Linguapedia is a peer-reviewed and open-access academic journal managed by the English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember. Linguapedia publishes multi-disciplinary research and critical review of issues on English language teaching, applied linguistics, and English literature covering both literary and fieldworks studies. The journal welcomes contributions on the following topics: English language teaching and learning, English language testing and assessment, English language instructional materials, Curriculum design and development in ELT, Information and Communication Technology in ELT, English Literature and Literacy, Applied linguistics, English language acquisition, Multilingualism and Multilingual Education, English for Academic and Specific Purposes, Discourse Analysis, Gender in ELT. Linguapedia journal is published annually, on August. Since 2021, the journal is published biannually on May and November. Submissions of the manuscript are open all year long. All papers submitted to the journal should be written in good English. Authors for whom English is not their native language are encouraged to have their paper checked before submission for grammar and clarity. The work should not have been published or submitted for publication elsewhere.
English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember
Trust, Bias, and Agency: A Critical Examination of Students’ Perceptions of AI in Academic Contexts
The fast incorporation of artificial intelligence (AI) in higher education has sparked an increased interest in understanding how students view its function, dependability, and ethical implications. This research critically investigates students' perceptions of AI in academic settings, focusing on the interconnected characteristics of trust, bias, and agency. Data from 60 undergraduate students, who were selected using purposive sampling technique, were acquired using a qualitative study approach, which included semi-structured interviews and theme analysis. The findings show that students have conditional faith in AI technologies, valuing their efficiency and accessibility while being dubious about accuracy and fairness. Participants were aware of algorithmic bias, notably in terms of Western-centric linguistic and cultural representation, but lacked a thorough knowledge of the technical causes of such bias. Furthermore, students navigated a complicated sense of agency, combining empowerment from AI-assisted learning with worries about reliance, authorship, and academic integrity. Emotions such as excitement, anxiety, and guilt highlighted the moral complexity surrounding AI's employment in academic research. These findings emphasize the need for higher education institutions to create critical AI literacy frameworks, clear policies, and context-sensitive pedagogies that promote ethical, egalitarian, and human-centred interaction with AI technology. The work adds to current discussions about human-AI partnerships in education by revealing how trust, bias, and agency are dynamically intertwined in student’s lived experiences with AI-assisted learning.
Copyright (c) 2026 Hernina Dewi Lestari, Suhartatik
Revolution in the Film US Directed by Jordan Peele
This research analyzes the theme of revolution in Jordan Peele's film Us (2019). The film presents two opposing groups: people who live freely in the upper world and those who are trapped below in restricted and harsh conditions. This contrast becomes a metaphor for class struggle in capitalist societies. The writer uses Karl Marx’s theory of revolution and class struggle to examine how inequality and oppression can lead to rebellion. The study applies a qualitative descriptive method, focusing on content analysis of selected scenes, dialogues, and character actions. The findings show that the film portrays systemic inequality through mirrored behavior, spatial separation, and exploitation. Alienation is experienced collectively by the Tethered, who are stripped of voice, identity, and freedom. Their shared suffering and lack of agency eventually lead to class awareness and rebellion. Thus, Us reframes revolution as a rational and collective response to enduring structural violence. The study implies that popular films can serve as powerful cultural texts for understanding and critically examining social inequality, class conflict, and systemic oppression through a Marxist perspective. Future research is recommended to compare Us with other contemporary films that address class struggle or to apply different critical approaches, such as postcolonialism or intersectionality, to broaden the interpretation of social resistance in cinema.
Copyright (c) 2026 Anisah Qolby, Erniyanti Nur Fatahhela Dewi, Titi Dewi Rohati