and cultural identity. This study highlights that metaphors in rap are not merely figurative expressions, but also highly strategic ideological tools, making it crucial to analyze them within the context of modern cultural discourse.