Journal Corner of Education, Linguistics, and Literature

Performing British Online: Discursive Strategies of Identity and Exclusion in Jubilee’s “5 British People vs 1 Fake”

2026-01-16T03:05:08+00:00

National identity is increasingly negotiated within digital and mediated spaces, where daily interactions become sites for the reproduction and contestation of belonging. Research on national identity and exclusion is extensive, yet there are notable gaps related to digital social experiments. This study explores the way in which British national identity is discursively constructed and policed in Jubilee’s YouTube experiment “5 British People vs 1 Fake.” By utilizing Wodak’s Discourse-Historical Approach within Critical Discourse Analysis, the study analyzes the aspects of Britishness in the discourse and how Wodak’s discursive strategies of identity construction are used to exclude non-British participants. The study uses a qualitative approach and requires 6 British participants in Jubilee’s experiment with one faking their identity. After selecting the transcribed excerpts, the researcher identifies four discursive strategies such as constructive, perpetuation and justification, transformative, and destructive that operate across micro, meso, and macro levels of discourse. The findings reveal that everyday cultural knowledge, such as familiarity with local geography, food, schooling systems, and football, functions as an essential aspect for legitimate national membership. Through Wodak’s discursive strategies, participants with transnational backgrounds are viewed as suspicious or less authentic, illustrating how hybrid identities challenge dominant notions of Britishness. The discussion situates these findings within debates on everyday nationalism and the politics of belonging, arguing that digital social experiments justify exclusionary practices disguised as entertainment. This research enhances the understanding of national identity by demonstrating how digital media settings enable subtle yet powerful forms of boundary-making and exclusion.

EFL Learner Autonomy at a Pondok Pesantren in South Kalimantan, Indonesia: A Narrative Inquiry

2026-01-30T03:40:35+00:00

This study explores how learner autonomy is experienced by students learning English as a foreign language in a highly structured Pondok Pesantren. The study aims to describe the types of learner autonomy demonstrated by students through their learning experiences. This research employed a narrative inquiry approach. This approach is particularly suitable for the Pondok Pesantren context as it captures students’ lived experiences and how learner autonomy is negotiated within a highly structured, faith-based educational environment. Five Grade XI students aged 16-17 years from a Pondok Pesantren in South Kalimantan, Indonesia, were purposively selected based on their active participation in English learning and the uniqueness of their learning experiences. Data were collected through in-depth interviews, classroom and out-of-class observations, and document analysis. The data were analyzed using narrative thematic analysis. The findings show that students demonstrated several types of learner autonomy, including technical, psychological, sociocultural, proactive, reactive, political, and critical autonomy. These forms of autonomy appeared in daily learning activities such as using dictionaries and limited digital tools, interacting with peers, completing teacher-guided tasks, and initiating learning activities independently. However, autonomy related to learning decision-making and critical reflection was less visible and appeared within the boundaries of institutional routines and learning practices in the Pondok Pesantren context. Conceptually, the study highlights learner autonomy as a contextual and evolving process shaped by institutional structures and students’ lived experiences. The study concludes that learner autonomy in a Pondok Pesantren develops gradually as a contextual and evolving process reflected in students’ everyday English learning experiences.

Design and Development of an IoT-Based Instructional Teaching Aid to Support Embedded Systems Learning

2025-12-26T07:19:36+00:00

Embedded systems education requires hands-on learning tools that enable students to understand real-time data acquisition, sensor integration, and network-based control. However, laboratory limitations and the lack of contextual teaching media often hinder effective learning. This study aims to design and develop an Internet of Things (IoT)-based teaching aid to support embedded systems learning using a real-world case study of water quality monitoring in tilapia aquaculture. The teaching aid integrates pH, temperature, turbidity, and Total Dissolved Solids (TDS) sensors with an ESP32 microcontroller and a cloud-based IoT platform (Blynk) to enable real-time monitoring and notification features. A research and development approach using a prototyping method was employed. Functional testing and classroom-based trials indicate that the teaching aid operates reliably, provides real-time feedback, and enhances students’ understanding of embedded system concepts, including sensor calibration, data processing, and IoT communication. The results suggest that IoT-based teaching aids grounded in real-world applications can significantly improve experiential learning in embedded systems education.

The Impact of Bullying on Students’ Learning Motivation: A Study of Engineering Students at Universitas Pelita Bangsa

2026-01-22T05:01:49+00:00

Bullying has increasingly become a critical issue in higher education, with potential consequences for students’ psychological well-being and academic engagement. This study aims to examine the effect of bullying on students’ learning motivation at the Faculty of Engineering, Universitas Pelita Bangsa. A quantitative approach with an associative research design was employed. Data were collected from 111 undergraduate students using a structured questionnaire measured on a five-point Likert scale. The instruments were tested for validity using Pearson product–moment correlation and for reliability using Cronbach’s Alpha. Data analysis was conducted through descriptive statistics and simple linear regression. The results indicate that bullying has a negative and statistically significant effect on students’ learning motivation (β = –0.177; p < 0.05). The coefficient of determination (R² = 0.039) shows that bullying explains 3.9% of the variance in learning motivation, while the remaining variance is influenced by other factors not examined in this study. These findings suggest that although learning motivation is shaped by multiple determinants, bullying remains an important social factor that can undermine students’ academic motivation. The study highlights the managerial importance of creating a safe and supportive campus environment through clear anti-bullying policies, accessible reporting mechanisms, and strengthened student support services. Despite limitations related to sample scope and self-reported data, this research contributes empirical evidence to the literature on bullying in higher education and provides practical insights for university management in enhancing students’ learning motivation.

Employee Engagement as a Mechanism Linking Self-Confidence, Work-Life Balance, and Performance

2026-02-03T06:42:05+00:00

This study examines how self-efficacy and work-life balance contribute to employee performance through employee engagement as an intermediary mechanism. This study was prompted by differences in performance between divisions, varying levels of employee self-confidence, and challenges in maintaining work-life balance due to fluctuating workloads. A quantitative approach was used with path analysis based on Partial Least Squares (PLS). The sample consisted of employees with a minimum of five years of service, who were selected to represent stable performance conditions. The findings show that self-confidence significantly increases employee engagement and performance. Work-life balance also plays a significant role in strengthening engagement and improving performance outcomes. Furthermore, employee engagement mediates the effects of self-confidence and work-life balance on employee performance. These results highlight the importance of human resource strategies that foster employee self-confidence, support work-life balance, and encourage active participation to achieve sustainable performance improvement.

Resistance Against Zionism on Scarf Store Instagram Accounts: A Semiotic Analysis

2026-02-03T14:24:53+00:00

This study investigates how resistance to Zionist actions in Palestine is represented through visual and textual signs on Instagram accounts that sell Palestinian headscarves. The problem addressed in this study is how signs embedded in headscarf motifs and accompanying captions function as symbols of resistance and solidarity in digital spaces. The objective of this study is to identify and interpret the meanings of these signs as expressions of political resistance. The study subjects consist of posts from selected Instagram accounts that market Palestinian headscarves, chosen through purposive sampling based on their explicit association with Palestinian solidarity content. The data comprise visual elements of headscarf motifs as well as captions and hashtags used in the posts. This study employed a descriptive qualitative approach. Data were collected through documentation of Instagram posts and analyzed using a semiotic approach supported by resistance theory to interpret representational meanings. The analysis focuses on the classification of signs and their interpretative meanings within the context of resistance. The findings reveal a total of 74 signs found in the headscarf motifs that represent resistance-related issues, including the keffiyeh symbol, mosque imagery, and the Palestinian flag. These signs convey meanings of collective identity, solidarity, cultural preservation, and opposition to oppression. In conclusion, Instagram serves not only as a commercial platform but also as a medium for symbolic resistance, where headscarf motifs function as visual tools to communicate political messages and support for the Palestinian struggle. This study contributes to understanding digital activism through semiotic representation and highlights the role of fashion-related media in contemporary resistance movements.

Teacher’s Roles in Implementing Multiple Intelligences in Inclusive English Education: A Case Study of a Kindergarten in Ende Regency

2026-02-05T10:27:54+00:00

This study is grounded in the need to address diverse learning needs in inclusive kindergarten English classrooms through the Multiple Intelligences framework. Drawing on inclusive education principles and the Kurikulum Merdeka enriched with the Nazareth Global Education curriculum, the research explores Multiple Intelligences based instructional practices, challenges faced by teachers, and perceived effects on students’ motivation and English learning outcomes at Nazareth School.This qualitative case study examines the implementation of the Multiple Intelligences approach in inclusive English learning at a kindergarten in Ende Regency. Data were collected through interviews, classroom observations, and document analysis to explore instructional strategies, implementation challenges, and teachers’ perceptions of students’ motivation and learning outcomes, providing in-depth insights into inclusive English teaching practices in early childhood education.This study reveals that the Multiple Intelligences approach effectively supports inclusive English learning for kindergarten students at Nazareth School. Through multimodal instruction, digital platforms, and flexible learning environments, Multiple Intelligences enhances students’ motivation, engagement, linguistic development, and social interaction. Despite challenges in activity design, classroom management, and time constraints, Multiple Intelligences fosters holistic learning outcomes in early childhood education.This study concludes that the Multiple Intelligences approach effectively supports inclusive English learning at Nazareth School through structured, multimodal, and collaborative instructional practices. Despite challenges in activity design, classroom management, and preparation, Multiple Intelligences enhances students’ motivation, engagement, linguistic development, and holistic growth. The study offers practical recommendations for teachers, schools, parents, policymakers, and future research.