Jurnal CULTURE (Culture, Language, and Literature Review)

Psychological traits of willingness to communicate: An assessment of students’ speaking performance

M Bambang Purwanto, Yuliana Yuliana, Habib Soleimani, Yusri Yusri — Sat, 30 Nov 2024 00:00:00 +0000

This study explores the relationship between psychological traits and willingness to communicate (WTC) as well as the speaking performance of students in the Department of United Kingdom, Sriwijaya State Polytechnic. The psychological characteristics studied include self-confidence, anxiety about speaking, and motivation. A quantitative descriptive approach was used to collect and analyze data from a selected sample of students. The instruments used in this study include questionnaires to measure the level of confidence, speaking anxiety, and motivation and an assessment of speaking performance through a speaking test. The study's results showed a significant correlation between psychological traits and WTC and speaking performance. The calculation results show the Personality factor: Score 85, categorized as "Medium" (Medium). Motivation (Score 82, categorized as "Medium." Communicative Competence: Score of 86, classified as "High." Learning Anxiety: Score 85, categorized as "Medium," and Self-Confidence: Score 78, categorized as "Low." High self-confidence and low speaking anxiety were positively correlated with higher WTC and better speaking performance. In addition, intrinsic and extrinsic motivation was also found to be an essential factor affecting students' active participation in oral communication activities. The conclusion of this study shows that psychological traits have an essential role in influencing students' willingness to communicate and their speaking performance. These findings provide practical implications for developing teaching strategies to improve students' speaking skills by paying attention to their psychological aspects. Advice is given to create a supportive learning environment and psychological support for needy students.

The enduring appeal of "Forever Young": A critical discourse analysis

Barans Irawan Palangan — Sat, 30 Nov 2024 00:00:00 +0000

This study applies critical discourse analysis (CDA) to Alphaville’s iconic song “Forever Young,” exploring how its lyrics have been recontextualized in contemporary social media trends. Recently, the song has gained popularity as a background for posts that honor deceased loved ones, celebrate moments of happiness, and highlight the contrast between youthful and aging appearances. This research aims to delve into the deeper meanings and societal implications embedded within the song’s lyrics, which span themes of youth, aging, and the desire for immortality. The study reveals how the song reflects and reinforces societal ideals about youth while marginalizing other life stages, especially old age, through three levels of analysis—micro-level (focusing on individual words and phrases), meso-level (considering the social context, and the song’s impact), and macro-level (examining broader societal discourses)—. It highlights the song’s exploration of the transience of life and the universal human longing for permanence. These themes resonate strongly with the prevalent social media trends that often celebrate youth and memorialize it in posts and tributes. The findings suggest that “Forever Young” serves as a personal reflection on the passage of time and a commentary on societal views of aging, vitality, and the unyielding pursuit of youth. It uncovers how the song has become a powerful cultural symbol, contributing to the ongoing digital conversation around the valorization of youth and the depreciation of the complexities associated with aging.

Application and violation of politeness maxims used by President Biden’s speech: A pragmatics analysis

Pramudita Ariani, Widyashanti Kuntara Anindita — Sat, 30 Nov 2024 00:00:00 +0000

Abstract

This research analyses the application and violation of the Politeness Principle in Maxims used by President Joe Biden's speech using Geoffrey Leech's politeness theory approach. This research aims to identify what is the dominant relationship between the application and violation of the maxim of politeness in President Biden's speech regarding the Israeli-Palestinian conflict and what are the reasons for the application or violation which can have an impact on public perception. This research uses descriptive qualitative analysis methods. The data collected is analysis based on Leech's politeness principles theory concepts to identify the applications and violations of politeness principle in Maxims used by President Biden's speech. The results indicate an insignificant use of Leech's politeness principles due to the political cooperation between the United States and Israel, so that President Biden frequently violates the principle of politeness in his speeches. However, in several utterances President Biden applies the politeness principle to maintain his image towards public perception.

Keywords: Speech, Leech's Politeness Principle, and Maxim.

The use of social media to learn English: A perspective of cadets of the Port and Shipping Management Department

Yozar Firdaus Amrullah, Fatimah Fatimah, Latifa Ika Sari — Sat, 30 Nov 2024 00:00:00 +0000

Advances in information technology have led to significant changes in the teaching and learning process, enabling traditional face-to-face methods to be replaced or supplemented by online meetings. Social media, designed initially for social interaction and entertainment, has increasingly become a tool for sharing educational content, including language learning. While prior studies have demonstrated the potential of social media for academic purposes, there is a gap in research focusing on maritime cadets' use of social media for learning English. This study examines cadets’ perspectives in the Port and Shipping Management department on using social media for English learning. This research employs a descriptive qualitative approach. Data was collected via online surveys. Among the 89 respondents, all were active social media users, and 85 reported using these platforms, primarily Instagram, YouTube, and TikTok, for language learning. The cadets expressed interest in developing speaking, reading, writing, and listening skills. However, the study also identified challenges, including internet connectivity issues and entertainment content distractions. These findings suggest that while social media provides valuable language learning resources, obstacles must be addressed to optimize its effectiveness as an educational tool. English lecturers can combine learning in class by utilizing content provided by existing social media accounts.

Expanding English vocabulary using Google Lens: Insights from a real-time translation

Yusi Rahmawati, Haryani Haryani, Dwi Sulistyorini, Retno Indriyati — Sat, 30 Nov 2024 00:00:00 +0000

This study explores the effectiveness of Google Lens in enhancing English vocabulary acquisition through its real-time translation capabilities. As technology increasingly integrates into educational practices, innovative tools like Google Lens offer potential benefits for language learners. This research assesses how real-time translation impacts vocabulary acquisition among English as a Second Language (ESL) learners. A mixed-methods approach was employed, involving quantitative analysis of vocabulary test scores before and after the intervention and qualitative analysis of learner experiences gathered through surveys and interviews. Participants included a diverse group of ESL students who used Google Lens to translate and learn new English words in various contexts over a specified period. The findings indicate that Google Lens significantly improves vocabulary retention and comprehension compared to traditional learning methods. Learners reported increased engagement and confidence in their language skills, attributing this to the immediate and contextual feedback provided by the tool. The study concludes that integrating Google Lens into language learning can be a powerful strategy to enhance vocabulary acquisition. This conclusion has practical implications for educators and learners, equipping them with the knowledge to effectively leverage technology in language education and improve their teaching and learning practices.