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Decree No. 295/C/C3KPT/2026 on 2 January 2026 Before Submit Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to IDEAS.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. 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
The Effect of Using English Songs by Olivia Dean through Spotify on Students’ Vocabulary Mastery at Vocation High School
This study aims to investigate the effect of using English songs by Olivia Dean through Spotify on students’ vocabulary mastery at SMK Negeri 1 Tenggarong. Vocabulary mastery is an essential component for supporting both academic achievement and workplace communication in vocational contexts, yet conventional instruction often lacks engagement. This study employed a quantitative one-group pre-experimental pretest–posttest design involving 34 eleventh-grade students from the Accounting and Financial Institution program selected through purposive sampling. The instrument was a fill-gap lyric vocabulary test based on the song “So Easy (To Fall In Love).” Data were collected through a pretest, four treatment sessions, and a posttest, and analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. The results show a significant improvement in students’ vocabulary mastery, with mean scores increasing from 57.06 in the pretest to 92.35 in the posttest (Z = -5.125, p < 0.05, r = 0.879). The effect size indicates a very strong impact. These findings demonstrate a significant pedagogical impact of integrating structured song-based instruction through digital platforms. In practice, vocational EFL teachers can incorporate lyric-based listening activities and repeated exposure through streaming platforms to support effective and engaging vocabulary learning.
Copyright (c) 2026 Raifhannisa Adiibah Alvan, Ade Ismail Ramadhan Hamid, Abdul Halim https://creativecommons.org/licenses/by-sa/4.0
Teacher Perception of Using Posters in Teaching English Vocabulary to Slow Learners
Vocabulary is an important foundation in learning English, but it becomes a particular challenge for slow learner students who require a more structured visual approach and repetition. This study aims to explore teachers’ perceptions of the use of posters in teaching English vocabulary to slow learner students in an inclusive elementary school. A descriptive qualitative design was used with one third-grade English teacher as a participant selected purposively. Data were collected through non-participatory observation, semi-structured interviews, and documentation, then analyzed using thematic analysis by Braun and Clarke (2006). The results of the study found two main themes: first, the teacher has a positive perception of the effectiveness of posters in helping slow learner students understand vocabulary, increasing learning motivation, and strengthening memory through a poster rotation system every two to three weeks adjusted to the frequency of English learning once a week; second, the teacher faces challenges in limited time for media preparation and classroom management with students of different learning ability backgrounds. This study concludes that posters are a relevant medium and responsive to the learning needs of slow learner students, and the recommendations include the need for more adequate institutional support so that their implementation can run optimally and sustainably.
Copyright (c) 2026 Dian Fanny Sarahseti, Ernita Daulay https://creativecommons.org/licenses/by-sa/4.0
The Use of Poster Presentation as a Speaking Technique in Health-Issue Based Instruction: A Study of Public Health Students
This study investigated the use of poster presentation in health-issue-based speaking instruction and examined its effect on the speaking ability of Public Health students. The study employed a pre-experimental one-group pretest-posttest design involving 22 beginner-level Public Health students at Universitas Pancasakti Makassar, Indonesia. The treatment was conducted over eight meetings, with each meeting lasting 2 × 45 minutes, and focused on the topic of healthy and unhealthy food. Students prepared and orally presented posters as part of the instructional activities. Speaking performance was assessed by two raters using an analytic rubric adapted from Brown (2004), covering fluency, pronunciation, grammar, vocabulary, and comprehensibility. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired sample t-test, and Cohen’s d. The findings showed that the students’ mean speaking score increased from 60.83 in the pre-test to 64.06 in the post-test, with a mean difference of 3.23. The paired sample t-test revealed a statistically significant difference between the two scores (t = 4.163, df = 21, p < .001). The effect size analysis yielded Cohen’s d = 0.89, indicating a relatively strong within-group effect, although the raw-score improvement remained modest. These findings suggest that poster presentation can serve as an effective instructional strategy for improving speaking performance by helping students organize ideas, prepare content, and communicate information more clearly. The study also shows that integrating health-related topics into speaking instruction can make learning more contextual, meaningful, and relevant to Public Health students’ academic and professional needs.
Copyright (c) 2026 Ahsan Muzri.S, Muzdalifah Mahmud, La Sunra https://creativecommons.org/licenses/by-sa/4.0
Exploring Authentic Assessment Strategies for EFL Speaking: The Experience of an Indonesian High School Teacher at Senior High School
This study aims to explore how an EFL teacher at SMA (SLUA) Saraswati 1 Denpasar designs and implements authentic speaking assessment under Curriculum Merdeka, which emphasizes competency-based and student-centered learning through meaningful real-life tasks. The study also identifies the challenges encountered during the assessment process. Employing a qualitative descriptive design, the research focused on one Grade XI class consisting of 20 students across three classroom meetings. Data were collected through classroom observations and semi-structured interviews with the teacher. The findings reveal that authentic speaking assessment was implemented through real-life-based tasks, including pair interviews, individual presentations, and role-plays on ordering food at a restaurant. These tasks were supported by analytic rubrics assessing fluency, pronunciation, vocabulary, grammar, and confidence. The use of pair work and direct feedback increased students’ engagement and confidence in speaking activities. However, several challenges were identified, including limited instructional time, large class size, limited integration of technology, insufficient formal training in assessment literacy, and limited practical guidance from the curriculum. Despite these constraints, the teacher demonstrated adaptive pedagogical creativity in aligning assessment practices with the principles of Curriculum Merdeka. The study highlights the need for stronger institutional support, professional development, and clearer assessment guidelines to ensure the effectiveness, consistency, and fairness of authentic speaking assessment in Indonesian secondary schools.
Copyright (c) 2026 Anak Agung Ayu Mas Sukmawati, Luh Putu Artini, Putu Suarcaya, Ni Putu Era Marsakawati https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Applying the Project Based Learning Model in Teaching the Writing Elements of Procedural Texts Based on the Local Wisdom of Sengkang Silk Sarongs among Eleventh Grade Students of SMK Negeri 1 Wajo. This study aims to determine the effectiveness of the Project Based Learning (PjBL) model in teaching the writing elements of procedural texts based on the local wisdom of Sengkang silk sarongs among eleventh-grade students of SMK Negeri 1 Wajo. This research employed a quantitative approach with a pre-experimental design (one-group pretest-posttest design). The subjects were 32 students of the Computer and Network Engineering Department (TKJ) selected through purposive sampling. Research instruments included observation sheets for teacher and student activities and a writing skills test for procedural texts. Data were analyzed using descriptive statistics and t-tests to examine the difference between pretest and posttest results. The findings revealed a significant improvement in students’ ability to write procedural texts after the implementation of the PjBL model based on the local wisdom of Sengkang silk weaving. The posttest scores were higher than the pretest scores, indicating that the PjBL model effectively enhanced students’ writing skills. Moreover, this model fostered active participation, creativity, and cultural awareness among students. Integrating local wisdom into the learning process provided more meaningful and contextual learning experiences while contributing to the preservation of regional cultural values.
Copyright (c) 2026 Nurmilasari, Muh. Safar, Andi Tenri Sua, Ilma Rahim https://creativecommons.org/licenses/by-sa/4.0
Transformation Of Verbal Transformation of Verbal Skills Through the Station Rotation Learning Model: A Quantitative Analysis of Students' Verbal Fluency.
This study aims to examine the effectiveness of the Station Rotation Blended Learning Model in improving the maharat al-kalam (Arabic speaking skills) of 10th-grade students at MA Plus Keterampilan Hasyim Asy'ari Tegaldelimo. This study is a quasi-experimental study using a non-equivalent control group pretest-posttest design. A total of 60 10th-grade students were divided into two groups: the experimental group (n=30), which received instruction through four rotating stations (Teacher, Multimedia, Collaboration, and Creativity), and the control group (n=30), which received conventional instruction. The speaking test instrument was based on ACTFL standards. Quantitative data were analyzed using a paired-sample t-test, Cohen’s d effect size, and N-Gain. Thematic analysis of observation notes and interviews revealed increased self-confidence and reduced speaking anxiety in the experimental group. The Rotating Station Blended Learning Model proved to be effective and statistically significant in improving Arabic speaking skills. This model offers a creative solution to address low oral production skills in foreign language learning.
Copyright (c) 2026 lulu'ul malichah, Abdul Basith https://creativecommons.org/licenses/by-sa/4.0
Office Management Literacy and Writing Skills in Supporting the Career Development of Professional Administrative Staff at Senior High School
Office management plays a crucial role not only in administrative management but also in the professional development of administrative staff in educational institutions. This study aims to analyze the role of office management in enhancing the competencies and supporting the career development of administrative staff at SMAN 01 Pesanggaran. This study employs a descriptive qualitative approach with the subjects being the school principal, the head of administration, and administrative staff. Data were collected through in-depth interviews, observations, and documentation, then analyzed using an interactive model (reduction, presentation, and drawing of conclusions). Data validity was tested through triangulation of techniques and sources. The results of the study indicate that the POAC functions (planning, organizing, actuating, and controlling) in office management—through clear task allocation, ongoing training, the use of technology, and routine performance evaluations—can enhance the professionalism and career development of administrative staff. The limitations of administrative workload are a barrier to the career development of administrative staff. This provides empirical evidence that office management is not merely technical in nature but constitutes a human resource (HR) development strategy within schools. It demonstrates that the POAC functions can be adapted as strategic work to build career paths for administrative staff, an area that has received insufficient attention in educational management studies. It identifies that workload constraints need to be managed systematically so that competency development is not disrupted—a practical finding for educational institution leaders.
Copyright (c) 2026 Hanna Virda Zakiyah, Lutfi Wakhid https://creativecommons.org/licenses/by-sa/4.0
The Construction of Discursive Authority of Female War Survivor Portrayed in Salt to the Sea
This paper analyzes the attainment of discursive authority of war survivors portrayed in Ruta Sepetys’ Salt to the Sea. One of the main characters, Emilia, is constructed by the narrator as a resilient young Polish woman who experiences sexual violence during World War II. However, the narrative concludes with her death in the sinking of Wilhelm Gustloff, raising questions about the limitations of female agency in war narratives. Through Susan Lanser’s feminist narratology, this study first analyzes the narrative voices employed by the war survivor. It further examines how these voices contribute to the construction of discursive authority within the novel. Furthermore, the paper explores the limitations of female discursive authority, particularly through the portrayal of Emilia’s death. Using qualitative methods, the primary data consist of narrations or utterances that represent experiences of oppression, forms of resistance, and the construction of female identity within patriarchal wartime structures. The findings reveal that Emilia’s character achieves discursive authority through personal and communal voices. However, this authority remains constrained by larger social and power structures. Emilia’s death demonstrates that obtaining voice does not necessarily guarantee complete freedom from patriarchal silencing. Therefore, this study contributes to feminist narratology by foregrounding the limitations of discursive authority in war narratives.
Copyright (c) 2026 Dianita Atika Putri, Karina Hanum Luthfia https://creativecommons.org/licenses/by-sa/4.0
Students’ Strategies for Managing Speaking Anxiety in English-Medium Science Classrooms
Speaking anxiety can still be considered one of the common challenges experienced by learners of English as a foreign language (EFL), especially in English-medium instruction (EMI) classrooms where students are required not only to understand subject content but also to express their ideas in English at the same time. Although many previous studies have discussed the causes of speaking anxiety, only a limited number of studies have explored how students actually manage this anxiety during classroom interaction. Therefore, this study attempts to explore students’ experiences of speaking anxiety as well as the strategies they use in an English-medium science classroom. This study employed a qualitative descriptive approach involving ten eighth-grade students selected through purposive sampling. The data were collected through semi-structured interviews and then analyzed using thematic analysis. The findings indicate that students’ speaking anxiety is influenced by several factors, which include language difficulties, challenges in explaining scientific concepts, and classroom conditions. At the same time, it was also found that students actively use various strategies to cope with these difficulties, such as preparation, simplifying explanations, self-correction, the use of gestures, code-switching, and self-regulation. Based on these findings, it can be understood that speaking anxiety in EMI science classrooms should not only be seen as a problem, but also as part of the learning process, since students do not simply experience anxiety but also respond to it in order to maintain their participation.
Copyright (c) 2026 M. Raehan Baist Rizki, Alief Noor Farida https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Eighth-Grade Students’ Reading Comprehension Test of Narrative Folktale at Junior High School
Reading comprehension is a crucial skill EFL learners, yet many Indonesian junior high school students continue to struggle with understanding narrative texts, particularly in identifying main ideas, interpreting vocabulary in context, and making inferences. This study aims to describe the reading comprehension ability of eighth-grade students at SMP Qur’an Labbaik Kuburaya in understanding narrative folktale texts. A descriptive quantitative design was utilized, incorporating 30 students chosen through purposive sampling. Taken a 30-item multiple-choice test to find out the data. There were six parts to the test: main idea, particular information, order of events, reference terms, terminology in context, and making inferences. The results showed that the average score for the students was 72.22, which is a good number. The range of scores, from 46.67 to 93.33, shows how different the students' reading skills were. Literal comprehension tests showed that students did well, especially when it came to identifying specific information and remembering how events happened. This suggests that familiar folktale content helped students understand explicit literary features. However, the weakest performance was found in vocabulary in context and inference questions, suggesting that students encountered difficulties in deriving word meaning and interpreting implied ideas. These findings imply that although culturally familiar folktale narratives help support comprehension, instructional practices need to provide more emphasis on vocabulary development and inferential reasoning to further enhance students’ reading proficiency. The results are expected to be useful for teachers in designing reading instruction that integrates culturally relevant materials while focusing on higher-order reading skills.
Copyright (c) 2026 Dhea Arinda Salsabila, Yohanes Gatot Sutapa Yuliana, Dwi Riyanti https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Froggy Jump Game in Educaplay Media on Students’ Vocabulary Mastery
Vocabulary mastery is a foundational element of English language acquisition, yet many learners continue to struggle with it in classroom settings. This study explored how the Froggy Jump game, accessed through Educaplay media, affected vocabulary mastery among seventh-grade students at SMP Negeri 1 Botupingge. A quantitative approach was employed using a one-group pre-test and post-test design. Twenty-eight students from class 7A were selected as the sample through purposive sampling from a population of 246 students across three grade levels. The intervention was conducted over six meetings, with a vocabulary test administered before and after the treatment to measure learning gains. A significant difference between pre-test and post-test scores was established through paired-sample t-test analysis, which returned a p-value of 0.000, considerably lower than the 0.05 significance threshold. The mean score improved markedly from 45.57 to 85.57, demonstrating a substantial gain in vocabulary mastery. These findings confirm that the use of the Froggy Jump game had a positive and meaningful effect on students' vocabulary learning outcomes. The findings of this study strengthen existing scholarly evidence regarding the effectiveness of game-based digital media in EFL instruction, while also offering actionable implications for language educators seeking to enhance student engagement and vocabulary acquisition through technology-integrated learning.
Copyright (c) 2026 Rahmat Aditya Mahmud, Rasuna Talib, Moh. Syahrun Ibrahim, Karmila Machmud, Titien Fatmawaty Mohammad https://creativecommons.org/licenses/by-sa/4.0
Repair Strategies in Conversation between Father and Child in The Spilt Milk Podcast
This research investigates the use of repair between father and child in the Spilt Milk Podcast. It classifies the types of repair strategies used by the father and the child in their conversation. Utilizing Schegloff, Jefferson, and Sacks's (1977) theory of repair organization, a qualitative method was applied. The data were collected through purposive sampling from a total of 178 episodes, which were grouped into three phases based on broadcast order: the early phase (Episodes 1-59), the middle phase (Episodes 60-119), and the final phase (Episodes 120-178). Five episodes were taken from each phase, resulting in Fifteen episodes analyzed in total. From a total of 43 data points found, the analysis focused on the most representative data points with characteristics specific to each type of repair. The most frequently used repair was Other-Initiated Other-Repair (OIOR), followed equally by Self-Initiated Self-Repair (SISR) and Other-Initiated Self-Repair (OISR), while the least frequent was Self-Initiated Other-Repair (SIOR). The findings suggest that OIOR was predominantly used by the father as a mechanism for supporting the child's language development through correction, reformulation, and vocabulary provision in naturally occurring daily interactions.
Copyright (c) 2026 Rifaa Ghassani Rahman, Pepen Priyawan, Erfan M. Fauzi https://creativecommons.org/licenses/by-sa/4.0
Nature-Based Metaphors in Selected Niki’s Song Lyrics: A Semantic Study of Emotional Expression
This article examines the use of nature-based metaphors in the lyrics of five NIKI songs – “Anaheim,” “Backburner,” “Oceans & Engines,” “Autumn,” and “La La Lost You.” This study aims to identify, classify, and interpret the emotional functions of nature-based metaphors, specifically ocean, fire, storms, and seasonal cycles, to articulate various emotional states, including grief, unrequited love, and the search for autonomy. Based on Lakoff and Johnson's Conceptual Metaphor Theory, this study views metaphors not merely as stylistic ornaments but as cognitive mechanisms that help listeners understand abstract emotional states through concrete natural phenomena. Using qualitative descriptive methods, the analysis reveals that NIKI's use of connotative language transforms subjective experiences into universal emotional narratives. The results identified a total of 101 nature-based metaphorical expressions across the selected songs. The findings reveal three main types of metaphors: ontological metaphors (46.5%), structural metaphors (38.6%), and orientational metaphors (14.8%). Ontological metaphors are the most common, demonstrating a lyrical strategy for materializing abstract internal pain into tangible substance. Semantically, NIKI utilizes the domain of nature. These metaphors enrich emotional expression: for example, the fire metaphor deepens the nuances of emotional intensity, while the water and sky metaphors communicate longing, sadness, or relief. A comparison between the songs reveals how each metaphor highlights different emotional patterns, yet they are conceptually related.
Copyright (c) 2026 Asna Pratiwi, Christianti Tri Hapsari Hapsari https://creativecommons.org/licenses/by-sa/4.0
The Conceptual Metaphors and Frames of Happiness in Kimiya al-Sa‘adah: A Cognitive-Linguistic Study
The study examines the conceptual metaphors and frames found in a work by Imam al-Ghazali, Kimiya al-Sa‘adah. The analysis employs Conceptual Metaphor Theory (CMT) and frame analysis, using a qualitative descriptive method. The purpose of this study is to identify the conceptualization of “happiness” in the Islamic classical text and to contribute to cognitive linguistics. Based on the findings, the study identifies at least eight conceptual metaphors: HAPPINESS IS PURIFICATION, HAPPINESS IS CLOSENESS TO GOD, HAPPINESS IS SPIRITUAL GROWTH, HAPPINESS IS DEVOTIONAL INTIMACY, HAPPINESS IS DIVINE LOVE THAT GROWS, HAPPINESS IS REUNITING WITH GOD, HAPPINESS IS SELF-DISCIPLINE, and HAPPINESS IS AN ETERNAL SPIRITUAL JOURNEY. These conceptual metaphors form four frames through their underlying cognitive structures: self-purification, divine proximity, spiritual ascent, and eschatological reunion. From these findings, the researchers conclude that Imam al-Ghazali does not define happiness as worldly pleasure alone, but as the culmination of spiritual purification that leads a person back to God.
Copyright (c) 2026 Nur Khofifah Saadiah, Sailal Arimi https://creativecommons.org/licenses/by-sa/4.0
Exploring the Manifestations of English Speaking Anxiety in a Drama Performances
This study investigates students’ speaking anxiety in drama-based speaking tasks in an English as a Foreign Language (EFL) classroom, focusing on its multidimensional manifestations and impact on performance. Using a convergent parallel mixed-methods design, data were collected from eleventh-grade students through questionnaires, classroom observations, and semi-structured interviews. The findings reveal that speaking anxiety manifests across emotional, cognitive, physical, and behavioral dimensions, with cognitive anxiety being the most dominant. Students frequently experienced memory lapses, loss of concentration, and reduced fluency during performance. In addition, anxiety persisted after the performance, particularly during video reflection. These findings indicate that while drama activities can enhance engagement, they may also intensify performance-related anxiety. Therefore, it is important for teachers to implement supportive strategies that address both cognitive and emotional aspects of anxiety to improve students’ speaking performance.
Copyright (c) 2026 Salsabila Balqis, Suciana Wijirahayu https://creativecommons.org/licenses/by-sa/4.0
Exploring English Department Students' Perceptions of Character AI in Enhancing Speaking Fluency: A Case Study
In the era of rapid technological advancement, English-speaking fluency has become an essential skill for EFL learners. However, many students still face difficulties in developing speaking fluency due to limited opportunities for practice and psychological barriers such as anxiety and lack of confidence. This study explores English Department students’ perceptions of the use of Character AI in enhancing speaking fluency. This research employed a qualitative case study design involving ten students from Universitas Negeri Semarang. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings reveal that Character AI positively contributes to students’ speaking development by improving fluency, enriching vocabulary, and increasing confidence through a low-anxiety learning environment. In addition, the AI functions as a scaffolding partner that supports students in maintaining conversations and provides flexible opportunities for independent practice. However, several challenges were identified, including technical issues, limited features, occasional inaccuracies, and a lack of emotional interaction. Overall, Character AI is considered a useful supplementary tool for improving speaking fluency. These findings suggest that Character AI can serve as an effective supplementary tool in EFL speaking instruction when integrated with human interaction.
Copyright (c) 2026 Indaha Nawaya Kafabina, Hendi Pratama https://creativecommons.org/licenses/by-sa/4.0
Vocabulary Learning Strategies Possessed by an Indonesian EFL Undergraduate Student During Authentic Novel Reading: A Qualitative Case Study
Vocabulary acquisition constitutes one of the most demanding dimensions of English as a Foreign Language (EFL) learning, particularly within environments where authentic exposure to the target language is constrained. This qualitative case study investigates the vocabulary learning strategies (VLS) employed by an Indonesian EFL undergraduate student when engaging with an authentic literary text—specifically Franz Kafka's The Metamorphosis. Guided by the first research question regarding what vocabulary learning strategies the learner possesses during novel reading, the study draws upon Schmitt's (1997) taxonomic framework and Nation's (2001) cognitive processing model as theoretical foundations. Data were gathered through non-participant observation sessions and semi-structured in-depth interviews, supplemented by documentary evidence comprising the participant's written annotations and personal vocabulary records. Findings reveal that the participant employed a multi-layered repertoire of strategies, encompassing contextual inference, selective dictionary consultation, deliberate re-reading, marginal annotation, and personal vocabulary list construction. Analysis further demonstrates that strategy selection was governed by the learner's appraisal of a word's narrative significance, the frequency of its recurrence across chapters, and the extent to which lexical uncertainty disrupted overall reading comprehension. These findings underscore the inherently individualized and context-sensitive nature of vocabulary strategy use during sustained literary reading among EFL learners in Indonesian higher education. Pedagogical implications center on the need to foster explicit strategic awareness within EFL reading instruction, particularly through the integration of authentic literary texts as vehicles for vocabulary development.
Copyright (c) 2026 Hasnah Angreiny, Didik Santoso, Ernita Daulay https://creativecommons.org/licenses/by-sa/4.0
Teacher’s Strategies in English Vocabulary Instruction for Learners with Hearing Impairment at Special Education School
This study aims to explore teacher’s strategies in English vocabulary instruction for learners with hearing impairment at SLB Negeri Kota Gorontalo. It employed a descriptive qualitative design to gain an in-depth understanding of classroom practices in a natural setting. Data were collected through classroom observations and semi-structured interviews with an English teacher experienced in teaching learners with hearing impairment. The findings reveal five main strategies: (1) sign language, (2) visual media, (3) fingerspelling, (4) lip reading, and (5) drilling strategy. Sign language is the most dominant, serving as the primary medium to bridge students’ understanding of English vocabulary. Visual media, such as pictures and flashcards, support comprehension, while fingerspelling helps students recognize word structures. Lip reading facilitates pronunciation and articulation, and drilling strengthens memory through repetition. Therefore, more interactive, multimodal, and technology supported strategies are recommended to improve vocabulary acquisition and student engagement.
Copyright (c) 2026 Sarlan Hamid, Sri Agriyanti Mestari, Haris Danial https://creativecommons.org/licenses/by-sa/4.0
Exploring English Education Students' Perceptions and Practices of Using TikTok for English Learning
This study investigates the perceptions and practices of English education students toward the use of TikTok as a medium for learning English. As digital platforms increasingly shape students' daily lives, especially among Generation Z, TikTok's potential as an informal learning tool warrants scholarly attention. However, limited research explores how English education students perceive and apply it in their language learning, particularly within Indonesian higher education contexts. Therefore, this study aims to identify students' attitudes toward TikTok and describe how they integrate the platform into their English learning routines. Grounded in Mobile-Assisted Language Learning (MALL) theory, social constructivism, and the principles of learner autonomy and digital literacy, this mixed-method study involved 12 second-semester English education students at Universitas Islam Malang. The purposive sample size was determined based on saturation principles appropriate for qualitative research, consistent with thematic analysis methodology. Data were collected through online questionnaires and semi-structured interviews with four selected participants. Thematic analysis examined students' perceptions, preferred content, strategies, and challenges in using TikTok for English learning. Findings revealed that all 12 students (100%) perceived TikTok as a valuable tool for vocabulary acquisition, while 11 students (92%) considered it educationally useful. Students generally viewed TikTok positively as an enjoyable, flexible, and motivating platform, with 83% reporting enhanced motivation to learn English. They accessed English content related to vocabulary, pronunciation, grammar, and speaking during leisure time, adopting strategies such as saving videos, rewatching content, mimicking pronunciation, and engaging through comments. However, distractions, rapid content flow, and questionable material accuracy were identified as challenges. In conclusion, TikTok demonstrates strong potential as a supplementary learning tool that promotes autonomous, digitally literate, and engaging English learning when used critically and purposefully. These findings contribute to the growing body of MALL literature and highlight the significance of informal digital learning environments in contemporary language education.
Copyright (c) 2026 shinta liana, Muhammad Yunus, Dwi Fita Heriyawati https://creativecommons.org/licenses/by-sa/4.0
Anaphora and Cataphore Analysis in the Indonesian Film Dialogue "Dia Angkasa" Pragmatic Study
This study aims to analyze and describe the form and function of anaphora and cataphore in the dialogue of the film "Dia Angkasa", a pragmatic study. Despite its popularity, this film is still a topic that is not explored as an object that has not been studied academically, especially in pragmatic studies, and the combination of concepts between anaphora and cataphore with a pragmatic approach in one study is a potential for new research. The method used is qualitative with a descriptive approach, with data collection through listening, recording, and dialogue documentation techniques in the film. The data analysis technique in this study uses techniques from the Miles and Huberman approach, namely data reduction, data presentation, and conclusion drawn. The results of the research data findings show that this film uses twelve anaphora references which are divided into six persona pronouns, and six demonstrative pronouns. Meanwhile, the cataphore reference has seven data divided into six persona pronouns, and one demonstrative pronoun. These two references have a function to avoid repeating the same words so as to create language efficiency, maintain the continuity of the storyline, and in each form the pronoun has a different function, where the persona pronoun refers to one or more people in the scope of the conversation, while the demonstrative pronoun becomes a tool to point to something that has already been mentioned or that will just be mentioned. Thus, this study illustrates those pragmatic elements, especially anaphora and cataphores, play a major role in creating deep meaning, as well as maintaining the continuity of the story, and making language efficient.
Copyright (c) 2026 Siti Musdalifah Abd. Gani, Yunidar, Arum Pujining Tyas Tyas, Syamsudin, Ulinsa https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Voices on the Transition from Curriculum 2013 to Kurikulum Merdeka in Indonesian Elementary Schools
Curriculum reform is a continuous process aimed at improving educational quality and responding to evolving societal needs. In Indonesia, the transition from Curriculum 2013 (K13) to Kurikulum Merdeka represents a major shift toward flexible, competency-based learning. However, the success of such reforms largely depends on teachers who serve as the primary implementers of curriculum policies. This study aims to explore elementary school teachers’ perceptions, challenges, and recommendations regarding the transition from K13 to Kurikulum Merdeka in Kendari, Indonesia. The research employed a descriptive survey design involving 31 public elementary school teachers who had experience teaching under both curricula. Data were collected through a structured questionnaire consisting of 25 items and analyzed using descriptive statistics and thematic analysis. The findings indicate that most teachers perceive Kurikulum Merdeka positively, particularly appreciating its flexibility in lesson planning and its emphasis on essential learning content. Nevertheless, teachers reported several challenges during implementation, including limited time, insufficient training, and inadequate school resources. Despite these challenges, the majority of respondents expressed strong support for the new curriculum and believed it has the potential to improve the quality of learning. Teachers also recommended increased professional development opportunities, collaborative teacher forums, and clearer implementation guidelines from education authorities. These findings highlight the importance of incorporating teachers’ voices into curriculum reform processes to ensure sustainable and effective implementation of Kurikulum Merdeka.
Copyright (c) 2026 Novita Purnamasari Rahayu, Andi Rachmawati Syarif, Syarif Amin, Maulina, Sam Hermansyah https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence Application in English Writing Class: Students’ Perception and Experiences
This study aims to examine students’ perceptions and experiences regarding the application of Artificial Intelligence (AI) in writing English classes. A mixed-methods approach was used to conduct this study. The population and sample consisted of students from English Language Education Study Programs at Muhammadiyah University of Bengkulu, UIN Raden Mas Said Surakarta, and IAIN Curup, with a total of 43 students. Questionnaires and interview were used as instrument to address the research questions. Questionnaires were distributed to 43 students, while only 5 students were interviewed. The data were analyzed both quantitatively and qualitatively. For quantitative analysis, the data were analyzed using simple calculations involving percentages and mean values. For the qualitative data, coding methods were employed. Based on the research findings, students generally expressed positive perceptions toward the use of ChatGPT in writing instruction. The results indicate that ChatGPT contributes to students’ interest, motivation, engagement, and confidence in writing activities. Many students also believe that ChatGPT helps improve understanding, organize ideas, and enhance the overall quality of the learning experience. Additionally, some students view ChatGPT as a useful tool to support academic goals and future career development. However, not all students show a strong preference for using ChatGPT over conventional learning methods, as some remain neutral or are unsure of its effectiveness. Overall, although ChatGPT has potential as a tool to support EFL writing instruction, its effectiveness remains dependent on individual students’ preferences and experiences.
Copyright (c) 2026 Amanda Ramadaniza, Ari Andre Rianyansa https://creativecommons.org/licenses/by-sa/4.0
University Students' Tendency to Use Educational Videos for English Learning
The rapid development of digital technology has transformed English as a Foreign Language (EFL) learning through the integration of educational videos as flexible learning resources. While previous studies have mainly examined the effectiveness of educational videos and students’ perceptions of technology integration, limited attention has been given to students’ tendency to use educational videos and its relationship with learning engagement. Therefore, this study aimed to investigate university students’ tendency to use educational videos for English learning and examine its relationship with learning engagement. A quantitative correlational design was employed involving 100 students of the English Education Study Program at IAIN Parepare. Data were collected through a structured questionnaire and analyzed using descriptive statistics and Pearson Product-Moment Correlation. The findings showed that students demonstrated a high tendency to use educational videos (M = 3.84) and a high level of learning engagement (M = 3.58). Furthermore, a strong positive relationship was found between students’ tendency and learning engagement (r = .766, p < .001). These findings suggest that educational videos are closely associated with students’ engagement in English learning and provide insights into digital learning behavior within Technology-Enhanced Language Learning (TELL) environments.
Copyright (c) 2026 Miftahul Candrika Kumara Muslimah, Zulfah Fakhruddin https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception of Islamic Values Integration in English Language Teaching at an Islamic Junior High School
The integration of Islamic values into English language teaching is relevant in the context of education at Islamic schools. This study aims to examine students’ perceptions of the integration of Islamic values into English language teaching. This study employed a descriptive quantitative design supported by qualitative data. The participants were 20 eighth-grade students at an Islamic junior high school in Sumenep, Madura. Data were collected through a Likert-scale questionnaire and open-ended questions as supporting data. Quantitative data were analyzed using percentage distribution and mean scores, while the qualitative data were analyzed using simple descriptive method to support the quantitative results. The results of the study indicate that most students have a positive perception of the integration of Islamic values into English language learning. students’ perceptions of the integration of Islamic values were categorized as high, with a mean score of 4.04. Similarly, students’ interest in learning English was also categorized as high, with a mean score of 4.02. The distribution of responses indicates that most students selected "Agree" and "Strongly Agree" on most items. Further qualitative findings support these results, showing that students consider the integration of Islamic values to be meaningful, beneficial for character development, and helpful in understanding the learning material. However, some students indicated that variations in teaching methods are still needed to enhance engagement. Overall, this study concludes that integrating Islamic values into English language teaching (ELT) positively influences students’ perceptions and interest in learning, particularly within the context of Islamic-based education.
Copyright (c) 2026 Indawati, Nur Hidayanto Pancoro Setyo Putro https://creativecommons.org/licenses/by-sa/4.0
Toponymy of Street Name Changes in Gorontalo City: An Anthropolinguistic Approach and its Contribution to Indonesian Language Learning
Street naming, as part of odonymy studies, does not merely serve as a geographical marker but also represents history, cultural identity, and collective memory of the community. Although various studies on toponymy have been conducted, research specifically addressing street name changes in Gorontalo City from an anthropolinguistic perspective and their implications for Indonesian Language learning remains limited. This study aims to describe the relationship between street name changes and socio-cultural identity, analyze street name changes from a toponymy perspective, and explain their contribution to Indonesian Language learning. The study employs a descriptive qualitative method using observation, interview, and documentation techniques. Results show that street name changes in Gorontalo City are dominated by eponymic naming that uses names of national heroes, local figures, royal figures, and other influential persons. The change from Jalan Merdeka to Jalan Taki Niode and from Jalan Usman Isa to Jalan Raja Eyato reflects efforts to preserve local history and strengthen the cultural identity of the Gorontalo community. From an anthropolinguistic perspective, street names function as a medium for representing cultural values, collective memory, and reverence for figures of merit. The findings also indicate that toponymy studies can be utilized as contextual learning resources for biography texts, descriptive texts, and local culture-based literacy projects in Indonesian Language learning. Thus, street name changes are not merely administrative in function but also play a role in preserving cultural identity and developing education based on local wisdom.
Copyright (c) 2026 Sri Justevani, Dakia N Djou, Asna Ntelu https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Implementing the Project Based Learning Model in Teaching the Writing Element of Procedural Texts Based on the Local Wisdom of Sengkang Silk Sarong Among Eleventh-Grade Students of Vocation High School
Development of Adobe Flash-Based Learning Media Integrated with Local Wisdom to Improve Literacy, Learning Interest and Moral Character of Students in Integrated Islamic Elementary Schools
This study aims to develop interactive learning media based on Adobe Flash CS6 integrated with Malay Deli local wisdom to improve students’ learning interest and moral character in Islamic Religious Education (PAI) learning at an Integrated Islamic Elementary School. The background of this research is rooted in the limited use of innovative media in elementary Islamic education, where conventional teaching methods often lead to low student engagement and weak internalization of moral values. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The study was conducted at SD IT Ummi A’yuni, Perbaungan, North Sumatra, involving fifth-grade students, teachers, and expert validators. Data collection techniques included observation, interviews, questionnaires, validation sheets, and learning outcome assessments. The developed media integrated multimedia elements such as text, animation, audio, video, and interactive quizzes with local cultural values reflecting Malay Deli traditions, politeness, cooperation, and Islamic ethics. The findings revealed that the media achieved a high level of feasibility based on evaluations by media experts, language experts, and subject matter experts. Students demonstrated increased enthusiasm, participation, and understanding of moral concepts during the learning process. Furthermore, the use of Adobe Flash-based interactive media significantly enhanced students’ learning interest and strengthened their understanding of commendable moral behavior. The study concludes that integrating technology with local wisdom can create meaningful, contextual, and engaging learning experiences while simultaneously supporting character education in elementary Islamic schools. The findings also indicate that technology-based media can become an effective pedagogical innovation for strengthening Islamic values, student motivation, and culturally responsive education in the twenty-first century.
Copyright (c) 2026 Deni Hazmi, Siti Halimah, Yusnaili Budianti https://creativecommons.org/licenses/by-sa/4.0
Student’s Perception in Using Online Listening Media in Improving Listening Skills at Junior High School
This research aimed to investigate the junior high school students’ perceptions on the use of online listening media in improving their listening skills based on the Technology Acceptance Model (TAM). The study focused on three indicators; Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioral Intention to Use (BI). This research used a descriptive quantitative design where the data was gathered using a questionnaire as the main instrument. The population of this study consisted of ninth-grade, with 64 students as the sample. The data were analyzed using descriptive statistics in the form of frequencies and percentages. According to the results of the questionnaire, the conclusion is students demonstrated positive perception of the use of online listening media for English learning. Students also showed positive perceptions regarding usefulness, ease of use, and the intention to continue using online listening media. These findings indicate that online listening media such as YouTube and podcasts can support students’ listening comprehension, enhance learning effectiveness, and encourage independent learning, but also promote learner engagement and independent learning among junior high school EFL learners. Furthermore, the positive responses indicate that technology-assisted listening activities have the potential to increase students’ motivation and acceptance of digital learning media in English language learning contexts. This study is important because junior high school students are still developing their English listening abilities and require appropriate technological support to improve engagement and comprehension in language learning.
Copyright (c) 2026 Alfina Safitri, Alief Noor Farida https://creativecommons.org/licenses/by-sa/4.0
Teacher’s Elicitation Techniques in English for Nursing: A Classroom Interaction Analysis
This study describes the types of elicitation techniques used by an English teacher during classroom interaction in English for Nursing learning at SMK Negeri 1 Bulango Selatan. This research employed a qualitative case study design. Data were collected through five classroom observations and video recordings involving one English teacher who taught eleventh-grade nursing students. The data were analyzed using the qualitative data analysis model proposed by Miles and Huberman, including data condensation, data display, and conclusion drawing. The analysis was based on Tsui’s (1995) elicitation framework, which classifies elicitation into six types: elicit inform, elicit confirm, elicit agree, elicit commit, elicit repeat, and elicit clarify. The findings revealed that the teacher used four types of elicitation techniques, namely elicit inform, elicit confirm, elicit agree, and elicit repeat. Among these, elicit inform was the most dominant because the teacher frequently used informational questions to check students’ understanding and encourage participation during classroom interaction. The findings also showed that elicitation techniques contributed to increasing students’ participation in English for Nursing learning, although most students’ responses remained short and simple. In addition, elicit commit and elicit clarify were not identified during the observations, indicating that classroom interaction had not fully encouraged elaborative and critical communication. These findings suggest that elicitation techniques play an important role in supporting interactive communication and professional language learning in ESP nursing contexts. Keywords: elicitation techniques; classroom interaction; English for Nursing; English for Specific Purposes.
Copyright (c) 2026 Alpian Haju, Nurlaila Husain, Haris Danial https://creativecommons.org/licenses/by-sa/4.0
The Reintegration of Anomie Portrayed in Room by Emma Donoghue
This study analyzes the social conditions that drove Ma, the mother in Emma Donoghue's novel Room (2010), to attempt suicide after escaping seven years of captivity. The novel is narrated from the perspective of Jack, Ma's five-year-old son, whose viewpoint frames every event, including his mother's psychological breakdown after their escape. While previous research has mostly interpreted Ma's crisis as a continuation of captivity trauma, this study argues that her breakdown is better understood through Émile Durkheim's (1897/1951) concept of anomie the collapse of normative coherence that leaves an individual without a stable social foundation. Using qualitative literary analysis, this study closely examines the post-escape sections of the novel, focusing on Ma's encounters with her family, a medical clinic, and the media. The findings suggest that the conflicting expectations imposed simultaneously by these institutions render Ma's reintegration structurally destructive rather than restorative. Her suicide attempt thus emerges not as a private act of despair but as a social fact produced by her position within a current that fails to accommodate her new identity. Her survival, however, is sustained not by institutional recovery but by the relational bond between Ma and Jack, which functions as the novel's balancing structure. This study contributes a Durkheimian sociological reading of Room, an approach not yet developed in existing literary scholarship on the novel.
Copyright (c) 2026 Pamella Viviana Kusnadi, Karina Hanum Luthfia https://creativecommons.org/licenses/by-sa/4.0
Critical Discourse Analysis on Nadia Omara Podcast
This study aims to analyze the structure of discourse on Nadia Omara's podcast using the Critical Discourse Analysis (AWK) model of Teun A. Van Dijk. The focus of this research is to examine the macrostructure, superstructure, and microstructure in the podcast narrative, especially in the episode "Kalomba" from Central Sulawesi. This study uses a qualitative descriptive method with data in the form of narrative text obtained through direct observation of podcasts. The collection technique carried out is by collecting data by listening, watching, and taking notes, then followed by data analysis techniques using Van Dijk's social cognition approach and Miles and Huberman's interactive analysis model which includes data reduction, data presentation, and conclusion drawn. The results of the study show that in the macro structure, the main theme raised is the mystical experience experienced by a family in a remote area that reflects people's belief in folklore and urban legends. In the superstructure, it was found that podcasts are systematically arranged through introductions, content, and closing sections so that they are able to build tension and emotional engagement of listeners. Meanwhile, in the microstructure, the use of semantic elements (setting, detail, intent, and presumption), syntax (inductive and coherent sentences), as well as stylistic and rhetorical elements such as expressive diction, hyperbole, and rhetorical questions are found to be effective in strengthening the horror atmosphere.
Copyright (c) 2026 Muftiah, Ulinsa, Arum Pujining Tyas, Yunidar, Juliah Marfuah https://creativecommons.org/licenses/by-sa/4.0
Navigating the Silent Struggle: A Narrative Inquiry into EFL Teachers’ Problem-Focused Coping Strategies for Slow Learners
This study explores how EFL teachers apply problem-focused coping (PFC) strategies, such as instructional adaptation, material modification, and remedial support, when teaching slow learners in inclusive classrooms. The study addresses a gap in the literature by examining teachers’ coping strategies within the context of Indonesian inclusive EFL classrooms, an area that remains underexplored. Using a narrative inquiry approach, the study involved two female EFL teachers from a private inclusive school in Medan, Indonesia, selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews focusing on teachers’ professional experiences in managing heterogeneous classrooms. The data were analyzed using thematic analysis based on Braun and Clarke’s framework. The findings reveal that teachers actively adjusted instructional practices, modified learning materials, and implemented remedial activities to address slow learners’ cognitive challenges. These strategies not only enhanced students’ classroom engagement but also helped reduce teachers’ emotional burden. The study highlights the importance of strengthening inclusive education training for EFL teachers to support the effective implementation of active coping strategies in diverse classroom settings.
Copyright (c) 2026 Rodiatul Audiyah Lubis, Farida Repelita Waty Br. Kembaren https://creativecommons.org/licenses/by-sa/4.0
An Immersive Speaking Program in Kampung Inggris: Teaching Practices and Learner Difficulties
Immersive English programs have increasingly been seen as a practical way to boost speaking fluency among EFL learners in Indonesia. Even so, little is known about how speaking is taught in these programs and what difficulties learners encounter, especially from an instructor’s point of view. This study explores how an instructor with seven years of teaching experience delivers speaking instruction in a one-month immersive program in Kampung Inggris and describes the challenges learners typically face during the process. Using a descriptive qualitative approach, data were collected through a WhatsApp interview and analyzed thematically based on Braun and Clarke’s (2006) framework. The findings show that the instructor relied heavily on continuous speaking practice through pair-work, individual presentations, performance-based activities, and playful routines like rap-style ice breaking to lower anxiety and encourage spontaneous speech. However, two persistent issues remained: limited vocabulary and low confidence. According to the instructor, the English-only environment and punishment system helped learners gradually overcome these obstacles. This study adds to the growing body of research on immersive learning by highlighting how teaching practices shape the speaking experience in an offline setting. The findings point to the need for carefully structured speaking instruction that balances pressure, support, and repetition to help learners perform confidently in English.
Copyright (c) 2026 Muhammad Ridho Pangestu, Siti Azizah Nurhalimah Rais, Yanti Rosalinah https://creativecommons.org/licenses/by-sa/4.0
Challenges in Designing and Developing English for Specific Purposes in ELT
English for Specific Purposes (ESP) is a branch of English language teaching that addresses the specialized linguistic needs of learners with particular professional or academic goals. The development of ESP programs is grounded in a systematic analysis of learners' objectives, needs, and target tasks. In this context, teachers are responsible for designing courses, setting learning objectives, fostering a supportive learning environment, and evaluating student progress, while learners are characterized by their specific motivation, subject-matter knowledge, and individual learning approaches. Nevertheless, ESP instruction presents numerous challenges. Teacher-related challenges include inadequate teaching materials, insufficient professional preparation, and a lack of theoretical grounding. Student-related challenges encompass limited English proficiency, poor vocabulary mastery, and difficulty using ESP terminology effectively. Environmental challenges involve limited instructional resources, overcrowded classes, and excessive examination pressure. This study aims to examine the roles of teachers and students, identify the challenges encountered in ESP instruction, and provide an overview of ESP concepts and teaching strategies within the broader framework of English Language Teaching (ELT).
Copyright (c) 2026 Ester Kinasih Silalahi, Bahagia Saragih, Anissa Salsabila, Aisyah Purnama Nasution, Jumita Simbolon https://creativecommons.org/licenses/by-sa/4.0
Implementing Vocabulary Teaching Strategies for Students with Disabilities
This research examines the use of vocabulary teaching techniques by English teachers for students with disabilities within a special education framework. The research is based on inclusive education concepts, highlighting the significance of adaptive and student-centered teaching methods to support learners with different needs, including those with hearing impairments. Vocabulary acquisition is a crucial aspect of English language learning; yet, children with disabilities frequently encounter challenges stemming from restricted auditory availability, cognitive diversity, and communication obstacles. These issues necessitate that educators implement instructional methodologies that transcend traditional teaching methods. This study utilized a qualitative descriptive research approach to thoroughly investigate classroom-based teaching strategies. The study was performed at SLB Negeri Wonomulyo. Data were gathered by non-participant classroom observations, comprehensive interviews, and document analysis involving one English instructor and eighth-grade students with disabilities. Classroom observations were conducted over six educational sessions to identify consistent teaching patterns and instructional methods. The gathered data were examined utilizing an interactive model that encompassed data condensation, data presentation, and conclusion formulation. The results indicate that the educator employs many interrelated tactics for vocabulary instruction. This encompasses tailored training according to students' proficiency levels, multisensory methodologies utilizing visual aids, gestures, and Total Physical Response (TPR), collaboration with a teaching assistant, sequential instructional design, and methodical repetition. Vocabulary is presented incrementally, first with tangible visual representations, succeeded by Indonesian explanations, and ultimately English word forms to guarantee understanding prior to memory. Furthermore, classroom management is implemented using a humanistic approach bolstered by collaborative effort. The study emphasizes that effective vocabulary learning for children with disabilities necessitates adaptable, flexible, and collaborative pedagogical approaches. The findings provide empirical insights into inclusive vocabulary instruction within special education settings and have practical implications for English educators dealing with challenged students.
Copyright (c) 2026 Herianto, Abdullah, Geminastiti Sakkir https://creativecommons.org/licenses/by-sa/4.0
Authentic Content-Based Instruction in EFL Classrooms: Preparing University Students for Real-World Communication
This study examines the effectiveness of Authentic Content-Based Instruction (CBI) in enhancing university students’ English communication skills and their readiness for real-world communication. It addresses two research questions: whether authentic CBI leads to greater improvement in communication performance compared to conventional instruction, and how students perceive its relevance to real-world contexts. A quasi-experimental design was employed involving 50 undergraduate students divided into experimental and control groups. Data were collected through pre-test and post-test assessments, questionnaires, and supporting qualitative insights, and analyzed using paired and independent sample t-tests alongside effect size estimation. The results indicate that while both groups improved, the experimental group achieved substantially higher gains, with mean scores increasing from 65.21 to 82.45, compared to 64.87 to 72.13 in the control group, reflecting a large effect. Students also reported higher engagement, stronger perceived authenticity, and greater communication readiness. These findings demonstrate that integrating authentic materials and task-based activities fosters meaningful language use and accelerates communicative competence. The study advances Content-Based Instruction by positioning authenticity as a core pedagogical element and provides practical guidance for designing context-driven, real-world-oriented EFL instruction in higher education.
Copyright (c) 2026 Rasmah N, Ayu Ashari, Emelia Fitri Limchio Sinaga, Zulkifli Surahmat, Markuna, Rahmaniar https://creativecommons.org/licenses/by-sa/4.0
English Word Formation in Indonesian Film Titles
This article aims to investigate English word-formation processes that found in Indonesian film titles. Although English is a foreign language in Indonesia, but it is widely used in daily communication. English is also used in naming of Indonesian film titles. Film titles are easily found in public spaces and social media, making them relevant for linguistic analysis. The analysis of word formation using the word-formation classification proposed by Bauer (1983). This study uses a descriptive qualitative method. The data are collected from the Internet Movie Database (IMDb) and FilmIndonesia.or.id. The researcher selects film titles that contain English elements and analyzes how the words are formed. The findings show several types of word-formation processes, including inflection, derivation, compounding, blending, acronym, and coinage. These processes indicate that English is used creatively in Indonesian film titles, especially in blending formation.
Copyright (c) 2026 Rifina Fithrotunnisa, Sulistyowati https://creativecommons.org/licenses/by-sa/4.0
Repressed Memories as a Coping Mechanism: The Impact of Childhood Sexual Abuse Growth in The Perks of Being a Wallflower
This article explores the repressed memories as a coping mechanism in Stephen Chbosky’s The Perks of Being a Wallflower, focusing on how the trauma of childhood sexual abuse impacts the victim’s psychological growth. Through using the Lacanian’s lens of the Real, the Symbolic, and the Imaginary (RSI), this research analyses how the trauma that is pushed into the Real, only resurface through behavioral triggers. The main character in this book, Charlie, as a subject represents a teenager whose a victim of childhood sexual abuse by his Aunt trying to repress his trauma by making a good idealize and reading book as his coping mechanism due to prevent psychic collapse. By analyzing Charlie’s mental breakdown, the study discovers that the return of Charlie’s hidden trauma is the key to his recovery psychology and personal growth. The transition from being an observer into a person who feels whole, allowing him to achieve self-acceptance and sense of inner peace through friendship.
Copyright (c) 2026 Beth Icalavida Unggul Dalih, Ruly Indra Darmawan https://creativecommons.org/licenses/by-sa/4.0
Exploring Students' Perspectives on the Effectiveness of Peer Assessment: A Qualitative Study
Peer assessment has been widely implemented as an alternative assessment strategy to promote active learning and student engagement. However, its effectiveness remains debated, particularly from the students’ perspectives. This study aims to explore students’ perceptions of the effectiveness of peer assessment using a qualitative approach. The participants consisted of graduate students who had experienced peer assessment in academic settings. Data were collected through open-ended questionnaires and analyzed using thematic analysis, including coding, categorizing, and interpreting emerging themes. The findings revealed that peer assessment provides several benefits, such as enhancing critical thinking, promoting collaborative learning, and offering diverse perspectives for improving students’ work. However, challenges were also identified, including issues of trust, subjectivity, lack of expertise, and concerns about fairness in evaluation. The study highlights that the effectiveness of peer assessment is strongly influenced by students’ confidence in their peers’ abilities and the clarity of assessment guidelines. This research contributes to the existing literature by providing in-depth qualitative insights into students’ experiences, addressing the gap in understanding the subjective dimensions of peer assessment. It is recommended that educators implement structured guidelines and provide training to optimize the effectiveness of peer assessment.
Copyright (c) 2026 Nabila Chairunnisa, Sukarno https://creativecommons.org/licenses/by-sa/4.0
An An Analysis of Anxiety in Speaking Class Among Students at BEC Academy in Learning English
This research investigates speaking anxiety among students at BEC Academy, where oral communicative ability is highly associated with related to professional preparation. The study aims to evaluate (1) the level of students’ speaking anxiety, (2) the factors contributing to their anxiety, and (3) the instructional strategies employed by the English instructor to reduce anxiety during speaking activities. A mixed method research design was implemented. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) administered to 19 students, while qualitative data were obtained through classroom observations and semi structured interviews with selected students and the instructor. The findings reveal three main results. First, the majority of students experienced moderate speaking anxiety. Out of 19 students, 12 students (63.2%) were categorized as having a moderate level of speaking anxiety, 6 students (31.6%) were classified as having a high level of anxiety, only 1 student (5.3%) demonstrated a low level of speaking anxiety. Second, the factors contributing to students’ speaking anxiety include fear of making mistakes and negative evaluation, anxiety triggered by specific speaking tasks, influence of classmates, instructors and classroom atmosphere, self-confidence and negative self-perception, influence of past negative experiences, linguistics difficulties and language complexity, and external and situational factors. Third, this study found that the instructor implemented several strategies to reduce anxiety, including creating a supportive classroom atmosphere, providing positive reinforcement, using pair-based role play, providing scaffolding and structured preparation, applying delayed corrective feedback, and adjusting instructional tasks based on students’ observable emotional responses.
Copyright (c) 2026 Ni Ketut Mangku, I Gede Budasi, Dewa Putu Ramendra https://creativecommons.org/licenses/by-sa/4.0
Slant Strategy and Multimedia Integration in EFL Listening: A Quantum Teaching Framework
This study investigates the effectiveness of integrating the SLANT strategy an active listening approach that promotes students’ attention and engagement with multimedia tools within a Quantum Teaching framework to improve students’ listening comprehension. A quasi-experimental design was conducted with 60 second-grade students at SMP Negeri 2 Parepare, divided into experimental and control groups. Data were obtained through listening comprehension tests, questionnaires, and observation checklists. The findings revealed a statistically significant difference in listening comprehension performance between the two groups, with students in the experimental group achieving higher scores than those in the control group. The results indicate that the integration of the SLANT strategy and multimedia within the Quantum Teaching approach effectively enhances listening comprehension in EFL classrooms. This study provides empirical support for the use of interactive and multimodal instructional strategies to strengthen students’ listening skills.
Copyright (c) 2026 Asriadi Rasyid, Ilham Sahabuddin, Salasiah, Suhria, Nur Fahmi Akhmad https://creativecommons.org/licenses/by-sa/4.0
A Visual Signs Analysis of The Characters in the Movie Maleficent Mistress of Evill
This study examines how visual signs represented through characters construct meaning in the film Maleficent: Mistress of Evil. Employing a qualitative descriptive approach, the research applies semiotic theories by Ferdinand de Saussure and Roland Barthes to analyze the relationship between signifier and signified, as well as the levels of denotation, connotation, and myth. The research data consist of visual signs that appear in the film, particularly those related to the characters. Data collection techniques include intensive observation of the film, identification of visual signs, and documentation of relevant scenes. The study finds that visual signs in Maleficent: Mistress of Evil are polysemic and context-dependent. Maleficent’s wings shift from signifying autonomy to protection, while Aurora’s flower crown signifies peaceful leadership and sincerity of values across different power spaces. In contrast, Queen Ingrith’s white costume subverts conventional purity, instead signifying hidden threat, moral hypocrisy, and cruelty, naturalizing ideologies of power disguised as virtue. This study contributes to film semiotics and media studies by demonstrating that visual character elements function not only as aesthetic components but also as dynamic systems of meaning that convey cultural and ideological messages. The research emphasizes the significance of semiotic analysis in understanding how films construct meaning through visual representation.
Copyright (c) 2026 Tasya Rahim, Kartin Lihawa, Usman Pakaya https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Speaking Skills through the Agree-Disagree Line Games
This study aims to investigate the effectiveness of the Agree–Disagree Line Game in improving the speaking skills of first-semester students in an Indonesian EFL classroom, grounded in Long’s Interaction Hypothesis, which emphasizes the role of interaction in language development. The study employed Classroom Action Research consisting of two cycles conducted over eight meetings within one semester and involved 20 first-semester students from the English Department of a private university in Medan. Quantitative data were collected through speaking tests, while qualitative data were obtained from interviews. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed thematically. The quantitative findings indicated a clear improvement in students’ speaking performance, with the mean speaking score increasing from 62 in the pre-test to 80.65 in the final post-test. This improvement was further supported by qualitative findings, which showed that students became more active, confident, and motivated during speaking activities. The results indicate that the Agree–Disagree Line Game can serve as an effective game-based learning strategy and provide practical pedagogical implications for EFL teachers in fostering interactive speaking instruction at the tertiary level.
Copyright (c) 2026 Risa Anggraini, Anni Holila Pulungan https://creativecommons.org/licenses/by-sa/4.0
Enhancing Vocabulary Learning of Young Learners through Collaborative Strategies in English Classroom
The language development of young learners depends on their acquisition of fundamental English vocabulary. However, a lot of Indonesian elementary school students still have problems learning new words, especially those who live in rural regions. The purpose of this study was to investigate how well collaborative learning enhances young learners' vocabulary in English. Students in the second grade at SD Negeri 2 Pogung were included in a mixed methods study. While qualitative data came from student interviews and classroom observations, quantitative data was gathered using a pre-test and post-test design and examined using descriptive statistics and a paired samples t-test. The results showed that students' vocabulary achievement had significantly improved, with the mean score rising from 49.4 in the pre-test to 76.6 in the post-test. Additionally, the improvement was statistically significant (p <.001) according to the paired samples t-test. In addition to the quantitative improvements, qualitative findings revealed that students thought peer interaction and group activities were beneficial for learning, remembering, and using new vocabulary. The findings indicate that collaborative learning could serve as a useful educational strategy for improving vocabulary growth and student engagement for young learners, especially in elementary school settings that lack access to technology.
Copyright (c) 2026 Amelia Nurjihaan, Ummi Nur Laila Sulistyani https://creativecommons.org/licenses/by-sa/4.0
Spiritual Symbolism in The Stone Roses (1989): A Barthesian Semiotic Analysis
This study examines spiritual symbolism in selected lyrics from The Stone Roses (1989) by The Stone Roses using Roland Barthes’ semiotic framework. Although symbolism has been widely explored in literary texts, alternative rock lyrics have rarely been analyzed through Barthes’ concepts of denotation, connotation, and myth, particularly in relation to spiritual meaning. This qualitative study analyzes four songs: “I Wanna Be Adored,” “Waterfall,” “I Am the Resurrection,” and “She Bangs the Drums.” The findings reveal recurring symbols of water, resurrection, rhythm, and adoration that construct a myth of spiritual self-awakening and collective transcendence. The study positions the album as a poetic text that encodes modern spiritual identity through secular rock expression.
Copyright (c) 2026 Axello Balya Putra, Arshyafca Abyan Jatikusumo, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Elitism in Glass Onion: A Knives Out Mystery (2022)
This study looks at the worldwide issue of elitism. It takes a critical view of elitism without making it seem better than it is, as shown in the film Glass Onion: A Knives Out Mystery. The aim of this study is to examine how elitism is reflected in the dialogue and to show how the fictional world is connected to the real world. Film analysis through a social realism approach is linked to real social structure. By combining social realism with Pierre Bourdieu’s theory of elitism, this study introduces a new contribution to measure how social inequality is represented in the film and reflected in real-world social structures. This will be based on the theory by Pierre Bordieu, using a descriptive qualitative analysis. The data collection involved watching the movie three times to extract all relevant dialogues before conducting the analysis. The data set comprises 42 cases total, split into 9 cases in the Habitus framework, 6 cases in the Field framework, and 5 cases in the Cultural Capital framework, 9 Social Capital framework, 6 Economic Capital framework, 7 Symbolic Capital framework. This study provides an interpretation of elitism in the film and demonstrates the application of social realism to media reflections of real social hierarchies. This phenomenon is believed to create an imbalance of power, resulting in corruption and the potential for social exclusion and resentment.
Copyright (c) 2026 Nabila Ardiningrum, Devani Warsito, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
The Archetype of the “Grumpy Old Man”: Individuation and Wholeness in Fredrick Backman’s A Man Called Ove
This study examines the psychological transformation of the main character in Fredrik Backman’s novel A Man Called Ove through the lens of Carl Jung’s individuation theory. The research aims to explain how the individuation process enables an individual to overcome chronic loneliness and depression following the loss of a loved one. Using a qualitative descriptive method, the study analyzes narrative data, dialogues, and monologues categorized into Jungian archetypes: Persona, Shadow, Anima, and Self. The results demonstrate that Ove’s journey toward psychological wholeness begins with the failure of his defensive personas to resolve his inner suffering. This failure exposes his shadow, manifested through deep despair and repeated suicidal impulses. The findings further reveal the emergence of the anima, triggered by social interactions. This process culminates in the realization of the Self, where Ove achieves a supraordinate totality of the psyche, transitioning from isolation to communal belonging and social altruism. The study concludes that the individuation process allows for the transcendence of grief, leading to a state of psychological peace and a meaningful final legacy.
Copyright (c) 2026 Shabrina Almaira, Zuhrul Anam https://creativecommons.org/licenses/by-sa/4.0
The Effect of Collaborative Strategic Reading (CSR) on 11th Graders Analytical Text Reading Comprehension
Reading comprehension is considered a crucial skill in the learning of English as a Foreign Language (EFL); however, students at State Senior High Schools (MAN) still frequently struggle to understand analytical texts that require higher-order thinking skills. This study was conducted to examine the extent of the effect of Collaborative Strategic Reading (CSR) on the analytical text reading comprehension skills of 11th-grade students at MAN 1 Lamongan, as well as to identify improvements in aspects of reading comprehension after CSR was implemented. A quantitative approach with a quasi-experimental design was used in this study. A total of 51 11th-grade students were involved, with 28 students placed in the experimental group and 23 students in the control group. A validated and reliable analytical text reading comprehension test was used to collect data through pre-tests and post-tests. Data analysis was conducted using SPSS version 27 through descriptive statistics, an independent samples t-test, and repeated measures ANOVA. The results showed that the experimental group achieved a higher mean post-test score (84.97) compared to the control group (78.07), and a significant difference between the two groups was found via the independent samples t-test (p < 0.05), with a moderate effect size (Cohen’s d = 0.72). Significant improvements in various aspects of reading were also found in the experimental group, particularly in the ability to identify main ideas and draw conclusions. Overall, it can be concluded that CSR can provide structured and collaborative reading activities, thereby supporting improvements in EFL students’ comprehension of analytical texts as well as the development of specific comprehension subskills in the classroom.
Copyright (c) 2026 Shevanka Rahma Ayunda, Retno Wulan Dari https://creativecommons.org/licenses/by-sa/4.0
Innovation Technology and Pedagogy in English Language Classroom: Opportunities and Challenges in Vocational Education
As vocational English emphasizes authentic workplace communication and digital literacy, this study examined integration of innovation technology and pedagogy in a vocational school. It investigated how vocational English teachers used technology innovation in the classroom, the opportunities it offered to help students become more proficient in the language, and the challenges encountered when putting it into practice. Fifteen English teachers of SMKN 2 Palembang, Indonesia, became the participants. A descriptive qualitative method was used as interviews, observations in the classroom, and documentation were conducted to gather data. The results of thematic analysis demonstrated how they incorporated interactive learning platforms, internet applications, and multimedia presentations into their lesson plans. Furthermore, it facilitated real-world, student-centered learning opportunities related to professional communication requirements and vocational contexts. There were still a number of issues, such as inadequate technology resources, inadequate training for teachers, erratic internet access, and disparities in students' digital competence. This study contributes to vocational English education by showing how innovative technology and pedagogy improve students' communication skills, learning engagement, and workplace preparedness while addressing the implementation challenges.
Copyright (c) 2026 Beni Wijaya, Darmaliana Darmaliana, Zakaria, Sri Endah Kusmartini, Eli Yeny, Amalia Hayyu Alditria, Nafizsha Donna Rienvillia, Syavira Riski Eriyanto https://creativecommons.org/licenses/by-sa/4.0
A Marxist Critique of Power and Social Class in The Great Gatsby
This study analyzes how F. Scott Fitzgerald uses the class contrast between Jay Gatsby and Tom Buchanan in The Great Gatsby to critique capitalist power and social class structures. This study employs a descriptive qualitative method using text analysis techniques to examine words, phrases, sentences, and dialogues obtained through close reading. The analysis is grounded in Karl Marx’s Marxist theory, particularly the concepts of class struggle, capital accumulation, and ideological domination. The results of the study indicate that Fitzgerald constructs a sharp contrast between old money and new money through spatial division (East Egg and West Egg), differences in the sources of wealth (inheritance and self-made wealth), ideological superiority, and unequal social consequences. Although Gatsby possesses significant economic capital, he lacks the social legitimacy and structural power of Tom Buchanan. These findings show that the dominant class maintains its position not only through wealth ownership but also through inherited privileges, social recognition, and control over ideological norms. In contrast, individuals from the emerging class remain vulnerable to exclusion. Furthermore, the contrasting fates of the two figures highlight the structural protection afforded to the elite class. This study also demonstrates that interpersonal conflict serves as a micro-level representation of capitalist power, thereby revealing the limitations of social mobility within the capitalist system.
Copyright (c) 2026 Mauliana Tri Rusmawati, Ruly Indra Darmawan https://creativecommons.org/licenses/by-sa/4.0
The Self in Transition: Identity Formation and Crisis in Sally Rooney’s Normal People
This study explores the formation and crisis experienced by the main characters, Connell and Marianne, in Sally Rooney's novel Normal People. The problem in this study focuses on how external social pressures and domestic trauma cause the fracture of the subject's identity. Drawing on Jacques Lacan's psychoanalytic theory, specifically the three orders (Imaginary, Symbolic, and the Real), this study employs a descriptive-qualitative method with a literary psychoanalytic approach. The results of the study show that both characters exhibit eccentric identity formation, in which each character's feelings depend entirely on external validation from the Symbolic Order. Connell's crisis is triggered by the destruction of his social status, which causes the failure of the symbolic or automaton function. Meanwhile, for Marianne, this crisis is a cycle of self-deprecation, caused by unprocessed trauma that eventually settles in the realm of reality, which feels foreign and cannot be symbolized through language. This finding concludes that, if others fail to provide a stable label to the subject, the subject's identity is vulnerable to collapse. This study emphasizes that identity is often a fragile construct maintained through uncertain recognition of the external environment.
Copyright (c) 2026 Kirana Auliarally Arsyanti, Ruly Indra Darmawan https://creativecommons.org/licenses/by-sa/4.0
Challenging Gender Norms: Anne Shirley’s Rejection of Femininity in Anne of Green Gables
This study examines how a nineteenth-century norm of femininity began to be questioned through the character of Anne Shirley in the novel Anne of Green Gables by L.M. Montgomery. Although this novel has been widely discussed in relation to childhood and moral development, Anne's behavior in this work is particularly noteworthy because it can be interpreted as a performative challenge to limited gender expectations. Using Judith Butler's theory of gender performativity, this study applies qualitative textual analysis to several selected scenes, using narrative description and interaction analysis between characters. The results show that Anne's expressiveness, intellectual ambition, and resistance to discipline can be seen as having a performative function that undermines social constructions of femininity. This study also shows that Anne's characterization operates in accordance with literary performances of gender resistance, rather than simply being an unconventional personality. These findings also contribute to the current feminist literary discussion on gender identity in classical texts.
Copyright (c) 2026 Amanda Rania Yaasin, Imas Istiani https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Protest Posters on RUU Pilkada Demonstration: A Landry Bourhis Linguistic Landscape Study
This study examines how language choice in protest posters functions informatively and symbolically during demonstrations opposing the RUU Pilkada decision of Indonesia’s Constitutional Court in 2024. Employing the linguistic landscape framework established by Landry and Bourhis (1997), this study examines protest posters as public texts that signify political identity, power dynamics, and ideological stances. The data consist of 38 protest posters collected from the social media platform X using the hashtag #KawalPutusanMK. These posters were categorized into three language types: monolingual Indonesian, monolingual English, and bilingual Indonesian–English. Qualitative textual transcription and interpretive analysis were employed to examine the posters’ linguistic functions. The results show that monolingual Indonesian dominates the dataset (68.42%), followed by monolingual English (23.68%) and bilingual posters (7.89%). Indonesian is primarily used to communicate directly with local audiences and to construct a shared national political identity. In contrast, English and bilingual language choices are used strategically to frame local political criticism within global discourses of democracy, power, and human rights, which attracts greater attention in digital circulation. The results further indicate that protest posters mainly articulate power relations and ideological orientations, demonstrating how language is used to challenge political authority and express resistance across both physical and online spaces. This study contributes to linguistic landscape research by highlighting the role of temporary protest posters as strategic communicative resources in contemporary Indonesian political activism.
Copyright (c) 2026 Mochamad Riza Fahlivi, Fitri Rakhmawati, Khristianto, Sulasih Nurhayati https://creativecommons.org/licenses/by-sa/4.0
Pragmatic Functions of Code-Switching in Kaleb J’s Song “It’s Only Me"
This study investigates the pragmatic functions of code-switching in an Indonesian bilingual pop song, drawing on translanguaging theory as its primary analytical framework. Focusing on how systematic alternation between Bahasa Indonesia and English contributes to emotional expression and narrative organisation. Despite the growing presence of bilingual lyrics in Indonesian popular music, previous studies have largely concentrated on structural classification rather than pragmatic meaning. Addressing this gap, the study aims to identify, classify, and interpret instances of code-switching as deliberate communicative strategies. Employing a descriptive qualitative research design, the official song lyrics were segmented and analysed through structural classification and pragmatic discourse analysis, informed by translanguaging theory. The findings reveal that all instances of code-switching occur inter-sententially and follow a consistent verse–chorus pattern. Specifically, all switches occur at section boundaries, with Bahasa Indonesia dominating verses and the bridge, while English is used exclusively in the chorus. Bahasa Indonesia is used to convey intimacy and emotional vulnerability, while English functions to express emphasis, universality, and poetic appeal, together shaping the song's emotional progression and reinforcing its bilingual artistic identity. The study concludes that code-switching in Indonesian pop music is pragmatically motivated and artistically integral, highlighting bilingual lyrics as purposeful communicative acts rather than stylistic ornamentation. This study contributes to sociolinguistics and discourse analysis by demonstrating how bilingual song lyrics constitute intentional, meaning-oriented communicative texts.
Copyright (c) 2026 Deaphenia Dordia Josanis Hia, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
A Contrastive Analysis of Fi’il Mudhari’ and Its English Translation Equivalents in Surah Al-Kahf: A Study of Saheeh International Translation
This study analyzes the functions of fi’il mudhari’ in Surah Al-Kahf and their English translation equivalents in the Saheeh International translation. Although previous studies have discussed fi’il mudhari’ and the relationship between Arabic and English tenses, few studies have focused on how the various meanings of fi’il mudhari’ are translated into English in Qur’anic texts. Therefore, this study aims to identify the functions of fi’il mudhari’ in Surah Al-Kahf and explain how these functions are represented in English translation. This study uses a qualitative descriptive method with a contrastive analysis approach to compare Arabic and English grammatical and semantic systems. The data consist of 162 occurrences of fi’il mudhari’ found in Surah Al-Kahf (verses 1–110). The findings show that fi’il mudhari’ has wider meanings and functions than the English simple present tense. In many cases, it is translated into the simple present when expressing habitual actions, repeated activities, and general truths. However, fi’il mudhari’ can also express future meaning, purpose, commands, prohibitions, and other meanings depending on the context and grammatical structure. As a result, its English translations appear in different forms, such as the simple present, future, modal, infinitive, and imperative forms. The study also finds that English simple present forms do not always come from fi’il mudhari’. Some are translated from other Arabic structures, including jumlah ismiyyah, ism fa’il, and ism tafdil. These findings help explain the differences between Arabic and English grammatical systems and provide a better understanding of Qur’anic translation. The study concludes that the relationship between fi’il mudhari’ and the English simple present tense is only partial because the meaning of fi’il mudhari’ depends not only on grammar but also on context.
Copyright (c) 2026 Melgiyani, Dedi Sulaeman, Andang Saehu https://creativecommons.org/licenses/by-sa/4.0
The Impact of HAINC-Integrated NotebookLM AI Feedback on EFL Students’ Writing Performance at IAIN Parepare
This study investigated the impact of HAINC-Integrated NotebookLM AI feedback on EFL students’ writing performance at IAIN Parepare. The study employed a quantitative pre-experimental design using a one-group pre-test and post-test method combined with a Technology Acceptance Model (TAM) questionnaire. The participants consisted of 23 students from the English Education Study Program selected through purposive sampling. The instruments used in this study were a writing test and a TAM-based questionnaire. The writing assessment focused on four components: content and ideas, organization and structure, language and style, and grammar and punctuation. The treatment was conducted using NotebookLM integrated with the Human-AI Interactive Negotiation Competence (HAINC) protocol, which applied Socratic interaction, progressive prompting, and the “Three-Try Rule” to encourage active learner engagement during revision activities. The collected data were analyzed using descriptive statistics and a paired sample t-test. The findings revealed a significant improvement in students’ writing performance after the implementation of the AI feedback system, as indicated by the significance value of 0.003 (<0.05). Furthermore, the TAM questionnaire results showed that students demonstrated a high level of technology acceptance toward NotebookLM AI feedback in terms of perceived usefulness, perceived ease of use, attitude toward using AI, and behavioral intention to use the technology. The study concludes that HAINC-Integrated NotebookLM AI feedback effectively improves students’ writing performance and positively supports AI-assisted learning in EFL writing instruction
Copyright (c) 2026 Winny Junianty Imradiyah, Nurul Hasanah, Zulfah Fakhruddin https://creativecommons.org/licenses/by-sa/4.0
Fostering Professional Communication Competence through ESP-Based Business Document Writing among Business Management Students
This study examines the implementation of business document writing within an English for Business Management course and its impact on the development of professional communication competencies among Business Management students. The research addresses the need for workplace-oriented English instruction that equips students to produce business documents that are clear, systematic, formal, and appropriate for professional contexts. Employing a mixed-methods approach, the study involved 120 second-semester Business Management students from four classes. Data collection methods included pretest and posttest writing tasks, a business document writing rubric, analysis of students’ written products, classroom observations, open-ended questions, questionnaires, and interviews. Quantitative data were analyzed descriptively by comparing pretest and posttest score ranges, while qualitative data were examined using thematic coding. The findings indicate that business document writing was integrated through ESP-based activities, including brainstorming, document analysis, case-based writing tasks, feedback, revision, and portfolio development. Students’ writing performance improved from a pretest score range of 40–60 to a posttest range of 69–80, with notable progress in content relevance, document structure, language use, business vocabulary, and mechanics. Qualitative results further reveal increased student awareness of key aspects of professional communication, including communicative purpose, audience awareness, document structure, formality, tone, message clarity, business vocabulary, and workplace context. The study concludes that business document writing serves as a relevant pedagogical strategy in ESP-based Business English instruction, bridging English learning with authentic workplace communication needs. However, the findings should be interpreted in context, given the descriptive nature of the quantitative data and the study’s focus on a single institutional and course setting.
Copyright (c) 2026 Vidya Arisandi, Depi, Karina Chintya Lestari https://creativecommons.org/licenses/by-sa/4.0
Using Songs to Facilitate English Vocabulary Learning Among Indonesian High School Student`s
This research investigated the effectiveness of using English songs to improve vocabulary mastery among eighth-grade students at MTs Al-Huda Gorontalo. A quantitative approach with a pre-experimental one-group pre-test–post-test design was employed. The participants consisted of 26 students from one eighth-grade class. The treatment was conducted in four sessions using two English religious songs, Thank You Allah and Insya Allah by Maher Zain. The vocabulary instruction focused on three categories: nouns, verbs, and adjectives. Data were analyzed using descriptive statistics and a paired sample t-test. The results showed a substantial improvement in students’ vocabulary mastery after the treatment. The mean score increased from 67.50 in the pre-test to 89.62 in the post-test. The paired sample t-test revealed a statistically significant difference between the two tests (t = –9.802, p < 0.05). These findings indicate that song-based instruction significantly enhanced students’ ability to recognize and understand targeted vocabulary items.
Copyright (c) 2026 Sri Ratna Nur Citra Dewi, Abid, Irmawaty Umar https://creativecommons.org/licenses/by-sa/4.0
Exploring the Pattern of Knowledge Management Practices in WhatsApp-Based Interactions among Indonesian EFL Learners
Knowledge Management (KM) Practices play an essential role in supporting language learning, particularly in technology-mediated environments. Although previous studies have highlighted the importance of knowledge creation, sharing, utilization, and storing in educational context, limited research has investigated which KM dimensions are most prominent within WhatsApp-mediated EFL interactions. This study investigates the pattern of Knowledge Management practices in WhatsApp-based interactions among Indonesian university EFL students. An explanatory mixed-methods design was employed, involving a Likert-scale questionnaire administered to 33 students and semi-structured interviews with 15 participants. The findings indicate that knowledge storing (M = 3.47) and knowledge sharing (M = 3.38) were categorized as very high, suggesting that WhatsApp effectively supports knowledge storing and sharing processes. Knowledge creation (M = 3.12) was categorized as high, indicating that students were able to construct new understanding through collaborative discussion. In contrast, knowledge utilization (M = 2.85) received a comparatively lower score, suggesting challenges in applying acquired knowledge to learning tasks. Qualitative findings further revealed that WhatsApp promoted accessibility, flexibility, and active participation; however, structured instructional guidance remains necessary to facilitate deeper knowledge utilization. These findings contribute to Knowledge Management theory by demonstrating how mobile-mediated interactions support different KM dimensions in EFL contexts. Overall, WhatsApp-based interactions appear to be an effective platform for facilitating Knowledge Management practices, particularly knowledge storing and sharing among EFL learners.
Copyright (c) 2026 Ahysta Favviru Noor Illah, Movi Riana Rahmawanti, Linda https://creativecommons.org/licenses/by-sa/4.0
Development of Comic-Based Arabic Language Learning Materials for Students at Islamic Junior High School, Medan: Implementation of the ADDIE R&D Model
Arabic language learning at lower secondary school level often faces various challenges, such as low student motivation and a lack of engaging and innovative teaching materials. Although a number of studies have examined the use of visual media in language learning, few have systematically developed illustrated comic books specifically for Arabic language learning at Islamic lower secondary schools within the context of local Indonesian culture this gap forms the basis of this research. This study aims to develop illustrated comic-based Arabic language learning materials for Year 8 students at Al-Ulum Terpadu Islamic Junior High School in Medan using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through observation, interviews, validation questionnaires, and learning outcome tests. The results of the subject matter expert validation showed a feasibility percentage of 87.5%, whilst the media expert validation yielded 85.0%; both fell within the ‘highly feasible’ category. The pilot test with students yielded an average positive response score of 88.3%, with a learning gain (N-Gain) of 0.62, which falls within the moderate-to-high category. Unlike Arabic language learning materials, which are generally text-based, the illustrated comic media developed in this study integrates contextual visual narratives with vocabulary and dialogue content in a cohesive manner, thereby making a tangible contribution to the innovation of Arabic language learning materials in Islamic secondary schools.
Copyright (c) 2026 Lia Harahap, Erka Pulungan, Aidil 'Azza Mu'izzuddin, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Strategies for Developing Arabic Speaking Skills (Maharah Kalam) at Private Islamic Senior High School: A Descriptive Qualitative Study
Arabic speaking proficiency (maharah kalam) remains a central challenge in Islamic educational institutions in Indonesia. While communicative strategies have been widely discussed theoretically, few studies have examined their systematic implementation in specific madrasah contexts. This study investigates the strategies employed in the Arabic language learning programme at Private Islamic Senior High School Medan to develop students’ maharah kalam, with particular attention to the role of the language environment (bi’ah lughawiyah). Using a descriptive qualitative approach, data were collected through classroom observations, interviews with Arabic teachers and students, and documentation analysis. Findings reveal that the key strategies implemented include muhadasah (conversation) practice, daily vocabulary provision, dialogue and role-play exercises, and the creation of an Arabic-immersive school environment. The language environment (bi’ah lughawiyah) emerged as the most influential factor in improving speaking fluency, as it provided students with continuous communicative practice beyond formal classroom instruction. Supporting factors included teacher creativity and extracurricular language activities, while the main inhibiting factors were limited student vocabulary and low self-confidence. The study concludes that communicative, practice-oriented strategies embedded within an active language environment are effective in gradually improving maharah kalam. These findings contribute practical insights for Arabic language educators and Islamic educational institutions aiming to design more effective speaking-focused learning programmes.
Copyright (c) 2026 Erka Pulungan, Lia Mahardika Harahap, Aidil ’Azza Mu’izzuddin, Hadi Mar’i Zain, Hakmi Wahyudi, Siti Sumaiah, Nurul Mardhatillah https://creativecommons.org/licenses/by-sa/4.0
A Phonological Analysis of the Pronunciation of the Rhotic Sound in Word-Final Positions in Joko Widodo’s English Speech at Ecosperity Week 2023
This study analyzes the realization of the /r/sound in word-final position in President Joko Widodo's English speech at Ecosperity Week 2023 to identify the phonological patterns of Indonesian speakers' interlanguage in the context of international communication. The study employs a descriptive qualitative approach. Data were collected through non-participant observation of audio-visual speech documents and analyzed using phonetic transcription based on the International Phonetic Alphabet (IPA), classification of rhotic and non-rhotic patterns, and interpretation grounded in interlanguage theory. The results indicate that the realization of /r/ in word-final positions is variable but dominated by rhotic patterns, reflecting the strong phonological transfer from Indonesian as the first language. The /r/sound tends to be retained in high-lexical-load words, while non-rhotic variations, such as glottal substitution and deletion, emerge in specific contexts due to articulatory reduction and prosodic stress. These findings indicate that Joko Widodo's English pronunciation does not fully adhere to native speaker norms but rather represents a dynamic interlanguage phonological system through the interaction between L1 transfer and the phonological demands of English. This study confirms that in the context of international speeches, intelligibility is more important than achieving native-like pronunciation as long as the message is effectively conveyed.
Copyright (c) 2026 Gea Amelia, Andang Saehu, Ice Sariyati https://creativecommons.org/licenses/by-sa/4.0
Women’s Language Features in Billie Eilish and Olivia Rodrigo Interviews
This study examines how women's language features are used in press interviews conducted with Billie Eilish and Olivia Rodrigo. This research draws on Lakoff's (1975) theory, which outlines ten characteristics of women's language and seeks to identify the linguistic features that emerge from the spontaneous speech of both artists. The study uses a descriptive qualitative approach by studying statements from six press line interview videos retrieved from YouTube. It then prioritized the data with lexical hedges or fillers, tag questions, rising intonation, empty adjectives, precise color term, intensifiers, hypercorrect grammar, superpolite form, avoidance of strong words and emphatic stress using Lakoff classification criteria. The findings reveal that several features frequently appear in the interviews, particularly lexical hedges or fillers, intensifiers, empty adjectives, and emphatic stress. These features reflect the spontaneous and natural speaking style of the artists in media settings. The study does not aim to compare the two singers or evaluate which one uses more women’s language features; rather, it describes how each artist demonstrates linguistic patterns associated with women’s language in unscripted public interactions. The results contribute to sociolinguistic discussions on language and gender, particularly in contemporary media discourse involving young female celebrities.
Copyright (c) 2026 Adelia Yuliana Bakari, Usman Pakaya, Jefriyanto Saud https://creativecommons.org/licenses/by-sa/4.0
Exploring Speaking Anxiety Levels Among EFL Students: Evidence from the English Language Education Study Program of Universitas Negeri Gorontalo
Speaking anxiety remains one of the most common challenges experienced by English as a Foreign Language (EFL) learners, particularly in oral communication activities. This study aimed to identify the level of speaking anxiety among students of the English Language Education Study Programme at Universitas Negeri Gorontalo. The study employed a descriptive quantitative research design involving 110 students selected through purposive sampling from a population of 131 students who had completed speaking-related courses. Data were collected using the Foreign Language Speaking Anxiety Questionnaire (FLSAQ), an 18-item adaptation of the Foreign Language Classroom Anxiety Scale (FLCAS), and analyzed using descriptive statistics. The findings revealed that 45% of the participants experienced moderate speaking anxiety, 36% experienced high anxiety, and only 19% demonstrated low anxiety. The results indicate that speaking anxiety remains a prevalent issue among EFL students, with the majority of participants experiencing moderate to high levels of anxiety during English-speaking activities. Furthermore, the most significant sources of anxiety were speaking with native speakers, misunderstanding teacher correction, lack of self-confidence, and speaking without preparation. These findings suggest that speaking anxiety is influenced by both internal and external factors that may hinder students’ oral communication performance. The study highlights the importance of creating supportive classroom environments, providing constructive feedback, and implementing low-pressure speaking activities to help students develop confidence and reduce anxiety. The novelty of this study lies in its focus on pre-service English teachers in an Indonesian higher education context, contributing to the growing body of research on foreign language speaking anxiety.
Copyright (c) 2026 Frindi Meilani Hasan, Muziatun, Indri Wirahmi Bay https://creativecommons.org/licenses/by-sa/4.0
An SFL Analysis of Interpersonal Metafunction in Constructing President Prabowo's Moral Authority at the UNGA
This study presents an SFL (Systemic Functional Linguistics) analysis of the Interpersonal Metafunction in President Prabowo's UNGA speech, focusing on the Mood and Modality systems to uncover the rhetorical strategies used in constructing his moral authority and negotiating Indonesia's role as a committed global actor. The analysis finds that while the Declarative Mood dominates to establish credibility, strategic shifts to the Interrogative Mood and the inclusive Imperative Mood ("We must...") are employed to actively engage the audience, demand moral reflection, and construct an accountable solidarity. The most significant finding is the dominance of High Value Modality, particularly the high frequency of High Deontic Modality ("must"), which linguistically elevates propositions such as the Two-State Solution to non-negotiable moral and political mandates. This choice is further reinforced by High Value Capacity/Willingness Modality, asserting Indonesia's credibility and agency. Overall, this sophisticated interpersonal strategy successfully positions President Prabowo as an authoritative and highly moral leader, linguistically imposing the highest level of conviction and demand for action upon the international community.
Copyright (c) 2026 Rafiq al indra https://creativecommons.org/licenses/by-sa/4.0
Management of Arabic Language Instruction Using the Love-Based Curriculum (LBC) Approach at State Islamic Senior High School
Despite the growing scholarly interest in the Love-Based Curriculum (LBC), empirical research examining its implementation in Arabic language instruction remains limited. Most existing studies have discussed LBC from conceptual and general educational perspectives, leaving its practical application in language learning contexts underexplored. This study investigates the management of Arabic language learning through the LBC approach at State Islamic Senior High School, a state Islamic senior high school in Riau Province, Indonesia. Employing a qualitative descriptive design, data were collected through observations, interviews, and documentation involving two Arabic language teachers and two Grade XI students selected purposively. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the LBC approach fosters harmonious, humanistic, and dialogic teacher–student relationships; promotes positive character traits such as discipline, responsibility, empathy, and religiosity; and facilitates the internalization of spiritual, social, and moral values through Qur’anic integration, religious routines, and humanistic classroom practices. The study further demonstrates that character development occurs through supportive emotional relationships and meaningful value-based learning experiences. This research contributes to the field of Arabic language education by providing empirical evidence that the Love-Based Curriculum can serve as an effective instructional management framework that integrates linguistic learning, character formation, and spiritual development within an Islamic secondary school context.
Copyright (c) 2026 Reni Dwita Putri, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Strategies Used by English Teachers to Encourage Students to Speak at Alam Mutiara Insan Sorong Junior High School Grade VII
This research focuses on strategies used by English Teachers to Encourage Students to Speak at SMP Integrated Islamic Junior High School Class VII. The purpose of this research is to analyze the strategies used by English teachers to encourage students to speak in front of grade VII of SMP IT Mutiara Insan Sorong. This research uses a qualitative method with a data collection process through observation, interviews, and documentation. The findings of this study prove that the strategies used by English teachers have the goal of training students' development. The strategies used are 1) a fun differentiation method to attract students' attention. 2) Diagnostic assessment method, which is to understand the condition of students because they have various learning styles. 3) Evaluate and provide additional materials so that the value is higher. 4) Increase the number of students' vocabulary. However, in achieving some of these strategies, teachers experience obstacles so that they do not reduce optimization to students and have a positive influence on the encouragement to speak English fluently and confidently.
Copyright (c) 2026 Alfian Dian Rafika, Abd. Rahman, Miftahulfadlik Dabamona https://creativecommons.org/licenses/by-sa/4.0
Discourse Function in Wordwall: An Analysis of Instructions and feedback in English Learning Activities
This study examines the discourse functions of instructional language and feedback in a Wordwall-based English language learning exercise. Using qualitative discourse analysis techniques based on Systemic Functional Linguistics (SFL) and Sinclair and Coulthard's classroom discourse model, this research analyzed six publicly worwall activities intended for elementary students. The study identified six primary discourse functions: directive, procedural, evaluative, motivational, corrective, and informative. Directive and procedural functions dominated the instructional phase, providing clarity and task organization, while evaluative and motivational functions defined the feedback phase, providing reinforcement and emotional support. Informational feedback occurred less frequently, suggesting that automatic responses had limited linguistic scaffolding. Overall, Wordwall is not only a gamified learning tool, but also as a structured discourse enviorenment that influences learner engagement,participation,meaning making. These observations provide practical implication for educators,especially in the selection, modification and supplemantion of wordwall activities to optimize instructional clarity, improve feedback clarity and promote reflective and language centered learning.
Copyright (c) 2025 Ulfa Rayhani Nst, Nida Husna, Didin Nuruddin Hidayat https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Using the Mingle Model as a Teaching Strategy to Improve Students' Speaking Skills
This study aims to determine the effectiveness of the Mingle Model in improving the speaking skills of 10th grade students at State Vocational High School. This study was motivated by students' low self-confidence, limited vocabulary, and lack of fluency in speaking English. This study used a quantitative approach with a one-group pre-test–post-test pre-experimental design. The research sample was determined using the cluster random sampling technique, and the selected class was class X Samsung - Software and Game Development 2, consisting of 37 students. The Mingle Model was implemented in six sessions. Data were collected using a monologue recount text speaking test before and after the treatment, which were assessed based on the aspects of grammar, vocabulary, pronunciation, and fluency. The results showed that the average pre-test score of 46 increased to 81 on the post-test. The paired sample t-test showed a significant difference between the pre-test and post-test results (t = -42.409, Sig. = 0.000). In addition, the N-Gain analysis result of 0.66 showed that the Mingle Model was fairly effective. Based on these results, it can be concluded that the Mingle Model is effective in improving students' speaking skills through communicative and interactive learning.
Copyright (c) 2026 Sari Fatmawati Jalisah, Indah Tri Purwanti, Novitri https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception of Using YouGlish in Learning Pronunciation of Tenth Grade of Senior High School
This study aims to understand how students see using the YouGlish Platform to acquire English pronunciation.Thirty-four students from Senior High School's class X-3 participated. A questionnaire intended to gauge students' opinions on using YouGlish to acquire pronunciation was used to gather data for this study, which used a qualitative descriptive method. The results showed that the majority of pupils had favourable opinions. They felt that YouGlish helped them become more confident in speaking, enriched their vocabulary in authentic contexts, improved their understanding of proper word stress and intonation, and enhanced their pronunciation accuracy. Moreover, YouGlish was considered engaging and effective for self-directed learning. However, some challenges were also identified, such as the difficulty of understanding various English accents, dependence on stable internet access, and the need for teacher guidance to use the platform effectively. In conclusion, despite these technical and instructional challenges, YouGlish remains a valuable and enjoyable digital tool that supports pronunciation learning. This study highlights the limited exploration of digital pronunciation platforms like YouGlish in the Indonesian EFL context, emphasizing its potential for enhancing pronunciation learning in future English instruction.
Copyright (c) 2026 Reza Pitri Handayani, Rulik Setiani https://creativecommons.org/licenses/by-sa/4.0
Understanding Translation Errors in Social Media @Wonderfullindonesia Instagram Captions
Social media has become a key tool in global tourism promotion, including for Indonesia through its official Instagram account, @wonderfulindonesia. This article analyzes various translation errors found in the English captions translated from the original Indonesian versions. Using a qualitative descriptive approach and translation error analysis model, the study examined 30 Instagram posts from January to June 2025. The findings reveal a range of errors, including grammatical, lexical, syntactic, pragmatic, as well as collocational and idiomatic mistakes. These errors not only affect the clarity of the message but also reduce emotional appeal, hinder cross-cultural communication, and undermine the professional image of the government-managed account. Furthermore, translation inaccuracies decrease audience engagement, create inconsistent branding, and weaken Indonesia’s digital diplomacy efforts. The study emphasizes the need for professional translators who understand both cultural context and promotional purpose, to ensure that the language used is not only linguistically correct but also persuasive and communicative. By improving translation quality, Indonesia’s digital tourism promotion can more effectively attract international audiences and build a positive global image.
Copyright (c) 2026 Dewa Ayu Dian Utari, Ni Made Verayanti Utami https://creativecommons.org/licenses/by-sa/4.0
The Use of Humorous Comic Strips to Promote Vocabulary Development of Eight Grade Students at Junior High School
This study aimed to investigate the effectiveness of humorous comic strips in improving the vocabulary mastery of eighth-grade students at SMPN 7 Palopo. Because it helps students learn and apply English effectively, vocabulary is recognized as an essential part of language learning. A pre-experimental one-group pre-test and post-test design utilized in this quantitative study. hirty students from class VIII-B were selected as the sample using purposive sampling. Based on the results, the mean score improves from 62.67 in the pre-test to 78.83 in the post-test. The use of humorous comic strips significantly improved students' vocabulary mastery, based on from paired sample t-test, and this showed a significance value of 0.000 (p < 0.05). Furthermore, the effect size analysis showed a Cohen’s d value of 1.02, which was categorized as a large effect size.The findings indicate that humorous comic strips provide meaningful, contextual, and enjoyable learning experiences that support vocabulary retention and student engagement.
Copyright (c) 2026 Chindy Puspita Datu, Jufriadi, Nurhayati Usman https://creativecommons.org/licenses/by-sa/4.0
Detection of Deception through Mental Verbs in the Interview of Murder Suspect Kumala Wongsu in the Kopi Sianda Case (A Forensic Linguistics Study)
This study aims to describe the use of mental verbs and the forms of deception found in the utterances of Jessica Kumala Wongso in the cyanide coffee case through a forensic linguistics approach. This research employed a descriptive qualitative method with a pragmatic approach. The data consisted of Jessica Kumala Wongso’s verbal utterances obtained from television interviews, documentaries, and digital media related to the cyanide coffee case. The data were collected through observation, transcription, reading, and note-taking techniques. The analysis was conducted by identifying, classifying, and interpreting mental verbs as well as forms of deception based on Paul Ekman’s theory of deception. The findings revealed four types of mental verbs used in the utterances, namely affective, perceptive, cognitive, and desiderative mental verbs. Among these types, affective and cognitive mental verbs were the most dominant. The use of affective mental verbs reflected emotional emphasis and attempts to build a particular psychological image, while cognitive mental verbs indicated uncertainty, hesitation, and the reduction of responsibility toward the information conveyed. In addition, the study identified five forms of deception, namely direct lie, concealment, evasion, strategic deception, and false belief. The most dominant forms of deception were concealment and evasion, which were realized through indirect statements, uncertainty expressions, and avoidance strategies. The findings indicate that mental verbs can function as linguistic indicators in detecting deception within legal communication. This study contributes to the development of forensic linguistics, particularly in analyzing language as an indicator of deception in interviews and legal investigations
Copyright (c) 2026 Sarmila Bambang, Dakia N. Djou, Asna NTelu https://creativecommons.org/licenses/by-sa/4.0
Investigating Students’ Anxiety Factors in Learning English at Junior High School
The purposes of this study were to find out the level of students’ anxiety in learning English at SMP N 1 Aceh Barat Daya and to describe its factors. The type of this research is descriptive qualitative research. The sample was 30 students of class VIII C and selected by using a random technique. There were two techniques of data collection: a questionnaire and an interview. The result of this study showed that 14 of the students (46,89%) had high anxiety, 11 of the students (37,5%) had middle anxiety, and five of the students (15.63%) were categorized as experiencing low anxiety. In addition, factors that contributed to students’ anxiety in learning English were a lack of confidence, fear of making mistakes, and fear of being judged. Students often doubt their ability to use English correctly, feel scared of saying the wrong thing, and worry about their errors.
Copyright (c) 2026 Nadia Murtaza, Meristika Moetia https://creativecommons.org/licenses/by-sa/4.0
Exploring Pronunciation Difficulties in English Vocabulary Among Slow Learners in an Inclusive Classroom
This study investigates pronunciation difficulties in English vocabulary experienced by a slow learner in an inclusive classroom. The research aimed to identify the types of pronunciation difficulties and the factors influencing them in classroom practice. A qualitative case study design was employed to explore the phenomenon in its natural setting. The participant was one slow learner in a third-grade inclusive elementary classroom, supported by one English teacher as a key informant. Data were collected through three classroom observations, semi-structured interviews, and documentation, then analyzed using thematic analysis. The findings revealed seven pronunciation difficulties grouped into three dimensions: phonological difficulties (elision of final consonants, sound confusion, vowel errors, and difficulty with consonant clusters), orthographic difficulties (spelling-based pronunciation and letter confusion), and affective difficulties (lack of confidence). These difficulties were interconnected and influenced by first language interference, limited phonological awareness, slower information processing, and classroom learning conditions. The study concludes that pronunciation difficulties experienced by slow learners are multidimensional and require differentiated pronunciation instruction, phonological awareness activities, and supportive learning environments in inclusive classrooms. This study contributes to limited research on slow learners in inclusive EFL settings by highlighting the interaction between phonological, cognitive, orthographic, and affective factors in pronunciation learning.
Copyright (c) 2026 Raifa Naswa Khodijah, Didik Santoso https://creativecommons.org/licenses/by-sa/4.0
Problems and Managerial Strategies in Arabic Language Learning: Senior High School Level
Arabic language learning in Madrasah Aliyah (MA) has a strategic position, both as a medium for understanding Islamic texts and as a means of developing students' communication skills. However, the implementation of Arabic language learning in MA still faces complex problems, ranging from curriculum aspects, teaching methods, availability of resources, to student motivation. This article aims to analyse the problems of Arabic language learning at the Madrasah Aliyah level and offer managerial solutions that can be applied by teachers, schools, and policymakers. This study uses a qualitative approach through field research. The results show that the main problems include low student interest in learning, limited teacher competence, the use of traditional methods, and limited learning media. The solutions offered include the application of innovative classroom management, the use of digital technology, continuous training for teachers, and the integration of real-life context-based learning. In conclusion, improving the quality of Arabic language learning in MA requires a comprehensive, collaborative, and student-oriented managerial approach. This article recommends integrative, collaborative, and student-centered learning management. With strong policy support, Arabic language learning can be more effective, enjoyable, and relevant in the era of globalization.
Copyright (c) 2026 Muhammad Auli Rahman, Hakmi Wahyudi; Anugrah Ilahi, Izzatul Mellati https://creativecommons.org/licenses/by-sa/4.0
Male Domination in Drama Scripts It's Crazy Chairil Anwar's Work: A Study of Rw Masculinity Theory. Connell
This research aims to examine male dominance, by focusing on hegemonic masculinity, subordinate masculinity and complete masculinity, in the drama script Already Crazy by Chairil Anwar using the theory of masculinity put forward by RW. Connell. While previous studies on masculinity in Indonesian literature have focused mostly on prose and poetry, the drama genre with its explicit dialogical and performative dimensions has not been explored as a locus for masculinity analysis. This gap is what prompted this research to apply Connell's framework to a canonical Indonesian drama script. This study used a descriptive-analytic qualitative approach. The source of the research data is the drama script Already Crazy by Chairil Anwar, with data in the form of dialogue, monologues and behavioral instructions that are relevant to the research focus. The data collection technique used is the read and record method. Data analysis is carried out by reading drama scripts repeatedly, classifying, describing, analyzing, interpreting and presenting conclusions based on research findings. The research results show that Chairil Anwar's drama script is crazy, representing male dominance through all three categories of Connell's masculinity. For example, hegemonic masculinity is apparent when Mr. Amir's emotional grief is socially interpreted as aberration, rather than as a natural human response. This dominance manifests as a strong tension between the demands of hegemonic masculinity that require men to remain strong, rational, and functional in in mourning and Mr. Amir's psychological reality is vulnerable and depressed. The social community in the manuscript, represented by neighbors, patrol officers and RT administrators, functions as a hegemonic apparatus that carries out social supervision and legitimizes Mr. Amir's marginalization. This research concludes that the play script is Mad Already is not just a story of a widower's grief, but rather a sharp social critique of the destructive impact of the construction of hegemonic masculinity on men's mental health and humanity. These findings contribute to the study of masculinity in Indonesian literary criticism and demonstrate the relevance of Connell's framework for analyzing dramatic texts in non-Western cultural contexts.
Copyright (c) 2026 Herson Kadir, Dewi Malik, Novandawati Masi, Sutrin R. Moha, Narsi Yani, Fitriya Ningsi Hadiu, Sri Indriyani Kadir https://creativecommons.org/licenses/by-sa/4.0
Effective Arabic Language Learning Programme Management Model At The Pekanbaru Islamic Boarding School
Arabic language learning in Islamic boarding schools plays a strategic role in supporting the understanding of Islamic sources and the development of students' academic and communicative competencies. One of the determining factors for the success of this learning is the effectiveness of learning programme management integrated with the application of bi'ah 'arabiyah. This study aims to analyse the patterns of Arabic language learning programme management based on bi'ah 'arabiyah and its contribution to the effectiveness of learning at the Abu Darda Islamic Boarding School in Pekanbaru and Darul Hadis Al-Watsar. This study uses a descriptive qualitative approach with data collection techniques in the form of participatory observation, in-depth interviews, and documentation. The research informants included the boarding school leaders, the head of the language department (qism al-lughah), and Arabic teachers selected through purposive sampling. The results showed that the Arabic language learning programme management pattern was implemented systematically through four management functions, namely planning, organising, implementing, and supervising. The application of bi'ah 'arabiyah has been proven to contribute positively to improving the language skills of students, although there are still obstacles such as limited vocabulary and psychological factors of beginner students. Overall, this study concludes that planned and sustainable management of Arabic language learning programmes based on bi'ah 'arabiyah can improve the effectiveness of Arabic language learning in Islamic boarding schools.
Copyright (c) 2026 Alfan Zuhdi, Hakmi Wahyudi; Muhammad Auli Rahman https://creativecommons.org/licenses/by-sa/4.0
Trauma and Unconcius Desire of Main Character in Dracula: A Love Tale Movie Psychoanalytic Approach
This study explores how trauma shapes the unconscious motivations of the main character in Dracula: A Love Tale by applying Freud’s psychoanalytic framework. The researchers aim to identify how the character’s emotional breakdown and long-term grief affect the relationship between the id, ego, and superego. Using a descriptive qualitative method, nine key dialogues were analyzed to reveal psychological patterns related to loss, denial, longing, and internal conflict. The findings show that the trauma of losing his wife consistently activates intense unconscious impulses, allowing the id to dominate through desire, obsession, and emotional volatility. Meanwhile, the ego struggles to negotiate between these impulses and reality, and the superego gradually weakens as moral and spiritual certainty collapses. The results demonstrate that unresolved trauma not only drives the character’s unconscious desires but also reshapes his behavioral patterns and overall personality development throughout the narrative.
Copyright (c) 2026 Putri Kerli Triana, Tatu Novyawati Zahwa, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Idiom Analysis in the Indonesian Subtitles of Harry Potter and the Chamber of Secrets (2002) and Harry Potter and the Prisoner of Azkaban (2004)
Idiomatic expressions represent one of the most complex challenges in audiovisual translation due to their culture-specific nature and resistance to literal rendering. Despite growing scholarly interest in subtitle translation, studies focusing on idiomatic expressions in fantasy film subtitles within the English–Indonesian language pair remain limited. This study analyzes the types of idiomatic expressions and the translation strategies employed in the Indonesian subtitles of Harry Potter and the Chamber of Secrets (2002) and Harry Potter and the Prisoner of Azkaban (2004). A descriptive qualitative method was employed, with twelve idiomatic expressions selected and analyzed using Baker's (2011) framework. The findings reveal that pure idioms constitute the largest category (50%), followed by figurative idioms (33.3%) and semi-idioms (16.7%). Translation by paraphrase is the dominant strategy (66.7%), followed by using an idiom of similar meaning but dissimilar form (25%), and translation by cultural substitution (8.3%). The dominance of paraphrase reflects the significant cultural and linguistic distance between British English and Indonesian, which frequently necessitates the dissolution of culturally specific imagery in favor of communicative clarity. This study concludes that non-literal and adaptive translation strategies are essential in conveying idiomatic meaning effectively for Indonesian audiences.
Copyright (c) 2026 Akhdanil Ghifari, Agus Salim Mansyur, Andang Saehu https://creativecommons.org/licenses/by-sa/4.0
Promoting Digital Well-Being Through English Graffiti Art: A Case Study of Junior High School Students
Unhealthy digital habits among junior high school students, including excessive gaming and prolonged social media use, have raised concerns about their impact on students’ creativity, focus, and real-world interaction. This study investigates the role of English graffiti art as an innovative pedagogical approach to shaping healthier digital practices among students at a private junior high school in Medan. Employing a qualitative case study design, the research was conducted with three classes of seventh-grade students who participated in classroom activities that integrated graffiti art into English language learning. Data were collected through preliminary surveys documenting students’ digital habits, student-created artifacts reflecting awareness and attitudes toward technology use, classroom observations capturing engagement and collaboration, and reflective journals and interviews with students and teachers, providing deeper insights into their perceptions. Quantitative data from surveys were analyzed using descriptive statistics to identify students’ awareness of their digital healthy habits. Triangulation of findings across multiple sources strengthened the validity of interpretations. Results indicate that integrating graffiti art into English learning can raise students’ awareness of their digital behaviors, encourage creative expression, and promote more balanced technology use. The study concludes that arts-based pedagogy offers meaningful potential not only for enhancing linguistic and creative skills but also for addressing contemporary challenges in students’ digital well-being.
Copyright (c) 2026 Widia Fransiska, Meida Rabia Sihite, Linda Astuti Rangkuti, Iskandar Zulkarnain https://creativecommons.org/licenses/by-sa/4.0
EFL Learners’ Perceptions of the Use of Think–Pair–Share in their Viewing Activities during Transactional Conversation Course at an Undergraduate English Education Program
This study explores how EFL learners perceive the use of Think–Pair–Share (TPS) in viewing activities within a Transactional Conversation course. Although TPS is commonly used in EFL settings, its role in viewingbased learning from learners’ perspectives remains limited. This study employed a qualitative descriptive design, involving 20 learners who completed open-ended questionnaires and six of them were interviewed for deeper insights. The data were analyzed using thematic analysis. The findings highlight four key themes: perceived effectiveness, learning process, engagement and interaction, and implementation challenges. TPS was found to increase engagement, support understanding through peer discussion, and encourage active participation during viewing tasks. However, challenges such as limited time, unequal participation, and language difficulties were also reported. These findings suggest that TPS can make viewing activities more interactive and meaningful, but its success depends on thoughtful implementation, including appropriate time allocation, balanced group interaction, and support for learners’ language development.
Copyright (c) 2026 Ayuri Rafikatul Husna, Puji Astuti https://creativecommons.org/licenses/by-sa/4.0
Collaborative Learning and Paragraph Writing Skills: Analyzing Effects and Engagement for EFL Students
This study investigated the effects of integrating round-robin and collaborative writing techniques on the paragraph writing performance and engagement of English as a Foreign Language (EFL) students. Employing a quasi-experimental pretest–posttest control group Design, the study involved 160 undergraduate students enrolled in compulsory writing courses, divided into an experimental group and a control group. Over six weeks, the experimental group received instruction through a combination of round-robin drafting and collaborative writing activities, while the control group received traditional, teacher-centered writing instruction. Students’ paragraph-writing ability was measured using a rubric-based writing test, and engagement was assessed using a multidimensional questionnaire covering behavioral, cognitive, affective, and emotional engagement. Results indicated that both groups showed significant improvement in paragraph writing performance; however, the experimental group achieved substantially higher posttest scores. Effect size analysis revealed a large impact of the integrated collaborative techniques (Cohen’s d = 3.12), compared to a moderate-to-large effect in the control group (d = 2.34). Normalized gain scores further confirmed the intervention’s superior effectiveness. Engagement findings showed high levels across all dimensions among students in the experimental group. These findings suggest that integrating round-robin and collaborative writing techniques provides an effective pedagogical approach for enhancing paragraph writing performance and fostering student engagement in EFL contexts. The study highlights the value of structured peer interaction and shared authorship in writing instruction.
Copyright (c) 2026 Nugroho Nugroho https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perceptions of Technological Knowledge in English Language Teaching Practices
This study explores English teachers’ perceptions of technological knowledge in teaching English within the TPACK framework. Teachers’ perceptions play an important role in determining how technology is selected and integrated into classroom instruction to support effective learning. This research employed a qualitative approach with a narrative inquiry design. The participants were English teachers at a junior high school in Mangkoso. Data were collected through interviews and classroom observations to capture teachers’ experiences in using technology during the teaching process. The findings reveal that teachers have positive perceptions of technological knowledge, as they demonstrate confidence in operating various digital tools and integrating them into instructional activities to support student engagement and learning. However, the study also identifies several challenges related to teachers’ digital skills, indicating the need for continuous professional development.
Copyright (c) 2026 Nila Irmayani, Chairil Anwar Korompot, Fitriyani https://creativecommons.org/licenses/by-sa/4.0
Management of the Arabic language teacher recruitment program in the city of Pekanbaru
This study analyzes the management of the Arabic language teacher recruitment program in Pekanbaru City, Riau, focusing on the stages of recruitment, selection, placement, needs planning, and teacher competency standards. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving eight participants from two representative schools. The findings indicate that the recruitment process has generally been well-structured through stages of needs analysis, administrative screening, interviews, and competency testing, although objectivity and transparency remain key challenges. Teacher requirement planning is based on student-teacher ratios and curriculum demands but is often constrained by changes in field conditions. Competency and qualification standards largely follow Permendiknas No. 16 of 2007, yet digital literacy and pedagogical innovation require improvement. Overall, this study contributes a contextual framework for managing Arabic teacher recruitment that integrates professionalism, transparency, and Islamic educational values to enhance the quality and sustainability of Arabic language education.
Copyright (c) 2026 Rahmah Arisa, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Framework of One Piece Flag Symbol That Used by Demonstration in Indonesia, Nepal, and Philippines
This study examines the use of the One Piece Jolly Roger flag as a symbolic resource in youth-led protest movements in Indonesia, Nepal, and the Philippines. Employing a descriptive qualitative approach, the research applies Critical Discourse Analysis, drawing on Fairclough’s discourse framework and van Dijk’s socio-cognitive perspective, alongside visual–semiotic analysis. The data consist of three representative protest images—one from each country—supported by related media texts from international news coverage. The findings reveal that although the same pop-culture symbol circulates transnationally, its meanings are locally rearticulated: the flag functions as satirical political critique in Indonesia, as confrontational resistance in Nepal, and as a tool of digitally mediated mobilization and accountability in the Philippines. These variations demonstrate how youth activists strategically adapt global popular culture to express localized political grievances while maintaining a shared discourse of resistance. This study contributes to discussions on youth activism and visual political communication by highlighting how fictional symbols can operate as powerful discursive instruments in contemporary protest movements.
Copyright (c) 2026 Febri Azwar Ilham, Yusri Bayu Aditya, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
This study examines the morphosyntactic realization of experiencer constructions in Indonesian using corpus-based data. A qualitative analysis was conducted on 500 clauses collected from the Indonesian CQPweb corpus and spoken data from YouTube. Applying distributional analysis and the X-Bar framework, the study investigates how experiencers and stimuli are structurally encoded across different verb classes. The findings reveal three major construction types: experiencer as subject, experiencer as object, and datival experiencer. These constructions systematically correlate with psychological verb classes and display variation in argument realization. Indonesian encodes experiencer roles through syntactic position and prepositional marking rather than morphological case. This research provides the first systematic corpus-based account of Indonesian experiencer constructions and contributes to broader discussions on argument structure and semantic role mapping in Austronesian languages.
Copyright (c) 2026 Zikriani, Mulyadi, Muhammad Yusuf https://creativecommons.org/licenses/by-sa/4.0
Islamic Value-Based Student Management for Islamic Character Development: A Qualitative Case Study at Junior High School
Despite the growing body of literature on student management in Islamic schools, most existing studies remain descriptive and have not systematically examined how modern management functions can be integrated with Islamic values to foster students’ Islamic character. This study aims to explore the concept and implementation of Islamic value-based student management in shaping the Islamic character of students at SMP IT Syahruddiniyah Kampar Kiri. The study employs a qualitative approach using a case study design. Participants included the school principal, the vice principal for student affairs, six subject teachers, three dormitory supervisors, and eight students, selected purposively based on their involvement in student management practices. Data were collected through in-depth interviews, structured observations, and documentation, and analyzed using the Miles and Huberman interactive model through data condensation, data presentation, and drawing conclusions. The results reveal that student management is carried out through the POAC functions (Planning, Organizing, Executing, and Controlling) integrated with Islamic values. Notably, the actuating (implementation) function—particularly through habit-forming programs such as congregational prayer, Quran memorization, and Islamic extracurricular activities—proved most significant in shaping students’ disciplined, religious, and responsible character. Theoretically, this study reveals that classical management theory (POAC) alone cannot fully explain the process of internalizing spiritual values; therefore, it needs to be integrated with Lickona’s character education theory and Al-Ghazali’s Islamic ethics concepts. Practically, Islamic schools are encouraged to institutionalize character-based organizing and holistic supervision systems, and to develop structured character training programs for educators as a prerequisite for effective Islamic value-based student management.
Copyright (c) 2026 Lilis Suryani, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Implementation of the Gamification-Based Blooket Platform in Learning to Listen to Fantasy Fairy Tales
This study was conducted in response to the current state of fantasy fairy tale listening instruction, which remains dominated by lecture-based methods and thus fails to effectively enhance student motivation and engagement in the learning process. The study aims to describe the implementation of the gamification-based Blooket platform in fantasy fairy tale listening instruction for seventh-grade students at SMP Negeri 1 Telaga during the 2025/2026 academic year. The study employed a qualitative descriptive approach supported by quantitative descriptive data. The research subjects consisted of one Indonesian language teacher and 20 seventh-grade students. Data were collected through observation, interviews, tests, questionnaires, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions, and was reinforced through triangulation of sources and methods. The research results indicate that the implementation of the Blooket platform was carried out through the stages of planning, implementation, and evaluation of learning, which were based on the Merdeka Curriculum teaching modules. The learning process took place through introductory, core, and concluding activities by utilizing gamification features such as competitions, challenges, and immediate feedback. Test results indicate that most students achieved scores above the Minimum Passing Criteria (KKM), while survey results show a very positive response to the use of Blooket, particularly regarding learning motivation, engagement, interaction, and ease of use. The success of the implementation was supported by student readiness, teacher competence, and the availability of learning facilities and infrastructure. The challenges identified included differences in student abilities, limited learning time, and technical obstacles such as internet connectivity and supporting devices. The research findings indicate that the use of the Blooket platform positively contributes to student engagement and supports the comprehension of fantasy story texts.
Copyright (c) 2026 Novita U. Hundolo, Salam, Eka sartika https://creativecommons.org/licenses/by-sa/4.0
Distributed Cognition in J.S. Khairen's Novel Bungkam Suara: Technogenesis and the Engineering of Collective Cognition in the Perspective of Hayles' Posthumanism
The digital age has changed the way humans think, but Indonesian literature studies still rarely read about this cognitive transformation as a distributed system involving humans and technology. This article analyzes the representation of distributed cognition in J.S. Khairen's novel Silence of Voices using the technogenesis framework of N. Katherine Hayles, focusing on how a character's cognition transcends the boundaries of the body and is distributed into media networks, information systems, and surveillance technologies. Through a qualitative-narrative analysis approach, the findings show that distributed cognition in the novel is a form of technogenesis that is also a mechanism for engineering collective cognition. Technology no longer functions as a neutral tool, but rather as an agent that directs—even determines—the way characters perceive the truth, form identities, and respond to information. Engineering strategies include information control through geo-fencing, the production of public opinion through engineered pro-con scenarios, and mass mobilization through digital command systems. This article argues that when cognition is distributed into systems that are not controlled by the individual, technology goes from an emancipatory tool to a subtle but effective social control mechanism. The theoretical contribution of this article is to expand the application of Hayles' technogenesis in the study of contemporary Indonesian literature and show that this novel functions as a posthumanist critique of digital subjectivity.
Copyright (c) 2026 Mariana Maharuju, Ellyana Hinta, Herman Didipu https://creativecommons.org/licenses/by-sa/4.0
The Limits of Human Will: Analyzing Nature and Survival in To Build a Fire by Jack London
This study examines the representation of nature and human survival in Jack London’s To Build a Fire from an ecocritical perspective. It aims to analyze how nature is portrayed as a dominant ecological force and how the protagonist’s anthropocentric mindset contributes to his failure. The study employs a qualitative descriptive approach, using close reading to analyze textual data from the short story within an ecocritical framework. The findings show that nature is represented as an autonomous and unchanging force that operates independently of human intention. The extreme environmental conditions highlight the vulnerability of the human body and the limitations of rational decision-making. The protagonist’s confidence in logic reflects an anthropocentric perspective that underestimates ecological power. His repeated attempts to control the environment ultimately fail, demonstrating the inability of human will to overcome natural forces. This study contributes to contemporary ecocritical discourse by demonstrating how survival narratives challenge anthropocentric perspectives and promote ecological awareness through literary representation. This study concludes that the story critiques human-centered assumptions and emphasizes the dominance of nature over human life. It reinforces the idea that humans are subject to ecological systems beyond their control, contributing to discussions on environmental awareness in literary studies.
Copyright (c) 2026 Izkha Primadani Aji, Henrikus Joko Yulianto https://creativecommons.org/licenses/by-sa/4.0
Exploring the Communicative Functions of Code-Switching in Maudy Ayunda’s ‘Thoughts on the Power of Language’
This study explores the functions of code-switching in the digital discourse of Maudy Ayunda, an Indonesian public figure, particularly in her YouTube video “Thoughts on the Power of Language.” Utilizing a qualitative research approach, data were collected from her video that included both Indonesian and English. The analysis follows a systematic coding process based on Gumperz’s (1982) and Marasigan’s (1983) frameworks. Findings reveal that Maudy strategically employs code-switching to enhance engagement with diverse audiences, emphasize key points, and navigate between personal experiences and global perspectives. The study highlights the role of bilingual discourse as a powerful tool for identity construction and audience engagement in contemporary Indonesia, reflecting broader sociolinguistic trends where English proficiency is associated with educational and professional opportunities. Ultimately, this research contributes to a deeper understanding of how bilingual individuals leverage multiple languages in digital interactions to fulfill various communicative functions.
Copyright (c) 2026 Alfin Rosyidha, Naila Rohmah, Girindra Putri Ardana Reswari, Fitri Alfarisy https://creativecommons.org/licenses/by-sa/4.0
Indonesian Intern Teachers in Thailand Classrooms: A Case Study on English Teaching
This study explores the teaching challenges faced by Indonesian intern teachers during their teaching practicum in Thailand classrooms. Using a qualitative case study approach, data were collected through in-depth interviews with six participants who had completed an international teaching internship program. The findings reveal that language barriers are the most dominant challenge, affecting classroom communication and instructional delivery. In addition, cultural differences, low student motivation, and limited learning media also influence the teaching process. To overcome these challenges, participants applied various strategies such as using simple English, body language, interactive methods like games, and collaboration with local teachers. The study highlights the importance of pedagogical, linguistic, and cultural adaptation in cross-cultural teaching contexts. These findings contribute to a better understanding of international teaching experiences and provide practical insights for preparing future intern teachers.
Copyright (c) 2026 Siti Nurhafidza, Siswana https://creativecommons.org/licenses/by-sa/4.0
The Identity of Father and Daughter in Aftersun Movie Through Collective and Individual Memory
Film functions as a medium through which memory and identity are constructed, particularly in the context of family relationships. The present study draws upon Maurice Halbwachs' theory of collective and individual memory to analyze the father-daughter relationship depicted in the film Aftersun. A plethora of studies have previously examined the nexus of memory and identity in cinematic works. However, research that explores the intricate interplay between collective and individual memory within the context of intimate family relationships remains under-explored. The present study aims to analyze how Calum and Sophie's shared experiences shape their emotional closeness, as well as how Sophie, as an adult, reinterprets her childhood memories to reconstruct her understanding of herself and her father. The data were collected through repeated viewings, dialogue transcription, and selection of relevant scenes, employing qualitative descriptive methods. The findings indicate that collective memory, manifested through shared activities and dialogues, fosters cohesion and relational identity. Conversely, unshared individual memories influence Calum's role as a father. In adulthood, Sophie engages in a process of self-reflection and identity reconstruction, working through her memories of childhood to reinterpret her shared identity with her father.
Copyright (c) 2026 Nabila Pipin Pinasti, Salsyabila Eka Putri, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
How EFL University Students Overcome Anxiety and Build Confidence in Classroom Public Speaking: A Qualitative Study at an Indonesian University
Public speaking is widely recognized as one of the most challenging activities for English as a Foreign Language (EFL) learners, particularly in higher education contexts where students are expected to demonstrate both linguistic competence and communication skills. This study investigates how EFL university students overcome anxiety and build confidence when delivering public speaking presentations in classroom settings. The research employed a qualitative descriptive design involving nine students from the English Education Study Program at Universitas Muhammadiyah Prof. DR. HAMKA (UHAMKA), Indonesia, who had completed a Public Speaking course. Data were collected through semi-structured in-depth interviews and analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that students experience various manifestations of Public Speaking Anxiety (PSA), including rapid heartbeat, trembling, overthinking, fear of forgetting content, and concerns about negative evaluation from lecturers and peers. To manage these challenges, students employ several coping strategies such as repeated practice, deep material mastery, preparation of presentation outlines, positive self-talk, deep breathing exercises, strategic pauses, utilization of visual aids, improvisation, code-switching, and seeking social support. Furthermore, positive classroom interactions, particularly supportive peer responses and constructive lecturer feedback, significantly contribute to strengthening students’ confidence and speaking self-efficacy. The study highlights that confidence development is not solely influenced by language proficiency but is also shaped by psychological resilience, preparation strategies, and the learning environment. These findings provide pedagogical implications for creating supportive classroom climates that foster EFL students’ willingness to communicate and public speaking competence.
Copyright (c) 2026 Sheva Syawaludin, Hamzah Puadi Ilyas https://creativecommons.org/licenses/by-sa/4.0
Urgency Analysis of Cursive Writing in Strengthening Literacy of Grade IV Students at Elementary School
This study investigates the urgency of teaching connected letter writing in strengthening literacy among Grade IV students at SD Negeri 2 Waisai, Raja Ampat. The problem arises from the decline of cursive writing, instruction due to the dominance of digital technology, which has reduced students’ practice opportunities and weakened their ability to produce neat, legible writing. The research aims to examine the implementation of cursive writing instruction, assess students’ proficiency, and evaluate its necessity in enhancing literacy. Employing a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving teachers and students. Analysis followed the Miles and Huberman model with triangulation to ensure validity. The findings reveal that while teachers consistently integrate cursive writing into lessons, methods remain conventional and media support is limited. Students show varied proficiency: some achieve neat and fluent writing, while others struggle with consistency due to insufficient prior practice. Despite these challenges, teachers emphasize the strategic importance of cursive writing in supporting literacy, as it fosters fine motor development, fluency, and readability—critical elements for effective communication. The study concludes that cursive writing is not merely a technical skill but a fundamental component of literacy development. However, limitations include the focus on a single school in a remote 3T area, restricting generalization.
Copyright (c) 2026 Makhali, Annisah Nurul Dzulaekha, Ahmad Triyo Laksono, Erna Yayuk https://creativecommons.org/licenses/by-sa/4.0
An AI-Based Adaptive Learning Framework for Strengthening Civic Competence and Digital Literacy among University Students
This study developed and evaluated an AI-based adaptive learning framework intended to strengthen civic competence and digital literacy among university students at Universitas Muhammadiyah Sumatera Utara. The study responded to a limitation found in many adaptive learning systems, namely their dominant emphasis on academic achievement while rarely operationalizing civic-digital indicators as triggers for personalization. Using Design Science Research combined with mixed methods, the study was conducted through six iterative stages: needs assessment, co-design of indicators, instrument development and validation, prototype development, quasi-experimental implementation, and evaluation of usability, explainability, and fairness. The final framework consisted of five interconnected layers: diagnostic profiling, civic-digital analytics, adaptive recommendation engine, explainability and reflection, and governance and fairness control. The intervention involved 124 students in four classes, with two classes assigned to the intervention group and two to the control group. The results showed that the intervention group achieved stronger gains in civic competence and digital literacy than the control group. The prototype also obtained an acceptable usability score (SUS = 81.4; UMUX-Lite = 84.7) and its recommendation explanations were considered understandable by both students and lecturers. The study contributes a localized measurement instrument, a practical ethical-AI implementation blueprint, and an adaptive learning design that integrates academic support with responsible digital citizenship.
Copyright (c) 2026 Rizaldy Khair, Hamidah https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students’ Perceptions of the Use of English Video in Learning Writing
Writing is often regarded as one of the most challenging skills for students learning English as a foreign language (EFL). This study looks into how EFL students feel about using English videos in their writing classes. A combination of methods was used in a specific order, including a questionnaire with rating scales, watching classes to observe what happens, and having conversations with open-ended questions. The results indicate that students generally have positive perceptions of the use of video in learning. Using videos in English was found to help students feel more motivated, confident, and involved in their writing tasks. Videos also helped students understand writing topics better, come up with ideas, and arrange their thoughts in a clearer way. Videos helped make writing clearer and more detailed by offering visual and contextual support. In general, using videos in lessons helps create a more interesting, significant, and focused learning environment for students when teaching writing in English as a foreign language.
Copyright (c) 2026 Adristi Jauza Heditami, Suciana Wijirahayu https://creativecommons.org/licenses/by-sa/4.0
Honor Culture and Body Politics in Mimpi Gadis Pasir: An Existentialist Feminist Reading
This study examines gender injustice in the short story collection Mimpi Gadis Pasir through Simone de Beauvoir’s existentialist feminist perspective, especially the concept of the Other. Using a qualitative approach and textual analysis, this study explores how honor culture (bhâghus) shapes the representation of women in the text. The findings show that gender injustice is constructed through four interconnected dimensions: body politics, moral stigmatization, structural subordination, and violence. These dimensions work together in positioning women as the Other, whose identities are defined by social norms and male authority. Among these dimensions, control over women’s bodies, especially in relation to reproduction and morality, emerges as the main mechanism sustaining patriarchal dominance. Unlike previous studies that mainly view honor culture as a form of social control, this study argues that, in literary representation, honor culture also functions as a symbolic structure that shapes women’s existential condition. These findings indicate that Mimpi Gadis Pasir not only portrays gender injustice, but also offers a critical reflection on patriarchal cultural structures.
Copyright (c) 2026 Rina Khuzaimah Basri Basri, Mahmudah, Hajrah https://creativecommons.org/licenses/by-sa/4.0
Sacred Traditions, Digital Transitions: Exploring English Teachers’ Experiences in Bridging Faith and Technology in Pesantren
This research scrutinizes how three English teachers in Islamic boarding schools (pesantren) located in Ngawi, East Java, Indonesia, negotiate the integration of digital technology within a framework of sacred values and pedagogical practice. Employing a narrative inquiry approach, the research draws on semi-structured interviews conducted between June and October 2025 to capture teachers’ life experiences in navigating institutional norms and moral expectations. Data were analyzed thematically following Braun and Clarke’s (2006) framework to identify recurring patterns of ethical reflection and pedagogical decision-making. The findings demonstrate that digital technology in pesantren is not understood as a neutral instructional instrument but as a moral space imbued with ethical and spiritual significance, where every pedagogical choice is evaluated against religious norms. Teachers engage in selective adaptation strategies, such as restricting open internet access, curating faith-aligned digital content, and repurposing technology for controlled activities like language performances and project-based tasks. These practices give rise to a distinctive form of value-based digital literacy characterized by spiritual awareness, ethical filtering, and pedagogical adaptability. The discussion reveals that although institutional restrictions often constrain technological innovation, they simultaneously foster teachers’ reflective agency and moral creativity. The research concludes that effective digital integration in pesantren relies less on rigid regulation than on the cultivation of ethical consciousness among teachers and students, allowing technology to function as an instrument of faith-oriented learning rather than a disruption to religious tradition.
Copyright (c) 2026 Hertiki, Eliasanti Agustina, Rahmat Setiawan, Meytha Dwi Kurniadiansyah https://creativecommons.org/licenses/by-sa/4.0
Shifting Norms and Sensitivity of the Jomok Meme: Critical Multimodal Discourse Analysis
This study aims to reveal a specific and contextual flow of interpretation within the controversial phenomenon frequently referred to as the Jomok meme. These memes, which are closely identified with figures such as Amba, Rusdi, Mas Fuad, and others, are often invoked when a meme relates to elements of gay or homosexual jokes featuring specific Black actors. This research employs a qualitative descriptive approach using netnographic methods for data collection and purposive research sampling. Data analysis was conducted through Teun A. Van Dijk’s Socio-Cognitive model. This research is also complemented by Kress & Van Leuween's visual grammar framework and Jean Baudrillard's Simulacra concept. A total of 10 data samples were analyzed (memes and comments). This research produces findings that the cognitive processes within the readers' mental models are reciprocal, dissociative, and reconstructive. This study contributes to the increasingly complex field of digital meme discourse recently, through the phenomenon of shifting digital community norms with the emergence of communities of fans of homosexual and vulgar memes.
Copyright (c) 2026 Andika Pratama https://creativecommons.org/licenses/by-sa/4.0
The Predominance of Female Ghost Characters in Indonesian Movies in the Period 2020-2025: Social Culture Perspective
This article examines the portrayal of female ghost characters in 30 Indonesian horror movies released between 2020 and 2025, analyzing their prevalence through the lens of Stuart Hall's theory of representation. A qualitative approach will be employed for the purpose of examination. The study posits that female ghosts serve as potent symbolic representations of social and cultural anxieties. A tripartite framework is used, focusing on the construction of language, images, and cultural symbols with the main analytical categories: gender norms, ritual practices, mythology, and spiritual beliefs. The data reveal that female ghosts are used to symbolise women who have been violated, betrayed, or forced to transgress established socio-cultural boundaries. The continued predominance of these figures reflects the horror genre's crucial function as a cultural tool for reflecting and regulating society's most deeply rooted gender ideologies.
Copyright (c) 2026 Alvita Nurliani, Olivia Aida Sabrina, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Practices in Promoting Cross Cultural Values through English Language Teaching
This study investigates how English teachers promote cross cultural values by examining the strategies they use, their understanding of cross-cultural concepts, and the challenges they encounter. Using a qualitative descriptive design, data were gathered through interviews and classroom observations. The findings show that teachers integrate cross cultural values mainly through comparative discussions, the use of authentic cultural materials, and reflective tasks that guide students to recognize cultural similarities and differences. Although teachers acknowledge the importance of cross-cultural awareness, their conceptual understanding is still limited and varies based on professional experience and training. The study also identifies several challenges, including the lack of culturally rich resources, limited institutional support, and concerns about addressing culturally sensitive issues in the classroom. Overall, the results highlight that teachers contribute meaningfully to cross cultural learning but require stronger pedagogical support and more structured guidance to integrate these values effectively in English language teaching.
Copyright (c) 2026 Ray Suryadi, Syarifuddin Dollah, Samtidar, Alifiah Pratiwi, Sultan, La Ode Idrus Hamid Basri, Syamsinar https://creativecommons.org/licenses/by-sa/4.0
Implementation Of Mindfulness to Improve Students' Interest in Learning and Emotional Well-Being
Mindfulness has increasingly attracted attention in educational research due to its potential to enhance students’ learning outcomes and psychological well-being. While previous studies have highlighted its benefits in higher education and clinical settings, fewer discussions have focused on how mindfulness contributes to improving learning interest and emotional well-being in the school context. This article aims to explore and analyze the role of mindfulness in strengthening students’ motivation to learn and maintaining their emotional balance during the learning process. The research employs a qualitative approach through a literature review of five accredited journal publications published between 2018 and 2022 that examined similar issues with different research objects. The analysis reveals that mindfulness practices positively influence students’ engagement with learning and contribute to reduced academic stress, which in turn fosters greater emotional well-being. Findings further indicate that the implementation of mindfulness not only increases students’ learning interest but also creates a healthier learning environment. The study concludes that integrating mindfulness into school practices can be an effective strategy to balance academic demands with emotional stability. These findings imply the need for educators and policymakers to consider mindfulness-based approaches as part of broader efforts to improve the quality of teaching and learning in schools.
Copyright (c) 2026 Syifa Qurrotul Aini, Sitti Hardianti, Hasrat A Aimang https://creativecommons.org/licenses/by-sa/4.0
Adaptive Teaching Strategies of Indonesian Pre-Service Teachers in Teaching English at Thai Schools in Krabi, Thailand
This study examines the adaptive teaching strategies employed by Indonesian pre-service English teachers when teaching English in Thai schools in Krabi, Thailand. Teaching in a multicultural and multilingual EFL context requires teachers to be flexible and responsive to students’ linguistic abilities, cultural backgrounds, and learning needs. This research focuses on how pre-service teachers adapt their instructional strategies, address cultural and pedagogical challenges, and develop professional competence during their teaching internships. This study employed a qualitative multiple-case study design involving ten Indonesian pre-service English teachers from a private university in East Jakarta who joined KKN & Magang Internasional in Krabi, Thailand. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using thematic analysis. The findings indicate that the participants demonstrated readiness to adapt their teaching methods, utilize various instructional media and materials, and integrate cultural awareness into their teaching classroom practices. These adaptive strategies in response to students’ needs, classroom environment, and language proficiency levels, contributed to improved student engagement and the development of intercultural competencelearning effectiveness.
Copyright (c) 2026 Salsabiila Alifya Khasanah, Suciana Wijirahayu https://creativecommons.org/licenses/by-sa/4.0
Lying in Children’s Lives in Pinocchio Movie (2022)
The study investigates the theme of lying habits depicted in the film Pinocchio (2022), focusing on the Social Pressure and the desire for acceptance, dynamic Influence, observation. This study used qualitative methodology to examine how Pinocchio's lies were portrayed, the consequences of his dishonesty, and the complex father-son relationship between Pinocchio and Geppetto. The film is analyzed as a reflection of social values, exposing the ethical dilemma of lying and its impact on human behavior. This analysis also explores the psychological motivations behind Pinocchio's lies and the role of parental influence in shaping honesty. The study concluded that the film provides insight into the importance of moral development and self-acceptance, as well as showing how social pressures and family relationships affect personal truth.
Copyright (c) 2026 Widianingsih; Elisabeth Ngestirosa Endang Woro Kasih https://creativecommons.org/licenses/by-sa/4.0
The Use of Video Games on Vocabulary Learning in English as Second Language Context
Vocabulary acquisition is a fundamental aspect of language learning, and the search for effective strategies to facilitate vocabulary development is ongoing. This study explores the potential of video games as tools for vocabulary acquisition in language learners, considering the impact of individual differences. The systematic literature review methodology is employed to analyze previous studies on the topic. The review highlights the advantages of video games, such as their motivational qualities, cooperative learning environments, and real-world contexts that enhance students' communicative skills. Video games provide a safe virtual environment for learners to experiment, receive immediate feedback, and be rewarded, fostering effective vocabulary learning. The review also reveals that context-embedded approaches, motivation, word frequency, game design, and instructional strategies are significant factors influencing vocabulary acquisition through video games. Additionally, learners' individual differences, including age, gaming experience, and language proficiency, affect the effectiveness of video game-based vocabulary learning. These findings underscore the importance of considering instructional design and learner characteristics when incorporating video games into language education. By integrating video games into vocabulary learning, language classrooms can offer engaging and effective instruction that promotes vocabulary acquisition.
Copyright (c) 2024 erfan fajar fadillah, Nasrullah Nasrullah, Abdul Muth'im https://creativecommons.org/licenses/by-sa/4.0
Constructing Cultural Heritage: A Faircloughian Critical Discourse Analysis of Wonderful Indonesia’s YouTube Video on Mentawai Tattoos
This study examines how Indonesia, particularly the Mentawai indigenous culture, is linguistically represented in the Wonderful Indonesia official YouTube promotional video entitled “Mentawai: The Ancient Art of Indonesia’s Tattoos Heritage” using Fairclough’s (1992) Critical Discourse Analysis (CDA) framework. Despite the growing body of research on Wonderful Indonesia promotional content, studies employing a linguistically focused CDA on videos representing Indonesian indigenous cultures remain scarce, particularly those analyzing a single video in systematic textual depth. This study addresses that gap. Employing a qualitative case study approach, this study analyzes the textual dimension of the video, focusing on evaluative vocabulary (e.g., “imbued,” “ancient”), metaphor (“a story written on the skin”), inclusive pronoun use (“our feet touch the land”), and sensory language, to examine how Indonesia is constructed as an attractive cultural tourist destination. The findings reveal that the video deploys a coherent set of linguistic strategies that portray Indonesia as exotic, diverse, and spiritually rich, reflecting underlying ideological values related to national branding and soft power. The study also demonstrates how the promotional framing of indigenous cultural heritage raises critical concerns regarding commodification and the absence of indigenous voices. This study contributes to tourism discourse research in the Indonesian context and demonstrates the continued relevance of Fairclough’s three-dimensional framework for analyzing digital promotional media.
Copyright (c) 2026 Windy Harsiwi, Ajie Wicaksono https://creativecommons.org/licenses/by-sa/4.0
Developing Narrative Texts with Mystery Elements for Grade 10 Students
This study aims to develop a narrative text with mystery elements as a reading instructional material for Grade 10 students and to examine student responses toward the developed material. The study employed a Research and Development (R&D) approach adapted from the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research was motivated by the limited availability of engaging reading materials that align with the interests and learning needs of Grade 10 senior high school students. The narrative text was developed based on genre-based theory and materials development principles, incorporating mystery elements such as tension-building conflicts, unexpected events, and clues scattered throughout the storyline. A total of 37 Grade 10 students at a senior high school in Indonesia participated as research subjects. Data were collected through expert validation sheets and student response questionnaires. The results indicated that the developed narrative text was declared valid and appropriate by a language expert (87.5%) and a materials development expert (85.0%). Furthermore, students demonstrated highly positive responses with a mean questionnaire score of 82.3%, indicating that the text was engaging, comprehensible, and motivating. The study concludes that a narrative text with mystery elements can serve as an effective and engaging reading instructional material for Grade 10 senior high school students.
Copyright (c) 2026 Intan Fandini, Totoh Tauhidin Abas, Fela Dafitri https://creativecommons.org/licenses/by-sa/4.0
The Relationship Between Tiktok Exposure and English Vocabulary Acquisition Among English Education Students at Tadulako University
This study aimed to investigate the relationship between TikTok exposure and English vocabulary acquisition among English Education students at Tadulako University. Using a quantitative correlational design, data were collected from 60 students selected through purposive sampling using an online questionnaire and analyzed using SPSS. The findings showed a mean score of 43.4 for TikTok exposure and 36.9 for vocabulary acquisition. Spearman’s Rank Correlation revealed a correlation coefficient of 0.494 with a significance value of less than 0.001, indicating a positive and statistically significant relationship between TikTok exposure and English vocabulary acquisition. These findings suggest that students with higher TikTok exposure tend to have higher levels of English vocabulary acquisition.
Copyright (c) 2026 Gusti Ayu Kadek Velli Amanda https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Informal Digital Learning of English (IDLE) and Vocabulary Mastery Levels of Grade XI Marketing Students at Vocation High School
This study investigated the correlation between Informal Digital Learning of English (IDLE) and vocabulary mastery among eleventh-grade Marketing students at SMK Negeri 2 Purworejo. Vocational students were selected because they frequently interact with digital media and require practical English skills for future professional contexts. This study utilized a quantitative correlational design involving 33 students selected purposively based on their involvement in digital English learning activities. Data were collected through an IDLE questionnaire and a vocabulary test. The reliability analysis showed that both instruments were highly reliable, with Cronbach’s Alpha coefficients of 0.945 and 0.872 respectively. The data were analyzed using Pearson Product-Moment Correlation. Prior to the correlation analysis, normality and reliability testing were conducted to ensure that the data met the assumptions required for Pearson correlation analysis. The findings revealed a strong positive correlation between IDLE and vocabulary mastery (r = 0.670, p < .001). The findings suggest that students who frequently engaged in digital English learning activities outside the classroom tended to achieve higher vocabulary scores. Exposure to English through digital platforms contributed positively to students’ vocabulary development by providing authentic language input. Therefore, IDLE can support vocabulary mastery and complement formal English learning. The findings also imply that integrating digital learning exposure into English instruction may support students’ autonomous vocabulary development.
Copyright (c) 2026 Faradilla Mutiara Sari, Ismawati Ike Nugraeni, Sri Widodo https://creativecommons.org/licenses/by-sa/4.0
Students’ Experiences In Learning Reported Speech Through Wordwall in Eleventh-Gradeat Senior High School
This study aims to explore students' experiences in learning reported speech through the use of Wordwall in grade XI students at SMAN 2 Pamekasan. The use of game-based media such as Wordwall is expected to address the challenges in teaching complex English grammar. This study uses a descriptive qualitative approach. Participants were selected using purposive sampling. Data were collected through direct observation and in-depth interviews with grade XI students. The collected data were analyzed thematically to identify the experiences, challenges, and benefits perceived by students. The results of the study show that Wordwall makes a positive contribution to learning reported speech. Students show increased engagement, motivation, and understanding of the material, as well as positive emotional responses such as feeling more relaxed and excited. Learning becomes more interactive through hands-on practice and peer-to-peer discussion. However, the study also revealed many specific challenges, notably time pressures that make students rush, grammatical difficulties in changing tenses and pronouns, and technical constraints such as device limitations and internet connections. Thus, the effectiveness of Wordwall is highly dependent on the balanced management of technical and pedagogical challenges, namely between the use of gamification features to increase motivation and the provision of adequate support to overcome students' cognitive and technical barriers.
Copyright (c) 2026 Hanadi Putri, Ina Daril Hanna, Arisandi Setiyawan https://creativecommons.org/licenses/by-sa/4.0
The Representation of Mental Health Construct in Billie Eilish’s Song
This research investigates how mental health concepts are depicted in the lyrics of selected songs by Billie Eilish. Although there is an increasing discourse surrounding mental health in modern popular music, there is a scarcity of literary hermeneutic analyses focusing on psychological representations within song lyrics. Employing a descriptive qualitative methodology framed by hermeneutics, this study scrutinizes five official tracks: Lovely, Everything I Wanted, Wildflower, TV, and idontwannabeyouanymore. Data were gathered using documentary methods from authenticated official lyric sources and were analyzed through meticulous close reading and contextual interpretation. The analysis is categorized into four distinct themes: implicit meanings, symbolic expressions, emotional undertones, and mental health challenges. The results indicate that the chosen lyrics consistently reflect mental health issues through motifs of anxiety, vulnerability, emotional suppression, loneliness, and internal strife. Symbolic imagery, including glass, water, fire, and physical sensations, is employed to illustrate psychological distress and emotional instability. Furthermore, the songs underscore emotional contradictions and a fluctuating self-image, portraying mental health as a multifaceted psychological condition. This research illustrates that symbolic imagery serves as a narrative mechanism that shapes psychological identity and emotional turmoil, suggesting that contemporary song lyrics can function as literary texts that articulate modern mental health narratives.
Copyright (c) 2026 Farah Dhiya Rofifah, Marsya Ariesta Cahyani, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Learning Vocabulary Through Quizizz Word Formation Games: A Qualitative Case Study at Senior High School
This qualitative case study explores students' perceptions and learning experiences in using Quizizz word formation games to learn vocabulary at MAN 1 Pamekasan. Thirty eleventh-grade students participated in two Quizizz sessions (Basic and Advanced levels) covering prefixes and suffixes. Data were collected through classroom observations, student worksheets, and semi-structured interviews with fifteen purposively selected students. The findings reveal that students perceived Quizizz as enjoyable, engaging, and more effective than conventional methods. Students particularly favored the leaderboard and avatar features, while the timer was reported as a source of anxiety for the majority of students. Students demonstrated improved morphological awareness through repeated analysis of prefixes, suffixes, and root words, particularly in their ability to analyze complex words using a word-breaking strategy (identifying the root word before analyzing affixes). The instant feedback feature helped students learn from mistakes immediately. This research contributes to the understanding of morphology-based vocabulary learning through digital game-based platforms and provides practical insights for teachers seeking innovative strategies to enhance student engagement and vocabulary mastery.
Copyright (c) 2026 Sri Ratih Yulianti, Ina Daril Hanna, Arisandi Setiyawan https://creativecommons.org/licenses/by-sa/4.0
The Application of Communicative Games in Enhancing Students’ Vocabulary Mastery: A Qualitative Study at Senior High School
This study examines the implementation of communicative games in vocabulary teaching in class X-B, analyzing student feedback, and identifying obstacles that emerged throughout the process. A qualitative case study design was used, with one English teacher and 18 purposefully selected students participating. Data collection was conducted through classroom observations and intrviews. The results showed that the games had a positive effect on vocabulary mastery, enthusiasm for learning, and student engagement in class. Before implementation, students' basic vocabulary understanding was minimal, accompanied by weak motivation to learn. After implementation, they appeared more energetic, enthusiastic, and confident in using English during activities. Almost all students responded positively, saying that the lessons were more engaging and less monotonous. The teacher also acknowledged improvements in vocabulary understanding for those who previously struggled. However, issues such as reduced concentration in the afternoon and initial lack of confidence persisted. Overall, communicative games proved to be an effective strategy for enhancing vocabulary mastery and creating a more interactive learning environment.
Copyright (c) 2026 Atiya Noer Khofifah, Fitrah Yuliawati, Dinar Vincy Yunitaka Bahrudin https://creativecommons.org/licenses/by-sa/4.0
Factors Influencing Cognitive Academic Language Proficiency in Academic Speaking among EFL Pre-Service Teachers
This study addresses the limited empirical attention to Cognitive Academic Language Proficiency (CALP)-oriented speaking in Indonesian EFL teacher education, where previous studies often examine speaking anxiety, teaching strategies, and oral communication separately. It explores the factors influencing students’ CALP in academic speaking at the English Language Education Study Program (ELESP), Universitas Negeri Gorontalo. A qualitative descriptive design was employed with twelve sixth-semester pre-service English teachers who had taken the Speaking for Academic Purposes course. Data were collected through semi-structured interviews, classroom observations, and documentation analysis, and were analyzed thematically. The findings reveal four interconnected factors: language exposure, teaching practices, affective factors, and linguistic knowledge. Limited exposure to academic English reduced students’ familiarity with formal vocabulary, academic expressions, and discourse organization. Teaching practices such as English-only activities, debates, presentations, lecturer modeling, correction, and feedback provided structured opportunities for academic speaking practice. Affective factors, particularly anxiety, fear of mistakes, and lack of confidence, reduced spontaneous participation. Linguistic knowledge emerged as the dominant constraint because limited academic vocabulary, grammar mastery, and discourse organization restricted students’ ability to formulate arguments and answer questions, while also intensifying anxiety. Pedagogically, the findings imply that academic speaking instruction should integrate explicit academic vocabulary, discourse organization, critical response strategies, constructive feedback, and emotionally supportive practice.
Copyright (c) 2026 Reynaldi Karim, Muziatun, Haris Danial https://creativecommons.org/licenses/by-sa/4.0
The Representation of Violence and Injustice in Saw (2004) Movie: A Forensic Linguistics Perspective
Following Stuart Hall's theory of representation, this research uses forensic linguistics to examine how violence and injustice are represented in the Saw (2004) movie. The research aims to uncover how language is used to construct ideological meanings surrounding violence and injustice in the film. Using a qualitative descriptive method and content analysis, the research focuses on the dialogues, monologues, and narrative elements in Saw (2004) that reflect acts of physical and verbal violence, discrimination, and violations of human rights. The findings reveal that language is employed not merely to drive the plot, but to shape psychological manipulation, moral dilemmas, and systems of control. Jigsaw’s use of commands, threats, and rhetorical devices portrays violence as moral retribution, while injustice is masked through coercive choices and oppressive structures. Forensic linguistic markers such as modality, imperative forms, metaphor, and evaluative language play a central role in constructing these representations. This research contributes to forensic linguistics and English education by demonstrating how language in popular media can encode power relations and ideological messages, highlighting the need for critical media literacy in academic settings.
Copyright (c) 2026 Az Zahra Rizani, Moh. Iqbal Firdaus, Eka Ugi Sutikno https://creativecommons.org/licenses/by-sa/4.0
Analyzing Prepositional Errors in Analytical Exposition Texts of Indonesian EFL Vocational Students
This study analyzed prepositional errors in texts written by 26 eleventh-grade TKJ students at Vocational High School. Using a descriptive qualitative design, Error Analysis and Surface Strategy Taxonomy classified errors into omission, addition, misformation, and misordering. Data comprised students' texts on the topic 'Smartphones Should Be Allowed in Class' and semi-structured interviews with five students selected from low, medium, and high error levels to explain possible causes. Results showed 98 errors: 92 misformation errors (93.88%) and 6 addition errors (6.12%), while omission and misordering were absent. Misformation dominance indicates that students knew prepositions were needed but struggled to select contextually and collocationally appropriate forms, especially on the internet, focus on, depend on, related to, and impact on. Interviews indicated direct Indonesian translation and confusion over English collocations. The findings suggest contextual, genre-based preposition teaching supported by model texts, collocation practice, and corrective feedback.
Copyright (c) 2026 Nur Anisa Lasalutu, Nonny Basalama, Dewi Dama https://creativecommons.org/licenses/by-sa/4.0
Morphological Features of the Surah Al-Insyirah and its Translation into English by Students of English Education Department at Universitas Islam Madura
This research investigates the morphological features of the surah Al-Insyirah and examines how the fourth semester students of English education department at Universitas Islam Madura translate the surah Al-Insyirah into English. Grounded in morphological theory (Adisutrisno, 2013) and translation studies Hatim (2014) this research used a qualitative method with a case study approach employs observation, interview, and documentation. The finding reveal that surah Al-Insyirah contains rich distributions of free morpheme and bound morpheme that carry grammatical and semantic functions which significantly influence meaning reconstruction in English. Students translation show varied handling of inflectional and derivational morpheme, level shifts, and translation methods affecting accuracy and contextual appropriateness. The research highlights is the importance of morphological awareness in Holy Qur’an translation task and contribute to applied linguistic in English language education.
Copyright (c) 2026 Nur Imamah Yuliatin, Dinar Vincy Yunitaka Bahrudin, Fitrah Yuliawati https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Expressive Speech Acts in Podcast: Joe Rogan Experience
In spoken communication, expressive speech acts such as praise play a crucial role in reflecting the speaker's psychological state and shaping social interaction. While many studies have explored speech acts in scripted media like films or talk shows, few have investigated how praise is naturally expressed in unscripted, long-form podcast discourse. This study aims to fill that gap by analyzing praising expressive speech acts in the podcast episode Joe Rogan Experience #2275, featuring Joe Rogan and the World Chess Champion, Magnus Carlsen. The analysis is grounded in Searle’s (1979) speech act theory, focusing on identifying the forms and pragmatic functions of praise. Using a qualitative descriptive method with purposive sampling, ten praising utterances were extracted and analyzed in context. The findings reveal that praise in this podcast is predominantly delivered implicitly, using informal and emotionally charged language. Pragmatically, both Rogan and Carlsen use praise not only to acknowledge intelligence and talent but also to build interpersonal rapport, validate expertise, and align shared values. These results highlight that in spontaneous digital conversation, praise functions as a strategic tool for maintaining social dynamics rather than merely offering compliments.
Copyright (c) 2026 I Made TirtaYasa, Putu Gede Budiartha https://creativecommons.org/licenses/by-sa/4.0
The Interaction Between Classroom Management and Arabic Teaching Approaches at Pondok Modern Al-Kautsar Pekanbaru
Despite growing attention to communicative language teaching, research on classroom interaction management in modern Islamic boarding schools (pesantren) remains scarce, as the unique dormitory-based language environment presents challenges distinct from regular school settings. This study aims to analyze classroom interaction management and Arabic language teaching approaches at Pondok Modern Al-Kautsar Pekanbaru. A qualitative descriptive design was employed, with data collected through participatory observation, in-depth interviews, and documentation. Research participants consisted of two Arabic language teachers and twelve students selected purposively. The findings indicate that: (1) teachers implement a phased interaction pattern moving from one-way explanation to two-way dialogue and multi-directional group interaction, progressively shifting toward student-centered learning; (2) the teaching approach is communicative, emphasizing direct practice through hiwār (dialogue), group discussions, and collaborative tasks; (3) major challenges include students' heterogeneous prior knowledge, dominance of the mother tongue, time constraints, and psychological barriers such as language anxiety. The novelty of this study lies in its empirical investigation of contextually adaptive interaction strategies within a pesantren, where Arabic is embedded in daily life through bi'ah lughawiyyah. These findings contribute a contextually grounded model of communicative interaction management for Arabic language pedagogy in Islamic boarding school settings.
Copyright (c) 2026 Aidil Azza, Lia Mahardika Harahap, Erka Pulungan, Hakmi Wahyudi, Siti Sumaiah https://creativecommons.org/licenses/by-sa/4.0
The Ideology of the Main Female Character in the Novel Amba by Laksmi Pamuntjak
This research examines Laksmi Pamuntjak's novel, Amba, which tells the story of the main female character's struggle to find freedom and equality with men. Initially, the main female character views freedom as a means to happiness. However, she experiences destruction and loss that render her unaware of her rights as a woman. This situation drives her to resist patriarchy through a transformation into a woman with freedom of choice, freedom of opinion, responsibility, and independence. This research focuses on two issues: feminine transcendence as viewed from the perspective of women's existence in Laksmi Pamuntjak's novel, Amba. This study is analyzed using Simone de Beauvoir's existentialist feminist theory in her book, The Second Sex, which discusses the transcendence of women's freedom and awareness in determining their identity. The method used is descriptive qualitative, using reading, observing, and note-taking techniques. The research results show that the main female character successfully discovers her identity and truth through her search for a livelihood on Buru Island, leading her to become an independent, critical, and persistent woman. This struggle reflects a woman's efforts to achieve full existence and recognition. The conclusions from the research findings indicate that the main female character successfully fights for women's rights through her efforts to transcend her limitations. The main female character maintains her honor as a mother and the love of a man.
Copyright (c) 2026 Erlinda A. Suleman, Herson Kadir, Yunus Dama https://creativecommons.org/licenses/by-sa/4.0
Investigating Turn-Taking Patterns on Students’ Conversation on Synchronous Discussion
This study investigates turn-taking patterns and students' management of the conversational floor during synchronous online discussions in an English as a Foreign Language (EFL) setting. As synchronous platforms grow more prevalent in language learning, understanding how students organize interaction in digitally mediated situations becomes increasingly crucial. The data were collected through a single recorded Zoom discussion involving three EFL students, using a descriptive qualitative approach guided by Conversation Analysis (CA). This study investigates how platform affordances and pedagogical expectations influence turn-taking behavior in teacher directed synchronous classroom context. In contrast, previous CA studies in online EFL contexts that generically address interactional competence. The findings demonstrate that turn-taking in synchronous settings is highly regulated and heavily influenced by teacher oversight. Turn initiation was primarily through teacher nomination, while student self-selection emerged only at clear transition points. Significantly, no were no instances of overlap or interruption were observed, demonstrating that participants complied with platform norms and institutional requirements. Students also utilized self-initiated repair strategies, including hesitations, repetitions, and reformulations to maintain the language challenges and maintain speakership. Overall, turn-taking in synchronous EFL discussions was systematic and non-competitive, influenced by technological affordances and pedagogical framework. Furthermore, the findings of the study enhance the theoretical comprehension of how technologically mediated environments shape interactional patterns and turn-taking frameworks in instructed language-learning settings. Despite the small sample of three participants, these findings provide preliminary insights into interactional approaches within online language classes and highlight the necessity for instructional strategies that encourage equitable participation in synchronous learning settings.
Copyright (c) 2026 Sylvia Putri Ainurrifah, Dian Ratnawati, Irma Khoirot Daulay https://creativecommons.org/licenses/by-sa/4.0
The Impact of ChatGPT as a Guided Thinking Partner on Junior Secondary Students’ Recount Text Writing Skill
This study investigated the impact of ChatGPT as a guided thinking partner on ninth-grade students’ recount text writing skill at SMP Negeri 2 Suwawa. Although previous studies have shown that ChatGPT can support writing instruction, limited classroom-based quantitative evidence has examined its supervised use as a thinking partner rather than as an automatic text generator in junior secondary EFL recount writing. Grounded in sociocultural scaffolding theory, this study positioned ChatGPT as guided cognitive and linguistic support during idea generation, outlining, drafting, revising, and editing. A quantitative pre-experimental one-group pre-test and post-test design was employed with 30 students selected through purposive sampling. Students’ recount texts were assessed using an analytic rubric covering structure, grammar accuracy, vocabulary use, and coherence. The data were analyzed using descriptive statistics, the Shapiro-Wilk test, the Wilcoxon Signed-Rank Test, and effect size calculation in IBM SPSS Statistics 27. The findings showed that the mean score increased from 72.33 in the pre-test to 85.83 in the post-test, with improvements across all writing indicators, especially coherence and text structure. The Wilcoxon test indicated a significant difference between pre-test and post-test scores (Z = -4.102, p < .001), with a large effect size (r = .75). The study concludes that ChatGPT can support recount text writing when it is used ethically, reflectively, and under teacher supervision as pedagogical scaffolding rather than as a substitute for students’ own writing process.
Copyright (c) 2026 Sukmawati Lahabi, Karmila Machmud, Titien Fatmawaty Mohammad https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Instagram Reels in Improving Students` Speaking Skills at the Sixth Semester of STKIP PGRI Bangkalan
Speaking skill is one of the essential aspects of English language learning because students are expected to communicate ideas fluently and confidently. However, many EFL university students still experience difficulties in speaking English, including limited vocabulary, hesitation, low confidence, and pronunciation problems. This study aimed to investigate the improvement of students’ speaking skills after the implementation of Instagram Reels at the sixth semester of STKIP PGRI Bangkalan. Unlike previous studies that mainly focused on students’ perceptions toward Instagram Reels, this study statistically examined students’ speaking improvement using a quantitative pre-experimental design. The study employed a one-group pre-test and post-test design involving 13 EFL university students. The researcher used total sampling because the total population of sixth-semester students consisted of only 13 students. The treatment was conducted in two meetings using Instagram Reels as speaking learning media. The data were collected through speaking tests assessed based on pronunciation, vocabulary, grammar, fluency, and comprehension. The data were analyzed using SPSS through reliability test, normality test, and Paired Sample T-Test. The findings showed that the mean score increased from 9.85 in the pre-test to 16.38 in the post-test. In addition, the significance value (Sig. 2-tailed) was 0.000, indicating a statistically significant improvement in students’ speaking performance after the treatment. The effect size analysis using Cohen’s d showed a very large effect (d = 2.76). The findings suggest that Instagram Reels was associated with positive improvement in students’ speaking skills and can be considered as an alternative learning medium for speaking instruction in EFL classrooms.
Copyright (c) 2026 Ela Farida, Siti Maria Ulfa, Ruqoyyah Amilia Andania https://creativecommons.org/licenses/by-sa/4.0
Domestication and Foreignization Strategies in Translating Islamic Culture-Bound Terms: A Case Study of Assalamualaikum Baitullah
This study investigates the translation of Islamic culture-bound terms in the English subtitles of the film Assalamualaikum Baitullah. Unlike previous studies that have largely focused on secular culture-specific expressions in mainstream films, this research addresses a gap in the literature by examining the translation of Islamic religious terminology in an Indonesian cinematic context. Drawing on Venuti’s (2008) framework of domestication and foreignization, the study explores how culturally and theologically significant Islamic terms are rendered for English-speaking audiences. Using a descriptive qualitative approach, the research analyzes 43 Islamic culture-bound terms identified from the film’s Indonesian dialogue and their corresponding English subtitles. The findings indicate that domestication is the predominant strategy, accounting for 79.07% of the data, while foreignization represents 20.93%. Domestication is primarily employed to enhance comprehensibility and ensure a natural reading experience by translating religious expressions into culturally familiar English equivalents. In contrast, foreignization is used selectively for terms that carry distinctive Islamic meanings and lack adequate equivalents in English, thereby preserving their religious authenticity and cultural significance. Overall, the findings reveal the translator’s effort to balance audience accessibility with the preservation of Islamic cultural identity, contributing valuable insights to the field of audiovisual translation and the localization of religious content.
Copyright (c) 2026 Maulida Hayati Kresnadi, Dedi Sulaeman, Erlan Aditya Ardiansyah https://creativecommons.org/licenses/by-sa/4.0
Exploring University Students’ Perceptions of Watching Movies for English Listening Development
Abstract This study aims to examine university students’ perceptions of watching English-language movies for listening development, focusing on perceived impact, attitudes, and learning obstacles. Although audiovisual media are widely used in English language learning, limited research has examined learners’ subjective experiences in listening development, especially within the Indonesian EFL context. A descriptive qualitative design was employed involving five undergraduate students from an English Education department at Muhammadiyah University of Purworejo. Participants were selected through purposive sampling based on their experience in using English-language movies as an educational tool. Data were collected through structured questionnaires and semi-structured interviews and analyzed using descriptive frequency analysis and thematic analysis. The findings show that students perceive English movies as beneficial for improving listening comprehension, increasing exposure to authentic spoken language, and enhancing familiarity with native speakers’ accents and speech patterns. Students also demonstrate positive attitudes, reflected in increased motivation, enjoyment, and reduced anxiety during listening activities. However, they encounter several obstacles, including fast speech rate, background sounds, and limited vocabulary, which hinder comprehension. The study concludes that English movies serve as an effective supplementary medium for listening development, although pedagogical support such as subtitles, vocabulary preparation, and repeated viewing is required to optimize learning outcomes.
Copyright (c) 2026 Brilian Bagaskara, Puspa Dewi, Andrian Nuriza Johan https://creativecommons.org/licenses/by-sa/4.0
Verbal And Narrative Strategies of Resistance: Countering Western Orientalist Othering in Persepolis (Volume 1)
This study examines how Persepolis challenges Western stereotypes about Iran, which are often portrayed as uniform and oppressive. Rather than focusing only on representation, this study analyzes how meaning is constructed through narrative and verbal strategies. Drawing on Gerald Prince’s narratology (1982), it focuses on point of view, temporal distance, direct discourse, summary narration, and symbolic expression. Using a qualitative textual approach, the analysis is based on a close reading of selected excerpts. The findings show that meaning is not presented as fixed or complete, but constructed through perspective and experience. An internal point of view limits knowledge and foregrounds a partial understanding, while temporal distance enables reinterpretation. Direct discourse introduces multiple, conflicting voices, while summary narration condenses events without full explanation. Symbolic expressions reveal how ideology operates through simple language. Together, these strategies produce a layered, open, and interpretive narrative that resists reducing Iranian society to a single, fixed image.
Copyright (c) 2026 Wulan Prihatiningsih Sholikhah, Ruly Indra Darmawan https://creativecommons.org/licenses/by-sa/4.0
Students' Perceptions of the Importance of English in the Workplace
English proficiency is vital for workplace communication in globalized, technology-driven environments, yet few studies examine vocational high school students' perceptions, which differ from those of general secondary education students due to industry-specific needs. This study investigates eleventh-grade students' perceptions of English for workplace readiness and identifies essential skills. Using a mixed-methods design, quantitative data from a 22-item Likert-scale questionnaire (n=180) and qualitative data from semi-structured interviews (n=20) were analyzed via descriptive statistics and thematic analysis. Findings reveal strong positive perceptions of English for career development and employability, with speaking as the most valued skill (mean = 3.38). However, there is a mismatch between perceptions and workplace demands, as students prioritize speaking over reading/writing. Qualitative themes highlight instructional gaps and proactive self-learning. Vocational curricula should integrate practical, industry-aligned activities to enhance readiness.
Copyright (c) 2026 Devi Andreawati, Yeni Rahmawati, Sunarti https://creativecommons.org/licenses/by-sa/4.0
Investigating The Role of Semantic Change in Slang Word on Instagram and Its Influence on Informal Spoken Languange in The Classroom
This study investigates the types of semantic change in slang words on Instagram and examines how these changes are adopted and reflected in students’ informal spoken language in the classroom. This research employs a qualitative case study design involving third-semester students of the English Education Department at Universitas Islam Madura. The data were collected through observation, interviews, documentation, and students’ spoken performance during guided informal speaking activities. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that four types of semantic change are identified in Instagram slang, namely extension, narrowing, degeneration, and regeneration of meaning, with degeneration being the most dominant type. Furthermore, the results show that these semantically shifted slang words are actively adopted by students in their informal spoken language. Based on (Brown’s 2004) speaking aspects, the use of slang contributes positively to students’ fluency, vocabulary, and comprehension, as they are able to express ideas more naturally and understand contextual meanings effectively. However, limitations are still found in accuracy and pronunciation, particularly in grammatical structure and word formation. In addition, the study indicates that Instagram plays a significant role as a source of linguistic input that accelerates vocabulary development and influences students’ speaking behavior. The findings highlight that semantic change in digital environments not only affects lexical meaning but also shapes real-time language use in classroom interaction. In conclusion, this study confirms that Instagram slang functions as a dynamic linguistic resource that enhances informal communication while simultaneously presenting challenges in linguistic accuracy. Therefore, educators are encouraged to integrate awareness of digital language use into classroom practice to support balanced language development
Copyright (c) 2026 Lailatul Jannah, Dinar Vincy Yunitaka Bahrudin, Ina Daril Hanna https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Students’ Reading Habits and Their Public Speaking Performance in EFL
This study investigates the correlation between students’ reading habits and their public speaking performance in an English as a Foreign Language (EFL) context. The study was motivated by the need to understand how literacy practices contribute to the development of productive language skills, particularly in speaking. A quantitative correlational research design was employed, involving 40 eleventh-grade students of SMK PGRI 2 Denpasar selected through purposive sampling. Data were collected using a reading habit questionnaire and a public speaking performance assessment rubric. The data were analyzed using descriptive statistics and Pearson Product-Moment Correlation after fulfilling prerequisite tests, including normality, homogeneity, and linearity. The results showed that students generally demonstrated high levels of reading habits (M = 82.15) and public speaking performance (M = 87.45). More importantly, the correlation analysis revealed a strong and statistically significant positive relationship between the two variables (r = 0.732, p < 0.05). This indicates that students with higher reading engagement tend to achieve better performance in public speaking tasks. The findings support the theoretical assumption that reading provides essential linguistic input, including vocabulary and discourse structures, which can be transferred into speaking performance. However, the results also suggest that reading habit is not the sole determinant, as other factors may influence speaking ability. This study highlights the importance of integrating reading and speaking activities in EFL instruction to enhance students’ communicative competence.
Copyright (c) 2026 Putu Krisna Purnayasa, Ni Made Ratminigsih, Made Hery Santosa https://creativecommons.org/licenses/by-sa/4.0
Code-Mixing: A Strategic Communication Practice Found in Cinta Laura’s Podcast
This study examines the phenomenon of code-mixing in contemporary digital discourse, specifically focusing on narrative podcasts. The study mainly aims to find out type of code mixing and analyzing the function of code-mixing in podcast. Using a descriptive qualitative approach, the study analyzes an episode of the iWil Network podcast featuring Cinta Laura Kiehl, a prominent bilingual figure in Indonesia. The data were collected through observation method by applying several techniques, such as; making verbatim transcription, taking notes and categorizing the data of code-mixing according to Hoffman (1991) typology of intra-lexical mixing, intra-sentential mixing, and code-mixing involving a change of pronunciation. Audience Design Theory by Bell (1984) was applied to explore the functions of code-switching. The findings reveal a total of 124 instances of code-mixing, dominated by intra-Sentential mixing (21%) and followed by intra-lexical mixing (79 %). Meanwhile code-mixing involving a change of pronunciation did not occur in Cinta’s Utterances, since she is very fluent in English, therefore there was no pronunciation interference. These results indicate that code-mixing serves as a functional communication strategy to enrich Indonesian conversation through lexical borrowing and discourse tags while maintaining interactional fluency. The findings show that code-switching is used strategically to emphasize important information, express identity and solidarity, clarify meaning, and index modernity and expertise
Copyright (c) 2026 I Komang Sulatra, Desak Putu Eka Pratiwi https://creativecommons.org/licenses/by-sa/4.0
The Role of Management Principles in Improving the Effectiveness of Arabic Language Learning Programs in Madrasah Tsanawiyah Pekanbaru City
This study aims to analyze the role of management principles in improving the effectiveness of Arabic language learning programs in Madrasah Tsanawiyah in Pekanbaru City, Indonesia, with a focus on the principles of reciprocity and centralization. Previous studies have rarely integrated reward systems and centralized curriculum policies in Arabic language learning management. This study employed a descriptive qualitative approach involving two Arabic language teachers and one madrasah principal from MTs Masmur and MTs Al-Fajar. Data were collected through observation, in-depth interviews, and documentation. The findings show that the application of management principles planning, organizing, implementation, and evaluation contributes to improving learning effectiveness. The principle of reciprocity enhances teacher motivation through financial and non-financial rewards, which encourage more innovative teaching practices. Meanwhile, the principle of centralization helps maintain curriculum consistency but may limit teachers' flexibility in adapting learning to students’ needs. The hybrid management model, defined as the integration of centralized curriculum standards with limited teacher autonomy in instructional practices, has proven to support adaptive and effective Arabic language learning. This study emphasizes the importance of balancing reward systems and centralized policies to improve teacher performance and the effectiveness of Arabic language learning in the madrasah environment.
Copyright (c) 2026 Winta Fevi Camelia, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
The use of TikTok as a Teaching Media to Teach Vocabulary of the Eight Grade Students at Junior High School
This study investigates the effectiveness of the TikTok application in improving students’ English vocabulary skills and examines how TikTok supports vocabulary learning at SMP Negeri 7 Palopo. The study employed a quantitative pre-experimental method using a one-group pre-test and post-test design. The sample consisted of 22 eighth-grade students selected through cluster random sampling. The research instruments included vocabulary tests and questionnaires. The pre-test and post-test were administered to measure students’ vocabulary achievement before and after the treatment. The data were analyzed using descriptive statistics, a paired sample t-test, and the Wilcoxon signed-rank test. The findings revealed a significant improvement in students’ vocabulary after the implementation of TikTok-based learning. The mean score increased from 63.18 in the pre-test to 87.95 in the post-test, representing an improvement of approximately 39.2%. The paired sample t-test showed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the pre-test and post-test score improvement, while only 2 students showed a decrease and 1 remained unchanged. The findings also indicated that TikTok supported vocabulary learning through audiovisual content, contextual examples, pronunciation, features, repetition, and interactive short videos that enhanced students’ engagement and vocabulary retention. Therefore, it can be concluded that TikTok is an effective learning tool for improving students’ vocabulary skills and supporting vocabulary learning in English language classrooms.
Copyright (c) 2026 Lisa, Wisran, A. Musafir Rusyaidi https://creativecommons.org/licenses/by-sa/4.0
Indonesian Pre-Service English Teacher Identity Construction in Team-Teaching Context
Forming a teacher's identity is crucial for becoming an educator who can appropriately position themselves within the social environment, particularly in the classroom. Pre-service teachers, such as students majoring in teacher education, need opportunities to develop their identity beyond what is formed through their academic experiences at university. To foster this development, team-teaching in schools is essential. However, there is still limited studies that have explored how team-teaching, where pre-service English teachers and mentor teachers collaborate in a classroom, can influence the construction of teacher identity. This study aims to examine how team-teaching helps reconstruct pre-service English teachers’ identity in the context of an EFL (English as a Foreign Language) classroom. Using a phenomenological qualitative approach, the study explores the experiences of three pre-service English teachers during team-teaching. The results show that although students initially faced challenges such as nervousness, anxiety, and limited understanding with mentor teachers, they gradually adapted and actively engaged in team teaching. This experience shaped their identity as English teachers as pedagogical facilitators, while also fostering autonomous and self-regulated teachers prepared for independent teaching.
Copyright (c) 2026 Arkana Hady, Ahmad Amin Dalimunthe, Rahmah Fithriani https://creativecommons.org/licenses/by-sa/4.0
Phonological Interference of the Bugis Dialect on the Indonesian Language in the Bambaloka Community in Baras District
This study aims to describe the form of interference of the Bugis dialect in Indonesian speech in the Bambaloka community, Baras District, through a descriptive qualitative approach with data in the form of spontaneous speech collected using listening, recording, and recording techniques in the context of informal communication, and analyzed using the Miles and Huberman model. The results of the study revealed that the interference that occurred was concentrated in one form, namely phonological interference, which included 13 specific patterns including the change of the phonemes /m/ and /n/ to /ng/ at the end of the word, modification of the vowels /o/ and /e/ at the end position, the elimination of the consonants /h/, /t/, /p/, and /k/ which are prevalent accompanied by the addition of the particles /mi/ and /ji/ typical of the Bugis dialect, As well as the pattern of contraction, assimilation, change of the liquid phoneme /r/, and simplification of consonant clusters as seen in the realization of the word has become sudami and not become didaji. This phenomenon takes place systematically because the Bambaloka people are a bilingual community that makes the Bugis dialect their mother tongue, so that the phonological system of the first language is consistently carried over into their Indonesian speech. This finding has practical significance as the basis for designing an Indonesian language learning strategy that is more contextual and responsive to the linguistic characteristics of bilingual communities, especially for speaking communities living in a language contact situation between regional languages and Indonesian.
Copyright (c) 2026 Fika, Moh Tahir, Juniati, Yunidar, Ulfah https://creativecommons.org/licenses/by-sa/4.0
The Influence of Connected Speech toward Students’ Speaking Ability
Speaking is the most complex skill of English Speaking is the most complex skill of English because the speakers need to be focus on some components such as pronunciation, vocabulary and grammar. Moreover, beside those components, pronunciation takes the most crucial not only in English but it also works in other languages. Pronunciation also becomes the biggest problem for students. Everytime English learners in Indonesia speak English, they usually speak English slowly or by pronouncing word by word. Connected speech is the form of spoken English happening naturally or unconsiously to the native speaker in any levels and situations in which can make the English speaker speaks fast and fluently. The purpose of this study is to measure the influence of connected speech toward speaking ability of students at SMP International Islamic Class Program Pamekasan. A pre-experimental design with one group pre-test and post-test was employed in this investigation. In the instrument, the researcher administrated the pre-test at the first time, then the treatment, and finally the post-test. To know the validity of the instruments used, the researcher used content and construct validity in which the test was representative of the material that was given to the students, and for reliability, the researcher used Cronbach’s Alpha by using the SPSS program. This study was done in the ninth grade of SMP International Islamic Class Program (IICP) Pamekasan and consisted of 28 participants. The test score of Ninth grade students was used to collect data for this study. The test was in the form of some questions. The speaking test was conducted to determine the efficacy of connected speech. The test was administrated twice, before and after treatment. The treatment was given before post-test for four times. The results demonstrate that after treatment, students' speaking achievement was higher than before treatment. It was proved by the mean score post test was 6.56. while the mean score of pre-test 5.59. To find out whether the difference was significant, the t-test for dependent was applied. The interpretation of the t-test result with df 25, the T-count is 7.086. The 2-tailed significant value is 0.000, which was less than 0.05. The null hypothesis stated that there was no significant influence of students speaking ability after being taught connected speech was rejected. Whereas, the alternative hypothesis was accepted because there was a significant influence of students’ speaking ability after being taught connected speech. Therefore, it is recommended that connecte speech can be applied in teaching speaking skill at Islamic junior high school. Nevertheless, in teaching connected speech, the teacher should be selective in selecting teaching method which suitable to students’ ability in receiving the lesson.
Copyright (c) 2026 Saiful Kohher https://creativecommons.org/licenses/by-sa/4.0
A Systematic Thematic Review of Task-Based Language Teaching for Young Learners
Task-Based Language Teaching (TBLT) has become very popular for young learners. However, it is not consistently or effectively used in the classroom. The present study is a systematic thematic review of the literature on TBLT for young learners. This study is designed to explore the ways in which children participate in task-based activities in primary English lessons and, ultimately, which type of tasks is most effective in supporting children's communicative language use, which in turn will lead them towards communicative language teaching. Focusing on 40 peer-reviewed studies that are published between 2015 and 2025, a qualitative thematic review has been carried out. The empirical study was only taken in classroom-based TBLT with young EFL learners that fulfilled strict criteria. Some themes were identified in task design, input-based instruction, interactional patterns, learner motivation, implementation challenges, and finally assessment and technology. Results highlight that engaging, hands-on, meaningful activities, and cooperative communication and interaction stimulate engagement, vocabulary development, and willingness to communicate in young learners. However, tasks that are too early, too production-oriented, and test-oriented can limit participation and cause anxiety, which can increase their affective filter. Emotional safety, peer support that is structured, and opportunities to repeat tasks are also noted as important, as these can enable children to experiment with language without stress, judgement, and fear of failure. The theme of adaptation of tasks to larger, exam-oriented classes is used particularly to address this point, which is often found in many EFL settings. The results also indicate that the design of tasks, organization of the classroom, and assessment methods of teachers should be in line with TBLT principles in learning. Therefore, providing developmentally appropriate environments with tasks and non-judgmental environments is critical to ensure the long-term success of young learners in English and in their everyday language.
Copyright (c) 2026 Nahian Ahmed Ananna https://creativecommons.org/licenses/by-sa/4.0
Humanistic and Peace Values in John Lennon’s Solo Albums
This study analyzes the representation of humanistic and peace values in John Lennon’s solo albums through a qualitative descriptive approach focusing on lyrical analysis. Eight songs released between 1970 and 1980—Imagine, Give Peace a Chance, Happy Xmas (War Is Over), Mind Games, Love, Working Class Hero, Beautiful Boy, and Watching the Wheels—were selected for their consistent articulation of themes such as unity, compassion, equality, and critiques of social injustice. Guided by Marc Pilisuk’s peace theory, the analysis interprets Lennon’s lyrics as cultural texts that embody moral and philosophical ideals rather than mere political statements. Findings reveal that Lennon’s works function as artistic expressions and ethical reflections, encouraging audiences to envision a world free from conflict and grounded in empathy and solidarity. His songs bridge personal experiences with global concerns, offering meaningful contributions to literary studies and peace discourse. Ultimately, Lennon’s solo albums highlight the transformative role of music in promoting humanity, justice, and peaceful coexistence.
Copyright (c) 2026 Marvino Diaz Athalah, Hafiz Arfansyah, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Hero’s Journey Analysis in Wish Movie (2023)
This study aims to analyze the stages of the hero’s journey theory within the Wish (2023) movie by highlighting hope, moral courage, and the power of emotions that drive change to people as the main strength of the heroism. It also aims to determine the presence of each stage as formulated by Joseph Campbell. Using a descriptive qualitative method, this research focused on Asha, the main character, and her transformation through the narrative structure. The data were collected through careful observation of the movie, transcribing relevant scenes, and identifying each stage based on Campbell’s seventeen-stage model. The findings reveal that Asha’s journey completed all the steps in the departure stage such as the call to adventure, refusal of the call, supernatural aid, the crossing of the first threshold, the road of trials, and apotheosis. However, Asha passed four steps in initiation stage which are the road of trials, meeting with the goddess, apotheosis, and the ultimate boon. In the return stage, she only passed several steps which are crossing the return threshold, master of two worlds, and freedom to live. Despite this, Asha’s development and her efforts to bring back hope to the people of Rosas make her journey qualify as a hero’s journey.
Copyright (c) 2026 Chintya Virgianti, Ely Nurmaily https://creativecommons.org/licenses/by-sa/4.0
The Construction of Onomatopoeia Through Visual Features in Avatar: The Last Airbender – The Promise Comic
Onomatopoeia in comics is often viewed primarily as phonetic imitation, with limited attention to its visual semiotic construction. This study examines how typographic, positional, and chromatic features systematically construct onomatopoeic expressions in twenty selected panels from Avatar: The Last Airbender – The Promise (2012). Employing qualitative content analysis, the research integrates Peirce’s triadic semiotic model (representamen–object–interpretant) with Kress and van Leeuwen’s visual grammar. Findings reveal that typography iconically mimics sound qualities (e.g., jagged forms for intensity), placement creates indexical vectors simulating motion and causality, and colour modulates emotional and symbolic interpretation (e.g., warm hues for fire related violence, cooler tones for air/earth elements). These features converge to enhance sensory immersion and reinforce the narrative’s postcolonial themes of power, trauma, and reconciliation. Unlike prior studies emphasising auditory or typological aspects, this research proposes a comprehensive multimodal framework, advancing comic semiotics and visual meaning-making in graphic storytelling.
Rahajeng Chintami Evananda Desnita Rachmalia
Copyright (c) 2026 Hamdi Pratama Al Wiradani, Rahajeng Chintami Evananda Desnita Rachmalia, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Bridging the Academic–Vocational Gap: A Needs Analysis for Developing a Project-Based English Module in an Agribusiness Context
The demand for English proficiency in vocational education requires instructional materials that align with students’ professional contexts. Although English for Specific Purposes (ESP) and Project-Based Learning (PjBL) have been widely explored in vocational education, studies integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum remain limited. This study aims to identify the target needs and learning needs of Agribusiness students at SMKN 1 Paguyaman as a basis for developing an ESP module integrated with Project-Based Learning. This research represents the Analysis phase of the ADDIE model and employed a descriptive needs analysis design. Data were collected through document analysis of the Phase F English Learning Outcomes and questionnaires administered to one English teacher, three Agribusiness productive teachers, and 18 eleventh-grade Agribusiness students. The data were analyzed using qualitative descriptive analysis involving data reduction, data display, and conclusion drawing. The findings revealed a gap between curriculum expectations and classroom practices, particularly regarding limited technical vocabulary and the lack of contextualized instructional materials. Specifically, 88% of students reported difficulty understanding English vocabulary, while 93% expressed a need for agriculture-related procedural text materials. Procedure and descriptive texts were identified as the most relevant text types, whereas Project-Based Learning and interactive audio features were considered effective in supporting student engagement and comprehension. The novelty of this study lies in integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum as a foundation for developing contextualized instructional materials. The study concludes that a contextualized ESP module is essential to bridge the gap between content knowledge and students’ language competence.
Copyright (c) 2026 Elva Bonita Arbie, Nonny Basalama, Sartin T Miolo, Muziatun Mukadji, Hasanuddin Fatsah, Rasuna Talib https://creativecommons.org/licenses/by-sa/4.0
Patriarchal Bargaining Strategies in The Secret Lives of Baba Segi’s Wives by Lola Shoneyin
This research examines the mechanisms of the patriarchal bargain within a polygamous household through a textual analysis of Lola Shoneyin’s novel The Secret Lives of Baba Segi’s Wives. Employing Deniz Kandiyoti’s framework of the "patriarchal bargain," this study aims to analyze how the absolute authority of the male head is maintained and subsequently negotiated by his four wives. The research utilizes a descriptive qualitative method with a systematic close reading approach. The findings indicate that the patriarchal system in Baba Segi's household operates through a rigid "rule of the game" that reduces a woman’s worth entirely to her reproductive function. This system strips childless women of their personal identity, comfort, and verbal rights. To survive these concrete constraints, the wives deploy bargaining strategies. First, the three senior wives, namely Iya Segi, Iya Tope, and Iya Femi, execute a Reproductive Strategy. They perform exaggerated domestic submission and flattery to mask their deliberate biological sabotage, secretly conceiving children with other men to secure material safety and social prestige. Second, the educated fourth wife, Bolanle, deploys an Intellectual Resistance Strategy. Utilizing her higher education and critical reasoning, Bolanle rejects traditional, irrational solutions and shifts the domestic battleground to a modern medical institution. Under the authority of science, she successfully exposes the husband's infertility, thereby dismantling the false premise of absolute male supremacy. This research concludes that the characters in the novel are strategic actors who actively exploit the blind spots of patriarchal power. The patriarchal bargain does not merely limit women's options, but also provides distinct avenues for active subversion, proving that women will systematically leverage their specific modalities whether interpersonal deceit or intellectual capacity to destabilize masculine dominance.
Copyright (c) 2026 Lorencia Sariani Tondang, Karina Hanum Luthfia https://creativecommons.org/licenses/by-sa/4.0
Exploring the Use of the Numbered Heads Together (NHT) Cooperative Learning Method in Enhancing Arabic Speaking Skills at Integrated Islamic Junior High School Pekanbaru
This study aims to explore the implementation, perceived impact, and challenges of the Numbered Heads Together (NHT) cooperative learning method in Arabic speaking learning among eighth-grade students at Integrated Islamic Junior High School Pekanbaru. This study employs a qualitative approach using field research. Data were collected through observation, interviews, and documentation involving the Arabic language teacher, the school principal, and eighth-grade students at Integrated Islamic Junior High School Pekanbaru. The results indicate that the implementation of the NHT cooperative learning method effectively enhances students’ engagement, confidence, and self-assurance in speaking Arabic. Students became more active in discussions, more prepared to provide answers, and more confident in expressing their opinions due to individual responsibilities within the group. Additionally, the learning environment became more interactive, communicative, and student-centered. The NHT method also helped students enrich their vocabulary, improve sentence structure, and practice speaking fluency through group collaboration. However, this study also identified several challenges, such as limited vocabulary, pronunciation difficulties, and anxiety among some students when speaking. Therefore, teacher guidance, continuous practice, and vocabulary reinforcement are necessary to optimize learning outcomes. Thus, the Numbered Heads Together (NHT) cooperative learning method is effective as an alternative learning strategy to improve students’ Arabic speaking skills.
Copyright (c) 2026 Nurjannah Harahap, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Strategies to Overcome Students’ Difficulties in Learning English Vocabulary at Islamic Boarding School
This study aims to explore how teachers overcome students’ difficulties in learning English vocabulary at Pesantren Yapid At-Taubah by identifying students’ challenges, influencing factors, and the strategies used by the teacher. This research employed a qualitative method involving one English teacher and several students selected through purposive sampling. Data were collected through classroom observations and interviews and analyzed using data condensation, data display, and conclusion drawing. The findings reveal that students experience difficulties in pronunciation, word complexity, grammatical patterns, understanding meaning, and listening comprehension. These difficulties are influenced by internal factors such as low motivation and limited vocabulary mastery, as well as external factors such as teaching methods and limited exposure to English. To address these challenges, the teacher applied various strategies, including determination, social, memory strategies, cognitive, and metacognitive strategies, as well as vocabulary notebooks and Communicative Language Teaching (CLT). These strategies were found to be effective in helping students understand, retain, and use vocabulary more appropriately, thereby improving their vocabulary mastery and confidence.
Copyright (c) 2026 Ainun Jariah Usman, Abdullah, Muhammad Tahir https://creativecommons.org/licenses/by-sa/4.0
Seventh-Grade Students' Difficulties in Learning English Verbs in the "My School Activities" Material
Previous studies on junior high school students' vocabulary learning have often examined vocabulary difficulties in general or discussed meaning, pronunciation, and usage separately. This descriptive qualitative study addresses that gap by investigating seventh-grade students' difficulties in learning English verbs in the My School Activities material at SMP Negeri 1 Bulango Timur through an integrated analysis of meaning, pronunciation, and contextual usage. Ten students were selected because they had studied the target material and represented varied English learning abilities. Data were collected through structured direct observation activities, namely verb-meaning matching, read-aloud pronunciation, and fill-in-the-blank sentence completion, supported by semi-structured interviews and documentation of the teacher's module and the English for Nusantara textbook. The data were analyzed using Miles, Huberman, and Saldana's interactive model through data reduction, data display, and conclusion drawing and verification. The findings show that all participants experienced difficulties across the three aspects. Students confused verb meanings and forgot previously learned words, pronounced verbs by relying on Indonesian spelling patterns, and selected verbs that did not fit sentence contexts. The study contributes a contextual account of how meaning, pronunciation, and usage difficulties are interconnected in verb learning and suggests that teachers should combine vocabulary review, read-aloud practice, and sentence-based activities.
Copyright (c) 2026 Leni Cahyani Mustapa, Moon Hidayati Otoluwa, Yunita Hatibie https://creativecommons.org/licenses/by-sa/4.0
An Autistic Student’s Journey in English Learning Strategies within ESP Contexts
Inclusive education in Indonesian vocational schools needs to pay more attention to the experiences of students with autism spectrum disorder (ASD), especially in English for Specific Purposes (ESP) lessons because require complex social communication. Unfortunately, the voices of autistic students are rarely explored because most research focuses on teachers' perspectives. This narrative inquiry study aims to determine how an autistic student experiences and understands English learning strategies in the context of ESP. This study adopts a neurodiversity framework, experiential theory, and inclusive pedagogy with data collection instruments using semi-structured interviews, systematic observations, and field reflections. Then analyzed using narrative thematic analysis. As a result, this study identified four related themes. First, structured routines that serve as the foundation for student’s emotional security and cognitive readiness. Second, the pace of instruction and clarity of instructions, which significantly influence his understanding and well-being. Third, modeling and visual-digital support, which serve as the primary pathways to authentic understanding. Fourth, vocational relevance serves as a source of sustained motivation and identity formation. This study also identified a pattern of masking—tendency to pretend to understand in order to maintain social conformity—which acts as an invisible barrier to authentic learning. Thus, this study contributes to the growing literature that places the autistic voice at the center of research in English as a Foreign Language Teaching and English for Specific Purposes. This study also offers evidence-based recommendations for designing inclusive ESP in vocational education in Indonesia.
Copyright (c) 2026 Muhammad Nurul Muhlis, Putu Dian Danayanti Degeng https://creativecommons.org/licenses/by-sa/4.0
The Effect of TikTok Short Video to Improve Students' Speaking Skill in Junior High School
This study aimed to investigate the effect of TikTok short videos on improving students' English speaking skills at the junior high school level. Employing a quasi-experimental design with pre-test and post-test control groups, this research involved 60 eighth-grade students at SMP Negeri 6 Watampone in the academic year 2025/2026 as total sampling. The experimental group (Class VIII B, n = 30) received instruction using TikTok short videos (15–60 seconds), while the control group (Class VIII A, n = 30) continued with conventional teaching methods. Speaking performance was assessed through a standardized rubric covering five aspects: pronunciation, fluency, vocabulary, grammar, and comprehension (scored 1–5). Data were analyzed using paired sample t-test and independent sample t-test via SPSS v21.0 at a significance level of p < 0.05. Results showed that the experimental group's mean score increased from 8.10 (pre-test) to 17.60 (post-test), a gain of 9.50 points (t = –15.877, p = 0.000). The control group improved from 7.43 to 15.77, a gain of 8.33 points (t = –11.928, p = 0.000). The independent sample t-test confirmed a statistically significant difference between the two groups' post-test scores (t = 2.264, df = 58, p = 0.027 < 0.05), leading to rejection of the null hypothesis. The largest gains in the experimental group were observed in vocabulary (Δ = 2.10) and grammar (Δ = 2.03). These findings indicate that TikTok short videos are an effective, engaging, and innovative medium for enhancing students' English speaking performance.
Copyright (c) 2026 Andi Eka Prasetiani Arinda, Muhammad Zuhri Dj, Siti Nurul Ilmi https://creativecommons.org/licenses/by-sa/4.0
The Representation of Emotional Framework in Nicole Album by NIKI (2022)
Abstract This research explores the emotional representation found in NIKI’s album Nicole (2022) by utilizing Paul Ekman’s Basic Emotions Theory to examine how grief, anger, fear, disgust, happiness, and surprise are articulated through the lyrics. Employing a qualitative descriptive design alongside content analysis, the study scrutinizes words, phrases, metaphors, and narrative tones drawn from six tracks: Backburner, Oceans & Engines, The Apartment We Won’t Share, Autumn, Anaheim, and Take a Chance with Me. The results indicate that emotional expressions within the album do not exist in isolation; rather, they create a cohesive emotional trajectory that evolves from attachment, longing, and internal conflict to acceptance and self-reflection. Linguistic characteristics especially metaphorical language and shifts in tone act as crucial indicators that shape the album’s emotional richness, demonstrating how contemporary music serves as both a literary and psychological medium. This study adds to the limited collection of album level emotional analyses by showing that Ekman’s framework, although initially intended for facial expressions, is still highly applicable for interpreting emotional significance in song lyrics. Furthermore, the research points out a deficiency in prior scholarship, which often concentrates on single-track analysis or Western-centric datasets, thereby leaving Southeast Asian contemporary albums insufficiently examined. While the study effectively outlines the emotional framework of the album, it is confined to lyrical elements and does not consider musical or auditory aspects. Future investigations are recommended to integrate multimodal features to offer a more thorough understanding of emotional representation in contemporary music.
Copyright (c) 2026 Ade Dwi Wahyu Ananda Sitepu, Vadelia Diah Susanti, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Evaluating Multimodal Feedback Systems in AI-Powered Writing Tools
Writing constitutes one of the most formidable abilities for EFL learners, necessitating proficiency in grammar, vocabulary, coherence, and organization. input is essential for writing development; unfortunately, instructor input is sometimes limited by time constraints and high-class sizes. As a result, Automated Writing Evaluation (AWE) systems like Grammarly and ChatGPT are extensively utilized to deliver prompt remedial comments. Although the majority of AI feedback is text-centric, multimodal AI feedback that incorporates text, audio, or visual elements may improve engagement and understanding; yet its efficacy in English as a Foreign Language context is still little investigated. This study studied the efficacy of multimodal AI feedback versus text-only AI feedback on the writing performance of EFL students, as well as students' perceptions and learning outcomes. A quasi-experimental mixed-methods approach was employed, involving 45 undergraduate EFL students enrolled in an academic writing course who completed pre- and post-test writing tasks, a perception questionnaire, and interviews. Paired-sample t-tests indicated a substantial enhancement in both groups, with the text-only group exhibiting a somewhat superior mean gain (2.652) compared to the multimodal group (2.591). Qualitative studies revealed that while students regarded multimodal AI feedback as more interesting, this choice did not result in improved writing ability. These data indicate pedagogical significance for EFL writing instruction.
Copyright (c) 2026 Abdul Halim, Nadia Putri, Ade Ismail Ramadhan Hamid https://creativecommons.org/licenses/by-sa/4.0
Enhancing the Vocabulary Mastery of Eleventh Grade Students of Senior High School Through Digital Image Media
Mastering vocabulary is an important component of learning English, but many learners still face constant developmental barriers. While digital image media is widely recognized, previous research by Ra et al., (2022) and Aulia et al. (2025). It focuses heavily on static print visuals or standard global materials, leaving a critical research gap on how local digital visuals enhance vocabulary learning. As a new view of the use of vocabulary teaching media, this study attempts to apply the integration of contextual digital imagery with Indonesian folklore. To overcome these problems, this study aims to examine the impact of digital images on students' vocabulary mastery. The research approach used is quantitative with a pre-experimental design through a pretest-posttest group method. The participants of this study were 36 students from class XI of SMA Negeri 4 Purworejo. The data collection tool was in the form of vocabulary paper tests given before and after treatment, analyzed using descriptive statistics and paired sample t tests. Empirical results showed a significant improvement in average scores, jumping dramatically from 47.11 in the pre-test to 88.44 in the post-test. Analysis of the paired sample t-test confirmed a very significant statistical difference (t = -12.45, p = 0.000 < 0.05). Therefore, it can be concluded that digital imagery has a positive and significant impact on students' vocabulary mastery, and has proven to be an effective teaching tool in the context of English language education. Structurally, these findings offer important practical implications for EFL teachers, suggesting that integrating culturally familiar visual media can systematically lower language anxiety and successfully improve overall classroom vocabulary competence.
Copyright (c) 2026 Salsabillah Putri Kinanti, Juita Triana, Zulia Chasanah https://creativecommons.org/licenses/by-sa/4.0
Critical Reflection in Peer Feedback: Assessing the Evaluative Quality of Peer Comments in Collaborative Writing Tasks
Peer feedback is an integral part of collaborative writing; nevertheless, the evaluative depth of student comments is often limited. This study examines the quality of peer feedback among 15 participants in a mixed-age English language course where age differences and social hierarchy may influence evaluative interaction. This research employs Qualitative Content Analysis (QCA) and centers around two primary questions: to what extent do student peer comments reflect critical engagement versus technical corrections (RQ1), and what are the common patterns of evaluative reasoning (RQ2). Data were collected via a Peer Feedback Worksheet designed and assessed by an evaluation rubric, from Level 1 (Corrective) to Level 3 (Strategic). The results reveal that roughly 60% of student comments were superficial, largely addressing minor technical issues such as spelling and grammar. Qualitative patterns imply that social dynamics, notably age seniority and a need for social civility, greatly inhibit students from giving strategic, high-quality comments. The younger participants were uncomfortable evaluating their older peers, resulting in a “safety-first” approach to their reasoning. The study suggests that language proficiency is not sufficient for effective peer feedback and that educational interventions should target social-emotional feedback literacy to enhance deeper critical reflection in different EFL settings. The study also highlights the importance of social-emotional feedback literacy in improving peer-feedback pedagogy in EFL contexts.
Copyright (c) 2026 Arif Putra Yogesi, La Sunra, Muh. Tahir https://creativecommons.org/licenses/by-sa/4.0
Gamification in Higher Education EFL: Integrating Duolingo and Kahoot to Enhance Motivation
This study investigates the effect of gamification on the motivation of English as a Foreign Language (EFL) learners at UIN Palopo. Although previous studies have shown the benefits of gamification in language learning, limited research has explored the combined use of Duolingo and Kahoot among adult EFL learners in higher education. This study employed a quasi-experimental pretest-posttest control group design with a mixed-methods approach involving 34 second-semester accounting students divided into an experimental group and a control group. The experimental group received instruction through Duolingo and Kahoot, while the control group received conventional instruction. Data were collected using a 13-item motivation questionnaire and classroom observations. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were analyzed through observation notes. The results revealed a significant improvement in students’ motivation in the experimental group, with mean scores increasing from 38.82 to 54.12 (t = -22.695, p < .001). Classroom observations also showed higher levels of engagement, participation, autonomy, and enthusiasm during gamified learning activities. These findings suggest that integrating Duolingo and Kahoot can effectively enhance EFL learners’ motivation and create a more engaging learning environment in higher education. Therefore, educators are encouraged to incorporate gamification strategies into EFL classrooms to support student motivation and active participation.
Copyright (c) 2026 Fauziah Tanjung, Masruddin, Jufriadi https://creativecommons.org/licenses/by-sa/4.0
The Symbolic Meaning of Taboo Expressions in The Mourning Tradition of The Gorontalo Community and Their Relevance to Indonesian Language Learning
This study examines the forms and symbolic meanings of taboo expressions in the mourning tradition of the Gorontalo community and their relevance to Indonesian language learning. Academically, this study is important because mourning taboo expressions represent local cultural knowledge reflecting social values, belief systems, and symbolic communication practices that remain underexplored. The novelty of this study lies in applying Ferdinand de Saussure’s semiotic perspective to analyze mourning taboo expressions and connect their cultural meanings to educational contexts. This study employed a descriptive qualitative approach through fieldwork conducted in Tibawa District, Gorontalo Regency, involving 10 informants. Data were collected through interviews, observations, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The findings identified 15 taboo expressions classified into three categories: five direct taboo expressions, two indirect taboo expressions, and eight myth-based taboo expressions. Semiotic analysis revealed that these expressions function not only as social prohibitions but also as ideological and cultural instruments for transmitting local values across generations. The findings are relevant to local wisdom-based literacy and explanatory text materials in Indonesian language learning.
Copyright (c) 2026 Fitrawati R. Usman, Dakia N. Djou, Asna Ntelu https://creativecommons.org/licenses/by-sa/4.0
AI Literacy Does Not Eliminate Challenges: Evolving Complexity among English Education Students in AI Integrated ELT Classrooms
The increasing integration of artificial intelligence (AI) in education has generated a widespread assumption that higher AI literacy reduces the challenges students face. This study challenges that assumption by examining how challenges persist and evolve alongside students’ developing AI literacy. Focusing on 47 English Education students enrolled in an AI-integrated ELT classroom at an Islamic State University in Java, Indonesia, this research investigates: (1) the level and distribution of AI literacy, and (2) how challenges shift across different levels of competence. A sequential explanatory mixed-method design was employed, combining questionnaire data from 47 respondents, adapted from the Meta AI Literacy Scale (MAILS), with semi-structured interviews involving three purposively selected participants representing contrasting literacy levels. Grounded in socio-technical systems theory and critical AI literacy frameworks, the findings reveal that students demonstrate a generally high level of AI literacy (M = 2.97), with the strongest performance in operational use (M = 3.07) and the weakest in generative competence (M = 2.53). More importantly, challenges do not diminish as literacy increases; instead, they become more complex. Lower-level students struggle with basic operational issues such as prompt formulation and output interpretation, while intermediate-level students encounter cognitive difficulties in refining and aligning AI responses. Higher-level students face critical challenges related to accuracy evaluation, bias detection, and uncertainty management. These findings suggest that AI literacy development is not a linear progression toward reduced difficulty, but a layered socio-technical process in which higher competence exposes deeper limitations. This study contributes to AI literacy research by reframing challenges as evolving rather than diminishing and highlights the need for instructional approaches that emphasize critical, reflective, and ethical engagement with AI in educational contexts.
Copyright (c) 2026 Shofia Mardhiyah , Tedi Rohadi https://creativecommons.org/licenses/by-sa/4.0
Translanguaging as Comedy Content on Instagram: A Sociolinguistic Study
The growing use of social media has transformed multilingual communication by enabling users to combine diverse linguistic resources in creative and dynamic ways. While translanguaging has been widely examined in educational and classroom settings, its role in digital humor remains underexplored. This study investigates translanguaging practices in Instagram comedy content from a sociolinguistic perspective, focusing on how multilingual resources are utilized to construct humor and social meaning. Employing a qualitative descriptive design, the study analyzed multilingual utterances from selected comedy videos posted on the Instagram account @rsydna.a. The data were purposively selected from 312 available posts and analyzed across four linguistic levels: morphology, semantics, syntax, and phonology. The findings reveal that the content creator integrates Sundanese, Indonesian, and English as a unified communicative repertoire rather than as separate linguistic systems. Morphological translanguaging emerged as the most dominant pattern, followed by semantic, phonological, and syntactic translanguaging. The analysis demonstrates that hybrid word formation, meaning transfer, structural adaptation, and localized pronunciation function as important resources for humor production, identity construction, and audience engagement. These findings suggest that translanguaging in digital comedy is not merely a form of language mixing but a dynamic sociolinguistic practice through which multilingual speakers creatively negotiate linguistic and cultural boundaries. By examining translanguaging across multiple linguistic levels in social media comedy content, this study extends translanguaging research beyond educational contexts and contributes to a broader understanding of multilingual communication in contemporary digital environments.
Copyright (c) 2026 Nurfithri, Neneng https://creativecommons.org/licenses/by-sa/4.0
The Use of Social Media in Teaching Listening Skills To Students in the Arabic Language Education Department: A Phenomenological Study at the Sultan Syarif Kasim State Islamic University in Riau
This study aims to explore the experiences of Arabic Language Education students in utilizing social media for learning listening skills, supporting and inhibiting factors, as well as students' perceptions of the use of social media in learning Arabic listening skills. This study uses a qualitative approach with a phenomenological type. Data collection techniques included in-depth interviews and the distribution of Likert scale questionnaires to students. Interviews were conducted with several students majoring in Arabic language education. Meanwhile, the questionnaire aimed to identify and measure students' perceptions of the use of social media as a medium for learning listening skills. The results showed that students used social media, particularly YouTube, TikTok, and Instagram, as alternative learning spaces that were independent, flexible, and sustainable. The learning listening skills process was carried out through intensive repetition strategies, vocabulary recording, meaning search, and pronunciation imitation. The questionnaire data showed that YouTube was the most frequently used social media platform (45.5%) because it provided long-duration content and stable audio, followed by TikTok (40.9%) as a medium for listening practice, and Instagram (13.6%) as a supporting medium. Supporting factors for social media utilization include ease of access, flexibility of time and place, diversity of Arabic-language content, and exposure to authentic language. Meanwhile, inhibiting factors include digital distractions, notifications, advertisements, limited internet access, and excessive use. From a perceptual standpoint, students assessed that the use of social media had a positive impact on learning motivation, self-confidence, and listening skills. However, this impact was more dominant in receptive aspects than in productive skills. Thus, social media is considered effective as a supporting tool for learning listening skills.
Copyright (c) 2026 Wilsa Martiana, Yasmaruddin Bardansyah, Nandang Sarip Hidayat https://creativecommons.org/licenses/by-sa/4.0
Voicing Contrast Difficulties in Indonesian EFL Pronunciation
Pronunciation remains an important issue in English as a Foreign Language (EFL) learning because unclear sound production may affect students’ spoken intelligibility and confidence in oral communication. This study examines segmental pronunciation errors made by Indonesian EFL students in pronouncing certain words. The study employed a descriptive qualitative design involving English Department students at Universitas Negeri Gorontalo. The data were collected through students’ recorded reading of an English text and supported by semi-structured interviews to explore the possible causes of the errors. The pronunciation data were analyzed by identifying, classifying, and interpreting the students’ sound production based on pronunciation error categories, while the interview data was used to strengthen the interpretation of the findings. The results showed that the students frequently substituted voiced consonants with voiceless sounds, particularly /v/ with /f/, /d/ with /t/ or omission in final position, and /z/ with /s/. These errors indicate that voicing contrast remains challenging for Indonesian EFL learners, especially when the target sounds appear in unfamiliar words or in positions that are less common in Indonesian phonological patterns. The interview findings further revealed that unfamiliar vocabulary, limited pronunciation exposure, lack of practice, and difficulty distinguishing similar sounds contributed to the students’ pronunciation errors. The study concludes that pronunciation instruction should give more explicit attention to segmental contrasts, especially voiced and voiceless consonants, to support clearer and more intelligible spoken English among Indonesian EFL learners.
Copyright (c) 2026 Reza Bakhrun Fidianto Pade, Ari Purnawan https://creativecommons.org/licenses/by-sa/4.0
It is very common in daily communication to use words that imitate natural sounds, which are known as onomatopoeia. Onomatopoeia is also frequently used in movie dialogues, as these dialogues are designed to resemble everyday spoken language and assist characters in storytelling. This study aims to analyze the types and functions of onomatopoeia found in the Aladdin (2019) movie. The research method employed is a qualitative descriptive approach, using observation and note-taking techniques to collect the data. The classification of onomatopoeia types is based on the theory proposed by Akita and Dingemanse (2019), while the analysis of their functions refers to the framework by Roman Jakobson (1960). The results of this study reveal that onomatopoeia in Aladdin plays a significant role in expressing emotions, emphasizing actions, and enhancing the narrative atmosphere of the film. The use of onomatopoeia not only contributes to the authenticity of the dialogue but also strengthens the audience's emotional engagement with the characters and storyline. Therefore, onomatopoeia functions not merely as a sound effect, but also as a meaningful linguistic element in cinematic expression.
Copyright (c) 2026 I Ketut Mahendra Pradinatha, I Dewa Ayu Devi Maharani Santika https://creativecommons.org/licenses/by-sa/4.0
Factors Affecting Students’ Attention in English Classrooms: A Qualitative Study at Junior High School
Students’ attention is one of the factors that affects the overall learning process in the classroom. It facilitates the transfer of information into students’ conscious awareness and engages them in reasoning, which supports the development of their desired intellectual abilities. Previous studies have examined factors affecting students’ attention and teachers’ strategies to maintain classroom engagement; however, limited research has investigated students’ attention duration and the specific factors influencing attention in junior high school English classrooms, particularly in the context of Indonesian schools. Therefore, this study aimed to investigate the students’ attention and the factors affecting students’ attention during English learning in classes 8B and 9B at SMP IT Al Izzah Sorong, Papua. This study used a qualitative descriptive design. The participants consisted of 40 students from classes 8B and 9B. Data were collected through classroom observations and semi-structured interviews and were analyzed descriptively. The findings revealed that students’ attention was generally maintained only during the first ten minutes of the lesson, particularly during the opening stage. After this period, many students shifted their focus to other activities to avoid boredom and sleepiness. The study also identified several factors affecting students’ attention, including classroom noise, disruptive student behavior, fatigue, hunger, physical conditions, personal issues, and students’ interest and understanding of the lesson. Among these factors, classroom distractions, particularly noise and student behavior, emerged as the most dominant factors contributing to students’ lack of attention. These findings highlight the importance of creating a conducive learning environment and designing engaging instructional activities to sustain students’ attention throughout the learning process.
Copyright (c) 2026 Nur Jannah, Darmayanti, Farisatma, Sari, Nur Rahmaniar Usman https://creativecommons.org/licenses/by-sa/4.0
Speaking Anxiety and The Development of Self-Confidence in Oral Communication Among Regional Language and Literature Education Students
This study aims to analyze how speaking anxiety is experienced by university students and how they cope with it in the Abbicara (speaking skills) course of Makassar language learning. The study employed a qualitative descriptive approach. The participants were 36 students of the Regional Language and Literature Education Program (Class of 2025, Class C) who were enrolled in the Abbicara course. Data were collected through open-ended questionnaires and written reflections describing students’ experiences of speaking anxiety and their coping strategies. The data were analyzed through data reduction, thematic categorization, descriptive interpretation, and conclusion drawing. The findings show that students’ speaking anxiety appears in various interconnected forms, including linguistic insecurity, cognitive interference, physiological reactions, and social concerns during oral performance. Students cope with their anxiety through cognitive-affective and practical strategies such as strengthening self-confidence, reframing perceptions of mistakes, engaging in repeated practice, and managing physical tension. This study contributes novelty by focusing on speaking anxiety in a regional language context (Makassar), rather than in foreign language learning. The findings imply the need for structured confidence-building activities, gradual speaking exposure, and supportive feedback practices to foster psychologically safe and culturally responsive local language instruction.
Copyright (c) 2026 Ilma Rahim, Ita Rosvita, Arif Hukmi https://creativecommons.org/licenses/by-sa/4.0
Revitalizing Gorontalo Vocabulary through Bilingual Comics in Coastal Environmental Contexts
The declining use of regional languages among children has become a growing concern in Indonesian communities, including Gorontalo, where intergenerational language transmission is increasingly disrupted by the dominance of national and global languages. Despite existing studies on comic-based learning and bilingual instruction, research integrating bilingual comics with local environmental contexts specifically for regional language revitalization among children remains limited. This study aims to examine the effectiveness of bilingual comic-assisted learning with coastal environmental contexts in improving children’s Gorontalo vocabulary acquisition. A pre-experimental one-group pretest-posttest design was employed involving 15 children aged 8–10 years in a coastal community of Gorontalo. Data were collected through validated vocabulary tests administered before and after two learning sessions using the bilingual comic Perahu dan Rahasia Air. The findings revealed substantial improvement: mean pretest score was 3.40, increasing to 8.87 posttest (mean gain = 5.47). A Wilcoxon signed-rank test confirmed the improvement was statistically significant (Z = −3.41, p < 0.001). Before the intervention, 73.3% of participants belonged to poor or very poor categories; after the intervention, 93.3% reached good or very good categories. The novelty of this study lies in its integration of bilingual comics, contextual environmental narratives, and regional language revitalization within children’s literacy practices. Findings suggest that culturally grounded bilingual visual media can support vocabulary acquisition and contribute meaningfully to regional language revitalization efforts. Limitations related to sample size and intervention duration are acknowledged, and directions for future research are discussed.
Copyright (c) 2026 Salman Alade, Ita Meiarni, Wa Ode Irawati, Wiwik Pratiwi, Fitriya Dessi Wulandari https://creativecommons.org/licenses/by-sa/4.0
Improving Personal Letter Writing Skills Through Outlining Technique: A Quasi-Experimental Study at State Islamic Senior High School
This study was conducted to prove that the use of outlining can improve the personal letter writing skills of eleventh grade students of State Islamic Senior High School. Despite the recognition of outlining as an effective pre-writing strategy, few researchers have examined the effectiveness of the strategy as a tool for teaching personal letter writing among secondary students. Personal letter writing is unique compared to other forms of writing in that students are expected to arrange their ideas systematically but also express their personal experience, emotions, and interpersonal relations effectively in the process. Thus, the present study was designed to measure the effectiveness of the outlining strategy in enhancing personal letter writing skills among students. This study utilized a quantitative research design where 43 participants were assigned into two groups; experimental group composed of 21 students and control group comprised of 22 students. In the experimental group, the outlining strategy was used as a tool while the conventional method was used among the control group students. It was noted that there was an increase in the mean score of the experimental group from 62.43 during the pre-test to 86.67 during the post-test, while the control group recorded scores of 66.77 during the pre-test and 76.09 during the post-test. In addition, the results from the independent-samples t-test suggested that there was a statistically significant difference between the two groups (t= 6.282, p< .001). Lastly, from the effect size analysis, the effect size value was found to be Cohen’s d = 1.92, which indicates a large effect. Therefore, this shows that outlining is an effective instructional method for enhancing students’ personal letter writing abilities. This study has established that English teachers should apply outlining as a useful instructional strategy to enable their students to write good personal letters. Moreover, this study has added to the existing body of knowledge on writing theory by proving empirically that outlining is an effective strategy for planning purposes.
Copyright (c) 2026 Elvira Nazarina, Rofiqoh Rofiqoh, Sukmawati Sadilia, Andi Patmasari https://creativecommons.org/licenses/by-sa/4.0
Exploring Students' Perceptions of Using Wordwall to English Learning Motivation at Junior High School
This study explores junior high school students' perceptions and experiences of using Wordwall to support English learning motivation. It aims to understand how game-based media influences learning dynamics from the students' perspectives. Using a qualitative exploratory design, the study involved seven ninth-grade students and one English teacher at Junior High School as participants. Data were collected through in-depth interviews and analyzed using Reflexive Thematic Analysis. The findings reveal that Wordwall transforms previously passive classroom activities into interactive ones through visual stimulation and gaming mechanics. Based on the ARCS motivational framework, students' experiences are closely related to the dimensions of attention, relevance, confidence, and satisfaction. Despite facing technical infrastructure constraints, these findings suggest that the integration of digital media functions as an emotional bridge that reduces student anxiety and strengthens active engagement. This study concludes that the effectiveness of educational technology lies not only in its technical features but also in its ability to create a learning environment that supports students' affective domains.
Copyright (c) 2026 Ikafira Reviana, Karmila Machmud, Sri Agriyanti Mestari https://creativecommons.org/licenses/by-sa/4.0
Challenges and Possibilities of Implementing Deep Learning Approach in English Language Learning at Junior High School
This study examines the challenges and possibilities of implementing a Deep Learning approach in English language learning at MTs Al Islah Gorontalo. Using a qualitative case study involving observations, interviews with three English teachers, and analysis of lesson plan documents, the study identified that implementation is in a transitional stage. Possible outcomes include teachers' established initial understanding of the Deep Learning concept. Furthermore, classroom observations revealed high student participation, cognitive engagement (questioning and discussion), and enthusiasm, indicating the successful creation of a conducive and meaningful learning environment. Challenges include the acknowledged difficulty in designing truly meaningful and differentiated tasks for students. Structural barriers also emerged, with heavy administrative workloads consuming teachers' time, limiting the space needed for deep learning innovation and creative instructional design. The study concludes that despite these pedagogical and structural barriers, the Deep Learning approach holds significant potential for transformative English language education.
Copyright (c) 2026 Dhea Ayu Astuti Olii, Soleman Bouti, Irmawaty Umar https://creativecommons.org/licenses/by-sa/4.0
Religious Meaning in Gorontalo Song Lyrics: A Barthesian Semiotic Study
This study investigates religious meanings embedded in Gorontalo-language religious song lyrics through Roland Barthes’ three-tiered semiotic framework: denotation, connotation, and myth. Previous semiotic studies of Indonesian religious songs have focused primarily on national-language texts leaving a significant gap: no study has applied Barthes’ tripartite analysis to regional-language religious songs, particularly Gorontalo qasida, which uniquely integrate Islamic values with local cultural wisdom rooted in the philosophy of Adat Bersendikan Syara’, Syara’ Bersendikan Kitabullah. This research addresses that gap by combining Barthes’ semiotics with Glock and Stark’s religiosity dimensions as a classification framework. Employing a descriptive qualitative approach, data were drawn from 40 song lyrics across three albums by different Gorontalo singers, selected based on criteria of regional language use, religious theme, and symbolic content. The findings converge on three broad themes: (1) at the denotative level, lyrics function as a direct outreach medium conveying worship obligations, divine authority, and moral critique; (2) at the connotative level, they activate critiques of materialism, spiritual urgency, and Gorontalo cultural values such as respect for elders (hulawa) and communal solidarity (huyula); and (3) at the mythological level, five naturalized belief systems emerge salvation in the hereafter, faith and deeds as worth, death as homecoming, dignified death, and the prohibition of arrogance and greed. This study demonstrates that Gorontalo religious songs function as ideological texts for religious outreach, social control, and worldview formation, and offers a replicable methodological model for analyzing minority-language religious oral literature.
Copyright (c) 2026 Arni Nuruji, Herson Kadir, Zilfa Achmad Bagtayan https://creativecommons.org/licenses/by-sa/4.0
Fear of loss through Oasis’ song “Stand by Me and “Don’t go away”
This research examines the portrayal of loss anxiety in Oasis’s songs “Stand by Me” and “Don’t Go Away.” Employing a qualitative descriptive approach, the study examines song lyrics as primary data to reveal how "characters' overt and covert emotions" are expressed through language. Through an analysis of connotative meanings and rhetorical techniques, the research reveals that both songs depict a deep conflict involving emotional reliance and feelings of separation anxiety. In particular, the lyrics depict a narrator's delicate "adult ability to... cultivate mental skills for self-soothing." This research suggests that popular music acts as a significant, non-clinical medium for comprehending intricate psychological experiences associated with attachment and loss.
Copyright (c) 2026 Ignatius Lingga Dwantoro, M. Fadla Nur Kholbi Gifari, Euis Meinawati https://creativecommons.org/licenses/by-sa/4.0
Interpersonal Realizations in the 'Panjat Pinang' Comic of English for Nusantara Grade 8
This study investigates the realization of interpersonal meaning through mood types and modality in the “Panjat Pinang” comic from the English for Nusantara Grade 8 textbook. It addresses the limited focus on textbook-based SFL analysis and the lack of attention to interpersonal metafunction in educational comics within the Indonesian EFL context. Grounded in Halliday and Matthiessen’s interpersonal metafunction theory, this descriptive qualitative study analyzes verbal dialogues in the comic, using the clause as the unit of analysis to identify mood types—declarative, interrogative, imperative, and exclamative—as well as modality expressions. The findings reveal that declarative clauses dominate the discourse, functioning not only to convey information but also to construct cultural narratives and identity. Interrogative clauses facilitate interaction and engagement, while imperative and exclamative forms contribute to politeness and emotional expression. Although modality appears in limited instances, it plays a significant role in expressing interpersonal stance, particularly in representing values such as humility, certainty, and politeness. In addition, the study highlights that interpersonal meaning is constructed through the interaction of verbal and visual elements, reinforcing the multimodal nature of the comic. These findings demonstrate that the “Panjat Pinang” comic functions as a multimodal pedagogical resource that models authentic interpersonal communication. This study contributes to SFL research by providing empirical evidence of interpersonal meaning in a textbook-based comic, and to EFL material development by showing how culturally embedded comics can support learners’ communicative and pragmatic competence.
Copyright (c) 2026 Nabila Alqoyyumi, Nina Puspitaloka, Acep Bahrum Kamil https://creativecommons.org/licenses/by-sa/4.0
Teachers Emotional Intelligence as a Strategy to Encourage Students' Speaking Confidence and Performance
Emotional factors play an important role in students’ participation and performance in English as a Foreign Language (EFL) speaking classrooms. However, the emotional dimension of speaking instruction is often overlooked in teaching practices, particularly in vocational school contexts where students frequently experience low confidence and speaking anxiety. This study aims to explore how teachers’ Emotional Intelligence (EI) is implemented as a pedagogical strategy to encourage students’ speaking confidence and performance. A descriptive qualitative approach was employed in a vocational high school in Indonesia involving three English teachers and six eleventh-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using an interactive thematic analysis model. The findings show that teachers applied EI through emotional awareness, emotional regulation, empathetic communication, and supportive feedback. These strategies helped create a supportive and psychologically safe classroom environment that reduced students’ speaking anxiety and encouraged active participation. As a result, students demonstrated greater confidence, improved fluency, and stronger willingness to communicate. This study highlights the importance of Emotional Intelligence as a practical pedagogical competence that supports both students’ emotional well-being and speaking development in EFL classrooms.
Copyright (c) 2026 Melly Tiana, Sari Hidayati https://creativecommons.org/licenses/by-sa/4.0
German Language Maintenance Among German Language Education Alumni of Yogyakarta State University: A Sociolinguistic Study
Language maintenance is a sociolinguistic phenomenon closely related to the sustainability of speakers' linguistic competence in various social domains. This study identifies internal and external factors that influence the success or failure of German language maintenance among alumni of the German Language Education Program at Yogyakarta State University. A quantitative descriptive approach was used with a questionnaire instrument for 43 respondents. The results show that the dominant internal factors include low motivation (16.7%), laziness to practice (19.0%), and limited personal time (19.0%). The main external factors are an environment that does not support language use (33.3%), the absence of a communication partner (19.0%), and work pressure (11.9%). These findings confirm that language maintenance is strongly influenced by individual motivation and the existence of a stable domain of language use. In the Indonesian context, the German language holds strategic value due to its relevance in international education, technological cooperation, and global mobility. Within this sociolinguistic landscape, alumni of German Language Education programs constitute an important speech community because they represent a group with sustained linguistic competence, institutional training, and ongoing engagement with the language after formal schooling.
Copyright (c) 2026 Lalu Ahmad Rofi, Sulistyowati https://creativecommons.org/licenses/by-sa/4.0
Using Interactive Poster in Improving English Vocabulary of Vocational High School Students
Vocabulary mastery is an essential component of learning English as a foreign language because it supports students’ ability to understand and communicate effectively. However, many vocational high school students still experience difficulties in mastering vocabulary due to limited learning media and low classroom engagement. Interactive posters present vocabulary through images, colors, keywords, and interactive activities that encourage students to participate actively during learning. In addition, the interactive posters integrated visual elements and task-based interactions to enhance students’ vocabulary engagement during the learning process. This study investigates the effectiveness of interactive poster media in improving students’ English vocabulary mastery. This study employed a quantitative method using a one-group pre-test and post-test design. The participants were 35 students of class XI BCF at a vocational high school in Purworejo. Data were collected through vocabulary tests administered before and after the treatment and analyzed using a Paired Sample T-Test. The findings showed that the mean score increased from 80.71 in the pre-test to 86.29 in the post-test, with a mean difference of 5.58 points. The statistical analysis revealed that the significance value (Sig. 2-tailed) was lower than 0.05, indicating a statistically significant improvement in students’ vocabulary mastery after the implementation of visual-interactive materials. Therefore, interactive posters can be considered an effective alternative learning medium to enhance students’ engagement and vocabulary learning outcomes.
Copyright (c) 2026 Ovy Nawang, Sri Widodo, Andrian Nuriza Johan https://creativecommons.org/licenses/by-sa/4.0
Scrutinizing EFL Learners’ English Pronunciation Oversight: A Consonant Error Analysis
Pronunciation is a substantial aspect of communicative competence in English as a Foreign Language (EFL), though systematic phonetic errors frequently disrupt understandability. The research aims to identify the types and reasons for English consonant pronunciation errors made by Indonesian EFL learners at the university level. Using a quantitative-descriptive design within an Error Analysis framework, the study investigated an oral corpus comprising 3,920 words collected from 10 pre-service English teachers through reading tasks and semi-structured interviews. Results show that substitution constitutes the most common error strategy (68%) and particularly for phonemes not present in learners' native phonetic inventory, namely dental fricatives (/ð/, /θ/) and voiced labiodental fricative (/v/). In addition, omission errors (27%) were common in the word-final consonant part, reflecting phonetic constraints and a preference for syllabic simplification, while insertion errors were rare (5%). These results underscore the role of language interference and articulatory markedness, demonstrating a paradox in achievement whereby successful attainment of general language skills does not guarantee phonological allegiance. In the context of pedagogy, this has implications for EFL curricula, specifically the incorporation of explicit phonetic awareness instruction by structuring focused articulatory interventions into syllabi to minimize systematic pronunciation errors effectively.
Copyright (c) 2026 Ida Parida, Muhammad Danial, Dwi Adi Nugroho, Pipit Muliyah https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Guided Reading Method on Students’ Ability to Evaluate Negotiation Texts in Grade X/Phase E at Senior High School
This study investigates the effectiveness of the Guided Reading method on students’ ability to evaluate negotiation texts. This research employed a pre-experimental design with a one-group pre-test and post-test approach. The participants of this study were 30 tenth-grade students of Senior High School. The data were collected through a reading test and analyzed using a paired sample t-test. The results showed a significant improvement in students’ ability, as indicated by the increase in the mean score from 39.00 in the pre-test to 80.17 in the post-test. The t-test analysis revealed a statistically significant difference (p = 0.000 < 0.05), indicating that the Guided Reading method had a significant effect on students’ evaluative reading ability.This improvement occurred because the Guided Reading method promotes guided analysis and critical engagement with text structure and content, enabling students to better understand, interpret, and evaluate negotiation texts. In conclusion, the Guided Reading method is effective in improving students’ ability to evaluate negotiation texts and can be recommended as an alternative strategy in teaching reading comprehension, particularly in developing students’ critical thinking skills.
Copyright (c) 2026 Sutanti Ramli, Asna Ntelu, Muslimin https://creativecommons.org/licenses/by-sa/4.0
Exploring English Majors’ Experience in Improving Their English-Speaking Skills: A Fenomenology Study
This study explores the experiences of English major students in improving their English-speaking skills after completing one year of study in the English Language Education Study Program at Universitas Negeri Gorontalo. It aims to understand how students perceive their speaking development and identify factors that support or hinder their progress. The study used a qualitative descriptive phenomenological design to capture students lived experiences. Ten third-semester English major students were selected purposively as participants. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings show that students’ speaking development is influenced by both positive and negative learning experiences. Positive experiences include support from lecturers and peers, collaborative learning, intrinsic motivation, and increased self-confidence, which encourage students to participate actively in speaking activities. Meanwhile, negative experiences include anxiety, fear of negative judgment, and avoidance behavior, influenced by personal insecurities and classroom dynamics. Based on the emotional geography framework, students’ speaking experiences are related to sociocultural, moral, professional, political, and physical dimensions of the learning environment. These findings suggest that speaking challenges are not only linguistic but also influenced by emotional and social interactions.
Copyright (c) 2026 Nadia Abdjul, Abid, Hasanuddin Fatsah https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception in Using Youtube to Learn English Speaking Autonomously
This study aims to find out what are students' perceptions in using YouTube to learn English speaking autonomously. This study used a qualitative design focused on students’ perception in using YouTube to learn English speaking components autonomously. This study used an open-ended questionnaire to collect data on students’ in using YouTube to learn English speaking components autonomously. The findings showed that the use of YouTube helps students to learn autonomously about English speaking components namely, pronunciation, vocabulary, and grammar, but not helpful for fluency. This research can be a reference for teachers /lecturers in making speaking materials needed by students, especially those who have an autonomous learning style.
Copyright (c) 2026 Muti’a M, Bahrun Amin, Syamsiarna Nappu https://creativecommons.org/licenses/by-sa/4.0
Management Pattern of the Arabic Language Learning Program in a Yellow Book–Based Islamic Boarding School at Nadwa Sinunukan Islamic Boarding School
Studies on Arabic language learning in Islamic boarding schools have predominantly focused on instructional methods, while limited attention has been given to how educational management supports the effectiveness of kitab kuning-based learning programs. This study aims to analyze the management model of the Arabic language learning program based on kitab kuning at Nadwa Sinunukan Islamic Boarding School and to examine its contribution to students’ mastery of classical Islamic texts. Employing a descriptive qualitative approach, data were collected through interviews, observations, and documentation involving the pesantren leader, Arabic language teachers, and students. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the pesantren implements an integrated management model that combines systematic planning, teacher coordination, structured learning schedules, and continuous evaluation with traditional pesantren learning methods, including bandongan, sorogan, and discussion. This management pattern enables the alignment of institutional goals, instructional practices, and student learning outcomes in mastering nahwu and sharaf as the foundation for understanding kitab kuning. The study highlights the uniqueness of integrating modern management functions with traditional pesantren pedagogical practices. The findings contribute to the discourse on Islamic educational management by demonstrating that effective program management can strengthen the sustainability and effectiveness of kitab kuning-based Arabic learning. Practically, the study offers a management framework that may serve as a reference for other pesantren seeking to improve students’ competence in reading and understanding classical Islamic texts.
Copyright (c) 2026 Siti Sumayyah Batubara, Erka Pulungan, 'Aidil 'Azza Mu'izzuddin, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
The Efficacy Of Interactive Video Media in Fostering EFL Students’ Listening Comprehension
This study aimed to investigate the efficacy of interactive video media in fostering EFL students’ listening comprehension. Listening is one of the essential skills in learning English; however, many students experience difficulties in understanding spoken English due to limited vocabulary, lack of context, and low learning motivation. Therefore, the use of interactive video media was implemented to support students’ listening comprehension. This study employed a quantitative experimental research design involving two classes: an experimental class and a control class. Both classes were given a pre-test and a post-test to measure students’ listening comprehension before and after the treatment. The experimental class was taught using interactive video media, while the control class received conventional teaching methods. In addition, a questionnaire was distributed to collect students’ perceptions toward the use of interactive video media in learning listening. The results showed that students’ listening comprehension improved after the treatment. The experimental class mean score increased from 60 in the pre-test to 85 in the post-test, while the control class improved from 60 to 87. The independent samples t-test showed a significance value of 0.002, which indicates a statistically significant difference between the two groups. Furthermore, the questionnaire results revealed that most students responded positively to the use of interactive video media. In conclusion, interactive video media is an effective and engaging tool to support students’ listening comprehension in EFL learning.
Copyright (c) 2026 Revi Nur Ridwan Revi, Indra Yusuf Pratama, Riva Andani https://creativecommons.org/licenses/by-sa/4.0
Pre-Service EFL Teachers’ Emotional Experiences and Emotion Regulation Strategies in Research
This study examines the emotional experiences and emotion regulation strategies of 93 pre-service English as a Foreign Language (EFL) teachers at various Indonesian universities during their research process. Using a cross-sectional survey design, data were collected via an online questionnaire and analyzed using descriptive statistics. The findings revealed that emotional experiences varied across five research phases. Tired (mild-pleasant) was the most consistently reported emotion across all research phases, indicating persistent cognitive demands and mental fatigue. Distressed (intense-unpleasant) emerged as prominent in four phases, particularly during the middle and later stages, while frustrated (intense-unpleasant) appeared mainly during the literature review and final analysis. Conversely, calm (mild-pleasant) was more common during the early and methodological phases. Regarding emotion regulation strategies, participants predominantly employed emotion-focused coping mechanisms, with Brief COPE strategies (M = 3.95) being more prevalent than ERQ strategies (M = 3.87). The most frequently used strategies were Acceptance (80.6%), Religion (79.6%), and Positive Reframing (71%), reflecting culturally and spiritually grounded coping approaches. The study underscores the emotionally taxing nature of the research process for Indonesian pre-service teachers and highlights their predominant use of culturally inflected, emotion-focused strategies to manage academic stress, offering important implications for providing targeted emotional and supervisory supports. Practical implications for academic advisors to integrate motivational support, open communication, and constructive feedback to mitigate students’ mental fatigue throughout the research process. Keywords: Emotion Regulation Strategies; Emotional Experiences; Pre-service EFL Teachers, Thesis Research
Copyright (c) 2026 Ananda Sri Wahyuni, Lystiana Nurhayat Hakim, Sundari Purwaningsih https://creativecommons.org/licenses/by-sa/4.0
Developing a Reflective Deep Learning Module to Enhance Students’ Social Awareness in Cross-Cultural Contexts
The necessity of equipping students for multicultural interactions has become progressively vital in higher education. Students of English as a Foreign Language (EFL) must develop both linguistic proficiency and reflective awareness, along with social sensitivity, as they engage with culturally diverse contexts. Many learners, however, acquire only theoretical cultural knowledge, lacking introspective skills and emotional insight. This study seeks to develop and assess a reflective deep learning module based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework to improve students' social awareness in cross-cultural settings. Data were acquired using needs analysis questionnaires, reflective journals, interviews, and classroom observations, utilizing a research and development methodology including 24 sixth-semester students in the analysis phase and 10 students in the pilot phase. Research indicates that reflective journaling, case-based learning, role-playing, attentive observation, and experiencing cross-cultural simulations markedly enhanced students' capacity to interpret cultural differences, empathize with others, and respond effectively to intercultural issues. The kids' narratives illustrate a shift from superficial cultural acknowledgment to profound emotional, cognitive, and behavioral understanding. This study enhances the existing research on reflective deep learning as a transformational pedagogical method in EFL teaching, presenting a viable strategy for fostering cross-cultural sensitivity in higher education institutions.
Copyright (c) 2026 Sinta Novia, Dewi Sri Kuning, Anninda Lutfhi Pramuditha https://creativecommons.org/licenses/by-sa/4.0
Teacher-Student Translanguaging Interaction: A Discourse Analysis of Eliciting Responses in EFL Classrooms
This study investigates the strategic utilization of translanguaging within teacher-student interactional sequences to elicit and facilitate student responses in the English as a Foreign Language (EFL) classroom of SMA Negeri 11 Gorontalo Utara. Set within the rural, multi-ethnic educational context of Gentuma Village, which is deeply characterized by the local sociocultural philosophy of Huyula (mutual cooperation), this research challenges traditional monolingual biases in language pedagogy. Employing a qualitative descriptive case study design oriented towards classroom discourse analysis. The analysis strictly integrates Doff’s (2012) taxonomy of elicitation techniques encompassing questioning, visual aids, games, texts, and non-verbal cues, with contemporary translanguaging pedagogical frameworks. The results demonstrate that the teacher systematically orchestrates a sophisticated "symphony of languages," fluidly mobilizing English, Indonesian, Gorontalo, Javanese, Sanger, and Manado Malay to activate students' background knowledge, lower the affective filter, and prompt active verbal participation. Specifically, visual and game-based elicitation techniques proved highly effective when coupled with translanguaging, transforming the rigid Initiation-Response-Feedback (IRF) sequence into a collaborative, hybrid interactional space. The findings reveal that translanguaging elicitation is not a remedial necessity for linguistic deficits, but a culturally sustaining pedagogical strategy that leverages local linguistic repertoires to build global communicative competence. This study provides empirical evidence that validating multi-ethnic identities within the EFL classroom fosters an inclusive learning environment, significantly enhancing students' willingness to communicate and overall classroom interactional competence
Copyright (c) 2026 Fadly Umadji, Hasanuddin Fatsah, Muziatun, Rasuna Talib, Rahman Taufiqrianto Dako https://creativecommons.org/licenses/by-sa/4.0
Constellation Terms in Gorontalo Oral Tradition: An Ethnographic Study
This study investigates constellation terms in the oral tradition of the Gorontalo community and examines their socio-cultural functions through Dell Hymes’s ethnography of communication. Using a descriptive qualitative approach, the study analyzed documented oral-tradition data consisting of a traditional star-calendar transcript and explanatory narratives related to constellation terminology. The analysis employed Hymes’s SPEAKING model to interpret the communicative context, symbolic meanings, and cultural functions of constellation discourse. The findings reveal that terms such as Ewela, Maluo, Otoluwa, Tadala, Pahi, and Totokia function not merely as names of star groupings, but also as ecological markers guiding agricultural activities, seasonal prediction, maritime practices, and other social actions. These constellation terms additionally operate as cultural symbols representing collective memory, ecological experience, caution, hope, and local environmental knowledge. The study further demonstrates that constellation discourse remains important in preserving indigenous ecological literacy and sustaining cultural identity within contemporary Gorontalo society amid modernization and generational change. The findings contribute to ethnolinguistics, cultural preservation, and indigenous ecological knowledge studies by showing that language in oral tradition functions not only to communicate information, but also to organize, interpret, and transmit local knowledge across generations.
Copyright (c) 2026 Olin Harun, Harto S. Malik, Rahman Taufiqrianto Dako https://creativecommons.org/licenses/by-sa/4.0
The Relations between Politeness Strategies and Speech Acts: A Study Case of Bahasa Indonesia Learners from China at University
This study aims to examine the relations between politeness strategies and speech acts in Indonesian utterances spoken by Chinese students at Padjadjaran University. This study employs a qualitative descriptive method. The research participants were 16 Chinese exchange students from the Department of Indonesian Language at Guangxi Minzu University who were studying in the Department of Indonesian Literature at Padjadjaran University. Data were collected through observation and recording of conversations during class sessions. The data were analyzed using Searle’s speech act theory and Brown and Levinson’s politeness theory within a pragmatic approach. The results indicate that Chinese students employed three types of politeness strategies: positive politeness, negative politeness, and off-record strategies. The speech acts identified in the data included assertive, directive, and expressive speech acts. The analysis revealed that the type of speech act used by the speaker influences the choice of politeness strategy, as each speech act carries a different level of face threat. The novelty of this study lies in its demonstration that politeness strategies and speech acts are not separate pragmatic phenomena but are interrelated in interactive activities, including in BIPA classroom interactions. The findings of this study contribute to BIPA instruction and intercultural communication by highlighting the importance of pragmatic competence for foreign learners. This competence helps learners use Indonesian appropriately, politely, and in accordance with Indonesian sociocultural norms, thereby reducing the potential for misunderstandings in cross-cultural interactions.
Copyright (c) 2026 Hermalinda Rizki Pratiwi, Wahya, Kasno Pamungkas https://creativecommons.org/licenses/by-sa/4.0
The Classwide Peer Tutoring as a Bridge to Social Inclusion: Teachers’ Perspectives from an Inclusive Classroom
Classwide Peer Tutoring (CWPT) has been recognized as an effective instructional strategy, yet its socio-emotional impacts within inclusive English as Foreign Language (EFL) classrooms remain under-explored. While contemporary Indonesian EFL research heavily focuses on digital innovations, this study addresses an empirical gap by investigating a nondigital, peer-mediated approach within local inclusive primary education. Utilizing Interpretative Phenomenological Analysis (IPA), this study explores how a classroom teacher and a shadow teacher interpret their lived experiences in implementing CWPT to foster social inclusion for a first-grade student with an Autism-Dysgraphia profile. Data were collected through semi-structured interviews and field observations over a full program cycle. The analysis revealed five interconnected experiential themes: (1) focusing on independence before academics; (2) stepping back to let the student stand alone; (3) using friends as social bridges; (4) moving from writing to speaking in English; and (5) moving from feeling overwhelmed to professional pride. The findings demonstrate that CWPT operates not merely as an academic tool, but as a critical scaffolding mechanism that fosters collective empathy. Crucially, student progress is not an isolated outcome of CWPT, but is significantly accelerated by natural developmental maturation and a tri-partite communication loop involving parents. Practically, these insights offer valuable guidance for teachers regarding instructional adaptations and highlight the boundary conditions of transferring peer-mediated frameworks into high-density classrooms without secondary teacher support.
Copyright (c) 2026 Puspita Maharani, Maslathif Dwi Purnomo https://creativecommons.org/licenses/by-sa/4.0
The Symbolic Meaning of Pamona Traditional Wedding Dress a Semiotic Study of Charles Sanders Peirce
Pamona traditional wedding clothes are part of the cultural heritage that contains various systems of signs and symbolic values that reflect the life view of the Pamona people. Although a number of studies have addressed the traditional wedding traditions of Pamona, studies that specifically examine the symbolic significance of elements of Pamona traditional wedding dress based on the semiotic perspective of Charles Sanders Peirce are still relatively limited. This condition results in the cultural meaning contained in every element of Pamona traditional bridal clothing that has not been comprehensively documented and interpreted in scientific studies. Therefore, this study aims to describe the symbolic meaning contained in Pamona's traditional wedding dress. This study uses a descriptive qualitative approach by involving four main informants, namely Pamona traditional leaders, traditional clothing artisans, and community elders who have in-depth knowledge of Pamona traditional clothing. Data collection was carried out through observation, in-depth interviews, and documentation. The data obtained were analyzed using the Miles and Huberman analysis model and studied through the Charles Sanders Peirce semiotic framework. The results of the study show that each element in the Pamona traditional wedding dress contains a symbolic meaning that reflects the cultural values of the Pamona people. In men's clothing, siga is interpreted as a symbol of leadership and social status, while guma symbolizes responsibility, work ethic, and protection of the family. Meanwhile, in women's clothing, bingka ornaments represent responsibility and concern in family life, while areca nut ornaments symbolize loyalty and commitment in marital relationships. Analysis of the relationship between representation, object, and interpretation shows that these symbols function as a means of transmitting cultural values, social norms, and the collective identity of the Pamona people. This research contributes to strengthening scientific documentation on the symbolism of Pamona traditional wedding dresses, expanding the treasures of local cultural semiotics studies, and supporting efforts to preserve the cultural heritage and customary knowledge system of the Pamona people for the sustainability of future generations
Copyright (c) 2026 Feinne Virensya Mapule, Agustan, Juniati, Syamsuddin, Nur Halifah https://creativecommons.org/licenses/by-sa/4.0
Implementing Kurikulum Merdeka: Teachers’ Strategy in Teaching English in Elementary School
This study explores the strategies employed by elementary school English teachers in implementing the Merdeka Curriculum. The research focuses on understanding how teachers adapt their instructional practices, utilize resources, and address challenges in fostering student-centered learning. Data were collected from five teachers in Jakarta using a qualitative descriptive approach, supported by questionnaires. The findings reveal that teachers use diverse teaching resources, active learning methods, and interdisciplinary integration to engage students and improve communication skills. However, challenges such as limited instructional time, inadequate facilities, and uneven training opportunities hinder the full implementation of the curriculum. This study underscores the importance of professional development and resource allocation to enhance curriculum delivery, offering insights into improving English language education at the elementary level.
Copyright (c) 2026 Virda Rizki Ananda, Nida Husna, Farida Hamid https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Serial Pictures in Enhancing Students’ Reading Comprehension of Descriptive Texts
This study investigates the effectiveness of the Serial Pictures Technique in enhancing reading comprehension of descriptive texts among eighth-grade students at Junior High School Jakarta. Employing a quasi-experimental design, the research involved an experimental group taught using the Serial Pictures Technique and a control group receiving traditional instruction. Pre-tests and post-tests were administered to measure students' reading comprehension. The results indicated that the experimental group significantly outperformed the control group, with a mean score increase from 45 to 70, compared to the control group's increase from 48 to 62. Statistical analysis confirmed a significant difference (p = 0.035) and a modest effect size (Cohen's d = 0.36), suggesting that the Serial Pictures Technique effectively improves students' reading comprehension. These findings highlight the importance of innovative teaching methods in enhancing language skills.
Copyright (c) 2026 Virda Rizki Ananda, Ratna Sari Dewi, Siti Nurul Azkiah https://creativecommons.org/licenses/by-sa/4.0
The Impact of Using Type-to-Speech on Substack’s ‘Play Audio’ in Independent Listening for EFL Students
This qualitative case study examines how Substack's built-in Play Audio feature, a Text-to-Speech (TTS) tool, supports independent listening development among EFL students. Although TTS technology is increasingly available on everyday digital platforms, its potential to support L2 listening development in non-educational contexts remains largely unexplored. Four purposively selected Grade X and XI students in an Indonesian secondary school participated in this study. Data on this study were collected through semi-structured interviews, systematic participant observation, and reflexive field notes, and were investigated using a qualitative descriptive approach that was supported by thematic analysis. The findings revealed four themes: improved listening comprehension, vocabulary acquisition through bimodal input, real-world contextual knowledge, and motivation for independent listening. Repeated engagement with Play Audio improved students' ability to process spoken English, supported incidental vocabulary learning, exposed learners to authentic language beyond textbook norms, and fostered intrinsic motivation for autonomous listening practice. These findings contribute towards the growing studies on informal digital learning of languages and offer practical implications for EFL teachers in Indonesian secondary schools seeking accessible and authentic alternatives to conventional listening materials.
Copyright (c) 2026 Elisa Dyah Wardani, Widya Caterine Perdhani https://creativecommons.org/licenses/by-sa/4.0
Phonemic Correspondences between Bahasa Indonesia and Sinama
This study identifies systematic phonemic correspondences between Bahasa Indonesia and Sinama through a comparative phonemic analysis using the 200-item Swadesh list as the data basis. Data were obtained from officially published dictionaries, and in the case of Sinama, consultations with a native speaker. Cognate pairs were identified by cross-referencing the gathered data with Proto-Austronesian (PAN) reconstructions. Results show that Sinama yields a remarkably high lexicostatistical similarity with Bahasa Indonesia with 43.89% cognacy, putting Bahasa Indonesia and Sinama in the level of language family subgrouping. Six systematic phonemic correspondences were identified between the two languages: elision of /h/ in initial and final word positions, the raising of /a/ to /o/ before final /m/, multiple changes on the vowel /e/, correspondences on /r/, and the lateralization of /j/ to /l/. In addition, twenty-six cognate pairs were found to be completely identical between the two languages. These results show the shared Austronesian heritage between Bahasa Indonesia and Sinama and the distinct phonological developments each language has undergone over time. This study also shows the importance of including understudied regional languages, such as Sinama, in comparative linguistics research on Indonesian and Philippine languages.
Copyright (c) 2026 Roxanne Marie Flores https://creativecommons.org/licenses/by-sa/4.0
Investigating English Teacher Strategies for Slow Learners in Grammar Learning
Inclusive education aims to meet the needs of students from diverse backgrounds. Among them are slow learners, whose learning ability is lower than that of their peers. However, its implementation is still not optimal. Consequently, there is a risk that the learning needs of slow learners will not be met. One of the causes is the limited number of teachers, as well as their low level of readiness to face the diversity of students in inclusive classes. To overcome these limitations, teachers need to be aware of teaching strategies that can accommodate their needs. In particular, English teachers need to be aware of the strategies they use when teaching grammar, which is known to be important yet challenging for language learners. In fact, there are still a few studies that explore the use of teaching strategies for grammar for slow learners in inclusive classrooms. Therefore, this study aims to explore strategies for teaching grammar to slow learners and their implementation in inclusive classrooms. The qualitative study with a descriptive design involved English teachers and class teachers in grade 8 at a junior high school. Data was obtained through semi-structured interviews and field observations, and analyzed using thematic analysis. The results of the study show that teachers use structural, cooperative, translanguaging, and affective strategies, as well as repetition and visual media assistance, in grammar teaching. This study concludes that grammar teaching strategies not only focus on cognitive development, but also on approaches that promote the mental development and attitudes of slow learners.
Copyright (c) 2026 Rizky Ummi Thahirah Nasution, Ahmad Amin Dalimunthe M.Hum., Ph.D. https://creativecommons.org/licenses/by-sa/4.0
Investigating The Role of the Dynamic Conversation Program in Developing Senior High School Students’ Communicative Competence
This study investigates the role of the Dynamic Conversation (DC) Program, a locally designed, structured speaking routine, in developing the communicative competence of senior high school EFL learners in Indonesia. Unlike conventional CLT activities, DC integrates teacher mediation, peer interaction, and formative feedback within a single recurrent instructional sequence, thereby offering a distinctive and replicable framework for oral communication development. Employing a qualitative descriptive design, the study recruited ten Grade Ten students through purposive sampling at SMA Islam Teratai Putih Global, East Bekasi. Data were generated through semi-structured interviews, structured classroom observation, and document analysis. Five interrelated themes emerged: (1) enhanced speaking fluency and productive vocabulary through iterative practice; (2) contingent teacher scaffolding aligned with learners’ Zone of Proximal Development; (3) reduction of language anxiety and increased willingness to communicate; (4) integrated speaking–writing development reinforcing grammatical accuracy; and (5) motivational engagement sustained by progress-tracking artefacts. These findings suggest that DC may simultaneously address cognitive, affective, and motivational dimensions of communicative competence, offering a theoretically grounded and practically viable pedagogical innovation for EFL speaking instruction at the secondary level in Indonesia.
Copyright (c) 2026 Sabrina Nugroho, Nita Kaniadewi https://creativecommons.org/licenses/by-sa/4.0
Dr. Lilith Ritter and the Femme Fatale Archetype in Nightmare Alley (2021): A Sociological Perspective
This study examines how Dr. Lilith Ritter in Guillermo del Toro's Nightmare Alley (2021) subverts the traditional femme fatale archetype through intellectual rather than sexual power. Applying Yvonne Tasker's (1993) sociological framework of the "female hero" from Spectacular Bodies: Gender, Genre, and the Action Cinema, this qualitative film analysis investigates five key scenes featuring Ritter's interactions with the male protagonist Stanton Carlisle. The findings reveal that Ritter replaces sexual seduction with three forms of professional power: intellectual authority (using psychoanalytic tools to deconstruct masculine performance), institutional status (controlling conversations and material evidence as a psychiatrist), and psychological opacity (remaining unreadable while accurately reading others). Rather than embodying male anxiety, Ritter critiques patriarchal systems by exposing masculine fragility through competence. This research extends Tasker's sociological theory to the neo-noir genre, offering an alternative reading of the femme fatale as a critique of systemic gender inequality rather than a symbol of male insecurity.
Copyright (c) 2026 Azizah Nur Rahmadhani, Ali Mustofa https://creativecommons.org/licenses/by-sa/4.0
Total Physical Response in Vocabulary Learning: A Qualitative Study in Fourth Grade Students
This study addresses low students’ engagements and limited vocabulary retention under traditional instruction at a public primary school in Bandung Regency. It aims to examine the qualitative implementation of the Total Physical Response (TPR) method and analyze its role in fostering student engagement. Unlike previous studies that predominantly measure TPR’s quantitative effectiveness, this study offers a novel contribution by exploring the deep qualitative nuances and lived experiences of young learners during the physicalization of words. Using a descriptive qualitative design, data were collected through observations, semi-structured interviews, and documentation, then analyzed using the framework (Miles et al., 2014). The results revealed that TPR successfully trnasformed the passive classroom into an interactive environment, enhancing student immersion and behavioral engagement. Qualitative insights described a substantial improvement in English vocabulary retention, while also uncovering a nuanced spectrum of individual learning preferences, including students who still favored text-based learning. This study concludes that while TPR effectively breaks traditional passivity, primary school educators should practically integrate multi-sensory activities with diverse instructional methods to effectively accommodate distinct cognitive learning styles in daily vocabulary teaching.
Copyright (c) 2026 Salma Zakiyah, Leny Saili Rahmah, Hamdan Hidayat https://creativecommons.org/licenses/by-sa/4.0
Factors Influencing Students’ Vocabulary Acquisition in English Language Learning
This study aims to analyze students' vocabulary mastery levels and the internal and external factors that influence their vocabulary mastery in English learning at SMP Negeri 48 Makassar. This study used a mixed-methods approach, combining quantitative and qualitative data. Quantitative data were obtained through vocabulary tests consisting of multiple-choice and essay questions, while qualitative data were obtained through observation and interviews. The study sample was 30 grade VII-8 students selected using a purposive sampling technique.The results showed that students' vocabulary mastery levels were still relatively low, with an average score of 43.53 and a standard deviation of 17.92, indicating significant variation in ability among students. Qualitative findings revealed that internal factors such as motivation, self-confidence, cognitive ability, and memory influence students' vocabulary acquisition. Furthermore, external factors such as the school environment, teacher teaching methods, peer group environment, and family support also play a significant role in the vocabulary learning process. Observations indicate that the learning process is still dominated by conventional methods with limited use of learning media, resulting in students experiencing difficulties in actively using vocabulary in communication.Thus, it can be concluded that students' vocabulary acquisition is influenced by a combination of internal and external factors. Therefore, more interactive and contextual learning strategies and optimal learning environment support are needed to improve students' vocabulary acquisition.
Copyright (c) 2026 Suharvina, Nurdin Noni, Geminastiti Sakkir https://creativecommons.org/licenses/by-sa/4.0
Sociolectic Variations in Alternative Universe (Au) Stories in Application X
This study aims to describe the forms of sociolectic variation and the factors that influence the emergence of sociolectic variation in the story of the Alternative Universe (AU) on application X. The rapid development of the Alternative Universe (AU) as a form of digital literature makes it a space that represents the language practice of the younger generation on social media. Although sociolinguistic studies on language in digital media have been widely conducted, research that specifically examines sociolinguistic variation in AU stories as digital literary products is still relatively limited. Therefore, this study seeks to fill the gap in the study by focusing on the analysis on the form of sociolectic variation and the social factors that influence the emergence of sociolectic variation in the AU story. This research is descriptive qualitative research with a sociolinguistic approach. Data in the form of words and phrases containing sociolectic variations were collected through reading, note-taking, and documentation techniques. Data analysis was carried out through the stages of data reduction, data presentation, conclusion drawn, and coding based on sociolectic categories according to Chaer and Agustina's theory. The results of the study showed 31 data covering eight forms of sociolectic variation, namely acrolect, basilect, slang, vulgar, colloquial, jargon, argot, and ken. The most dominant form is slang because it reflects the informal and expressive communication style that is typical among generation z in the digital space. In addition, five factors were found that affect the emergence of sociolinguistic variations in AU stories, namely gender, interlocutor and speech situation, occupation, social environment and cultural, and age. These findings show that language variations in AU stories not only serve as a means of communication, but also as a representation of social identity, relationships between characters, and digital communication culture of the younger generation. Theoretically, this research requires a sociolinguistic study in the realm of digital literature, while practically providing an understanding of the dynamics of language use in the contemporary digital community.
Copyright (c) 2026 Asil Rahmatika, Yunidar, Moh. Tahir https://creativecommons.org/licenses/by-sa/4.0
Empowering Process of Marginalized Masculinity Toward Self-Reliance in Chugong’s Solo Leveling Novel
Systemic discrimination in modern meritocratic societies often traps individuals at the bottom of the social hierarchy, resulting in a state of marginalized masculinity. Despite the immense popularity of Solo Leveling, academic discussions addressing the intersection of masculinity and empowerment within modern fantasy literature remain limited. Thus, this study aims to examine the process of empowerment of the marginalized male protagonist, Jinwoo Sung, toward absolute independence in Chugong’s novel Solo Leveling. Using a qualitative research design and a character analysis approach, textual data were analyzed using the concept of marginalized masculinity by Connell and Messerschmidt, Kabeer’s three-dimensional framework of empowerment (resources, agency, and achievement), and Emerson’s philosophy of self-reliance. The findings indicate that the protagonist begins with severe physical and economic marginalization within the rigid hunter ranking system. Subsequently, the empowerment process is systematically triggered through the acquisition of the anomalous “System” as an initial resource, followed by a psychological shift to mobilize strategic agency during life-threatening encounters. Ultimately, the protagonist achieves radical autonomy, manifested through the formation of his own independent force and his active resistance to elite institutions. This study concludes that Solo Leveling serves as a critique of the meritocracy system, while also demonstrating that modern fantasy literature can redefine empowerment not as integration into an oppressive hierarchy, but as the attainment of sovereign defiance.
Copyright (c) 2026 Mohammad Raihan Daffa Fadlillah, Imas Istiani https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Trajectory of Pedagogical and Practical Experiences Toward Developing an English Textbook
This study investigates how the process of developing a first English Language Teaching (ELT) textbook chapter influences teachers’ pedagogical and practical experiences, as well as the challenges they encounter during the process. Grounded in Teacher Cognition and Teacher Identity perspectives, the study adopts a qualitative approach to examine how teachers engage in instructional design for the first time. The findings reveal that textbook development pushes teachers to move beyond intuitive teaching toward more intentional and structured pedagogical design, where instructional decisions must be explicitly justified and aligned with learning objectives. This process activates and reorganizes teachers’ knowledge, beliefs, and prior experiences through continuous decision-making. At the same time, teachers face several challenges, including difficulties in translating pedagogical ideas into practical materials, contextualizing content to learners’ needs, and managing constraints such as time, curriculum demands, and workload. Rather than functioning as barriers, these challenges act as catalysts for professional growth, encouraging adaptive and context-sensitive decision-making. The study also highlights a parallel transformation in professional identity, as teachers shift from being material users to active designers and contributors. Overall, the findings suggest that textbook development serves as a critical site for teacher learning, where cognition, practice, and identity are dynamically interconnected, offering important implications for teacher education and professional development.
Copyright (c) 2026 Nabila Shufaira Muammar, Yuliyanah Sain, Andi Rachmawati Syarif, Md. Hasan Ali, Syarif Amin, Abdul Halim https://creativecommons.org/licenses/by-sa/4.0
Investigating Batak Toba Subject Properties: A Typological Analysis of Grammatical Relations and Behaviors
This study investigates the subject properties of Batak Toba Language (BBT) from a typological perspective by examining grammatical relations through syntactic behavior. Batak Toba is typologically important because it represents an Austronesian language with flexible constituent order and dynamic grammatical alignment, contributing to broader discussions on subjecthood and alignment systems. Previous studies on BBT have mainly focused on pivot systems, verbal valency, and language variation, while subject properties remain underexplored. This study employed a qualitative descriptive method within a linguistic typology framework. The data consisted of 100 verbal clauses collected from published sources and native speakers, which were analyzed using six syntactic parameters proposed by Artawa (2018). The findings show that BBT exhibits flexible subject behavior in which grammatical relations are influenced by constituent order, discourse functions, and semantic roles. Fronting constructions allow non-subject constituents to occur in clause-initial position, while floating quantifiers affect semantic interpretation and coreference relations. Relativization patterns indicate that subjects are more accessible than other grammatical functions, and interrogative constructions emphasize focus marking and constituent prominence. Furthermore, BBT predominantly exhibits verb-initial patterns such as VS, VOS, and VSO, while also showing tendencies toward flexible nominative-accusative alignment with split-S characteristics in specific constructions. Overall, the study contributes to typological discussions on subjecthood, grammatical relations, and alignment systems in Austronesian languages.
Copyright (c) 2026 Nurianti Sitorus, Mulyadi https://creativecommons.org/licenses/by-sa/4.0
The Struggle and Resistance against the limitations of women’s roles in Jane Austen’s Pride and Prejudice
This study explores the struggle and resistance to the limitations imposed on women’s roles in Jane Austen’s Pride and Prejudice, with a specific focus on the character of Elizabeth Bennet. Set in a patriarchal society where social expectations and marriage norms largely shape women’s identities, the novel portrays Elizabeth as a woman who challenges traditional gender norms. This study uses feminist literary criticism and a qualitative descriptive methodology, specifically Simone de Beauvoir’s concept of The Other, to analyze how women are positioned as secondary subjects within a male-dominated social structure. The data were collected through close reading and textual analysis of narrative descriptions and dialogues related to women’s roles, marriage, and independence in the novel. The findings reveal that Elizabeth Bennet experiences various forms of social pressure to conform to traditional expectations, especially regarding marriage as an opportunity to secure a place in society and financial security. However, she resists these limitations by asserting her independence, valuing emotional integrity, and rejecting marriages that compromise her principles. Her critical attitude toward social hierarchy and her refusal of a financially secure yet loveless marriage show her resistance to patriarchal limitations. This study concludes that Elizabeth Bennet represents an early form of feminist awareness, representing the rights of women and self-expression in a socially restricted environment.
Copyright (c) 2026 Grace Reynaputri, Ruly Indra Dermawan https://creativecommons.org/licenses/by-sa/4.0
Reconstructing the Traumatized Subject: a Lacanian Psychoanalytic Research of Identity Formation in Scott Derrickson’s The Black Phone (2021)
Trauma is frequently related to psychological distress and identity instability. Trauma, according to psychoanalytic theory, can also be used to reconstruct one's identity. This study seeks to examine Finney Blake's transition in The Black Phone (2021) using Jacques Lacan's notions of the Real, Symbolic, and Imaginary. Using a qualitative descriptive method and a literary psychoanalytic approach, this study explores chosen scenes, dialogues, and symbolic aspects through close examination. The findings indicate that Finney's trauma depicts the Real through his feelings of fear, isolation, and helplessness. The black phone serves as a symbolic medium, providing language, information, and a connection to prior victims, allowing Finney to reconstitute his identity. Furthermore, the Imaginary depicts Finney's shift from powerless victim to active person with agency. This study demonstrates that trauma in horror narratives not only represents destruction, but it can also help to shape a new subject. Keywords: identity reconstruction, Lacanian psychoanalysis; subjectivity; The Black Phone; trauma
Copyright (c) 2026 Dina Amelia, Bagus Herlambang https://creativecommons.org/licenses/by-sa/4.0
Exploring Recurrent Academic Expressions in Scientific Journal Articles and Their Functions in Supporting Academic Reading Comprehension
University students need to be able to read article journal and comprehend the content in limited time. In fact, the surveys confirmed that the students face many challenges. However, the previous research only gave a clue of the effective strategy, that is by using keywords. Hence, this research is presented to provide the recurrent expressions written in journal articles as keywords to help the students find and understand the important information easier and quicker. The researchers also classify them based on its functions. The data was taken from sentences in the Abstracts of journal articles, considering that this subsection contains a summary of all parts, and utilizing the AntCont application. By collecting 100 Abstracts taken from 50 review articles and 50 research articles, the data was firstly identified by its common lexical bundle. Further, Genre Analysis theory was utilized to classify the functions of the bundles into the statement of purpose, method, and result. After completing the analysis, the researchers found that by identifying the keywords, not all of the bundle expressions were classified into one function. Several sentences were classified into the mixture of purpose and method, or method and result. Nonetheless, the identified keywords are predictably applicable and useful to help the students obtain the prominent information from a journal article. Therefore, the findings are applicable and beneficial for university students, or general reader of journal article, who need to implement the strategy of reading journal article by acknowledging the keywords.
Copyright (c) 2026 Faridatun Nida, Mayada Beni Pratiwi, Ahlan Cahya Purbanegara, Dini Riandini https://creativecommons.org/licenses/by-sa/4.0
Exploring The Quality of AI Translation in Roblox Chat
This study evaluates the translation quality of Roblox’s AI translation system by combining translation quality assessment (TQA) with syntactic clause analysis in a multilingual online gaming environment. The study aims to examine how the system translates different clause types based on Nababan’s theory, which is assessed by parameters of accuracy, acceptability, and readability. A qualitative approach was employed using 15 representative Indonesian–English translation pairs, selected from an initial dataset of 34 chat conversations collected from real-time Roblox gameplay. The data were classified into declarative, interrogative, and imperative clauses based on the syntactic framework of Huddleston and Pullum before being evaluated using the TQA model. The results show that the Roblox AI translation system performed best on interrogative clauses, while imperative and informal declarative clauses produced lower translation quality due to frequent lexical, syntactic, and semantic errors. The overall translation quality score was 1.98 on a 1–3 scale, indicating moderate-to-low translation quality. These findings demonstrate that combining TQA with syntactic clause analysis provides a more comprehensive approach to gaming communication and highlights the need for translation models that better accommodate informal language, gaming-specific expressions, and context-dependent interactions.
Copyright (c) 2026 Siti Nabila Amira Wangsi, Erfan Muhamad Fauzi, Fourus Huznatul Abqoriyyah https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Sense-making of English Guru Penggerak in Implementing Deep Learning through Mindful, Meaningful, Joyful Learning Priciples
This study examines English Guru Penggerak teachers' perceptions of Deep Learning through the Mindful, Meaningful, and Joyful (MMJ) framework in junior high school English classrooms in North Gorontalo Regency. In this study, Deep Learning refers to a pedagogical policy within the Indonesian education system rather than artificial intelligence or machine learning. The study addresses two research questions: how teachers perceive Deep Learning through the MMJ principles and how they describe their readiness to implement them. A descriptive qualitative design was employed involving eight English Guru Penggerak teachers. Data were collected through semi-structured interviews and supported by document analysis of teaching modules, worksheets, and assessment instruments. The data were analyzed using thematic analysis, including coding, cross-participant comparison, and document triangulation. The findings indicate that teachers generally perceived MMJ positively and considered it relevant to English language learning. They associated the framework with a safer classroom climate, greater student participation, stronger motivation, and more meaningful learning experiences. However, teachers demonstrated varying levels of conceptual understanding, with some still developing their understanding of MMJ while others articulated its principles more comprehensively. Teachers also showed uneven readiness to implement the framework. Pedagogical readiness was reflected in contextual learning tasks, reflective practices, and interactive classroom activities, whereas assessment readiness remained the weakest dimension. In addition, leadership support, professional learning communities, academic supervision, infrastructure, workload, and time allocation influenced implementation. The study concludes that MMJ implementation remains vulnerable to “joyful but shallow” enactment when enjoyable learning activities are not supported by purposeful awareness, meaningful learning, reflection, feedback, and evidence of student learning progress.
Copyright (c) 2026 Adelmi Kurniawati Ds, Hasanuddin Fatsah, Muziatun Mukadji, Moon Hidayati Otoluwa, Sartin Miolo https://creativecommons.org/licenses/by-sa/4.0
Mood Choices and Power Relations in a Junior High School EFL Lesson Segment
This study examines how Mood choices realise and negotiate power relations in a short junior high school EFL lesson segment in Indonesia. Drawing on Systemic Functional Linguistics, the study traces the movement from Mood structure to speech function and then to power orientation. The data consist of eight teacher clauses selected from a recorded and verbatim-transcribed lesson segment in which the teacher opened and framed the lesson, checked students' readiness, reviewed previous material, introduced visual or personal content, and gave one directive. Each clause was coded for Mood structure, Mood type, speech function, and power orientation. The analysis shows that declaratives dominate the segment and function to frame the lesson, define shared knowledge, and maintain topic control. Interrogatives provide brief but meaningful response slots, while one imperative, softened by the politeness marker please, directs student action without abandoning rapport. The findings suggest that power in this segment is asymmetrical but moderated: the teacher maintains institutional control while using inclusive, polite, and affiliative language. Although illustrative rather than generalisable, the study contributes micro-level evidence of how Mood choices mediate classroom authority, participation, and character-oriented values in Indonesian EFL interaction.
Copyright (c) 2026 Hanum Salsabila, Kelik Wachyudi https://creativecommons.org/licenses/by-sa/4.0
A Case Study of an EFL Teacher’s Implementation of Role-Play Strategy in Teaching Speaking at a Junior High School
This study examines how an English as a Foreign Language (EFL) teacher implements role-playing strategies in speaking instruction at the junior high school level for the first time. By examining the experiences of a novice teacher, this study provides critical insights into how teachers adapt innovative strategies in real classroom contexts an essential dimension for understanding the development of sustainable teaching practices and serving as input for teacher training programs. Using a qualitative case study approach, data were collected through classroom observations over three sessions and semi-structured interviews. The analysis revealed five sequential phases of implementation scenario planning, instruction, role assignment, facilitation, and feedback along with four pedagogical considerations: pronunciation development, student confidence, teacher readiness, and curriculum alignment. These findings indicate that the successful implementation of role-playing heavily depends on teachers’ pedagogical readiness and adaptive decision-making, thereby providing concrete implications for the design of professional development programs that support novice EFL teachers in adopting communicative strategies. This study addresses a significant research gap by shifting the focus from learning outcomes to the implementation process itself, thereby contributing to a more contextually relevant EFL pedagogy in junior high schools in Indonesia.
Copyright (c) 2026 Berliana Delima Citra, Abdul Kodir Al-Baekani, S.Pd., M.Pd., Dedeh Kartini, S.Pd., M.Pd. https://creativecommons.org/licenses/by-sa/4.0
Lecturer’s Attitudes on Lesson Planning and Their Impact on Pedagogical Practices
Lesson planning is an important professional responsibility in higher education; however, the connection between lecturers’ personal attitudes toward planning and their real pedagogical practice has yet to be explored. Unlike school teachers, university lecturers have great autonomy to design their own course plan and assess their research output rather than their teaching performance. This research aims to investigate the influence of lecturers’ attitudes towards lesson planning on their pedagogical practice within a higher education context. The researcher employed a qualitative research design. The data were collected through semi-structured interviews and document analysis with eight lecturers in the English Education Study Program, UIN Raden Intan Lampung. After the data were collected, the researcher analyzed them thematically and identified three significant categories. First, the lecturers view lesson planning as an administrative and pedagogical instrument, demonstrating a positive attitude. Second, these attitudes strongly influence pedagogical practice by filtering, framing, and guiding it. In this context, beliefs reveal the particular ways, tasks, and assessments that lecturers integrate into their lesson planning. Third, when gaps occur between lecturers’ attitudes and their pedagogical practice, the fundamental causes are typically structural, such as time limitations, large class size, and inadequate resources. The research suggests that lecturers' attitudes towards lesson planning serve as the operational mechanism, evaluative standard, and motivational foundation for pedagogical practices in higher education. It is recommended that institutions promote the expansion of positive professional beliefs and identify organizational conditions that support these beliefs so they can be fully understood in teaching.
Copyright (c) 2026 Nurul Puspita, Rudi Hartono, Yuliati https://creativecommons.org/licenses/by-sa/4.0
ESP Needs Analysis for Computer and Network Engineering Students at a Vocational High School in Bandar Lampung
This study investigated the English for Specific Purposes (ESP) needs of Computer and Network Engineering (TKJ) students at a vocational high school in Bandar Lampung, Indonesia. Guided by Hutchinson and Waters’ needs analysis framework, it examined students’ necessities, wants, lacks, and the alignment between current English materials and vocational demands. A mixed-methods case study involved 36 eleventh-grade students, one English teacher, and one TKJ teacher. Data were collected through a questionnaire, semi-structured interviews, and document analysis, then analyzed using descriptive statistics, thematic analysis, and document interpretation. The findings showed that students needed English mainly for technical instructions, tutorial videos, technical vocabulary, documentation, and workplace communication. They preferred hands-on, collaborative, task-based, and technology-related learning activities. Their main gaps were low confidence in professional English use, difficulty explaining technical concepts, limited technical vocabulary, and dependence on translation tools. Document analysis indicated that current materials remained general and lacked sufficient TKJ-related vocabulary, authentic technical texts, and workplace tasks. The novelty lies in triangulating student needs, teacher perspectives, and school documents within one TKJ context, showing that the mismatch is a curriculum-material issue. The study recommends ESP-oriented material adaptation through collaboration between English and vocational subject teachers.
Copyright (c) 2026 Muhammad Rizki Amarta, Nurul Puspita, Istiqomah Nur Rahmawati https://creativecommons.org/licenses/by-sa/4.0
The Effect of Gamified and Interactive Features of the British Council Learn English Website on Students’ Vocabulary Acquisition
The acquisition of vocabulary tends to be a difficult process in Indonesian EFL classrooms, specifically in vocational high schools where conventional instruction often fails to sustain learner engagement. The British Council LearnEnglish website was selected as the instructional medium due to its unique integration of multiple gamified and interactive features — including vocabulary games, image-based matching, and audio pronunciation exercises — within a single freely accessible platform, distinguishing it from single-feature tools. This research examined the effect of the gamified and interactive features of the British Council LearnEnglish website toward the English vocabulary acquisition among tenth-grade students at Vocational High School, Indonesia. The research employed a quasi-experimental pre-test and post-test control group design, consisting of 60 participants equally separated into a experimental group (n = 30) and a control group (n = 30). Vocabulary training was delivered to the experimental group through the British Council LearnEnglish website across four treatment sessions, while conventional training addressing the identical vocabulary topics was provided to the control group. To collect the data, the researcher employed a 40-item multiple-choice vocabulary test. The data were then analyzed using paired-samples t-test, independent-samples t-test, and N-Gain score analysis. Findings showed a statistically meaningful enhancement in the experimental group, t(29) = -12.412, p < .001, Cohen's d = 2.27, and a significant between-group difference, t(58) = -4.810, p < .001, Cohen's d = 1.24. The experimental group succeeded in a moderate N-Gain (.5958), while the control group achieved a low N-Gain (.2313). These findings confirm that the platform's gamified and interactive features substantially and meaningfully enhance students' vocabulary acquisition, contributing empirical evidence on feature-based digital vocabulary learning in the underrepresented Indonesian vocational high school context.
Copyright (c) 2026 Resti Andina Putri, Zulia Chasanah, Juita Triana https://creativecommons.org/licenses/by-sa/4.0
Maxim Violations as Narrative Suspense Strategies in Murder on the Orient Express (2017)
This study investigates how Gricean maxim violations function as a strategy for constructing narrative suspense in Murder on the Orient Express (2017). While previous studies on maxim violations in film discourse have primarily focused on classification and communicative functions, this study examines their role in narrative structure. Drawing on Grice’s Cooperative Principle and narrative suspense theories proposed by Sternberg and subsequent narratological studies, the study aims to identify the types of maxim violations and analyze their contribution to suspense construction. Employing a qualitative descriptive design with a pragmatic–narrative approach, the study analyzes 89 utterances from investigation scenes in the movie script, focusing on suspects’ interrogative interactions. The findings indicate that maxim violations function systematically as mechanisms for regulating information and maintaining uncertainty in detective narratives, with Quality violations occurring most frequently. The study demonstrates that conversational deviations operate not only as pragmatic phenomena but also as narrative resources in cinematic storytelling. These findings contribute to pragmatics, narrative discourse, and film studies by providing an integrative perspective on the relationship between language, information management, and suspense construction.
Copyright (c) 2026 Hudayashfa Qurrotun Na’ma, Almira Irwaniyanti Utami https://creativecommons.org/licenses/by-sa/4.0
Integrating Genre-Based and Collaborative Approaches to Foster Reading Literacy in Vocational High School
This study explored the integration of Literature Circles within the Teaching and Learning Cycle framework to enhance reading comprehension of expository texts among vocational high school students. Employing a qualitative case study design, data were gathered through classroom observations, reflective journals, and semi-structured interviews with thirty-two students and analyzed using thematic analysis. The results revealed that each stage of the Teaching and Learning Cycle: Building Knowledge of the Field, Modeling of the Text, Joint Construction, and Independent Construction, played a distinctive role in supporting comprehension development, while Literature Circles provided collaborative opportunities for discussion, critical engagement, and shared meaning-making. The integration of both frameworks fostered cognitive, linguistic, and affective growth, transforming reading into a more engaging and student-centered process. Challenges such as limited technical vocabulary and initial communication anxiety were progressively mitigated through teacher scaffolding and peer collaboration. Overall, the findings highlight that this hybrid approach offers a powerful pedagogical model for vocational EFL contexts by combining structure with learner autonomy, enhancing comprehension, motivation, and communicative confidence. The study contributes to the growing body of genre-based and collaborative learning research, offering practical implications for teachers aiming to implement integrative literacy instruction in vocational education.
Copyright (c) 2026 Jasmine Emerald Haque, Elih Sutisna Yanto https://creativecommons.org/licenses/by-sa/4.0
Gendered Patterns of Lexical Complexity: Evidence from Indonesian EFL Learners
Lexical complexity is a key indicator of writing quality and language proficiency in English as a Foreign Language (EFL) contexts, yet its relationship with gender among Indonesian learners remains underexplored. This study examined lexical complexity in descriptive writing produced by 40 intermediate-level Indonesian EFL learners (20 male, 20 female) drawn from secondary and tertiary institutions. Using a quantitative comparative design, participants completed a controlled descriptive writing task under standardized conditions. Lexical complexity was operationalized through Type-Token Ratio (TTR), total word count, and unique word types, and analyzed via the Lexical Complexity Analyzer (LCA) and independent samples t-tests. Results revealed a low-to-moderate overall complexity level (group mean TTR = 0.497). Significant gender differences emerged across all three measures (p < .001), with female learners consistently outperforming male learners in word count (M = 194.55 vs. 175.40), word types (M = 104.55 vs. 80.00), and TTR (M = 0.537 vs. 0.456). Lexical diversity, measured by TTR, proved the most dominant aspect, yielding the largest effect sizes across all comparisons. These findings position gender as a significant individual difference variable in EFL lexical performance and underscore the need for gender-responsive vocabulary instruction in the Indonesian EFL context.
Copyright (c) 2026 Arif Rahman, Fitriyeni, Nurhayati S https://creativecommons.org/licenses/by-sa/4.0
AI-Assisted Writing in Discussion Texts: What changes in Theme and Thematic Progression?
This study investigates the influence of AI assistance on Theme choices and Thematic Progression (TP) patterns in Indonesian EFL students’ discussion texts. A qualitative comparative discourse analysis was employed using a paired-text design in which the same 20 participants produced one text independently (pre-AI) and another with ChatGPT assistance (post-AI) by direct within-subject comparison of thematic change. A total of 558 clauses were analyzed (265 pre-AI; 293 post-AI) at the clause and discourse levels using Systemic Functional Linguistics frameworks. Results indicate that AI assistance produced a notable increase in the use of unmarked topical themes +6.7%, and a corresponding decrease in the Marked Topical Themes -7.1%, while Textual Themes showed only a slight increase +0.4% and the Interpersonal Themes remained mostly stable -0.7%. Regarding TP patterns, Derived/Split Progression showed the most significant change +2.8%, while Constant/Parallel Progression decreased -3.4% and Linear/Zigzag remained stable -0.2%. The findings suggests that AI supports structural organization and coherence in EFL writing through standardization of clause structure and modest thematic elaboration, while having limited impact on interpersonal or evaluative expression. This study provides pedagogical implications for combining AI tool with explicit writing instruction in order to enhance discourse organization, thematic development, and coherence.
Copyright (c) 2026 Angel Jarbowah, Alan Jaelani, Indah Sri Redjeki, Novita Sari Hidayat https://creativecommons.org/licenses/by-sa/4.0
Can ChatGPT Strengthen Students’ Confidence in Business Email Writing? A Quantitative Study of EFL Learners’ Self-Efficacy
Despite increasing scholarly attention to generative artificial intelligence (AI) in language education, the extent to which ChatGPT supports learners’ confidence in workplace-oriented writing remains underexplored in EFL contexts. This study investigated the influence of ChatGPT-assisted instruction on EFL learners’ business email writing self-efficacy and explored students’ perceptions toward ChatGPT-mediated writing support. Using a quantitative quasi-experimental design, the study involved 70 sixth-semester students enrolled in a Business Letter course within a DIV Applied Business Administration Program at a state polytechnic in Ambon, Indonesia. Participants were assigned to an experimental group receiving ChatGPT-assisted instruction and a control group receiving conventional instruction during a 12-week intervention. Data were collected using a 30-item questionnaire and analysed through descriptive statistics, paired-samples t-tests, and independent-samples t-tests. The findings indicated substantially greater improvement in business email writing self-efficacy among students receiving ChatGPT-assisted instruction (mean gain = 19.40) than those receiving conventional instruction (mean gain = 6.26). Students also reported favorable perceptions regarding ChatGPT’s usefulness, revision support, confidence enhancement, anxiety reduction, and writing independence. The findings suggest that pedagogically mediated ChatGPT integration may serve as a meaningful resource for strengthening confidence in workplace-oriented EFL writing.
Copyright (c) 2026 Hindri Febri Ana Sari, Vascolino Pattipeilohy, Hedyan Putra https://creativecommons.org/licenses/by-sa/4.0
Levels of Speaking Anxiety Among English Education Students in Classroom Presentation Activities
Speaking anxiety is a common problem for students who learn English as a Foreign Language (EFL), especially when they have to give presentations in class. This study aims to find out the level of speaking anxiety among English Language Education students during classroom presentations and to identify the factors that cause their anxiety. This study used a descriptive quantitative method. The participants were 34 English Language Education students from the fourth, sixth, and eighth semesters at a state university in Indonesia. The data were collected through a questionnaire consisting of 30 statements based on Foreign Language Anxiety Theory, Communication Anxiety, and the Affective Filter Hypothesis. The data were analyzed using IBM SPSS Statistics version 25 through validity and reliability tests, as well as descriptive statistical analysis. The results showed that all questionnaire items were valid and highly reliable. The findings also showed that most students experienced a moderate level of speaking anxiety during classroom presentations. The main causes of anxiety were fear of making grammar mistakes, forgetting vocabulary while presenting, fear of being judged by others, and feeling embarrassed when making mistakes in front of classmates. These findings show that speaking anxiety is still a major challenge for English Language Education students and may affect their confidence and presentation performance. Therefore, teachers should create a supportive classroom atmosphere and provide more opportunities for presentation practice to help students reduce anxiety and improve their speaking skills.
Copyright (c) 2026 Nova Herlianah, Intan Permata Hapsari https://creativecommons.org/licenses/by-sa/4.0
The Influence of Differentiated Instruction Towards Students Motivation in Learning English at Junior High school
This study aims to examine the influence of Differentiated Instruction (DI) on students’ motivation in learning English at SMPN 10 Satu Atap Wonosari. This research employed a quantitative survey design involving 39 students from Grade 8 and Grade 9. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that the implementation of Differentiated Instruction was categorized as high across content, process, and product differentiation, with process differentiation emerging as the most dominant aspect, reflecting students’ positive responses toward adaptive instructional practices. Students’ motivation was also categorized as high, particularly in intrinsic motivation. Furthermore, the regression analysis indicated that Differentiated Instruction had a positive and significant influence on students’ motivation in learning English, t (37) = 3.47, p = .001. These findings suggest that Differentiated Instruction supports student-centered EFL learning by promoting students’ motivation through adaptive and varied instructional practices.
Copyright (c) 2026 Mutiara Patilima, Magvirah El Walidayni Kau, Haris Danial https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Google Translate on English Verb Pronunciation of Grade, I Students at Saengtham Wittaya Foundation School, Chana-Songkhla
This quantitative research aimed to investigate the effect of using Google Translate on English verb pronunciation among Grade I students at Saengtham Wittaya Foundation School in Chana-Songkhla. The study employed a pre-experimental design with a one-group pretest-posttest approach. A sample of 30 Grade I students participated in the study during the academic year. The research instruments included a pronunciation test administered before and after the intervention. Students used Google Translate as a learning tool to practice English verb pronunciation over a period of instruction. Data were analyzed using descriptive statistics and paired sample t-test to determine the significant difference between pretest and posttest scores. The findings revealed that students' English verb pronunciation improved significantly after using Google Translate as a supplementary learning tool. The mean score increased from the pretest to the posttest, indicating positive effects of technology integration in pronunciation instruction. This study provides evidence for educators regarding the potential benefits of incorporating Google Translate in teaching English pronunciation to young learners.
Copyright (c) 2026 Novyola Cindy Afrina, Khairunnisah, Ayunda Sabrina Sormin, Lili Herawati Parapat https://creativecommons.org/licenses/by-sa/4.0
An Analysis of English Language Department Students’ Translation Quality and Error in Translating Scientific Article (SDGs) From Indonesian into English
Translating global sustainability discourses like the Sustainable Development Goals (SDGs) requires highly precise scientific communication, yet research on how student translators navigate such specialized texts remains limited. This study aims to analyze the translation errors and quality of English majors in translating SDGs texts from Indonesian into English. Utilizing a descriptive qualitative design, this research involved 17 second-semester English literature students at Universitas Negeri Padang selected through purposive sampling. Data were collected via a translation test and analyzed using Dulay’s Surface Strategy Taxonomy alongside a percentage formula. The results revealed 120 structural and lexical errors: 15 omissions (12.5%), 52 additions (43.3%), 51 misinformations (42.5%), and 2 misorderings (1.7%). Despite the prominence of addition and misinformation errors, the students' overall translation quality is categorized as good. These findings suggest that while undergraduate students demonstrate stable syntactic positioning, explicit pedagogical interventions are required to curb over-generalization and lexical inaccuracy in policy-oriented translations.
Copyright (c) 2026 Muhammad Wira Rizki, Havid Ardi https://creativecommons.org/licenses/by-sa/4.0
An Analysis of English-Speaking Problem in Junior High School Students at Ban Yaning School Narathiwat Thailand
This research aims to identify the most common factors of English-speaking problems faced by junior high school students at Ban Yaning School, Narathiwat, Thailand. These speaking problems identified five factors: 1) anxiety S confidence; 2) vocabulary; 3) grammar S pronunciation; 4) classroom environment S material; 5) motivation S learning strategies. This research used a quantitative descriptive approach involving 42 junior high school students as research subjects. The instruments used included a questionnaire with 5 to 6 for each statement for five main factors that the students must completed by choosing a scale 1 to 5, where 1 means ‘strongly disagree’ to 5 ‘strongly agree’, and an interview with the teacher. The result showed that students agree they have faced these factors of speaking problems including 57% from anxiety S confidence, 60% from vocabulary, 63% from grammar S pronunciation, 60% from classroom environment S material, 61% from motivation S learning strategies. These finding confirms that most of the students faced these problems and data show a declining trend in how these issues are perceived as students advance through their grades.
Copyright (c) 2026 Annisa Fitri Andani, Happy Sri Rezeki Purba, Rosmita Ambarita3 Ambarita, Aisyah Nurmi https://creativecommons.org/licenses/by-sa/4.0
Trauma and Character Transformation in Charles Dickens' A Christmas Carol
This study examines the emotional trauma and psychological transformation of Ebenezer Scrooge in Charles Dickens’ A Christmas Carol through Jacques Lacan’s psychoanalytic framework, focusing on the Imaginary, Symbolic, and Real orders. The study aims to identify the experiences underlying Scrooge’s trauma and to analyze how his encounters with the three ghosts facilitate his process of self-healing and transformation. Employing a qualitative descriptive method, this research uses close reading and textual analysis of selected excerpts from the novel. The findings reveal that Scrooge’s trauma stems from cumulative experiences of emotional neglect, loss, and isolation, which disrupt his identity formation and result in emotional detachment, distorted values, and social alienation. These conditions are reflected across Lacan’s three orders: fragmented self-perception in the Imaginary, disconnection from social structures in the Symbolic, and unresolved emotional conflict in the Real. Furthermore, the encounters with the Ghosts of Christmas Past, Present, and Yet to function as a structured psychological process that enables Scrooge to confront, reinterpret, and integrate his traumatic experiences. This process leads to increased self-awareness, emotional growth, and identity reconstruction, ultimately transforming him into a more compassionate individual. The study highlights that trauma not only shapes identity but can also be restructured through confrontation and symbolic reintegration, demonstrating the relevance of Lacanian theory in literary analysis.
Copyright (c) 2026 Youvelka Shahia Ridha, Ruly Indra Darmawan https://creativecommons.org/licenses/by-sa/4.0
The Effect of Accent Thai on English Students’ Pronunciation at Masjid Taluban School Sai Buri Thailand
This study aims to analyze the influence of Thai accent on the English pronunciation of fifth-grade students at Masjid Taluban School, Sai Buri, Thailand. Reading test analysis identified five main error patterns: 1) substitution of /v/ to /w/ or /b/; /θ/ to /t/, /s/; 2) loss of final consonant /t/; 3) addition of vowel at the junction of two consonants; and 4) pronunciation of /r/ that is not firm and some words change to /l/. This study used a qualitative descriptive approach involving 30 students as research subjects. The instruments used included a placement test in the form of 30 multiple-choice items and 10 essay items, a reading test, and a structured interview. The results showed that 30% of students were in the fair category, 23% in the needs improvement category, 27% in the good category, 10% in the very good category, and only 10% of students reached the excellent category. These findings confirm the existence of Thai phonological interference on English pronunciation, especially on sounds that are not included in the Thai phonological system. The results of the study indicate that Thai accents influence students' English pronunciation. The implication of this research is the need for pronunciation teaching strategies that consider the phonological characteristics of students' first languages ​​to improve English pronunciation.
Copyright (c) 2026 Solidha Ramadiah Harahap, Rahmat Huda, Akhmad Tarmizi Lubis, Eli Marlina Harahap, Mukhlis https://creativecommons.org/licenses/by-sa/4.0
The Students Errors in Using Punctuation in Descriptive Texts in the Fifth Grade (Mo 5) at Pratheep Vittaya School
This study was designed to examine the use of punctuation errors in the writing of 5th-grade students at Pratheep Vittaya. Students were recruited as samples for this study. To collect data, the researcher applied a mixed method, namely writing tests and interviews. The results of the study showed that comma omission was the most frequent error made by students (35 comma errors made by 11 students). Furthermore, this study sought the causes of errors made by students. The results found several factors that influence students to make errors in using punctuation: (1) Omission of some punctuation marks, (2) Lack of accuracy, (3) Misuse of the use of some marks, such as question marks and commas before quotation marks, (4) Misunderstanding the meaning of the text.
Copyright (c) 2026 Riski Angreini, Shoufi Nisma Dewi, Abdul Rahman Siagian, Muhammad Darwis https://creativecommons.org/licenses/by-sa/4.0
Contrast Analysis of Indonesian and Malay-Jawi Vocabulary: A Linguistic Study at Santwit Songkhla Technological College
This study aims to analyze the similarities and differences in vocabulary between Indonesian and Jawi Malay through a contrastive analysis approach in the educational context at Santiwit Songkhla Technological College, Southern Thailand. Although both languages ​​have a close genealogical relationship as cognate languages ​​in the Austronesian family, contrastive studies that specifically highlight the lexical variation of Jawi Malay in the educational context in Southern Thailand are still limited. This study uses a qualitative approach with a comparative descriptive method. Data in the form of 50 basic Indonesian vocabulary words matched with their representation of Jawi Malay in Jawi script, were obtained through written instruments from 25 bilingual Thai Malay respondents. The results show that most vocabulary words show lexical variation with equivalent core meaning, while Jawi script functions as a graphemic representation system and not as a structural differentiating factor of language. Variations found include form retention, minor phonological changes, total lexical substitution, and pronominal variation. This finding confirms that lexical variation in cognate languages ​​is a form of natural divergence influenced by the social context and language habits of its speakers, and has important implications for learning cognate languages.
Copyright (c) 2026 Eli Marlina Harahap, Lili Herawati Parapat, Nur Afifah, Nurmaini Ginting, Rosinah, Elfa Fadhilah Lubis https://creativecommons.org/licenses/by-sa/4.0
Improving Third-Grade Students’ Animal Vocabulary Retention through Flashcard Media: A Case Study at Elementary School
Vocabulary development is a fundamental component in early English language learning, especially for young learners in elementary school, yet third-grade students often struggle to retain new vocabulary due to limited exposure and the use of less engaging instructional media. This qualitative case study investigates the role of flashcards in enhancing animal vocabulary retention among third-grade students at Elementary School through the implementation of a custom-designed teaching module that integrates visual flashcards into interactive learning activities such as recognition drills, pronunciation practice, matching games, and creative labeling tasks. Data were collected through classroom observation, document analysis of the instructional module, and teacher reflection. The findings demonstrate that flashcards significantly increased students’ attention, enthusiasm, and willingness to participate orally, as picture–word associations helped students recall vocabulary more confidently and accurately. Game-based learning fostered collaboration and deeper memory retention, while the creative tasks enabled students to apply vocabulary in written form, indicating meaningful learning transfer. Additionally, flashcards supported inclusive learning by providing visual cues that assisted students with lower proficiency while encouraging higher-performing students to extend their vocabulary knowledge. Overall, the study concludes that incorporating flashcards into a structured and engaging teaching design is an effective strategy to improve English vocabulary retention among young learners.
Copyright (c) 2026 Pipit Ertika Daristin, Elda Yulia Ryandini, Angela Novitaningrum, Dias Tiara Putri Utomo https://creativecommons.org/licenses/by-sa/4.0
Improvement of Malay Rumi Writing Skills Among Mattayom 1 Students at Saengthamwittaya Foundation School
This study aims to describe students’ initial and final abilities in using animate and inanimate nouns in Malay Rumi compositions and to examine the improvement in writing skills after the implementation of structured instructional treatment. The research employed a Classroom Action Research (CAR) method with a pretest–posttest design involving 39 Mattayom 1 students at Saengthamwittaya Foundation School, Southern Thailand. The research instrument consisted of essay writing tasks with personal themes such as “My Family,” “My School,” and “My Best Friend,” which were analyzed based on the accuracy of noun classification and usage. The findings indicate that the mean pretest score of 73.39 increased to 82.59 in the posttest, reflecting a gain of 9.2 points. This improvement demonstrates that structured instruction integrating explicit grammar teaching, process-based writing practice (planning, drafting, revising, and editing), and corrective feedback effectively enhances students’ writing skills. In addition to quantitative improvement, qualitative progress was also observed, including a reduction in noun classification errors and greater consistency in sentence structure. These findings confirm that Classroom Action Research based instructional intervention can improve linguistic accuracy while simultaneously strengthening students’ metacognitive awareness in writing Malay Rumi.
Copyright (c) 2026 Yenti Deslina, Devinna Riskiana Aritonang, Eli Marlina Harahap, Husniah Ramadhani Pulungan, Lili Herawati Parapat https://creativecommons.org/licenses/by-sa/4.0
Investigating Students’ Emotional Engagement in Learning Reading Comprehension through Project-Based Learning
Although Project-Based Learning (PBL) has been widely implemented to enhance student engagement, limited studies have specifically explored students’ emotional engagement in reading comprehension learning. This study aimed to investigate students’ emotional engagement in learning reading comprehension through Project-Based Learning. A qualitative case study was conducted with eleventh-grade students at a senior high school in Karawang, Indonesia. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed four forms of emotional engagement: interest, enjoyment, enthusiasm, and positive attitudes. These emotional responses emerged through collaborative discussions, project activities, and interactive learning experiences that encouraged active participation. This study contributes by providing a deeper understanding of emotional engagement as a specific dimension of student engagement in reading comprehension through Project-Based Learning. The findings also offer practical insights for English teachers in designing more engaging reading instruction that promotes positive emotional experiences.
Copyright (c) 2026 Zahra Syafira Hafsari, Nina Puspitaloka, Dedeh Kartini https://creativecommons.org/licenses/by-sa/4.0
The Application of Content and Language Integrated Learning to Improve Students’ Achievements in Academic Vocabularies and Scientific Writing
This study aimed to improve students' achievement in academic vocabulary and scientific writing through the implementation of the Content and Language Integrated Learning (CLIL) approach and to identify the challenges encountered by students at SMA Terpadu Pondok Pesantren Nurul Huda during its implementation. CLIL was selected because it integrates content learning with language development, allowing students to acquire academic language while engaging in meaningful subject-related tasks. The study employed a Classroom Action Research (CAR) design consisting of two cycles involving planning, action, observation, and reflection. The participants were senior high school students with basic English communicative competence. Data were collected through tests, classroom observations, and interviews and analyzed using quantitative and qualitative approaches. The findings revealed a statistically significant improvement in students’ academic vocabulary mastery and scientific writing skills following the CLIL intervention. Mean scores increased from 60.5 in the pre-test to 71.7 in the progress test and 80.3 in the post-test, while the paired-samples t-test showed a significant difference between pre-test and post-test results (p < 0.05). Students also demonstrated greater confidence in using domain-specific vocabulary, organizing ideas, and constructing coherent scientific abstracts. Nevertheless, they continued to experience difficulties in comprehending more complex texts from Scopus-indexed journals due to limited vocabulary range and insufficient academic reading skills. The findings suggest that CLIL can serve as an effective pedagogical approach for English teachers seeking to strengthen students' academic literacy through integrated language and content instruction. Overall, this study contributes to EFL teaching by providing evidence that structured CLIL implementation can enhance academic vocabulary development and support students' early engagement with scientific writing practices.
Copyright (c) 2026 Achmad Mukhlisin, Ari Purnawan https://creativecommons.org/licenses/by-sa/4.0
Deep Learning-Based Adaptive Practice Improves Vocabulary Mastery Among Indonesian EFL Learners
This study investigated the effectiveness of Deep Learning-Based Adaptive Practice (DLBAP), an instructional approach grounded in meaningful learning, retrieval practice, spaced repetition, and adaptive reinforcement rather than artificial intelligence-based deep learning, in improving English vocabulary mastery among Indonesian junior secondary EFL learners. The research addressed whether DLBAP was more effective than conventional vocabulary instruction in enhancing students’ vocabulary breadth, vocabulary depth, retention, and productive vocabulary use. The study employed a quantitative quasi-experimental design with a pre-test, post-test, and delayed post-test control group design. The participants consisted of 30 eighth-grade students of MTsS PP Nurul Haq Benteng Lewo, South Sulawesi, Indonesia, divided into an experimental group and a control group. Data were collected through vocabulary tests, classroom observations, and field notes. The experimental group received DLBAP through contextual exposure activities using CoSpaces Edu and adaptive reinforcement using Wordwall, while the control group received conventional instruction. Data were analyzed using descriptive and inferential statistics, including independent and paired samples t-tests. The findings revealed that the experimental group achieved substantially higher vocabulary mastery than the control group, with mean scores increasing from 68.53 in the pre-test to 93.53 in the post-test and remaining relatively high at 89.20 in the delayed post-test. Independent-samples t-test analysis indicated a statistically significant difference between the experimental and control groups in post-test performance (p < .05), with a large practical effect size. The experimental group improved from a mean score of 68.53 in the pre-test to 93.53 in the post-test and maintained a relatively high score of 89.20 in the delayed post-test. The findings indicate that integrating contextual learning, retrieval practice, spaced repetition, and adaptive reinforcement can significantly strengthen sustainable vocabulary learning and support technology-enhanced EFL instruction.
Copyright (c) 2026 Henryani, Zulfah, Abdul Haris Sunubi, Mujahidah, Magdahalena Tjalla https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Audiovisual Media on Students’ Listening Comprehension of Inspirational Stories at Ban Yaning School Narathiwat Thailand
This study aims to analyse the effectiveness of audiovisual media on students’ ability to listen to inspirational stories at Ban Yaning School, Narathiwat, Thailand. Students’ low levels of focus and comprehension in listening lessons, which are still dominated by conventional methods, lead to difficulties in understanding story details and cause-and-effect relationships. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group, utilising pre-test–post-test measurements. The research subjects comprised Year 7 as the control group (n=17) and Year 8 as the experimental group (n=18). The intervention was conducted over four sessions (two weeks) with a duration of 2×45 minutes per session. The research instrument consisted of a multiple-choice test to measure listening comprehension. The results showed an improvement in listening skills in both groups. The mean score of the control group increased from 58.65 to 81.82 (an increase of 23.18 points), whilst the experimental group increased from 59.50 to 82.89 (an increase of 23.39 points). Inferential analysis using ANCOVA with control for baseline scores indicated that the difference in final achievement between the groups was not significant; thus, audiovisual learning has not yet been proven to be superior to conventional learning over this duration of intervention. Analysis of the indicators revealed a more pronounced improvement in the aspects of detailed information (±45%), sequence of events (±43%), and cause and effect (±42%), whilst the lowest improvement was observed in the message indicator (±35%). These findings confirm that structured listening exercises improve listening skills, whilst the use of audiovisual media needs to be combined with active processing tasks to ensure a more balanced impact.
Copyright (c) 2026 Nadilah Tambunan, Khatib Lubis, Lili Herawati Parapat, Husniah Ramadhani Pulungan, Nur Afifah https://creativecommons.org/licenses/by-sa/4.0
Improving Students Speaking Skills Through Role Play at Junior High School
This classroom action research aimed to improve the English-speaking skills of ninth-grade students at SMPN 2 Dusun Selatan within the framework of Kurikulum Merdeka. The study addressed two key objectives: (1) examining how role-play enhances speaking proficiency, and (2) exploring students' perceptions of the method. Using Kemmis and McTaggart's action research model which was conducted over two cycles involving 23 students serving as the respondents of this study. Data were collected through observations and questionnaire distribution. To back up the gathered data, pre-test and 2 post-tests were conducted. The gathered data were analyzed with the utilization of quantitative and qualitative analysis. The findings demonstrate that the implementation of role-play significantly improved students' speaking performance, as evidenced by the progressive increase in test scores across pre-test, post-test cycle 1, and post-test cycle 2. Questionnaire responses indicated overwhelmingly positive perceptions, with students reporting reduced anxiety and increased confidence. Observational data further revealed enhanced communicative competence, greater spontaneity, and stronger peer collaboration. The results strongly suggest that structured role-play activities can effectively foster both linguistic and affective development in an EFL classroom setting. The study contributes to the body of knowledge by demonstrating the efficacy of sustained role-play implementation in an Indonesian EFL context, aligning with Kurikulum Merdeka's communicative objectives. It also highlights the importance of iterative practice and peer collaboration in reducing speaking anxiety, a finding that extends previous research.
Copyright (c) 2026 Lisa Susanty R, Margana, Yuyun Yulia https://creativecommons.org/licenses/by-sa/4.0
Analysis of Errors in the Use of Prefixes in Negotiation Texts of Grade X Students of Vocation High School
This study aims to describe the errors in the use of prefixes in negotiation texts of class X students of SMK Negeri 1 Sipirok. The method used is descriptive qualitative. The data are in the form of negotiation texts written by 26 class X Hospitality students with 11 male students and 15 female students. The results of the study show that there are 38 errors in the use of prefixes, namelydi- by 47.4%, me- 26,3%,to- 15,8%, Andter- 10.5%. Errors are caused by a lack of understanding of morphological rules and the influence of spoken language.
Copyright (c) 2026 Nur Intan Siregar , Devinna Riskiana Aritonang, Nikmah Sari Hasibuan https://creativecommons.org/licenses/by-sa/4.0
The Second-Year Students’ Ability in Using Simple Past Tense Through Narrative Text at Palopo Cokroaminoto University
This research deals with to find out and describe the ability of the second-year students in using Simple Past Tense through narrative text at Cokroaminoto Palopo University. The population of this research was all the second-year students of Elementary School Teacher Education Study Program in academic year 2025-2026. The total sample was 30 students. The researcher used the purposive sampling. Based on the findings and discussion, the researcher concludes that the second-year students of the Elementary School Teacher Education Study Program at Cokroaminoto Palopo University have a good ability in using the Simple Past Tense through narrative text. This conclusion is supported by the students’ mean score of 75.5, which falls into the good category according to the classification criteria. The findings revealed that most students were able to identify and apply the Simple Past Tense correctly in narrative texts. They demonstrated an understanding of past verb forms, sentence structures, and the use of regular and irregular verbs.
Copyright (c) 2026 Juwita Crestiani M Musafir, Muhammad Hasby, Ardhy Supraba, Hermini, Opik Dwi Indah, Reki Pilu https://creativecommons.org/licenses/by-sa/4.0
The Efficacy of ChatGPT-Assisted Learning in Teaching Writing Descriptive Text to Indonesian English as Foreign Language (EFL) Students
This study investigates the efficacy of ChatGPT-assisted learning in teaching writing descriptive text to tenth-grade students at SMA Kristen Mercusuar Kupang, East Nusa Tenggara, Indonesia. With the rapid advancement of artificial intelligence (AI) technologies in educational settings, ChatGPT has emerged as a promising tool for supporting English as a Foreign Language (EFL) writing instruction. This study employed a quasi-experimental research design with a pre-test and post-test control group to measure the impact of ChatGPT integration on students' descriptive writing proficiency. A total of 60 tenth-grade students were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received writing instruction supplemented by ChatGPT interactions, while the control group followed the conventional teaching method. Data were collected through written descriptive text tasks and analyzed using an independent samples t-test. The results revealed that the experimental group demonstrated significantly higher post-test scores compared to the control group, with a mean difference of 12.4 points (p < 0.05). The ChatGPT-assisted group showed marked improvement in vocabulary use, grammatical accuracy, coherence, and descriptive language depth. Furthermore, student attitude questionnaires indicated a positive reception toward AI-assisted writing practice, with 83% of participants reporting increased confidence in English writing. These findings suggest that ChatGPT-assisted learning is an effective instructional strategy for enhancing descriptive writing skills among Indonesian EFL learners at the secondary school level. The study concludes with pedagogical implications for integrating AI tools into EFL writing classrooms and recommendations for future research.
Copyright (c) 2026 Soleman Dapa Taka https://creativecommons.org/licenses/by-sa/4.0
Denotative, Connotative, and Myth in The Nun Ii: A Semiotic Analysis of Supernatural Communication in Religious Horror Cinema
This study analyzes the denotative, connotative, and mythical meanings embedded in the communication between human characters and supernatural beings in The Nun II (2023), a religious horror film produced by Warner Bros. Pictures as part of The Conjuring Universe. Employing Roland Barthes' semiotic theory as the primary analytical framework, this research adopts a qualitative descriptive method to examine twenty selected scenes from the film. Data were collected through systematic observation and documentation of visual symbols, dialogues, sound effects, and cinematic elements. Analysis was conducted across three levels of signification: denotation, connotation, and myth. At the denotative level, the film presents literal depictions of supernatural phenomena, including possessions, apparitions, whispers, distorted religious symbols, and sacred relics. At the connotative level, these signs acquire culturally constructed meanings associated with spiritual vulnerability, divine protection, fear, and moral resistance. At the mythological level, the film systematically naturalizes the ideological belief that religious faith constitutes the ultimate power against supernatural evil. The findings reveal that possession functions as the most recurrent semiotic strategy, reinforcing the ideological message that spiritual weakness renders humans susceptible to demonic influence. Binary oppositions—light versus darkness, silence versus sound, isolation versus community—structure the film's entire semiotic system and consistently resolve in favor of divine authority. Furthermore, the inversion of the nun's sacred image into a demonic figure constructs a powerful mythological statement about the corruption of sanctity. This study concludes that The Nun II functions not merely as entertainment but as a culturally coded text that disseminates religious ideology through cinematic signs. The research confirms the continued relevance of Barthes' semiotic theory in analyzing ideological meaning-making within contemporary popular media.
Copyright (c) 2026 Nizmawati Amran https://creativecommons.org/licenses/by-sa/4.0
Using CEFR Can Do Statements to Enhance Students' Self-Regulated Learning in Outcome-Based Education
Self-Regulated Learning (SRL) is essential for the successful implementation of Outcome-Based Education (OBE) because students are expected to actively monitor, evaluate, and regulate their own learning processes. However, previous studies have largely focused on the accuracy of self-assessment rather than its role in supporting learning regulation. This study investigated the effectiveness of CEFR Can Do Statements as a self-assessment strategy for enhancing students’ SRL. An explanatory sequential mixed-methods design was employed involving 60 Pharmacy and Midwifery students enrolled in English for Specific Purposes courses at Universitas Muhammadiyah Mataram. Quantitative data were collected through a Self-Regulated Learning questionnaire and analyzed using paired-sample and independent-sample t-tests, while qualitative data were obtained through classroom observations, interviews, and Focus Group Discussions. The findings revealed a statistically significant improvement in students’ Self-Regulated Learning, with the experimental group outperforming the control group (p < .001). The intervention produced a large practical effect (Cohen’s d = 1.47). Qualitative findings indicated that self-monitoring, goal setting, reflective learning, and learning autonomy emerged as the most prominent themes, demonstrating meaningful changes in students’ learning behaviors. This study extends the role of CEFR Can Do Statements beyond language assessment by demonstrating their function as metacognitive tools that support learning regulation within an OBE framework. The findings suggest that CEFR-based self-assessment can serve as an effective strategy for promoting learner autonomy and strengthening the implementation of Outcome-Based Education in higher education.
Copyright (c) 2026 Moh. Fauzi Bafadal, Humaira, Muhammad Hudri https://creativecommons.org/licenses/by-sa/4.0
Strategic Code-Mixing in Maudy Ayunda’s Educational YouTube Content.
Code-mixing has become a strategic linguistic resource through which bilingual public figures construct social identities in digital environments. However, despite the growing number of studies on code-mixing in entertainment-oriented digital discourse, limited attention has been given to educational YouTube monologues as sites of intellectual identity construction. This study investigates the structural patterns of code-mixing employed by Maudy Ayunda in her educational YouTube content and explores how these patterns contribute to the construction of an intellectual digital identity, which refers to the projection of expertise, credibility, and intellectual authority through bilingual language practices. Drawing on Muysken’s (2000) typology of code-mixing, this study adopts a qualitative descriptive approach using a structural sociolinguistic framework. The data consist of 70 instances of code-mixing extracted from the orthographic transcript of the video “The Power of Now: Stop Worrying, Start Being Present – Maudy Ayunda’s Book List” (2026). The findings reveal three types of code-mixing, namely insertion (48 instances), alternation (16 instances), and congruent lexicalisation (6 instances), with insertion emerging as the dominant pattern. The frequent use of insertion indicates the speaker’s tendency to maintain conceptual precision by incorporating English academic and psychological terminology into Indonesian discourse. The findings also demonstrate that code-mixing functions not merely as a linguistic phenomenon but as a strategic resource for constructing an intellectual and globally oriented persona in educational digital communication. Therefore, this study contributes to digital sociolinguistics by extending discussions of code-mixing beyond entertainment-oriented discourse and highlighting its role in identity construction within contemporary online educational environments.
Copyright (c) 2026 Efandi Yakob, Ni Made Diana Erfiani, Yohanes Octovianus Lesu Awololon, Putu Chrisma Dewi https://creativecommons.org/licenses/by-sa/4.0
Exploring ChatGPT’s Voice Speech Recognition and Real-Time Feedback Features to Enhance EFL Speaking Skills: A Systematic Literature Review
This study examines the integration of ChatGPT's voice recognition and real-time feedback features in enhancing EFL students' speaking skills through a systematic literature review that was conducted through identification, analysis, and synthesis. Ten peer-reviewed articles published between 2022 and 2025 were selected based on specific inclusion criteria, with a focus on AI-powered tools that support the development of EFL speech. Thematic analysis revealed that most of the research emphasized the effectiveness of AI-based voice-enabled platforms and feedback in improving learners' pronunciation, fluency, and engagement in English speaking skills. Some tools use machine learning algorithms to personalize feedback, while others promote autonomous speaking practices through interactive conversational interfaces. The findings also identify challenges such as recognition accuracy and pedagogical implementation gaps. These results show that ChatGPT and similar technologies strongly offer meaningful support for speaking instruction when carefully integrated into the EFL learning environment.
Copyright (c) 2026 Daniel Urslenton Wiser Sumang, Margana, Dyah Setyowati Ciptaningrum https://creativecommons.org/licenses/by-sa/4.0
A Teacher’s Use of Humor in An Indonesian EFL Classroom: An Analysis of Humor Types, Implementation Strategies, And Teacher–Student Perceptions
This study explores an English teacher's use of humor in the classroom, focusing on its language and content, and its influence on students’ enjoyment of learning, engagement, participation, and classroom interaction. Although numerous studies have examined the benefits of using humor in EFL classrooms, limited qualitative research has explored how humor is constructed, implemented, and perceived in Indonesian EFL contexts. This research employed a qualitative case study design. It was conducted at a senior high school in Denpasar, Bali. The data were collected through classroom observation and semi-structured interviews with one English teacher and several students. To obtain in-depth data, the observations were conducted across three meetings. The collected data were analyzed using thematic analysis, categorizing humor by content and function. Unlike the previous findings, this study provides an in-depth qualitative analysis of humor types, implementation, strategies, and both the teacher and the students’ perceptions in an EFL classroom. Furthermore, the findings revealed that the teacher frequently used three types of humor: course-related, course-unrelated, and self-disparaging, delivered in English and Indonesian. Course-related humor was often incorporated into teaching materials to simplify concepts and improve understanding, while course-unrelated humor serves as an icebreaker to create a relaxed classroom atmosphere. The teacher used humor through three main strategies: introducing the lesson with humor, embedding it in teaching materials, and employing spontaneous humor during classroom interactions. Furthermore, both students and the teacher perceived humor positively, reporting that humor can increase enjoyment, confidence, and willingness to engage in the classroom. However, the findings also highlight the importance of using humor appropriately, taking context, timing, and students’ characteristics into account to avoid negative impacts.
Copyright (c) 2026 Ni Putu Rizki Diah Apriani Wibawa, Luh Putu Artini, Ni Putu Era Marsakawati https://creativecommons.org/licenses/by-sa/4.0
The Inessential Woman: A Beauvoirian Analysis of Female Otherness in Mueenuddin's Saleema
This study examines the construction of female identity and oppression in Daniyal Mueenuddin’s short story Saleema (2009) from the collection In Other Rooms, Other Wonders using Simone de Beauvoir’s existential feminist framework. Employing a descriptive qualitative method with a close textual reading approach, the research analyzes how patriarchal and feudal structures in Pakistani society restrict the female protagonist’s autonomy. The findings reveal that Saleema is constructed as the Other through sexual objectification and dependence on male authority figures. These conditions deny her autonomy and reinforce her subordinate position within patriarchal society. The study also explores the tension between transcendence and immanence in Saleema’s life. Although she briefly demonstrates transcendence through her personal choices, patriarchal and socioeconomic constraints ultimately force her back into immanence. As a result, her attempt to assert agency collapses into personal destruction and loss of subjectivity. This study concludes that Saleema’s fate reflects structural oppression rather than individual failure. It also contributes to feminist literary criticism by demonstrating the relevance of Beauvoir’s existential feminism in analyzing gender oppression and female subjectivity in Pakistani literature.
Copyright (c) 2026 Tsabitah Ashilah, Ruly Indra Darmawan https://creativecommons.org/licenses/by-sa/4.0
The The Correlation Between Listening Comprehension and Speaking Skill of The Eleventh-Year Students of Senior High School
Listening and speaking are interrelated language skills that play a crucial role in learning English as foreign language. The relationship between the two important because listening provides input that supports the development of student’s speaking skill. However, previous studies have generally focused on the general relationship between listening and speaking skills without examining their specific aspects in depth, and have been dominated by studies on university and junior high school students. Research on high school students in rural Indonesia with low English exposure remains limited, indicating a research gap. Therefore, this study focuses on this context to provide a more specific contribution to the study of listening and speaking skills. This study aims to determine the relationship between listening skills and speaking skills of grade XI students of Senior High School. The study population consisted of 230 students and a sample of 31 students from grade XI A was selected using a purposive sampling technique. Data were collected through listening and speaking tests and then analyzed using descriptive statistics and Spearman correlation tests with the help of SPSS software version 27. The results of the study showed that the average score for listening skills was 20.97, while the average score for speaking skills was 19.42. Based on the score range 0-25, these scores indicate that students have relatively high achievement because they are close to the maximum score. The results of the correlation analysis showed a value of rₛ = .899 with a significance of p < 0.001, which means there is a strong and significant positive relationship between listening and speaking skill. This finding indicates that the better students' listening comprehension, the better their speaking skill.
Copyright (c) 2026 Anti Khusnul Khotima, Ruslin, Zul Aini Rengur, Dzakiah, Hijrah Syam https://creativecommons.org/licenses/by-sa/4.0
Analysis of Errors in the Use of the Enhanced Spelling System in the Undergraduate Theses of 2020 Cohort PJKR Students at Tadulako University
In academic writing, spelling accuracy plays a crucial role as it directly impacts the clarity of ideas, text readability, and the quality of information delivery. Repeated spelling errors can hinder the effective communication of the writing's content to the reader. This study aims to describe the types of spelling errors found in the undergraduate theses of students from the Physical Education, Health, and Recreation Study Program (Class of 2020) at Tadulako University. A qualitative approach with a descriptive method was employed. Data were sourced from the students' theses, specifically focusing on Chapter 1 (Background). Data collection involved documentation, observation, and note-taking techniques. Data analysis utilized the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. The results indicate that the most frequent errors occurred in letter usage 72 instances, specifically involving capital letters 60 and italics 12. Additionally, there were 52 errors related to word writing, covering base words 28, derivative words or affixes 10, prepositions 8, and numerals/numbers 6. Punctuation errors totaled 31, specifically involving periods 6, commas 19, and hyphens 6. Five errors regarding loanwords were also identified. The findings suggest that the understanding and application of spelling rules in students' academic writing require more intensive attention.
Copyright (c) 2026 Raihan Mufli, Ida Nur'aeni, Asrianti, Ulfah, Andi Bismawati https://creativecommons.org/licenses/by-sa/4.0
The Effect of Big Book Media on Young Learners’ English Vocabulary Mastery and Learning Engagement
Vocabulary mastery is fundamental to young learners’ English language development, yet vocabulary instruction at the primary level is often dominated by memorization and drilling activities that may limit students’ engagement and vocabulary retention. Big Book media, which combines visual support and shared reading activities, has the potential to enhance vocabulary learning and promote active classroom participation. However, limited studies have simultaneously examined the impact of Big Book media on both vocabulary mastery and learning engagement among young learners in Indonesian EFL primary classrooms. Therefore, this study integrates quantitative and qualitative approaches to provide a more comprehensive understanding of the effectiveness of Big Book media. This study aimed to investigate the effect of Big Book media on young learners’ English vocabulary mastery and to explore students’ learning engagement during vocabulary learning activities. A convergent mixed-methods design was employed involving 52 Grade 1 students from an Indonesian public primary school, comprising 25 students in the experimental group and 27 students in the control group. Quantitative data were collected through vocabulary pre-tests and post-tests, while qualitative data were obtained through classroom observations and interviews. The results showed that students taught using Big Book media demonstrated greater improvement in vocabulary mastery than those receiving conventional instruction. The Mann–Whitney U test revealed a statistically significant difference between the groups (U = 129.000, Z = −3.857, p < .001), with a large effect size (r = .53). Qualitative findings indicated high levels of attention, participation, enthusiasm, and positive responses toward the use of Big Book media. Students reported that the illustrations and shared reading activities helped them understand and remember vocabulary more effectively. The findings suggest that Big Book media effectively improves vocabulary mastery and learning engagement among young learners, while demonstrating the value of integrating quantitative and qualitative evidence in EFL vocabulary research.
Copyright (c) 2026 Putri Maisarah, Tanzil Huda, Widya Oktarini https://creativecommons.org/licenses/by-sa/4.0
Translation Procedures of Disease Terms in the Glossary of Medicine, Technology, and Sport 2025
This study investigates the translation procedures applied to disease terminology within a non-narrative glossary environment, where terms are presented as isolated lexical entries without supporting sentence context. Disease terminology was selected because it presents distinctive translation challenges arising from lexical gaps, standardized international nomenclature, and culturally established vernacular equivalents. Using Peter Newmark's taxonomy of translation procedures, this qualitative descriptive study analyzes 31 disease-related terms extracted from the Glossary of Medicine, Technology, and Sport (2025). The findings reveal that source-oriented procedures dominate the dataset, with Naturalization emerging as the most frequently applied strategy, followed by Transference, while Functional Equivalent is employed for terms with well-established vernacular counterparts. Through-Translation and Couplets occur less frequently and are primarily used to preserve the structural and semantic integrity of complex medical expressions. The findings further indicate that the selection of translation procedures is closely related to the presence or absence of target-language equivalents. While glossary translation generally prioritizes terminological consistency and scientific precision, target-oriented procedures are selectively employed to improve reader accessibility when culturally familiar expressions already exist. These findings contribute to translation studies by demonstrating how translators balance standardized medical terminology with reader comprehension in glossary-based translation and provide practical insights for translators and glossary compilers working with specialized medical terminology.
Copyright (c) 2026 Made Wira Afrian, Ni Made Verayanti Utami https://creativecommons.org/licenses/by-sa/4.0
Students’ Experiences with Learning Environment Affecting English Speaking Ability
This study purposes to discover students' experiences in dealing with the influence of the learning environment on English speaking ability. A helpful learning environment is assumed to improve students' speaking abilities, but how students’ experience it in such an environment has not been widely explored. This study uses a qualitative approach with a case study method, through in-depth interviews and observations of a number of students. The results of the study indicate that students who learn in a helpful environment tend to feel more confident and motivated to speak English, while students in less supportive environments face greater challenges in improving their speaking abilities. Based on the findings from interviews, observations, and data analysis, it can be concluded that a supportive learning environment either at campus or in students' social environment plays a main role in improving English abilities. Obstacles like fear of making mistakes in speaking are also challenges to overcome so the learning environment becomes more inclusive and helpful for all students. These findings provide a clear picture of how the learning environment can affect students' English-speaking abilities and how the role of lecturers and other social factors can support this process.
Copyright (c) 2026 Roni Juliansyah, Harjuli Surya Putra https://creativecommons.org/licenses/by-sa/4.0
Implementing Project-Based Learning to Improve English Communication Skills among University Students A Study at Universitas Nusa Cendana
This study investigates the effectiveness of Project-Based Learning (PBL) as an instructional approach to improve English communication skills among fourth-semester students of the English Education Study Program at Universitas Nusa Cendana. English communication competence, encompassing both spoken and written dimensions, is fundamental for future English educators, yet many students continue to demonstrate limited confidence and proficiency in real-world communicative contexts. The research adopted a classroom action research design implemented across two cycles, involving thirty-two students enrolled in the English Communication Skills course. Data were collected through pre- and post-cycle assessments, classroom observation checklists, student reflective journals, and semi-structured interviews. Quantitative findings revealed a statistically significant improvement in students' overall communication scores from a mean of 58.4 in the pre-cycle assessment to 71.6 at the end of Cycle 1, and further to 82.3 at the completion of Cycle 2, surpassing the established minimum competency criterion of 75. Qualitative data corroborated these results, indicating enhanced student confidence, increased participation in communicative tasks, and greater ability to sustain meaningful interactions in English. Students reported that PBL created authentic, purpose-driven contexts for language use, thereby reducing communication anxiety and fostering intrinsic motivation. Additionally, the collaborative nature of project work promoted peer learning and meaningful negotiation of meaning. These findings suggest that PBL is a highly effective pedagogical strategy for developing English communication skills in Indonesian higher education contexts, particularly at institutions such as Universitas Nusa Cendana where students possess diverse linguistic backgrounds. Practical implications for curriculum design and classroom instruction are discussed.
Copyright (c) 2026 Yanpitherszon Liunokas https://creativecommons.org/licenses/by-sa/4.0
Imagination as the Reconstruction of Experience in Katherine Paterson’s Bridge to Terabithia
This study explores the role of imagination as a reconstruction of experience in the novel Bridge to Terabithia by Katherine Paterson through the theoretical lens of Lev Vygotsky. Vygotsky’s concept of imagination emphasizes that creative thought is not separate from reality but is instead formed through the reorganization of lived experiences. This research aims to analyze how the main characters, Jess Aarons and Leslie Burke, construct the imaginary world of Terabithia as a reflection and transformation of their real-life situations, emotions, and social interactions. The study employs a qualitative descriptive method, focusing on textual analysis of key narrative elements, including character development, setting, and dialogue. The findings reveal that Terabithia functions as a symbolic space where the characters process personal struggles such as family pressure, social isolation, and emotional vulnerability. Through imaginative play, the characters reconstruct their experiences into meaningful narratives that support their psychological and emotional growth. Furthermore, the study highlights the importance of social interaction in shaping imagination, as seen in the collaborative creation of Terabithia. This aligns with Vygotsky’s view that imagination develops within a social and cultural context. The novel demonstrates that imagination serves not only as an escape from reality but also as a cognitive and emotional tool for understanding and coping with life experiences
Copyright (c) 2026 Dahlan https://creativecommons.org/licenses/by-sa/4.0
Constructing Masculinity Through Anti-Establishment Discourse in The Joe Rogan Experience: A Critical Discourse Analysis
Podcasts are increasingly popular alternative media platforms and have transformed modern public discourse through their informal, lengthy, and ideologically driven conversations. In this context, masculinity has become a hot topic, particularly with respect to institutional authority, authenticity, and freedom of expression. This paper investigates the construction of masculinity in anti-establishment discourse in the Joe Rogan Experience with Mark Zuckerberg. The study adopts a qualitative research design and uses the framework of Critical Discourse Analysis (CDA) by Norman Fairclough which looks at discourse at the level of textual features, discursive practice and social practice. The data comprises selected utterances from the podcast episode that directly address masculinity, aggression, institutional culture, censorship and freedom of expression. Data were collected by purposive sampling and thematically analyzed based on research objectives. The findings reveal that masculinity is discursively constructed as a natural, positive, and socially valuable identity associated with strength, competitiveness, resilience, authenticity, and independence. The discourse frequently positions masculine traits as being constrained by contemporary institutional and corporate cultures, which are represented as excessively restrictive, politically regulated, and detached from authentic social values. Furthermore, anti-establishment discourse functions as a key ideological mechanism through which masculine identity is legitimized and defended. Institutions, including corporate environments and systems of content regulation, are frequently portrayed as limiting individual freedom and suppressing authentic expression. The podcast setting itself contributes to this construction by fostering an atmosphere of spontaneity, intimacy, and perceived authenticity that strengthens audience engagement with anti-establishment narratives. By showing how long-form conversational media are crucial venues for negotiating masculine identities and institutional power in modern digital culture, this study adds to the expanding corpus of research on digital masculinity, podcast discourse, and alternative media.
Copyright (c) 2026 Jumharia Djamereng https://creativecommons.org/licenses/by-sa/4.0
E-Evaluation Development Using Hot Potatoes Software in English Subjects with Profession Material in Grade V of Elementary School Academic Year 2021/2022
This study aimed to determine the feasibility and practicality of e-evaluation using Hot Potatoes software in English subjects on profession material for fifth-grade students at Elementary School. The research used a Research and Development (R&D) method with the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were fifth-grade students, while the object was the e-evaluation media developed using Hot Potatoes software. The results showed that the media was highly feasible, as indicated by media expert validation results of 89% and material expert validation results of 90%, both categorized as “very feasible.” The practicality of the media was also proven through practitioner assessments, which obtained a score of 93% and were categorized as “very practical.” In addition, student response questionnaires in small-group trials showed an average score of 91.6%, indicating that the media was very practical and easy to use. The field-trial results further showed an increase in students’ learning outcomes, with the average pre-test score of 57.50 rising to a post-test average of 76.88 after the use of the Hot Potatoes-based e-evaluation. Therefore, it can be concluded that e-evaluation using Hot Potatoes software is feasible and practical for use in learning activities for fifth-grade students at Elementary School.
Copyright (c) 2026 Zurriyana Nainggolan, Eva Betty Simanjuntak, Dedek Oktavia Nasution, Hamka https://creativecommons.org/licenses/by-sa/4.0
Teaching English to Students with ADHD in Inclusive Primary Schools: Teachers’ Strategies and Perspectives
Inclusive education has become a key approach to ensuring equal educational opportunities for all learners, including those with attention deficit hyperactivity disorder (ADHD). Although numerous studies have examined ADHD within an educational context, research specifically exploring the teaching strategies employed by English teachers in educating pupils with ADHD in English as a Foreign Language (EFL) class within inclusive primary schools remains limited. This study aims to investigate the strategies used by English teachers to support pupils with ADHD and to explore teachers’ perspectives on inclusive English language teaching. Using a qualitative case study design, this research was conducted at an inclusive primary school in North Sumatra, Indonesia, involving an English teacher with direct experience of teaching pupils with ADHD. Data were collected through semi-structured interviews, classroom observations and document analysis, and analysed using thematic analysis. The findings indicate that the teacher implemented various adaptive strategies, including individualised instruction, teacher proximity, visual aids, interactive learning activities, and simplified instruction. Among these strategies, individualised instruction and teacher proximity emerged as the most influential strategies in maintaining student engagement and supporting behaviour management. This study also found that teachers demonstrated a positive and inclusive perspective by integrating empathy, discipline, equality and responsibility into their classroom teaching practices. These findings contribute to the development of inclusive EFL pedagogy by providing practical evidence regarding effective classroom-based strategies to support learners with ADHD at primary level. In conclusion, inclusive and successful EFL teaching requires a flexible, learner-centred approach to learning, supported by professional development and institutional commitment.
Copyright (c) 2026 Divo Pasaribu, Sholihatul Daulay https://creativecommons.org/licenses/by-sa/4.0
Teacher's Pedagogical Competence in Teaching English In Secondary School
This research aimed to analyze the pedagogical competence of English teachers, focusing on lesson planning and classroom implementation. Although pedagogical competence is widely recognized as a key factor in effective English language teaching, limited studies have examined its implementation in Islamic junior high schools, particularly by integrating both teacher and student perspectives. This research employed a qualitative design involving two English teachers and 52 eighth-grade students at MTs Al-Iman Bulus. The data were collected through observation, semi-structured interviews, questionnaires, and documentation. They changed their teaching materials. Used different ways to engage students, like games, videos, and group tasks. Students liked these approaches: the friendly classroom environment, fair grading, and clear explanations. The students gave ratings with the classroom atmosphere (3.63), fair assessment (3.58), and clear explanations (3.56). However, teachers still faced challenges, like students having varying skill levels, not enough time, and some students lacking motivation. To overcome these, teachers used teaching methods that helped all students and activities that encouraged participation. Teachers adapted their teaching to meet the needs of all students and used activities. The results show that good teaching skills are really important for making classroom learning work and keeping students interested. Teachers need to keep trying to give feedback and use teaching tools in the right way. This research is helpful for English teachers at MTs Al-Iman Bulus and other similar Islamic junior high schools. It gives them ideas on how to make their teaching help students who are different and get students to take part in class. The results of this research can also help schools and educators come up with plans to make English language teaching and learning better.
Copyright (c) 2026 Muhammad Nur Khamid, Tusino, Sri Widodo https://creativecommons.org/licenses/by-sa/4.0
Error Patterns in Eleventh-Grade Students’ Descriptive Texts Using Surface Strategy Taxonomy
This study aimed to identify the types of errors found in eleventh-grade students’ descriptive texts at SMK Muhammadiyah Purworejo by applying the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982). This study employed a descriptive qualitative method involving 27 students as the participants. The data were collected through a writing task and analyzed by classifying the errors into omission, addition, misformation, and misordering categories. The findings revealed that a total of 369 errors were identified, consisting of 243 misformation errors, 69 omission errors, 42 addition errors, and 15 misordering errors. Misformation was identified as the most dominant error type, indicating that students continued to experience difficulties in applying correct grammatical forms, particularly in subject–verb agreement and verb usage. This dominance also suggests that students had partially understood sentence structures but lacked grammatical accuracy in constructing descriptive texts. The study concludes that vocational high school students still experience significant challenges in producing grammatically accurate descriptive writing. Therefore, more focused grammar instruction and guided writing practice are needed to improve students’ writing skills.
Copyright (c) 2026 Nisrina Nafisa Putri Muzakar, Sri Widodo, Abdul Ngafif, Ploychompoo Hankamolsiri https://creativecommons.org/licenses/by-sa/4.0
Applying ChatGPT as an AI Writing Assistant: EFL Teachers’ and Students’ Perceptions in a Senior High School in Sorong
This study explores the perceptions of EFL teachers and students regarding the use of ChatGPT as an AI writing assistant in English writing activities at a public senior high school in Sorong, Southwest Papua. The study is grounded in the Technology Acceptance Model (TAM), which examines perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATU), behavioral intention (BI), and actual use (AU). A qualitative case study approach was employed involving four English teachers and six eleventh-grade students who had experience using ChatGPT in writing activities. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis based on TAM constructs. The findings reveal that both teachers and students perceive ChatGPT as a useful tool for supporting English writing activities. Teachers reported that ChatGPT assists in generating teaching materials, writing prompts, and feedback more efficiently, while students found it beneficial for generating ideas, improving grammar, expanding vocabulary, and organizing their writing. Participants also perceived ChatGPT as easy to use due to its simple interface and accessible interaction process. Furthermore, both teachers and students demonstrated positive attitudes toward its use and expressed strong intentions to continue utilizing the tool in writing activities. These perceptions were reflected in their actual use of ChatGPT in routine teaching and learning practices. The study concludes that ChatGPT is perceived as a supportive tool in EFL writing instruction when used appropriately, highlighting the importance of pedagogical guidance to ensure responsible and effective integration of AI tools in language learning.
Copyright (c) 2026 Melva Yanti Sianturi, Andang Saehu, Sylvia https://creativecommons.org/licenses/by-sa/4.0
Exploring the Relationship between Podcast Engagement and Selective Listening Skills among EFL Learners
This study explores the relationship between podcast engagement and selective listening abilities in EFL learners. Although podcasts have become increasingly popular in language learning, limited research has examined the relationship between learners' engagement with podcasts and their selective listening abilities, particularly among EFL students in Indonesian universities. This study addresses this gap by investigating the relationship between podcast engagement, encompassing behavioral, cognitive, and emotional dimensions, and learners' selective listening abilities. The findings provide practical implications for EFL educators, highlighting the importance of integrating podcast-based activities into language instruction to foster active listening and enhance information-processing skills. The study employed a quantitative correlational design and included 30 English Education students from UIN Alauddin Makassar. Data collection involved administering a Selective Listening Test alongside a Podcast Engagement Questionnaire. The analysis using Pearson correlation demonstrated a robust and statistically significant relationship between podcast engagement and selective listening skills (r = 0.890; p < 0.01). The results suggest that increased interaction with podcasts correlates with an enhanced capacity to discern essential information and understand spoken content proficiently. The findings indicate that podcasts function as a valuable authentic learning tool for improving listening skills, especially in the area of selective listening. It is advisable for upcoming studies to incorporate larger sample sizes and mixed-method strategies to enhance the comprehension of learners’ engagement patterns.
Copyright (c) 2026 Siti Ananda Zalzabila Mudjarab, Nabila Syahrani, Nella Yuadiah Ningsih, La Sunra https://creativecommons.org/licenses/by-sa/4.0
The Sarcastic Edge: How Impoliteness Strategies Construct Rhetorical Authority in the 7th IUDC Arabic Debate
Debate requires individuals to think critically, systematically, and strategically when selecting linguistic devices to defend arguments, maintain social standing, and challenge opponents. This study aims to identify and explain the rhetorical functions of impoliteness strategies used in the context of high stakes competitive debate. Using a descriptive qualitative approach, this study analyzes data sourced from video documentation of the final round of the 7th IUDC Arabic Debate in 2024 in Qatar. The data were analyzed using content analysis techniques based on Culpeper’s framework of impoliteness. The results indicate the presence of all five impoliteness strategies: Bald on Record, Positive Impoliteness, Negative Impoliteness, Sarcasm, and Withhold Politeness, with sarcasm being the most dominant strategy. This dominance simultaneously undermines the opponent’s positive face while showcasing the speaker’s composure and analytical power before the judges. Each strategy was not chosen randomly but as a response to specific communicative demands, and the combination of their use by both finalist teams constitutes a face-management strategy inseparable from competitive success. This finding expands Culpeper’s framework of impoliteness by demonstrating that, in high stakes academic debates, impoliteness strategies function as cumulative rhetorical tools through which debaters establish their own authority, undermine their opponents’ credibility, and ultimately convince the judges of their team’s argumentative superiority.
Copyright (c) 2026 Aditya Fitrah, Eva Lathifah Fauzia, Muhammad Ibnu Pamungkas https://creativecommons.org/licenses/by-sa/4.0
The Role of Context in Semantic Interpretation: Analyzing Ambiguity and Polysemy in English Discourse
This research investigates the role of context in the semantic interpretation of ambiguity and polysemy in English news discourse. Using a qualitative descriptive approach and content analysis method, the study examines four selected news articles from BBC News and NBC News. The analysis identifies four main categories of ambiguity: contextual, type, relationship meaning, and source ambiguity. The most dominant type is contextual ambiguity, which often arises due to insufficient background information or vague expressions. The findings highlight how ambiguity and polysemy can hinder accurate interpretation and impact public understanding. Context proves crucial in determining meaning, especially in complex or sensitive news topics such as gender, crime, and environmental issues. This study emphasizes the need for media to present information transparently and for readers to be critically aware of linguistic nuances. The findings also contribute to improving communication effectiveness in translation, cross-cultural understanding, and natural language processing.
Copyright (c) 2026 Salsa Sabilla Alin Safitri, Nargis, Asep Suhendar https://creativecommons.org/licenses/by-sa/4.0
Who Defines “Correct English”? A Critical Discourse Analysis of English-Learning Content on TikTok
Despite the growing popularity of TikTok as a platform for English language learning, limited attention has been given to how language ideologies are embedded in its instructional content. This study investigates how “correct” English is represented in English-learning content on TikTok, particularly in relation to Standard Language Ideology and Native-speakerism. Using a qualitative design, this study analyzes Fairclough’s Three-Dimensional Critical Discourse Analysis to twenty-four videos produced by Antonio Parlati. The data consist of spoken utterances, captions, and on-screen texts that contain explicit and implicit evaluations of English usage. Fairclough’s Three-Dimensional Critical Discourse analysis framework is employed to examine the data at the textual, discursive-practice, and sosial-practice levels. The findings reveal that “correct English” is constructed through three main patterns: native-like English as a preferred model, natural or real-life English as a marker of appropriate usage, and explicit correction as a mechanism for distinguishing preferred forms from non-preferred forms. These patterns show that correctness is not represented only as grammatical accuracy, but native-speaker authority. The study concludes that TikTok English-learning content functions both as a source of practical language instruction and a digital space where dominant ideologies about English correctness are reproduced and circulated. These findings highlight the need for English teachers, learners, and content creators to critically engage with and evaluate the ideological assumptions embedded in social media-based language instruction.
Copyright (c) 2026 Nusaibah Al Mashuunah Abdullah, Alan Jaelani, Amalul Umam, Sa’adatul Ulya https://creativecommons.org/licenses/by-sa/4.0
Improving Young Learner Reading Skills Through Interactive Games: A Classroom Action Research at Dynata School, Bali
Reading is one of the fundamental language skills that plays an important role in supporting young learners’ academic development and language acquisition. However, many elementary school students experience difficulties in understanding reading texts and achieving satisfactory reading performance. The study aimed to improve students’ reading skills through the implementation of Interactive Games in English language learning. Interactive Games were selected because they provide an engaging, student-centered, and motivating learning environment that can increase students’ participation and comprehension during reading activities. The study employed Classroom Action Research consisting of two cycles, namely Cycle I and Cycle II. The participants were 30 students. Data were collected through reading tests, observation sheets, and documentation. The findings revealed that the implementation of Interactive Games successfully improved studen’ reading skills. In the pre-cycle, only 11 students (36.67%) achieved the Minimum Completion Criteria with an average score of 59.3. After the implementation of Interactive Games in Cycle I, the number of students achieving the KKM increased to 16 students (53.3%) with an average score of 67.3. Furthermore, in Cycle II, 24 students (80%) achieved the KKM with an average score of 71.3. The observation results also showed that students became more active, motivated, and engaged in the learning process. The improvement from 36.67% to 80% of students achieving the KKM indicates that Interactive Games contributed substantially to students’ reading achievement and classroom participation. These findings indicate that Interactive Games can create an enjoyable learning environment and effectively improve students’ reading achievement. Therefore, Interactive Games are recommended as an innovative teaching strategy to enhance students’ reading skills and participation in English language learning. This study contributes to the growing body of research on game-based language learning by providing empirical evidence of the effectiveness of Interactive Games in improving young learners’ reading skills in an elementary school context.
Copyright (c) 2026 Ni Luh Eka Putri Haryani, Putu Kerti Nitiasih, Eka Sulistia Dewi, Made Hery Santosa https://creativecommons.org/licenses/by-sa/4.0
English Lecturers’ Perspectives on the English as a Lingua Franca (ELF) Paradigm in Teaching Practices: A Positive Outlook
The growing use of English in multilingual communication has strengthened the importance of English as a Lingua Franca (ELF) in English language teaching. Despite increasing international interest in ELF, empirical evidence on lecturers’ perspectives in regional Indonesian higher education institutions, particularly in Gorontalo, remains limited. This study aimed to investigate English lecturers’ perspectives toward the ELF paradigm in teaching practices at IAIN Sultan Amai Gorontalo and Universitas Negeri Gorontalo. A descriptive quantitative survey design was employed involving 26 English lecturers selected through purposive sampling. Data were collected using a validated 19-item questionnaire and analyzed using descriptive statistics, including mean scores, standard deviations, frequencies, and percentages. The findings revealed that lecturers generally demonstrated positive orientations toward the ELF paradigm. Four research dimensions—Legitimacy of All English Users, Rejection of Native-Speakerism Dominance, ELF as a Legitimate Form of Global Communication, and Diversity as a Strength in Communication—were categorized as high, whereas Emphasis on Imitating Native-Speaker Models and Dependence on Native-Based Teaching Materials remained at a moderate level. These findings indicate that lecturers are increasingly embracing multilingual and communication-oriented perspectives while still maintaining certain native-speaker-oriented beliefs, highlighting the transitional nature of lecturers’ perspectives toward ELF. The study contributes to the growing body of ELF and Global Englishes research by providing empirical evidence from an underrepresented Indonesian higher education context and demonstrates how global communicative principles are negotiated within local teaching practices. The findings also underscore the importance of integrating ELF-aware principles into curriculum development, teacher education, and professional development programs to better prepare learners for multilingual communication in contemporary English language teaching.
Copyright (c) 2026 Sastin o. Akase, Enni Ahkmad, Zulkifli Ahkmad, Andi Nurwati, Nur Wahidah Thayib Pido https://creativecommons.org/licenses/by-sa/4.0
The Language of “Non-Medical” Illness in Konjo: Ethnolinguistic Insights for Health Communication
This article examines how Konjo speakers in the Ammatoa Kajang community name and interpret three local illness categories — kasamperoang, pappitaba, and poppo’ — and how attention to those categories can strengthen culturally responsive health communication and English for Specific Purposes (ESP) preparation for midwifery students. In this context, “non-medical” does not mean unreal or outside care; rather, it refers to illness episodes whose local explanation includes place, relational disturbance, emotion, adat, and unseen agency alongside bodily signs. Drawing on ethnographic fieldwork in Tana Toa village, Bulukumba, in May to July 2025, including interviews with sanro, pregnant and postpartum women, husbands, and village leaders, the research finds that kasamperoang links vulnerable children to movement through sensitive places; pappitaba indexes dizziness, burden, fear, shame, and social-emotional disturbance; and poppo’ marks a sudden, intrusive attack that requires rapid protection. Families move rationally between sanro and biomedical services based on severity and perceived cause. The main issue is one of category translation: reducing local terms to ‘fever’ or ‘stress’ loses critical causal and relational information. The article concludes with implications for culturally grounded history-taking and local-culture-based ESP materials in health education.
Copyright (c) 2026 Sri Ningsih, Didit Kurniadi, Abdul Muhid, Rusdiana Junaid https://creativecommons.org/licenses/by-sa/4.0
Game-Based Discussion: Enhancing Critical Speaking, Confidence, and Accuracy in the EFL Classroom
This study examined the effectiveness of game-based discussion, defined as structured speaking tasks that use role cards, evidence tokens, timed problem solving, and peer rotation to guide argumentative interaction, in enhancing critical speaking, confidence, and linguistic accuracy in EFL classrooms. Using a quasi-experimental design, 156 secondary students in East Java, Indonesia, were assigned by intact classes to experimental and comparison groups. Data were collected through pre- and post-speaking tests assessed with analytic rubrics, questionnaires, classroom observations, and semi-structured interviews. Results showed that the experimental group achieved large gains in critical speaking (M = 62.45 to 78.12, d = 1.98), confidence (M = 58.77 to 75.56, d = 1.87), and accuracy (M = 60.33 to 74.45, d = 1.83), with all gains statistically significant at p < .001 and stronger than those in conventional instruction. The novelty of the study lies in integrating cognitive, affective, and linguistic dimensions within one instructional model rather than treating speaking fluency or motivation as isolated outcomes. Lexical precision and syntactic control were still developing under spontaneous pressure, but guided feedback and peer scaffolding supported gradual improvement. The findings offer practical implications for EFL teachers and curriculum developers seeking interactive, measurable, and learner-centered speaking instruction.
Copyright (c) 2026 Rachmat Awaludin Yusuf, Yulianto Sabat, Laili Hibatin Wafiroh https://creativecommons.org/licenses/by-sa/4.0
Inclusive Language for Digital Inclusion: A Case Study of the Self-Determination Perspective in Lon Malang, Madura
Language gaps between tourism managers and visitors often become barriers to effective information delivery. This study aims to identify the language choices used in tourism promotion at the Lon Malang ecotourism destination. A qualitative approach with a case study design was employed through in-depth interviews with managers and visitors, observations of promotional activities, as well as documentation and literature review. The findings reveal that proficiency in the Indonesian language is a key factor enabling visitors to understand promotional messages and fully enjoy the tourism experience. Meanwhile, the use of English is considered to enhance digital information access and strengthen Lon Malang’s image as an inclusive destination open to international tourists. Furthermore, the study highlights that meeting digital information needs is an essential aspect of promotional strategies, particularly in reducing the digital divide among visitors. Overall, this research emphasizes that the implementation of inclusive language and the improvement of digital literacy are strategic steps toward developing an equitable, sustainable, and accessible tourism promotion system for all visitors.
Copyright (c) 2026 Bima Kurniawan, Dede Rosyadi ZA, Tri Pujiati https://creativecommons.org/licenses/by-sa/4.0
Identity Crisis in the Hero’s Journey of Ruby Gillman; Teenage Kraken (2023)
This study analyzes the 2023 DreamWorks animated film Ruby Gillman, Teenage Kraken to explore how the protagonist's growth reflects psychological maturation amid internal conflicts and social pressures. Using a qualitative narrative approach, this research combines the hero's journey with Erik Erikson's psychosocial theory, offering a novel interdisciplinary framework that maps mythic archetypes onto adolescent identity formation. This integration contributes to film and literary studies by demonstrating how commercial animated cinema utilizes classical narrative structures to articulate complex psychological crises. In conclusion, this research demonstrates that each phase of the monomyth serves as a precise metaphor for the Identity vs. Role Confusion crisis. By transitioning from a passive Identity Foreclosure through a vulnerable Psychosocial Moratorium, the protagonist successfully attains Identity Achievement and the virtue of Fidelity. Ultimately, this contemporary animation redefines true maturation not as social conformity, but as the ego's courage to embrace a hybrid self to achieve a stable sense of self-sameness.
Copyright (c) 2026 Anisa Nurhidayanti, Yuyun Nurulaen, Dian Nurrachman https://creativecommons.org/licenses/by-sa/4.0
Turning Pages Intelligently: AI Pop-Up Book as an Innovative Medium to Enhance English Reading Comprehension Among Elementary EFL Students
Can an AI-powered pop-up book genuinely move the needle on reading comprehension for young EFL learners? This study examined that question through a pre-experimental one-group pretest-posttest design involving 21 fifth-grade students at SD Negeri Sidomulyo, Indonesia. The AI Pop-Up Book media — combining interactive three-dimensional visuals with adaptive AI feedback — was implemented across structured reading sessions, with learning outcomes measured via a 15-item comprehension test and analyzed using Paired Samples t-Test and Normalized Gain (N-Gain). Results revealed a statistically significant improvement from a mean pretest score of 68.33 to a posttest score of 76.43 (t(20) = 3.179, p = 0.005), with a concurrent reduction in score variability suggesting more equitable learning gains across the class. While the group mean N-Gain of 0.072 appears modest, it is substantially skewed by a single ceiling-effect outlier; when excluded, over half the students (52.38%) achieved moderate to high individual gains. These findings demonstrate that AI Pop-Up Book media holds genuine promise for elementary EFL reading instruction, provided it is supported by adequate teacher scaffolding, digital literacy preparation, and extended implementation time.
Copyright (c) 2026 Evi Puspita Sari, Semi Sukarni, Ismawati Ike Nugraeni https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Canva as a Digital Writing Tool in Improving Descriptive Writing Skill of the Eleventh-Grade Students at Senior High School
The purpose of this study is to investigate the efficacy of using Canva as a digital writing tool in enhancing students’ descriptive writing. Contrary to the other studies, the current research focuses on examining Canva’s effectiveness as a digital writing tool to assist students in developing their descriptive writing skill. It should be stated that the main motivation for conducting the current study is the poor ability of students to organize ideas, lack of vocabulary, and lack of interest in writing descriptive texts. To conduct the research, researchers followed the quasi-experimental design, including pre-test and post-test with a control group. The participants of this study comprised of 31 eleventh-grade students studying at MAN 1 Palu, whereof 16 of them were placed in the experimental group while the other 15 students formed the control group. In order to perform the experiment, the researchers designed several activities during six sessions. Descriptive text writing test was employed as the data collection technique, which was later analysed using descriptive statistics and aided by the Independent Samples t-test in conjunction with the use of SPSS. Consequently, the following findings emerged as a result. The mean score for the experimental group was raised from 52.00 in the pre-test to 68.81 in the post-test. For the control group, the score increased from 49.40 to 56.60. From the results of the Independent Samples t-test, there was a significant difference between the two groups (p = 0.002 < 0.05). Additionally, the effect size showed a large effect (Cohen’s d = 1.236), signifying practical importance.
Copyright (c) 2026 Nadya, Konder Manurung, Sukmawati Sadilia https://creativecommons.org/licenses/by-sa/4.0
Epistemic Modality in Miss Marple’s Language: From Assumption to Certainty in Agatha Christie’s Nemesis
While epistemic modality has been examined across various discourse contexts—from political speeches to academic writing—its correlation with narrative development in detective fiction remains largely unexplored. The existing studies dominantly applied Systemic Functional Linguistics frameworks that position epistemic modality within interpersonal functions, so its semantic aspects in literary narratives are not discussed. To fill this gap, this study analyzes Epistemic Modality in Miss Marple’s language in Agatha Christie’s Nemesis (1971), with the research question of how changes in epistemic commitment are connected with narrative development. Employing a qualitative-descriptive approach, the research applies Palmer’s (2001) framework of epistemic modality, which categorizes into: epistemic possibility, epistemic probability, and epistemic certainty. Palmer’s framework is particularly suited to this study, as it examines epistemic modality at the level of propositional meaning, enabling a systematic analysis of how each degree of commitment shifts across the novel's 23 chapters. The data exclusively consist of Miss Marple’s utterances containing epistemic modal markers, collected through purposive reading and analyzed through identification, classification, and interpretation. The findings reveal that all degrees of epistemic commitment occur throughout the narrative, though the distribution varies across the investigation's stages. A gradual increase in epistemic commitment is observed, from tentative assumptions in the earlier chapters toward certainty based on reasoning in the final chapters, while lower degrees coexist with higher ones. This pattern demonstrates the layered and progressive nature of investigative reasoning. Therefore, these findings confirm that Epistemic Modality in Miss Marple’s language functions as a semantic mechanism that reflects Nemesis's narrative arc, contributing to literary linguistics by demonstrating how Palmer’s semantic framework can reveal the relationship between characters’ epistemic language and narrative development. by illustrating how a character’s epistemic language can reflect narrative development.
Copyright (c) 2026 Fauziah Rohayatien Husna, Almira Irwaniyanti Utami https://creativecommons.org/licenses/by-sa/4.0
Promotional Genre in Research Article Abstracts (RAAs) in the Applied Linguistics Discipline
While understanding promotional genre in research article abstracts (RAAs) has important role to promote research and attract targeted audiences, studies in these potential topics are still limited in the literature. This study aims to analyze promotional genre, communicative functions to promote research, in English RAAs by addressing two important goals: identifying to what extent is research promoted in the abstract section in the applied linguistics discipline, and discover communicative strategies employed to promote research in the RAAs. In responding these goals, it used genre approach to analyze 30 RAAs in the applied linguistics discipline published in reputable journals in Q1 Scopus indexed journals with Scimago Journal Rank (SJR) higher than 1.0 using a qualitative genre analysis. The results revealed that 29 of 30 RAAs promote their research in this section, and they used three communicative strategies to promote their research. These three communicative strategies include: promoting the importance of the current research topics, promoting the importance of the findings, and promoting the implication and contribution of the study. This study may contribute to expand genre studies in the literature and contribute to academic writing in research practices and writing pedagogies.
Copyright (c) 2026 Warsidi https://creativecommons.org/licenses/by-sa/4.0
Two Worlds, One Identity: Postcolonial Reading of Space in Sherman Alexie's The Absolutely True Diary of a Part-Time Indian
This study examines how the reservation shape’s identity in Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian (2007). Rather than treating the setting as a passive background, this paper contributes to postcolonial spatial studies by showing how the reservation actively constructs identity before any physical movement takes place. This qualitative study applies Sara Upstone’s concepts of "place" and "space" to analyze the novel's dialogues, narratives, and events. This specific framework reveals how colonial structures turn the reservation into a fixed "place" of poverty and isolation that Junior internalizes. However, the analysis demonstrates that Junior’s relocation to Reardan transforms this restrictive environment into a flexible "space" for self-definition. In conclusion, the study argues that the reservation is not permanently limiting, but can be transformed into a dynamic environment through individual agency and resistance.
Copyright (c) 2026 Angelique Sheva Kurniawan, Zuhrul Anam https://creativecommons.org/licenses/by-sa/4.0
Error Patterns in Senior High School Students’ Descriptive Texts Through Surface Strategy Taxonomy
This study investigates error patterns in senior high school students’ descriptive texts using the Surface Strategy Taxonomy framework, which classifies errors into omission, addition, misordering, and misinformation. While previous studies have examined writing errors on Surface Strategy Taxonomy error categories on descriptive texts at the secondary level, few analyze deeper into more detailed categories of writing errors occured. This leaves a gap in understanding how students struggle with grammatical accuracy in this genre. The current research aimed to identify the most frequent types of errors and analyze the kind of mistakes that occurred in each. A descriptive qualitative design was employed, with 36 descriptive texts of students at SMA Negeri 7 Purworejo during the 2025/2026 academic year. The texts were analyzed to classify and calculate the frequency of each error type. The findings revealed that students produced all four categories of errors, with misinformation accounting for the highest proportion (45%), followed by omission (39%), addition (14%), and misordering (2%). These results indicate that learners often struggle with selecting appropriate grammatical forms, functional words, and word order, reflecting both interlanguage development and first language transfer. This study analyzes student errors while contributing to pedagogical practice by offering diagnostic insights into writing errors and identifying areas requiring explicit instruction and corrective feedback. The findings provide diagnostic insights for EFL teachers to design targeted instruction and improve students’ grammatical accuracy in writing.
Copyright (c) 2026 Alfa Rizky Cahya Bagaskara, Abdul Ngafif, Basuki https://creativecommons.org/licenses/by-sa/4.0