This study addresses gaps in Doublespeak, the use of language that obscures meaning through ambiguity, euphemism, and hyperbole in Instagram and TikTok beauty product discount ads, where ambiguous promotional language is commercially influential and under-studied academically. This study aims to identify the linguistic forms of Doublespeak, analyze the discursive strategies used to frame discount claims, and uncover its ideological function in digital advertising discourse. This study uses a descriptive qualitative approach in the framework of critical discourse analysis. The ad data, which netted as many as 70 discount ads for beauty products, were collected from the products' official accounts on Instagram and TikTok through documentation techniques. Furthermore, the data were encoded and analyzed in three dimensions, namely text, discursive practice, and social practice. The results showed that Doublespeak was realized through five overlapping categories, namely up-to claims, scarcity claims, urgency claims, vague superiority claims, and pseudo-scientific claims. Discursively, this strategy views discounts as rare opportunities limited by time and uncertain pricing information. Ideologically, Doublespeak serves to reproduce digital consumerism and normalize certain beauty standards. The novelty of this study lies in integrating the concept of Doublespeak with the practice of promoting discounts as a construction of economic discourse on social media. This research contributes to critical linguistics and consumer literacy of digital advertising language, as well as the need for closer scrutiny of discount claims and further research into how audiences actually interpret them.
Indonesian language-education students need writing instruction that combines textual accuracy with critical interpretation of how language frames ecological problems. A documented needs audit found fragmented course materials, a theory-to-task pattern with limited reflective dialogue, and weak integration of linguistic evidence into environmental topics; the baseline writing mean was 66.47, with 10 of 17 students (58.82%) in poor or failing categories. This research developed and evaluated Menulis Transformatif Berbasis Ekolinguistik (MTBE), an ecolinguistics-based transformative writing textbook, using the ADDIE research-and-development model in Indonesian Language and Literature Education contexts in Yogyakarta. The analyzable dataset included one subject-matter validator, one media/learning-design validator, three students in a formative usability trial, 19 students in a response survey, two lecturers/practitioners, 17 students with complete pretest-posttest writing and reflective-journal data, and a 15-student control class. Data were analyzed using descriptive statistics, Shapiro-Wilk tests, paired- and independent-samples t tests, and Cohen's d. The five-chapter textbook operationalizes an ecological trigger–ecolinguistic analysis–critical reflection–transformative dialogue–literacy action cycle. After revision, material feasibility reached 96.00% and media/design feasibility 94.00%; limited-trial practicality increased from 2.10 to 3.74/4. Writing performance increased from 66.47 to 87.35, t(16) = -5.071, p < .001, d = 1.230, while the experimental class scored higher than the control class (87.35 vs. 78.33), t(30) = 2.530, p = .017, d = .896. Reflective journals averaged 78.53. The findings support the textbook's feasibility and contextual promise for writing-based literacy, while small samples and measurement constraints limit broader causal claims.
Vocabulary learning is a gradual process that requires students' autonomy to support their vocabulary development. Metacognitive strategies encourage students to plan, monitor, and evaluate their learning progress. Furthermore, in the digital era, AI-assisted tools can support students to maintain self-regulated learning. Using a case study design, this inquiry uses interviews and questionnaires to collect data from a group of senior high school students. Twenty students participated in the investigation during a four-week implementation of a metacognitive strategy in a narrow reading program. The questionnaire was distributed before and after the program. To capture students' experiences during the program, students were instructed to write a reading journal. All data sources were analyzed descriptively. The results show that most senior high school students are familiar with using ChatGPT and Google Gemini. Indeed, in the context of vocabulary lookup, they have utilized the combination of Google Lens and Google Translate. The way students use AI-assisted tools has varied according to their level of proficiency. Students with limited vocabulary coverage used AI tools to improve their comprehension. Conversely, students with a sufficient vocabulary level used AI as a partner to enrich their knowledge and learn vocabulary productively. These findings yield two instructional implications: first, teachers need to guide students in using AI responsibly while integrating it into the learning process. Second, having access to AI tools is not enough; students must be prepared to become autonomous learners so they become lifelong learners.
Bi'ah lughawiyah plays a crucial role in mastering maharah kalam by providing continuous opportunities for authentic communication in Arabic, thereby fostering students' confidence and fluency. This study aims to analyze the strategies for implementing a bi'ah lughawiyah to develop speaking skills based on the perspective of Rusydi Ahmad Thu'aimah at three Islamic boarding schools in Kudus, Central Java. Data for this qualitative field study were collected through observation, interviews, and document analysis involving school leaders, Arabic teachers, and students. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the implementation aligns with Thu'aimah's perspective, establishing Arabic as the language of daily communication through structured speaking practice, speeches, text writing, and oral presentations. New students are granted an adaptation period before the system is fully implemented. The learning process is supported by active language management, standardized teaching materials, continuous assessment via a disciplinary system with iqab or ta'zir, and an integrated approach linking the skills of kalam, istima', qira'ah, and kitabah. The study concludes that a bi'ah lughawiyah effectively enhances students' speaking abilities and provides a practical model for strengthening Arabic language learning in Islamic boarding schools.
In Korean culture, individuals frequently associate facial features with specific animals to describe a person’s impression or charm, a practice known as dongmulsang (animal-like face). Terms such as gangjisang (puppy-like face) and goyangisang (cat-like face) are commonly employed; however, such comparisons may lead to misunderstandings in cross-cultural communication. This study investigates the collocative meaning of gangajisang and goyangisang based on their significant collocates within the Korean Web 2018 (KoTenTen18) corpus, accessed via Sketch Engine. Utilizing a mixed-methods approach, significant collocates were identified and categorized into nouns, adjectives, and verbs to analyze their usage patterns and semantic associations. The results indicate that both expressions are frequently used in Korean society to describe facial appearance, personality, and overall impression through animal-related metaphors. The term gangajisang typically denotes someone perceived as cute, warm, and friendly, whereas goyangisang describes an individual regarded as attractive yet aloof or chic. Such evaluations are generally positive and subjective, reflecting cultural tendencies to associate human attributes with animal imagery. In conclusion, this research demonstrates that corpus-based semantic analysis can elucidate language use and cultural perceptions embedded within everyday expressions.
