IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
IDEAS Journal is published twice a year in the months of June and December (P-ISSN 2338-4778 and E-ISSN 2548-4192); it presents articles on English language teaching and learning, linguistics, and literature. The contents include analyses, studies and application of theories, research report, material development, and reviews. About IDEAS Country of Publication: Indonesia Publisher: IAIN Palopo Format: Print & Online ISSN: P-ISSN: 2338-4778;E-ISSN: 2548-4192 DOI: 10.24256/ideas Frequency: Biannual Publication Dates: June & December Advance Access: Yes Scope: English Language Teaching, Linguistics and Literature Article Processing Charges: Yes Types of Journal: Academic/Scholarly Journals Open Access: Yes Indexed & Abstracted: Yes Policy: Peer-reviewed Review Time: Seven Weeks Approximately Copyright: CC-BY-SA 4.0 License Contact & Submission e-mail: ideas.journal@iainpalopo.ac.id Alternate e-mail: masruddin_asmid@iainpalopo.ac.id Decree No. 295/C/C3KPT/2026 on 2 January 2026 Before Submit Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to IDEAS. The author must ensure that the submitted manuscript has been prepared using the IDEAS Template. Manuscripts must also have been corrected with a similarity check (similarity check or Turnitin). Reference writing must use citation manager tools such as Mendeley, Zotero, EndNote, Ref-Works, Bib-Text, etc. Any manuscript that does not meet the author's guidelines, focus, and scope, that is written in a different format, and does not meet the administrative requirements will be immediately rejected. The only manuscript that meets IDEAS standards will be further processed. Asiahoki judi bola situs toto Stationbet Essewin
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
An Analysis of Students’ Understanding of Language Features in Narrative Texts
This study aims to investigate students’ understanding of language features in narrative texts, including characters, past tense, adverbs of time, direct speech, and moral values. It also explores the factors that contribute to students’ difficulties in comprehending these features. This study was conducted at SMK Islam Bustanul Ulum Pakusari Jember with 29 male students, using a convergent mixed-methods design, quantitative worksheet analysis, and qualitative questionnaire insights. Quantitative data were used to identify students’ understanding of language features and moral values in narrative texts based on worksheet results. Qualitative data to explain the factors contributing to students’ difficulties, including reading strategies and learning obstacles. Data sets complement by showing well-understood or challenging aspects and reasons behind results. Results showed students had a strong understanding of past tense, direct speech, and specific characters, with all (100%) identifying them correctly. However, some aspects needed improvement, especially adverbs of time (correctly identified by 65.52% of students), spelling consistency, and English moral value (34.48%). The questionnaire results highlighted variations in reading strategies, such as scanning and skimming techniques, as well as obstacles, including limited vocabulary and lack of focus, which were addressed through dictionary to improve comprehension of narrative meaning. This study shows that culturally relevant worksheets effectively improved comprehension and supported students’ understanding by linking linguistic learning with local heritage. These findings suggest focusing future instruction on gradual support for inferential comprehension and spelling accuracy, with further research exploring longer interventions, mixed-gender participants, and strategies to strengthen moral value interpretation in narrative texts.
Copyright (c) 2026 Reza Pujiesta Ryanda Putri, Indah Werdiningsih, Henri Fatkurochman https://creativecommons.org/licenses/by-sa/4.0
Heroine Masculinity in Peaky Blinders Netflix Series Season 1 Until Season 3
This research explore the representation of feminine masculinity in Peaky Blinders seasons 1-3 that portrays Polly Gray by exploring the characteristics she portrays and how her behavior conflicts or supports patriarchal power dynamics within the Shelby family and society. The study takes a qualitative descriptive approach and interprets selected critical dialogues, interactions and visual scenes. The theory of female masculinity by Halberstam (1998) is the primary theory to explain the social performance of masculinity by women, whereas the theory of hegemonic masculinity by Connell (2005) is the auxiliary theory of interpreting the negotiation of power in the structures dominated by men. The results indicate that Polly is assertive, decisive, strategic, and commands the team, and at the same time, she continues to be a woman. Her conflicts with Tommy, family and business management and her decisive steps, including getting rid of Campbell, demonstrate that feminine masculinity can be a socially intelligible and transformative power. The paper points out that the patriarchal hierarchies can be negotiated and women agency can be both performative and legitimate in cultural texts. Such findings have a role to play in the academic field of gender and media as they can help in the discussion of how female characters are able to exercise power in male-dominated situations as well as provide a more in depth examination of how gender is performed and represented in television fiction.
Copyright (c) 2026 Elmosta Azzam, Hasbi Assidqi, Dadan Rusmana https://creativecommons.org/licenses/by-sa/4.0
Reading Strategies in EFL Classrooms: Overcoming Obstacles in Drawing Conclusion and Prediction
Drawing conclusions and predicting outcomes are essential inferential reading skills for English as a Foreign Language (EFL) learners. However, many students experience difficulties in applying these strategies due to low self-confidence, reliance on explicit information, and limited experience with inferential reading tasks. This study investigates the challenges faced by EFL students in drawing conclusions and making predictions during reading comprehension activities. A qualitative case study design was employed involving 30 second-semester university students enrolled in an Inferential Reading course at Universitas Islam Madura. Data were collected through classroom observations, semi-structured interviews, and inferential reading tasks, and were analyzed thematically using triangulation to ensure credibility. The findings reveal that students tend to avoid inferential reasoning because of fear of making mistakes, insufficient instructional modeling, and limited vocabulary knowledge. As a result, students rely heavily on literal comprehension and demonstrate passive engagement with texts. This study suggests that explicit instruction in inferential strategies, supportive classroom environments, collaborative reading activities, and formative assessments focusing on reasoning processes can enhance students’ confidence and inferential reading abilities. These findings provide pedagogical implications for improving reading instruction in EFL classrooms.
Copyright (c) 2026 Linta Wafdan Hidayah, Putri Alifatul Maulida, Selvi Rahmawati https://creativecommons.org/licenses/by-sa/4.0
Expressive Speech Acts in dr.Ikhsan Utterances: A Gender-Based Pragmatic Analysis
The shift of professional medical communication onto digital plat types like YouTube requires doctors to balance technical authority (professionalism) with relational closeness (empathy). However, previous studies tend to discuss these dimensions separately, leaving limited attention to how both are strategically integrated in doctor-influencer discourse. This study focuses on the integration of professionalism and empathy, examined in the case of Dr. Ikhsan as a doctor-influencer through Expressive Speech Acts (ESA). This descriptive qualitative research employs a two-layered analytic framework incorporating a Type (taxonomy of expressive speech acts by Searle) and Style (Tannen’s distinction between Report and Rapport talk) pragmatic- philosophical framework. The data comprises a finite number of spoken words from selected episodes of the podcast “Uung Victoria” on YouTube and represents a speech unit. The findings show that Dr. Ikhsan demonstrates discursive flexibility across report-talk (assertive) and rapport-talk (relational) styles, enabling him to perform expressive acts not merely as emotional expressions but as strategic tools for social criticism, persuasive health education, and relational engagement. Rather than conforming to a rigid gendered communication dichotomy, his discourse reflects a dynamic integration of authoritative and empathetic positioning. This study contributes to digital medical pragmatics by demonstrating how expressive speech acts construct a care-based authority identity in online professional discourse, offering practical insight for medical professionals seeking effective and ethical communication in digital public spaces.
Copyright (c) 2026 Nayla Izzatul Laili, Syihabuddin, Mahardhika Zifana https://creativecommons.org/licenses/by-sa/4.0
Pre-service Teacher Strategies in Empowering Ethics in Using AI in Classroom
This study aims to examine the strategies used by pre-service teachers to promote the ethical use of Artificial Intelligence (AI) in the classroom and the challenges they face in the teaching process. This study uses a descriptive qualitative approach, and the data were collected through semi-structured interviews with five pre-service teachers. The data were analyzed using Reflexive Thematic Analysis, following Braun and Clarke’s framework and guided by the perspectives of AI-TPACK and Teacher Agency frameworks. The results show that pre-service teachers apply four main teaching strategies to encourage the ethical use of AI in the classroom, including scaffolding strategies, modelling strategies, assessment design, and critical literacy. These strategies help students use AI as a learning support tool rather than replacing their own thinking. However, in implementing the strategies, pre-service teachers face four main challenges, such as knowledge gaps, institutional barriers, student resistance, and unclear boundaries between acceptable language support and AI-generated content. Overall, the findings highlight the need for better preparation in AI literacy and AI ethics in teacher education programs and emphasize the importance of integrating ethical AI pedagogy into pre-service teacher training.
Copyright (c) 2026 Ade Rahma Romadhona Arroyan, Daniel Ari Widhiatama https://creativecommons.org/licenses/by-sa/4.0
EFL Students’ Perceptions and Challenges in Using Paperpal as an AI Feedback Tool for Research Paper Writing
This study investigates undergraduate EFL students’ perceptions and challenges in using Paperpal as an AI feedback tool for research paper writing. Although AI-assisted writing tools are increasingly integrated into higher education, empirical research examining students’ experiences with AI-generated feedback in research-oriented writing remains limited, particularly in EFL contexts. Employing a qualitative case study design, this study involved 25 undergraduate English Education students at a state university in Indonesia. Data were collected through a descriptive questionnaire administered to all participants and semi-structured interviews with 10 selected students. Questionnaire data were analyzed using Likert-scale frequency analysis, while interview data were examined through thematic analysis. The findings indicate that students generally perceived Paperpal as a useful and accessible tool that supported grammatical accuracy, sentence clarity, academic vocabulary development, revision efficiency, and confidence during the research paper revision process. However, the study also reveals notable challenges. Students reported difficulty maintaining intended meaning and authorial control when applying AI-generated feedback, particularly in complex argumentative sections. In addition, a tendency toward over-reliance on AI feedback was identified, especially among less confident writers, which occasionally reduced critical evaluation of revisions. Overall, the study concludes that Paperpal functions most effectively as a complementary linguistic support rather than a standalone solution. Its pedagogical value depends on students’ feedback literacy and their ability to engage critically with AI-generated feedback, underscoring the need for guided and responsible integration of AI tools in EFL academic writing instruction.
Copyright (c) 2026 Hilyati Fitria Harahap, Rahmah Fithriani, Utami Dewi https://creativecommons.org/licenses/by-sa/4.0
Deepfakes and Manipulative Linguistics in the Viralization of Speech Videos: A Critical Discourse Analysis of Digital Media Dynamics in 2025
Deepfake, or artificial intelligence-based media synthesis technology, is capable of manipulating or generating realistic images and voices of individuals in video and audio formats. This study aims to examine how deepfake technology is combined with manipulative linguistic strategies in the process of viralizing speech videos in digital media in 2025. The research focuses on revealing how manipulative discourse is constructed through deepfake audio-visual features and persuasive language choices, and how audiences interpret and repost it. This study uses a descriptive qualitative approach with a multimodal Critical Discourse Analysis (CDA) method. The research data consists of viral deepfake videos of public figures' speeches along with captions, titles, and user comments on TikTok, X (Twitter), YouTube, and WhatsApp platforms. Data collection techniques were carried out through non-participatory observation and documentation, while data analysis included the stages of reduction, presentation, and data verification. The results of the study show that deepfakes are used to build false credibility through visual similarities, audio manipulation, and situational contexts that are familiar to the audience. The dominant manipulative linguistic techniques include presuppositions, dichotomous lexicalization, high modalization, emotional framing, and the use of metaphors that reinforce the polarization of meaning. In addition, a symbiotic relationship was found between deepfake technology, discourse strategies, and platform algorithms that accelerate viralization and shape rhetorical hyper-realities in the digital public sphere. This study concludes that manipulative discourse in deepfake videos not only represents a false reality, but also actively shapes public opinion and power relations in digital media. Therefore, this study emphasizes the importance of strengthening critical media literacy, developing ecosystem-based risk policies, and designing technology oriented towards discourse safety in facing the dynamics of future digital media.
Copyright (c) 2026 Alfi Chasanah, Asngadi Rofiq https://creativecommons.org/licenses/by-sa/4.0
Dynamic of Teacher-Student Interaction in Fastering an Engaging Learning Environment Towards Students’ Participation and Happiness
This study aims to analyze the dynamics of teacher–student interactions and their impact on student engagement and happiness in the learning process at SMA Negeri 1 Tirawuta, Indonesia. In recent years, positive communication and emotional support in classroom settings have become increasingly important in fostering engaging and enjoyable learning environments, particularly at the secondary school level. This study employed a qualitative descriptive design involving seven teachers selected through a purposive sampling technique. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns of interaction, instructional strategies, and emotional dynamics influencing students’ participation in learning activities. The findings reveal that positive teacher–student interactions,such as emotional support, the use of open-ended questions, collaborative group discussions, and formative assessment practices play a crucial role in enhancing student participation, emotional comfort, and happiness in the classroom. In this study, qualitative engagement refers to students’ meaningful involvement in learning processes, reflected through active participation, emotional responsiveness, and a sense of psychological safety. However, several challenges were also identified, including differences in students’ academic abilities, limited school facilities, and low levels of student self-confidence, which hinder the effectiveness of interactive learning practices. This study concludes that responsive communication, adaptive instructional strategies, and sustained emotional support are essential components in creating a supportive and engaging learning environment. The findings contribute theoretically by enriching the discourse on teacher–student interactions through an emotional perspective and practically by providing insights for teachers and school stakeholders to integrate emotional aspects into classroom interaction practices to enhance student engagement and well-being.
Copyright (c) 2026 Wildatulrahmah, Karimuddin, Syarif Hidayat Nasir, Roslina, Susi Astiantih https://creativecommons.org/licenses/by-sa/4.0
Developing English E-Module for Culinary Students at Bali Crystal College
Preliminary observations show that there is no standardized English for Specific Purposes (ESP) teaching materials for culinary students at LPK Bali Crystal College. This research aims to identify the English learning needs of culinary students, develop English for Culinary e-modules based on these needs and SKKNI, and assess the quality of the e-modules developed. This study uses a Research and Development (R&D) approach with an adaptation of the Borg and Gall (2003) model which includes the exploration, development, and validation stages, and refers to the principles of ESP material development from Hutchinson and Waters (1987). Data were collected through document analysis, interviews, and questionnaires involving 30 culinary students and 2 instructors, then analyzed qualitatively using Miles and Huberman (1994) and quantitatively with descriptive statistics according to Gravetter and Wallnau (2016). The results of the needs analysis show that students need authentic, contextual material with the world of culinary work, integrated with four language skills, interactive, and covering 12 topics of language functions relevant to professional kitchen activities. Based on these findings, an e-module was developed consisting of 12 chapters and equipped with text, images, audio, and video. The validation results showed that the quality of the media with a mean of 4.90 and 4.80 and the quality of the content with a mean of 4.88 and 4.94, all of which were in the very good category. Thus, the e-module developed is declared suitable for use as ESP teaching materials for culinary students at LPK Bali Crystal College.
Copyright (c) 2026 I Wayan Wira Praditya, I Gede Budasi, Dewa Putu Ramendra https://creativecommons.org/licenses/by-sa/4.0
Developing a Rural-Based English Curriculum: Lessons from an International Baccalaureate Program
The quality of English education in rural Indonesia remains significantly low. Limited teacher competence, inadequate resources, and minimal exposure to authentic language use are the major issues revealed. Building on a previous needs analysis conducted in rural schools, this study represents the second phase of a larger Research and Development (R&D) project aimed at developing a contextual and feasible English curriculum for rural settings. Using a case study design, the research examines the implementation of a combined national and International Baccalaureate (IB) curriculum at a rural school in northern Bandung. Data were collected through interviews, classroom observations, and document analysis. The findings reveal that the school employs an institutional curriculum integrating national standards with IB principles particularly multiculturalism, communicative competence, and contextual learning supported by Cummins’ four-dimension framework: activating background knowledge, scaffolding, extending language, and affirming identity. The analysis further demonstrates that rural learners require curriculum models emphasizing Basic Interpersonal Communication Skills (BICS), student-centered methods, and adaptable low-cost resources. Insights gained from the exemplary IB-implemented rural school provide a benchmark for translating needs-analysis findings into practical curriculum design. This study contributes a model for English curriculum development tailored to rural Indonesian schools by aligning global frameworks with local needs.
Copyright (c) 2026 Aip Syaepul Uyun, Rahma Sakina, Fitriani Nurhalimah https://creativecommons.org/licenses/by-sa/4.0
Podcast as a Learning Media for Tropical Nursing Vocabulary: Development and Implementation for Nursing Students
English proficiency is a vital skill for nursing students to compete in the global health sector. In Indonesia, where tropical diseases remain a major health challenge with high mortality rates, nurses must master English vocabulary related to tropical nursing to better access scientific literature and international practices. Unfortunately, existing learning materials for this purpose are limited and lack contextual relevance. This study aims to develop and implement a podcast grounded in local wisdom as a medium for learning tropical nursing vocabulary among nursing students. It also examines students’ perceptions of the podcast in terms of Benefits, Content quality, Accessibility and convenience, Learning effectiveness. The research applies the 4D development model (Define, Design, Develop, and Disseminate). The participants were 91 nursing students from Universitas Tribhuwana Tunggadewi (Malang) and Institut Kesehatan dan Bisnis (Surabaya), representing rural and urban backgrounds. Data were collected using a Likert-scale questionnaire supported by interviews.The findings indicate that the podcast can support students in enriching their tropical nursing English vocabulary. Students showed positive perceptions of the podcast, particularly regarding its benefits, content quality, and accessibility as a learning medium for tropical nursing vocabulary. Further research is expected to develop more relatable podcast episodes and to measure the effectiveness of podcasts in improving students’ English vocabulary.
Copyright (c) 2026 Tantry Ajeng Parnawati, Sirli Mardianna Trisinta, Swaidatul Masluhiya AF https://creativecommons.org/licenses/by-sa/4.0
Trends of Humane Literacy in EFL Assessment as an Alternative for Future Learning: A Systematic Review
Traditional EFL assessment prioritises cognitive and linguistic outcomes, neglecting the affective, ethical, and sociocultural dimensions essential to holistic language development. This study examines publication trends and thematic patterns of humane literacy integration in EFL assessment (2013–2023). Following PRISMA guidelines, five databases (Google Scholar, ERIC, Lens.org, Connected Papers, Open Knowledge) were systematically searched; 23 peer-reviewed articles met inclusion criteria and were analyzed through thematic synthesis appraised using the CASP qualitative checklist. Publication peaks in 2018 (n = 7) and 2023 (n = 4) reflect sustained scholarly interest. Thematic synthesis identified five core humane literacy value factors: comprehensive literacy skills integration, cultural and contextual awareness, critical thinking and ethical reasoning, creativity and innovation, and collaboration and communication. Findings propose "humanistic assessment literacy" as an expanded framework for EFL teachers and advocate portfolio assessment, culturally responsive rubrics, and peer evaluation as congruent classroom practices. Curriculum reform and targeted teacher training are recommended to bridge humanistic ideals and institutional assessment policy.
Copyright (c) 2026 Shilvy Inayatillah, Nurul Syafika, Siti Drivoka Sulistyaningrum https://creativecommons.org/licenses/by-sa/4.0
Analysis of Taiganja Semiotics in the Kailinese
This research aims to analyze the symbolic and philosophical meaning contained in taiganja, one of the cultural objects that has important value in the life of the Kaili tribe in Central Sulawesi. The type of research used is descriptive qualitative research. The method used in this study is a qualitative method. The data collection techniques used in this study are: 1) Observation (Observation), 2) Interview, 3) Documentation. The technical data analysis in this study is data reduction, data presentation, and conclusion drawn. The results of this study show that taiganja is not just jewelry or decorative objects, but a symbol of identity, social status, and spirituality of the Kaili community. The shape of the taiganja circle symbolizes the cycle of life and balance between humans and nature, while the ornaments contain the meaning of fertility, strength, and protection. Philosophically, taiganja reflects the life view of the Kaili people who uphold harmony, togetherness, and respect for ancestors. In addition, this study emphasizes that through semiotic analysis, taiganja can be understood as a system of cultural signs that strengthens the identity and noble values of the Kaili community. This research is expected to contribute to the preservation of local cultural heritage and enrich the study of semiotics in the cultural context of the archipelago.
Copyright (c) 2026 Alfisyahr, Gazali, Ulinsa, Efendi, Agustan https://creativecommons.org/licenses/by-sa/4.0
Integrating GenAI in Creating Digital Storytelling as STEAM-Based English Tenses Material on Social Media
This study aims to investigate the integration of GenAI in creating DSTs as a STEAM-based medium for learning English tenses and to determine students’ acceptance of the created DSTs by using a simplified R&D by Alessi. This method consists of three phases: planning, design, and development. During the phases, multiple GenAI tools were employed for activities such as scripting, image and audio generation, editing, and subtitling. The results show that each GenAI has its own role and produces different responses, which require a curation process to ensure pedagogical content and appropriateness. The DST was also validated by two experts in content and media using Aiken’s V, which confirmed strong validity (M = 0.98, M = 0.97). It was then disseminated through TikTok and Instagram. Furthermore, the thirty EFL learners participating in this study showed a significant improvement (p < 0.001) as determined by the Wilcoxon test. TAM results also showed a reliable score (0.87) and positive student acceptance (M = 4.12). These findings affirm that GenAI can effectively assist in creating DSTs, improve students’ tense understanding, and are positively received by students. The findings also provide a practical GenAI-assisted DST workflow for EFL-STEAM contexts.
Copyright (c) 2026 Alfiandy Kamal, Muhammad Chairil Imran https://creativecommons.org/licenses/by-sa/4.0
Social Conflict in the Novel Orang-Orang Proyek by Ahmad Tohari
The focus of this research is to describe the social conflict in the novel "Orang-Orang Proyek" by Ahmad Tohari. This research uses a sociological perspective of literature based on the Theory of Power and Domination (Ralf Dahrendorf). Dahrendorf developed Marx's theory with a greater emphasis on authority structures within social organizations. The method used in this research is a qualitative descriptive method using textual analysis. The data source for this research is the novel "Orang-Orang Proyek" by Ahmad Tohari. The data collection technique used in this research is library research using written data sources. Three data analysis techniques are used in this study: data reduction, data presentation, and conclusion drawing. The results of this study reveal eight structural conflicts, fifteen class conflicts, and fourteen political and economic conflicts throughout the story.
Copyright (c) 2026 Alamsyah, Gazali, Hasnur Ruslan, Agustan, Nirmayanti https://creativecommons.org/licenses/by-sa/4.0
Mapping the Cognitive Dimensions of Bilingual Speakers: An Exploration of Code-Switching Strategies at Bina Budaya Pontianak
Code-switching studies have generally focused on socio-pragmatic aspects, leaving the cognitive dimension in bilingual speakers’ language decision-making relatively underexplored. In fact, language switching occurs through processes that interactively involve social, linguistic, and cognitive factors. To address this gap, this phenomenological qualitative study involved three active bilingual participants with backgrounds in Indonesian, English, Italian, Japanese, and Tagalog at Lembaga Bina Budaya Pontianak. Data were collected through in-depth interviews and participant observation and were subsequently analyzed using thematic analysis techniques. The findings indicate that executive control, working memory, and metacognitive awareness play significant roles in determining the timing and form of code-switching. Participants employed tag switching, inter-sentential switching, and intra-sentential switching adaptively in accordance with social context and communicative objectives, thereby enhancing semantic precision, maintaining social relations, and managing interactional nuances. Emotional factors and personal experiences also influenced language preferences. Theoretically, this study underscores the importance of a cognitive-phenomenological perspective in bilingualism research. Practically, these findings are relevant to the development of language instruction and intercultural communication. Thus, bilingualism may be understood as a communicative practice that involves the management of cognitive processes in determining language choice.
Copyright (c) 2026 Nina Kastria, Ikhza Mahendra Putra, Martono https://creativecommons.org/licenses/by-sa/4.0
Collective Worldview of Indigenous Communities in The Oral Literature of Dayak Keninjal Pameo
Oral literature in Indigenous communities’ functions as a symbolic medium that records and transmits a collective worldview. One of its forms is pameo, a concise expression that affirms values and norms within social life. Among the Dayak Keninjal community, pameo serves not only as motivational slogans but also as representations of moral principles and perspectives on social and environmental relations. This study aims to uncover the collective worldview embedded in Dayak Keninjal pameo. Unlike previous proverb studies, this research positions pameo as a representation of a collective worldview through a cultural semantic approach. The study employed a descriptive qualitative method, with data consisting of ten pameo collected through interviews and field documentation in January 2026. The analysis was conducted through the identification of lexical meanings and cultural semantic interpretation. The findings indicate that Dayak Keninjal pameo reflect five interconnected life orientations: togetherness, resilience, creativity, steadfast responsibility, and brotherhood and deliberation, with action as the core of meaningful life. These findings contribute to the theoretical and empirical enrichment of oral literature and cultural semantics studies by reinforcing the concept of worldview grounded in local wisdom.
Copyright (c) 2026 Devi Anggraini, Ikhza Mahendra Putra, Sesilia Seli https://creativecommons.org/licenses/by-sa/4.0
The Representation of Female Authority in Maleficent: Mistress of Evil's (2019)
The representation of female authority in films has often been tied to questions of empowerment, leadership, and gendered expectations. However, few studies analyze how authority is constructed through both verbal and non-verbal performance, particularly within conflict-driven cinematic narratives that foreground leadership styles rather than empowerment alone. This study examines Maleficent: Mistress of Evil (2019) using Judith Butler’s theory of gender performativity and Eagly and Karau’s role congruity theory to explore how female authority is performed through dialogue and expression. The research applies a qualitative narrative analysis, specifically through close textual analysis of selected scenes, dialogues, and visual expressions that foreground moments of leadership and power negotiation among female characters. The research focuses on Maleficent, Aurora, and Queen Ingrith as central figures of authority. The findings reveal that Maleficent embodies transformative guardianship, Aurora demonstrates inclusive and collaborative leadership, and Queen Ingrith represents authoritarian domination. Authority in the film is thus constructed not as a fixed trait but as a performance enacted through words, gestures, and presence. This study contributes to feminist film criticism by highlighting the complexity of female authority beyond empowerment discourse, showing how cinematic performance mirrors, the challenges faced by women leaders in political and social contexts, and underscoring the significance of recognizing diverse and ethically grounded models of female leadership.
Copyright (c) 2026 Imelda Aulia Arif, Masnia Rahayu https://creativecommons.org/licenses/by-sa/4.0
Unveiling Political Bias in English Newspapers of Indonesian News Portal: A Critical Discourse Analysis Approach
English language news portals have become important cites where political narratives are built for both local and global viewers as press freedom wanes in Indonesia and media ownership grows more concentrated. Although Indonesian media has seen increasing academic attention, few studies using Critical Discourse Analysis (CDA) have looked at how pro-government bias works linguistically in English-language political coverage during electoral cycles. Using Fairclough's three-dimensional CDA model on 25 news articles from four Indonesian online news portals such as, The Jakarta Post, Tempo English, Republika, and Antara News published during the 2024 presidential election, this study addresses that gap. A 16-point instrument assessing source selection, lexical choices, framing techniques, and information balance was used to judge articles. Results show that 56% of articles showed pro-government bias, with an average score of 4.52/16. During pre-election and election month times, bias levels were much greater than those in the post-election period. Pro-government bias was purposely created by means of partisan evaluative language, calculated source quoted, and strategic headline framing. The manifestation and intensity of bias were determined by contextual variables like temporal proximity to the election, issue sensitivity, law enforcement climate, and media channel attributes. The research shows how English language Indonesian political news systematically creates ideological positioning using language and frame strategies, therefore helping to explain bias mechanisms more generally in non-Western, EFL media environments.
Copyright (c) 2026 Faza Afifah Ghina Putri Abdilah, Izzati Gemi Seinsiani https://creativecommons.org/licenses/by-sa/4.0
Discovery Learning, Motivation, and Learning Focus: A Qualitative Study of Vocational Students in the TKR Program
This qualitative case study examines the influence of the Discovery Learning (DL) model on the motivation, learning focus, independence, and self-confidence of tenth-grade students in the Light Vehicle Engineering (TKR) program at SMK NU Sudirman Rogojampi. Data were collected through classroom observations, in-depth interviews with one English teacher and three students, and document analysis, following Miles and Huberman's analytical framework. The findings indicate that DL implementation enhanced student motivation and engagement through active participation in discovery tasks and collaborative discussions. The teacher’s facilitative role was pivotal in guiding students toward autonomous concept discovery, fostering an interactive classroom environment. Additionally, the approach supported the development of student independence and confidence in expressing ideas. This study contributes to the limited qualitative literature on DL within vocational English education, suggesting its potential in promoting a student-centered, practical learning culture aligned with vocational training objectives.
Copyright (c) 2026 Khanifil Istantina Hasan, Ahmad Faruk https://creativecommons.org/licenses/by-sa/4.0
Inner Conflict and Personality Structure of the Characters in the Film 1 kakak 7 keponakan: A Psychoanalytic Study of Sigmund Freud
This study examines the inner conflicts and personality structures of the central characters in the film 1 Kakak 7 Keponakan. This study uses a qualitative descriptive method with a literary psychology approach based on Sigmund Freud's psychoanalytic theory, particularly the concepts of id, ego, and superego. Data collection techniques are carried out through observation and note-taking techniques on dialogues, scenes, and the actions of the characters shown in the film. The purpose of this study is to describe the forms of inner conflicts and analyze the personality structures of the characters in facing the pressure of family responsibilities and social demands. The results of this study indicate that the characters in the film 1 Kakak 7 Keponakan experience inner conflict stemming from the conflict between personal desires, moral demands, and family obligations. The ego and superego personality structures appear more dominant in most characters, which is reflected through rational attitudes, empathy, and self-sacrifice in facing the realities of life. This inner conflict is controlled by the dynamics of interaction between the id, ego, and superego which influence the decisions and actions of the characters throughout the storyline.
Copyright (c) 2026 Niken Naodia Darti, Siti Nur Afifatul Hikmah https://creativecommons.org/licenses/by-sa/4.0
The Correlation between Self-Regulated Learning and Academic Achievement in Arabic Language at Junior High School
This correlational study examined the relationship between Self-Regulated Learning (SRL) abilities and Arabic academic achievement among junior high school students. A total of 120 students from MTsN 2 Banyuwangi participated as respondents. Data were collected using a reliable 30-item SRL questionnaire (α = 0.89) and report card scores. The results of the Pearson Product Moment correlation test showed a significant positive relationship between SRL and academic achievement (r = 0.547; p < 0.001). The coefficient of determination (R² = 0.299) indicated that SRL contributed 29.9% to the variation in achievement. These findings indicate that students with better self-regulation skills tend to achieve higher academic achievement in Arabic. Therefore, the integration of SRL strategy training into learning is recommended to support improved learning outcomes.
Copyright (c) 2026 Munawarotul Laily, Anyes Lathifatul Insaniyah https://creativecommons.org/licenses/by-sa/4.0
A Reflection of Urban Corruption in Batman movie by Matt Reeves through Social Realism Perspective
This study examines how The Batman (2022) represents urban corruption through a Social Realism perspective. Using a qualitative descriptive method, the research analyzes selected scenes, dialogues, and visual elements that depict political, institutional, and social corruption within Gotham City. The findings indicate that corruption in the film is portrayed as systemic rather than individual, embedded in political authority, law enforcement, and urban structures. Through realist aesthetics and spatial representation, the film reflects contemporary concerns regarding institutional failure and socio-economic inequality. By applying Raymond Williams’ concept of Social Realism, this study demonstrates that a mainstream superhero film can function as a critical reflection of structural corruption in modern urban society. This research contributes to film studies by integrating corruption analysis within a social-realist framework applied to contemporary popular cinema.
Copyright (c) 2026 Radif Muhammad Fathoni, Wisnu Ragil Ananta, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
A Literature Review on Integrating Local Cultural Values into Curriculum Development
This review examines how local cultural values have been incorporated into curriculum development by analyzing peer-reviewed articles, policy papers, and academic reports published between 2018 and 2025. Using an integrative literature review design supported by qualitative content analysis, the study synthesizes theoretical perspectives, implementation strategies, and empirical findings from both Indonesian and international contexts. The results indicate that integrating cultural elements into the curriculum strengthens students’ cultural identity, enhances learning engagement, and increases the contextual relevance of instructional materials. The analysis also shows that culturally responsive curriculum models contribute to more inclusive learning environments by acknowledging learners’ cultural backgrounds. However, the review identifies a persistent gap between policy ideals and classroom practice, particularly regarding teacher preparation, curriculum design, and resource availability. Many initiatives remain symbolic rather than transformative due to limited guidance on how cultural values should be embedded systematically at the curriculum level. This review highlights the need for stronger collaboration among educators, policymakers, and local communities to ensure sustainable curriculum integration practices that balance national standards with cultural specificity. Overall, the study contributes a consolidated framework for understanding cultural integration in curriculum development and clarifies the areas where further empirical investigation is still needed.
Copyright (c) 2026 Chuzaimah, La Sunra, Syarifuddin Dollah https://creativecommons.org/licenses/by-sa/4.0
Transformation of English Language Teaching: Educator and Technology Integration at University
This study investigates how English Language Teaching (ELT) at Universitas Sembilanbelas November Kolaka is transforming through the integration of technology in lecturers’ instructional practices. The research addresses the need for digitalized and culturally relevant pedagogy in post-pandemic higher education and aims to analyze lecturers’ technological integration, challenges, and its impact on learning. Using a qualitative descriptive design, data were gathered through interviews, classroom observations, and document analysis involving seven lecturers and thirty students. The findings show that lecturers increasingly adopt digital tools to support interactive learning and develop stronger technological–pedagogical competence. Technology-enabled activities such as collaborative writing, multimedia tasks, and AI-assisted feedback enhanced classroom engagement. The study also reveals that incorporating local cultural content into digital lessons significantly improves student motivation, demonstrating the importance of culturally responsive approaches in technology-mediated ELT. These results highlight the need for institutional support to sustain meaningful digital transformation in higher education.
Copyright (c) 2026 Hariadi Syam, La Sunra, Syarifuddin Dollah https://creativecommons.org/licenses/by-sa/4.0
Prefixed Denominal Verbs in Indonesian Children's Story
This study aims to describe the prefixes that form denominal verbs and their meanings in Indonesian children's storybooks. Previous research tends to be general and less focused on children's production. This study examines prefixes and their meanings to describe the extent to which junior high school children master denominal verbs. With a descriptive qualitative approach, the research data in the form of sentences with denominal verb predicates are taken from the anthology Jangan Pernah Menyerah Wujudkan Mimpimu by junior high school students. The listening and note-taking methods were used for data collection, while the direct element division and paraphrasing techniques were used for affix and meaning analysis. The results show that junior high school students are able to produce denominal verbs with various prefixes. The prefix "ber-" is the most productive (274 verbs), followed by "me(n)-" (192 verbs), "ter-" (77 verbs), and "di-" (12 verbs). The dominance of ber- and me(N)- shows a tendency towards active verbs, although some verbs with ter-, such as tersenyum ‘to smile,' also function actively. Students show good morphophonemic mastery of the morphemes {ber} and {me}. The meanings of the verbs vary depending on the prefix: me(N) has 13 meanings, ber has 10 meanings, ter has 2 meanings, and di has 1 meaning. These results reflect a good command of morphology as well as a tendency towards concrete meanings and physical activities, showing students' ability to form and understand various meanings from denominal affixes.
Copyright (c) 2026 Sotyarani Padmarintan, Tri Mastoyo Jati Kesuma https://creativecommons.org/licenses/by-sa/4.0
Designing English Handbook for the Department of Architectural Engineering and Building Information at Vocational High School
This research aimed to design an English handbook specifically for students of the Department of Architectural Engineering and Building Information. The study was conducted to address the lack of appropriate English learning materials that focus on technical vocabulary and communication skills relevant to the students’ field of study. The research employed a Research and Development (R&D) approach using the 4D model, which consists of Define, Design, Develop, and Disseminate stages. Data were collected through needs analysis, expert validation, and student responses. The final product was an English handbook containing technical vocabulary, reading texts, and practice activities related to architectural engineering and building information. The results indicated that the developed handbook was valid, practical, and suitable to support students in improving their English skills for academic and professional purposes.
Copyright (c) 2026 Nabila Shita Nurul Haliza, Amalia Yahya, Fadhliyah Rahmah Muin https://creativecommons.org/licenses/by-sa/4.0
Transformation of the Paradigm of Arabic Language Learning Based on Student-Centered Learning: A Systematic Literature Review Study (2015–2025)
This study examines the implementation of Student-Centered Learning (SCL) in Arabic language learning by analyzing its forms, effectiveness, and implementation challenges. Using a Systematic Literature Review (SLR) based on PRISMA guidelines, articles were retrieved from Google Scholar using the keywords “Student-Centered Learning” AND “Arabic Learning” for the period 2015–2025. From 1,470 identified studies, 16 articles met the inclusion criteria and were analyzed through thematic synthesis focusing on SCL models, learning outcomes, and implementation factors. The findings reveal that Project-Based Learning (PjBL), Task-Based Language Teaching (TBLT), and collaborative blended learning are the most frequently applied SCL models and are effective in improving students’ productive skills, motivation, confidence, and engagement. Nevertheless, challenges persist, including limited teacher competence, a lack of authentic learning resources, insufficient institutional support, and infrastructural constraints. This study is among the first SLRs to specifically examine SCL implementation in Arabic language learning within the Indonesian context. The findings provide practical insights for teachers, curriculum designers, and policymakers to strengthen the design and implementation of SCL-oriented Arabic language instruction.
Copyright (c) 2026 Elva Nurhidayah, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Code-Switching In Ritueli Daeli’s Youtube Playlist: A Content Analysis Of ‘Learning Englishfrom Zero’ Episodes 1–5
Despite the increasing prevalence of digital educational materials, code-switching as a viable teaching strategy has gained significant traction. This study aimed to identify structural codes of code-switching and their use in communication within the YouTube playlist "Learning English from Zero" by Ritueli Daeli, consisting of episodes 1 to 5. In this study, a qualitative approach employed inductive content analysis with a deductive coding scheme to examine 196 code-switches across a cumulative total of 84 minutes using the frameworks proposed by Poplack (1980) and Appel & Muysken (2006). The study determined that overall, inter-sentential code-switching dominated, with 106 instances (54.08%), while referential code-switching comprised the majority of instances within the discourse, with 104 instances (53.06%), followed by the use of metalinguistic code-switching with 55 instances (28.06%). This study determined that code-switching as an element in teaching can be highly beneficial, particularly for beginners navigating the ESL environment.
Copyright (c) 2026 Indana Zulva Wulandari, M. Ridho Kholid, Istiqomah Nur Rahmawati https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Growth Mindset and Foreign Language Speaking Anxiety (FLSA) in Arabic Language Learning (A Study of Grade XII Religious Studies Student at Senior High School)
This study examined the relationship between growth mindset and foreign language speaking anxiety (FLSA) among Grade XII Religious Studies students at MAN 1 Banyuwangi. Using a quantitative correlational design, data were collected in 2025 from 37 students through Likert-scale questionnaires measuring growth mindset (based on Dweck’s theory) and FLSA (adapted from the Foreign Language Classroom Anxiety Scale). Data were analyzed using descriptive statistics and Pearson Product Moment correlation after meeting statistical assumptions. The results indicated that students demonstrated a moderate to high level of growth mindset and a moderate level of FLSA. Correlation analysis revealed a significant positive relationship with strong effect size (r = 0.720, p < 0.001), indicating that higher growth mindset was associated with higher speaking anxiety. This finding contrasts with dominant studies reporting negative correlations between the two variables. In this context, the positive association may reflect facilitative anxiety, suggesting that students with stronger developmental beliefs experience heightened performance awareness rather than debilitating fear. These findings highlight the contextual complexity of the relationship between growth mindset and language anxiety and suggest the importance of integrating cognitive and emotional support in foreign language instruction.
Copyright (c) 2026 Jeannyta Eka Maulindah, Mahbub https://creativecommons.org/licenses/by-sa/4.0
Islamic Ethical Literacy in the Use of Artificial Intelligence (AI) for Writing Scientific Articles among First Semester PAI Students at University
The rapid development of Artificial Intelligence (AI) has significantly influenced academic practices in higher education, including the process of writing scientific articles. While AI offers efficiency and accessibility in obtaining academic information, it also raises ethical concerns, particularly regarding academic integrity and responsible use of technology. This study aims to explore Islamic ethical literacy in the use of AI for writing scientific articles among first-semester students of the Islamic Religious Education (PAI) program at the Faculty of Tarbiyah and Teacher Training (FITK), Universitas Islam Negeri Sumatera Utara (UINSU). The research employs a qualitative phenomenological approach to understand students’ lived experiences, perceptions, and ethical considerations in utilizing AI during academic writing. Data were collected through in-depth interviews, observation, and documentation. The findings reveal that students generally recognize AI as a supportive learning tool; however, their level of Islamic ethical literacy varies. Some students use AI as a means of academic assistance, such as generating ideas and clarifying concepts, while others tend to rely on AI excessively without adequate critical reflection. The study also identifies several Islamic ethical values guiding AI usage, including honesty (ṣidq), trustworthiness (amanah), responsibility (mas’uliyyah), and the pursuit of public benefit (maṣlaḥah). Factors influencing ethical literacy include religious education background, academic culture, lecturer guidance, and digital environment. The research concludes that strengthening Islamic ethical literacy is essential to ensure that AI supports intellectual development without compromising academic integrity or moral character. Integrating Islamic ethical principles into digital literacy education is therefore recommended for Islamic higher education institutions.
Copyright (c) 2026 Willi Rahim Marpaung, Salminawati, Zaini Dahlan https://creativecommons.org/licenses/by-sa/4.0
Secondary Slang Found on Song Lyrics; Drake’s World
Slang plays a crucial role in shaping linguistic style and cultural expression in contemporary music, particularly in hip-hop lyrics. Although numerous studies have examined slang in general, limited attention has been given to secondary slang in song lyrics and its contribution to meaning and stylistic expression, especially in Drake’s work. This study aims to address this gap by analyzing the use of secondary slang in Drake’s song “8am in Charlotte,” with a focus on how secondary slang constructs meaning and enriches the linguistic and cultural depth of the lyrics. Employing a qualitative descriptive method, the study identifies 27 slang expressions in the song, of which 5 are classified as secondary slang. The theoretical framework integrates (Kipfer & Chapman’s, 2007) classification of slang with (Claire, 1990) theory of meaning to interpret how secondary slang conveys contextual, social, and expressive meanings. The findings indicate that although secondary slang appears less frequently than other types of slang in the song, its presence is recurrent and functionally significant in conveying meaning and stylistic expression. This finding demonstrates that secondary slang functions as a strategic linguistic resource rather than merely informal language, contributing to the reinforcement of social identity and the enhancement of lyrical expression. In conclusion, this study contributes to a deeper understanding of the semantic and sociocultural functions of secondary slang in contemporary music and provides a valuable reference for future research in linguistics, popular culture, and music studies.
Copyright (c) 2026 Vinsensius Aleksandro Rivaldo Jegau, Ni Nyoman Deni Ariyaningsih https://creativecommons.org/licenses/by-sa/4.0
A Needs Analysis for Developing an AI-Supported EAP Learning Website in a Non-English Language Program
English for Academic Purposes (EAP) is essential in higher education because it helps students understand academic texts and communicate effectively in academic contexts. However, students in non-English programs often struggle with academic reading and writing, and traditional lecture-based teaching provides limited support. Despite the growing use of educational technology, few studies have examined students’ academic English needs and their readiness to use AI-based learning tools in EAP. This study employed a descriptive exploratory mixed-methods design involving 48 undergraduate students from the Faculty of Language and Arts at the State University of Medan. Quantitative data were collected through a Likert-scale questionnaire with very high reliability (Cronbach’s alpha = 0.991), and qualitative data were gathered through semi-structured interviews. The results show a high level of perceived need (M = 4.07; 81.4%). Students reported strong needs related to academic literacy development, professional communication skills, structured learning support, and digital learning readiness. They also expressed positive attitudes toward AI features such as adaptive learning and personalized feedback. These findings support the development of a context-sensitive web-based EAP platform integrating adaptive AI features for academic language learning.
Copyright (c) 2026 Binti Aisiah Daning Sumari https://creativecommons.org/licenses/by-sa/4.0
Toponymic Aspects of Caves in Central Buton Regency: Toponymic Study
This study aims to reveal the origins of cave naming in Central Buton. This is carried out by classifying the aspects of toponymy, namely physical manifestation, social aspects, and cultural aspects, so that the close relationship between language, environment, and the culture of the local community can be demonstrated. This research uses a qualitative descriptive approach with inductive data analysis. The data were obtained through semi-structured interviews with traditional leaders and local community members who understand the history of the caves. The interviews were conducted using recording and note-taking techniques. The data were analyzed through qualitative thematic analysis. The results show that the physical manifestation aspect is reflected in cave names based on their physical conditions and environment, with 6 data findings. The social aspect appears in cave names associated with local figures, with 3 data findings. Meanwhile, the cultural aspect is present through community myths and legends, with 4 data findings. Thus, it can be understood that the toponymy of caves in Central Buton does not merely represent the identity of physical space but also functions as a living archive that records ecological knowledge, social memory, and the cultural heritage of the community.
Copyright (c) 2026 Rizal, Riyadi Santosa, Wakit Abdullah Rais https://creativecommons.org/licenses/by-sa/4.0
Whose Culture Is Represented? Multiculturalism and Diversity in Indonesian Primary English Textbooks
This study examined the representation of culture, multiculturalism, and diversity in Indonesian primary school English textbooks titled: My Next Word, Grades 1-6, published by the Centre for Curriculum and Books under the Ministry of Education, and how these textbooks promote cultural diversity and intercultural communication as an international language. Given the importance of developing multicultural awareness through early English education and strengthening intercultural communication in the globalised world, this analysis provided critical insight into how such objectives are reflected in textbook content. The study employed a qualitative research approach and content analysis to explore multicultural values (textual and visual) in Indonesian elementary English textbooks. Addressing the lack of comparative, multi-grade (Grades 1–6) analyses of textual and visual cultural content in elementary English textbooks, this study applied a theoretical framework that conceptualises language as an artefact: a system of codes (products) representing cultural thought (perspectives), communication (practices), and social actors (persons). Findings revealed that multicultural values in the image analysis of six textbooks (Grades 1-6) are more prevalent in Grades 1-3 than in Grades 4-6. Moreover, textbooks highlighted local traditions, predominantly featured certain cultures representative, and lacked sufficient representation of Indonesia’s broader cultural and religious diversity. Additionally, global cultural representation was minimal. The study recommends a more balanced inclusion of local and international cultures in future textbooks.
Copyright (c) 2026 Andri Maulana, Smriti Singh https://creativecommons.org/licenses/by-sa/4.0
Developing Environmental Awareness of Madrasah Aliyah Students Through the Reading of the Ecological Arabic Poem Hams al-Jufūn by Mikha'il Nu'aymah
The global environmental crisis demands educational approaches that move beyond cognitive achievement and engage students’ affective, ethical, and spiritual dimensions. This study aims to describe the representation of environmental awareness in the poetry collection Hams al-Jufūn by Mikhā'il Nu‘ayma and to explain its relevance in fostering ecological awareness among students at Madrasah Aliyah Salafiah Sukorejo. The research employs a qualitative approach with a descriptive-interpretative design. Data were collected through textual analysis of the poems, classroom observations, interviews with teachers and students, and documentation review. The analysis was conducted through data reduction, categorization, and interpretation by integrating ecocritical and reader-response perspectives. The findings reveal that the poems in Hams al-Jufūn portray nature as a living entity with moral and spiritual dimensions. Nature is not positioned as a passive background, but as an integral part of life that requires a reciprocal relationship between humans and the environment. The poems also convey subtle criticism of exploitative human behavior through reflective symbols and metaphors. In the classroom context, reading and interpreting the poems significantly contributed to students’ changing perspectives on nature, enhanced emotional engagement and classroom participation, and fostered ethical and religious awareness regarding environmental responsibility. These findings affirm that literature, particularly Arabic poetry, can function as an educational medium that integrates language learning, character formation, and ecological awareness in a holistic manner.
Copyright (c) 2026 Moh. Nurun Nafi’, Pradibyo Herdiansyah https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception of the Intensity on Audio Exposure in English Language Acquisition Among University
Language acquisition plays an important role in developing English proficiency, particularly in pronunciation and listening skills. In recent years, digital tools such as Google Translate have been increasingly used by students as a self-directed learning resource to support pronunciation practice through audio exposure. However, limited studies have examined how the intensity of audio exposure influences students’ language acquisition in autonomous learning contexts. This study therefore investigates university students’ perceptions of the intensity of audio exposure using Google Translate and its contribution to English language acquisition. This research employed a qualitative descriptive approach involving eight third-semester students of the English Language Program at Universitas 17 Agustus 1945 Samarinda. Data were collected through structured questions using Google Forms followed by in-depth interviews conducted via Zoom. The data were analyzed thematically based on four categories: motivation and context of use, usage patterns and frequency, learning reflections and difficulties, and students’ recommendations. The findings indicate that intensive exposure to Google Translate audio helps students improve their pronunciation and develop independent learning strategies. Students reported that repeated listening, imitation, and self-recording activities supported their confidence and pronunciation accuracy. Despite some limitations, such as the monotone voice and rapid speed of the audio, students perceived the tool as beneficial for autonomous pronunciation practice. The study highlights the importance of integrating audio-based digital tools to support self-directed language learning in higher education.
Copyright (c) 2026 Sumarni, Syarifuddin Dollah, La Sunra https://creativecommons.org/licenses/by-sa/4.0
Enhancing Student Engagement and Experience through Technology-Based Collaborative Learning in Language Education
This study addresses the limited exploration of students’ perspectives on technology-enhanced collaborative learning in English language education, particularly in Indonesia as a developing country context. The study aims to investigate how technology-mediated collaboration enhances student engagement and learning experiences. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and Vygotsky’s social constructivism, this qualitative research involved five students from the English Department of Mulawarman University who actively participated in digital collaborative projects. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that technology enhances student engagement by promoting active participation, flexibility, and collaborative interaction. Digital tools such as Google Docs, Canva, Zoom, and WhatsApp supported clearer role distribution, improved communication, and facilitated better understanding of English through accessible learning resources. Students also reported increased motivation, confidence, and responsibility in group work. However, several challenges were identified, including unstable internet connections, unequal participation, and occasional miscommunication. Overall, technology-assisted collaborative learning fosters meaningful learning experiences while supporting students’ language and communication development.
Copyright (c) 2026 Muhmmad Nur Ashari, Ventje Jany Kalukar, Ichi Ahada, Bibit Suhatmady https://creativecommons.org/licenses/by-sa/4.0
Challenges and Strategies Used of Thai Students in Indonesian Language Learning in the BIPA Program: A case of EMI
This study aims to explore the challenges faced by Thai students and the strategies they employ in Indonesian language learning in the BIPA program at Universitas Muhammadiyah Surakarta (UMS), where English is used as a Medium of Instruction (EMI). The increasing use of EMI in multilingual educational settings has created both opportunities and challenges for international students who are learning a new language through another foreign language. The research focuses on analyzing the types of learning difficulties students experience when EMI is used as the instructional language and the factors contributing to these challenges. A qualitative case study research methodology was employed, collecting data through semi-structured interviews and classroom observations with five Thai students participating in the BIPA program. The interviews were conducted to explore students’ perceptions of their learning experiences, while classroom observations were used to examine how students interacted with the lecturer and responded to EMI during classroom activities. The result indicated that students faced language challenges including limited English language proficiency, difficulty processing multiple languages simultaneously, and difficulty understanding explanations from English-speaking instructors. Classroom observations also revealed that students frequently used online translation tools and sought peer assistance to better understand lessons. In several situations, students relied on their classmates to clarify instructions and translate unfamiliar vocabulary into their native language. Despite these challenges, students developed various learning strategies such as using translation applications, collaborating with peers, and self-studying vocabulary. These strategies demonstrate students’ ability to adapt to a multilingual learning environment and actively manage their language learning process. These findings suggest that while EMI may create language barriers in multilingual classrooms, appropriate teaching strategies and peer support can help students cope with these challenges and enhance their learning experiences in the BIPA program.
Copyright (c) 2026 Nuro Sabuela, Mauly Halwat Hikmat, Nur Hidayat https://creativecommons.org/licenses/by-sa/4.0
The Implementation of a Multisensory Approach on Overcoming Vocabulary Learning Difficulties Among Dyslexic Junior High School Students
This study explores the implementation of a multisensory approach in teaching vocabulary to dyslexic students in an inclusive junior high school English classroom in Indonesia. The research employed a qualitative case study involving one English teacher selected through purposive sampling. Data were collected through semi-structured interviews, document analysis of lesson plans, and non-participant classroom observations. The data were analyzed using thematic analysis with methodological triangulation to ensure credibility. The findings revealed that multisensory elements were present in classroom practice, particularly through visual and auditory activities such as PowerPoint presentations, pronunciation modeling, and repetition exercises. However, kinesthetic and tactile components were limited and were not systematically integrated into the instructional process. Vocabulary learning was also embedded within grammar-focused lessons rather than being explicitly structured as a lexical learning objective. These findings indicate that although multisensory techniques were used in the classroom, their implementation remained implicit and did not yet reflect a structured multisensory instructional framework. The study highlights the need for more deliberate multisensory instructional design to support vocabulary development among dyslexic learners in inclusive EFL classrooms.
Copyright (c) 2026 Ariqqah Raihana, Maryati Salmiah https://creativecommons.org/licenses/by-sa/4.0
EFL Learners' Experiences with Flipped Classroom: A case study of students in the English Education Department
The flipped classroom approach has garnered considerable attention in EFL higher education due to its capacity to enhance students' autonomy, engagement, and language proficiency. Grounded in self-regulated learning theory, this study examines the experiences of EFL students in flipped learning environments, focusing on the perceived advantages and challenges as well as their implications for teaching practice. This qualitative case study was conducted at the English Education Department at Mulawarman University and involved five third-year undergraduate students (aged 20–22) who had participated in flipped teaching for Phonology and Pronunciation courses during the 2023/2024 academic year. Data were gathered through semi-structured interviews and analysed using the six-phase thematic analysis proposed by Braun and Clarke (2006). Findings indicate that all participants (5/5) reported improvements in pronunciation, while most participants (4/5) experienced enhanced reading comprehension as well as increased speaking fluency and confidence. Pre-class exposure to multimedia resources improved students' readiness, classroom confidence, and engagement. In addition, students developed essential self-regulated learning strategies, including time management and autonomous inquiry. However, several challenges were identified. Three out of five participants reported inconsistent motivation and difficulties in managing time, while two participants experienced challenges in understanding course materials independently without direct teacher support. These findings suggest that students may not be fully prepared for complete autonomous learning and highlight the importance of structured scaffolding in flipped classroom implementation. The study reveals that the successful implementation of flipped classrooms in EFL contexts requires careful consideration of students' self-regulatory capacities, scaffolding needs, and equitable access to learning resources. Therefore, teachers should provide structured and varied instructional materials to maximize the effectiveness of flipped learning. Further research involving larger and more diverse samples, as well as the inclusion of teachers’ perspectives and measurable learning outcomes, is recommended to extend the understanding and applicability of flipped classroom practices.
Copyright (c) 2026 Alvina, Desy Rusmawaty, Aridah, Sunardi, Weningtyas Parama Iswari https://creativecommons.org/licenses/by-sa/4.0
Evaluating Student Needs for Engaging English Speaking Programs within the English Day Framework
This research examines the needs of students enrolled in English-speaking programs, with a particular emphasis on their preferences and levels of engagement in various themed activities during the English Day program. Proficiency in speaking is essential for achieving fluency in English; however, it poses significant challenges for numerous students. The study employs a quantitative survey approach to evaluate student participation in eight distinct speaking activities, including role-playing, group discussions, and film discussions, within the contexts of Nutritious Friday, Healthy Friday, Cleanliness Friday, and Religious Friday themes. Data collected from sixty participants were analyzed using descriptive statistical techniques, focusing on preferences for activities based on frequency, percentage, mean, and standard deviation. The findings indicate that students favour activities such as film discussions and word games, which provide visual stimulation and a relaxed, low-pressure atmosphere. Conversely, more formal speaking tasks, including debates and presentations, garnered less engagement, highlighting the necessity for confidence-building measures before engaging in structured speaking exercises. These insights are instrumental in shaping an English-speaking curriculum that caters to student needs, fostering regular use of English, supportive social settings, teacher assistance, and various speaking activities across different themes. The recommendations derived from this study are intended to assist educators in creating effective, student-focused English-speaking programs that resonate with students' interests and levels of thematic engagement.
Copyright (c) 2026 Ziyyanida Musafiroh, Rizka Safriyani, Khoiril https://creativecommons.org/licenses/by-sa/4.0
Junior High School English Teachers’ Challenges in Teaching English at Rural Area
This study aims to investigate the challenges faced by English teachers in rural junior high schools and the strategies they employ to address these challenges. The research was conducted at SMPN 1 Rongkong using a qualitative case study approach. Data were collected through classroom observations and semi-structured interviews with three English teachers. The data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings reveal eight major challenges, namely: curriculum implementation, inadequate school infrastructure, limited instructional time and teacher qualifications, students’ lack of vocabulary mastery, low learning motivation, limited teaching resources and internet access, geographical isolation, and lack of parental support. Among these, limited resources and low student motivation were identified as the most dominant challenges. Teachers addressed these issues through adaptive and creative strategies, such as contextualized teaching, the use of local materials, interactive activities, and collaboration with parents. This study highlights the need for greater institutional support, improved infrastructure, and targeted teacher training to enhance English language teaching in rural areas. The findings provide practical implications for policymakers, educators, and stakeholders in improving the quality of rural education in Indonesia.
Copyright (c) 2026 Siti Hardiah Nengsi, Sahraini, Magfirah Thayyib, Wisran https://creativecommons.org/licenses/by-sa/4.0
Teacher Experiences of Using Kahoot to Support Inclusive Classrooms in English Language Learning: Teacher Practice and Experiences
This study examines the teacher experiences in using Kahoot in inclusive classrooms for English language learning. The methodology applied is a qualitative case study approach. The research participants consisted of four English teachers from an inclusive elementary school in North Sumatra, who were selected through purposive sampling. Data collection instruments: a 15-item questionnaire (5-point Likert scale) and semi-structured interviews. Data analysis was conducted using thematic analysis to identify themes from the teacher experiences. The findings show that Kahoot creates a fun learning environment and increases student engagement, especially for those with special needs. Approximately 75% of teachers believed that Kahoot increased student engagement and created an interactive learning experience. Although teachers felt capable of managing the class, challenges in classroom management remained, emphasizing the importance of communication and preparation. The implications of this study indicate the need for schools to provide training and support so that teachers can effectively integrate this technology into their teaching.
Copyright (c) 2026 Devi Adelia, Utami Dewi https://creativecommons.org/licenses/by-sa/4.0
Women's Resistance Against Gender Oppression in Dalcher's 'Vox' Seen from the Existential Feminism Lens
This study analyzes Christina Dalcher’s Vox from an existential feminist perspective, describing how the female characters in the novel express their resistance to oppressive society through dialogue and statements to regain their identities and affirm their existence. Through the dystopian genre, this novel depicts a society in which women lose their voices, autonomy, and access to knowledge, resulting in a patriarchal system that controls their rights and roles. While previous studies have shown several analyses of this novel with different results, such as discrimination and the representation of the female body and gender to negotiate freedom, there are no in-depth analyses regarding how women resist the oppressive society through daily life actions from the perspective of existential feminism, which creates a gap in this field. Using a qualitative research method, this study analyzes expressions in the novel, classifying them into four types: the use of harsh expressions and profanity; dressing boldly and the use of the color red; creating an alternative communication medium; and acts of rebellion and protest. Each category comprises expressions that indicate resistance and defiance, asserting agency, which are later analyzed from the perspective of existential feminism, in terms of regaining freedom, transcending societal position, and rejecting the status of being ‘the Other.’ This strategy later reveals that their actions serve as a tool to reclaim their autonomy and regain their identity. By analysing Vox through an existential feminist perspective, this novel contributes to feminist literary study by highlighting how everyday activity and hidden resistance can become a form of agency, whilst expanding understanding of how women can regain their existence within an oppressive society.
Copyright (c) 2026 Shahnaz Amalia Putri, Sri Sumaryani https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Cambridge Curriculum in Islamic School for English Language Learning: A Systematic Literature Review
This study aims to synthesize recent research on how Islamic schools in Indonesia integrate the Cambridge Curriculum into English language learning. In response to growing demands for internationally aligned education, these schools have begun adapting Cambridge-based instruction while maintaining religious and national frameworks. Using the PRISMA approach, eight peer-reviewed empirical studies published between 2022 and 2025 were selected and analyzed thematically. The review finds that Islamic schools generally employ a hybrid model that aligns Cambridge content with national standards and Islamic values. Studies consistently report improvements in students’ English proficiency and classroom engagement. However, recurring challenges appear, including limited teacher preparation, insufficient contextualized materials, and resource constraints. Schools have responded with initiatives such as bridging programs and targeted professional development, though their effectiveness varies. The novelty of this review lies in its specific focus on Cambridge Curriculum implementation within Islamic school settings—a context seldom explored in earlier literature. Rather than detailing every instructional technique, the synthesis highlights broader patterns of adaptation and institutional response. The review suggests that the core issue is not curriculum adoption itself, but how schools interpret and adjust it to fit their pedagogical, cultural, and religious environments.
Copyright (c) 2026 Nadia Zahra, Saharudin, Delita Sartika https://creativecommons.org/licenses/by-sa/4.0
Malay Wedding Hantaran Pantun in West Kalimantan: The Preservation of Malay–Islamic Admonitions as Traditional Cultural Imagery
This study examines the cultural and religious values embedded in hantaran pantun recited during the Malay wedding gift-giving procession in Pontianak, Sambas, and Melawi, West Kalimantan. Although pantun plays a central role in Malay ceremonial life, limited studies integrate cultural semantics and metaphor analysis to explain how these verses transmit worldview and moral norms in performative contexts. A total of 46 pantun was collected through participant observation, interviews, and audio recordings, from which six were selected for in-depth analysis based on representativeness and symbolic density. Using a qualitative descriptive design, the study applies cultural semantic analysis and metaphorical examination of both sampiran and isi lines to interpret meanings from emic and etic perspectives. The findings identify six core admonitory values: respect for tradition, honor and humility, remembrance of Allah, honesty, friendliness, and social harmony. These values construct a relational worldview that emphasizes ethical responsibility toward self and community. The study contributes by integrating cultural semantics with metaphor analysis in oral tradition research and supports cultural preservation and value-based education in Malay society.
Copyright (c) 2026 Rahmat, Ikhza Mahendra Putra; Agus Wartiningsih https://creativecommons.org/licenses/by-sa/4.0
Reading Disability through Multimodal Lenses: An Appraisal and Social Semiotic Analysis of This Way, Charlie
This study investigates the representation of disability in the children’s picture book This Way, Charlie. While diversity in children’s literature is a growing concern, recently published books focusing on disability remain under-analyzed. Drawing on Multimodal Discourse Analysis (MDA), this qualitative study examines how verbal and visual elements co-construct the narrative of disability. The verbal data is analyzed using Martin and White’s (2005) Appraisal theory, specifically the Attitude system (affect, judgment, and appreciation), while the visual data is examined through Kress and van Leeuwen’s (2006) social semiotics. The unit of analysis includes all integrated text and illustrations from the book’s beginning to its conclusion. Findings reveal that disability is represented through various interconnected scenes, ranging from the daily life at ranch to deeper explorations of emotional insecurity and past trauma. The analysis shows that the book transcends traditional medical models of disability by framing it within the context of friendship and mutual support. This study concludes that the integration of Appraisal theory and social semiotics offers a strong framework for understanding how inclusive meanings are constructed in multimodal texts. It ultimately highlights how children’s literature can normalize diversity and foster a sense of belonging.
Copyright (c) 2026 Devan Ahmad Pramudia, Suprayogi https://creativecommons.org/licenses/by-sa/4.0
The Impact of Pedagogical Translanguaging on Students’ Learning in EFL Classrooms
Translanguaging pedagogy, regarded as a contemporary trend in 21st-century bilingual and multilingual education, prompts EFL teachers to embrace this technique to facilitate the students' learning of the target language by employing their entire linguistic repertoire. This study seeks to examine the impacts of employing translanguaging pedagogy on students’ learning in English as a foreign language classroom in Indonesian high schools. The study examines how translanguaging pedagogy supports the students in English language learning particularly to the weaker of English language proficiency. This study utilized a multiple case study with three English educators and 50 secondary school students in Indonesia. Data were gathered using surveys and direct observation. The results indicate that translanguaging promotes students' English proficiency and improves their communication skills in the target language. Moreover, translanguaging pedagogy enhances students' vocabulary acquisition, promotes active engagement in EFL classrooms, facilitates meaningful learning experiences, and encourages motivation and support among students. Thus, the researchers recommend incorporating translanguaging in EFL teaching, as this approach is deemed essential and beneficial from various multilingual perspectives.
Copyright (c) 2026 Supriadin, Amrullah Abduh, Muhammad Basri, Geminastiti Sakkir, Sultan Baa https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Foucauldian Power in Jojo Rabbit Movie (2019)
This research is titled Foucauldian power in the film Jojo Rabbit (2019). This research aims to uncover how Foucauldian power is depicted through Jojo from the movie Jojo Rabbit using Foucault's theory of the use of power. The analysis uses scenes, images, dialogues and narratives contained in the film, then looks for contextual similarities with Foucault's concept. A qualitative descriptive approach is applied in this study which includes the main data from the film, equipped with various references. Ten-year-old Jojo Betzler was educated by the Nazis to imagine Hitler, the Nazis, and the Aryans superior and the Jews considered weak. It was only when he met and befriended Else, a Jewish girl hiding in his attic, that he was able to break free and begin to recognize and deconstruct the superior and weak that he had imagined all along. This film contains all elements based on dialogue, main characters, scenes, images and narratives contained in the film. The findings of the study show that there are three important elements to reveal Foucault's power such as acceptance toward nazi ideology, power for protecting others and power for being acknowledged.
Copyright (c) 2026 Anggi Rulina Sitnggang, E. Ngestirosa Endang Woro Kasih https://creativecommons.org/licenses/by-sa/4.0
The Representation of Prabowo Subianto in the Jakarta Post’s 2024 Presidential Election Coverage
The representation of Prabowo Subianto in The Jakarta Post's coverage of the 2024 Indonesian presidential election is analyzed using Fairclough's Critical Discourse Analysis (CDA). This study used a descriptive qualitative method since it is more appropriate for analyzing data. The data were in the form of words, sentences and phrases. The data was collected from the Indonesian online news media called The Jakarta Post about Prabowo Subianto around the 2024 presidential election. The purpose of this study is to determine how language and discourse are used to represent Prabowo Subianto, as well as what these representations mean in the Indonesian political environment. The study investigates the text analysis, discourse practices analysis, and socio-cultural practices analysis represented in newspaper stories using a three-dimensional framework of description, interpretation, and explanation. The results show that Prabowo's actions and influence over politics are highlighted by The Jakarta Post through material processes, and high-value modality further supports an assertive, strong image. Based on the representation, it appears like Prabowo is being shown as a strong and competent candidate. In light of these findings, it is advised that readers engage critically with news sources in order to create balanced interpretations.
Copyright (c) 2026 Silvia Damayanti Puspaningrum, Ingatan Gulö https://creativecommons.org/licenses/by-sa/4.0
Fostering Students’ Speech Texts: A Thematic Progression Analysis on Senior High School Students’ Speeches
This research explores the themes and thematic development in high school students’ speeches at a speech contest organized by one of Indonesia’s prominent English tutoring centers in 2024. The research method employed in this research was descriptive qualitative using Systematic Functional Linguistics. Data in this research were obtained by observing YouTube videos of the respective speech contest. The videos were transcribed in the form of written text. Four videos were selected randomly and coded as ST1, ST2, ST3, and ST4. The results indicated that the four speeches realized most types of themes, with topical themes occurring most frequently. This suggests that students tended to focus on the specified topics and maintain coherence between sentences. The zig-zag pattern was the most frequently used in thematic progress. This indicates that the speakers tended to elaborate on the topic in the text more clearly by utilizing various available information. This research provides teachers with insight into the importance of students’ knowledge of themes and thematic development in the construction of their speeches.
Copyright (c) 2026 Rachma Choirunnisa, Seful Bahri https://creativecommons.org/licenses/by-sa/4.0
Reconstructing a Junior High School English Question Bank through Qualitative Item Analysis and Higher-Order Thinking Skills Integration
Assessment plays an important role in supporting learning and evaluating students’ cognitive development. However, many classroom assessments still emphasize lower-order thinking skills and contain weaknesses in item construction. This study aimed to analyze the shortcomings of existing English question banks and reconstruct them into a more cognitively balanced assessment instrument for junior high school learning. The study employed a qualitative design using document analysis of sixty multiple-choice items taken from two English question banks. The items were analyzed based on Bloom’s Revised Taxonomy and item-writing guidelines focusing on cognitive levels and item construction. The results showed that the existing question banks were dominated by lower-order thinking skills, particularly at the applying level, while higher-order thinking skills were rarely represented. Several structural weaknesses were also identified, including implausible distractors, heterogeneous options, and unclear stems. Based on these findings, the question bank was reconstructed by redistributing cognitive levels and improving item construction. The reconstructed items were also prepared for digital implementation using the Quizziz platform to support formative assessment. The study concludes that systematic item analysis can improve both the cognitive quality and structural validity of assessment instruments. The reconstructed question bank provides a more balanced and effective assessment tool for junior high school English learning.
Copyright (c) 2026 Tedi Rohadi, Jamaludin, Nana Priajana, Shofia Mardhiyah https://creativecommons.org/licenses/by-sa/4.0
Exploring Student Silence in EFL Speaking Classrooms: Teachers’ Perceptions and Classroom Strategies
Student silence is often perceived as a barrier to participation in English as a Foreign Language (EFL) speaking classes, where verbal interaction is commonly viewed as an indicator of engagement and learning. However, silence may also reflect linguistic difficulties, emotional factors, and classroom dynamics rather than simple disengagement. This study explores the teacher’s perception of student silence, the factors contributing to it, and the strategies used to support the students during speaking activities. A qualitative descriptive design was employed, involving a semi-structured interview with one experienced English teacher at a public junior high school in Yogyakarta, Indonesia. The interview data were analyzed thematically to identify patterns related to silent behavior in classroom interaction. The findings indicate that silence is mainly associated with limited language proficiency, low confidence, fear of negative evaluation, and unfamiliarity with English, particularly among lower-grade students. Peer reactions and classroom expectations also influence the students’ willingness to speak. To address these challenges, the teacher implemented strategies such as structured preparation, prompting techniques, first-language support, and creating an emotionally safe classroom environment. This study highlights teachers’ perspectives on silence in Indonesian junior high school EFL classrooms and suggests that silence can be understood as part of the language learning process rather than merely a learning obstacle.
Copyright (c) 2026 Annisa Siti Aulia Muzdalifah, Willy Prasetya https://creativecommons.org/licenses/by-sa/4.0
Exploring Dominant Derivational Suffixes and Their Rhetorical Purposes in Motivational Speech
This study analyzes the use of derivational suffixes in Emily Jaenson’s speech to understand how morphological processes contribute to rhetorical meaning within motivational discourse. Using a qualitative descriptive approach, the research examines 17 derivational suffixes found in the speech, including those forming nouns from verbs (-ion, -ment, -ance), nouns from adjectives (-ship), adjectives from a noun (-ful), and a suffix forming adverbs from adjectives (-ly). The analysis specifically focuses on how these derivational forms function in shaping the speaker’s message about confidence building, personal development, and professional growth by knowing the dominant use of derivational suffixes in Emily Jaenson’s speech and what their rhetorical effects are on the meaning conveyed. The findings show that nouns formed through dominate the speech, such as celebration, recollection, decision, promotion, action, accomplishment, management, engagement, performance, and leadership. These nouns help the speaker talk about big ideas instead of just actions, so the audience focuses on thinking, learning, and personal growth. Each noun has a special meaning and most of those words have the same purpose in meaning. The results show that derivational suffixes are not only language features but also persuasive tools that make the speech more motivational. By creating nouns that describe processes, progress, and achievements, the speaker builds a message that inspires the audience to think about their own development. The study concludes that derivational suffixes are important for making ideas clear, keeping the audience engaged, and supporting the motivational message of the speech.
Copyright (c) 2026 Abelia Silvana Zulva, Afrianto https://creativecommons.org/licenses/by-sa/4.0
Lyrics of the Regional Song “Jember Nusantara” as a Symbol of Identity: Analysis of Language Style and Cultural Representation
This study employs a qualitative research methodology with an interpretive paradigm. It also conducts an in-depth analysis of the stylistics and cultural representations in Linkrafin's song “Jember Nusantara.” The primary data for this study consist of the lyrics of the song. An analytical framework is built on Keraf's (2009) stylistic taxonomy to identify and categorize stylistic devices systematically. This stylistic analysis is then explicitly integrated with Hall's (1997) theoretical concept of cultural representation to interpret the deeper socio-cultural meanings encoded in the text. The findings indicate that the song utilizes a variety of stylistic devices, including metaphor, personification, hyperbole, repetition, and parallelism. This stylistic ensemble is further strengthened by deliberate diction tinged with distinctive local, spiritual, religious, and Javanese-philosophical nuances. The explicit relationship between these stylistic forms and cultural representations is demonstrated through the analysis. Metaphor and personification demonstrate active construction of the symbolic landscape of cultural identity. Hyperbolic expressions and resonant repetition articulate collective aspirations and values. Together, these elements form a complex representational system that reflects societal values ​​related to the revival and celebration of Jember's diverse resource potential. Therefore, the strategic use of figurative language in “Jember Nusantara” serves to shape and project a cohesive regional identity symbolically. Thus, this study concludes that the lyrical composition goes beyond simple description to create a narrative of hope and articulate a cultural vision for Jember Regency. In this regard, it also aims to foster an inclusive revival of Jember Regency by challenging the notion of marginalization through its representative discourse.
Copyright (c) 2026 Moh. Nawalul Fawaid El Haqi https://creativecommons.org/licenses/by-sa/4.0
Binge Eating Disorder as Seen in the Whale (2022) Movie
This study aims to analyze the portrayal of Binge Eating Disorder (BED) in the film The Whale (2022) through a literary psychology approach and cinematic narrative theory. The study focuses on the main character, Charlie, by identifying behaviors that reflect BED symptoms based on DSM-5 diagnostic criteria. This research uses a descriptive qualitative method with narrative analysis techniques and visual observation of key scenes that represent the character's psychological condition. The findings show that the linear narrative structure and the use of emotional devices in the film succeed in building audience empathy and strengthening understanding of the psychological symptoms of BED sufferers. Thus, this film is not only a cinematic work, but also serves as an effective educational medium in raising public awareness of mental health issues, especially eating disorders.
Copyright (c) 2026 Bagas Kurniawan, Dina Amelia https://creativecommons.org/licenses/by-sa/4.0
Students' Perceptions of Using the Storyboardthat Application in Enhancing Creativity in Narrative Writing
The need for creativity in language learning has encouraged teachers to integrate digital tools into writing instruction. However, many students still experience difficulties in generating ideas and developing creativity through traditional writing methods. This study aimed to explore students’ perceptions of using the StoryboardThat application to support creativity in narrative writing. A descriptive qualitative research design was employed. The participants were 20 fourth-semester students of the English Education Study Program at Wijaya Kusuma University Surabaya. Data were collected through a 35-item questionnaire focusing on creativity, motivation, confidence, and writing performance, supported by interviews, classroom observation, and document analysis. The data were analyzed qualitatively to identify recurring themes and patterns. The findings revealed that students perceived StoryboardThat as an engaging and helpful tool that stimulated creative thinking, increased motivation, and made narrative writing more enjoyable. The visual features of the application assisted students in developing story ideas, organizing narratives, and expressing individual writing styles. However, only a limited number of students reported improvement in grammatical accuracy and sentence structure. These findings suggest that StoryboardThat is effective in supporting students’ creativity and motivation in narrative writing, although additional instructional support is required to enhance language accuracy.
Copyright (c) 2026 Diah Yovita Suryarini, Wahyun Bardianing Panggalih, Amiruddin Hadi Wibowo, Arba Navalova Budiono https://creativecommons.org/licenses/by-sa/4.0
Exploring Teacher-Student Talk in Fostering Active Classroom Interaction: A Case Study of EFL Classrooms in Thailand School
This study investigates teacher–student talk patterns in fostering active classroom interaction in an EFL context at Islam Wittaya School, Thailand. Using a qualitative case study design, the research examined verbal interactions between one English teacher and 20 third-grade junior high school students through structured classroom observations conducted over four weeks. The data were analyzed using classroom discourse analysis to identify the characteristics of teacher talk, student talk, and overall interactional dynamics. The findings indicate that teacher talk serves as a strategic pedagogical tool through scaffolding, recasts, and adaptive questioning, which gradually shift classroom discourse from teacher-dominated exchanges to more dialogic interaction. Student talk varies across proficiency levels and reflects different engagement patterns shaped by teacher communication strategies. The study shows that effective teacher–student interaction relies on the integration of pedagogical, affective, and socio-cultural factors, including task-based activities, supportive feedback, and peer collaboration, structured teacher talk and scaffolding are designed to foster active student–teacher participation, thereby enhancing students’ communicative competence in classroom interaction.
Copyright (c) 2026 Jihan Fadhilah, Henny Mardiah https://creativecommons.org/licenses/by-sa/4.0
Arabic Language Learning Program Management Model in Islamic Boarding Schools in Padangsidimpuan City
This study analyzes the management patterns of Arabic language learning programs in Islamic boarding schools (pesantren) in Padangsidimpuan City through three approaches: classical, four language skills, and grammar-based (qawā‘id). The study employed a qualitative field approach using interviews, observations, and document analysis. The findings show that the yellow book-based pattern defined as learning that relies on classical Islamic texts (kutub al-turāth) is the most dominant and systematically implemented, supported by structured book selection, bandongansorogan methods, and teacher guidance in text comprehension and i‘rāb analysis. The four-skills approach is applied gradually from receptive to productive skills, but its effectiveness is constrained by the lack of a supportive Arabic language environment (bi’ah lughawiyyah) and limited learning resources. The qawā‘id based pattern remains a foundational approach for understanding texts but is still largely deductive and weakly integrated with modern instructional media. Overall, these patterns complement each other, yet their implementation is hindered by limited facilities, varied student abilities, and weak program integration. This study underscores the need to improve teacher competence, learning facilities, language environments, and curriculum integration to enhance students’ communicative skills and mastery of classical texts.
Copyright (c) 2026 Zulni Hidayah Putri Lubis, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Talk: Expectations and Challenges in Using the Hablo App in EFL Clasroom
The integration of digital technology in education has become a global phenomenon that is changing the paradigm of learning in the 21st century. In Indonesia, the adoption of mobile learning applications such as Hablo App shows an increasing trend in line with the national digital literacy agenda. Teachers, as the main implementers, face a dilemma between the transformative potential of technology and the reality of technical and pedagogical constraints in the field. This study used an exploratory qualitative case study design with a purposive sampling approach involving two teachers who had implemented the Hablo App. Data collection involved observation and interviews was administered to gather specific data about usage patterns, satisfaction levels, and technical difficulties. This study emphasizes the expectations and challenges of teachers regarding the use of the Hablo App in classroom. These findings hold significant implications for educational app developers, language educators, and policymakers aiming to optimize digital learning.
Copyright (c) 2026 Rahma Laila Tambunan, Deasy Yunita Siregar https://creativecommons.org/licenses/by-sa/4.0
English Language Teaching Strategies For Children With Dyslexia
This study investigates an overview of English language teacher learning strategies for children with dyslexia. This study presents a case study as a qualitative research of teachers in the ninth grade of SMP PAB 9 Medan. The sample consisted of 21 students (through purposive sampling. The criteria for teachers were that they taught how learning strategies were used in schools, and for the interview sample 3 Teachers. Multisensory and digital strategies were in accordance with the themes given by the researcher. This researcher used observation, documentation, and interviews. In this study, data collection from each instrument was as follows: document data collection through teacher learning strategies, and direct interview data collection at the location. The data analysis procedure for this study was followed by Lambert & Lambert, namely descriptive qualitative. Qualitative Descriptive Research, on the other hand, is entirely data-driven, with codes developed from data as the investigation progressed. The survey results show that most teachers already use a multisensory approach and technology to teach English to students with dyslexia. Around 75% of teachers often combine visual, auditory, and kinesthetic activities in their lessons, while 80% use digital tools such as E-Dyslexia, phonics apps, or text-to-speech programs. Teachers reported that these methods make students more active, motivated, and confident in learning. Overall, both the multisensory and technology-based approaches are seen as effective in helping dyslexic students improve their reading and writing skills.
Copyright (c) 2026 Khairiah Zahara, Emeliya Sukma Dara Damanik https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception on the Utilization of BeeSpeaker Application in Speaking Class
This study examined the students’ perception on the utilization of BeeSpeaker application in improving intermediate EFL students' speaking skills at Junior High School in North Sumatera. Using case study with 30 students, data was collected through interviews, questionnaire, then analyzed using Braun and Clarke's thematic analysis framework. Five key themes emerged: enhanced pronunciation through AI feedback, increased speaking confidence, improved learner autonomy, personalized learning experiences, and sustained motivation via gamification. Results showed that the majority of students strongly believed the app helped them with pronunciation, vocabulary, fluency, and confidence. In addition, BeeSpeaker provided them with repeated opportunities for practice, immediate corrective feedback, and a safe space to overcome speaking anxiety. Thematic analysis further highlighted five core areas of improvement—better pronunciation accuracy, stronger self-confidence, wider vocabulary mastery, lower levels of speaking anxiety, and the app’s role as a supportive supplement to classroom learning. Together, these findings provide solid evidence that BeeSpeaker is not only useful but also highly effective in enhancing language learning outcomes.
Copyright (c) 2026 Adelia Divany, Benni Ichsanda Rahman HZ https://creativecommons.org/licenses/by-sa/4.0
The Effect of Mastering the Al Miftah Lil Ulum Method on Improving the Comprehension Structures Students Madrasah Aliyah Amanatulloh
This study aims to examine the effect of mastery of the Al-Miftah Lil Ulum method on improving fahmut al-tarakib (understanding of Arabic sentence structure) among 11th grade MIPA students at Madrasah Aliyah Amanatulloh for the 2025/2026 academic year. This study employed a numerical-analytic framework utilizing a single-predictor modeling structure, with data drawn from a cohort of thirty learners selected through criterion-based inclusion. Data collection was conducted through a Likert questionnaire for the independent variable (mastery of the method), pre-post tests for the dependent variable (fahmut al-tarakib), and supporting documentation, which was then analyzed using SPSS 26. The Kolmogorov-Smirnov normality test indicated a normal residual distribution (Asymp. Sig. = 0.192 > 0.05). The F test confirmed the significance of the regression model simultaneously (F = 16.979; Sig. = 0.000), while the t test proved a positive and significant partial effect (t= 4.121; Sig. = 0.000; β = 0.614). Pre-test scores (range 55-78) and post-test scores (68-92) showed a stable average increase of 12-14 points across all respondents. The novelty of this study lies in its empirical validation of a traditionally pesantren-based nahwu method through a modern quantitative regression approach within a science-track Madrasah Aliyah context, thereby positioning the Al-Miftah Lil Ulum method as a data-driven and digitally adaptive Arabic grammar learning innovation rather than a purely classical instructional practice. The research findings confirm the effect of the Al-Miftah Lil Ulum method as an adaptive Arabic grammar learning innovation in the digital age. This study provides empirical curriculum recommendations for senior high schools to address students' Arabic syntactic difficulties, while enriching the evidence base for the development of Islamic language competencies.
Copyright (c) 2026 Miftahuddin, Mahbub, Zohaib Hassan Sain https://creativecommons.org/licenses/by-sa/4.0
Mapping The Strategic Manoeuvring Through Speech Acts: A Study of Ferry Irwandi’s Political Argumentation in YouTube
This study examines how Ferry Irwandi employs speech acts as strategic manoeuvring in his political argumentation on YouTube, specifically in the video “Dalang Demo dan Mencegah Darurat Militer.” While previous studies on political discourse have largely examined strategic manoeuvring or speech acts separately, limited attention has been given to how speech acts function as concrete linguistic mechanisms for balancing dialectical and rhetorical aims in digital political argumentation. To address this gap, this study applies a descriptive qualitative method within the pragma-dialectical framework to analyze the relationship between speech acts and strategic manoeuvring. The analysis covers seven argumentative units, each systematically divided into the four stages of argumentation: confrontation, opening, argumentation, and concluding. In each stage, the forms and functions of direct and indirect speech acts are identified to examine how they fulfill the three aspects of strategic manoeuvring: topical potential, audience demand, and presentational devices. The results of the analysis show that direct-representative speech acts are the most dominant with 17 data and function to clarify claims and strengthen the argument structure. Meanwhile, indirect speech acts with 10 data are used to meet the audience's demand through a more empathetic approach, and directive speech acts with 5 data appear at the conclusion to encourage action. These three linguistic patterns work simultaneously in a strategic manoeuvring, where representatives strengthen topical potential, directives strengthen presentational devices, and indirect speech acts build audience demand.
Copyright (c) 2026 Nauvalia hanidia, Syihabuddin, Mahardhika Zifana https://creativecommons.org/licenses/by-sa/4.0
The Use of Code-Mixing Among Jaksel People on Jagobahasa.com’s TikTok Account
What this research explores is a sociolinguistic phenomenon using code mixing techniques between Indonesian and English, especially among teenagers in South Jakarta, to become a form of identity expression and adaptation to modern urban culture. Although there are various studies that discuss code mixing in digital contexts, limited research has examined how this linguistic practice influences the perception of a person's language and their emotional expression among speakers, especially on popular applications such as TikTok. This research uses sociolinguistic theory to analyze the Jagolingual account on the TikTok application and observation data from 3 videos to be able to describe identity. What was found in this research was about South Jakarta teenagers who used codemixing techniques by inserting English terms into their daily communication to be able to express what they felt, build their identity, and be able to better describe modern social values, which could indicate increased psychological literacy and also their adaptation to global culture. The conclusion of this research shows that South Jakarta teenagers use English codemixing to express feelings, form identity, and reflect social values as a form of adaptation to global culture.
Copyright (c) 2026 michelle winata, Endar Rachmawaty Linuwih https://creativecommons.org/licenses/by-sa/4.0
Students’ Experiences on Implementation of Augmented Reality Material in Islamic Boarding School to Improve Students’ Vocabulary
This study aims to investigate the use of Augmented Reality (AR) in enhancing English vocabulary learning among students in an Islamic boarding school (pesantren) context. The research was conducted at Islamic boarding school on Palopo using a qualitative case study approach. The participants consisted of six female students aged 12–17 who were selected based on their active participation in English learning activities. The study utilized Octagon Company AR flashcards as the primary learning media. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings reveal three main themes: (1) enhanced vocabulary retention, (2) increased learning motivation, and (3) implementation challenges in the pesantren environment. The use of AR significantly improved students’ vocabulary acquisition, as indicated by an average assessment score of 81.93, and increased their engagement through interactive and visual learning experiences. However, challenges such as limited access to devices, internet restrictions, and institutional rules in pesantren were identified as barriers to implementation. This study suggests that AR has strong potential as an innovative tool for English language learning in traditional educational settings. It is recommended that pesantren administrators and educators consider integrating AR-based learning with appropriate technological support and policy adjustments to maximize its effectiveness while maintaining institutional values.
Copyright (c) 2026 Fitrah Amalia Sofyan, Masruddin, Sukirman https://creativecommons.org/licenses/by-sa/4.0
Developing English Teaching Module Integrated Islamic Values in Islamic Elementary School
It is necessary to develop a teaching module, which is appropriate with learning strategy for elementary school students where the English learning material is integrated with Islamic values. This research aims to produce an appropriate English teaching module based on the Merdeka curriculum for 4th-grade Islamic elementary school students. This research method uses the Research and Development (R&D) method with the ADDIE model approach, which consists of five stages. namely analysis, design, development, implementation, and evaluation. In the analysis stage, student needs and characteristics are assessed to ensure the module meets relevant learning requirements. The design stage builds on this analysis to create a module aligned with the Merdeka Curriculum and Islamic values. The development is turned into a validated and revised teaching module during development. Implementation is done in actual learning in the classroom, with positive feedback from teachers. Both formative and summative evaluations confirmed the module's alignment with expectations and its value in teaching English integrated with Islamic values. Thus, the module is a practical resource for English teachers in Islamic elementary schools, consistent with the Merdeka Curriculum.This module has been comprehensively designed, tested, and validated to ensure compliance with the Merdeka Curriculum and Islamic principles and successfully implemented in the classroom. Continuous supervision and user feedback are required to improve this teaching module further. Adding training for teachers on the use of the module and further adaptation based on student feedback may increase the effectiveness and relevance of the module in daily learning contexts.
Copyright (c) 2026 Nurfadilah Nasruddin, Rustan, Sukirman https://creativecommons.org/licenses/by-sa/4.0
Grade VIII Junior-Secondary Learners’ Views of Duolingo for English Vocabulary Learning: A Case Study at a Bogor Private Junior High School
Three themes emerged from a qualitative single-case study of Grade VIII students at a private junior high school in Bogor, Indonesia: gamified micro-goals sustained short, low-anxiety practice; immediate, multimodal feedback (checks, audio, tiles, spaced recycling) supported noticing, pronunciation, and retention; and autonomy and everyday fit were valued, yet transfer to extended speaking/writing was limited without teacher-led bridging tasks. To contextualize these results, Self-Determination Theory and Mobile-Assisted Language Learning framed the inquiry. A syllabus-aligned vocabulary screening informed the purposive selection of six learners spanning low/medium/high readiness. Each focal learner completed one supervised Duolingo session, observed with a structured checklist, then participated in a semi-structured interview; data were analyzed using reflexive thematic analysis. The findings suggest that out-of-class app exposure is most beneficial when coupled with brief, in-class production activities and criteria-based feedback to move learners from recognition to controlled use of target lexis. The study is limited by its single-class scope and one-session design; future research should examine multi-week classroom integration and task-based measures of productive skills.
Copyright (c) 2026 Nabilah Najah Kaniah, Iwan Ridwan, Dedeh Kartini https://creativecommons.org/licenses/by-sa/4.0
Inclusive Strategies in Teaching Speaking: A Narrative Inquiry from an Islamic School in Southern Thailand
This study explores how classroom participation is encouraged in an English-speaking class at a dual-curriculum Islamic secondary school in a Muslim-minority area of Southern Thailand. Employing a narrative inquiry design, the research draws on classroom observations, in-depth interviews, and reflective conversations with a teacher to examine how pedagogical choices shape student engagement. The findings show that participation is promoted through three interconnected dimensions: creating psychological safety, using effort-based assessment, and teaching grammar through culturally relevant references. Rather than grouping students by proficiency level, the teacher makes interaction more accessible by normalizing mistakes, incorporating encouragement into grading practices, and connecting language teaching to students’ moral and religious values. However, these strategies are continually adapted to constraints such as large class sizes, diverse proficiency levels, limited instructional time, and fluctuating student motivation. The study highlights that engagement in multilingual, faith-based environments develops through flexible, relational, and context-aware teaching practices. It contributes to discussions on classroom participation and culturally responsive pedagogy in English language education and offers insights for educators in similar minority and religious school settings.
Copyright (c) 2026 Aghna Ilmi Parinduri, Tien Rafida https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Talking Stick Method on the Scientific Debate Skills of 10th Grade Students at Sirenja State High School 2
This study aims to determine the effect of the talking stick method on the scientific debate skills of 10th-grade students at Sirenja State High School 2. The type of research used is quantitative research. The method employed in this study is the quantitative correlation method. The data collection techniques used in this study are: observation, testing, and documentation. The data analysis techniques in this study are the normality test, homogeneity test, and correlation test. The results of teacher observations indicate that the talking stick method achieved a success rate of 85.71%. Observations of student activities also showed high results, with classical learning mastery reaching 91.67%. Validity tests for all instruments indicated validity, and the reliability of the instruments fell into the “moderately reliable” category (α = 0.606). The results of the normality test showed a significance value of 0.036 at a significance level (α) of 0.05, indicating a normal distribution, while the homogeneity test showed a significance value of 0.213, indicating homogeneous variance, meaning the data met the requirements for analysis. Based on the Pearson correlation test, a value of r = 0.365 was obtained with a significance of 0.000 < 0.05, indicating a significant and positive relationship between the talking stick method and students’ scientific debate skills, although the relationship falls into the moderate category. Thus, it can be concluded that the talking stick method significantly influences students’ scientific debate skills, particularly in the aspects of speaking confidence, argument accuracy, and teamwork ability. This study recommends the use of the talking stick method as an alternative learning strategy to enhance students’ critical thinking skills in scientific debate activities.
Copyright (c) 2026 Oktaviani, Ida Nur’aeni, Sukma, Ulfah, Juniati https://creativecommons.org/licenses/by-sa/4.0
Language Preference and Diglosic Practice Among Islamic Boarding School Students: A Case Study in Sociolinguistics
This study investigates language preference and diglosic practices among students at an Islamic boarding school in Indonesia, where Arabic, English, and Indonesian coexist in daily communication. Language choice is shaped by sociocultural domains and institutional norms (Fishman, 1972; Holmes, 2013). Although Arabic and English are officially promoted, their use reflects unequal functional distribution consistent with classical diglossia (Ferguson, 1959). Using a qualitative case study design (Creswell & Poth, 2018), data were collected through non-participant observations, semi-structured interviews, and document analysis. Data were analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model. Findings indicate the dominance of Arabic in religious activities and peer interaction, while English is largely limited to classroom instruction. Arabic functions as a high-status variety linked to religious authority and institutional ideology (Ferguson, 1959), whereas English occupies a restricted pedagogical role shaped by language policy and symbolic capital (Bourdieu, 1991; Spolsky, 2004). The study highlights how institutional ideology sustains diglosic hierarchies in Islamic boarding school contexts.
Copyright (c) 2026 Masnawati, Andi Rachmawati Syarif, Syarif Amin, Ibrahim Manda https://creativecommons.org/licenses/by-sa/4.0
Teachers' Differentiated Instructional Strategies to Accommodate Gifted and Non-Gifted Students' Characteristics in Learning English at Dyatmika Elementary School
The current study aimed at analyzing the teachers’ differentiated instructional strategies to accommodate gifted and non-gifted students’ characteristics in learning English at Dyatmika Elementary School. A qualitative approach was adopted in the form of a case study concerning the students’ characteristics, implementation of differentiated instructional strategies, and the challenges faced by the English teachers in implementing the strategies for gifted and non-gifted students. There were two English teachers involved as a research sample by using the total sampling technique. The data were collected through observation, interview, checklist, and open-ended questionnaire survey. The instruments were an observation sheet, an interview guide, a check-list, and an open-ended questionnaire. The data were analyzed by conducting qualitative data analysis consisting of three steps: data reduction, data display, and conclusion drawing. The findings show that differentiated instructional strategies are systematically implemented in second-grade English classrooms to address the distinct characteristics of gifted and non-gifted students. Teachers adjust content, process, product, and learning environment to accommodate differences in motivation, pace, creativity, and independence; however, the implementation remains challenging due to time constraints, limited resources, pacing differences, and classroom management complexity. These findings highlight both the necessity and the practical challenges of sustaining differentiated instruction in mixed-ability classrooms.
Copyright (c) 2026 Ketut Serli Winarti, Luh Putu Artini, Kadek Sonia Piscayanti https://creativecommons.org/licenses/by-sa/4.0
Using Corpus-Based Reading Materials to improve EFL Students Academic Writing Accuracy
This study investigates the effect of using corpus-based reading materials on EFL students’ academic writing accuracy. Employing a quantitative approach with a quasi-experimental design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through corpus-based reading materials, while the control group was taught using conventional reading texts. Data were collected through pre-test and post-test writing tasks and analyzed using descriptive statistics and t-test analysis. The findings revealed that the experimental group demonstrated significantly greater improvement in writing accuracy compared to the control group. The results showed substantial gains in grammatical accuracy, vocabulary use, and sentence structure, indicating that corpus-based reading materials effectively enhance students’ ability to produce accurate academic writing. In addition, the analysis of performance levels revealed a significant shift from lower to higher proficiency categories among students in the experimental group. These findings highlight the importance of integrating corpus-based approaches into reading and writing instruction. This study suggests that corpus-based reading materials serve as an effective pedagogical tool to improve EFL students’ academic writing accuracy.
Copyright (c) 2026 Aliya Noor Cahyani, Atalisi Zalukhu, Mariska Intan Sari https://creativecommons.org/licenses/by-sa/4.0
Cheating or Surviving: English Students’ Perspectives on Academic Dishonesty as a Strategy to Coping
Academic dishonesty has become a considerable problem within the academy, especially when one considers the emphasis being placed upon ensuring that the student population is able to achieve at a high level. This study is a qualitative case study wherein aim to explore the concept of academic dishonesty from a different point of view, based upon the interviews with English as a Foreign Language (EFL) students from Mulawarman University in Indonesia, exploring their views of academic dishonesty regardless of its negative implications, but rather as a coping strategy for stress and a way to meet the demands of their academic obligations. Through my collection of data in the form of a semi-structured interview of four English Education majors, I have learned that EFL undergraduates do not consider cheating as a total denouncement of hard work, but rather a way of coping with the demands of a tight deadline, heavy responsibilities, and the stress of failing a course, particularly when it is a strategic measure in using artificial intelligence to manage their examinations and alleviate further stress or anxiety. They rationalized their behavior as a common problem within the academic environment.
Copyright (c) 2026 Eric Gilbran Aditya, Bibit Suhatmady, Maria Teodora Ping, Effendi Limbong https://creativecommons.org/licenses/by-sa/4.0
The Effect of Digital Health Literacy on HIV/Aids Prevention Behavior Among High School Adolescents in Pamona Puselemba
This study aims to identify the level of digital health literacy, analyze the effect of digital health literacy on HIV/AIDS prevention behavior, and examine measures that can be taken to improve digital health literacy in the prevention of HIV/AIDS among high school adolescents in Pamona Puselemba. The research design used was a One Group Pretest design, with a total sample of 20 respondents. The results show that the level of digital health literacy among students of GKST Senior High School Pamona Puselemba before and after the digital health literacy intervention differed very significantly. There is a significant influence of digital health literacy on HIV/AIDS prevention behavior among high school adolescents in Pamona Puselemba in shaping preventive behaviors against HIV/AIDS. Measures that can be taken to improve digital health literacy in HIV/AIDS prevention among high school adolescents in Pamona Puselemba include integrated education and socialization, digital literacy training, utilization of safe and educational digital platforms, strengthening the role of teachers and parents, student-led digital campaigns, collaboration with medical personnel and positive influencers, and regular evaluation and monitoring.
Copyright (c) 2026 Sipra Asprilla Sidabutar https://creativecommons.org/licenses/by-sa/4.0
Teacher Perceptions Towards the Use of Multimodal Digital Storytelling In Teaching Speaking Skills In an EFL Classroom
This study explores teachers’ perceptions of the use of multimodal digital storytelling in teaching speaking skills in an English as a Foreign Language (EFL) classroom. The study aims to examine how the strategy is implemented in speaking instruction and how teachers perceive its effectiveness in supporting students’ oral communication. This research employed a qualitative case study design involving two English teachers who have experience integrating this approach into classroom activities. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns related to classroom implementation and perceived benefits. The findings show that teachers apply several stages in the learning process, including introducing storytelling concepts, guiding students in preparing scripts, producing story videos, and presenting the final projects. Through these activities, students combine images, narration, text, and audio while practicing speaking. Teachers reported improvements in students’ fluency, pronunciation, vocabulary use, confidence, engagement, and motivation. However, challenges such as limited technological resources, differences in students’ digital literacy, and time constraints were also identified. Focusing on teachers’ perspectives, this study highlights the pedagogical potential of multimodal storytelling as an interactive and student-centered approach for developing speaking skills in EFL classrooms.
Copyright (c) 2026 Nenden Nur Humairah, Yustika Nurfajriah, Irsyad Nugraha https://creativecommons.org/licenses/by-sa/4.0
Representation of Military Barack Policy for Problem-Ful Students in Online Media Reporting
This study aims to examine how Indonesian online media represent the military camp policy for problematic students initiated by Dedi Mulyadi. The research employs a qualitative approach using Van Dijk’s critical discourse analysis model combined with intratextuality and appraisal theory. The data consist of five online news articles published by Metrotvnews, Okezone, Tempo, Tribunnews, and Viva.co.id between May 8–9, 2025. The analysis covers three levels of discourse structure: macrostructure, superstructure, and microstructure. The findings reveal that four of the five media outlets frame the military camp policy positively by emphasizing character building, legality, and human resource development, while Tribunnews presents a more critical stance by highlighting possible human rights issues and the decline of democratic values. The analysis also shows that media attitudes are represented through cohesive text structures and evaluative language that reinforce either support or opposition to the policy. These findings indicate that the media actively shape public perspectives on educational policy through strategies of representation, attitude, and framing in their news discourse
Copyright (c) 2026 Finessa Salsabila, Untung Yuwono https://creativecommons.org/licenses/by-sa/4.0
Professional Development Strategies and Challenges Among Indonesian English Teachers
This study investigates the challenges faced by Indonesian English teachers in engaging with Continuing Professional Development (CPD), the strategies they employ to sustain professional growth, and the reasons underlying their preferences. Addressing three research questions—teachers’ CPD strategies, the rationale behind their choices, and the obstacles encountered—the study adopts a qualitative design using semi-structured interviews with five English teachers at different career stages. Data were analyzed thematically to identify recurring patterns related to strategies, motivations, and structural constraints. The findings reveal that teachers combine formal workshops, collaborative forums such as Musyawarah Guru Mata Pelajaran (MGMP), and self-directed online learning to enhance their professional competence. Strategy preference is strongly influenced by practicality, flexibility, classroom relevance, and immediate instructional impact. However, teachers face persistent barriers, including limited access to quality training, financial constraints, heavy administrative workload, and mismatches between CPD content and classroom realities. Differences across career stages also shape motivation and engagement, with novice teachers prioritizing confidence-building, mid-career teachers balancing administrative and instructional demands, and senior teachers emphasizing sustainability and reflective practice. Overall, CPD emerges as a negotiated process shaped by both structural conditions and teacher agency. The study underscores the importance of context-sensitive, accessible, and practice-oriented CPD supported by institutional alignment and equitable distribution of opportunities.
Copyright (c) 2026 Muna Nurhayati Fadhillah, Enita Daulay, Farida Repelitawati Kembaren https://creativecommons.org/licenses/by-sa/4.0
Comparing Multi-Age and Homogeneous Classrooms in EFL Context: A Systematic Literature Review
Multi-age classrooms are still few and far between in Indonesia where the national policy is based on age-homogenous grouping in which students of the same chronological age are instructed together. Whilst this may make teaching simpler in administrative, it can limit approaches to inclusive and personalized learning, particularly in an English as a Foreign Language (EFL) setting where many learners will be very different in terms of their level of proficiency and need. This systematic literature review investigates the unique features of multi-age classrooms as opposed to homogenous classrooms especially in the field of EFL. PRISMA was used to evaluate 13 journal articles published between 2020 and 2025 from total 123 records. Five key elements of multi-age classrooms are identified by the findings such as peer learning and interaction, learner autonomy, identity and inclusivity, instructional flexibility, and social-emotional development. The review concludes that multi-age classrooms promote richer language learning opportunities and personalized pedagogy. For educators, these characteristics highlight both advantages and difficulties, particularly in environments with limited resources or multilingualism. The pedagogical dynamics and impacts of teaching EFL to multi-age classrooms are highlighted in this review.
Copyright (c) 2026 Lili Nandita Auliya, Agung Ginanjar Anjaniputra https://creativecommons.org/licenses/by-sa/4.0
Creativity Meets Technology: The Role of AI Poem Generator in Enhancing Students’ Writing Skills
This study examines English course students' perceptions and experiences with AI poetry generators in descriptive poetry learning. Despite growing use of technology in language education, there is limited understanding of its impact on students' creative writing, especially in Indonesia's EFL context. This qualitative case study, conducted in Gresik, East Java, involved 10 students and used interviews, classroom observations, focus groups, and poetry analysis over two months. The findings suggest students engage positively with AI tools, improving their vocabulary and confidence, though they face challenges with technical infrastructure and cultural relevance. This research provides insights into AI’s role in creative writing education and highlights the importance of cultural adaptation in EFL contexts.
Copyright (c) 2026 Hanifah Azhari , Samsul Khabib https://creativecommons.org/licenses/by-sa/4.0
Tutor Support and Motivation in EFL Learning: A Conceptual Overview
Even after years of formal instruction, many EFL learners find it difficult to build confidence and fluency in speaking. Issues like the excessive number of students in a classroom, lack of teaching time and inadequate one-to-one attention frequently become barriers to good learning. This leads to a high number of learners resorting to non-formal learning settings, including individual tutoring and English classes, which are more personalized and flexible. Nonetheless, the role of tutor support in learner motivation and the effects of tutor-learner interaction on the learning process have received little research. The objective of the present study is to determine how tutor support helps to improve the motivation of learners based on three major motivational theories: Self-Determination Theory (SDT), the Socio-Educational Model (SEM), and Expectancy-Value Theory (EVT). This paper uses a conceptual research design to synthesize the existing literature to investigate how these theories can explain the motivational processes in non-formal EFL settings. The results suggest that tutors are important in promoting the motivation of learners by helping them feel autonomy, competence, and relatedness, developing positive attitudes towards the target language, and improving expectations towards success and perceived value of the tasks by learners. In this regard, tutors not only give linguistic knowledge but also act as motivational facilitators, emotional supporter and cultural mediators.
Copyright (c) 2026 Seirra Ammara Nur Rabbani, Seful Bahri https://creativecommons.org/licenses/by-sa/4.0
Suluk Ritual and Mental Health: Exploration of the Experiences of the Suluk of the Tarekat Naqshbandiyah Khalidiyah Babussalam (TNKB), Indonesia
This study aimed to examine the relationship between suluk rituals and mental health. To achieve this objective, questions were formulated about the nature of suluk rituals and ethical considerations to determine its relationship with mental health. Qualitative data was selected using a case study approach to answer the formulated questions. The main data sources in this study are murshid, caliphs, and congregations. Data were collected using observation, interviews, and documentation, and analyzed in different stages with the presentation of results. The result showed that the suluk rituals is are a form of spiritual training activity requiring each congregations to carry out a series of rituals, such as dhikr, muraqabah, tawajuh, and others. To discipline the congregations in its implementation, ethical guidelines are established, requiring adherence and implementation before, during the process, and at the end of the process. These ethical guidelines consistently maintain the practices during the suluk. Furthermore, the suluk rituals with mental health was found through the intersubjective experiences of the pilgrims who perform the rituals through recognition of the changes experienced, namely becoming calm and able to think rationally. The practice of dhikr, which is the main activity of the suluk rituals, has significantly contributed to shaping the mental health of the congregations. Consequently, it can be confirmed that the suluk rituals positively influenced mental health formation.
Copyright (c) 2026 Muzakkir, Amroeni Darajat https://creativecommons.org/licenses/by-sa/4.0
The Use of Role-Play Cards to Improve Hospitality Vocational School Students’ Speaking Skills in Responding Guest Complaint
This study aims to improve students’ speaking skills in handling guest complaints by using role-play cards. This research employed Classroom Action Research (CAR) conducted in three cycles involving students of a vocational high school in Surakarta. The data were collected through speaking tests, observations, questionnaires, and interviews. The results showed a significant improvement in students’ speaking performance across cycles. In Cycle I, the students’ average score was relatively low, indicating difficulties in vocabulary use, fluency, and confidence. In Cycle II, the average score increased significantly after the implementation of role-play cards supported by vocabulary and expression lists. In Cycle III, the students’ performance became more stable, with most students achieving high scores. The final scores in Cycle III were obtained by averaging the scores from the teacher and the researcher to ensure objective assessment. In addition, the findings revealed that students became more confident, active, and able to respond to guest complaints appropriately. Therefore, it can be concluded that role-play cards are effective in improving students’ speaking skills and classroom engagement.
Copyright (c) 2026 Rasendria Jalu Siswanto Yulianto, Koesoemo Ratih https://creativecommons.org/licenses/by-sa/4.0
A Conceptual Exploration of Phonetic Transcription in Improving EFL Learners’ Pronunciation
Pronunciation continues to be a significant hurdle for numerous EFL learners, especially in situations where particular English phonemes do not exist in their native language. Although prior research has examined different techniques like mobile apps, phonetic exercises, and shadowing methods. Phonetic transcription is frequently overlooked as an organized tool for teaching pronunciation. This conceptual article suggests a gradual way to integrate phonetic transcription, specifically the International Phonetic Alphabet (IPA), into EFL classrooms to enhance long-term pronunciation improvement. The discussion is structured into four primary sections: the common pronunciation difficulties encountered by learners, the phonetic transcription, the importance of phonetic transcription for enhancing pronunciation, and the incorporation of this method into education. Based on theories and earlier studies, the findings indicate that phonetic transcription can enhance pronunciation skills among EFL learners. Additionally, once learners familiar with English phonemes, they can independently search for phonetic transcriptions in dictionaries or online resources.
Copyright (c) 2026 Yudha Fergian Nugroho, Arif Suryo Priyatmojo https://creativecommons.org/licenses/by-sa/4.0
Multimodal Approach to Language Learning: Integration of Technology to Improve Understanding and Effective Communication in the Digital Era
This study aims to analyze the effectiveness of a multimodal approach in improving students' language learning comprehension and communication skills. The multimodal approach integrates various modalities, such as text, images, sound, video, and digital technology, compared to the monomodal method which only uses one modality. This study used a quasi-experimental design with two groups, namely the control group and the experimental group, with a total of 60 students. The instruments used included pre-test and post-test, student perception questionnaires, classroom observations, and semi-structured interviews. The results showed that the experimental group taught with a multimodal approach experienced a significant increase in language comprehension, averaging 25%, while the control group increased by only 10%. In addition, students who used the multimodal approach reported higher levels of motivation and engagement in the learning process. Observations showed that technology plays an important role in creating an interactive and dynamic learning environment. However, there are challenges related to equitable access to technology among students. In conclusion, the multimodal approach proved more effective at improving students' language comprehension and communication skills than the monomodal method. This study recommends developing technological infrastructure, providing teacher training, and integrating multimodality into the curriculum to maximize the benefits of this method.
Copyright (c) 2026 Mustakim Sagita, Novita Diana https://creativecommons.org/licenses/by-sa/4.0
Postgraduate Students’ Strategies in Reading Journal Articles for Thesis Writing: A Qualitative Study
Reading journal articles is a central yet challenging activity for postgraduate students engaged in thesis writing. This study aims to explore how postgraduate students approach academic reading, the strategies they employ at different stages of thesis writing, the reasons underlying their strategic choices, and the challenges they encounter along with their adaptive responses. Grounded in metacognitive theory, sociocultural theory, and the academic emotions framework, this study adopts a qualitative multiple-case study design within an interpretivist paradigm. Six postgraduate students from an English Education program at a state university in Indonesia were purposively selected. Data were collected through semi-structured interviews, document-based stimulated recall, and reflective reading logs, and analyzed using thematic analysis. The findings reveal that postgraduate students engage in active and critical reading practices characterized by evaluation, questioning, and selective engagement with texts. Reading strategies are found to be dynamic and stage-dependent, shifting from exploratory approaches during the proposal stage to more focused and analytical strategies in the literature review and methodology stages. Participants demonstrate strong metacognitive awareness by planning, monitoring, and evaluating their comprehension while flexibly adapting strategies to meet specific academic purposes. Despite these competencies, students face challenges related to complex academic language, dense theoretical content, and information overload. These challenges, however, stimulate strategic adaptation, including selective reading, systematic organization of information, and the use of social and technological support. This study contributes to the understanding of postgraduate academic reading as a complex, situated, and adaptive practice shaped by cognitive, social, and emotional factors, and offers pedagogical implications for supporting strategic reading development in English Language Teaching contexts.
Copyright (c) 2026 Inaya Hasanah Rahman, Andi Nur Annisa, Nur Ilma Putri Fachruddin https://creativecommons.org/licenses/by-sa/4.0
Transforming Interest in Arabic Language Learning: An Analysis of the Edu-humorous Video meme trend on Instagram as an innovative pedagogical solution
This study is motivated by the low level of students’ interest in learning Arabic, which is often perceived as a difficult and less engaging subject amid the rapid development of digital culture. The aim of this research is to analyze the role of educational–humorous meme videos on the Instagram account @qawla.id in increasing students’ interest in learning Arabic and in shaping a new, more contextual and adaptive representation of Arabic learning. This research employs a qualitative method with a descriptive approach and was conducted at Madrasah Aliyah Negeri 4 Banyuwangi as the research site. Data collection techniques include classroom observation, in-depth interviews with students and Arabic language teachers, as well as text studies and document analysis of educational–humorous meme video content. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing in a systematic manner. The results indicate that educational–humorous meme videos are able to increase students’ interest and engagement in learning, reduce anxiety in Arabic language learning, and foster a positive representation of the subject. Furthermore, the use of meme videos encourages a shift in the learning paradigm from teacher-centered to learner-centered and bridges formal classroom learning with students’ digital culture. Therefore, educational–humorous meme videos can be regarded as an innovative pedagogical strategy that is relevant and effective for the development of Arabic language learning in the digital era.
Copyright (c) 2026 Muhammad Ari Nurrohman, Mahbub https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perspectives on Gamification in ELT: Enhancing Student Engangement Through ICT
Gamification has emerged as a promising instructional strategy to address low student engagement in English language classrooms. While previous studies show its effectiveness in enhancing motivation, limited research focuses on how pre-service teachers apply gamification supported by Information and Communication Technology (ICT) during teaching practicum. This study aims to explore how gamification is used to increase student engagement and the challenges faced by pre-service English teachers. Using a qualitative descriptive design, data were collected from 20 respondents through open-ended questionnaires based on Engagement Theory. The findings show that gamification fosters collaboration, creativity, and real-world application of English through interactive platforms like Kahoot! Quizizz, and Wordwall. However, challenges such as limited ICT infrastructure, time constraints, and lack of training were also identified. The study concludes that with thoughtful design and support, gamification can be a powerful pedagogical approach to promote meaningful engagement in English language learning.
Copyright (c) 2026 Nur Layli Faiqiah, Christianti Tri Hapsari https://creativecommons.org/licenses/by-sa/4.0
Factors Influencing Vocabulary Learning Difficulties Among Students in Inclusive English Classroom: An English Teacher’s Perception
This study investigates the factors influencing students’ limited vocabulary knowledge as an observable manifestation of vocabulary learning difficulties (VLD) in an inclusive English classroom. Vocabulary learning difficulties remain a significant challenge in EFL contexts, particularly in classrooms with diverse learning needs. This study aims to explore how these difficulties are perceived and addressed from the perspective of an English teacher. A qualitative descriptive case study design was employed, involving one English teacher in a Grade 7 inclusive classroom at an Islamic integrated junior high school in Medan. Data were collected through a semi-structured interview and classroom observations and analyzed using thematic analysis. The findings reveal that vocabulary learning difficulties are shaped by the interaction between internal and external factors. Internally, students’ motivation, memory, learning interest, and individual learning pace significantly affect their ability to retain and use vocabulary. Students with limited vocabulary foundations experience difficulties in memorizing, pronouncing, and expressing vocabulary, particularly in speaking and translating activities. Externally, instructional practices, classroom conditions, and exposure to English influence vocabulary development. Although the teacher applied supportive strategies such as repetition, contextualization, and direct practice, challenges such as limited use of visual media, diverse student needs, and time constraints hindered optimal vocabulary learning. The study highlights that vocabulary learning difficulties in inclusive classrooms should be understood as a contextual and interactional phenomenon rather than solely as individual deficits. These findings emphasize the importance of adaptive teaching strategies and supportive learning environments in addressing vocabulary learning difficulties.
Copyright (c) 2026 Tisya Amalia Putri Sitorus, Yani Lubis https://creativecommons.org/licenses/by-sa/4.0
The Role of Social Media Platforms in Enhancing English-Speaking Skill at Eleventh Grade Students of Senior High School
This study aims to explore the role of social media in supporting students’ English-speaking skills at SMAN 1 Suela. The study is grounded in the limited exposure to English-speaking environments in rural areas and students’ low confidence in daily English communication. Using a descriptive qualitative approach with a case study design, the research involved nine eleventh-grade students selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings reveal that students utilize social media platforms such as YouTube, TikTok, Instagram, and WhatsApp, with YouTube and TikTok being the most dominant for speaking practice. Students engage in activities including watching and imitating English videos, practicing pronunciation, creating video content, and expanding vocabulary. The use of social media contributes positively to vocabulary mastery, pronunciation improvement, and increased speaking confidence. However, challenges such as content distractions, limited internet access, and speaking anxiety remain significant barriers. Overall, social media serves as an accessible and contextual medium for informal English-speaking practice, particularly in rural educational settings.
Copyright (c) 2026 Khairun Nisya, Basikin https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Project-Based Learning in Writing English Procedure Texts
This study aims to determine the perceptions of seventh-grade students at MTs Roudlotul Muta'alimin regarding the application of Project-Based Learning (PjBL) through posters in writing English procedural texts. This study employed a descriptive research design using a case study approach, with data collected through open-ended questionnaires completed by 20 students and semi-structured interviews with five selected students. . Data analysis was conducted using the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing. The findings indicate that students generally have a positive perception of the implementation of PjBL through posters. Students consider this approach to encourage active engagement in the learning process, increase confidence in writing English procedural texts, and make learning more enjoyable and meaningful. Although students experience linguistic challenges, especially in vocabulary selection and sentence construction, these difficulties are considered surmountable with proper teacher guidance and structured learning activities. Overall, this study concludes that Project-Based Learning through posters is considered an effective instructional approach for teaching English procedural writing at the junior high school level and provides valuable insights for English teachers in implementing student-centered learning practices.
Copyright (c) 2026 Anti Mardiana, Adib Ahmada https://creativecommons.org/licenses/by-sa/4.0
The Controversy of Students Learning Interest in English as a Future Career
This study examines students’ learning interest in English and their perceptions of English as preparation for future careers across formal and non-formal educational contexts. A descriptive qualitative approach was employed, involving 30 participants consisting of 15 students from ECC Course and 15 undergraduate students from the English Education Study Program at Universitas KH. Mukhtar Syafaat. Data were collected through open-ended questionnaires, semi-structured interviews, and classroom observations, and analyzed using thematic analysis with data triangulation to ensure credibility. The findings reveal that most students recognize English as an important skill for academic and professional advancement. However, a contradiction was identified between students’ awareness of English as a career-related asset and their actual learning engagement, particularly due to grammar difficulties and classroom boredom. The study also found no major differences between students from the two educational contexts in terms of their perceptions and learning challenges. This study contributes to the field of EFL motivation by highlighting the gap between students’ awareness and their actual engagement in English learning. The findings suggest that more engaging, contextualized, and career-oriented teaching approaches are needed to enhance students’ learning interest and participation.
Copyright (c) 2026 Madina Maqfiroh, Ahmad Faruk https://creativecommons.org/licenses/by-sa/4.0
Teaching English or Teaching the West? Multimodal Cultural Imperialism in Big Show Level 5 Textbooks Used in Indonesian Islamic Montessori Schools
This study extends Critical Discourse Analysis (CDA) beyond traditional textual examination to investigate multimodal representations of culture in "Big Show Teacher’s Guide Level 5" a 135-page English as a Foreign Language (EFL) textbook guidance for teachers, widely used in Indonesian educational contexts, particularly Islamic Montessori elementary schools. Employing an expanded analytical framework incorporating five dimensions which are visual-spatial representation, digital multimodality, embodied cultural practices, temporal-contextual positioning, and material-environmental factors. The study reveals systematic patterns of cultural imperialism operating through multiple semiotic modes simultaneously. Analysis of all twelve units demonstrates that while the textbook superficially incorporates cultural variety, it fundamentally privileges Western cultural norms, consumer values, and secular worldviews that conflict with Indonesian communitarian values, Islamic principles, and indigenous knowledge systems. The study documents how 4th of July celebrations, London landmarks, and Western leisure activities are positioned as universal references while Indonesian Independence Day, traditional markets, indigenous games, and local wildlife remain entirely absent. Material requirements including extensive technology access create class-based educational exclusion, while rigid temporal structures contradict Islamic prayer schedules and traditional learning rhythms. These findings demonstrate that genuine educational equity requires comprehensive multimodal redesign across all five dimensions, not superficial textual modifications.
Copyright (c) 2026 Muhammad Arif, Qurrata’ain, Greis Evalinda, Ida Nyoman Tri Darma Putra https://creativecommons.org/licenses/by-sa/4.0
Item Analysis of an English Summative Test: A Classical Test Theory Approach in Indonesian Junior High School Context
Assessment plays a crucial role in evaluating students’ learning outcomes; however, the quality of summative test instruments often remains questionable due to the limited use of systematic evaluation procedures. This study aims to examine the quality of English summative test items administered to eighth-grade students at SMP Negeri 1 Suwawa Timur using Classical Test Theory (CTT). A descriptive quantitative design was employed, analyzing 40 multiple-choice items completed by 56 students using Anates V4 software. The analysis focused on item validity, difficulty level, discriminating power, and distractor effectiveness. The results revealed that only 55% of the items were valid, while 45% were invalid. Most items (62.5%) were of moderate difficulty, yet no easy items were identified, indicating an imbalance. Furthermore, a substantial proportion of items demonstrated weak discriminating power, and several distractors were ineffective. These findings suggest that although some test items meet acceptable standards, a considerable number require revision. This study highlights the importance of systematic item analysis in improving the validity, reliability, and overall quality of assessment instruments.
Copyright (c) 2026 Rahmawaty Ahmad, Rasuna Rasid Talib, Magvirah El Walidayni Kau https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Pronunciation Speech Error Produced by First Semester Student in Retelling the Contents of Maudy Ayunda’s Youtube Channel
This study aims to analyze the pronunciation errors produced by first-semester students in retelling the content of Maudy Ayunda’s YouTube channel. The research focuses on identifying the types of pronunciation errors, determining the dominant errors, and exploring the factors causing these errors. This study employed a qualitative approach with a case study design involving 15 first-semester students of the English Education Study Program. The data were collected through observation, interviews, documentation, and students’ recorded speech, and analyzed using the interactive model of data analysis. The findings reveal that students produce two major types of pronunciation errors, namely segmental and suprasegmental errors. Segmental errors are found to be the most dominant, including substitution, omission, and addition errors in both vowel and consonant sounds. Meanwhile, suprasegmental errors are identified in word stress, intonation, and rhythm, which significantly affect the clarity and naturalness of students’ speech. The study also finds that pronunciation errors are influenced by both linguistic factors, such as first language interference, unfamiliar sounds, and limited vocabulary, and non-linguistic factors, including lack of practice, nervousness, and lack of confidence. In addition, YouTube is found to have a positive role in providing authentic pronunciation input, although its effectiveness depends on active speaking practice. In conclusion, pronunciation errors among first-semester students are complex and influenced by multiple factors. Therefore, an integrated and practice-oriented approach is needed to improve students’ pronunciation accuracy and speaking performance.
Copyright (c) 2026 Hilmalia Putri, Dinar Vincy Yunitaka Bahrudin, Linta Wafdan Hidayah https://creativecommons.org/licenses/by-sa/4.0
A Study on the Causes of Academic Procrastination in Thesis Completion among English Undergraduate Students
Academic procrastination is a widespread phenomenon among university students, particularly among English undergraduates when completing their final academic requirement, the thesis. Utilizing a qualitative research design with a phenomenological approach, this study aims to explore how students experience academic procrastination during the process of thesis completion and to identify the causes behind this behavior. Ten final-year undergraduate students (five from the 2020 cohort and five from the 2021 cohort) of the English Study Program at FKIP Universitas Riau were selected using a purposive sampling. The data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that (1) tendencies of academic procrastination in thesis completion were evident, as reflected in procrastination in starting the thesis, procrastination in working on thesis, gaps between planned and actual action, and preferring more enjoyable activities; and (2) the causes of academic procrastination can be categorized into internal and external factors. Internal factors included psychological conditions (low motivation, unstable mood, laziness, stress, anxiety, fear of making mistakes, and confusion), physical conditions (fatigue due to academic and work demands and illnesses), and linguistic and conceptual challenges. External factors involved environmental conditions, family-related issues, supervision-related issues, institutional issues, and social (peer) issues.
Copyright (c) 2026 Carita Septia Nanda, Eliwarti, M. Syarfi https://creativecommons.org/licenses/by-sa/4.0
Needs Analysis on The Infusion of Eco-Literacy in English Reading: MNC University Students’ Voice
In response to the growing call for sustainable development and climate education, particularly in alignment with Sustainable Development Goal 13, this study explores students’ needs regarding the infusion of eco-literacy into English reading instruction. Although environmental themes have been introduced in the curriculum, little is known about how students experience and respond to eco-literacy in reading classes, which serve as a key input skill in language learning. This research aims to fill that gap by investigating the learning needs of English Education students at MNC University. Using a qualitative descriptive design, data were collected through open-ended questionnaires and semi-structured interviews. Thematic analysis was conducted to identify key patterns in participant responses. The results revealed six major themes: (1) Environmental Awareness & Responsibility, (2) Language Development, (3) Relevance & Real-Life Connection, (4) Engaging & Interactive Learning, (5) Student-Centered Learning, and (6) Variations of Topic. Participants preferred reading materials that are environmentally relevant, cognitively engaging, and linguistically accessible. These findings indicate that eco-literacy can enrich English reading instruction by fostering both language competence and environmental awareness. The study highlights the importance of designing student-centered, contextually relevant materials to ensure meaningful integration of sustainability in language education.
Copyright (c) 2026 Neni Nurkhamidah, Priskila Go https://creativecommons.org/licenses/by-sa/4.0
Structure and Meaning in the Poem Kamu Tidak Istimewa: A Structural Analysis of Natasya Risky’s Work
This study examines the structural elements and meaning of the poem “Kamu Tidak Istimewa” by Natasya Riski through a structural approach. The research is based on the consideration that structural analysis in contemporary Indonesian poetry, particularly in exploring the relationship between form and meaning, remains limited. Therefore, this study aims to describe the physical structure and inner structure of the poem and to explain how these elements contribute to the construction of meaning. This research employs a qualitative descriptive method using textual analysis techniques, which involve identifying, classifying, and interpreting the structural elements of the poem. The physical structure analyzed includes diction, imagery, concrete words, figurative language, rhyme, and typography, while the inner structure consists of theme, feeling, tone, and message. The findings indicate that the poem utilizes reflective and evaluative diction, supported by the repetition of imperative expressions such as “Berbahagialah,” as well as contrasting imagery that presents differences between comfort and suffering. These structural elements work together to illustrate the speaker’s shift from a self-centered perspective toward a broader awareness of human experience. The use of concrete words and figurative language strengthens the emotional expression, while the free typographical form supports the reflective flow of the poem. This study demonstrates that repetition, imperative diction, and contrasting imagery function as structural devices that construct the poem’s critique of human egocentrism. The results of this study are expected to contribute to the development of literary studies, particularly in providing a more comprehensive understanding of structural analysis in contemporary Indonesian poetry.
Copyright (c) 2026 Siti Munfaizzah, Siti Nur Afifatul Hikmah https://creativecommons.org/licenses/by-sa/4.0
A Needs Analysis of English for Graphic Design Students: A Case Study at Vocation High School
This study aims to analyze the English learning needs of graphic design students at SMK Negeri 1 Dungaliyo, focusing on target needs and learning needs within the framework of English for Specific Purposes (ESP). This research employed a mixed methods design with an exploratory sequential approach. Quantitative data were collected through questionnaires, while qualitative data were obtained through semi-structured interviews and classroom observations. The findings reveal that students need English primarily for professional communication, understanding design-related materials, and presenting their work. However, current learning practices still emphasize General English rather than ESP-based instruction. Students also face challenges such as limited mastery of technical vocabulary, low confidence in speaking, and lack of contextual learning materials. In addition, teaching strategies are still dominated by teacher-centered methods with limited use of interactive and contextual approaches. Therefore, this study suggests the need to develop English learning materials and strategies that are more relevant to the field of graphic design to better support students’ academic and professional needs.
Copyright (c) 2026 Yulin Rabaiya, Nurlaila Husain, Aris Danial https://creativecommons.org/licenses/by-sa/4.0
Enhancing Narrative and Visual Literacy of EFL Students through Bilingual Subtitled Historical Docudrama
Many EFL learners experience difficulty understanding narrative structure and interpreting visual elements when exposed to authentic audiovisual materials. This study investigates the effect of bilingual-subtitled historical docudrama on students’ narrative and visual literacy. Using a quasi-experimental pretest–posttest control group design, 60 undergraduate EFL students (A2 level, CEFR) were divided into an experimental group (n=30) and a control group (n=30). The experimental group viewed a WR Soepratman historical docudrama with Indonesian–English subtitles, while the control group viewed the same video without subtitles. Results showed statistically significant improvements in both narrative and visual literacy in the experimental group compared to the control group (p < .001), with large effect sizes. The findings suggest that bilingual subtitles function as instructional scaffolding that supports dual literacy development. This study offers a novel contribution by integrating culturally grounded historical audiovisual media with bilingual subtitling to enhance narrative and visual literacy in EFL contexts.
Copyright (c) 2026 Widya Adhariyanty, Nicholaus Wayong Kabelen https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Integrative IBL Learning Model and Visual Media in Enhancing Conceptual Understanding of Balaghah: A Quasi-Experimental Study on Ulya Grade Students
Balaghah learning is often considered difficult and inapplicable by students due to the textual-conventional approach that is far from their context. This research offers significant novelty thru the development of an integrative learning model that combines the Inquiry-Based Learning (IBL) framework with specialized visual media to create contextual and meaningful balaghah learning experiences. This research aims to test the effectiveness of an inquiry-based balaghah learning model integrated with visual media in enhancing students' conceptual understanding. The novelty of this research lies in the integration of the inquiry process and visual rhetoric analysis, which has not been widely developed in balaghah teaching. The research uses a quasi-experimental design with a control group and an experimental group. The research participants were 40 students from the ulya class (equivalent to Madrasah Aliyah) of Pondok Pesantren Mukhtar Syafa'at, divided into two groups of 20 students each. The experimental group was given inquiry-based balaghah learning with the aid of visual media, while the control group followed conventional text-based learning. The research results show that the experimental group achieved higher conceptual understanding scores compared to the control group. The increase is consistent with an effect size in the medium to large category, indicating a practically significant impact. Furthermore, students in the experimental group were able to identify, differentiate, and analyze rhetorical elements in a visual context, while the control group tended to be limited to rote memorization. The conclusion of this research is that inquiry-based balaghah learning with visual media is proven to be more effective compared to conventional methods. These findings contribute to the development of a more contextual and student-centered pedagogy of balaghah.
Copyright (c) 2026 Rita Puspitasari, Muhammad Alaika Nasrulloh https://creativecommons.org/licenses/by-sa/4.0
Teacher’s Strategies for Teaching English Vocabulary to Slow Learner in Inclusive Classroom
This study aims to identify teachers’ strategies for teaching English vocabulary to slow learners in inclusive classrooms, as well as to uncover the challenges faced and the solutions implemented. Using a descriptive qualitative approach, data were collected through classroom observations, teacher interviews, and documentation, and then analyzed thematically. The results of the study revealed six strategies used by teachers: repetition, Total Physical Response (TPR), explicit phonics instruction, the use of visual media, games, and task differentiation. The challenges that emerged included a lack of parental support and difficulties with the pronunciation of consonant clusters, which teachers addressed through the Family Literacy Movement (GLK) and a step-by-step phonics approach. These findings underscore the importance of multisensory and adaptive strategies in vocabulary learning in inclusive classrooms, while also providing practical guidance for English teachers.
Copyright (c) 2026 Tuti Alawiyah Ramadani Nasution, Siti Ismahani https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Chatgpt as Pedagogical Tool for Vocabulary Learning at Tenth Grade Students of Ma Miftahul Ulum Bettet Pamekasan
This study aims to investigate the implementation of ChatGPT as a pedagogical tool in English vocabulary learning and to explore students' learning experiences in its use. This study used a qualitative approach with a case study design conducted in grades X-I at MA Miftahul Ulum Bettet Pamekasan. Participants consisted of 41 students, with 20 students selected for interviews using simple random sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using qualitative descriptive analysis. The findings indicate that ChatGPT implementation was carried out systematically through three main stages: pre-activity, during-activity, and post-activity. During the during-activity stage, ChatGPT was actively used for vocabulary practice, prompt creation, and interactive quizzes, which encouraged student-centered and collaborative learning. Furthermore, the results indicate that students' learning experiences can be categorized into cognitive, positive, and effective aspects. Cognitively, ChatGPT facilitated better vocabulary comprehension and retention through repetition and contextual learning. Positively, students showed positive attitudes, increased motivation, and higher engagement due to the interactive and enjoyable learning experience. ChatGPT effectively improves learning efficiency by providing immediate feedback and easy access to information. Overall, this study highlights that ChatGPT is not only a technological tool but also an effective pedagogical instrument that improves vocabulary acquisition and student engagement. These findings suggest that integrating AI-based tools into language learning can significantly improve instruction quality and support a more interactive and meaningful learning environment.
Copyright (c) 2026 Ulfah, Rini Listyowati, Rohaniyah https://creativecommons.org/licenses/by-sa/4.0
Women’s Resistance to Patriarchy in the Little Women Movie by Greta Gerwig
This study examines the representation of patriarchy and women’s resistance in the film Little Women (2019) directed by Greta Gerwig. The research aims to analyze how patriarchal norms are portrayed in the film and how the female characters respond to these constraints. The study is grounded in feminist theory, particularly Simone de Beauvoir’s existential feminism, which emphasizes women’s agency in defining their own identities and freedom. This research employs a qualitative descriptive method, using the film as the primary data source. Data were collected through purposive sampling of selected scenes that depict gender relations, dialogue, narrative actions, and visual elements associated with patriarchal structures and acts of resistance. The analysis focuses on cinematic aspects such as dialogue, characterization, spatial arrangement, costume, and symbolic imagery. The findings show that patriarchy in the film is represented through social expectations that prioritize marriage as women’s ultimate goal, limit women’s professional independence, and reinforce traditional domestic roles. Nevertheless, the March sisters challenge these restrictions through different forms of resistance. Verbal resistance appears through dialogue that rejects patriarchal norms, symbolic resistance emerges through creative and intellectual pursuits, and relational resistance is reflected in the solidarity and mutual support among the sisters. The study concludes that the film portrays women as active agents who negotiate autonomy and redefine their identities within patriarchal constraints.
Copyright (c) 2026 Ayu Sulistiawati, Ujang Suyatman, Agry Pramita https://creativecommons.org/licenses/by-sa/4.0
Interpersonal Character Development of the Main Characters in Sally Rooney’s Normal People Novel (2018)
This study examines the interpersonal character development of Marianne and Connell in Sally Rooney’s novel Normal People (2018). The objective is to analyze how their relationship acts as a catalyst for their transformation into round characters and to identify the characterization techniques used to portray this growth. The analysis focuses on three dimensions of personality complexity which are self-perception, relational power/social position, and emotional vulnerability. This study uses a qualitative descriptive method with an objective literary criticism approach and applies the theory of character and characterization by E. M. Forster as the main theory, along with characterization theories by Robert Stanton and Hawthorn. The results show that Marianne and Connell experience significant transformations due to the interpersonal relationships they go through. Marianne develops from a socially isolated individual with low self-esteem into someone who gains social acceptance and has a healthier understanding of emotional dependence. Meanwhile, Connell develops from an individual who has social stability but is internally vulnerable into someone who becomes aware of his emotional needs and is able to express his vulnerability to Marianne. This development confirms that both characters are complex and dynamic round characters. In addition, Rooney mainly uses indirect characterization techniques through narration, dialogue, and the characters’ thoughts, which allow readers to understand the characters’ development processes in depth, while direct characterization is used in a limited way to build the initial image of the characters. Therefore, interpersonal relationships play a key role as the main mechanism in driving character development in this novel.
Copyright (c) 2026 Dwi Putri Apriliany, Dadan Rusmana, Udayani Permanaludin https://creativecommons.org/licenses/by-sa/4.0
Implicature as Social Criticism of Asian American Stereotypes in Jimmy O. Yang’s Stand-Up Comedy
This study examines how pragmatic violations in stand-up comedy function as a strategy for social criticism, focusing on Jimmy O. Yang’s performances in Good Deal (2020) and Guess How Much (2023). The research aims to identify the types of conversational maxims flouted and to analyze how the resulting implicatures challenge dominant Asian American stereotypes. Using a qualitative approach with a data condensation method, this study applies Grice’s (1975) cooperative principle to classify maxim violations and employs intersectional sociological frameworks to interpret their critical meanings. The analysis identifies 79 utterances containing conversational implicatures that function as social critique. The findings show that the maxim of Quality is the most frequently flouted, with 56 occurrences, mainly through irony and hyperbole to produce cognitive incongruity. These pragmatic violations are consistently directed at four dominant stereotypes: the perpetual foreigner label (27 occurrences), economic stereotypes related to immigrant frugality (21 occurrences), the emasculation of Asian men (16 occurrences), and the model minority myth (15 occurrences). These results demonstrate that maxim flouting operates as a systematic linguistic strategy rather than a purely comedic device. Yang uses implicature to expose contradictions within hegemonic narratives and to challenge Eurocentric perspectives on Asian American identity. This study suggest that stand-up comedy can function as a form of socio-political discourse, where pragmatic non-observance serves as an effective tool for resistance and identity reconstruction.
Copyright (c) 2026 Dio Alif Dwitama, Dadan Rusmana, Ice Sariyati https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception of Informal Assessment in the English Classroom At MYLIBERTY
This study aims to investigate students’ perceptions of informal assessment in the English classroom at MYLIBERTY in a mixed-age learning environment. This study used a descriptive quantitative design with one variable, namely students’ perceptions of informal assessment. The participants were 20 students selected through purposive sampling. The instrument was a questionnaire with 24 Likert-scale statements based on Robbins’ theory of perception (1996) and Brown’s concept of informal assessment (2004). Data were analyzed using descriptive statistics, including frequency, percentage, and mean score. The results show that students have a very positive perception of informal assessment in all dimensions, namely perceiver factors, object factors, and situational context factors. The highest result was found in perceiver factors, especially motivation and attitude, showing that students feel more confident and motivated during informal assessment activities. Object factors such as assessment types, clarity of instructions, and novelty were also rated positively, indicating that informal assessment is considered clear, varied, and interesting. In situational context factors, students also responded positively to time allocation, classroom conditions, and social interaction, which support a comfortable learning environment. Overall, informal assessment helps increase students’ participation, confidence, and engagement in learning English. In conclusion, informal assessment gives a positive impact on students’ learning experience in mixed-age classrooms.
Copyright (c) 2026 Muh Nofal Lakasim https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Collaborative Writing to Develop the Ability to Write Hortatory Exposition Text at Senior High School
This study was prompted by the low level of proficiency among students in writing hortatory exposition texts, particularly in organising ideas, constructing logical arguments, and using appropriate grammar and vocabulary. The aim of this study is to describe the implementation of collaborative writing in the teaching of hortatory exposition texts, to identify the challenges faced by teachers and students, and to analyse students’ responses to the application of this method at SMAN 4 Pamekasan. This study was prompted by the low level of proficiency among students in writing hortatory exposition texts, particularly in organizing ideas, constructing logical arguments, and using appropriate grammar and vocabulary. The aim of this study is to describe the implementation of collaborative writing in the teaching of hortatory exposition texts, to identify the challenges faced by teachers and students, and to analyse students’ responses to the application of this method at SMAN 4 Pamekasan. This study employs a qualitative approach using a case study design. Data sources were obtained from Year 11 teachers and students through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions using triangulation techniques to ensure data validity. The results of the study indicate that the implementation of collaborative writing was carried out through several stages, namely planning, drafting, revision, editing, and finalization in groups. This method proved capable of improving the quality of students’ writing in terms of text structure, idea development, and linguistic accuracy. Furthermore, collaborative writing also encourages active interaction, boosts learning motivation, and helps students to construct stronger arguments through discussion and peer feedback. However, there were several challenges, such as differences in students ‘abilities and uneven participation within groups. Overall, the study.
Copyright (c) 2026 fatonatul hasanah, Jaftiyatur Rohaniyah, Ina Daril Hanna https://creativecommons.org/licenses/by-sa/4.0
The Nantauraka tradition of the Kaili people in the city of Palu and its Educational Values
Adat Nantauraka is a local cultural ritual tradition that reflects the identity and self‑awareness of the Kaili ethnic community in Mamboro Village, Palu City. This tradition is carried out as a ritual to ward off disasters, as well as an expression of gratitude so that the community may be spared from calamities and disease outbreaks. Historically, this custom has been practiced from the late 18th century to the early 19th century and has continued to endure through acculturation between local customs and Islamic teachings. This study aims to describe the historical background, the performance procedures, and the educational values contained in the Adat Nantauraka. The research uses a qualitative method with a descriptive approach through observation, interviews, and documentation, and is analyzed through data reduction, data presentation, and conclusion drawing. The results show that the ritual is carried out in three stages: 10 Muharram, 23 Muharram, and its peak in the month of Rajab. This tradition embodies the meaning of self‑purification and environmental purification, as well as the hope of being spared from harm. The educational values it conveys include religiosity, togetherness, cooperation, social responsibility, discipline, adherence to norms, respect for ancestors, environmental concern, as well as reflection and self‑control
Copyright (c) 2026 Wasmi, Idrus A. Rore, Fajar Nugroho https://creativecommons.org/licenses/by-sa/4.0
The Relationship of Speaking Anxiety, Motivation, and Self-Confidence with Students’ Speaking Performance of Grade X at Vocation High School
This study aimed to investigate the relationships between speaking anxiety, motivation, self-confidence, and students’ speaking performance among Grade X students at SMK Jakarta Barat 1. The study employed a quantitative correlational research design involving 53 students selected through cluster sampling. The data were collected using questionnaires and speaking tests. The questionnaires were used to measure students’ speaking anxiety, motivation, and self-confidence, while the speaking test assessed students’ speaking performance based on fluency, accuracy, pronunciation, vocabulary, and comprehension. The data were analyzed using descriptive statistics, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis with the assistance of SPSS version 25. The findings revealed that speaking anxiety had a significant negative relationship with students’ speaking performance (r = -0.412, p = 0.002), indicating that students with higher anxiety levels tended to demonstrate lower speaking performance. In contrast, self-confidence showed a significant positive relationship with speaking performance (r = 0.370, p = 0.006), suggesting that students with higher self-confidence tended to perform better in speaking activities. Meanwhile, motivation showed a low positive correlation with speaking performance (r = 0.202, p = 0.148), but the relationship was not statistically significant. Furthermore, the regression analysis indicated that speaking anxiety and self-confidence were significant predictors of students’ speaking performance, whereas motivation was not significantly related to speaking performance. These findings indicate that psychological variables are associated with students’ speaking performance, particularly speaking anxiety and self-confidence. The study contributes to the understanding of psychological factors in English as a Foreign Language (EFL) speaking contexts by highlighting the importance of reducing speaking anxiety and strengthening students’ self-confidence to support better speaking performance.
Copyright (c) 2026 Brilianti Sastra Winda, Siswana https://creativecommons.org/licenses/by-sa/4.0
Exploring Teacher Experiences of Total Physical Response (TPR) to Teach English Vocabulary in Inclusive Elementary Classroom
This study aims to explore teachers’ experiences in implementing the Total Physical Response (TPR) method in teaching English vocabulary in inclusive elementary school classrooms. This study employs a qualitative approach using a case study design. The research participant was one English teacher selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and documentation, and were analyzed using thematic analysis. The results indicate that the implementation of TPR was adaptive in nature, responding to the diverse needs of students. This method was found to enhance student engagement and participation, particularly through the use of movements that facilitate concrete understanding of vocabulary. However, the implementation of TPR also faced challenges, such as classroom management and differences in student characteristics. To address these issues, the teacher employed strategies such as assigning tasks in stages and adjusting the level of difficulty. This study confirms that the success of TPR in an inclusive context heavily depends on the teacher’s flexibility and role as a learning facilitator.
Copyright (c) 2026 Indah Permatasari Harahap, Muhammad Dalimunte https://creativecommons.org/licenses/by-sa/4.0
Utilization of Artificial Intelligence (AI) to Enhance Historical Literacy and Learning Interest of Grade 10 Students at Senior High School
This study investigates the utilization of Artificial Intelligence (AI) to enhance historical literacy and learning interest among Grade 10 students at SMA Negeri 7 Palu. Low student engagement in history learning remains a persistent challenge due to teacher-centered instruction, rote memorization, and limited contextual learning experiences. This research employed a qualitative descriptive approach involving one history teacher and 35 Grade 10 students. Data were collected through classroom observation, interviews, and documentation. The study found that AI platforms such as ChatGPT, Gemini, and Perplexity AI increased students’ participation, confidence, curiosity, and motivation in history learning because AI provides interactive, personalized, and accessible learning experiences. Students became more active in classroom discussions and more confident in expressing historical opinions after independently exploring historical information through AI-assisted learning. The findings also indicate that teachers continue to play a crucial role as facilitators who guide students in critically evaluating AI-generated information and ensuring ethical technology use. The study concludes that pedagogically guided AI integration contributes positively to student-centered history learning and promotes stronger learning interest and historical literacy.
Copyright (c) 2026 Firdayanti Pidda, Idrus A. Rore, Fajar Nugroho https://creativecommons.org/licenses/by-sa/4.0
Marriage as a Mechanism of Power in Regency Era in Quinn’s Bridgerton the Duke and I
This study examines marriage as a mechanism of power in the Regency Era in Julia Quinn’s novel Bridgerton: The Duke and I (2000). It explores the representation of marriage in the novel, the construction of power through marriage, and the implications of this construction for women’s positions. This study employs a qualitative approach through close textual analysis using John Stuart Mill’s liberal feminist theory. The primary data are obtained from the novel, and the secondary data are taken from journal articles, books, and other sources related to the topic. The findings show that marriage is not just an individual’s relationship, but it is also portrayed as a social tradition, a life purpose, a continuation of lineage, and an economic status. Through its romantic narrative, marriage eventually operates as a form of power in Regency society through social pressure, reproductive obligations, legal and economic authority, and limitations on women’s life choices. This power construction shapes women’s positions, thus leading some female characters to resist rather than passively accept this marriage power. This study suggests that marriage in the novel is not only depicted as a romantic relationship but also as a mechanism of power that shapes women’s lives.
Copyright (c) 2026 Putri Ayresti Sukmaningsih, Rahayu Puji Haryanti https://creativecommons.org/licenses/by-sa/4.0
Representing Cyberbullying Perpetrators in Indonesian Digital Media: A Critical Discourse Analysis of the Jakarta Post
This study examines how cyberbullying perpetrators are portrayed in Indonesian digital media through a Critical Discourse Analysis (CDA) of "Online Evil: Indonesia's Cyberbullying Problem" published by The Jakarta Post. It explores the linguistic representation of cyberbullying perpetrators and how such portrayals reflect social ideologies and digital culture in Indonesian society. Using a qualitative approach, the study applies Norman Fairclough's three-dimensional CDA framework alongside social actor representation theory and transitivity analysis. Data consisting of words, phrases, clauses, and sentences were collected through documentation and close reading, then analysed at micro, meso, and macro levels. Findings reveal that perpetrators are depicted through negative word choices, aggressive metaphors, transitivity patterns, and collectivization strategies. Anonymous perpetrators are framed as aggressive and destructive figures through expressions like "internet trolls" and "hateful comments", while relational perpetrators are represented collectively through social actor categorization. The study also shows that cyberbullying discourse is closely tied to digital pragmatics, including face-threatening acts, impoliteness, and online identity negotiation. Media narratives construct cyberbullying as symbolic violence and a social threat in digital spaces. These findings suggest that media discourse not only reports cyberbullying but also reproduces ideologies about deviant digital behaviour. Pedagogically, this study contributes to digital pragmatics and critical digital literacy instruction within Outcome-Based Education (OBE) frameworks in higher education.
Copyright (c) 2026 Erika Agustiana https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Clipping Media in English Learning : A Case Study on Student’s Vocabulary Mastery at Senior High School
This study aims to determine the implementation of clipping media in English learning to improve vocabulary mastery of class XA students at SMAN 4 Pamekasan. This study used a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The results showed that the use of authentic text-based clipping media made a positive contribution to improving students' vocabulary mastery. Students were able to understand the meaning of words through sentence context and showed increased participation during the learning process. In addition, students gave a positive response to the use of clipping media because it made learning more interesting and meaningful. However, there were several obstacles such as differences in student abilities and time constraints. Overall, clipping media can be an effective alternative in improving students' vocabulary mastery.
Copyright (c) 2026 Fitriya Ningsih, Fitrah Yuliawati, Arisandi Setiawan https://creativecommons.org/licenses/by-sa/4.0
Teacher Challenges and Strategies in Implementing the Deep Learning Approach to Improve Speaking Skills in Narrative Inquiry
Abstract This study aims to examine the application of the deep learning approach in learning speaking skills in the context of English as a Foreign Language (EFL), with a focus on teacher experiences, challenges, and strategies. This research is motivated by the need for more meaningful and student-centered speaking learning, where students not only understand the structure of language, but are also able to use it confidently in real communication. This study uses a qualitative approach with a narrative inquiry method to explore the experience of an English teacher at SMA Negeri 2 Pamekasan. Data were collected through a narrative framework and semi-structured interviews, then analyzed using thematic analysis. The results of the study show that the application of the deep learning approach in speaking learning is a complex and contextual process, involving cognitive, affective, and situational aspects. Three main themes were found in the study. First, meaningful speaking learning emphasizes the importance of real context, active engagement, and strengthening student confidence. Second, challenges in learning to speak include students' anxiety, limited learning time, and differences in ability levels in the classroom. Third, teacher strategies include the application of scaffolding, the creation of a supportive learning environment, the use of engaging activities, the provision of constructive feedback, and reflection practices. These findings show that the success of speaking learning is determined not only by linguistic aspects, but also by students' psychological readiness and teacher ability to adapt learning strategies. Thus, the deep learning approach has strong potential in improving speaking skills through meaningful and reflective learning, although its implementation requires continuous adjustment to classroom conditions.
Copyright (c) 2026 Khodatul Jannah Khoda, Arisandi Setiyawan Aris https://creativecommons.org/licenses/by-sa/4.0
Management of an Arabic Language Learning Program Based on Madrasah Self-Evaluation in Improving Learning Quality at Senior High School
This study analyzes the management of an Arabic language learning program based on the Madrasah Self-Evaluation (Evaluasi Diri Madrasah/EDM) framework in improving learning quality at MAN 1 Mandailing Natal. Employing a descriptive qualitative approach, data were collected through observations, interviews with eight key informants (the head of the madrasah, vice principal for curriculum, Arabic language teachers, and students), and analysis of EDM reports and instructional documents. Data validity was ensured through triangulation techniques. The findings demonstrate that instructional management was implemented through four POAC stages: planning based on EDM data, organizing through a clear division of institutional responsibilities, implementation combining communicative and digital instructional methods, and supervision via academic observation and reflective evaluation. Critically, EDM integration functioned as a sustainable internal quality assurance mechanism, enabling evidence-based decision-making for teacher competency development and instructional improvement. This study concludes that the systematic integration of POAC-based learning management and Madrasah Self-Evaluation significantly enhances Arabic language learning quality and provides a replicable model for continuous educational improvement in madrasah contexts.
Copyright (c) 2026 Siti Aminah, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Improving Learning Strategies and Motivation Through Constructivism Approach in Speaking Performance
This study investigated the improvement learning strategies, self-determined motivation, self- regulated learning (SRL), and speaking performance among Indonesian 11th grade students through a constructivism approach. Drawing on Constructivism, Self-Determination Theory (SDT), and SRL frameworks, the study investigated how motivation and learning strategies contribute to oral proficiency. Data were collected using a Learning Strategy Questionnaire, a Motivation Scale, and a Speaking Test, and analyzed through Paired Sample T-Tests, Product Moment Correlation and One Way Annova. Findings revealed a significant improvement in speaking performance, with mean scores rising from 16.40 to 17.83 (t = 8.509, p < 0.05). Motivation showed a weak, non- significant correlation with speaking in the pre-test (r = 0.360, p > 0.05) but a strong, significant correlation in the post-test (r = 0.675, p < 0.01). Strategy comparisons further indicated that metacognitive learners significantly outperformed cognitive and socio-affective groups, by nearly 10 and 8.5 points respectively. Strategy analysis further demonstrated that metacognitive learners significantly outperformed both cognitive and socio-affective groupsy nearly 10 and 8.5 points, respectively, highlighting the effectiveness of planning, monitoring, and evaluating in speaking development. These findings confirm that integrating motivational support with metacognitive strategy training is a powerful pedagogical approach for improving communicative competence.
Copyright (c) 2026 Dili Nilakandi, Agustinus Bambang Setiyadi, Muhammad Sukirlan https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Challenges and Strategies in Developing Deep Learning-Oriented English Lesson Plans
This study aims to explore the challenges and strategies of English teachers in developing deep learning-oriented lesson plans under the Merdeka Curriculum in a vocational high school context. This research employed a qualitative case study design involving four English teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that teachers generally possess a strong conceptual understanding of deep learning, emphasizing meaningful, contextual, and student-centered learning. However, a gap exists between teachers’ conceptual understanding and its practical implementation in lesson planning. The challenges identified include diverse student abilities, time constraints, curriculum demands, and limited resources. In addition, teachers’ prior teaching experiences influence both their strengths and difficulties in adapting to deep learning approaches. To address these challenges, teachers apply various strategies, such as implementing student-centered activities, adapting learning materials to vocational contexts, engaging in reflective practices, and integrating technology into lesson planning. These findings indicate that lesson planning is a complex cognitive process shaped by the interaction of teachers’ beliefs, knowledge, experiences, and contextual factors. This study highlights the need for continuous professional development and stronger institutional support to bridge the gap between conceptual understanding and practical implementation of deep learning in English language teaching, particularly in vocational education settings.
Copyright (c) 2026 Salsabila Abelagista Anindya, Elis Susanti https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Language Experience Approach (LEA) in Teaching Speaking: A Case Study
This study examines the implementation of the Language Experience Approach (LEA) in teaching speaking to junior high school students. This study was conducted in response to students' common experiences in using this approach to overcome their barriers in speaking English, such as low participation, nervousness, and speaking difficulties. LEA is considered an efficient strategy because it allows students to learn more actively based on their experiences, which makes them more actively involved in speaking in class. The purpose of this study is to investigate how LEA is implemented in English speaking lessons and to describe the stages, procedures, and responses of teachers and students' experiences when using this approach. The sampling technique used was purposive sampling. Data collection techniques used were observation, interviews with teachers and students, and documentation. The instruments used were observation sheets, interview guides, audio recordings, and media documentation notes developed based on relevant indicators related to LEA implementation. For data analysis, this study used the Triangulation analysis model by Miles and Huberman, with data reduction, data presentation, and closing by drawing conclusions. The results of this study are expected to provide insight into a clear picture of its implementation.
Copyright (c) 2026 Ahlan Fadil Basra, Sri Suci Suryawati, Sugeng Riyadi https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students’ Attitudes toward British, American, and Indonesian English Accents at Tadulako University
This study explores English as a Foreign Language (EFL) students’ attitudes toward British, American, and Indonesian English accents at Tadulako University, as well as the internal and external factors influencing their preferences. Employing a qualitative descriptive design, this research involved five undergraduate students from the English Education Study Program, with three selected for in-depth semi-structured interviews. Data were collected through informal observation, interviews, and field notes, and analyzed using thematic analysis based on Braun and Clarke’s framework. The findings reveal that students prioritize clarity and intelligibility as the most important characteristics of a good English accent, particularly in academic communication. While British and American accents are perceived as more fluent, prestigious, and associated with higher language proficiency, Indonesian English accent is valued for its familiarity and role in representing cultural identity. Additionally, students’ attitudes are shaped by social expectations, peer perceptions, and exposure to media, which often create pressure to adopt native-like accents. Despite this, participants generally recognize that effective communication does not require imitation of native speakers. This study highlights the complexity of students’ attitudes, which balance admiration for native accents with acceptance of local identity. It supports the perspective of English as an International Language (EIL), emphasizing intelligibility over native-like pronunciation. The findings suggest the importance of fostering inclusive language teaching practices that promote confidence, respect accent diversity, and prioritize communicative effectiveness in EFL classrooms.
Copyright (c) 2026 Indah Maharani, Sriati Usman, Fadhilah Zamzam https://creativecommons.org/licenses/by-sa/4.0
Student Engagement in Academic Reading Viewed through Predicting, Previewing, and Anticipating Processes
Academic reading is a fundamental component of higher education, particularly for English as a Foreign Language (EFL) students who are frequently required to engage with complex academic texts. However, many students experience difficulties in understanding such texts due to limited use of effective reading strategies. This study aims to examine students’ engagement in academic reading through the implementation of three pre-reading and during-reading strategies: previewing, predicting, and anticipating. The research employed a descriptive approach involving ten university students as participants. Two instruments were used to collect data, reading comprehension tasks and a questionnaire. The reading tasks were designed to assess how students applied previewing, predicting, and anticipating strategies while interacting with an academic text, whereas the questionnaire measured students’ perceptions of the usefulness of these strategies using a Likert-scale format. The findings indicate that previewing helped most students identify the general topic and activate relevant prior knowledge before reading the text. In the prediction task, eight out of ten students were able to generate reasonable expectations about the content based on textual clues such as the title and accompanying images. Furthermore, the majority of participants successfully anticipated possible outcomes or conclusions after completing the reading activity, suggesting an increased level of engagement with the text. The questionnaire results also revealed generally positive perceptions toward the strategies, with most mean scores exceeding 3.5, indicating that students considered previewing, predicting, and anticipating helpful in supporting their comprehension of academic texts. Nevertheless, some students still encountered difficulties in making precise predictions and consistently applying these strategies throughout the reading process. Overall, the study suggests that integrating structured reading strategies such as previewing, predicting, and anticipating into academic reading instruction can promote more strategic engagement and improve students’ comprehension of academic texts in EFL contexts.
Copyright (c) 2026 Magvirah Octasary, Nahdawati, Hujaefa Hi. Muhammad https://creativecommons.org/licenses/by-sa/4.0
Developing Interactive Speaking Flashcards Integrated with Revised Bloom’s Taxonomy for Junior High School Students
Speaking remains a challenging skill for junior high school students in English as a Foreign Language (EFL) context, as classroom activities often emphasize lower-order cognitive tasks and provide limited support for structured oral expression. This study aimed to develop interactive speaking flashcards integrated with Revised Bloom’s Taxonomy to facilitate HOTS-oriented speaking tasks, specifically analyzing (C4), evaluating (C5), and creating (C6). Using a Research and Development (R&D) approach, the study produced three types of flashcards, story/scenario, multiple-choice, and game-based, designed to guide students through cognitively structured speaking activities. The product was validated by experts and implemented in a small-scale classroom tryout. Expert validation results showed that the flashcards achieved valid to very valid categories, with mean scores of 3.47 (language), 4.53 (media), and 4.20 (content), supported by acceptable content validity based on Aiken’s V. Classroom implementation indicated that the flashcards were practically usable within a 25-minute lesson, as all implementation indicators were fulfilled (100% observation score). Students’ responses, measured through a Self-Determination Theory–based questionnaire, showed high agreement across autonomy (M = 3.93), competence (M = 3.92), and relatedness (M = 3.90). Overall, the findings indicate that the developed flashcards are feasible and practical instructional media for supporting structured, HOTS-oriented speaking tasks in junior high school EFL classrooms.
Copyright (c) 2026 Ferry Desryananda, Bambang Irfani, Zakiyah https://creativecommons.org/licenses/by-sa/4.0
Teacher Pedagogical Practices and Students’ Experiences in Narrative Text Writing Using Canva: A Case Study at Ma Miftahul Ulum Bettet
This study aims to examine teachers’ pedagogical practices in teaching narrative writing using Canva and to explore students’ learning experiences in the classroom. This study employs a qualitative approach with a case study design conducted at MA Miftahul Ulum Bettet. Data were collected through classroom observations and semi-structured interviews involving one English teacher and 30 students. Observations were conducted to identify the stages of pedagogical practices implemented during the learning process, while interviews were conducted to gain a deeper understanding of students’ learning experiences. Data were analyzed using thematic analysis to identify patterns and main themes related to pedagogical practices and student engagement. The results indicate that the teacher implemented various pedagogical practices, such as introductory activities, modelling, collaborative learning, scaffolding, independent writing, and providing feedback, reflecting interactive and student-cantered learning. Furthermore, the use of Canva enhances student engagement, creativity, and the ability to organize ideas when writing narrative texts. This study contributes to the development of pedagogical practices in EFL instruction by emphasizing the importance of technology integration to create more effective and meaningful learning.
Copyright (c) 2026 Kamilatul Unsa Unsa, Rini Listiyowati, Linta Wafdan Hidayah https://creativecommons.org/licenses/by-sa/4.0
The Use of Quizizz in EFL Classroom: Students’ Perceptions and Learning Outcomes at Junior High School
This study aims to examine students’ perceptions and learning outcomes on the use of Quizizz in an English as a Foreign Language (EFL) classroom at MTsN 1 Boalemo. This research employed a mixed-method approach with an explanatory sequential design. The participants were 31 students selected through purposive sampling. Data were collected using a questionnaire, pre-test and post-test, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, N-Gain, paired sample t-test, and Cohen’s d, while qualitative data were analyzed descriptively. The findings revealed that students demonstrated a high level of perception toward the use of Quizizz (M = 3.44), indicating that the platform is useful, engaging, and easy to use. The learning outcomes improved significantly, with the mean score increasing from 62.8 to 81.6 and learning mastery rising from 34% to 87%. The N-Gain score was 0.51 (moderate), the t-test indicated a significant difference (p < 0.05), and the effect size was very large (d = 2.42). The instrument was also proven valid and highly reliable (α = 0.91). However, some challenges were identified, particularly unstable internet connectivity. It can be concluded that Quizizz is an effective tool to enhance students’ engagement and learning outcomes in EFL classrooms.
Copyright (c) 2026 Syahril Nur, Karmila Machmud, Harto Malik, Muziatun, Sartin Miolo https://creativecommons.org/licenses/by-sa/4.0