L'Geneus : The Journal Language Generations of Intellectual Society

Ideology and Power in Online Media Editorials: A Critical Discourse Analysis

Rizky Naufal Syafiq — Tue, 30 Dec 2025 00:00:00 +0000

In the digital media era, online media editorials play a crucial role in shaping public opinion, constructing ideology, and legitimizing power relations. Despite their influential position, editorial texts are often perceived as neutral commentaries, obscuring the ideological functions embedded within their language. This study aims to critically examine how ideology and power are constructed in online media editorial texts by employing Critical Discourse Analysis (CDA) as the primary analytical framework. Adopting a qualitative, descriptive, and interpretative research design, the study analyzes selected online editorials using Fairclough’s three-dimensional model, which encompasses textual analysis, discursive practice, and social practice. The findings reveal that editorial discourse systematically utilizes evaluative vocabulary, authoritative modality, metaphorical framing, and selective representation of social actors to legitimize dominant perspectives and marginalize alternative voices. At the level of discursive practice, editorial texts are shaped by institutional ideologies and controlled intertextual references, reinforcing media authority and symbolic power. At the level of social practice, editorial discourse contributes to the reproduction of hegemonic ideologies while offering limited spaces for contestation within institutional boundaries. The study confirms the effectiveness of CDA in uncovering the ideological and power-laden nature of online editorial discourse and highlights the broader implications for media literacy, journalism ethics, and democratic public discourse. By extending CDA analysis to digital editorials within a specific socio-political context, this research contributes theoretically, practically, and contextually to contemporary media discourse studies.

Digital Communication Strategies of Intellectual Communities on Social Media: A Mixed-Methods Analysis of Knowledge Dissemination and Public Engagement

Chia- Mei, Zhang- Wei — Tue, 30 Dec 2025 00:00:00 +0000

The rapid expansion of social media has transformed the ways intellectual communities communicate, disseminate knowledge, and engage with the public. This study aims to analyze the digital communication strategies of intellectual communities on social media and to examine how these strategies influence knowledge dissemination, audience engagement, and public discourse. Employing a mixed-methods research approach, the study integrates qualitative content analysis and semi-structured interviews with quantitative analysis of social media engagement metrics. Data were collected from social media posts, audience interactions (likes, shares, and comments), and interviews with members of selected intellectual communities over a defined period. The findings indicate that intellectual communities predominantly utilize social media as a platform for educational content and public knowledge sharing, adopting hybrid communication styles that combine academic credibility with accessible language and visual elements. However, audience engagement tends to be largely reactive, with limited sustained dialogue or critical discussion. The study also reveals inconsistencies in communication strategies across communities, as well as a persistent tension between maintaining academic rigor and adapting to algorithm-driven platform dynamics that prioritize visibility and engagement. Cultural and contextual factors further shape communication practices, influencing language choices, interaction patterns, and the positioning of intellectual authority in digital spaces. This research contributes to communication studies by providing an integrated theoretical and empirical understanding of intellectual digital communication. It offers practical insights for intellectual communities seeking to enhance their digital presence and informs educational and policy efforts aimed at strengthening evidence-based public discourse in contemporary digital environments.

Critical Discourse Analysis of Students’ Academic Speeches: Power, Ideology, and Identity in Higher Education

Tirsa Cristiani, Nur Aina, Yohana Patricia — Tue, 30 Dec 2025 00:00:00 +0000

This study examines students’ academic speeches through the lens of Critical Discourse Analysis (CDA) to explore how spoken academic discourse functions as a site of power, ideology, and identity construction in higher education. Employing a qualitative research design, the study analyzes academic speeches produced by university students in formal academic contexts, such as seminar and thesis proposal presentations. The data were collected through audio and video recordings and transcribed verbatim. Fairclough’s three-dimensional CDA framework was used to analyze the data at the levels of textual features, discursive practice, and social practice. The findings reveal that students’ academic speeches are characterized by distinct discursive patterns, including the strategic use of authoritative and tentative language, reliance on established academic authorities, and adherence to institutional genre conventions. These linguistic choices reflect the reproduction of dominant academic ideologies such as objectivity, impersonality, and hierarchical knowledge production. At the same time, students negotiate legitimacy and credibility by balancing compliance with limited critical engagement, constructing academic identities as legitimate yet subordinate members of the academic community. The study contributes theoretically by extending the application of CDA to spoken academic discourse produced by students, an area that has received less attention than written academic texts. Pedagogically, the findings highlight the importance of integrating critical academic speaking skills and critical language awareness into higher education to empower students in navigating academic power relations.

The Effectiveness of Project-Based Learning in Improving Students’ Narrative Writing Skills

Kyan Rafli — Tue, 30 Dec 2025 00:00:00 +0000

Narrative writing is a fundamental component of language learning, requiring students to organize ideas coherently, use appropriate vocabulary and grammar, and express creativity. However, many learners experience difficulties in developing effective narrative texts due to limited engagement and the continued use of traditional, teacher-centered instructional methods. Therefore, effective and student-centered teaching approaches are needed to improve narrative writing skills. This study aims to examine the effectiveness of Project-Based Learning (PBL) in enhancing students’ narrative writing abilities. A quasi-experimental design with a pre-test and post-test control group was employed. The participants were EFL students at the secondary school level. Data were collected using a narrative writing test assessed through an analytic scoring rubric covering content, organization, vocabulary, grammar, and mechanics. The results revealed a significant improvement in the narrative writing scores of students taught using Project-Based Learning compared to those receiving conventional instruction. Students in the experimental group demonstrated higher post-test scores across all writing components. These findings indicate that Project-Based Learning is an effective instructional approach for improving narrative writing skills. It is therefore recommended that PBL be integrated into writing instruction to support students’ engagement, creativity, and overall writing development.

The Effectiveness of AR/VR-Based Learning Applications in Enhancing Language and Literature Literacy

Hanin Raihana Syifa — Tue, 30 Dec 2025 00:00:00 +0000

This study investigates the effectiveness of Augmented Reality (AR) and Virtual Reality (VR)-based learning applications in improving students’ language and literature literacy. Addressing persistent challenges such as low reading comprehension, limited vocabulary mastery, and superficial engagement with literary texts, the study explores the potential of immersive technologies to enhance literacy learning outcomes. A mixed-methods research design was employed, combining a quasi-experimental pre-test–post-test approach with qualitative classroom observations and student interviews. The participants consisted of secondary/university-level students who were divided into experimental and control groups. The experimental group received instruction using AR/VR-based learning applications, while the control group was taught using conventional methods. Data were collected through literacy tests assessing reading comprehension, vocabulary acquisition, and literary understanding, as well as questionnaires and observation protocols to capture learner engagement and perceptions. The results revealed that students exposed to AR/VR-based learning demonstrated significantly higher post-test scores in both language and literature literacy compared to those in the control group. Qualitative findings further indicated increased student engagement, motivation, and deeper interaction with texts in immersive learning environments. The study concludes that AR/VR-based learning applications are effective instructional tools for enhancing literacy outcomes and learner engagement. This research contributes to the field of technology-enhanced literacy education by providing empirical evidence on the pedagogical value of immersive technologies in language and literature instruction.