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Alternate e-mail: masruddin_asmid@iainpalopo.ac.id Before Submit Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to IDEAS.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.
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)
Impact Continuous Tiktok to Improve English Speaking Skills Through the Conversation Analytic Role-Play Method (Carm)
This research aims to examine the influence of intentions to use TikTok continuously on improving students' English speaking skills through the Conversation Analytic Role-Play (CARM) method. This research uses mixed methods, namely combining qualitative research with descriptive methods and quantitative research with experimental methods. The research results show that continued use of TikTok using the CARM method has a positive and significant impact on improving students' English speaking skills, compared to the control class who did not use TikTok. Apart from that, the research results also show that TikTok is seen favorably by students as a tool for learning English. Students feel learning English with TikTok is more fun, easier and effective. This research contributes to the development of innovative and creative English learning by utilizing the social media platform that is popular among generation Z, namely TikTok. This research also provides suggestions for teachers and researchers to further utilize TikTok's potential in English language learning, especially in improving students' speaking skills.
Copyright (c) 2025 khaliatun mardiyah, Syafiul Anam, Him’mawan Adi Nugroho, Slamet Setiawan https://creativecommons.org/licenses/by-sa/4.0
Podcast on Listening: A Case Study on 2nd Year English Education Department Students In University
Listening is one of important skill in English language acquisition, serving as the parts for speaking and writing. It involves decoding and reconstructing information to understand communication fully. Traditional teaching methods often fail to engage students, making modern approaches essential. Podcasts, as digital audio or video media, have emerged as an effective tool for teaching listening comprehension. They provide accessible, engaging, and diverse content that motivates students to learn. Research indicates that podcasts positively impact students' listening skills, vocabulary, pronunciation, and accent recognition, while also enhancing their ability to interpret messages. At STKIP PGRI Bangkalan, podcasts were used to explore motivational themes, showing their potential as a versatile and engaging medium for teaching listening comprehension. This research pointing the value of podcasts in modern English language education, suggesting further exploration of their application across diverse contexts.
Copyright (c) 2025 Muhammad Almer Ghazian Akbar, Tera Athena https://creativecommons.org/licenses/by-sa/4.0
Overlexicality on Translation of Sexism Expression in The Novel The 19th Wife
Overlexicality is lexical form to describe the lexical meaning in the translations works. The purpose of overlexicality is to create something to be eye catching and powerful but the translator still maintains the equivalence meaning from the source language to the target language. This research aims to focus on the how overlexicality occur in the sexism expression in a source text are translated into a target text. The study used qualitative descriptive method, the data in the forms of words, phrases, or sentences denoting sexism expression have been taken from the English novel The 19th Wife and its Indonesian translation, Istri ke-19. Based on the sampling data that has been analyze, the results show that the sexism expression related to hostile and benevolent were translated into overlexicalized. The translator used this method to emphasize the issues presented, however the results convey the sense that the translation depicts women in a very inferior and bad light because overlexicality occurs in sexist expressions related to sexual violence experienced by women.
Copyright (c) 2025 Diajeng Sari, Sajarwa https://creativecommons.org/licenses/by-sa/4.0
Improving Reading Comprehension of The Tenth-Grade Students at Islamic Senior High School Through the Use of Sticky Notes Strategy
This review evaluates a study exploring the use of the Sticky Notes Strategy to enhance reading comprehension among tenth-grade students at Islamic Senior High School. The study adopts a quasi-experimental design involving 38 students, equally divided into experimental and control groups. Pre-tests and post-tests were administered, and data were analyzed using SPSS 23. The results indicate significant improvements in reading comprehension scores for the experimental group, with a mean difference of 27.789 (p < 0.05). Results showed that sticky notes significantly improved students' ability to identify main ideas by 30% compared to traditional methods. This strategy increased engagement and encouraged metacognitive interaction with texts. The findings underscore the potential of simple, interactive tools to foster deeper learning in EFL contexts and promote student-centered literacy practices in Indonesian classrooms.
Copyright (c) 2025 Septia Puspita Sari, Jamiluddin, Hasna, Budi https://creativecommons.org/licenses/by-sa/4.0
Translating Arabic Literary Metaphors: A Comparative Evaluation of ChatGPT-4.0 and Google Translate 2024
This research conducted a comparative evaluation of ChatGPT-4.0 and Google Translate 2024 in translating Arabic literary metaphors into English. We applied a qualitative research approach focusing on the novel "Memory in the Flesh" by Ahlam Mosteghanemi, the study analyzed metaphor types 27 out of 77 data, translation strategies employed by each tool, and the quality of translations based on accuracy, acceptability, and readability. The study identified the types of metaphors used in the novel, analyzed the translation strategies employed by each tool based on (Newmark, 2022) framework, and evaluated the output quality using (Nababan et al., 2012, n.d.) assessment model of accuracy, acceptability, and readability. Findings indicated that while Google Translate 2024 showed a slight edge in literal accuracy which achieved 2.85, in acceptability Google Translate 2024 achieved 2.62 score and in readability achieved 2.31, ChatGPT-4.0 significantly outperformed it in acceptability and readability crucial for literary texts, In acceptability ChatGPT4.0 achieved 2.98 and in readability 2.99 score. The study highlighted the evolving capabilities of machine translation in handling nuanced literary language and underscores the continued importance of human oversight in achieving high-quality literary. The research emphasized Involving capabilities of neural machine translation systems, particularly in handling complex and nuanced literary content. However, it also underscored their limitations, especially in capturing cultural subtleties and maintaining the figurative resonance of literary metaphors. It underscored the continued necessity of human oversight to ensure fidelity and artistic integrity in literary translation, offering insights for translators, educators, and MT developers alike.
Copyright (c) 2025 Ohod Faisal Ahmed, Ida Kusuma Dewi, Mohammed Yunus Anis https://creativecommons.org/licenses/by-sa/4.0
The Function of Phatic Language in The Novel Samuel by Itakrn
This study aims to analyze the phatic function of language in Itakrn's novel Samuel. This research was conducted using qualitative descriptive research with the content analysis method. The researcher focused this research using Roman Jakobson's language function theory which states that the phatic function of language consists of four parts, namely: conversation starters, conversation continuation, conversation closings, and expressions in casual chats. The data source for this study was obtained from Itakrn's novel Samuel, the second edition in April 2022 published by PT Akad Media Cakrawala in 2022. Data collection in this study used reading and note-taking techniques. The results of this study indicate that there are four parts of the phatic function in Itakrn's novel Samuel.
Copyright (c) 2025 Zahra, Gazali https://creativecommons.org/licenses/by-sa/4.0
Integrating Toontastic into Reading Lessons: A Descriptive Study of Students’ Engagement and Comprehension in Senior High School
This research explores the integration of Toontastic, a digital storytelling application, into reading lessons to enhance students’ engagement and reading comprehension in aSenior high school (SMA) setting. The obejective of this research is to find out how the integration of Toontastic into reading lessons influence students’ engagement and reading comprehension in Senior High School. Employing a qualitative descriptive method, the research involved classroom observations, student interviews, and analysis of digital storytelling products created by 24 eighth-grade students over a four-week period. The findings reveal that Toontastic significantly improved students’ behavioral, emotional, and cognitive engagement. Learners actively participated in story construction, expressed enthusiasm, and demonstrated deep interaction with the reading materials. Furthermore, students’ digital stories indicated improved comprehension of narrative texts, including accurate retelling, interpretation, and vocabulary use. The research highlights the value of digital storytelling as a learner centered approach that supports both engagement and textual understanding. It concludes with practical recommendations for educators and suggestions for further research, particularly in integrating technology into literacy instruction. This research contributes to the growing field of interactive media in education by providing insights into how digital tools like Toontastic can transform conventional reading practices.
Copyright (c) 2025 Sri Rahayu, Rahmawati Upa, Paldy, Hafirah Patang https://creativecommons.org/licenses/by-sa/4.0
Critical Discourse Analysis of Islamic Criminal Law Against Drug Crimes Committed by Children (Analysis of Palopo District Court Decision Number: 47/Pid.Sus.Anak/2016/PN.PLP)
This study examines the application of Islamic criminal law principles in addressing drug-related offenses committed by minors through a critical discourse analysis of Palopo District Court Decision Number 47/Pid.Sus.Anak/2016/PN.PLP. The research explores the intersection between Islamic jurisprudence (fiqh) and Indonesia's contemporary juvenile justice system, particularly focusing on how Islamic legal principles are interpreted and applied in cases involving child offenders in drug-related crimes. The analysis reveals tensions between traditional Islamic criminal law approaches and modern restorative justice principles embodied in Indonesia's Law No. 11 of 2012 on the Juvenile Criminal Justice System. While Islamic law emphasizes the concept of ta'zir (discretionary punishment) and consideration of the offender's circumstances, Indonesian juvenile justice prioritizes rehabilitation, diversion mechanisms, and the child's best interests. The study demonstrates how judicial decisions attempt to reconcile these different legal frameworks, often favoring rehabilitative measures over punitive sanctions. The research employs critical discourse analysis methodology to examine legal language, judicial reasoning, and ideological underpinnings in the court decision. Findings indicate that judges navigate between Islamic legal principles—such as the consideration of mental capacity (ahliyyah) and the protective nature of Sharia toward minors—and secular legal requirements emphasizing restorative justice. The decision reflects Indonesia's pluralistic legal system, where Islamic law influences judicial interpretation while operating within the framework of national criminal law. The study concludes that contemporary Indonesian courts demonstrate flexibility in applying Islamic criminal law principles to juvenile drug cases, prioritizing rehabilitation and child protection over strict punitive measures. This approach aligns with both Islamic jurisprudential concepts of mercy (rahmah) and modern international standards for juvenile justice, suggesting a harmonious integration of religious and secular legal principles in addressing youth criminality.
Copyright (c) 2025 Ismail, Muammar Arafat Yusmad, Takdir https://creativecommons.org/licenses/by-sa/4.0
The Portrayal of Resistance in Rap Lyrics Between Kendrick Lamar and Rich Brian
This study discusses the analysis of rap song lyrics using Hippolyte Taine's theory and a comparison of the depiction of resistance and comparison between two rappers with different backgrounds. The purpose of this study is to reveal the cultural differences between Kendrick Lamar and Rich Brian. The method used is qualitative descriptive. The data used are rap song lyrics from each rappers. This study focuses on the analysis of three songs selected from one album from each artist, three songs from Kendrick Lamar's album "To Pump a Butterfly" that is “Alright” (2015), “The Blacker The Berry” (2015), “Mortal Man” (2015) and Rich Brian's album "The Sailor" that is “Yellow” (2019), “Kids” (2019), and “Currious” (2019). In Kendrick Lamar's three albums "To Pump a Butterfly" there are 7 "Race" theories, 8 "Miilieu", and 1 “Moment” each in each song. While in Rich Brian's album "The Sailor" there are 3 "Race" theories, 4 "Millieu", and 1 "Moment" in each song.
Copyright (c) 2025 Zihan Mailan Nisa, Bunyamin Faisal, Agry Pramita https://creativecommons.org/licenses/by-sa/4.0
The Correlation Impact Between Problem-Based Learning and Students Interest When Learning English In Junior High School
This study investigates the correlation between the implementation of Problem-Based Learning (PBL) and students' interest in learning English at the junior high school level. PBL is a student-centered pedagogical approach that engages learners in solving real-world problems to develop critical thinking, collaboration, and communication skills. The primary research question examines whether the application of PBL significantly influences students’ interest in English language learning. Employing a quantitative correlational design, the study involved 50 eighth-grade students from a public junior high school in Indonesia. Data were collected through structured questionnaires assessing perceptions of PBL and levels of interest in English learning. The results, analyzed using the Pearson Product-Moment correlation test, revealed a significant positive relationship (r = 0.630, p = 0.000), indicating that increased implementation of PBL correlates with higher student interest. These findings underscore the potential of PBL to enhance student engagement and motivation. English language educators are encouraged to adopt PBL strategies to foster more meaningful and interactive learning environments.
Copyright (c) 2025 Risna, Ida Wardani, Yuni Utami Asih https://creativecommons.org/licenses/by-sa/4.0
Examining the Impact of Emancipated Curriculum on EFL Teachers’ Creativity in Lesson Planning and Teaching Practice at Vocational High School, Semarang Regency, Central Java
This study examines how English as a Foreign Language (EFL) teachers at SMK Negeri 1 Pringapus design and implement creative teaching practices under the Emancipated Curriculum (Kurikulum Merdeka), utilizing Torrance's (1962) framework of creativity, which encompasses fluency, originality, elaboration, and flexibility. Employing a qualitative single-case study design, data were collected through interviews, classroom observations, and analysis of lesson plans from three EFL teachers with varying backgrounds. Thematic analysis revealed that the Emancipated Curriculum provides significant space for teacher autonomy and creativity, particularly in differentiated instruction, integration of digital tools, and student-centered activities. However, the level of curriculum alignment and creativity varied among teachers, influenced by their pedagogical readiness and openness to innovation. Teachers who embraced differentiated strategies and technological tools demonstrated higher levels of creative fluency and flexibility, while others maintained conventional approaches with limited adaptation. These findings indicate that while the Emancipated Curriculum has the potential to foster innovation, effective implementation requires ongoing professional support. The study offers insights into the critical role of teacher agency and reflective practice in realizing meaningful curriculum transformation.
Copyright (c) 2025 Nimas Ulfatuz Zahro Maro, Januarius Mujiyanto, Puji Astuti https://creativecommons.org/licenses/by-sa/4.0
Revisiting Indonesian Nursing Students’ Needs and Perceptions on English Learning in Post-Pandemic Era
It is imperative to reassess the requirements of pupils in order to accurately understand their present circumstances, as the Covid-19 pandemic has significantly altered methods of teaching and learning. Given this circumstance, the researchers carried out a survey to determine the precise English language prerequisites of D3 nurses who are pursuing their bachelor's degree, in order to assess the level of importance for students and aid in the development of a suitable curriculum. The study utilized the technique developed by Hutchinson and Waters (1987) to investigate the specific English language requirements and sub-skills that nursing students need in order to effectively pursue their field of study in post COVID-19 era. In addition, the study examined the students' viewpoints on the pertinence of the courses offered to them. Data was gathered by employing questionnaires and conducting interviews. The study's findings suggest that the respondents' view of the full online English language courses they took had a significant impact on their professional growth as nurses. In addition, the participants demonstrated a significant degree of skill in Listening (Grand Mean = 4.1) and Reading (Grand Mean = 4.07) compared to Writing (Grand Mean = 3.97) and Speaking (Grand Mean = 3.92). The research findings suggest that the respondents consider English courses to be relevant. However, there is a need for improvement in the areas of Writing and Speaking.
Copyright (c) 2025 Santa Maya Pramusita, Komilie Situmorang, Bima Adi Saputra https://creativecommons.org/licenses/by-sa/4.0
Contextual Storytelling for English Speaking with Local Wisdom: A Development Study
This research aims to explore the effectiveness of contextual storytelling in enhancing English speaking skills among students, with a particular focus on incorporating local wisdom from North Sumatra. The study was conducted with English Education students at STKIP Al Maksum, specifically targeting second-semester students across two classes. The research employed a developmental approach, using a combination of qualitative and quantitative methods. The participants engaged in storytelling activities based on local wisdom, integrating both digital storytelling tools and traditional narratives to improve their speaking abilities. Data were collected through pre- and post-tests, student feedback surveys, and observations. The results demonstrated significant improvement in students’ fluency, pronunciation, vocabulary usage, and coherence in English speaking. Additionally, students showed a deeper connection to their cultural heritage and reported increased confidence in sharing local stories in English. The integration of digital tools, such as video and audio recordings, proved highly effective in enhancing student engagement and creativity. Overall, the findings suggest that the contextual storytelling model, rooted in local wisdom, is an innovative and effective method for improving students’ English speaking skills while fostering cultural awareness. This study contributes valuable insights to the field of English language teaching by demonstrating the positive impact of incorporating local culture and digital storytelling in language learning.
Copyright (c) 2025 Muhammad Hassan, Donny Adiatmana Ginting, Fernando De Napoli, Rosmen https://creativecommons.org/licenses/by-sa/4.0
Critical Discourse Analysis on Reconstruction of the Mediation Process of Judges Based on Maslahat at the Palopo Religious Court
This study examines the reconstruction of judicial mediation processes through the lens of critical discourse analysis, focusing on the implementation of maslahat principles at the Palopo Religious Court. The research investigates how Islamic jurisprudential concepts of maslahat (public interest/benefit) can be integrated into contemporary judicial mediation practices to enhance conflict resolution effectiveness within the Indonesian religious court system. Using critical discourse analysis methodology, this study analyzes the linguistic patterns, power dynamics, and ideological frameworks embedded in judicial mediation discourse at the Palopo Religious Court. The research explores how judges construct meaning through language while incorporating maslahat-based approaches in their mediation processes, examining both explicit and implicit discursive strategies that shape dispute resolution outcomes. The findings reveal significant opportunities for reconstructing mediation processes by systematically integrating maslahat principles into judicial discourse. The analysis demonstrates how judges can employ maslahat-oriented language and reasoning to facilitate more culturally relevant and ethically grounded mediation sessions. The study identifies key discursive patterns that either support or hinder the effective application of maslahat in judicial mediation contexts. The research contributes to understanding how Islamic legal principles can be meaningfully incorporated into modern judicial practices through careful attention to discursive construction. The reconstruction model proposed emphasizes the importance of aligning judicial language with maslahat values to achieve more equitable and contextually appropriate dispute resolution outcomes. This study provides practical insights for religious court judges seeking to enhance their mediation practices through maslahat-based approaches while maintaining procedural integrity within the Indonesian legal system. The findings suggest that critical discourse analysis offers valuable tools for understanding and improving the integration of Islamic jurisprudential principles in contemporary judicial mediation processes.
Copyright (c) 2025 Abdul Kadir, Mustaming, Abdain https://creativecommons.org/licenses/by-sa/4.0
Lexical Cohesion in Conversational Discourse on Sports Media: An Analysis of CBS Sports Golazo’s UCL Today Moments Playlist
This study analyzes the use of lexical cohesion in spoken discourse, particularly within the digital sports media context of CBS Sports Golazo’s UCL Today Moments playlist. Lexical cohesion, as defined by Cutting (2005), encompasses devices such as repetition, synonymy, superordinate terms, and general words, which contribute to the coherence and clarity of spoken interaction. Utilizing a descriptive qualitative method, this research analyzed five episodes from the playlist, totaling approximately 45 minutes of conversational data. The findings reveal that repetition is the most frequently used cohesion device (37%), followed by general words (25.9%), synonyms (24.1%), and superordinate terms (13%). These patterns highlight how speakers naturally employ lexical cohesion to emphasize meaning, avoid redundancy, and maintain discourse continuity in informal, spontaneous settings. The study also underscores the functional significance of lexical cohesion in managing the flow and coherence of talk show interactions. By focusing on two-way digital conversations, this research fills a gap in previous studies that primarily addressed one-directional or written discourse, offering new insights into how lexical cohesion operates in real-time, dialogic communication.
Copyright (c) 2025 Wildan Rayyan Ramadhan, Cipto Wardoyo, Agry Pramita https://creativecommons.org/licenses/by-sa/4.0
Students` Perspectives on The Use of Preply Application in Reading Vocabulary Skills in Students
This research examines how students view the Preply application as a tool for enhancing their English reading vocabulary skills, employing a qualitative case study approach. In total, there were 27 seventh-grade learners from a junior high school in Delitua who took part in the research. Information was collected through questionnaires administered before and after the study, as well as through semi- structured interviews. After utilizing Preply, students’ confidence in reading vocabulary saw an improvement of 0. 95 points on average. The results indicate that the features of Preply—such as its flexible accessibility, multimedia resources, and the availability of tutors—positively influenced student engagement, motivation, and self-sufficiency. Nevertheless, there were obstacles, including limited access to premium functionalities and insufficient integration with existing curricula. This research is based on the frameworks of Mobile-Assisted Language Learning (MALL) and Self-Determination Theory, providing valuable insights into incorporating digital tools into formal English education.
Copyright (c) 2025 Sania Oktavia Nasution, Siti Ismahani https://creativecommons.org/licenses/by-sa/4.0
The Impact of Project-Based Learning on Students' Engagement and Performance in English-Speaking Class at Senior High School
This study aims to analyze the process of the implementation of speaking using project- based learning method in speaking class at Senior High School and to find out whether the performance of project-based learning in speaking Class, in class twelve Senior High School. The type of research used qualitative method. The implementation of PjBL enables collaboration between students, strengthens social skills, and builds the ability to work in teams. Projects require active communication, sharing of ideas, and assignment of tasks, which can shape students' interpersonal skills. PjBL also provides opportunities for students to develop soft skills, such as leadership, collaboration, and time management, which have long-term value in their personal and professional lives. The result show that the students implementing their project follow the step of the implementing the project during learning in the class. Based on the explaining about we can conclude that the implementing of project-based learning method in speaking class can make the students have to take an active role.
Copyright (c) 2025 Resty Wahyuni https://creativecommons.org/licenses/by-sa/4.0
The Use of Modeling Strategy in Improving Students’ Descriptive Texts Comprehension
The aim of this research is to examine how well the modeling method improves EFL students' understanding of descriptive texts. A total of fifty-nine seventh-grade students from SMPN 2 Susoh were split into experimental and control groups for this quasi-experimental study. Traditional training was given to the control group, whereas the experimental group was taught a modeling method that included four stages: text modeling, deconstruction, co-construction, and self-construction. SPSS version 26, which featured independent samples t-tests, normality, homogeneity, and descriptive statistics, was utilized to assess the data. The experimental group improved by an average of 40.62 points on the post-test, whereas the control group improved by 39.71 points, according to the results. Statistical significance was achieved by the change (p =.042). As a result, the modeling technique has a somewhat positive effect on students' comprehension and composition of descriptive texts. These findings imply that the modeling strategy provides a methodical and successful teaching approach for junior high school English instruction, especially in the setting of EFL.
Copyright (c) 2025 Evi Suzanna Evi Suzanna, Nuzulul Isna https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Moral and Patriotism Values in The Movie: Disney’s “The Little Mermaid”
This study analyzes moral values and patriotism in Disney's "The Little Mermaid" (2023) using descriptive qualitative methodology with content analysis techniques. The research addresses contemporary society's moral crisis and declining patriotic sentiment, particularly among younger generations, through examining how popular media can serve as educational vehicles for positive value transmission. Utilizing Magnis-Suseno's theoretical framework for moral values and Ginting's patriotism theory, the analysis identified five dominant moral values: courage, integrity, responsibility, cosmic awareness, and reconciliation, categorized across three human relationship dimensions. The patriotism analysis revealed four key values classified into blind and constructive patriotism, with constructive patriotism dominating 75% of examined scenes. Findings demonstrate that courage and integrity are the most prominent moral values, while pro-people leadership and multicultural unity represent significant patriotic elements. The research employed theory triangulation and data source triangulation to ensure validity. Results suggest that Disney's adaptation effectively integrates moral education and patriotic values relevant to Indonesia's contemporary challenges, including elite corruption and political polarization. This study contributes to educational literature by demonstrating how modern film adaptations can serve as meaningful resources for character development and nationalism education.
Copyright (c) 2025 Ema Sundari, Wanda Giovani https://creativecommons.org/licenses/by-sa/4.0
The The Effect of Project-Based Learning Activities on Students’ Learning Engagement and Achievement in English Classroom at Junior High School
The current research focused on examining the implementation of project-based learning activities to improve students’ learning engagement and learning achievement at Junior High School. Mix-Method approach was adapted by employing sequential explanatory design. There were 62 of eighth-grade students were involved as research samples. They were selected by using cluster random sampling which were divided into control and experimental group. The data were collected from test, questionnaire survey, and interview. The instruments used were speaking and writing rubric assessment, close-ended questionnaire, and interview guide. The quantitative data were analyzed through inferential statistics which was MANOVA analysis meanwhile qualitative data were by adapting Qualitative Data Analysis. The findings revealed that the project-based learning had a significant effect on students’ learning engagement and achievement as well as the implementation was perceived positively by the students.
Copyright (c) 2025 I Made Duta Kharisma, Ni Nyoman Padmadewi, Luh Putu Artini https://creativecommons.org/licenses/by-sa/4.0
Expressive Illocutionary Act Uttered by Main Characters in The Look Both Ways Movie
This research analyzes the types of expressive illocutionary acts in the Look Both Ways movie. Data were collected through non-participant observation by watching the film multiple times to identify and classify expressive utterances by the main characters, Nathalie and Cara. The data were categorized using Searle and Vanderveken’s (1985) theory, supported by Halliday and Hasan’s (1985) context of situation. A total of 39 expressive acts were found, with thanking (35.9%) as the most frequent. The context of situation field, tenor, and mode significantly influences the meaning and function of each act. This study highlights the importance of expressive illocutionary acts in building emotional connections and shaping character relationships, while also contributing pragmatic insights into film discourse and enriching linguistic research in cinematic contexts.
Copyright (c) 2025 Ayu Novia Pratiwi, Komang Dian Puspita Candra https://creativecommons.org/licenses/by-sa/4.0
Dynamic Student’s Public Speaking Through Digital Application
This study explores the perceptions of third-semester students in the English Education Study Program at Universitas Muhammadiyah Tangerang regarding the use of the Book Creator application as a digital tool to support the development public speaking especially in application of public speaking elements. Using a descriptive qualitative method, data was collected through interviews with 32 students and 1 lecturer teaching the public speaking course, as well as analysis of student video project documents. The results indicate that 29 out of 32 students experienced improvement in at least one element of public speaking, including facial expressions, eye contact, hand gestures, body movements, and voice. Multimedia features such as video, audio, text, and image insertion encouraged repeated practice, self-evaluation, and increased self-confidence. Students also developed greater creativity and clarity in crafting their messages. These results support the implementation of a reflective and student-centered learning approach in a digital environment. However, this study is limited by its small sample size and single institutional context. Practical implications suggest that educators can integrate Book Creator to develop public speaking skills in a flexible and engaging manner, tailored to the needs and learning styles of learners.
Copyright (c) 2025 Rahmadini Windy Pramesti, Arjulayana, Moh Iqbal Firdaus https://creativecommons.org/licenses/by-sa/4.0
Duolingo’s Impacts in Senior High Classrooms
This study investigated the impact of using the Duolingo application on senior high school students' grammar achievement. A total of 70 students participated in the research, divided into experimental and control groups, to evaluate whether integrating Duolingo into language learning enhanced students' grammatical skills. The experimental group used Duolingo for grammar practice, while the control group followed traditional teaching methods. Pre-test and post-test scores were analysed to measure progress. The results indicated a significant improvement in the grammar scores of the experimental group, with an average increase from 66.14 (pre-test) to 76.57 (post-test). In contrast, the control group exhibited minimal improvement, maintaining an average score of 66.14. The findings suggested that Duolingo’s interactive and gamified features motivated students and enhanced their comprehension of grammar rules, leading to better performance. Statistical analysis confirmed that the difference in improvement was significant, leading to the acceptance of the alternative hypothesis (Ha) and the rejection of the null hypothesis (H0). This study underscored the potential of technology-based learning tools like Duolingo in promoting grammar proficiency among senior high school students. However, limitations regarding sample diversity and the duration of intervention highlighted the need for further research to validate long-term effectiveness.
Copyright (c) 2025 Gladis Alifi Ramadani, Ferra Dian Andanty https://creativecommons.org/licenses/by-sa/4.0
Cultural Symbolism in Regional Song Lyrics: Enhancing the Resilience of the Dayak Kanayatn Language
The indigenous communities, including the Dayak Kanayatn, face significant challenges in preserving their language and culture amidst rapid modernization. The traditional Dayak Kanayatn songs are crucial in preserving their culture, as the lyrics contain valuable vocabulary, history, myths, and moral lessons. This study adopts a qualitative descriptive approach, utilizing Charles Sanders Peirce's cultural semiotics theory to analyze the signs, referents, and interpretants within the lyrics of nine Dayak Kanayatn songs to uncover their cultural values. The analytical methods employed include transcription of the lyrics, structural and semantic analysis of sentences, identification of cultural symbols, and evaluation of the objects referenced in the lyrics. The meanings derived from the analysis are examined to understand cultural and environmental resilience, and conclusions are drawn based on these findings. The traditional Dayak Kanayatn songs reflect cultural symbols that depict agrarian life, harmony with nature, skills, hard work, well-being, and gratitude. Additionally, these songs also reflect social solidarity, community identity, as well as the life cycle and belief in the universe.
Copyright (c) 2025 Ikhza Mahendra Putra, Hotma Simanjuntak https://creativecommons.org/licenses/by-sa/4.0
Decoding TikTok Comedy: An In-depth Analysis of KPPS Humor
On social media, humour is frequently used to comment on current affairs. The purpose of this study was to identify the different kinds and purposes of humour utilized on TikTok about the KPPS phenomenon's virality. The researcher gathered 30 TikTok videos as data using the descriptive qualitative research method, and the study's two primary findings are as follows. First, the study identified five types of humour, with satire being the most prevalent (50%) among them. These categories include satire, irony, sarcasm, puns, and tall tales. Second, certain kinds of humour were employed for several reasons, including identification, differentiation, enforcement, and explanation. Additionally, a relationship between the kinds of humor and its purposes on TikTok was found. It implies that the speakers preferred specific kinds of humour for different reasons. Additionally, the speakers praised KPPS members above other culturally presumed acceptable occupations in Indonesia and denounced unethical actions by dishonest state officials or civil workers using a range of humour types and purposes. The popularity of the KPPS phenomenon and TikTok provides individuals with a safe and creative forum to voice their opinions while also raising awareness of the various social issues affecting their community.
Copyright (c) 2025 Listiana Ikawati https://creativecommons.org/licenses/by-sa/4.0
Writing Self-Efficacy among EFL Students: The Role of Teachers’ Motivational Practices in Indonesian Higher Education
This study investigates how English lecturers' motivational strategies influence students' self-efficacy in academic writing. Employing a sequential exploratory mixed-methods design (QUAL → quan), the research consisted of two phases: a qualitative inquiry involving semi-structured interviews with three lecturers, followed by a quantitative survey distributed to 30 undergraduate EFL students. The qualitative findings revealed the implementation of motivational practices such as goal-setting, scaffolding, autonomy support, reinforcement, constructive feedback, and classroom climate. Students perceived these strategies as fostering greater writing confidence. A simple linear regression analysis confirmed a significant positive influence of teacher motivational strategies on students' writing self-efficacy (R = 0.511, R² = 0.261, B = 0.320, p = 0.004). These results underscore the pedagogical importance of strategically designed motivational interventions in enhancing EFL learners' self-belief and performance in academic writing. The study highlights the need for professional development programs to equip educators with evidence-based motivational teaching tools.
Copyright (c) 2025 Umi Nurul Fahri, Muh Tahir, Munir https://creativecommons.org/licenses/by-sa/4.0
Gamified Team Tournaments with QuizWhizzer: Igniting English Learning Outcomes
The study addresses the persistent issue of low student motivation and engagement in English learning, which often leads to suboptimal academic outcomes. To tackle this problem, the research explores the integration of Team Game Tournament (TGT) and QuizWhizzer, combining gamification and collaborative learning strategies. The objective is to evaluate the effectiveness of this method in improving English learning outcomes among junior high school students. A quantitative approach was employed, involving 29 ninth-grade students from UPTD SMPN Satap 9 Barru during the 2024–2025 academic year. Participants were divided into experimental and control groups. The experimental group utilized TGT and QuizWhizzer, while the control group used Quizizz. Pre-test and post-test data were collected, and a t-test analysis was conducted to measure the impact of the intervention. Results demonstrated a significant improvement in the experimental group’s post-test scores, indicating the method’s effectiveness in enhancing student motivation, engagement, and academic performance. The findings suggest that integrating gamification and collaborative strategies can provide an innovative and effective solution to improve learning outcomes in English education.
Copyright (c) 2025 Satriani, Ammang Latifa, Salasiah Ammade, Rafi’ah Nur https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Quizizz as a Formative Assessment Tool for Reading Comprehension in EFL Learning
The primary purpose of this study was to explore the application of Quizizz as a formative assessment tool in teaching reading comprehension in English as a Foreign Language (EFL) classrooms. This study examines high school students’ perceptions of quizzes as a formative assessment tool for reading comprehension within EFL contexts. It focuses on increasing digital-based learning engagement among high school students. Using a quantitative research design, this study surveyed 58 eleventh-grade students from SMA PGRI 2 Bandung who had experience using Quizizz in reading activities. Data were collected through a validated 27-item questionnaire using a 5-point Likert scale (Cronbach's Alpha = 0.898). The results revealed that the average student response was in the "High" category (M = 3.43), indicating positive perceptions across aspects such as interactivity, gamification, feedback effectiveness, and ease of use. However, some students reported challenges, including time pressure and technical limitations. This study suggests quizzes can be an effective tool for formative assessment of reading comprehension, especially when integrated with supporting instruction. The broader implications emphasize the importance of digital literacy among teachers and the need for infrastructure to support gamified assessment in EFL learning.
Copyright (c) 2025 Dea Alawiah Amini, Wahyu Satya Gumelar, Riki Ruswandi https://creativecommons.org/licenses/by-sa/4.0
Sarcasm in I’m Glad My Mom Died by Jennette McCurdy and Its Bahasa Indonesia Translation
In the era of globalization translation has become more important. Humans have even created translation machines to connect people from around the world. However, translator machines are different from human living translators. The sense of one culture cannot be translated by machine. That is why translators are important. This research aims to find out the translation technique used to translate the sarcasm found in the memoir entitled I’m Glad My Mom Died (2022) by Jennette McCurdy. This research used John Dryden’s translation technique to analyse the translation of the sarcasm of the memoir. There are three translation techniques according to Dryden (in Munday, 2002); metaphrase, paraphrase, and imitation. This study also analyzed the types of sarcasm that are found in the memoir based on Camp (2012); like-prefixed, propositional, lexical, and illocutionary. The researchers of this study found 11 sarcasms from the memoir. The 11 data of sarcasm in the book align with the types of sarcasm outlined by Camp (2012). The researcher found four types of sarcasm in the memoir and each of the sarcasms were translated with different techniques. The use of different techniques for each sarcasm is to make it easier for the target audience to understand and to not lose the sarcasm essence from the memoir.
Copyright (c) 2025 Haya Jaida Istiqomah, O. Djuharie Setiwan, Agry Paramitha https://creativecommons.org/licenses/by-sa/4.0
Developing Speaking Skill of Grade X Students of Senior Hight School in Palu Through Monologue Technique
This research investigates the effectiveness of the monologue technique in enhancing the speaking skills of tenth-grade students at Senior High School. The study employs a quasi-experimental design, involving pre-test and post-test assessments administered to two groups of students. The experimental group was taught using the monologue technique, while the control group continued with the traditional instructional methods. By comparing the results of both groups, the research aims to identify whether the monologue technique can significantly improve students' speaking abilities. The data were analyzed using a series of statistical tests, most notably the T-test. The results indicated that the experimental group demonstrated a statistically significant improvement in their speaking performance, in contrast to the control group. Specifically, students in the experimental group showed noticeable progress in terms of fluency and accuracy when speaking in English. This improvement was accompanied by increased levels of confidence and engagement during oral communication activities. The findings of this study suggest that the monologue technique is an effective instructional strategy for improving speaking skills in English. It helps students become more articulate and confident in their language use, making it a valuable addition to English language teaching practices in secondary schools.
Copyright (c) 2025 Alfiani, Abd. Kamaruddin, Desrin Lebagi, Mawardin https://creativecommons.org/licenses/by-sa/4.0
A Linguistic Analysis of Derivational Suffixes in Short Story Entitled “The Nightingale and The Rose” by Oscar wilde
This study aims to analyze the types of derivational suffixes found in the short story The Nightingale and the Rose by Oscar Wilde. The background of this research lies in the importance of understanding word formation processes through derivational suffixes in literary texts, which enrich the meaning and function of words. This research uses a descriptive qualitative method with documentation as the data collection technique. The data was taken from the eBook version of the story, downloaded from Project Gutenberg. The analysis is based on the theories of Plag (2003) and Katamba (1993), who classify derivational suffixes into four types: nominal, adjectival, verbal, and adverbial. The results show that there are 53 derivational suffixes found, consisting of 24 adjectival (45.29%), 19 nominal (35.85%), 10 adverbial (18.87%), and 0 verbal (0%) suffixes. Adjectival suffixes are the most dominant, indicating that descriptive elements and characterization are central to the narrative. In conclusion, the use of derivational suffixes, especially adjectival ones, plays a significant role in shaping the stylistic and morphological richness of the literary text.
Copyright (c) 2025 Ni Kadek Kesia Lastari, Ida Bagus Gede Nova Winarta https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Speech Acts on Students’ Engagement in Indonesian EFL Classrooms
Strategic use of teacher’s language in the classroom has been acknowledged to play pivotal role in shaping the extent of students’ engagement. Despite extensive research on the subject, a limited understanding remains on the potential’s mismatch between teacher’s practice and students’ preference. This study examines how specific teacher’s speech acts, as a part of teacher’s language, influence Indonesian EFL students’ engagement and investigates which types of speech acts students perceive as most engaging. To achieve the objectives, the study collected the data through video-taped observations and a close-ended 20-item questionnaire administered to 47 junior high school students in Garut. The findings show that the teacher’s speech acts, particularly Directives, Assertives, and Expressives, exert substantial influence on the students’ behavioral, cognitive, and emotional engagement. Notably, despite the prominent role of those speech acts in fostering engagement during classroom interaction, students' self-reported preferences through questionnaires indicated that Expressives and Declarations were perceived as the most engaging. This discrepancy suggests that while teachers predominantly use instructional speech acts (e.g., Directives and Assertives), students exhibit a stronger affinity to Expressives and Declarations, which often incorporate elements of emotional connection, motivation, and humor. These findings reinforce the necessity for a balanced and dynamic pedagogical approach in EFL settings, by integrating various speech acts to optimize students’ engagement.
Copyright (c) 2025 Sinta Dewi, Virna Alfiqa Sopwani, Agis Aeni https://creativecommons.org/licenses/by-sa/4.0
The Use of Web-Based Blooket in Improving Students Mastery of English Vocabulary
This study investigates the effectiveness of using Blooket, a web-based educational game, to improve English vocabulary mastery among fifth-grade students at SDN 6 Susoh, Southwest Aceh. Employing a pre-experimental one-group pretest-posttest design, the study involved 30 students who received four sessions of Blooket-based learning focused on family member vocabulary. Data were collected using a 20-item multiple-choice test administered before and after the intervention. Analysis through descriptive statistics and a paired sample t-test revealed a significant increase in students’ vocabulary scores from a mean of 37.53 on the pretest to 74.83 on the posttest, with a p-value of <0.001. These findings suggest that Blooket effectively enhances vocabulary mastery by increasing student engagement and reducing achievement gaps through interactive, gamified learning. Despite the study’s limitations—such as the absence of a control group and a small sample size—Blooket demonstrates promise as a practical and motivating tool for primary school vocabulary instruction, particularly in rural contexts where traditional methods may fall short.
Copyright (c) 2025 Eva Yanti https://creativecommons.org/licenses/by-sa/4.0
The Influence of Using Animated Videos to Improve Students Vocabulary and Pronunciation in English Language Learning
This study aims to determine the effect of animated videos in improving students' vocabulary and pronunciation in English language learning. The subjects in this study were grade fifth students totaling 36 elementary school students who followed the learning process with animated video media as an intervention. The method used was a quasi-experiment with pre-test and post-test design. The data were analyzed using the Wilcoxon Signed Ranks Test. The results showed a significant increase in students' vocabulary and pronunciation skills after the intervention. The statistical test showed a significant difference between the pre-test and post-test results of students' vocabulary and pronunciation skills. These findings reinforce the theory that audiovisual media, particularly animated videos, can help improve students' memory, context understanding, and learning motivation. Therefore, the use of animated videos as learning media is highly recommended to improve students' English proficiency in an effective and fun way. Keywords: animated video, vocabulary, pronunciation, English language learning, elementary school students
Copyright (c) 2025 Revia Febriyanita. M, Nuzulul Isna https://creativecommons.org/licenses/by-sa/4.0
This study examines the types and meanings of slang words used in Rick Famuyiwa's "Dope" movie (2015), and the research addresses the gap in understanding community-specific communication patterns by analysing authentic teenage dialogue through the theoretical framework for slang classification proposed by Allan and Burridge (2006). This study used qualitative descriptive methodology to identify and categorise slang expressions from the film's dialogue and transcript. The analysis identified 91 slang words, which were classified into five types: flippant, fresh and creative, imitative, clipping, and acronym. Flippant, fresh and creative slang indicates that characters use language that is innovative and different from standard meanings, reflecting the dynamic nature of urban youth communication. Slang is employed to establish interpersonal relationships, create group identities and express emotions. The findings contribute to an understanding of how slang is used in media representations, enriching the knowledge of youth culture and its application in film.
Copyright (c) 2025 Hanifa Fildza Ghassani, Otong Setiawan Djuharie, Toneng Listiani https://creativecommons.org/licenses/by-sa/4.0
Students’ Strategies in Learning English
English is an international language that is essential to master, especially in terms of speaking skills. However, many students still face limited vocabulary, pronunciation difficulties, and a lack of confidence. This study, conducted in Aceh Barat Daya, Indonesia, explores students' strategies for improving their English-speaking proficiency using a qualitative case study approach. A total of 9 junior high school students (ages 13–15) from three schools were selected through purposive sampling based on their English proficiency, participation in academic activities, and additional learning experiences. Data were collected through in-depth interviews and documentation. The findings indicate that students employ a range of strategies to enhance their speaking skills, with learning and practice strategies being the most prevalent. The strategies employed include direct strategies (reading, looking for pronunciation, practicing, listening, and using English applications) and indirect strategies (using social media, structured lessons, self-directed learning, making friends with foreigners, and asking teachers and peers). The study recommends that teachers integrate these varied strategies into classroom instruction and promote technology-assisted speaking practice to better support students' development.
Copyright (c) 2025 Dara Jelita, Nuzulul Isna https://creativecommons.org/licenses/by-sa/4.0
Probing Digital Media Usage at State Islamic Colleges in North Sumatera; from Advantages to Challenges
Utilizing digital media platforms have been obligated for all educators including lecturers to face the educational development. However, there are still many lecturers who are not familiar with their advances and not ready with their usages in teaching. The objectives of this study are to see types of digital media platforms applied by the lecturers and to know advantages derived and challenges faced. The research was done with descriptive qualitative method and 13 English lecturers from the State Islamic Colleges in North Sumatera were chosen purposively as research respondents. To get the data needed, questionnaires were distributed, and interviews were done to respondents. To analyze the questionnaires data, the frequencies as well as percentages were counted, and data reduction, description, display, and conclusion were done to analyze interview data. This study found WA Group is the most preferred platform by the lecturers in blended learning followed by Google Meet, Zoom, Google Classroom, and Quizizz as well as Kahoot. Then, it is revealed that digital media help learners to have lots of interaction with peers and digital media also can motivate lecturers to develop their teaching professionalism. Finally, this research gives some contribution mostly to students and lecturers about types of digital media as well as the advantages of using digital media in teaching and learning process and it informs some challenges faced by students and teachers in making use of the digital media.
Copyright (c) 2025 Sokhira Linda Vinde Rambe, Yusni Sinaga https://creativecommons.org/licenses/by-sa/4.0
Humor Maintenance and Translation Techniques in Cunk on Earth - In the Beginnings's Indonesian Subtitles
This study (2023–2024) investigates humor translation challenges in audiovisual media, analyzing Indonesian subtitles of the British mockumentary Cunk on Earth (2022), a satirical show hosted by Philomena Cunk that parodies documentaries with absurd, deadpan comedy. Focusing on 128 humorous utterances (yielding 228 technique instances), the research applies Molina and Albir’s (2002) translation framework to identify strategies that preserve comedic effect amid cultural- linguistic gaps. A mixed-method approach combined qualitative analysis with audience evaluations: three native English speakers validated humor segments, while 15 Indonesian participants rated translation effectiveness on a three-point scale (entirely, partially, or lost). Findings revealed 12 techniques, with Literal Translation (24.78%), Linguistic Compression (16.37%), and Modulation (15.04%) most frequent. Surprisingly, Literal Translation succeeded most often (19.56% of fully preserved humor), while Adaptation and Compensation underperformed. Overall, 53.91% of translations retained the humor fully, underscoring the efficacy of specific techniques for mockumentary-style satire. The study highlights the importance of flexible, audience-tailored strategies in subtitling deadpan humor and provides empirical insights to audiovisual translation research, particularly for understudied genres such as mockumentaries. Practical implications for subtitling practice and training are discussed.
Copyright (c) 2025 Salwa Caesar Ramadhanty Supratman, Issy Yuliasri https://creativecommons.org/licenses/by-sa/4.0
Diverging Attitudes in 2024 Indonesian Election Coverage: The Jakarta Post vs. Independent Observer
This study aimed to explore the utilization of attitudes in editorial articles about the 2024 Indonesian presidential election in The Jakarta Post and Independent Observer. Using a descriptive qualitative method, this study adopts the APPRAISAL theory by Martin & White, (2005) and Martin & Rose (2007) to analyze and interpret the evaluative language employed in the articles. The data were taken from editorial articles related to the 2024 Indonesian presidential election published in The Jakarta Post and Independent Observer from the end of 2023 to early 2024. This study employs textual and discourse analyses to examine the interpersonal language used and its broader social implications. The findings revealed that Appreciation is the most frequent category with 251 items (66%), followed by Judgment with 96 items (25%), and Affect with 33 items (9%). These findings indicate that the appreciation portrays the media's role in subtly guiding the audience's evaluation of political events, allowing for a space where audiences can form their own interpretations while still being subtly influenced by the media's tone. The judgment values used in the media imply that the media contributes to crafting a more competent and trustworthy image of politicians, which can influence the way voters view and assess them. Finally, the negative effect, especially insecurity, illustrates how the media may amplify doubts or fears related to the feasibility of government programs, which could influence public opinion and perception of political candidates. Furthermore, this study serves as a valuable reference for future researchers interested in media discourse analysis, particularly in the context of political journalism.
Copyright (c) 2025 Khoirina Muqtafia, Widhiyanto, Henrikus Joko Yulianto https://creativecommons.org/licenses/by-sa/4.0
EFL Undergraduate Students' Perceptions of Slick Write as Web-Based Writing Support Tools: A Qualitative Case Study
The integration of web-based writing support tools in EFL writing instruction has gained attention due to their potential to address students' writing challenges. This study investigates EFL undergraduate students' perceptions of Slick Write as a web-based writing support tool in academic contexts. The study employed a qualitative case study approach. At the same time, the data were collected from ten eighth-semester undergraduate students at the State Islamic University of North Sumatra through closed-ended questionnaires and semi-structured interviews. All participants had prior experience using Slick Write for at least one semester in their academic writing tasks. Data from questionnaires and interviews were analyzed using Braun and Clarke's six-step thematic analysis framework. The findings revealed five main themes: effectiveness in detecting grammar errors, clarity and quality of feedback, increased writing autonomy and confidence, enhanced structured revision practices, and suitability with academic writing conventions. A significant concern identified was potential over-reliance on automated tools. While findings highlight Slick Write's benefits in supporting academic writing development, they also suggest the need for balanced implementation to prevent dependency. This study contributes to computer-assisted language learning literature by examining a less-explored tool through sociocultural and automated writing evaluation theoretical lenses, providing insights into technology-mediated writing instruction in Indonesian Islamic higher education contexts. Future research should explore the long-term impact of web-based writing tools on writing development and investigate their effectiveness across different academic disciplines
Copyright (c) 2025 Anis Syafa Wani, Utami Dewi https://creativecommons.org/licenses/by-sa/4.0
Exploring the Impact of Music on English Language Acquisition Among Alpha Generation: A Descriptive Qualitative Study
This research investigates the influence of music on English language learning among Generation Alpha students at SMP IT Sains Albiruni in Bandung, Indonesia. Data were gathered using semi-structured interviews and questionnaires from five participants chosen through purposive sampling, utilizing a qualitative case study methodology. According to Automaticity Theory (LaBerge & Samuels, 1974; DeKeyser, 2001), the results indicate that 94% of students perceive vocabulary retention as more manageable when facilitated by music, whereas 100% acknowledge enhanced pronunciation. Furthermore, 89% of participants assert that music improves their enthusiasm to acquire English. Music-based learning promotes student engagement with authentic language input and enhances listening comprehension abilities. The research indicates that incorporating music-based techniques into language education improves engagement, language proficiency, and motivation among Generation Alpha students.
Copyright (c) 2025 Venny Tawaffani Muslimah, Wahyu Satya Gumelar, Riki Ruswandi https://creativecommons.org/licenses/by-sa/4.0
News In Levels website to sharpen students’ critical thinking: Student’s Perspective
This study explores the explorer of News in Levels as a learning medium in enhancing reading skills and critical thinking among fifth-semester students of the English Education Program at Universitas of Indonesia. News in Levels is an online news platform that presents current events in three levels of English proficiency, allowing students to engage with content suited to their language ability. The platform not only supports literal comprehension but also encourages students to analyze information, construct arguments, and compare news across levels—core components of critical thinking. The research employed a qualitative descriptive approach, with data collected through interviews involving three students who actively use News in Levels in their learning process. The interviews focused on students’ perceptions of how the platform helps them understand texts more deeply, identify main ideas, draw conclusions, and respond to current issues reflectively and critically. Findings indicate that News in Levels assists students not only in understanding English texts but also in developing analytical thinking about news content. All three participants reported that reading news across different levels enabled them to build layered comprehension, which eventually led to deeper analysis. The platform’s audio features and simple yet informative structure made it easier for students to identify the writer’s perspective and form their own opinions based on the information read. Thus, News in Levels proves to be an effective learning medium for improving not only reading skills but also critical thinking abilities, particularly in the context of English as a foreign language learning.
Copyright (c) 2025 Hanifah Azhari, Robiatul Adawiyah , Eliasanti Agustina https://creativecommons.org/licenses/by-sa/4.0
Developing Interactive Learning Media Based-Canva in General English at Al-Islam polytechnic
The development of technology in education has had a significant impact on English Language Teaching (ELT), including General English learning model. In General English learning, teachers are required to use learning models that improve student's interest in learning process. One of learning model to teach General English for students is applying technology media based-Canva. This learning media created by taking the needs which coverage of General English learning material. The aim of this research is to determine the development of learning media and to know students’ responses to the interactive learning media based-Canva in General English. This research applies Research and Development (R & D). The development model in this study uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The subjects in this research are 16 undergraduate students of Hospital Administration/23 at Al-Islam Polytechnic. The instruments used in this study were an open questionnaire sheet, material aspect validation sheet, and media aspect validation sheet. The analytical technique used is descriptive qualitative analysis technique and quantitative analysis by finding the average score obtained from the validator’s assessment and looking at the criteria. Validation results from experts of media tell a percentage of 96%, which is included in the very valid category. Meanwhile, validation results from experts of material obtained a percentage of 95%, that is very valid category. Meanwhile, the feasibility of interactive media learning based-Canva, obtained a percentage of 94% with the criteria "Very Good". It can be concluded that interactive learning media is "Appropriate" criteria for use as learning media. In addition, this result of the study can be used as a beginning step to conduct further research to investigate the long-term impact of Canva-based interactive learning media on student engagement and learning outcomes.
Copyright (c) 2025 Wahyu Trimastuti, Rudi Hartono, Sri Wahyuni https://creativecommons.org/licenses/by-sa/4.0
The Translation of Introduction Part of Academy’s Genius Swordmaster’s Comic Using Machine Translation
This study examined the accuracy and clarity of machine translation in the context of fictional texts, with a specific focus on the comic Academy’s Genius Swordmaster. Using Google Translate as the primary tool, a qualitative analysis was conducted to evaluate how effectively the machine translated the comic’s content. The results revealed that 63% of the translated text contained errors, with many issues related to accuracy such as overly literal translations, incorrect word choices, and loss of intended meaning. Problems with clarity were also frequent, as many sentences sounded unnatural, too formal, or awkward in Indonesian, disrupting the flow and making them harder to read. These shortcomings were particularly noticeable in emotional storytelling, where tone, character expression, and cultural nuance play a key role in delivering the intended message. The findings highlight that despite recent advancements, current MT systems still face significant challenges in rendering creative and context-sensitive texts. Future research could expand this work by testing multiple MT systems or exploring post-editing approaches to improve translation quality in fictional narratives.
Copyright (c) 2025 Arya Nurusy Syifa, Ruminda, Ice Sariyati https://creativecommons.org/licenses/by-sa/4.0
A Qualitative Study on the Implementation of Jigsaw Model Cooperative Learning Strategies in Teaching Descriptive Texts at Senior High School: Challenges and Peer Interactions
This study investigated the implementation and effects of the Jigsaw model cooperative learning strategy in teaching descriptive text writing to students at Senior High School, particularly in the post-COVID- 19 pandemic context. The research aimed to explore how teachers utilize the Jigsaw method, identify the challenges they face, and analyze how peer interactions contribute to improved descriptive writing skills. A qualitative descriptive research design was employed, utilizing observation checklists, interview guides, and document analysis for data collection. The study involved one English teacher and 33 students from class XI-G at Senior High School. Findings indicate that teachers successfully applied the Jigsaw method by forming diverse groups, providing clear instructions, and closely monitoring group discussions. Despite challenges such as managing group dynamics, encouraging passive student participation, and time constraints, observable improvements in students' writing abilities were noted. Active peer interactions, including idea sharing, collaborative efforts, and constructive criticism, significantly reinforced students' comprehension of text structures and motivated them to write better. Comprehensive assessment rubrics, evaluating grammar, substance, coherence, and structural adherence, confirmed gains in writing quality. The study concludes that the Jigsaw approach effectively fosters students' comprehension and growth in descriptive writing. Teachers plan to continue using this strategy, especially for introducing new content. The theoretical underpinnings of cooperative learning (Aronson, 1978; Johnson S Johnson, 1999, 2009) and social constructivism (Bruner, 1996) provide a robust framework for understanding how the Jigsaw model, through student cooperation, aids in overcoming challenges and enhancing descriptive writing abilities within a safe and stimulating learning environment, ultimately improving academic performance and critical communication skills.
Copyright (c) 2025 Rahmi, Muhammad Tahir, Andi Anto Patak https://creativecommons.org/licenses/by-sa/4.0
The Social Construction of Colorblind Community in The Blind Side Movie by John Lee Hancock: A Discourse Analysis
This research examines the representation and ideological construction of “Color Blindness” in the film The Blind Side, directed by John Lee Hancock, using Van Dijk’s Critical Discourse Analysis (CDA) approach. The purpose of this study is to answer three main questions: (a) how colorblindness is portrayed in story; (b) How is colorblind community constructed in the story; and (c) How does colorblind community socially construct a power relation in the story. The findings of the analysis demonstrate that The Blind Side not only tells an inspiring story of Michael Oher’s life change but also represents the narrative’s dominance from a white perspective and the inclination to simplify the complexities of racial relations. The portrayal of the Tuohy family as white saviors, as well as Michael Oher being held in stereotypes, subtly emphasizes racial hierarchy. In addition, the movie contains forms of prejudice camouflaged in positive tales, which overlook the context of systemic injustice. This study adds to media studies by demonstrating how colorblind ideology in popular media may be a tool of symbolic domination, masking issues of racism and socioeconomic inequality. It emphasizes the importance of critical readings of media representations to understand their influence on social constructions of race, power, and identity.
Copyright (c) 2025 Laksita Kumala Dewi, Rahayu Puji Haryanti https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Project Based Learning to Improve Students’ Achievement and Motivation in the Speaking Class at Tenth Grade Vocational High School
This study was intended to find out whether the Project-Based Learning implementation is effective in improving students’ speaking skills. The researcher employed a combination of quantitative and qualitative research methods, including pre- and post-tests, to assess students’ productive skills, particularly in speaking. Besides, the researcher interviewed the teacher and the students to ask their perceptions of the implementation of project-based learning. There were 20 students as the respondents. Tenth-grade students of SMK TKJ Nurul Islami became the experimental class. The mean score showed that the pretest was 51.18. On the other hand, the mean score of the posttest was 78. The percentage and frequency of students' scores on the pretest for the experimental class showed that six students, or 35%, received an average score, while fourteen students, or 84%, received a poor score. However, after implementing the project-based learning method in the classroom, the results improved. In the posttest, four students (24%) achieved very good scores, eight students (47%) received good scores, and eight students (47%) received average scores. There was a significant difference between the pretest and the posttest. Based on the result, there was a significant difference between the experimental class in their speaking achievement. It means that the implementation of Project-Based Learning was beneficial in improving students' speaking ability in reporting descriptive text.
Copyright (c) 2025 Karsimah, Eni Rahayu Puji Haryanti, Widhiyanto https://creativecommons.org/licenses/by-sa/4.0
The Benefits and Challenges in Learning English Through Quizwhizzer
Quizwhizzer is one of the ICT tools that can bring positive impacts on students' performance. On the other hand, since Quizwhizzer contains game elements, it potentially distracts students from the learning process, and teachers and students face several challenges when utilizing it in the classroom. In line with these issues, the present study aims to investigate the benefits and challenges of learning English through Quizwhizzer, as well as to uncover suggestions for overcoming these challenges. To address these issues, a mixed method was used and collected data through observation, open-ended questionnaire and interview over 4 months. Our sample of participants studies in a public school particularly SMPN 189 Jakarta. This study took the data from one classroom from the seventh grade students. 33 students who had participated in answering an open-ended questionnaire and 5 students who had participated in an interview. The findings in general revealed that Quizwhizzer can bring positive impacts in learning English, which are increasing students’ motivation (59%), reducing time consumption (34%) and interaction (7%). Furthermore, there are several challenges with the use of Quizwhizzer which are related to the lack of infrastructure (83%) and training (17%). The findings suggest the importance of providing good infrastructure (81%) and training (19%) for students and teachers to overcome the problems. The study offers theoretical insights for educators seeking to integrate Quizwhizzer into language learning.
Copyright (c) 2025 Christian Siregar, Fenny Yutika Seli https://creativecommons.org/licenses/by-sa/4.0
Gamified Digital Learning with Wordwall: An Experimental Study on Grammar Achievement
This study examines the effect of using the Wordwall application as Digital Gamification Media on the grammar achievement of tenth-grade students. Many students struggle with constructing correct sentences due to monotonous learning methods that fail to motivate them. To address this issue, the study employed Wordwall, an interactive digital game-based learning technology designed to enhance the engagement and effectiveness of grammar instruction. The study employed a quantitative research approach with a proper experimental design, including a pre-test and post-test. The population of this study consisted of all 10th-grade students at SMAN 1 Wringinanom, totaling 418 individuals across 11 classrooms, including a special class of 38 pupils. The study included 38 students from class X-1 as the experimental group and 38 students from class X-2 as the control group. The researcher employed cluster random sampling to select the sample. Data collection was conducted through pre-tests and post-tests. The results showed a significant effect in the experimental group's grammar performance, with the mean score increasing from 67.16 to 82.42, while the control group's score rose from 63.68 to 70.47. Statistical analysis confirmed data normality and a significant difference in post-test scores (p < 0.05), indicating that the use of Wordwall positively impacted students’ grammar achievement. Based on the analysis, the null hypothesis (H0) was rejected, indicating a significant difference between the experimental and control groups. Consequently, the alternative hypothesis (Ha) was accepted, confirming that the treatment or intervention applied in the study had a measurable impact on student outcomes. This means that the use of the Wordwall application affected grammar achievement.
Copyright (c) 2025 Yuliana Dewi Sulianto, Eliasanti Agustina, Endang Mastuti Rahayu https://creativecommons.org/licenses/by-sa/4.0
Wordwalls Application In Teaching Writing Skill Experimental Research At Junior High school
In the academic year 2024–2025, this study intends to examine how the Wordwall program affects the writing abilities of eighth-grade students at SMP Junior High School. Writing is often a challenging skill for students, particularly at the junior high school level, where issues such as limited vocabulary, grammatical errors, and lack of motivation are common. Wordwall, an educational tool designed to enhance learning through interactive exercises, was used as the medium in this study. The study used a one-group pre-test-post-test design and a quantitative pre-experimental methodology. The sample consisted of 38 students from class VIII-B. The pre-test measured students' initial writing abilities, followed by a treatment using Wordwall that focused on vocabulary enhancement, writing strategies, and real-time feedback. A post-test was carried out following the procedure to assess improvements in writing skills. Statistical analysis using a one-sample t-test showed a notable enhancement in pupils' writing skills, with the post-test scores (mean = 73.39) being higher than the pre-test scores (mean = 54.44). The results indicated the pupils' writing abilities were enhanced by using Wordwall, especially in vocabulary acquisition, idea generation, and writing organization. The findings suggest that Wordwall is an effective tool for improving junior high school pupils' writing abilities, offering an enjoyable and engaging approach to learning. The study concludes that Wordwall can be an influential resource in improving writing competencies in the digital era.
Copyright (c) 2025 Nikmatul Laili, Moh. Hafidz https://creativecommons.org/licenses/by-sa/4.0
Legal Analysis of The Judge's Decision on The Criminal Act of Money Politics in the 2019 Elections in East Luwu (Study of Decision Number 61/Pid.Sus/2019/Pn.Mll): A Critical Discourse Analysis
This study examines the judicial discourse surrounding money politics in Indonesian electoral processes through a critical discourse analysis of Decision Number 61/PID.SUS/2019/PN.MLL from the Malili District Court regarding criminal acts of money politics during the 2019 elections in East Luwu Regency. Using Fairclough's three-dimensional framework of critical discourse analysis, this research investigates how legal language constructs and legitimizes judicial reasoning in electoral corruption cases, while examining the underlying power relations and ideological assumptions embedded within the court's decision. The methodology combines textual analysis, discursive practice examination, and sociocultural practice investigation to uncover how the judge's linguistic choices reflect broader institutional attitudes toward electoral integrity and democratic governance. The study analyzes lexical choices, syntactic structures, modality, and argumentation patterns within the legal text to reveal how judicial discourse shapes public understanding of electoral crimes and their consequences. Key findings reveal that the judicial discourse employs specific linguistic strategies that position money politics as a threat to democratic legitimacy while simultaneously reinforcing state authority in electoral oversight. The analysis demonstrates how legal language serves not merely as a neutral vehicle for justice delivery but as a powerful tool for constructing social reality and reinforcing existing power structures. The court's decision reflects tensions between legal formalism and contextual considerations of local political dynamics in East Luwu. The research contributes to understanding how judicial discourse in Indonesia's post-reform era constructs electoral integrity narratives and legitimizes legal interventions in political processes. It reveals the complex interplay between legal reasoning, political context, and social power relations in contemporary Indonesian democracy. The findings have implications for legal reform, judicial training, and broader discussions about combating electoral corruption in emerging democracies.
Copyright (c) 2025 Egi Ramdhani Syahriwijaya, Muammar Arafat Yusmad, Firman Muh. Arif https://creativecommons.org/licenses/by-sa/4.0
Application Of Project-Based Differentiation Learning for The Development of Short Story Writing Skills in Junior High School Class IX
This study aims to describe the application of project-based differentiation learning in the development of short story writing skills in Grade IX junior high school students. This study uses descriptive qualitative methods with data collection techniques in the form of observation, interview, and document analysis. The results showed that the application of project-based differentiation learning allows students to develop writing skills optimally according to their individual needs and potentials. This strategy is also effective in improving creativity, understanding the structure of short stories, and students' expression skills in writing. Thus, project-based differentiation learning can be an innovative alternative to writing learning at the junior high level.
Copyright (c) 2025 Muhammad Esa Primary, Irma Suryani, Maizar Karim https://creativecommons.org/licenses/by-sa/4.0
The Role of Artificial Intelligence in Enhancing Elementary School Students' Reading Interest: A Systematic Literature Review
Reading interest plays a crucial role in the development of literacy skills among elementary school students. The advancement of Artificial Intelligence (AI) has led to various innovations in education, particularly in fostering students' engagement with reading materials. This study aims to analyze the impact of AI on improving reading interest in elementary students through a Systematic Literature Review (SLR) approach. Various studies from online databases were collected and reviewed to examine how AI-based tools influence reading motivation. The findings suggest that AI applications such as interactive storytelling, personalized learning assistants, and adaptive reading platforms significantly contribute to increasing students' enthusiasm for reading. However, challenges such as accessibility, teacher readiness, and content suitability remain key concerns. This study provides insights for educators and policymakers in integrating AI effectively to enhance early literacy development.
Copyright (c) 2025 Nurila Sari Ray, Yundi Fitrah, Adiopenta https://creativecommons.org/licenses/by-sa/4.0
Structure, Meaning, and Cultural Values of Syair Mantau in the Kenduri Sko Traditional Ritual in Kerinci
This study aims to examine the structure, meaning, and cultural values embedded in the oral tradition of Mantau, performed during the Kenduri Sko ritual in Lempur Tengah Village, Kerinci Regency. As a form of oral literature, Mantau consists of rhythmic poetic verses sung during the traditional Tauh dance. This research employs a descriptive qualitative method using a structuralist approach. Data were collected through direct observation, in-depth interviews with 12 informants—including Mantau performers, traditional leaders, and cultural experts—and documentation of three live performances over a three-month period. The analysis draws on theories of structuralism (Nurgiyantoro), meaning (Chaer; Abdullah), and cultural values (Djamaris). Findings reveal that Mantau lyrics possess distinct physical structures, including specific diction, rhyme, figurative language, and rich imagery. Internally, they reflect themes of gratitude, spirituality, social harmony, and moral values. The meanings conveyed span lexical, grammatical, and cultural domains, highlighting the Kerinci community’s worldview. The cultural values embedded in Mantau encompass religious devotion, harmonious coexistence with nature, social cohesion, and self-reflection. These findings underscore Mantau not merely as ritualistic entertainment but as a vital medium for intergenerational transmission of Kerinci identity and values, offering broader implications for oral literature preservation in a modernizing world.
Copyright (c) 2025 Sherly Leola, Warni, Nazurty https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Using Artificial Intelligence in Folk Tale Learning
The integration of artificial intelligence (AI) in folk tale learning represents a transformative educational approach, enhancing engagement, understanding, and accessibility. AI-driven platforms facilitate narrative comprehension by providing adaptive and interactive learning environments. Computational models of narrative ability enable AI systems to simulate human-like comprehension, adjusting storytelling elements based on learners' responses. Interactive storytelling tools further support language acquisition and critical thinking by allowing learners to influence narrative outcomes. Additionally, AI fosters inclusive education through accessibility features, such as audio descriptions and scaffolding strategies for diverse learners. AI-driven adaptive learning methodologies also enhance personalized learning experiences, catering to individual needs. Moreover, intelligent tutoring systems (ITS) provide real-time feedback, optimizing instructional strategies while allowing educators to focus on pedagogical development. By revolutionizing folk tale learning, AI enhances narrative engagement, supports second-language learning, and assists educators in instructional design. This study explores the effectiveness of AI in folk tale learning by analyzing engagement levels, comprehension improvements, and accessibility benefits. Findings suggest that AI enhances folk tale learning through personalized, interactive, and adaptive storytelling experiences, fostering greater learner participation and comprehension.
Copyright (c) 2025 Qoriana Kiki, Hary Soedarto, Priyanto https://creativecommons.org/licenses/by-sa/4.0
Exploring Language Trends on TikTok: Impacts on Indonesian Communication
This study explores the emerging language trends on the TikTok platform and their impacts on communication in Indonesia. As TikTok continues to grow as a dominant social media platform, understanding language adaptation and usage among its users becomes increasingly significant. This research employs a qualitative method through content analysis of high-interaction TikTok videos to examine linguistic patterns. The findings reveal that slang, code-switching, and local cultural elements play a crucial role in shaping communication styles. Slang expressions, often derived from youth culture and internet memes, are widely used to create a sense of identity and belonging among users. Code-switching between Indonesian, English, and regional languages is also prevalent, reflecting the dynamic and multilingual nature of digital communication. Additionally, the incorporation of local cultural elements, such as traditional phrases and dialects, enriches interactions, making them more relatable to specific audiences. These linguistic trends contribute to the evolution of digital communication, influencing how Indonesian youth express themselves and engage with online communities. The study highlights the significance of TikTok as a platform where language is not only a tool for interaction but also a means of cultural expression and identity formation. By analyzing these trends, this research provides valuable insights into the shifting communication patterns in Indonesia’s digital landscape.
Copyright (c) 2025 Lisa Ananda Wijaya Lisa, Yundi Fitrah, Maizar Karim https://creativecommons.org/licenses/by-sa/4.0
The Use of Artificial Intelligence (AI) in Writing a Thesis by EFL Postgraduate Students
This research explores the use of Artificial Intelligence (AI) in thesis writing by four postgraduate students who are English as a Foreign Language (EFL) learners at an Indonesian university. Employing a qualitative phenomenological approach, data were collected over a two-month period through open-ended questionnaires, in-depth interviews, and documentation analysis. The findings reveal that students utilized various AI tools such as Grammarly, QuillBot, ChatGPT, Claude, Meta AI, and Perplexity, across different stages of their writing process, including brainstorming, paraphrasing, grammar correction, structural organization, and language refinement. Before adopting AI, participants encountered challenges in idea development, coherence, and linguistic accuracy. Following the integration of AI tools, they reported improvements in clarity, organization, and writing confidence. Most students expressed a strong willingness to continue using AI due to its perceived benefits in enhancing efficiency, precision, and learning outcomes. While limited to one university context in Indonesia, this study provides insights into the positive role of AI integration in supporting academic writing development among EFL postgraduate students.
Copyright (c) 2025 Asmawati, Utami Dewi, Sholihatul Hamidah Daulay https://creativecommons.org/licenses/by-sa/4.0
Utilizing Wordwall as A Media Learning in Enhancing Students’ Vocabulary : Students’ Perception
This study aims to explore students’ perceptions of the use of Wordwall as a digital media tool to enhance vocabulary learning in English classrooms. As vocabulary is a crucial component in language acquisition, interactive and engaging media such as Wordwall are expected to improve student learning outcomes and motivation. The participants of this study were five seventh-grade students from a junior high school, selected using purposive sampling based on their experience using Wordwall during English lessons. This research employed a qualitative approach with a phenomenological design to gain an in-depth understanding of students’ subjective experiences. Data were collected through participant observation, questionnaires, and semi-structured interviews. The questionnaire was based on three constructs from the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2): performance expectancy, effort expectancy, and hedonic motivation. Data were analyzed thematically by identifying patterns, formulating meaning, and describing the essence of the participants’ experiences. The findings reveal that students generally perceive Wordwall positively. Most participants stated that Wordwall made vocabulary learning more enjoyable and helped them memorize new words faster (performance expectancy). They also found it relatively easy to use after guidance from the teacher (effort expectancy) and expressed that the learning process felt more like a game than a traditional classroom activity (hedonic motivation). However, some students experienced initial confusion with the interface and game rules. Overall, the use of Wordwall created a more engaging and motivating learning environment, supporting vocabulary development through interactive digital learning experiences. Keywords: digital media; interactive learning; students’ perception; vocabulary learning; Wordwall
Copyright (c) 2025 Nurul Fadhilah, Sholihatul Hamidah Daulay https://creativecommons.org/licenses/by-sa/4.0
The Impact of Scratch Programming on Improving Students English Skills
This study examines the influence of Scratch programming on enhancing students' proficiency in the English language. The research was carried out for a duration of two years in five primary schools. It employed a quantitative descriptive approach, gathering data using online surveys from a total of 18 instructors. The findings suggest that the use of Scratch programming has a substantial positive impact on different facets of English competence, such as the acquisition of vocabulary, comprehension of instructional material, reading and writing abilities, and grammar skills. Teachers expressed a strong understanding of Scratch and noticed significant enhancements in their pupils' linguistic skills. The results endorse the incorporation of visual programming languages such as Scratch into school curriculum as a means to successfully augment English language education. Additional research is advised to investigate the long-term effects and optimal methods for incorporating Scratch into language learning environments
Copyright (c) 2025 Yayang Ariawan, Djoko Sutrisno https://creativecommons.org/licenses/by-sa/4.0
This study aims to describe the forms and usage of address terms in the Buol language as used by the community in Kali Subdistrict, Biau District, Buol Regency. The Buol language possesses a system of address that reflects social structure, kinship relations, and local cultural values. Using a qualitative descriptive approach, data were collected through observation, interviews, recording, and note-taking techniques. The findings reveal seven forms of address terms: (1) pronominal address, (2) personal names, (3) kinship terms, (4) social status, (5) community figures, (6) physical-based nicknames, and (7) habitual-based nicknames. The use of address terms depends on factors such as age, social position, kinship ties, and the context of formal or informal situations. This research highlights the importance of documenting and preserving the Buol language and encourages younger generations to safeguard this cultural heritage.
Copyright (c) 2025 Nadia Pratiwi Laindjong, Idris https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception Towards ChatGPT for Academic Writing at English Study Program FKIP Universitas Riau
This research is aims to find out students' perception towards ChatGPT for academic writing at English Study Program, FKIP Universitas Riau. In this research, quantitative method was used and data was collected using online questionnaire from G-form. For the sample, this research used purposive sampling technique, where 73 respondents met the criteria set by the researcher so that they were used as respondents in this research. The findings show that students have a positive perception of ChatGPT, with an overall average score of 3.73 which falls into the high category. Students responded positively to the ease of using ChatGPT, improving the quality of academic writing, improving students' writing skills, helping in finding ideas or finding additional references quickly, improving grammar, helping to paraphrase so that overall, it can be said that ChatGPT is useful for students who help them in the academic writing process. However, there are some students who are still hesitant to use ChatGPT in the long run. This hesitation may be due to concerns related to the impact caused by its use such as the emergence of dependency, and the accuracy of answers that are sometimes less precise or misleading. To address this, students are advised to use ChatGPT by not rely entirely on this tool. They still need to verify information and combine it with credible academic sources.
Copyright (c) 2025 Nurul Khofifah Lubis, Fadly Azhar, Afrianto Daud https://creativecommons.org/licenses/by-sa/4.0
Developing Poster for Teaching Vocabulary to Young Learners
This study aimed to develop the posters designed for teaching vocabulary to young learners, specifically within the context of TK Primanda UNTAN in Pontianak. This study utilized the ADDIE development model, focusing on three phases: analysis, design, and development. Data were collected through an interview and an assessment rubric to evaluate the final product. Analysis of the data was conducted using Aiken's V. According to the teacher's assessment rubric, the poster received a score of 0.96, indicating that it is feasible, valid, and acceptable for use in teaching vocabulary to young learners. This research contributes valuable insights into the effective design and development of instructional materials for enhancing vocabulary acquisition in early childhood education.
Copyright (c) 2025 Misa Feronika, Sumarni, Wardah https://creativecommons.org/licenses/by-sa/4.0
The Use of Slang on Tiktok Comments in East Kalimantan
This research seeks to investigate the study of slang discourse seen in the TikTok comment sections of East Kalimantan users. Slang is a kind of informal language that sounds very entertaining, trendy, and creative. Normally, the usage of the language is mostly by young people so that they can express their feelings, interact with others, and follow what is trending in the digital world. For this reason, this research aims to unveil what types of slang people use, its uses, and how it reflects identity and communication strategies. The research utilizes qualitative descriptive methodologies for data collection, which is gathered from TikTok comments and interviews conducted with eight users from East Kalimantan. The findings reveal that various etiquettes of slang are greatly influenced by both the world and local culture. Some popular terms include “anjay,” “gacor,” “slay,” and “rizz,” among others. Most users learn slang from TikTok and Instagram and extend it in a way that makes them sound modern, funny, or relatable. Slang also helps people feel part of a group and, at the same time, more quickly communicate their thoughts.
Copyright (c) 2025 Siti Nisrina Azzahra, Ida Wardani, Aridah Aridah, Maria Teodora Ping, Ventje Jany Kalukar https://creativecommons.org/licenses/by-sa/4.0
A Pragmatic Comparison of Commissive Acts in Grammarly and QuillBot advertisements on YouTube
Abstract This study aims to compare the utilization of commissive acts in Grammarly and QuillBot advertisements on YouTube from a pragmatic perspective. In digital advertising, brands often use language to express commitments that influence viewer behavior. However, limited research has focused on how brands strategically use commissive acts to build trust and persuade viewers. This study specifically analyzes how commissive acts like promises, guarantees, and offers are utilized by Grammarly and QuillBot to convey brand commitments and influence viewer perceptions. A qualitative descriptive methods were applied to fourteen video advertisements (seven per brand) published between 2021 and 2025. Each commissive utterance was identified, categorized by type, and analyzed using the illocutionary force indicator device (IFID). The findings revealed 33 guarantees, 24 promises, and 4 offers in the Grammarly advertisements, while QuillBot displayed 14 guarantees, 11 promises, and 26 offers. In addition, ten informants participated in a Likert-scale questionnaire and semi-structured interviews to assess the clarity, persuasiveness, and credibility of commissive messages. The results showed that Grammarly tended to emphasize emotionally driven promises and assurances to build credibility, while QuillBot focused on functional offers related to academic tasks. The informants generally considered Grammarly’s commissive acts clearer and more persuasive, while QuillBot’s were perceived as practical but less emotionally appealing. The study concludes that commissive acts play an important role in digital brand communication and that pragmatic analysis provides valuable insights into how linguistic strategies shape audience responses.
Copyright (c) 2025 Vivin Sumanti, Hendi Pratama, Rini Susanti Wulandari https://creativecommons.org/licenses/by-sa/4.0
Enhancing Speaking Skills Through Voice Notes in WhatsApp Groups: A Case Study of Non-English Lecturers in Academic Communication
In the era of globalized higher education, effective English communication has become essential for academic professionals, including those from non-English disciplines. Nevertheless, non-English lecturers frequently face obstacles in developing spoken proficiency due to limited opportunities for practice, elevated anxiety levels, and inadequate access to formal language training. This case study investigates the use of WhatsApp voice notes as a pedagogical tool to support English-speaking development among non-English lecturers at a private university in Indonesia. Over a six-week intervention, seven lecturers from diverse academic backgrounds participated in structured voice-based tasks and engaged in asynchronous peer interactions via WhatsApp. Data were collected through voice recordings, semi-structured interviews, and reflective journals. Findings indicate that the use of WhatsApp voice notes created a flexible, low-pressure environment conducive to gradual improvements in fluency and communicative confidence. Participants reported reduced speaking anxiety, increased willingness to engage in English, and greater clarity in articulating academic ideas. Moreover, peer feedback and interaction fostered a sense of community and collaborative learning. This study contributes to the Mobile-Assisted Language Learning (MALL) literature by illustrating the potential of widely accessible, low-cost digital tools to facilitate oral language development among professional adult learners. The implications extend to language policy, faculty development, and the design of scalable speaking interventions within higher education institutions
Copyright (c) 2025 Muhammad Rafi’i, Khairun Niswa https://creativecommons.org/licenses/by-sa/4.0
Evaluation of English Language Learning Programs on Universitas Subang by using CIPP Model
This study aims to evaluate the English language teaching program integrated into the Mata Kuliah Karakter Unggul (MKKU) at Universitas Subang using the CIPP (Context, Input, Process, Product) evaluation model developed by Stufflebeam. Employing a descriptive qualitative approach, the study involved data collection through interviews, questionnaires, observations, and documentation. The findings revealed that the English program aligns well with the university’s character education framework and supports the development of students’ global competencies. The context evaluation indicated that students perceived strong alignment between the course content and the vision and mission of their study programs, as well as its relevance to future professional needs. The input evaluation showed that lecturers possess competencies aligned with their fields of expertise and that learning media were generally supportive, although digital media utilization remains inconsistent. The process evaluation highlighted improvements in students’ English proficiency, character formation, and readiness to face global challenges. The product evaluation confirmed positive outcomes in student engagement, character reinforcement, and oral communication confidence. Despite these strengths, students suggested improvements in speaking and listening activities, interactive learning methods, feedback mechanisms, and access to instructional resources. The study concludes that while the program is effectively structured, continuous enhancement in pedagogical strategies and infrastructure is essential to maximize its impact.
Copyright (c) 2025 Ida Maulida, Muchlas Suseno, Syamsi Setiadi https://creativecommons.org/licenses/by-sa/4.0
Person and Social Deixis in Shamsi’s Islamic Preaching to an Atheist
This study examines the use of person and social deixis in Shamsi’s preaching, a Muslim preacher, in Islamic dawah through debate with an atheist at Speaker’s Corner in Hyde Park, London. Using Levinson’s (1983) theory of deixis, the research identifies the types and expressions of deictic language used by the preacher when engaging with a non-believer. The data were taken from the DUS Dawah YouTube channel, specifically from a video titled “An Atheist Thinks It's Okay to Sleep with a Baby”. The analysis adopts a descriptive qualitative method. The finding shows that Shamsi uses all types of person deixis. The most dominant is the second person “you”, which appears 118 times, followed by the first person “I” used 21 times, and third person forms such as “he” and “someone”, each used 6 times. In terms of social deixis, Shamsi employs two categories. In the first category, relational social deixis, the most frequently used form is the referent honorific “Prophet” (9 times). This is followed by formality level expressions, such as “the scholar(s)”, which appear 4 times, and audience honorifics like “everyone”, used 1 time. Meanwhile, addressee honorifics do not appear in Shamsi’s preaching, indicating that this form of honorifics was not used in the interaction. In the second category, absolute social deixis, Shamsi refers to himself with the phrase “I'm Muslim” (1 time) as an authorized speaker, and refers to his opponent with the phrase “as an atheist” (1 time) as an authorized recipient. Overall, both person and social deixis used by Shamsi, functioned as powerful linguistic tools to engage intimacy and effectively convey his Islamic message, by defining identity, asserting authority, emphasizing ideological differences to an atheist in public space.
Copyright (c) 2025 Robinda, Fitri Rakhmawati https://creativecommons.org/licenses/by-sa/4.0
The Expressive Function of Language in the Novel Melodylan By Asriaci
This study aims to analyze the expressive function of language in Asriaci's novel MeloDylan. This research was conducted using qualitative descriptive research with a content analysis method. The researcher focuses on this research using the theory of language function according to Roman Jakobson which states that expressive or emotive functions in delivery that aims to directly express the feelings, emotions or attitudes of the speaker to the topic he or she is discussing. The source of data for this research was obtained from the novel MeloDylan by Asriaci which was first published on the wattpad application and printed in May 2017 published by Coconut Books. Data collection in this study uses reading techniques and recording techniques. The results of this study show that there are three parts of the expressive function of language in the novel MeloDylan by Asriaci.
Copyright (c) 2025 sapna, Gazali, Hasnur Ruslan, Agustan, Ade Nurul Izzati https://creativecommons.org/licenses/by-sa/4.0
Analysis of Mood and Speech Function Found in “La La Land 2016” Movie
This study investigates the utilization of mood and speech functions in the dialogues of the romantic musical movie La La Land (2016). Employing a qualitative descriptive method, the research focused on identifying and analyzing different types of Mood (declarative, interrogative, imperative) and Speech Functions (expressive, directive, referential, metalinguistic, poetic, phatic) within selected dialogues of the main characters. Data were collected through meticulous observation and transcription of movie dialogues, followed by systematic classification and interpretation based on Halliday & Matthiessen’s (2014) and Holmes’ (2013) frameworks. The findings reveal that the Declarative Mood is the most dominant mood type, accounting for 10 out of 15 total mood instances. This prevalence suggests that characters frequently engage in conveying information about their feelings, experiences, and plot developments. Concurrently, the Referential function emerged as the most dominant speech function, with 8 out of 27 total speech functions. This indicates a primary focus on providing information, describing events, and stating facts essential for advancing the narrative and establishing context within the film's dialogues. The study highlights how these linguistic elements contribute to the emotional delivery and narrative messages of La La Land, offering insights into the complex interplay between language, character dynamics, and thematic exploration in musical movies.
Copyright (c) 2025 Ika Shakila Maharani, Nargis, Ikhfi Imaniah https://creativecommons.org/licenses/by-sa/4.0
The Application of Genre-Based Approach and Deep Learning in Speaking Activities: An Analysis of the Eleventh-Grade English Textbook Published by the Ministry of Education, Culture, Research, and Technology in 2022
The use of textbooks is common in Indonesia to support the learning process. However, textbooks do not always provide complete materials, so teachers must make adjustments to facilitate the learning process. Additionally, students face challenges when speaking or pronouncing English words. They are used to learn the written context of learning. By analyzing the textbook, especially in speaking activities, the text production process, which contains the Genre-based approach cycle, is examined. Furthermore, this current curriculum also supports the implementation of deep learning to check the deep understanding of students. The study aims to examine the application of the Genre-based Approach (GBA) and deep learning principles in the speaking activities of the “Bahasa Inggris: English for Change” textbook. Furthermore, the strengths and weaknesses of the speaking activities of this textbook are explained. This study employs qualitative research based on content analysis. The data is taken from Units 3-5 of this English textbook, especially for the speaking sections. There are a total of 32 activities that can be found based on the GBA learning cycles in Units 3 through 5. The principles of deep learning are applied to enhance the understanding of analysis for each indicator. However, some strengths and weaknesses can be found in the speaking activities of the chosen units. Further development of teaching materials is needed to create a more effective learning environment.
Copyright (c) 2025 Annisa Maharani, Widhiyanto https://creativecommons.org/licenses/by-sa/4.0
The Use of Memrise Application to Improve Students’ Vocabulary Mastery in The Class VII at Junior High School
This study aims to probe the effectiveness of the Memrise operation in perfecting vocabulary mastery among seventh- grade students at SMPN 2 Susoh. exercising a quantitative approach with a quasi-experimental design, the exploration involved two groups an experimental group comprising 26 students who entered vocabulary instruction using Memrise, and a control group of 28 students who were tutored through conventional styles. Data were collected through pre-tests and post-tests conforming of 20 multiple- choice particulars designed to assess students’ vocabulary mastery ahead and after the treatment. The results of the independent samples t- test revealed a statistically significant difference between the post-test scores of the two groups, with the experimental group achieving a advanced mean score 85.00 compared to the control group 66.61, and a significance value of p = 0.000( p< 0.05). These findings indicate that the Memrise operation has a substantial positive impact on students’ vocabulary accession. The study suggests that integrating mobile- assisted language literacy (Boardwalk) tools similar as Memrise can enhance students’ provocation, engagement, and retention in vocabulary literacy. Its interactive and tone- paced literacy features make it a precious pedagogical tool for English language instruction, particularly in secondary education. preceptors are encouraged to borrow technology- grounded media to support effective vocabulary development in the classroom.
Copyright (c) 2025 Mona Zumara Attaiya, Zuhri Efendi https://creativecommons.org/licenses/by-sa/4.0
Exploring the Impact of Instagram on English Language Skills: Students' Perspectives
The integration of social media platforms into educational practices has become increasingly prevalent, offering innovative ways to enhance language learning. This study explores the role of Instagram in enhancing students' English competence, focusing on its effectiveness in developing vocabulary and listening skills. Employing a qualitative case study approach, the research involved ten senior high school students as participants. Data were collected through semi-structured interviews to gain in-depth insight into their experiences. Findings suggest that Instagram's multimodal features, including captions, videos, and interactive elements, create an engaging and accessible learning environment that encourages language acquisition. While receptive skills showed noticeable improvement, writing and speaking proficiency appeared to require more structured and intentional practice. The study highlights the importance of active engagement in digital learning spaces to maximize Instagram’s potential for holistic language development. This research is particularly useful in the fields of educational technology, language education, and digital pedagogy, offering practical implications for integrating social media platforms into formal language instruction to support comprehensive language skill development. Future research could further explore strategies to maximize Instagram's potential in these areas.
Copyright (c) 2025 Fitri Nur Laila, Rudi Hartono, Sri Wahyuni https://creativecommons.org/licenses/by-sa/4.0
Teachers' Barriers in Implementing Merdeka Curriculum in Teaching English at Junior High School
This study examines the barriers encountered by English teachers in implementing the Merdeka Curriculum at UPT SMPN 1 Sabbang Selatan. The research employs a qualitative descriptive approach, with data collected through observations, interviews, and documentation. The findings reveal that teachers face significant challenges in curriculum comprehension, resource availability, and assessment adaptation. Specifically, teachers struggle with understanding differentiated instruction, utilizing digital tools, and developing student-centered learning strategies. Additionally, limited access to teaching resources and inadequate training hinders effective curriculum execution. Classroom observations indicate that while some teachers attempt to implement innovative strategies, traditional methods remain dominant due to insufficient support. Assessment practices also vary, with some teachers effectively using structured rubrics, while others lack proper evaluation techniques. The study concludes that addressing these barriers requires targeted professional development programs, enhanced resource allocation, and institutional support to improve curriculum implementation. Future research should explore intervention strategies to overcome these barriers and optimize English language teaching under the Merdeka Curriculum framework.
Copyright (c) 2025 Wahyusi Muhtar, Masruddin, Wisran https://creativecommons.org/licenses/by-sa/4.0
The Use of Short Video Clips to Improve Students’ Comprehension in Learning Simple Present Tense
This research investigates the effectiveness of using short video clips to enhance students’ comprehension of the Simple Present Tense in English language learning. The study employed a pre-experimental design with a one-group pre-test and post- test model, involving 31 seventh-grade students at SMP Negeri 1 Kuala Batee. Data collection was conducted through multiple-choice tests administered before and after the treatment. The analysis showed a significant improvement in students’ understanding, with the average pre-test score rising from 43.39 to 74.19 in the post- test. A paired sample t-test revealed a statistically significant difference (Sig. 2-tailed = 0.000), confirming the effectiveness of short video clips in improving grammatical comprehension. These findings suggest that incorporating engaging and context-rich audiovisual materials can significantly support grammar instruction in English as a Foreign Language (EFL) setting. However, limitations such as the small sample size call for further research involving broader and more diverse populations to generalize the results. Additionally, combining short video clips with other interactive teaching strategies is recommended to maximize learning outcomes.
Copyright (c) 2025 Najwa Safira, Nuzulul Isna https://creativecommons.org/licenses/by-sa/4.0
Women’s Subversive Strategies Against Patriarchy in The Modern Thrillers Story Where the Crawdads Sing by Owen and Gone Girl by Flynn
This article discusses women's subversive strategies against patriarchy in two modern thriller novels, Where the Crawdads Sing by Delia Owens and Gone Girl by Gillian Flynn, using feminist theory with The Madwoman in the Attic as the basis of analysis. This article focuses on how the patriarchal conditions in the two novels give rise to subversive strategies of the female characters in the two novels that represent women and how they impact on the two novels. Based on the text analysis, Amy Dunne uses narrative manipulation and idealized female imagery to assert language as a tool of liberation and reverse power, while Kya Clark uses self-reliance and connection to nature to resist patriarchy and construct an identity beyond social norms. These strategies create complex tensions and conflicts that challenge stereotypes of passive women and present women as creative, empowered and active agents. In summary, these two novels demonstrate that women's resistance to patriarchy can be realized in unique and extreme ways, changing the meaning of women in contemporary literature and enhancing gender dynamics in the thriller genre.
Copyright (c) 2025 Aida Hanissa, Rahayu Puji Haryanti https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study
This study investigates the effectiveness of digital storytelling techniques in improving English speaking skills among students at MA Mamba'ul Ulum. The research addresses the problem of low speaking proficiency and limited student participation in English language learning. The study employed a pre-experimental design with one group pretest-posttest, involving 24 students from class XI. Data collection was conducted through speaking tests and questionnaires to measure students' speaking abilities and gather perceptions from teachers and students. The implementation of digital storytelling followed five structured stages: warming-up, viewing, comprehension check, retelling, and individual presentation.
Copyright (c) 2025 Wihdatun Nisa, Zulfa Sakhiyya https://creativecommons.org/licenses/by-sa/4.0
Reading Habits and Their Influence on Student English Writing Skill in Indonesia: A Systematic Review
This systematic review investigates the influence of reading habits on the writing skills of Indonesian EFL (English as a Foreign Language) students, based on 24 selected articles from a pool of 30 Scopes-indexed studies from 2014-2024. The findings reveal a clear connection between regular reading habits and enhanced writing proficiency, particularly in grammar, creative thinking, and content organization. However, challenges such as limited exposure to English, inadequate meta-cognitive strategies, and a lack of reading culture hinder progress. Technological integration can mitigate these barriers and foster reading and writing development if effectively implemented. The study highlights strategies to promote reading habits, including using multimedia tools, encouraging independent learning, developing meta-cognitive strategies, and fostering international collaboration in academic research. By addressing these areas, educational practices in Indonesia can more effectively support EFL learners in improving their English writing skills through enhanced reading engagement.
Copyright (c) 2025 Fadli Zam Zami, Haniful Umam, Mutmainnah Mustofa https://creativecommons.org/licenses/by-sa/4.0
A Semiotic Analysis of the Political Posters in the 2024 Indonesian’s Presidential Campaign
This research discusses semiotic analysis of political posters in the 2024 Indonesian Presidential Campaign. This research aims to identify and analyze icons, index, and symbols and find the meaning of their interpretation contained in the poster. This research uses a qualitative descriptive method using the semiotics theory proposed by Charles Sanders Pierce. In this research, the author first selected five posters from each candidate via the internet. Then, the author describes and analyzes the meaning of each sign on the political poster using Pierce's triangle. In this research, the author found the use of 18 icons in 15 data, 41 indexes and 48 symbols. The poster's use of color, layout, and text provide clues about the emotion it is trying to convey to voters, whether it is optimism, confidence, or a call for change. The results of these findings show that symbol signs are the type of sign that the authors found most often in this research.
Copyright (c) 2025 Nurmayanti Margaret Panggabean, Arsen Nahum Pasaribu, Jubilezer Sihite https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Students’ Difficulties in Translating Argumentative English Text by the Second Grade Students of Private High School
This study aims at analyzing the problems faced by students in translating argumentative texts from English to Indonesia, and the factors that contribute to those problems. A descriptive quantitative method was used in analysis data. A total population of 120 students in four classes and 29 a total sample who made up the student of Private High School comprised the population of this study. The results indicate that where only 12 or 4.13% of students got a score close to the maximum score, the students’ difficulties were found from questionnaire in the linguistic factor were 16 students (55%) and the non-linguistic factor 20 students (69%) and the students’ difficulties were found from interviewed in the linguistic factor were 18 students (62%) and the non-linguistic factor 20 students (69%). It was concluded that it was found that class XI students at SMAS PGRI 20 Siborong-borong experienced difficulties in translating argumentative texts which were more influenced by non-linguistic factors. Students’ difficulties in translating because they had never taken an English course was the most prominent factor that causes students to experience difficulties in translating texts with the highest percentage being 69%. Although the nonlinguistic factors were the most prominent factors that appeared the second-grade students of Private High School in translating argumentative text the linguistic factors also contributed in minor way to the difficulties in the translation that the students encountered especially dealing with difficulties in translating the long text, with the percentage was 62%.
Copyright (c) 2025 Regina Gresia F Nababan, Erika Sinambela, Donna Ria Pasaribu https://creativecommons.org/licenses/by-sa/4.0
Figurative Language Analysis of “CITACINTA CARAKA” Novel by Erisca Febriani
This research aims to describe two main problems, namely: (1) What types of figurative language are found in the novel Cita Cinta Caraka? And (2) What meanings are in the Cita Cinta Caraka Novel? The data in this research is in the form of speech in the novel Cita Cinta Caraka by Erisca Febriani, which contains a figurative language style. This type of research is descriptive qualitative. This novel is analyzed using Keraf's theory. This novel contains 107 data. After examining the figurative language data in the novel Cita Cinta Caraka, it is known that there are 28 personifications, 10 hyperboles, 14 similes, 15 metaphors, 21 ironies, 6 litotes, 9 metonymies, 1 eponym, 2 antonyms, and 1 euphemism. Based on the analysis findings, personification-figurative language is the most dominant in the novel. The author uses personification to explain the meaning or message of each character and the author's intentions, as well as expressing the characters' emotions, making the story more exciting and entertaining, and being able to make readers more quickly understand the meaning of the words of each character in the novel. It can be concluded that figurative language has an important role in this novel. Therefore, the author uses many figurative sentences in this novel. The use of figurative language makes the novel more interesting to read and helps readers imagine the story and the characters based on the illustrations that the author has given in the story.
Copyright (c) 2025 Suzzette Triana Berutu, Tiara K. Pasaribu, Rotua Elfrida Pangaribuan https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Transitivity of the Main Character “Barbie” in the Barbie Movie
This study aims to find out the types of processes that occur and the realization of the transitivity system in Barbie films. With the transitivity system, writer can find out the characters and messages conveyed in the film through the main character in describing her thoughts and feelings. This thesis uses the theory of Systemic Functional Grammar by M. A. K Halliday by using descriptive qualitative method. The data in this study is the Barbie movie script which focuses only on the utterances of the main character, Barbie. The results of the analysis showed that in this movie there were all types of transitivity (6 types) processes. The types of transitivity consist of relational process (140 data) with percentage 44%, material process (79 data) with percentage 25%, mental process (63 data) with percentage 20%, behavioral process (22 data) with percentage 7%, verbal process (11 data) with percentage 3%, and existential process (2 data) with percentage 1%. Relational process is the most common process that appears in this study. Carrier and attribute are the most common participants that appeared in clauses. For circumstance, location is the most common circumstance in clauses, both temporal and spatial location. The relational process indicates that through the role of Barbie, it can be seen this movie provides a detailed explanation of the relationship between one and the other like Barbie's relationship with Ken and also with her creator, Ruth Handler. The movie’s script has a good structure because the type of participant and the process have a balance of occurrence in the clause.
Copyright (c) 2025 Selfiyani Ketaren, Tiara Kristina Pasaribu, Jubil Ezer Sihite https://creativecommons.org/licenses/by-sa/4.0
Sadd al-Zari'ah and Extra-Judicial Divorce: A Critical Discourse Analysis of MUI Fatwa and KHI Legal Frameworks
The objective of this research is to examine the "comparison of the law on divorce outside the court from the perspective of Sadd al-zari'ah in the MUI fatwa and KHI." This study employs library research using a descriptive analysis method, which involves collecting, organizing, classifying, and interpreting data. The findings of this study reveal that the law on divorce outside the court, according to the MUI fatwa of 2012, states that such a divorce is valid if it meets certain conditions, including the presence of a shar'i reason, the wife's iddah period starting from the pronouncement of divorce, and a subsequent report to the court. In contrast, according to the KHI, as stipulated in Articles 115 and 117, divorce is only valid if conducted in the presence of a religious court hearing, making divorces outside the court invalid. The analysis of Sadd al-zari'ah suggests that the KHI's perspective is more relevant in preventing harm, such as ambiguity in marital status, administrative difficulties in marriage registration, and neglect of the rights of wives and children. Therefore, the MUI fatwa of 2012 requires reformulation to better align with contemporary contexts and minimize the negative impacts of divorces occurring outside the court.
Copyright (c) 2025 Ahmad Agum Manoppo, Firman Muhammad Arif, Muhammad Tahmid Nur https://creativecommons.org/licenses/by-sa/4.0
Types of Figurative Language found in Rosé’s Selected Songs
This study examines figurative language contained in Rose´’s selected songs. Figurative language uses words or expressions with a meaning that is different from the literal interpretation. It aims to analyze the types of figurative language and the meaning of figurative language. The data source in this study was taken from two selected songs from Rose´. A qualitative method was used in this study. To solve the problem, this study employs Abrams and Harpham’s (2005) theory types of figurative language including simile, metaphor, metonymy, hyperbole, irony, paradox, and allusion and Leech’s (1981) theory meaning of figurative language. In this study, six types of figurative language were found namely metaphor, irony, metonymy, hyperbole, allusion, and paradox. The results and discussion in this study reveal 18 types of figurative language consisting 50% of metaphor, 22,22% of irony, 11,11% of metonymy, and 5,5% each of hyperbole, allusion, and paradox. This study may enhance the comprehension of figurative language in modern music and provide valuable input for learners of English in interpreting song lyrics more effectively.
Copyright (c) 2025 I Putu Prema Bagastia, I Made Yogi Marantika https://creativecommons.org/licenses/by-sa/4.0
Code Switching Linguistic Strategy in Agung Hapsah's YouTube Advertising Content
Digital marketing has been influenced by advances in information and technology. With this development, communication approaches are also evolving in digital media. Code switching is one of the linguistic phenomena that can be used as a communication strategy. Agung Hapsah is one of the YouTubers who uses Code Switch to advertise products expressively and interestingly. The purpose of this study is to identify and explore the types and functions of code switching applied and its linguistic functions in digital advertising. Engaging language can build brand image, increase sales and build rapport with audiences. This study uses a qualitative method to describe and identify the results of the analysis regarding the types and functions of code switching and its functions in digital advertising. The data source used is the transcription of 4 videos of Agung Hapsah, with an upload time of 2 years. The results of this study found 84 data of Agung Hapsah's speech that contain Code Switching with 79.76% type of intra sentential switching, 78.58% facility of Expression according to Marasigan (1983) and 80.95% solicitation or persuading as its linguistic function in digital advertising.
Copyright (c) 2025 Ruben Situmorang, Alfin Rosyidha https://creativecommons.org/licenses/by-sa/4.0
Navigating EFL Teachers' Challenges with Digital Technologies in Project-Based Learning in the English Classroom
This study aims to explore the challenges experienced by EFL teachers in utilizing digital technologies in implementing Project–Based Learning in English classrooms. This study employed a qualitative descriptive research design to explore the challenges faced by EFL teachers in utilizing digital technologies within the implementation of Project-Based Learning (PjBL) in English classrooms. The participants consisted of two EFL teachers from North Sumatera, Indonesia, who have implemented PjBL and integrated digital technologies in their English language teaching. A purposive sampling technique was employed to select teachers who currently teaching English at junior high school level. The findings show that teachers encounter four main types of challenges: technical issues such as poor internet and limited devices; pedagogical difficulties including limited training and confidence in designing digital PjBL; institutional barriers like unclear policies, lack of technical support, and limited budgets; and student-related problems such as uneven digital skills and low motivation.
Copyright (c) 2025 Diah Khoirunnisa Harahap, Sholihatul Hamidah Daulay, Utami Dewi https://creativecommons.org/licenses/by-sa/4.0
Slang as a Communication Strategy Employed by Jay and Jake of ENHYPEN in the Daebak Show Podcast
This study examines the use of English slang by Jay and Jake from Enhypen during their guest appearance on Eric Nam’s Daebak Show Podcast. Employing a descriptive qualitative approach, it investigates the morphological forms, semantic shifts, and pragmatic-social functions of slang terms used in the podcast. The primary data comes from the episode titled “ENHYPEN’s JAY & JAKE had ‘FATE’ to join Eric Nam | DAEBAK SHOW S3 EP12,” released on August 8th, with a duration of 52 minutes. The analysis focuses on spontaneous, informal English expressions from the idols, revealing how slang terms such as "gotta," "kinda," and "vibe" signal group membership and a sense of belonging among youth and fans. This research demonstrates that slang functions not only as a tool for informal communication but also as a form of emotional expression and a means of establishing social identity and relatability within a global audience. The study emphasizes how slang reflects contemporary youth culture and the impact of media platforms in shaping language use. A total of 12 distinct slang terms were identified, several of which served multiple linguistic functions across three analytical categories, resulting in 14 instances of categorized usage. While the sample is limited to two speakers in a single episode, the focused analysis offers valuable insights into language use among K-Pop idols. This research contributes not only to understanding the role of informal linguistic practices in cross-cultural communication but also offers practical insights for English language teaching (ELT), such as integrating contextualized slang into classroom instruction, as well as for media discourse analysis and studies of global youth identity in digital environments.
Copyright (c) 2025 Nurul Lailatul Qodriyati, Moh Iqbal Firdaus, Diah Retno Anggraini https://creativecommons.org/licenses/by-sa/4.0
A Deixis Analysis In The Song Lyrics Of Night Changes By One Direction
This study investigates the types and pragmatic functions of deixis in One Direction’s song “Night Changes.”Using a qualitative analysis content method, the research applies Levinson’s (1983) typology of person, time, place, discourse, and social deixis. The data were collected from the official lyrics and analyzed using Miles and Huberman’s (1994) model of data reduction, display, and conclusion drawing. A total of 39 deictic expressions were identified, consisting of person deixis (22 instances), time deixis (8), place deixis (4), discourse deixis (3), and social deixis (2). The findings show that person deixis is the most frequent, highlighting the narrative perspective and interpersonal involvement between the singer and the listener, while social deixis is the least frequent, reflecting the informal tone of the lyrics. This study demonstrates how deixis constructs narrative flow and emotional engagement in pop lyrics, with practical use in EFL classrooms and translation studies.
Copyright (c) 2025 Nurul Fauziyah Ziah, Desy Rusmawaty, Susilo Susilo, Dyah Sunggingwati, Ventje Kalukar https://creativecommons.org/licenses/by-sa/4.0
An Analysis Code Switching Found in “Bestie” Series Season
This study aims to explore the use of code-switching in Bestie Series Season 1, with a focus on how bilingual speakers alternate between Indonesian and English in informal conversations. The data were sourced from eight episodes of the series, which features spontaneous, bilingual dialogues. Using a descriptive qualitative approach, the conversations were transcribed and analyzed to identify types of code-switching. The analysis was guided by Poplack, (2001) classification, which includes intra-sentential, inter-sentential, and tag-switching. The findings reveal that intra-sentential code-switching is the most frequently used (58.75%), followed by inter-sentential (30%) and tag-switching (11.25%). These results suggest that code-switching in the series is used strategically not only to express emotions and reinforce identity, but also to increase clarity and engagement. In the context of informal digital media, code-switching serves as a flexible and expressive communication tool that reflects the dynamic nature of bilingual interaction.
Copyright (c) 2025 Gede Rendy Adnyana Putra, I Komang Sulatra https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Student Performance in Understanding and Responding to Short Functional Texts
This study investigates the ability of eighth-grade students at MTsN 3 Aceh Barat Daya to respond accurately to short functional texts containing common social expressions in English and to identify which categories are most and least effectively mastered. Five communicative functions were examined: expressing gratitude, apologizing, giving compliments, offering help, and greeting. Using a quantitative descriptive design, data were collected from 42 students through a 20-item dialogue-based multiple-choice test. Descriptive statistical analysis was employed to determine the mean, accuracy percentage, standard deviation, and score distribution per category. The results revealed that students achieved an average accuracy of 82.5% (median = 18.5/20), indicating generally good ability, though performance varied considerably. The highest proficiency was observed in giving and responding to compliments (95% accuracy), while acknowledging mistakes showed the lowest performance (79% accuracy), possibly due to cultural norms and limited exposure to authentic usage. Variation in scores was also linked to vocabulary range, interaction experience, and confidence. These findings suggest that English instruction should incorporate culturally sensitive categories, especially those less familiar to students, through authentic conversation, role-play, and interactive technology, with differentiated support for lower-performing learners.
Copyright (c) 2025 Lukman B, Sukri Adani https://creativecommons.org/licenses/by-sa/4.0
Indonesia-English Code Mixing Found in Glad2glow’s Instagram Posts
Abstract This research explores the presence of code mixing in Instagram captions posted by the Indonesian skincare brand Glad2Glow. The main objective is to identify the different types of code mixing used and understand the reasons behind their application in the brand’s marketing content. Utilizing Hoffman’s (1991) theory as the foundation for analysis, the study adopts a descriptive qualitative approach. The data were gathered through an observation method, specifically by taking notes on captions uploaded to Glad2Glow’s official Instagram account between January 4th and May 31st, 2025. The findings indicate that all three types of code mixing intra-sentential, intra-lexical, and phonological are present in the data. Among these, intra-sentential code mixing appears most frequently, while phonological mixing is the least common. The most common reason for using code mixing is to talk about particular topics, especially skincare related terms that are more familiar and appealing when expressed in English. Additionally, code mixing is used to express group identity and emphasize promotional messages in a more persuasive and relatable manner. These results suggest that code mixing functions as a strategic linguistic tool in digital branding to connect with bilingual audiences and enhance brand engagement.
Copyright (c) 2025 Pande Dwi Vala Mantika, I komang sulatra https://creativecommons.org/licenses/by-sa/4.0
Implementation of Task-Based Language Teaching Methods to Improve Students' Speaking Skills
This study evaluates the effectiveness of the Task Based Language Teaching (TBLT) Method in improving the speaking ability of second grade students of SMA Negeri 6 Palopo. Task Based Language Teaching is an English language learning approach that uses tasks as the core unit of planning and teaching. In TBLT, students are required to understand the learning material that has been delivered by the teacher, then complete tasks that aim to encourage the use of the target language. This study uses a quasi-quantitative experimental method with data collection techniques in the form of pre-tests and post-tests. The research sample was selected randomly from the student population. The results showed that there was a statistically significant difference between the experimental class using the TBLT Method and the control class using the conventional method based on the results of the independent T-test. Significant improvements were seen in the "Very Good" and "Moderate" categories in the experimental group compared to the control group. Student motivation factors also influenced the results of this improvement.
Copyright (c) 2025 Rahmiati, Husnani Aliah, Puspa Sari https://creativecommons.org/licenses/by-sa/4.0
Comparison of the Use of Discourse Markers in English Political Speeches between Native and Non-native Speakers
This study aims to analyze the use of Discourse Markers (DMs) in politicians' speeches on the USINDO YouTube Channel. DMs are used to organize, manage, and connect communication. Then politics becomes a public concern and USINDO becomes one of the signs of bilateral relations between Indonesia and America. The analysis was conducted from the speeches of four politicians, two from Indonesia as non-native speakers and two from America as native speakers, and used Fraser's 2009 theory. It was found that 670 markers were used by Native and Non-native. Namely Contrastive Discourse Markers (CDMs), Elaborative Discourse Markers (EDMs), and Inferential Discourse Markers (IDMs). The frequent markers found are EDMs such as 'and', CDMs such as 'but', and IDMs such as 'so'. Furthermore, both native and non-native speakers of English use DMs in political speeches for similar purposes, such as organizing discourse, managing transitions, clarifying points, and ensuring politeness. Then the different DMs are used more often, organically, and successfully in political speeches by native English speakers, who also have a more varied understanding of its use and do not use overlapping double markers.
Copyright (c) 2025 Wanda Dewi Dewayanti, Widhiyanto Widhiyanto, Zulfa Sakhiyya https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Slang Words Used in Rich Brian’s Song “Getcho Mans”
This research purpose is to acknowledge types of slang words used in a song. The descriptive qualitative method is utilized in this research to gather and analyse the data from the song lyrics. The data source is a song by Rich Brian entitled “Getcho Mans”. Theory of Allan & Burridge about the type of slang words is utilized to analyse the data. This study successfully classified the slang words used in “Getcho Mans” by Rich Brian. This study found that song by Rich Brian entitled “Getcho Mans” contained slang words in the types of Fresh & Creative, Flippant, Imitative, and Clipping. The writer could not find acronym type of slang words in this song. The total of 47 pieces of data collected from the analysis. The findings could help English students to understand the type and the example of words that usually appear in Hip-Hop songs. Furthermore, it could help the readers to understand the meaning of slang words that usually utilized by Rappers.
Copyright (c) 2025 Krisna Patanjali, I Komang Sulatra https://creativecommons.org/licenses/by-sa/4.0
Affective Domain and Foreign Language Learning: A Bibliometric Analysis
The affective domain, which includes emotions, motivation, attitudes, and values, plays a crucial role in shaping learning outcomes in foreign language education. Yet, much of the existing research investigates these factors in isolation, providing only a limited understanding of how they interact and influence second language acquisition as a whole. This study aims to map the evolution of research on the affective domain in foreign language learning from 2019 to 2023 through a comprehensive bibliometric analysis. Data were retrieved using the Publish or Perish software with Google Scholar as the database, yielding 231 publications. After applying defined inclusion and exclusion criteria, 149 documents were retained for analysis, consisting of 121 journal articles and 28 books. Bibliographic information was managed with Mendeley Reference Manager and analyzed using VOSviewer version 1.6.19 to generate visualizations of co-authorship, citation networks, and keyword co-occurrence. The results show that enjoyment, motivation, and anxiety remain central themes, with enjoyment increasingly highlighted as a facilitating factor for learner achievement. Citation analysis identified highly influential works on grit, classroom emotions, and emotional intelligence, reflecting the field’s growing alignment with positive psychology and social and emotional learning frameworks. Co-word analysis revealed five major thematic clusters: learner enjoyment and achievement, domain comparisons across Bloom’s taxonomy, emotional learning practices, integration of affective constructs into SLA frameworks, and systematic reviews of the field. Temporal analysis indicated a shift from general theoretical discussions prior to 2020 toward more empirical, context-specific, and measurement-based studies after 2021. This study contributes to the literature by clarifying thematic directions, identifying research gaps, and positioning the affective domain as a central element of second language acquisition.
Copyright (c) 2025 St. Asmayanti. Am, St Asriati https://creativecommons.org/licenses/by-sa/4.0
Critical Discourse Analysis of the Existence of Gauk Lao Tengngae Cultural Values in Resolving Family Conflicts and Strengthening Religious Moderation in Palopo City
Gauk Lao Tengngae is a local cultural tradition of the Luwu community that plays a strategic role in resolving family conflicts and is an important instrument in strengthening religious moderation in Palopo City. In the context of a multicultural society, the values contained in this tradition require in-depth analysis to understand their relevance to contemporary social dynamics. This study aims to critically analyze the discourse that has developed around the existence of Gauk Lao Tengngae cultural values in resolving family conflicts, as well as to explore its contribution to strengthening religious moderation in Palopo City through a critical discourse analysis approach. The study uses a qualitative approach with the Norman Fairclough model of critical discourse analysis (CDA). Data were obtained through in-depth interviews with traditional figures, religious leaders, and families who have experienced conflict and practice the Gauk Lao Tengngae tradition. The analysis was conducted in three dimensions: text, discursive practices, and socio-cultural practices. The analysis shows that Gauk Lao Tengngae cultural values contain principles of moderation that are in line with the teachings of religious tolerance, including: (1) the principle of deliberation and consensus in resolving conflicts; (2) respect for inclusive ancestral wisdom; (3) a mediation mechanism that prioritizes social harmony; and (4) the integration of universal human values across religions. The dominant discourse that has developed indicates that this tradition functions as a "cultural bridge" that strengthens social cohesion in a multi-religious society. Gauk Lao Tengngae has been proven to have a strong existence as social capital in strengthening religious moderation in Palopo City. The values contained therein can be a model for conflict resolution based on local wisdom, while strengthening tolerance and harmony between religious communities. This study recommends the need for revitalization and institutionalization of the Gauk Lao Tengngae tradition as part of a strategy for developing a moderate and tolerant national character.
Copyright (c) 2025 Rafikatul Aulia Sultan, Abdain, Firman Muhammad Arif https://creativecommons.org/licenses/by-sa/4.0
Kahoot as a Digital Game-Based Instruction for EFL Young Learners: Students' Perceptions
This study explores young learners’ perceptions of Kahoot as a digital game-based instruction tool in English as a Foreign Language (EFL) classrooms. The research was conducted with 18 fourth-grade students (ages 9–10) at a private elementary school in Medan, North Sumatra, Indonesia. Most participants were at beginner to lower-intermediate English proficiency levels with varied digital literacy. Data were collected over a period of three weeks using observation and interviews and analyzed thematically. Findings revealed that Kahoot positively influenced students’ learning experiences in several ways. First, it significantly increased motivation and engagement, with 14 students reporting greater enthusiasm compared to textbook-based lessons. Second, all students highlighted the fun and interactive nature of Kahoot, supported by visual and auditory features that encouraged participation. Third, 12 students emphasized its effectiveness in vocabulary and grammar acquisition, while half (9 students) reported increased self-confidence in language use. However, challenges were also identified, including technical issues, limited variety of activities, and stress caused by competition for a few learners. Overall, the study concludes that Kahoot can serve as an effective supplement to EFL instruction for young learners, fostering motivation, confidence, and language acquisition. Practical recommendations are provided for teachers, policymakers, and developers, along with suggestions for future research.
Copyright (c) 2025 Melisa Khoyyiroh Harahap, Utami Dewi, Ernita Daulay https://creativecommons.org/licenses/by-sa/4.0
From Workshop Participation to Professional Identity: A Single-Case Narrative of an English Teacher
Workshops have become an important part of teacher professional development (TPD) in various aspects, particularly in how they impact the development of teachers' professional identity. Despite the numerous studies on Teacher Professional Development (TPD), workshops are under-acknowledged. Therefore, this study aims to explore how the EFL teacher’s experiences through workshop participation influence their professional identity development. Employing a narrative inquiry design, this study explored the single case story data from narrative frames and semi-structured interviews with the emerging theory of Teacher Professional Identity (TPI). Drawing upon the TPI framework (Lu et al., 2024), The findings indicate that workshops enhanced the teacher’s instructional beliefs by broadening pedagogical perspectives, strengthened self-efficacy through increased confidence in instructional delivery, deepened commitment by reinforcing professional motivation, and fostered agency in decision-making and adaptability. These findings not only strengthened the theoretical perspectives from workshop and Teacher Professional Identity (TPI) literature but also extended our understanding of how targeted professional development interventions can support EFL teachers in diverse educational contexts. By demonstrating how workshops contribute to the sustainability of teachers’ professional identity, this study highlights the importance of continuous professional development programs. The findings suggest that well-structured workshops can empower teachers to navigate evolving educational challenges, ultimately improving teaching practices and student learning outcomes. Keywords: EFL Teacher, Narrative Inquiry, Teacher Professional Development, Teacher Professional Identity, Workshop
Copyright (c) 2025 Saka Jaya Arantino, Sumardi, Sri Haryati https://creativecommons.org/licenses/by-sa/4.0
A Syndetic Coordinator of Compound Sentences Analysis in the Introduction of “Quiet”
Coordination is a key syntactic device that links clauses to build coherent and rhetorically effective discourse. This study focuses on identifying the types of syndetic coordinators in compound sentences and examining their semantic relations in the introduction of Susan Cain’s Quiet: The Power of Introverts in a World That Can’t Stop Talking. The study aims to provide insight into how coordination strategies in nonfiction introductions contribute to both sentence structure and meaning. The analysis applied Quirk and Greenbaum’s (1974) framework to classify semantic implications and the application of constituent structure representation to illustrate syntactic patterns. The data were collected through an observation method and analysed using a descriptive qualitative approach. Based on the results, a total of 5 instances of “but,” 1 instance of “or,” and 6 instances of “and” were found. The conjunction “but” served an adversative function, expressing either contrast or denial of expectation; “or” introduced mutually exclusive alternatives in a rhetorical question; and “and” performed additive functions, indicating either temporal sequence or pure addition, with some cases of subject ellipsis. The frequent use of “and” indicates the author’s preference for smooth additive and sequential linking to develop narrative flow in the introduction. These findings reveal that the syntactic form of each coordinator reinforces its semantic role, demonstrating the close relationship between structure and meaning in nonfiction prose.
Copyright (c) 2025 I Made Kevin Raditya, Ni Putu Cahyani Putri Utami https://creativecommons.org/licenses/by-sa/4.0
Flouting Maxim of Relevance: A Pragmatic Analysis of Main Characters’ Dialogues in “Inside Out 2” Movie
Pragmatics is essential for understanding implied meaning beyond literal language in cinematic dialogues, providing valuable insights into character interaction and story development. This study explores the deliberate flouting of the maxim of relevance, based on Grice’s (1975) Cooperative Principle, in the animated film Inside Out 2. Using a qualitative descriptive method, data were collected through careful observation and verbatim transcription of 58 dialogue exchanges. Among these, 21 instances of maxim of relevance flouting were identified, with eight selected for detailed examination. The analysis reveals that these pragmatic strategies serve to express hidden meanings, regulate emotions, and navigate complex interpersonal relationships between characters. These communicative choices uncover psychological depth and enhance both character development and plot progression. Uniquely, this research contributes to pragmatic theory by examining conversational relevance manipulation within animation, expanding film studies scholarship. The findings also offer practical implications for language education and media analysis by demonstrating how pragmatic competence enriches understanding of dialogue in multimedia contexts.
Copyright (c) 2025 Ni Kadek Saina Dayabhi, Komang Dian Puspita Candra https://creativecommons.org/licenses/by-sa/4.0
How Do Students Perceive Grammar Learning Through Quizizz Insight From Eleventh Graders
This study explored students’ perceptions and experiences using Quizizz as a gamified learning platform to improve grammar accuracy in expository writing. Using a qualitative case study design, the research involved six purposively selected eleventh-grade students from a class of 75, representing various proficiency levels. Data were collected through structured interviews and classroom observations over four weeks to examine how students interacted with Quizizz during grammar lessons. The findings indicate that Quizizz significantly enhances student motivation and engagement by offering an interactive and enjoyable learning experience. Immediate feedback was especially helpful in improving students’ understanding of conjunctions and the simple present tense. However, challenges such as unstable internet access and limited grammatical explanations were also reported. Despite these limitations, Quizizz proved to be a valuable supplementary tool when combined with teacher guidance. It supports student-centered learning and increases participation in digital classrooms. Grounded in constructivist and gamification learning theories, the study highlights the importance of interactive and autonomous learning environments. The findings suggest that while Quizizz alone may not suffice for deep grammar instruction, its integration with conventional teaching methods can enrich grammar learning. Practical insights are also offered for educators aiming to implement gamified learning tools effectively, particularly for scaffolding complex grammar topics in diverse classrooms.
Copyright (c) 2025 Anita Lucy Nurhalyza, Eliasanti Agustina https://creativecommons.org/licenses/by-sa/4.0
Investigating Academic Writing: Exploring English Department Students’ Perceptions of Challenges
Academic writing is a crucial component of university education, yet it remains one of the most challenging skills for EFL students. This study investigates the perceptions of English Department students at IAIN Kerinci regarding the challenges they face in academic writing. Using a mixed-method approach, the research involved four undergraduate students who had completed academic writing courses in previous semesters. Data were collected through writing performance tests and semi-structured interviews. The quantitative findings indicate that students performed well in content (average score: 7.5) but struggled significantly with writing coherence (4.5). Vocabulary and grammar showed standard capability (6.875 and 6.25). The qualitative results revealed deeper challenges, including difficulties in constructing coherent paragraphs, selecting appropriate vocabulary, applying complex grammar structures, and managing writing anxiety. Contributing factors included lack of motivation, limited reading habits, and insufficient exposure to academic texts. Furthermore, students emphasized the importance of feedback from lecturers and self-reflection as key strategies for development. The findings suggest that while students may be confident in generating ideas, they require more support in expressing those ideas effectively through structured, cohesive academic writing. This study contributes to the field by highlighting the need for integrating linguistic, motivational, and strategic instruction in EFL academic writing contexts.
Copyright (c) 2025 Habi Sabda Ihsan, Musdizal https://creativecommons.org/licenses/by-sa/4.0
Translation Ideology in the Indonesian-English Translation of Culture-Bound Words in Okky Madasari’s Novel Entrok
This study aims to analyze the translation of culture-bound words in Okky Madasari’s novel Entrok and its English translation, The Years of the Voiceless. This research employs a descriptive qualitative method to identify the translation techniques used and to determine the dominant translation ideology applied in the translation process. The findings reveal that nine translation techniques were used in translating culture-bound words, with adaptation being the most frequently employed technique. The analysis also indicates that domestication is the predominant translation ideology, as most culture-bound words were translated in a way that makes them more accessible to the target language readers. However, some instances of foreignization were also found, particularly when preserving the original cultural meaning was necessary. This study contributes to the field of translation studies by providing insights into how culture-bound words are translated in literary works. Additionally, it has implications for translation education, as understanding these techniques and ideologies can benefit students and translators in dealing with cultural elements in translation.
Copyright (c) 2025 Afnani Salwa Nisrina, Issy Yuliasri, Widhiyanto https://creativecommons.org/licenses/by-sa/4.0
Enhancing Critical Media Ethics in EFL Classrooms through Fake News Deconstruction, Narrative Reframing, and Editorial Simulation
This study explored how integrating fake news deconstruction, narrative reframing, and editorial simulation enhanced critical media ethics in EFL classrooms. Moving beyond conventional language instruction, it positioned English learning as a site of ideological negotiation and epistemic responsibility. Thirty education students as teacher candidates in North Sumatra engaged in an eight-week task-based curriculum analyzing ethically problematic texts drawn from real-world media. Guided by systemic functional linguistics, critical discourse analysis, and appraisal theory, students rewrote distorted headlines, clarified vague attributions, and reconstructed visual-caption misalignments. Findings revealed that students developed rhetorical precision, ethical awareness, and stylistic maturity, transforming from passive consumers into critical and active media agents. By combining language learning with civic literacy, this study proposed a replicable model for ethical pedagogy in digital times, foregrounding truth-validation, genre critique, and linguistic agency as core components of 21st-century EFL education.
Copyright (c) 2025 Margaret Stevani, Alexander Adrian Saragi, Oktaviana Maria Fatima Queiros Bobe, Happy Kusuma Wardani https://creativecommons.org/licenses/by-sa/4.0
Trend of Critical Discourses Analysis Researches in Linguistics Journals of Sinta 1 to 4: from CDA model to Research Design
The 21st century linguistic study aims to achieve various goals, and one of them is the empowerment of Critical Discourse Analysis as constructivist approach on linguistic study. This study utilized content analysis as a research method, specifically employing a document scanning approach. The articles selected for analysis were retrieved from the websites of Sinta1 to 4 in Indonesia between 2016 and 2022. To compile a list of journals indexed in the Sinta, the researchers accessed the Sinta and conducted a keyword search using "Linguistic" (Linguistic). Following these procedures, a total of 15 Indonesian linguistic journals were identified and analyzed a total of 30 articles . The objectiveof this research was to evaluate the range of Number of Publication, principles of CDA, CDAmodel, Type of Research, Type of Qualitative Data, Research Object, data collection and analysis techniques, as well as the research subjects covered in the articles published in. The findings of this study indicate an improvement in the number of publications on critical discourse analysis over the past three years. Qualitative research designs were dominant, particularly descriptive qualitative data. The most frequently targeted object of analysis was news scripts. Observations and content analysis were the commonly used instruments and dataanalysis methods. The Norman Fairclough Model and Culture were the discourse analysis model and principles of CDA employed in the research. Based on the research findings, severalrecommendations have been proposed for future studies that prioritize critical discourse analysis. These recommendations include enhancing the differentiation of research types, exploring alternative CDA models, focusing on analytical power in the study, and adopting more precise data analysis techniques.
Copyright (c) 2025 Mutakhirani Mustafa, Nirwana, Nelly Husni Laely, Emi Anggreani Masjur, Eka Pitra https://creativecommons.org/licenses/by-sa/4.0
Dialectic of Urban and Rural in Modern Japanese Society Portrayed on Kimi no Na Wa (Your Name) by Makoto Shinkai
This study applies the theory of cultural materialism to explore the dialectical relationship between urban and rural life in modern Japanese society, as portrayed in Makoto Shinkai’s animated film Kimi no Na Wa (Your Name). Grounded in Marvin Harris’ theoretical framework, which emphasizes the interrelation of infrastructure, structure, and superstructure in shaping cultural expression, the research investigates how the narrative constructs, critiques, and reimagines rural-urban dynamics. Employing a descriptive qualitative approach, the study conducts content and thematic analysis of selected quotations, character dialogues, and symbolic scenes. The findings reveal that Kimi no Na Wa represents the fictional village of Itomori as a rural space rooted in spiritual continuity, familial hierarchy, and environmental constraints, while Tokyo is depicted as a technologically advanced, secular, and emotionally distant urban center. The film’s metaphysical and symbolic narrative structure critiques socio-economic disparities and the erosion of traditional values, ultimately suggesting a synthesis between rural and urban identities. The study concludes that Kimi no Na Wa serves both as a cultural mirror and critique, reflecting the shifting socio-cultural landscape of Japan through the lens of cultural materialism. The research offers a novel contribution by demonstrating how Japanese animated media can be interpreted as a site of cultural negotiation and resistance within material and ideological frameworks.
Copyright (c) 2025 Varel Dava Chrisna Widya Putra Pratama, Rahayu Puji Haryanti https://creativecommons.org/licenses/by-sa/4.0
Ableist and Non-Ableist Meaning Making of Internet Memes from the Lens of Systemic Functional Linguistics (SFL)
This study examines the meaning-making role of speech functions, through the lens of Systemic Functional Linguistics (SFL), in constructing ableist and non-ableist representations in disability-related internet memes. While memes can act as a powerful social and cultural communication medium, most research focuses on memes in general, with little attention to the representation of specific issues, particularly concerning disability. Using a mixed qualitative and quantitative approach, this study analyzed 173 clauses from 90 memes. This study aims to answer how meaning-making is realized in memes about disability and the extent to which the memes attend to the social model of disability and ableism. Findings reveal a predominance of speech roles giving information, 77%, primarily through declarative statements. However, a closer looks within these statements shows 49% clauses containing ableist content, while 51% clauses are non-ableist or neutral. Moreover, speech roles demanding good and service appear less frequently about 13% which indicates a gap between critique and real advocacy. This divided representation, coupled with the scarcity of action-oriented discourse, suggests that while memes can raise awareness and challenge some ableist narratives, a significant portion of meme still reinforces harmful stereotypes. Consequently, the current meme medium is insufficient to fully realize inclusive education or an inclusive society, as ableist content can make it harder for attitudes to change and reflect persistent societal discrimination.
Copyright (c) 2025 Ihsan Ramadhan, Agung Ginanjar Anjaniputra https://creativecommons.org/licenses/by-sa/4.0
Anthropocentric Symbols in Where the Wild Things Are by Maurice Sendak
The purpose of this study is to analyze the anthropocentric symbols present in the children's storybook "Where the Wild Things Are" by Maurice Sendak. To explain these symbols, the semiotic theory proposed by Roland Barthes is employed in this study, which explains them through three levels: denotative, connotative, and mythical meanings. This study uses a qualitative research method and a descriptive approach that focuses on the images and words contained in the children's storybook entitled Where the Wild Things Are by Maurice Sendak. The results of this study indicate that the anthropocentric symbols contained in the children's story entitled Where the Wild Things Are by Maurice Sendak have appeared since the beginning of the story, namely since the transformation of Max's bedroom into a forest to Max's exploration of the forest that grew in his room until he was crowned "King of all wild things". These symbols have strengthened the ideological myth that humans are superior and destined to dominate nature.
Copyright (c) 2025 Regga Navratilova Ariyanto, Rahayu Puji Haryanti https://creativecommons.org/licenses/by-sa/4.0
EFL Students’ Metacognitive Strategies in Learning Speaking
This research aims to identify the metacognitive strategies students apply in learning to speak. These strategies include planning, monitoring, information management, debugging, and evaluation. The study uses a quantitative approach and distributed questionnaires via Google Forms to 157 respondents. However, only 110 English education students from four different semesters (two, four, six, and eight) at Muhammadiyah University of Kendari were willing to participate. The results show that 41% of students sometimes planning their speaking lessons by reading the instructions carefully before starting the task. Additionally, 39% of students often monitor their comprehension to improve their speaking skills, such as checking whether the presentation objectives are achieved and considering alternative ways to solve speaking problems. For the Information Management strategy, 40% of students often try to translate their talks into their own words for better understanding. Furthermore, 43% of students often follow the Debugging strategy, which involves stopping and repeating when unsure in speaking. In terms of evaluation, 43% of students sometimes evaluate their speaking learning by assessing their performance after speaking comprehension tests and identifying areas for improvement.
Copyright (c) 2025 fitrianingsih, Rahmat Nasrullah, Faridawati https://creativecommons.org/licenses/by-sa/4.0
Politeness Strategies in a Princess Tale: A Pragmatic Analysis of Barbie and the Diamond Castle
This study investigates the politeness strategies employed by characters in the animated film Barbie and the Diamond Castle, aiming to explore how these strategies function to maintain social harmony and manage interpersonal relationships. The research is grounded in Brown and Levinson’s (1987) politeness theory, which categorizes politeness strategies into four types: bald on-record, positive politeness, negative politeness, and off-record. A total of 30 utterances containing politeness strategies were carefully extracted from the film’s dialogues through repeated viewings and transcription. Using a qualitative descriptive approach, the analysis revealed that positive politeness was the most frequently employed strategy, occurring 12 times (40,00%), followed by bald on-record strategies with 10 occurrences (33,33%). Negative politeness and off-record strategies were observed less frequently, with 4 (13.33%) and 4 (13.33%) occurrences, respectively. These findings suggest that the characters predominantly use positive politeness to convey friendliness and foster solidarity, while bald on-record strategies mainly serve direct and urgent communicative functions. Despite their lower frequency, negative politeness and off-record strategies play crucial roles in mitigating face-threatening acts and enriching subtlety in interpersonal interaction. This study addresses a significant gap in pragmatic research concerning politeness in children’s animated media, which remains underexplored compared to adult-oriented content. The results offer valuable implications for educators, linguists, and media producers aiming to enhance socially appropriate communication in children’s programming.
Copyright (c) 2025 Pande Komang Dewi Utari, Putu Gede Budiartha https://creativecommons.org/licenses/by-sa/4.0
Enhancing Writing Skill with Gamified Learning: Developing Sentence and Vocabulary for Fifth Grade Students at Sri Aman Suksa School
This study is aimed at examining the effectiveness of gamified learning for enhancing English writing skills, particularly focusing on sentence construction and vocabulary enrichment, towards the fifth-grade students at Sri Aman Suksa School, Thailand. The research utilized a quantitative methodology incorporating pre-test and post-test frameworks. There were 25 students engaged in the research, undertaking a writing pre-test prior to the treatment and a post-test subsequent to the implementation of gamified learning activities. To address the abnormal distribution in the post-test data, the Wilcoxon Signed Rank Test was utilised to assess the significant difference between pre-test and post-test outcomes. The results indicated that students' preliminary writing proficiency was average, characterized by recurrent grammatical inaccuracies and restricted vocabulary utilization. Following the implementation of gamified learning activities, their post-test performance improved by 19 points on average (from 53.44 to 72.44), a statistically significant enhancement (p = 0.000). The effect size analysis revealed a Cohen’s d value of 1.15, indicating a substantial and significant effect. The findings indicate that gamified learning fostered engaging and motivating learning, allowing students to formulate more precise sentences and effectively broaden their vocabulary. In conclusion, gamified learning is an effective educational approach for enhancing writing skills in primary-level English as a Foreign Language (EFL) setting. It underscores the potential of a gamified learning approach to improve students’ writing skills. Furthermore, it provides significant implications for English language instruction at the primary education level.
Copyright (c) 2025 Keyti Endhita, Henny Mardiah https://creativecommons.org/licenses/by-sa/4.0
Exploring the Emotional Labor Processes in Shaping Primary English Teachers' Professional Identity
Language teachers were bound to perform many kinds of different emotions, known as emotional labor (EL), throughout their teaching experiences. However, despite the growing interest in recent years, the primary teachers’ emotions have been persistently ignored. This study thus aims to explore the emotional experiences of primary school English teachers in Indonesia on how those processes contribute to their professional identity. Employing a case study design, it seeks to deepen the understanding of teacher emotions by aligning data from questionnaires and semi-structured interviews (n=3) with the emerging theory of Emotional Labor Process (Hochschild, 2012). The findings reveal the dual impact of emotional labor (EL) on teachers' professional identity. Deep acting positively influences commitment by helping teachers align their emotional expressions with their professional values. This alignment strengthens their dedication and engagement in teaching. Conversely, if teachers experience significant stress and struggle their commitment may decrease. Surface acting, which involves faking or suppressing emotions, affects teachers' ability to manage stress effectively. Their ability in managing emotional labor impact their instructional beliefs and self-efficacy that undermining their confidence and teaching quality. This study highlights the need for emotional management training in teacher development programs to strengthen their capacity to navigate EL and maintain their professional identity. Furthermore, creating a supportive work environment is essential for sustaining teachers’ well-being and professional growth.
Copyright (c) 2025 Vanya Maulidia Azizah, Ngadiso, Sri Haryati https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Directive Speech Act Found in “Moana 2” Movie
This research aims to analyze directive speech acts found in the animated movie Moana 2 using Searle’s (1979) theory of illocutionary acts. Directive speech acts are utterances that are intended to persuade the listener to take action, either directly or indirectly. The data were gathered through observation, by observing the film and reading the official script. According to the categories of directed speech acts, the utterances were categorized and interpreted using a descriptive qualitative technique. The result of data analyis showed that every character in the movie utilized a total of 45 directed speech acts. They were divided into five categories: warnings, suggestions, requests, commands, and advice. Command represented 40% of the data, making it the most dominant category among them. Requests and suggestions were following. This dominance highlights Moana’s strong leadership role, as she regularly employs commanding words to influence people and steer the plot. Additionally, the results showed how the social context, character relationships, and narrative suspense of the film all influence the directed speech actions. In this study, the role of directive acts in animated film was analyzed in detail, which advances the subject of pragmatics. It should offer helpful references for future studies on media language usage and speech act theory.
Copyright (c) 2025 Gede Eka Suasta Putra, Ida Ayu Putri Gita Ardiantari https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Intra-Sentential Code Mixing in the YouTube Podcast Video by Timothy Ronald Featuring Agatha Chelsea
This study investigates the phenomenon of intra-sentential code mixing in the YouTube podcast video by Timothy Ronald featuring Agatha Chelsea, titled "Misi Membangun 1000 Sekolah ft Agatha Chelsea". Code mixing, especially within a single sentence, is a common phenomenon in casual spoken interactions among bilingual speakers. This study focuses on identifying the various forms and communicative purposes of intra-sentential code mixing used by the speakers. A qualitative descriptive method was employed, and the data were obtained through observation and transcription of the YouTube podcast. The analysis is based on Hoffman’s theory (1991), which highlights several reasons for code mixing, including discussing certain themes, repeating for explanatory purposes, articulating personal identity, interjection, and emphasizing particular ideas. The findings show that there are 10 instances of intra-sentential code mixing, where Indonesian and English are frequently combined to enhance clarity, fluency, and emotional emphasis. It can be concluded that intra-sentential code mixing is not only a linguistic habit but also a strategic tool for effective communication in digital media, especially among bilingual young adults. This research contributes to broader discussions in digital communication studies by illustrating how code mixing reflects identity, audience engagement, and linguistic creativity.
Copyright (c) 2025 Ni Komang Anik Supadmi, Putu Gede Budiartha https://creativecommons.org/licenses/by-sa/4.0
Literacy Activities in the Go Green Program to Increase Environmental Awareness among Elementary School Students
This study aims to analyze the effectiveness of literacy activities in the Go Green program in improving elementary school students’ environmental awareness, which includes cognitive, affective, and conative dimensions. The research subjects were 40 fifth-grade students (class V.B) at SDN 1 Arjawinangun. The program was implemented from February to June 2025 with literacy activities focusing on greening, waste management, reduction of single-use plastics, and energy and water conservation. The study employed a one-group pretest–posttest design using questionnaires before and after the program, accompanied by observations to capture students’ behavior during the activities. The results of the paired sample t-test indicated a significant increase in students’ environmental awareness, with posttest scores on average 9.75 points higher than pretest scores (t = -18.004; p < 0.001). Simple regression analysis revealed that literacy activities in the Go Green program had a positive and significant effect on improving overall environmental awareness. Meanwhile, multiple regression analysis showed that the four literacy activities contributed differently to students’ cognitive, affective, and conative dimensions. These findings demonstrate a strong effect size. However, this study is limited by the use of a one-group design, reliance on self-reported measures, and restricted generalization since it involved only one class from a single school.
Copyright (c) 2025 Mohamad Husein Nurullah, Aliet Noorhayati Sutisno, Fanny Septiany Rahayu https://creativecommons.org/licenses/by-sa/4.0
Exploring Boarding School EFL Teachers' Strategies to Build Up Students' Speaking Competence
This study investigates how EFL (English as a Foreign Language) teachers utilize teaching strategies to enhance students' speaking competence, particularly in Grade 8 classes. The data were collected through 30-minute observations per teacher and 15-minute semi-structured interviews with both teachers from the boarding school, conducted both inside and outside the classroom. This study employed a descriptive case study approach, and the data were analyzed using descriptive qualitative analysis to identify recurring patterns and categorize the strategies used in the classroom. The findings revealed that teachers employed a combination of strategies both inside and outside the classroom. Inside the classroom, strategies include vocabulary drilling, question-and-answer sessions, discussions, and group work. Meanwhile, the teachers from outside the classroom employed a range of teaching strategies, including group work, vocabulary drilling and memorization, as well as question-and-answer sessions and conversations. The above strategies demonstrate that interaction strategies, such as dialogue, conversation, and Q&A, encourage the use of speaking language, while vocabulary drilling provides the foundation for speaking development. The results offer insight into how boarding schools can promote lifelong language learning by striking a balance between classroom instruction and additional practice. The study highlights the practical value of interactive strategies in fostering speaking competence. However, as the research was limited to two teachers in a single institution, the findings provide transferable insights for similar EFL boarding school settings, particularly in highlighting the practical value of interactive approaches for fostering speaking competence.
Copyright (c) 2025 Hafez Al Assad, Farida Repelita Waty Br. Kembaren, Muhammad Dalimunte https://creativecommons.org/licenses/by-sa/4.0
An Examination of Grice’s Maxims in the Horror Novel Five Nights at Freddy’s by Scott Cawthon
Communication is a fundamental aspect of human interaction, and its effectiveness depends greatly on the cooperation between speakers. One influential framework for analysing this cooperation is Grice’s Cooperative Principle (1975), which consists of four conversational maxims: quantity, quality, relevance, and manner. This article aims to identify the types of cooperative maxims as proposed by Grice (1975) found in the horror novel Five Nights at Freddy’s: Fazbear Frights #2 Fetch by Scott Cawthon. The horror genre is particularly relevant for this analysis because it relies heavily in dialogue to build suspense, ambiguity, and psychological tension, making the application of conversational maxims especially significant. The objective of this study is to identify and classify the types of cooperative maxims, namely quantity, quality, relevance, and manner, that are used in the dialogues between characters. The research applies a descriptive qualitative method, with data collected through observation and note taking techniques, focusing on the dialogue between characters. The analysis revealed that the most frequently used type of maxim is the maxim of quantity (22 occurrences), followed by the maxim of quality (13), relevance (9), and manner (8). These findings indicate that the characters in the novel generally cooperate in communication by providing sufficient, truthful, relevant, and clear information. This research highlights how cooperative maxims are applied in fictional texts, contributing to effective communication and narrative coherence within the horror genre. In addition to narrative cohesion, the results of this study also suggest broader implications for literary and linguistic studies, demonstrating how pragmatic principles can serve as tools for understanding character dynamics, thematic construction, and stylistic strategies in fiction.
Copyright (c) 2025 Made Cahyana, Nur Ayomi https://creativecommons.org/licenses/by-sa/4.0
Identifying Hate Speech on Israeli Netizent Tiktok
The purpose of this study is to find out the impoliteness strategy of hate speech netizens use on TikTok accounts against the state of Israel and to find out the dominant types of impoliteness strategies of hate speech netizens use on TikTok accounts against the state of Israel. This study used the descriptive-qualitative method. In the results of the data analysis, the writer found four types of impoliteness strategies in comments on Israeli state accounts, namely Bald on on-record impoliteness. There are 14 (12%) comments of positive impoliteness, 8 (8%) comments of negative impoliteness, 59 (59%) comments of sarcasm, politeness, 19 (19%) comments of withhold politeness, and 0 (0%) comments. The writer finds that the most dominant type of strategy used is the impoliteness strategy or negative impoliteness. This type is more frequently used because of the high emotional dissatisfaction shown by the speaker against Israel. Sensitive topics such as political conflicts or controversial international situations often provoke strong emotions and discontent among social media users. Netizens believe that Israel violates human rights or treats certain groups unfairly, especially in the context of the Israeli-Palestinian conflict. This can cause a negative reaction, and some social media users may use negative disobedience to show support or solidarity to groups or parties involved in conflict with
Copyright (c) 2025 Wulan Sari Silalahi, Arsen Nahum Pasaribu, Rotua Elfrida https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Language Styles Used by Gibran Rakabuming Raka in Political Interaction on Youtube Videos
This study disscuses the language style and aims to find out the types of language style used by Gibran Rakabuming Raka in political interaction 5 YouTube videos. This study is based on the theory of Martin Joos (1967) where the writer aplied the descriptive-qualitative method to get the data. The findings show that only four types used by Gibran Rakabuming in political interactions on 5 YouTube videos, such as frozen style, formal style, consultative style, and casual style. The writer also found 51 data which appropriate with the characteristics of language style in the 5 YouTube videos. They are 7 extracts of frozen style with 13,7%, 10 extracts of formal style with 19,6%, 27 extracts of consultative style with 53%, 7 extracts of casual style with 13,7%. The findings reveal that consultative style is the most dominant used than the other style because Gibran used the consultation sentences involved sharing information and the mention of visions, missions, and programs resonating and it is tended about characteristic of consultative style.
Copyright (c) 2025 Yuly Enjelina Br Pandia, Arsen Nahum Pasaribu, Donna Ria Pasaribu https://creativecommons.org/licenses/by-sa/4.0
The Influence of Verbal Bullying on Self-Confidence in Fifth-Grade Students at State Elementary School
This research is motivated by the high number of verbal bullying cases that have a negative impact on students' self-confidence. This study aimed to examine the effect of verbal bullying on the self-confidence of fifth grade students. The method used was descriptive quantitative with a case study approach. From a total population of 86 students, 34 students were selected as a sample with considerations of representativeness and sufficient numbers for simple statistical analysis. Data were collected through a validated and tested questionnaire for reliability, then analyzed using simple linear regression. The results showed that verbal bullying (taunts, insults, and threats) had a significant effect negative relationship with students' self-confidence, with a correlation coefficient of r = 0.369; R² = 0.136; t(32) = -2.243; p < 0.05; and a 95% confidence interval. This means that verbal bullying is associated with 13.6% of the variation in self-confidence, while the rest is influenced by other factors. Although the contribution of influence is relatively small, the practical impact is quite important because victims of verbal bullying tend to hesitate to express their opinions, are afraid to speak in front of the class, and are passive in interacting. These findings align with Erikson's psychosocial theory and Bandura's self-efficacy theory, which explain that negative experiences can lower children's self-confidence. This study is limited by its sample size and limited scope of variables. Therefore, future research is recommended to involve a broader population and consider other psychosocial factors that influence students' self-confidence.
Copyright (c) 2025 Jamilah, Khozinul Huda, Fikriyah https://creativecommons.org/licenses/by-sa/4.0
Semiotic Analysis of The Logo and Sign Posts as Found in PT KAI Medan 2024
This research focuses on a semiotic analysis of the logo and directional signs at the PT Kereta Api Indonesia (KAI) Medan Station. Utilizing Peirce's theory, this study identifies nine semiotic sign elements emerging from the analysis, with symbols dominating as the most frequently occurring element. The logo of PT KAI Medan, characterized by the use of dark blue color and a line crossing the letter "A," symbolically represents stability, professionalism, and reliability of the company, while directional signs within the company's environment are strategically positioned to provide clear information to station users. This research provides a profound understanding of the use of semiotic signs in assisting station users' navigation and offers a foundation for further research on the effectiveness of semiotic sign usage in the context of public transportation and its impact on user experience.
Copyright (c) 2025 Lasma Duma Lestari Hutauruk, Sondang Manik, Rony Arahta Sembiring https://creativecommons.org/licenses/by-sa/4.0
Exploring The Implementation Process of an ESP Program for Engineering Students: A CIPP-Based Evaluation
This study evaluates the implementation of an English for Specific Purposes (ESP) program for engineering students at a private university in West Java, Indonesia, using the Context, Input, Process, and Product (CIPP) evaluation model. The study involved 15 participants, including 10 Mechanical Engineering students, 3 ESP instructors, and 2 program administrators. Employing a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis over a four-month period. The findings revealed that the program successfully identified students' professional language needs, particularly in technical writing and oral presentation, aligning well with industry and academic expectations. Quantitative data indicated an average 18% improvement in students' writing and presentation scores over one semester. Despite these gains, listening skills remained underdeveloped due to the limited integration of audio-based materials and listening-focused instruction. The curriculum applied project-based learning and included some authentic materials but was hindered by insufficient instructor training and inadequate resource support. The study underscores the importance of aligning curriculum design, pedagogical strategies, and resource allocation with learner needs. It also affirms the utility of the CIPP model in evaluating ESP programs holistically and provides practical implications for curriculum developers, language educators, and institutional policymakers committed to enhancing the quality and impact of ESP instruction in engineering education.
Copyright (c) 2025 Mimin Aminah, Muchlas Suseno, Samsi Setiadi https://creativecommons.org/licenses/by-sa/4.0
Improving Students' Reading Comprehension Skill By Using CIRC
The Cooperative Integrated Reading and Composition (CIRC) method is a cooperative learning method used to develop language skills such as reading and writing in the classroom at the high school level. This study used a Quasi-experimental design because it aims to investigate whether the teaching technique has a significant impact on students' reading comprehension. In this study, eleventh grade students of SMA 6 Palopo in the academic year 2023/2024 were selected as the object of research. Students in the experimental group after the treatment were in the good and quite good classification, while the control group was in the quite bad classification. The mean scores of the experimental group and control group in the pre-test and post-test were 74.11 and 64.11, respectively, with standard deviations of 16.885 and 13.833. After treatment with the CIRC method, the mean scores of students in both groups were higher than those in the non-CIRC treatment group. The results showed that the treatment in the control group and the experimental group showed significant improvement in students' reading comprehension achievement. In conclusion, the application of Cooperative Integrative Reading Composition has shown promising results in improving students' English learning, especially in reading narrative texts.
Copyright (c) 2025 Audy Alya Batara, Jusriati, Nasriandi https://creativecommons.org/licenses/by-sa/4.0
Switching Among Worlds: How Online Friends Encourage Code-Switching in Communication
This study investigates code-switching in digital communication among bilinguals, focusing on informal conversations on WhatsApp and Discord. It aims to examine the types of Code-Switching that occur and the underlying motivations behind them. The study employs a qualitative case study approach, the research involved chat data analysis and semi-structured interviews with a 21-year-old Indonesian and an 18-year-old Malaysian, both of whom are online friends. Data were collected over a three months period (January-March 2025). Guided by Poplack’s typology, the analysis identified three types of code switching: intra-sentential, inter-sentential, and tag-switching with intra-sentential switching being the most frequent (76% of all instances). Participants reported that their language choices were influenced by social dynamics, emotional state and the context of the conversation. Reasons for code-switching were for expressive clarity, social connection and cultural identity reinforcement. While limited by its small sample and short timeframe, this study highlights how digital platforms facilitate linguistic flexibility and position Code-Switching as a strategic tool for interpersonal communication. The findings contribute to the fields of sociolinguistic and digital communication by providing insight into how online communication shapes multilingual practices in contemporary context.
Copyright (c) 2025 Rainata Gracia, Syamdianita, Aridah, Maria Teodora Ping, Iwan Setiawan https://creativecommons.org/licenses/by-sa/4.0
Existential Dilemma in Star Wars: Last Shot Novel by Daniel Jose Older
This study investigates the existential dilemmas faced by Han Solo in Daniel José Older’s Star Wars: Last Shot, with a focus on how his struggles with identity, purpose, and responsibility as a father influence his actions and relationships. The research addresses the following questions: How do Han’s existential conflicts manifest in the narrative? In what ways do these struggles impact his relationship with his son, Ben Solo? Using a descriptive qualitative approach, selected passages from the novel are analyzed to identify manifestations of existential conflict, drawing on Matthew Ratcliffe’s theory of existential feelings to interpret Han’s moods and decision-making. Key findings indicate that Han’s lack of role models and emotional distance contribute to repeated mistakes and strained family bonds, particularly with Ben, whose sense of abandonment is illustrated through pivotal scenes. These unresolved issues are shown to play a significant role in Ben’s eventual transformation into Kylo Ren. The study underscores the importance of emotional presence and self-awareness in parenting, suggesting that existential dilemmas can have lasting intergenerational effects. Data was collected through close textual analysis of the novel. Limitations include the focus on a single fictional character, indicating the need for comparative studies in other works or real-life contexts.
Copyright (c) 2025 Muhammad Fadhil Nugroho, Rahayu Puji Haryanti https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Flash Card to Improve Simple English Vocabulary for Young Learners
This research explores the effectiveness of flashcards as a tool for enhancing vocabulary mastery among young English learners. The study was conducted at SD Negeri 6 Ngabul Jepara with a sample of 40 fourth-grade students, utilizing a pre- experimental design that included pre-tests and post-tests. Flashcards were employed over multiple instructional sessions to teach vocabulary related to body parts, locations, and animals. The results, analyzed through paired sample t-tests, revealed a significant enhancement in students' vocabulary skills, with the post-test mean score (58.87) considerably exceeding the pre-test mean (50.79), and a p-value of 0.002 indicating statistical significance. The study concludes that flashcards effectively improve students' vocabulary retention and motivation, making the learning process more engaging and successful. These findings suggest that flashcards serve as a valuable instructional tool for language learning, especially at the elementary level.
Copyright (c) 2025 Diva Firliana Deswita, Husni Mubarok https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Using Scrabble to Increase Students’ Vocabulary Mastery
This study investigates the effectiveness of using Scrabble as a cooperative learning model to enhance students' vocabulary mastery. The research involved 35 students and employed pre-test and post-test designs to assess the impact of the intervention. Statistical analysis revealed significant improvements in students' vocabulary understanding, with an average pre-test score of 56.3 increasing to 76.0 post-test. The analysis indicated a mean gain of 20 points and a 20% increase in learning outcomes. Normality tests confirmed the data's distribution, and homogeneity tests of variance showed consistent results across the groups. The findings suggest that Scrabble effectively enhances students' vocabulary skills, supported by a t-value of 3.48 (p < 0.05), indicating a significant difference pre- and post-intervention. These results highlight Scrabble's potential as an engaging tool for improving conceptual understanding in educational settings.
Copyright (c) 2025 Nanda hariska, Jusriati, Puspa Sari https://creativecommons.org/licenses/by-sa/4.0
Discourse Analysis Study on the Determination of Marriage Dispensation in Religious Courts
This study examines the phenomenon of the determination of marriage dispensation in the Belopa Religious Court, Luwu Regency through a critical discourse analysis approach. The purpose of this study is to analyze the discourse structure, discursive practices, and socio-cultural practices that underlie the determination of marriage dispensation. The research method uses a qualitative approach with data collection techniques in the form of document studies on the determination of marriage dispensation in 2020-2023, in-depth interviews with judges, and observations of the trial process. The results of the study show that the discourse structure in the determination of marriage dispensation is dominated by considerations of benefit and prevention of harm, which is reflected in the use of Islamic legal diction and arguments. Discursive practices show the existence of a power relationship between the court authority and the applicant for dispensation, where the court has the legitimacy to determine the eligibility of underage marriage. Meanwhile, at the level of socio-cultural practice, the determination of marriage dispensation cannot be separated from the social construction of the Luwu community regarding marriage and adulthood, as well as economic and educational factors. This study concludes that the discourse of marriage dispensation in the Belopa Religious Court is the result of a complex interaction between legal authority, religious values, and the socio-cultural realities of the local community.
Copyright (c) 2025 Hasriana Usman, Rahmawati, Muh. Thayyib Kaddase https://creativecommons.org/licenses/by-sa/4.0
Concrete-Abstract Metaphor: Critical Investigation on Figurative Language in Ariana Grande Song Lyrics
Metaphor provides emotions as an important role in literary works. Especially for personal emotional experiences in a modern song lyric. This research highlights the use of concrete-to-abstract metaphor to represent emotional experiences in a song lyric. While most previous studies only focus on classifying the types of metaphor. This study fills the void by analyzing how concrete-to-abstract metaphors are used in a modern song lyric to express personal emotion. This study aims to learn deep understanding about figurative language by analyzing the concrete-to-abstract metaphors that are found in Ariana Grande song lyrics. This study used descriptive-qualitative methods to analyze the data based on theory that was used in semantics. The data were collected from three songs in Ariana Grande’s album entitled Eternal Sunshine. Data analysis utilized Knickerbocker and Renninger (1963) figurative language theory for the metaphor analysis and Stephen Ullman (1964) for the metaphor types analysis. The study shows lyrics using concrete-to-abstract metaphor. In addition, these findings can expand the understanding of the song writer’s characteristics. It is hoped that this study can be referenced in the study of music, language, literature, and enrich further understanding and appreciation about figurative language and metaphor in various modern music.
Copyright (c) 2025 Abel Apriliyanti, Ni Nyoman Deni Ariyaningsih https://creativecommons.org/licenses/by-sa/4.0
The Influence of Teaching Approaches on Students' Perspectives on Challenges and Opportunities in Learning English at Ban Kaeng Sri Phoom School, Thailand
Despite English being a compulsory subject in Thailand, the country's English proficiency remains low. This research explores the relationship between teaching methods and students' perceptions of challenges and opportunities in learning English at Ban Kaeng Sri Phoom School, Thailand. This study aims to understand how teaching methods can be optimized to enhance motivation and effectiveness in learning English in Thailand. By identifying specific challenges faced by students, the research paves the way for developing appropriate solutions. A mixed methods approach was employed, combining quantitative data from questionnaires (administered to students) with qualitative data from classroom observations. The research spanned four months, from July to October 2023. Classroom observations revealed student behaviors that indicated a lack of focus and motivation. Additionally, intellectual diversity among students presented challenges. The questionnaire results provided insights into students' perceptions of learning English, their confidence levels, and the effort they put into their studies. The findings suggest that current teaching methods may not be sufficiently engaging or cater to the diverse needs of students. This highlights the need for teachers to adopt more interactive and individualized approaches. The study also emphasizes the importance of collaboration between teachers, students, and families to create a supportive learning environment.
Copyright (c) 2025 Andi Azizah Nahdah Atzila, Syahrir, Husnani Aliah https://creativecommons.org/licenses/by-sa/4.0
The Implementation of POCA (Reading Corner) Literacy Program to Developed Students’ Vocabulary Mastery and Their Involvement English Learning Process at Fifth Grade of Elementary School
This study investigates the implementation of the POCA (Print–Oral–Contextual–Action) literacy program to enhance vocabulary mastery and increase student involvement in English learning among fifth-grade students at SD Al-Fatih Islamic School. Using Classroom Action Research (CAR), the study was conducted in two cycles with a total of 20 students. The program focused specifically on verbs related to daily activities such as waking up, walking, eating, and going to school. Data were collected through vocabulary tests, structured classroom observations, and student interviews. Quantitative findings revealed substantial improvement in students’ vocabulary scores, rising from a mean of 68.4 (pre-cycle) to 76.2 (post-test Cycle I) and 85.6 (post-test Cycle II), with 92% of students meeting the Minimum Mastery Criteria (KKM) set at 75. Qualitative data also showed higher engagement, with students demonstrating active participation and improved confidence in using verbs contextually. These findings suggest that literacy-based learning, particularly the POCA model, is effective because It not only strengthens vocabulary acquisition but also fosters motivation and meaningful involvement in the English learning process.
Copyright (c) 2025 Tata Regita Sherfaty Irawan, Masagus Firdaus, Hanni Yukaman https://creativecommons.org/licenses/by-sa/4.0
Language Styles and Learning Motivation Changes in Instagram Captions: A Case of Three International Students
This study analyzes the changes in language style and English learning motivation reflected in 181 Instagram captions from three international students pursuing higher education in Indonesia. The analysis is based on Martin Joos's theory of language styles and Dörnyei's L2 Motivational Self System. This qualitative descriptive research focuses on comparing captions from the period before and during their study in Indonesia. The findings indicate a significant shift. Prior to their studies, the dominant language style was casual (41.41%), and motivation was rarely expressed (2.02%), categorized primarily as L2 Learning Experience. However, during their time abroad, language styles became more varied. While the casual style remained dominant (39.23%), the use of the consultative style also increased (23.20%), suggesting an adaptation to audience and communicative goals. Motivational expressions also increased significantly, especially L2 Learning Experience (19.34%), followed by Ideal L2 Self (6.08%) and Ought-to L2 Self (2.21%). These changes highlight the strong influence of social, academic, and personal development on language use and motivational expression on social media. The findings support Dörnyei's assertion that language motivation is not static but evolves in response to a learner's experiences. This research contributes to the literature on digital discourse and language learning motivation in the context of English education.
Copyright (c) 2025 Vidya Mukti Cakraningrum, Widhiyanto https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Learners’ and Teachers’ perspectives in an International Online Exchange Program
In today’s interconnected world, fostering intercultural understanding and language acquisition among young learners is increasingly vital. Online exchange programs have emerged as accessible alternatives to traditional exchanges, enabling students to interact globally and build intercultural competencies. This qualitative case study explores the perspectives of English as a Foreign Language (EFL) teachers and students engaged in an intensive international online exchange program organized by With The World Incorporation, Japan. The study aimed to identify challenges faced by participants and the strategies employed to overcome them, offering a holistic understanding of the online exchange experience. Data were collected through interviews, observations, and document analysis, involving one teacher, a program coordinator, and actively participating students. Thematic analysis revealed challenges such as technical and connectivity issues, language proficiency barriers, sustaining engagement, scheduling conflicts, and cultural differences. Despite these obstacles, the program proved effective through proactive planning, strong technical and logistical support, psychologically safe and task-based pedagogy, engaging content, and continuous feedback. These findings align with established theories, including the digital divide, foreign language anxiety, and self-determination theory. The study highlights how adaptive strategies can transform barriers into opportunities to enhance English proficiency, promote intercultural understanding, and develop global competencies. The results provide practical implications for educators and program designers, emphasizing dynamic content, adaptive teaching approaches, and feedback mechanisms to optimize future online exchange initiatives.
Copyright (c) 2025 Sifreni Mira Yusiana, Rizal Wahid Permana, Sonny Elfiyanto, Junaidi https://creativecommons.org/licenses/by-sa/4.0
Enhancing the Pupils' Speaking Abilities through Debate
This study aims to examine the effectiveness of the debate method in enhancing students' English-speaking abilities while also exploring its impact on pupils, its influence on soft skills such as collaboration and empathy, and identifying the optimal duration and frequency of debate activities for maximum educational benefit. The research was conducted using a classroom action research design implemented in two cycles. Data were gathered through speaking tests, classroom observations, and pupils’ interviews. The results demonstrate significant improvements in students’ speaking performance. Specifically, pronunciation improved by 51.16%, vocabulary by 50%, fluency by 72.5%, grammar by 87.88%, and comprehension by 89.19%. These findings suggest that integrating debate into speaking instruction is an effective pedagogical approach that enhances students’ English-speaking proficiency.
Copyright (c) 2025 Erfina Maulidah Khabib, Suci Muliana, Paulina Deby Putri Indrawati https://creativecommons.org/licenses/by-sa/4.0
Investigating Satirical Interpretation of Netizen Comments on Tiktok Toward Megawati
Freely to express opinions is one of the reasons netizens use social media as a forum for expressing themselves. Through the comment’s column, netizens on TikTok use elements of satirical language to criticize, satirize Megawati with a sense of humor using polite and even vulgar language. The aim of this research is to discuss the satirical interpretation of people's comments on TikTok towards Megawati. The data was taken from 50 netizen comments on the official TikTok account Inilah.com. The results of this study show that there are three types of satire used by netizens to criticize Megawati, namely Horatian Satire, Juvenalian Satire and Manippean Satire, and netizens use Horatian satire as the dominant type with a percentage of 58% of all data analysis. In clarifying the data, the writer uses descriptive qualitative research with analytical description method. The data were analyzed using Harmon and Holman's theory. For practical purposes, it is hoped that the results of this research can become a new model for the study of satire. Theoretically, satire is not only used on social media but also elsewhere as a way for people to express their opinion about a subject and show that people are wiser in using their language for a particular purpose.
Copyright (c) 2025 Era Mita Theresia Simamora, Arsen Nahum Pasaribu, Jubilezer Sihite https://creativecommons.org/licenses/by-sa/4.0
The Strategy of Flouting Maxim by the Characters of The Little Mermaid Movie in “Live Action Version”
The purpose of this study is to find out the types and the strategies of flouting maxim in The Little Mermaid movie. This study uses the qualitative descriptive method. The theory used in this study based on Grice (1989) cooperative principle theories and the strategy flouting maxims based on Grundy (2002). It presents the two objectives in the study, namely, the types of flouting maxims and the strategy that are used to flout the maxim performed by the characters and conversation from the movie. The results show that all types strategies and flouted maxim are found in the movie, that are frequency of types flouting maxim flouting maxim quantity is 12 (44.44%), flouting maxim quality is 4 (14.81%), flouting maxim relevance is 7 (25.92%) flouting maxim manner is 4 (14.81%), and the most dominant flout maxim is the flouting the maxim of quantity is 12 (44.44%) utterances. All the types strategy flouting maxims are found in the movie, the strategy of understatement is the most frequently used to flouts the maxim of quantity with its appearance 10 times out of 27 data. The second strategy being obscure with appearance 7 times. The third strategy metaphor and changing the topic have the same frequency 3 times. The last one strategy overstatement and irony have the same frequency 2 times. It was also found the implied meaning behind main characters' linguistic maxims depending on the context of conversation. It is hoped that this study can provide benefits in terms of practically, for the English department students, lecturers, readers, and researchers.
Copyright (c) 2025 Eka Sarinah Napitupulu, Arsen Nahum Pasaribu, Rotua Elfrida Pangaribuan https://creativecommons.org/licenses/by-sa/4.0
Investigating Cognitive Levels on Reading Comprehension Questions in EFL Textbook for Merdeka Curriculum
This research aims to examine the cognitive levels present in “Bahasa Inggris Work in Progress Buku Siswa Untuk SMA/SMK/MA Kelas 10.” It evaluates how they might influence the development of students' thinking skills. The study employed qualitative content analysis, using an analytical framework adapted from the revised Bloom’s Taxonomy to analyze 35 WH-questions from six selected chapters. This research primarily employed WH-questions as the primary data source, as they are highly valuable for promoting students' literal comprehension skills, rearranging text information, and developing evaluations, personal responses, and predictions. This research found that higher-order thinking skills (HOTS) were more dominant than lower-order thinking skills (LOTS) in the WH-questions. Furthermore, not all six levels of Bloom’s Taxonomy were represented. The cognitive level “Understand” becomes the most dominant in the textbook, followed by “Evaluate,” “Analyze,” and “Remember,” which are the least dominant cognitive levels found in the data. Conversely, the cognitive levels “Apply” and “Create” were not found in the examined data. These results suggest that while the textbook effectively promotes certain aspects of higher-order thinking, it lacks diversity in cognitive challenges. Therefore, teachers are encouraged to supplement the textbook with additional tasks that foster real-world application and creativity. Textbook designers should also integrate a broader range of cognitive levels to provide more comprehensive and balanced learning experiences aligned with the goals of the Merdeka Curriculum.
Copyright (c) 2025 Atina Firdausa Qisthi, Djatmika, Ngadiso https://creativecommons.org/licenses/by-sa/4.0
Improvement Of Speaking Skills Based on Collaborative Learning Models in Students Class V Elementary School
Problems in the research on Improving Speech Skills Based on Collaborative Learning Model in Grade V Students of Elementary School. This study aims to determine the improvement of speaking ability based on the Collaborative Learning Model in Grade V Students of Elementary School. This type of research is Classroom Action Research (PTK). The subjects in this study are grade V students of Elementary School. This type of research is class action research or PTK using the Kemmis and Mc Taggart research model, namely planning, implementation of actions, observation, and reflection The subject of this research is grade V students of Elementary School. The data collection technique uses the performance test technique. The data analysis technique in this study uses qualitative and quantitative data analysis. The results of this study were obtained in cycle I showing that there was an increase in speaking ability in the aspects of fluency, sentence structure, vocabulary, intonation and pronunciation were very good. This increase was seen in cycle I and cycle II increased from 5% to 81%. Based on the average score obtained by students in cycle I is 75 and in cycle II the average score obtained by students is 80. From these results, it can be concluded that the implementation of the collaborative learning model can improve the speaking ability of grade V students of Elementary School.
Copyright (c) 2025 Sitiyul Setiawati, Ulfah, Sukma, Ida Nur'aeni, Juniati https://creativecommons.org/licenses/by-sa/4.0
Developing Assessment Instruments for Procedural Writing of Managing Flight Emergency and Urgency Situations: Examining Indonesian Aviation English Instructors’ Perceptions
Despite the critical need for written communication and emergency management proficiency in aviation, existing research in aviation English education has primarily emphasized speaking and listening skills, neglecting cadets’ writing abilities. This gap is particularly concerning given the International Civil Aviation Organization (ICAO) Annex 10 requirements, which demand accurate and coherent documentation in emergency scenarios. Addressing this void, the present study aimed to develop reliable and valid assessment instruments for assessing aviation cadets’ procedural writing skills in managing flight emergency and urgency situations. This study also examined the Indonesian Aviation English instructors’ perceptions on the developed assessment instruments. Employing a Research and Development (R&D) design using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—the study constructed test instructions and an analytic scoring rubric based on learning indicators derived from ICAO Annex 10. The instruments underwent expert validation (CVI = 1.00) and were trialed with 24 third-semester aeronautical communication cadets. The inter-rater reliability test showed good consistency (ICC = 0.802–0.890), confirming the rubric’s reliability in practical use. Results revealed that the instruments effectively assessed both linguistic skills and operational understanding. Aviation English instructors found the assessment instruments pedagogically valuable as they promoted integrated language learning and critical thinking skills through the application of a sequenced procedure in managing flight emergency and urgency situations. However, limitations include the small sample size and the absence of multimodal performance assessments. Future research should expand implementation across diverse aviation academies and explore integration with AI-driven tools or scenario-based simulations. This study contributes to English for Specific Purposes (ESP) pedagogy by providing a validated framework for enhancing and assessing domain-specific writing in high-stakes professional contexts.
Copyright (c) 2025 Raga Driyan Pratama, Nur Mukminatien, Fatmawati, Suhono https://creativecommons.org/licenses/by-sa/4.0
Probing Undergraduate EFL Students’ Motivation to Teach as Career Decision Making: A Narrative Inquiry
The teacher shortage has increased in the last couple of years, and the teacher profession has become less attractive to students. This phenomenon can be seen from the contrasting data comparison between the number of students entering education majors against the increasing number of teachers needs in 2022-2024. To understand college students’ motivation to teach, this study intends to uncover what motivates English Foreign Language (EFL) students to make career choices towards the teaching profession and what EFL students’ plans are after completing their studies. Utilizing a narrative inquiry, the data were collected from four students through written narratives and semi-structured interviews at a private university in Indonesia. Based on the findings, one student wants to become a teacher as their first choice, with plans to find a teaching job. Another two students decided to become teachers as their second choice; both have their ideas about the teaching profession, with one planning to commit to another profession, while the other is looking at the situation. The last student does not want to become a teacher because of internal and external influences, planning to look for another profession as his choice. This makes it necessary to take action on how the teacher preparation program needs to evaluate, and the government needs to make the teaching profession more appealing to undergraduate EFL students.
Copyright (c) 2025 Arya Prabawa, Dewi Rochsantiningsih, Nur Arifah Drajati https://creativecommons.org/licenses/by-sa/4.0
The Influence of Children's Literature on Character Education with an Ethnopedology Approach for Grade VI Students Elementary School
This study explores the influence of children's literature—particularly Torajan folklore—on character education through an ethnopedagogic approach at SDN 3 Rantepao. Using a qualitative case study method, the research investigates how traditional stories such as Polopadang can foster core character values including honesty, hard work, gratitude, and cultural respect among sixth-grade students. Data were collected through interviews, classroom observations, documentation, and student questionnaires. The findings reveal that integrating local culture into learning activities significantly enhances students’ moral development and cultural identity. For example, students' understanding of honesty increased from 16% to 100%, and observable behaviors such as admitting mistakes and completing assignments honestly also improved. The ethnopedagogic approach proved effective in contextualizing moral values within the students' cultural environment, making character education more meaningful and impactful. This study affirms the importance of utilizing local wisdom in education to build character and preserve traditional heritage in the face of modern challenges.
Copyright (c) 2025 Herlina Payuk Allo, Rita Tanduk, Dina Gasong https://creativecommons.org/licenses/by-sa/4.0
Mobile Augmented Reality Storybook Embedded with Local Wisdom: A Needs Analysis of Primary Students in Learning English
This research investigated the development of a Mobile Augmented Reality (MAR) English storybook embedded with local wisdom to support English learning in primary schools. It focusses to analyse the necessities, lacks, and wants of students and teachers regarding technology-based learning media and to design a preliminary concept of a MAR storybook appropriate for young learners. A qualitative needs analysis was conducted with 50 fourth-grade students and 2 English teachers in primary school in Serang City, Banten Province, Indonesia. Data were collected through questionnaires, interviews, and classroom observations to examine students’ learning habits, teachers’ perspectives, and classroom challenges. The results showed that the majority of students (52% are accustomed to using smartphones, 57% are very familiar with technology, 67% like story-based learning, and 76% are enthusiastic about interactive animation) and teachers need contextual, interactive, and easily accessible learning media, while the shortcomings due to limited infrastructure, teacher training, and the dominance of memorization methods. As a solution, a pre-designed MAR storybook was developed based on Bantenese folktale with simple text, illustrations, audio, AR animation, as well as vocabulary, pronunciation, reflective quizzes, and critical question features in a lightweight, child-friendly application that can be accessed online and offline.
Copyright (c) 2025 Asih Rosnaningsih, Asep Muhyidin, Sholeh Hidayat, Yudi Juniardi https://creativecommons.org/licenses/by-sa/4.0
Student Difficulties in English Language Pronunciation: A Qualitative Study of Tenth-Grade Students at Senior High School
The object of this study is to investigates the student difficulties in pronunciation of student MAN 2 Model Medan. The research design used qualitative research with observation and interviews as data collection techniques, the participants in this study were tenth-grade students, namely Rara, Mutia, and Faika. The results showed that the students encountered various challenges, including difficulties in differentiating similar sounds for example live vs. leave, see vs. sea, incorrect use of stress and intonation, and lack of fluency caused by low confidence. These problems were influenced by first language interference, limited phonological awareness, and psychological barriers such as nervousness and fear of making mistakes. The study also found that pronunciation instruction was rarely prioritized in the classroom, as English lessons focused more on grammar and vocabulary. Although some students attempted to overcome their problems through independent practice, such as using YouTube, these efforts were not consistent. This research suggests that teachers should implement more student- centered approaches to teaching pronunciation. Regular practice, constructive feedback, and supportive learning environments are needed to help students build confidence, reduce anxiety, and improve their ability to communicate effectively in English.
Copyright (c) 2025 Juleha Santrika, Emeliya Sukma Dara Damanik https://creativecommons.org/licenses/by-sa/4.0
Representation of Toxic Masculinity in Itisha Nagar’s Speech: A Critical Discourse Analysis
This study examines how toxic masculinity is constructed & contested in Itisha Nagar’s TEDx Talk, “From ‘Man’ to ‘(Hu)man)”. Employing Van Dijk’s Critical Discourse Analysis (CDA) framework, the research analyzes the transcript across three levels: macrostructure, superstructure, and microstructure. At the macrostructural level, the talk frames toxic masculinity as a systemic cultural problem rather than an individual flaw. The superstructure reveals how the speech is organized to contrast traditional and progressive views of masculinity. The microstructure highlights the ideological weight of linguistic choices such as pronouns, verbs, and evaluative adjectives. The dataset consists of a transcript of 2,102 words from a 13:34-minute talk available on the official TED YouTube channel. The findings demonstrate that Nagar frequently employs exclusion pronouns (e.g., they, them, their) to expose societal groups that reinforce toxic masculine norms, while simultaneously reframing masculinity through inclusive perspectives. Overall, the study shows how public discourse operates as a site of ideological negotiation, deconstructing patriarchal values and promoting models of masculinity grounded in empathy, equality, and shared humanity.
Copyright (c) 2025 Mutiara Ulil Zanna, Suprayogi https://creativecommons.org/licenses/by-sa/4.0
The Language Style Used by YouTuber Bailey Sarian in Chris Watts – 2000 Page Discovery Murder, Mystery & Makeup
This research analyzed the language style used by YouTuber Bailey Sarian in the video “Chris Watts – 2000 Page Discovery Murder, Mystery & Makeup” using Martin Joos's (1967) language style theory, which classified language styles into five types: frozen, formal, consultative, casual, and intimate. The purpose of this research is to determine what language style Bailey used in that video and which language style is dominant. Using descriptive qualitative methods, the document data collection technique, Miles and Huberman’s model analysis technique, and analytical template, the researcher identified and analyzed the video transcript, resulting in a total of 253 data, consisting of 5 formal styles, 113 consultative styles, 133 casual styles, and 2 intimate styles. The results show that Bailey Sarian uses informal and flexible language, making the storytelling more engaging, easy to understand, and emotionally resonant, while still maintaining its informative purpose. No frozen language styles were found in the analyzed data. It can be seen that the dominant language style used was casual. This research concluded that the appropriate language style served an important role in the effectiveness of storytelling content on social media such as YouTube.
Copyright (c) 2025 Putri Wulandari Nurul Azmi, Shalehoddin, Adam, Juwita Boneka Sinaga https://creativecommons.org/licenses/by-sa/4.0
Substitution Errors in Jokowi’s English: A Phonological Analysis
This study examines substitution errors in the English pronunciation of President Joko Widodo, focusing on a speech delivered at the “ASEAN–Australia Special Summit 2018.” The research aims to describe the systematic substitution patterns that occur in his pronunciation and to explain how these are influenced by his first languages (L1), Javanese and Indonesian. Using a qualitative descriptive method, the data were collected through repeated video observation, phonetic transcription using the International Phonetic Alphabet (IPA), and comparison with standard British English pronunciations from the Cambridge Dictionary. The analysis is framed within Roach’s (1991) segmental phonology, which classifies vowel and consonant changes by articulatory features, and Brown’s (2008) theory of language transfer, which explains how L1 sound systems influence L2 production. The results show 28 recurring substitutions, such as /v/ → /f/ or /p/, /θ/ → /t/, diphthong simplification to monophthongs, vowel shifts to fit the Indonesian/Javanese five-vowel system, and hyper-articulation of weak syllables. These findings confirm that the deviations are not incidental but stem from systematic L1 interference, aligning with prior research on Indonesian EFL learners’ pronunciation challenges. This study contributes to understanding how high-profile non-native English speakers adapt segmental features in formal, international contexts, and the findings have pedagogical implications for pronunciation training, particularly in preparing speakers for contexts where intelligibility and accuracy are critical. Keywords: pronunciation errors, substitution patterns, Javanese, Indonesian, language transfer.
Copyright (c) 2025 Pretty Sayang Chalista Dewi, Ni Nyoman Deni Ariyaningsih https://creativecommons.org/licenses/by-sa/4.0
The Meaning of Ma'parapa' Speech in Wedding Ceremonies and its Implications on Ethnopedagogic Values at Elementary School
This study aims to examine the meaning contained in the ma' parapa' utterance in the traditional wedding ceremony of the North Toraja community, as well as its application to ethnopedagogical values in the context of learning at SDN 3 Rantepao. The ma'parapa' utterance is part of an oral tradition that is full of cultural, moral, social, and educational values that have the potential to be an open source in ethnopedagogy-based character education. The method used in this study is a qualitative method with a semiotic approach. Data were obtained through participatory observation, in-depth interviews with traditional leaders (To minaa), teachers, and the community, as well as documentation of the ma' parapa' text. The results of the study indicate that the ma' parapa' utterance contains ethical and educational messages such as values of respect for parents, honesty, responsibility, togetherness, and religious values, all of which are relevant to the development of character education in schools. The implications of the research results indicate that these values can be integrated into thematic learning and local content in elementary schools in order to instill local cultural values from an early age. This study recommends the development of local culture-based teaching materials, teacher training, and cultural preservation programs involving the school community.
Copyright (c) 2025 Rosminati Rampo, Bethin Simega, Rita Tanduk https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Classpoint in Learning English: A Case Study of Students at State Islamic Senior High School Medan
The utilization of Information and Communication technology (ICT) in educational activities substantially enhances the quality of education, particularly in the context of the current industrial revolution 4.0. Classpoint is a learning platform that helps with IT- based learning. This study seeks to evaluate the application of Classpoint in English instruction for grade XI students at State islamic high school in Medan. This Study employs a qualitative methodology utilizing a case study design. Data were gathered via observation, interviews and documentation. The data analysis methodologies encompass data reduction, data presentation, and data conclusion formulation. To guarantee the data’s validity, triangulation of data, methodologies, and source was employed. This study’s findings indicate that classpoint is highly effective in facilitating English learning for eleventh- grade students at State islamic high school in Medan.
Copyright (c) 2025 Nikmah Fadillah Nasution, Rahmah Fithriani, Ahmad Amin dalimunthe https://creativecommons.org/licenses/by-sa/4.0
Figurative Expressions of Romantic Infatuation In Sabrina Carpenter’s Songs
This study investigates the use of figurative language expressing romantic infatuation in selected songs by Sabrina Carpenter. It employs a descriptive qualitative method and applies Knickerbocker and Reninger’s (1974) theoretical framework to examine six types of figurative language: simile, metaphor, personification, hyperbole, irony, and symbol. The study aims to analyze how these figurative elements function semantically to convey emotional depth and thematic meaning, particularly in relation to romantic infatuation. The data were obtained from purposively selected song lyrics based on their emotional relevance. The findings reveal 25 figurative expressions in total, with metaphor being the most frequently used, followed by hyperbole, simile, symbol, personification, and irony. Functionally, these expressions are primarily used to depict emotional pain, intensify feelings, express longing, and evoke personal memories. These results indicate that Sabrina Carpenter’s lyrics utilize figurative language as a meaningful semantic tool to express complex emotional experiences, especially those connected to romantic feelings and vulnerability.
Copyright (c) 2025 Kadek Trisna Ariesta Saraswati, I Made Perdana Skolastika https://creativecommons.org/licenses/by-sa/4.0
The The Implementation of the Daily English Conversation (DEC) Program at Walisongo Islamic Boarding School
This study aims to investigate the implementation of the Daily English Conversation (DEC) program and its role in improving students' speaking skills at the Walisongo Islamic boarding school. This study employed a qualitative approach, using a case study method. Data were collected through interviews and observations. This research involves 40 students from Class 4 of the Language Improvement Section (LIS), who actively participated in a daily English conversation program. The interview participants included several fourth-grade students of the LIS, serving as a purposively selected sample. Thematic analysis was used to analyze the data. The results showed that the program was implemented systematically through various activities, including vocabulary building, daily conversations, public speaking exercises, and activities such as Language for Fun and Morning Tea. The institutional structure involving student leaders supported the program. The habit of using English in daily life can improve vocabulary, fluency in speaking, and self-confidence. It can be concluded that this program is highly effective in improving students' speaking skills and can be applied in other boarding school educational institutions.
Copyright (c) 2025 Fadila Nurmala Tsania, Dhinuk Puspita Kirana https://creativecommons.org/licenses/by-sa/4.0
Integrating the SAVI Approach with YouTube Videos in Teaching Speaking: A Case Study at Senior High School
The use of technology in this era is useful, especially in teaching speaking. This study aims to describe the implementation of the SAVI (Somatic, Auditory, Visual, Intellectual) approach through YouTube videos in teaching speaking. It’s also revealing students' perceptions of the implementation of the SAVI approach in teaching speaking. This study employed a qualitative descriptive method. The data were gathered through classroom observations, questionnaires, and semi-structured interviews with teachers and students. It involved 30 students of the eleventh grade of SMAN 1 Slahung and one teacher. The data were analyzed using the Miles and Huberman model, which involves data reduction, data presentation, and verification. The results showed that the implementation of SAVI through YouTube videos gradually blended movement, hearing, implementation, and reasoning so that learning was more interactive and student-centered and facilitated comprehension before speaking practice. Students rated this approach as helpful and enjoyable. Dealing with the students’ perceptions, they said they are more motivated, actively participating, enriching vocabulary, improving pronunciation, and more confident. The auditory and visual aspects were considered the most helpful, while the somatic supported engagement and intellectually strengthened the analysis. SAVI's approach through YouTube videos helps speaking skills and can be a reference for teachers in designing more interactive and contextual learning.
Copyright (c) 2025 Intan Auria Pratiwi, Desi Puspitasari https://creativecommons.org/licenses/by-sa/4.0
Critical Discourse Analysis of Sekufu Phenomenon in Family Resilience in Sangtandung Village, Luwu Regency
This study examines the phenomenon of sekufu (equality/conformity) in the context of family resilience in Sangtandung Village, Luwu Regency, through a discourse analysis approach. Sekufu is a crucial concept in marriage, encompassing equality in religious, educational, economic, and socio-cultural aspects. The research question examines how the discourse of sekufu is understood and practiced by the people of Sangtandung Village and its impact on family resilience amidst contemporary social dynamics. The research method employed a qualitative approach with critical discourse analysis techniques to uncover the meanings, practices, and ideologies underlying the community's understanding of sekufu. Data were collected through in-depth interviews, participant observation, and documentation with married couples, religious leaders, and community leaders in Sangtandung Village The research results show that community understanding of sekufu varies, ranging from traditional interpretations emphasizing equality of social and economic status to more flexible modern understandings. The practice of sekufu in partner selection is strongly influenced by local cultural values, religious teachings, and the community's socioeconomic conditions. It was found that the proper application of sekufu principles contributes positively to family resilience, reflected in harmonious husband-wife relationships, minimal family conflict, and household economic stability. This study recommends the importance of comprehensive premarital education on the concept of sekufu that balances traditional values with modern needs, as well as the role of religious and community leaders in providing a wise understanding to the younger generation regarding the importance of equality in building family resilience.
Copyright (c) 2025 Nada Kamal, Andi sukmawati assaad, Anita Marwing https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Inquiry Method on Critical Thinking Skills in Learning to Write Explanatory Texts for Grade XI Students at Senior High School
This study aims to describe students' ability to write explanatory texts before using the inquiry method, describe students' ability to write explanatory texts after using the inquiry method, and test the effect of applying the inquiry method on the ability to write explanatory texts of eleventh-grade students at SMAN 19 Gowa. This research uses a quantitative research method. Data collection techniques were carried out using essay tests, and the data were analyzed using descriptive and inferential statistics (SPSS 29.0.10). The results of this study show an improvement in students' critical and creative thinking skills in writing explanatory texts after using the inquiry-based learning method. The analysis of the pretest and posttest results shows that before the inquiry method was applied, the majority of students were in the fair and very good categories, with some students in the poor and good categories. After implementation, the majority of students moved to the good and very good categories, showing a significant improvement in their abilities. This improvement is evident in the distribution of student scores, where the average score increased from 58.23 in the pretest to 77.30 in the posttest. Statistical tests using the Paired Sample T-Test showed a t-value of 7.018 with a significance level (p-value < 0.001). Since the p-value is less than 0.05, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. This indicates a significant difference between the pretest and posttest scores, supporting the hypothesis that the inquiry method has a meaningful impact on students' critical and creative thinking abilities. Thus, this research proves that the application of the inquiry method is effective in improving students' abilities in writing explanatory texts, both in terms of quality and variation in critical and creative thinking skills.
Copyright (c) 2025 Nur Aisyah, Andi Sahtiani Jahrir, Sultan https://creativecommons.org/licenses/by-sa/4.0
Strategies Employed by The Main Character (Jodi) in Responding Impoliteness of Others in “Tall Girl” Movie (2019): A Socio-Pragmatic Studies
This research investigated how impoliteness strategies and responses were portrayed through Jodi, the main character in the movie Tall Girl (2019). Impoliteness is a part of sociopragmatics because it relates to the social context. Socio-pragmatics can be interpreted as the study of the meaning of speech related to social aspects that cover culture and society, language, social situations, and social classes. This descriptive qualitative analysis identified 24 utterances of impoliteness received by Jodi, which were divided into 6 utterances of bald on record, 6 utterances of positive impoliteness, 6 utterances of negative impoliteness, 5 utterances of sarcasm or mock politeness, and 1 withheld politeness utterance. These utterances most frequently targeted her physical height. In response to impoliteness’s utterances, Jodi employed a range of strategies: at first silence and avoidance, later humour and topic-shifting, and ultimately direct confrontation. This progression illustrated her psychological growth and shifting social power toward confidence and self-acceptance. The whole story in the movie related to the real life of students’ interactions in the school environment. The analysis also highlights the educational value of the movie. The research identified eleven moral values, including bravery, humility, sincerity, trustworthiness, and kindness. These values, demonstrated not only by Jodi but also by her friends and family, reinforce the importance of mutual respect, resilience, and self-acceptance. Overall, the findings suggested that the movie Tall Girl (2019) presents impoliteness both as a realistic reflection of impolite things in social interaction. At the same time, it offered valuable moral lessons that can be learned by the teachers and students in socio-pragmatics fields.
Copyright (c) 2025 Yahya Krisetya, Widhiyanto, Suwandi https://creativecommons.org/licenses/by-sa/4.0
Utilizing Children's Literature-Based Ecoprenuership as Learning Content for Financial Literacy in Primary Schools
This research aims to examine the content of financial literacy in language and literature learning and to provide a conceptual and contextual description of the use of children's literature-based ecopreneurship as an effort to improve financial literacy skills from an early age. The implementation of this research involved one elementary school (SD) Negeri 44 Kota Ternate that has implemented several incidental programmes related to the concept of ecoprenuership and financial literacy. The curriculum used is the 2013 curriculum. The method used in this research is through interviews with teachers, students, classroom observations and analysis of language and literature learning content through thematic textbooks. The results of the analysis explained that the content of financial literacy in the concept of ecopreunership contained in thematic textbooks for elementary schools (SD) grade II and V is an effort of educators and the government to provide entrepreneurship-based financial education and the environment to students covering the domains of linguistics, psychology and pedagogics (education science) integrated in the ultimate goal of language learning, namely students have qualified language skills. The information, knowledge and insights on finance and entrepreneurship provided in reading textbooks have a positive impact on attitudes of responsibility, frugal living, innovation, and more accurate, precise and regular planning for the future in organising financial planning.
Copyright (c) 2025 Susan R Bahara, Naniek Jusnita, Sri Ayu, Naniek Jusnita, Manda, Mughira https://creativecommons.org/licenses/by-sa/4.0
Pre-service Teachers’ Perspective on the Use of Short Video Stories in Primary Education
This study examines a single pre-service teacher's perspective on using short story videos to teach English to primary school students, utilizing the Technological Pedagogical Content Knowledge (TPACK) model and a constructivist approach. Rather than relying on classroom observations, it emphasizes the teacher’s self-reported experiences and reflections to explore the integration of content knowledge, pedagogical strategies, and technological tools. Data were gathered through a semi-structured interview conducted during the participant’s teaching practicum in a fifth-grade classroom. The participant, a 24 years old undergraduate student in her final year, actively engaged in classroom instruction during her practicum and had completed relevant coursework in English language teaching. Findings indicate that short story videos were viewed as engaging and pedagogically valuable, although the integration across TPACK domains was inconsistent. While the participant maintained a positive attitude towards using video media, she encountered challenges related to technological confidence and the alignment of media with content. This study underscores that TPACK-based reflective interviews can yield valuable insights into the development of preservice teachers, even in the absence of direct classroom observation.
Copyright (c) 2025 Ravenska Tiara Jessica, Putri Ananda, Nadia Wulandari https://creativecommons.org/licenses/by-sa/4.0
Improving English Listening Skills for Vocational Students Through Interactive ICT Tools
Vocational students often face difficulties in developing English listening skills, particularly with authentic speech that includes varied accents, fast delivery, and technical terms. This Classroom Action Research conducted at SMK N 2 Depok explored the use of interactive ICT tools—YouTube and ESLVideo.com—to enhance listening comprehension among 36 eleventh-grade Computer and Network Engineering students. The intervention applied a Genre-Based Approach in two cycles, using authentic YouTube videos for exposure to real-world discourse and ESLVideo.com quizzes for interactive practice with immediate feedback. Data from tests, observations, and interviews showed substantial progress: students’ mean listening scores increased from 71.25 to 90.83, accompanied by higher engagement and confidence. Qualitative findings revealed that visual and verbal integration reduced comprehension difficulty and motivated students to participate more actively. Despite challenges such as technical issues and classroom management, reflective adjustments helped maintain consistent improvement. The study concludes that integrating interactive ICT tools can effectively enhance vocational students’ listening competence and foster independent learning aligned with professional communication needs.
Copyright (c) 2025 Muhammad Husaein Jaya Negara, Jamilah https://creativecommons.org/licenses/by-sa/4.0
Interactive Learning Methods to Increase Students' Motivation in Learning English: Students' Point of View
Interactive learning methods are one of the alternative learning models that help students express their curiosity and understand the knowledge or concepts they are studying. Emphasis on interactive learning methods is very important to increase student engagement and motivation, especially in learning English in junior high schools. Learning motivation is an important factor that influences students' success in mastering a foreign language. This study aims to determine the effectiveness of interactive learning methods in increasing students' motivation and interest in learning English. The method used in this study is descriptive qualitative with the research subjects being class VIIA. Data collection techniques include observation and interviews to explore students' perceptions regarding their experiences during English learning with interactive methods, such as group discussions, educational games, presentations, and technology-based learning media. The results showed that most students responded positively to the use of interactive methods, because it made the learning process more enjoyable, easier to understand, increased self-confidence, trained public speaking, and encouraged active involvement in class. However, some students also conveyed shortcomings, such as the existence of technology so that they rely on the internet to find answers and the interest in book literacy and students decreased. These findings indicate that interactive learning methods can be an effective strategy to increase motivation to learn English, provided that careful planning and adjustments are needed to meet students' needs.
Copyright (c) 2025 Radiana Andi Syahrir, Puspa Sari, Husnani Aliyah https://creativecommons.org/licenses/by-sa/4.0
Critical Discourse Analysis on Inter-Religious Marriages in a Luridical Sociological Review in Buntu Batu Village, Bastem District, Luwu Regency
This study employs Critical Discourse Analysis (CDA) to examine inter-religious marriages in Buntu Batu Village, Bastem District, Luwu Regency, through a juridical-sociological lens. Inter-religious marriages represent a complex intersection of legal frameworks, religious doctrines, and social practices that often generate tensions between individual rights and communal norms. This research investigates how discourse surrounding these marriages reflects and perpetuates power relations, ideological positions, and social hierarchies within the community. The juridical analysis explores the legal ambiguities and contradictions in Indonesian marriage law, particularly examining how Law No. 1 of 1974 on Marriage and subsequent regulations create obstacles for inter-religious couples. The study analyzes legal discourse that either facilitates or constrains inter-religious unions, revealing how juridical language constructs and maintains religious boundaries. The sociological dimension investigates community attitudes, family negotiations, and the lived experiences of couples navigating religious differences in Buntu Batu Village's multicultural context. Through CDA methodology, this research deconstructs the dominant discourses surrounding inter-religious marriages, examining how language choices, narrative structures, and rhetorical strategies in legal texts, religious pronouncements, and community conversations either legitimize or delegitimize these unions. The analysis reveals how power operates through discourse to define acceptable marriage practices and construct religious identity boundaries. Findings indicate that inter-religious marriages in Buntu Batu Village are shaped by competing discourses: legal formalism that emphasizes religious uniformity, religious orthodoxy that prohibits interfaith unions, and pluralistic perspectives that advocate for individual choice and tolerance. The study demonstrates how couples employ various discursive strategies—including conversion, administrative circumvention, and appeal to human rights frameworks—to navigate institutional barriers. This research contributes to understanding how discourse shapes social reality in religiously plural societies, revealing the mechanisms through which legal and social systems either accommodate or resist religious diversity in intimate relationships. The findings have implications for policy development, interfaith dialogue, and promoting inclusive approaches to marriage regulation in multicultural contexts.
Copyright (c) 2025 Ernik, Andi sukmawati Assaad, Anita Marwing https://creativecommons.org/licenses/by-sa/4.0
Narrating Student’s English Learning Experiences Through English Series and Movies
English movies and series are used effectively by teachers and students to stimulate and develop their English proficiency. The significance of using movies and series in language teaching and learning has been discussed by academic experts, yet still there is a gap in research regarding students' specific experiences and the improvement of their English abilities through the use of English movies and series. This study aimed to analyze students’ English learning experiences through English series and movies and to analyze the improvement of students’ English ability through English series and movies. This type of research is qualitative research with a narrative inquiry approach. It uses Narrative Inquiry Design to collect data such as in-depth interviews. The respondent of this study was a high-performance student who was an awardee of International Credit Transfer (ICT) for one semester in Malaysia. This research was conducted in Universitas Ahmad Dahlan, Indonesia, from May 2022 until July 2023. The result showed that the respondent's experience with English series and movies highlights the benefits of self-directed learning in improving language skills. By regularly watching content in English, she improved her listening and speaking abilities, exposed herself to different accents and expressions, and used subtitles to improve vocabulary and writing. This consistent engagement with authentic materials significantly contributed to her language development.
Copyright (c) 2025 Enggar Bagas Dewantara, Arilia Triyoga https://creativecommons.org/licenses/by-sa/4.0
Effective Learning Strategies: The Role of Teachers in Enhancing Junior High School Students' Narrative Writing Skills through Differentiated Instruction
The ability to write narrative texts is a fundamental skill in English language education, especially at the Junior High School (JHS) level. However, many students face challenges in organizing ideas and writing narratives that are both structured and engaging. Differentiated Instruction (DI) offers a solution by tailoring teaching to meet the individual needs of students. This study aims to explore the implementation of DI in teaching narrative writing at JHS, particularly in English language classes. The research employed a qualitative descriptive approach with a case study design, focusing on two experienced English teachers and their students. The results indicated that DI significantly improved students' writing skills, particularly in organizing ideas, structuring texts, and enhancing creativity in character development and plot construction. Students in classes using DI showed increased motivation, confidence, and better use of language. Despite challenges such as diverse student abilities and limited resources, DI was found to positively impact students' writing outcomes. The study concludes that DI is an effective method for improving narrative writing skills in English classes at JHS, offering a flexible and student-centered approach to teaching.
Copyright (c) 2025 Husnul Khotimah, Ninuk Lustyantie, Fathiaty Murtadho https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence -Based Language Learning: Cake Application in Developing Speaking Skill
This study evaluates the effectiveness of CAKE application in improving the speaking skills of grade II students of SMA Negeri 6 Palopo. CAKE is an artificial intelligence (AI)-based English learning application with a speech recognition feature that provides immediate feedback on the user's pronunciation. The study used a pseudo quantitative experimental method with data collection techniques in the form of pre-test and post-test. The research sample was selected by simple randomization from the student population. The results showed that there was no statistically significant difference between the experimental class using the CAKE app and the control class using conventional methods based on the results of the independent T-test. However, the app still had a positive impact in improving students' speaking skills. Significant improvements were seen in the “Excellent” and “Moderate” categories in the experimental group compared to the control group. The motivational factor of the students also had an effect on the results of this improvement.
Copyright (c) 2025 israeni iskandar, Nasriandi, Syahrir https://creativecommons.org/licenses/by-sa/4.0
Zep Quiz in Action: Empowering Students’ Vocabulary through Gamified Learning
Gamification nowadays has emerged as powerful catalyst for transforming conventional learning into more dynamic and student-centered experience in learning vocabulary. This present study investigated the effectiveness of digital intervention using Zep Quiz, a gamified-learning platform, to empower eighth grade students’ vocabulary mastery in Indonesian EFL settings. There were 29 students at SMP Negeri Satu Atap Gondoruso 01 incorporated as the subjects. This study was a quasi-experimental design with one-group pretest-posttest design. In addition, three-meeting intervention was employed using Zep Quiz to improve students’ vocabulary mastery. The findings showed a statistically significant improvement in students’ vocabulary academic performance. The mean score increased substantially from 68.10 in pretest to 73.97 in posttest, the paired-sample t-test -7.90, p-value <0.0001, and Cohen’s d size 1.20 indicating that there was positive impact of digital intervention using Zep Quiz to promote students’ vocabulary acquisition. In addition, digital-game intervention using Zep Quiz with its interactive and gamified elements, likely creates more engaging activities, and empowers vocabulary learning. To sum up, gamified learning using Zep Quiz in language learning can be viable and effective approach to overcoming students’ challenge with limited vocabulary acquisition in Indonesian EFL settings.
Copyright (c) 2025 Rizal Wahid Permana Putra, Imam Wahyudi Karimullah, Mutmainnah Mustofa https://creativecommons.org/licenses/by-sa/4.0
Assessing the Authenticity and Validity of Tests in CLT-Based English Classrooms in West Java's Formal Education
This study investigates the effectiveness of classroom tests in formal West Java, Indonesia, secondary learning centers that claim to offer Communicative Language Teaching (CLT). Because CLT places significance on fostering communicative competence that contains grammatical, sociolinguistic, discourse, and strategic dimensions, there are concerns that the testing protocols employed may not adequately reflect the communicative goals. The data were collected from four English as a Foreign Language (EFL) instructors through the use of a qualitative multiple case study design by way of document analysis and semi-structured web survey. It was found that, while respondents demonstrated satisfactory theoretical knowledge of communicative testing and the use of performance tasks such as interviews, role-plays, and spoken tasks incorporated into videos, full compliance with the tenets of CLT is restricted. Principal impediments to successful implementation are restricted professional development opportunities, large classes, restricted instructional hours, and institutional policies favoring grammar-based tests. It is the finding of this research that, despite professed adherence to CLT, test validity is inconsistent. It is its recommendation that teacher assessment literacy must be upgraded, wide-ranging training needs to be implemented, and institutional policies need to be redesigned to bring communicative test practices into closer correspondence to CLT ideals.
Copyright (c) 2025 Fella Rosy, Nida Husna, Ummi Kulstum, Muhammad Farkhan https://creativecommons.org/licenses/by-sa/4.0
Exploring Slang Words Used by the Male and Female Main Characters in “Anyone but You” Movie
Slang is an informal form of language commonly used in casual conversation to express identity, emotions, and social connections. It is especially prevalent in spoken English among younger generations and is frequently featured in films, music, and social media. This study analyzes the types and functions of slang used by the male and female main characters in the film Anyone but You (2023), applying Allan and Burridge’s (2006) classification. Data were collected through script analysis of approximately 120 minutes of dialogue and examined using a descriptive qualitative approach. Out of the 25 slang expressions identified, four types of slang were found: flippant, clipping, fresh and creative, and imitative. Flippant slang was the most common. Although both characters used expletive and taboo words, the male character, Ben, used slang more frequently and focused on masculine identity and peer-group language. In contrast, the female character, Bea, employed slang that was more emotionally expressive and context-dependent. Overall, the use of slang enriches the dialogue by making it more natural, relatable, and reflective of the characters’ social identities and emotions. These findings also highlight gender differences in slang usage and contribute to sociolinguistic studies on film discourse.
Copyright (c) 2025 Ni Ketut Mas Ayu Mayuni, Putu Nur Ayomi https://creativecommons.org/licenses/by-sa/4.0
Exploring Tiktok Application in Learning Speaking for EFL Student in High School
This study uses a mixed-methods approach to investigate how TikTok affects EFL learners' improvement of speaking abilities. Ten chosen students participated in semi-structured interviews and completed a questionnaire (N = 202) to gather data. TikTok usage and speaking performance were found to be significantly positively correlated in the quantitative study; regression results showed that 34.5% of the students' speaking success was attributable to TikTok. Qualitative results supported this, demonstrating that students saw TikTok as a fun and laid-back platform that boosted their vocabulary, confidence, and pronunciation. Despite certain difficulties, such as distractions, students used self-regulated learning techniques to stay focused. The findings indicate that TikTok can be a useful additional tool for improving EFL speaking abilities.
Copyright (c) 2025 Muhammad Haykal Habibillah, Martriwati https://creativecommons.org/licenses/by-sa/4.0
Graduate Students Critical Thinking on Their Analytical Paper
The research aimed to find out the ability of the graduate student in writing analytical papers and to find out critical thinking which expressed graduate student on their analytical paper. The ability of graduate student has in writing analytical papers refer to Whitakers’ pattern (2009). The critical thinking is express by graduate students on their analytical paper refers to Factions’ The Holistic Critical Thinking Scoring Rubric. This research used a Descriptive Quantitative Method. The sample of this research was graduate students’ thesis from the Graduate Program of English Language Education at Muhammadiyah University of Makassar at second semester of 2022 – 2023 academic years. The total was 14 master's theses. The total sample was fourteen graduate students’ papers. The procedure of this research was collected by analyzing the graduate students’ papers by using a rubric. The results of research found that 1) the ability graduate student have in writing analytical papers was good which the students wrote hook, bridge and thesis in introduction. Topic sentences are clear and some connection to the thesis, the supporting consistently develops the main idea, and transitions show connection between ideas. There are restate thesis and summarized in conclusion. 2) The critical thinking is express by graduate student in their analytical which identified based on the Facione’ The Holistic Critical Thinking Scoring Rubric which focuses on six cognitive abilities (interpretation, analysis, inference, evaluation, explanation and self-regulation).
Copyright (c) 2025 Sudirman N, Ratna Dewi, Syamsiarna Nappu https://creativecommons.org/licenses/by-sa/4.0
Expressive Functions From Movie The Boy and The Heron
This study explores the expressive function of language in Hayao Miyazaki’s 2023 animated film The Boy and the Heron through a sociolinguistic lens. Drawing on Leech’s (1981) classification of language functions and Halliday’s (1994) contextual framework, the research analyses how characters express emotions such as happiness, anger, sadness, and regret. A qualitative method was used to examine five selected dialogues from the film, which generated 35 data points encompassing various emotional and social dynamics. The relationship between the selected dialogues and the total data points lies in the fact that each dialogue contained multiple expressive utterances, resulting in a richer set of data for analysis. The findings reveal that happy expressions were the most frequent (28.57%), followed by sadness and regret (25.71% each), and anger (20%). Expressive utterances were found to be linguistically nuanced and closely linked to the characters’ psychological states and relational contexts. The study underscores the importance of expressive language in shaping character development and emotional depth, enhancing audience empathy and engagement. Overall, it contributes to a broader understanding of how expressive functions operate in cinematic discourse, particularly within the cultural and narrative framework of Miyazaki’s storytelling.
Copyright (c) 2025 Ni Made Putri Lestari, I Dewa Ayu Devi Maharani Santika https://creativecommons.org/licenses/by-sa/4.0
Investigating Students’ Perceptions of ChatGPT's Role in Supporting Writing Skills
This study investigated second-semester students of the English Education Department at Universitas Muhammadiyah Kotabumi perception of the role of ChatGPT in improving their English writing skills. A descriptive qualitative design was employed, with data collected over 2 days in July 2025 through semi-structured interviews. From a preliminary survey of 25 students, 8 were selected based on their active use of ChatGPT on smartphones for writing activities. Data were analysed using a phenomenological approach to capture students lived experiences and perceptions. The findings revealed that students generally held positive views of ChatGPT, particularly in generating ideas, enriching vocabulary, improving grammar awareness, constructing sentences, and building confidence. ChatGPT was also valued for its accessibility and efficiency, often functioning as a virtual tutor that fostered self-directed learning boosted writing confidence. Despite these advantages, several challenges were identified, such as overreliance on the application, restricted access to premium features, and minor inconsistencies in generated outputs. The study concludes that ChatGPT offers meaningful support for developing writing competence among EFL learners, provided that its use is guided critically and integrated with traditional pedagogical strategies to maintain learners’ creativity, accuracy, and analytical reasoning.
Copyright (c) 2025 Mardiansyah, Rulik Setiani https://creativecommons.org/licenses/by-sa/4.0
Integration of Virtual Reality and Digital Game-Based Learning in Education: Accelerating English Language Communication
This study was initiated in response to the challenges faced by students who are not accustomed to practicing English speaking due to a lack of self-confidence and heightened anxiety when communicating with others or with native speakers. To address these issues, the study explores the potential of Virtual Reality (VR) technology to foster the development of students’ English communication skills within an autonomous, interactive, and engaging environment. Such an environment is expected to increase students’ learning motivation while simultaneously improving the overall quality of instruction. The primary aim of this research is to contribute to the body of knowledge by developing a prototype of a digital platform termed Metaversity, defined as a virtual learning environment that integrates the immersive features of the Metaverse ecosystem with the pedagogical foundations of Digital Game-Based Learning (DGBL). The participants of the study consisted of 30 undergraduate students from Universitas Sembilanbelas November Kolaka. Employing a Research and Development (R&D) approach, the study adopted the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The resulting learning media integrates VR, DGBL, and communication platforms such as VRChat and Discord into a cohesive system. Validation by media experts yielded an average score of 4.35 out of 5, which falls into the “highly feasible” category. Meanwhile, students’ responses reached an average of 82.5%, placing the product within the “good–very good” range. The findings provide compelling evidence that the developed medium is effective in enhancing students’ motivation, self-confidence, and English-speaking competence. Furthermore, the integration of VR and DGBL fosters active engagement, alleviates language anxiety, and creates an immersive and enjoyable learning experience. These outcomes highlight the potential of Metaversity-based platforms as innovative solutions in higher education language learning contexts.
Copyright (c) 2025 Alifiah Pratiwi, Bimas Reskiawan, Ray Suryadi, Netty Huzniati Andas, Kevin Hendrawan https://creativecommons.org/licenses/by-sa/4.0
Indonesian-English Code-Mixing in Entertainment-Based Communication on X
This research aims to investigate the patterns of Indonesian-English code-mixing in entertainment-focused communication on X. The study is grounded in Muysken’s (2000) typology of code-mixing, which classifies linguistic blending into insertion, alternation, and congruent lexicalization. The data were sourced from 157 posts collected from seven selected entertainment accounts on X from May 1 to June 30, 2025. Entertainment accounts were chosen because they often employ multilingual expression to attract and engage diverse audiences. Employing a qualitative research design, data were gathered using the documentation technique, which involved selecting posts containing Indonesian-English code-mixing. The analysis applied Muysken’s framework to categorize each instance into one of the three types. The results reveal that insertion was the most frequent type (78.34%), followed by congruent lexicalization (12.10%) and alternation (9.55%). These findings confirm the consistent dominance of insertion across various online and social media contexts, while also showing that the leading type can vary depending on discourse domains. The research strengthens the relevance of Muysken’s framework in digital sociolinguistics, providing insights for content creators and digital marketers in engaging multilingual audiences effectively.
Copyright (c) 2025 Listya Arum Ridhawati, Anggi Rizky Firdhani, Muhammad Nur Assyddyq https://creativecommons.org/licenses/by-sa/4.0
Language Registers in Maritime Communication: A Study of Effective Messaging
This study identifies and analyzes the use of language registers in maritime communication on board ships. Employing a descriptive qualitative method, primary data were obtained through observation and interviews with the ship crew. Results indicate three commonly used language registers: formal (for daily interactions among crew to foster relaxed relationships), and technical (for operational and technical matters like engine maintenance and navigation). Appropriate use of these registers enhances effective messaging, improving ship safety and operational efficiency. This research contributes to developing more effective and safe maritime communication standards. Benefits include increased safety and efficiency, improved crew communication quality, and contributions to maritime standards.
Copyright (c) 2025 Sunarlia Limbong, Novianty Palayukan, Ade Chandra , Frans Tandibura, Randy Ruslan https://creativecommons.org/licenses/by-sa/4.0
“Word of the Day”: Enhancing Student’s Vocabulary Through A Daily Strategy in EFL Classroom
This study examined the use of the “Word of the Day” (WotD) strategy as a means of improving vocabulary mastery among ninth-grade students at SMP Negeri 2 Samaturu. The intervention lasted seven weeks and involved 119 students from four classes, using a classroom-based field research design. Daily vocabulary activities were integrated into lessons through interactive methods such as group work, quizzes, and simple games, while data were collected through observation, questionnaires, and interviews. The findings showed that the WotD strategy helped students consistently expand their vocabulary and apply new words in meaningful contexts. It also increased participation and motivation, as interactive activities encouraged learners to engage more actively in classroom communication. Some differences in student engagement were noted, with challenges including varying levels of motivation, discipline issues, and occasional school activity disruptions. Despite these constraints, the study highlights the potential of WotD as a low-cost and sustainable approach to vocabulary instruction in rural EFL classrooms, contributing both to lexical growth and to fostering learner engagement.
Copyright (c) 2025 Aisyah Ashar, Rosyana Marlianti, Nur Wulandari, Fitri, Zakaria, RAY SURYADI https://creativecommons.org/licenses/by-sa/4.0
Improving Students’ Argumentative Writing through Genre-Based Approach Integrated with Mentimeter in EFL Senior High School Classrooms
This study investigates the effectiveness of integrating the Genre-Based Approach (GBA) with Mentimeter to enhance Indonesian EFL senior high school students’ argumentative writing competence. The participants were 36 eleventh-grade students who took part in a one-group pretest–posttest design. Students’ essays were evaluated in five aspects content, organization, vocabulary, language use, and mechanics while their perceptions were collected through a validated five-point Likert-scale questionnaire. The paired-sample t-test result (t = 27.997, p < .001) revealed a statistically significant improvement in overall writing performance, confirming that the integration of GBA and Mentimeter produced a strong positive instructional effect. Students also reported highly favorable perceptions toward the integrated approach, emphasizing that it enhanced their clarity of ideas, engagement, collaboration, motivation, and confidence during writing activities. This research fills the gap in empirical studies exploring technology-supported genre pedagogy within Indonesian EFL contexts, where such integrations are rarely examined in depth. The findings suggest that combining structured genre instruction with interactive digital platforms can foster both cognitive and affective dimensions of writing development. Therefore, the integration of GBA and Mentimeter offers valuable pedagogical implications for English teachers aiming to apply process-oriented, student-centered, and technology-enhanced approaches to improve students’ argumentative writing performance and promote long-term language learning achievement.
Copyright (c) 2025 Nidyanti Ruwaina, Achmad Yudi Wahyudin https://creativecommons.org/licenses/by-sa/4.0
Digital Media in TEFL: Lecturer’s Perceptions at an Islamic Institute in Jambi
This study investigates an English lecturer’s perceptions of digital media integration in Teaching English as a Foreign Language (TEFL) at a rural Islamic institute in Jambi, Indonesia. Using a qualitative single-case study design, data were collected through semi-structured interviews with one lecturer at Institut Agama Islam Negeri Kerinci. Thematic analysis revealed six key themes: digital media is perceived as beneficial for increasing student engagement, tools are selected strategically based on language skills, and digital integration is hindered by limited infrastructure and institutional support. Despite these barriers, the lecturer demonstrated strong professional agency by using offline alternatives, engaging in training, and adapting technology to student needs. Platforms such as YouTube, Google Classroom, and Quizizz were commonly used to support listening, grammar, and classroom management. While digital tools enhanced learner autonomy and motivation, challenges remained in curriculum flexibility and equitable access. Digital integration success in TEFL not only requires good infrastructure but also institutional support and empowering the lecturer. In brief, this study offers valuable insights for future research to examine how digital media are utilized in TEFL classes, especially in rural areas.
Copyright (c) 2025 Arya Geni Permana, Yelni Erniyati https://creativecommons.org/licenses/by-sa/4.0
The Meaning of Terms in The Bite Nggukale Wedding of The Tolaki Tribe in Konawe District
This study discusses the terms used in the traditional Bite Nggukale wedding ceremony in Konawe Regency. The purpose of this study is to describe the cultural meanings and explain the functions of the terms used in the traditional Bite Nggukale wedding ceremony. The research method used in this study is qualitative descriptive. In collecting data, the author used documentation and interviews. In the data analysis stage, the author used ethnosemantics to reveal the cultural meanings contained in the terms of the Bite Nggukale traditional wedding ceremony. Ethnolinguistics is the study of terms related to semantic meanings, such as kinship, color, flora, and fauna, to reveal cultural meanings. The results show that there are fifteen terms used in the traditional wedding ceremony of Bite Nggukale. The data includes the terms pabitara, toonomotuo, tolea, sara pombesanggarai, sara pomberahi, sara pombepende, kalosara, powokasi obiri, asolawa sawu lipa, obite tinongo nggukale, asondumbu okasa, oaso kiniku sara, and mowindahako. The cultural elements contained in these terms indicate kinship terms used in resolving traditional marriage processes.
Copyright (c) 2025 Ilham, Sulistyowati https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students’ Vocabulary Acquisition Strategies through English Movies
This study explores the vocabulary acquisition strategies used by EFL (English as a Foreign Language) students through English movies. Grounded in Krashen’s Input Hypothesis and Mayer’s Cognitive Theory of Multimedia Learning, the research investigates how learners engage with movie content to enhance their vocabulary. Using a qualitative method, the study involved two sixth-semester English Department students at a public university in Indonesia. Data were collected through semi-structured interview sessions and analyzed using thematic analysis. Findings reveal that students employ several strategies, including using English subtitles, noticing and repeating unfamiliar words, choosing genre-specific content, applying new vocabulary in writing and speaking, and rewinding scenes for better comprehension. In total, five key strategies were identified. These approaches helped learners connect vocabulary with context, improve pronunciation, and promote long-term retention. The use of multimedia, particularly movies, created an engaging and low-anxiety environment that supported incidental learning and increased motivation. The study concludes that learner-driven strategies supported by multimedia input significantly contribute to vocabulary development and suggests that educators integrate movie-based activities in language learning environments to enhance students’ vocabulary acquisition, contextual understanding, and motivation.
Copyright (c) 2025 Siti Annisa, Ventje Jany Kalukar, Aridah Aridah https://creativecommons.org/licenses/by-sa/4.0
Understanding EFL Students’ Acceptance of DeepL for English Translation: A Technology Acceptance Model Perspective
This study investigates University students' perceptions of the machine translation tool DeepL in the context of learning English as Foreign Language (EFL). The main objective was to explore the frequency of use with the tool through the TAM Theory. Using a descriptive qualitative research approach, the purpose of sampling was used to select four university EFL students, who were categorized as frequent and infrequent users of DeepL. Data was collected through semi-structured interviews, and questionnaires. The results showed that frequent users of DeepL appreciated its effectiveness in vocabulary acquisition, translation accuracy, and academic writing support. In contrast, infrequent users expressed concerns about limitations such as the lack of a paraphrasing feature and the formality issues. These findings highlight significant differences in user experience based on frequency of use and the need for further research with larger and more diverse samples to validate these results. Recommendations for future research include incorporating feedback from users to improve functionality and meet the evolving needs of EFL learners. This research contributes to the understanding of the role of machine translation technology in language learning and offers insights for future research.
Copyright (c) 2025 Reihayyu Dwi Cahyani, Syamdianita, Aridah, Weningtyas Parama Iswari, Ichi Ahada https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review on the Exploration of the Impact of English Media on Vocabulary Development in Bilingual Toddlers
This systematic literature review looks into how bilingual children vocabulary development is affected by their exposure to English media. The early years of childhood, from 1 to 6 years old, are the most pivotal time for language development, impacted by social, environmental, and biological factors. Bilinguals' vocabulary development is usually impacted by a number of aspects, such as media exposure, home literacy environments, and parental participation. Using the PRISMA 2020 framework, five studies published from Januart 2021 to March 2025 were selected from three databases; Google Scholar, ERIC, and Taylor & Francis. Results indicate that interactive and socially supported media use can successfully improve L2 vocabulary, whereas passive media exposure alone may impede language development. Furthermore, the context, quality, and adult supervision of media intake have a significant effect on language results.
Copyright (c) 2025 Agnes Monica Rahayu, Adrefiza, Failasofah https://creativecommons.org/licenses/by-sa/4.0
Exploring the Defense Mechanisms of the Main Character in The Accidental Tourist After the Shooting Tragedy
In the United States, numerous mass shootings have left victims and their families traumatized. Authors have been inspired to create literary works based on this phenomenon. One of these can be found in Anne Tyler's book The Accidental Tourist, first published in 1985. The novel narrates the tale of a father who must cope with anxiety following the death of his only child, caused by a school shooting tragedy. This study aims to find the types of defense mechanisms performed by the father as attempts to protect himself against the threat of experiencing anxious feelings from things that could trigger thoughts of his trauma. This study used Freud's theory of defense mechanisms, which includes denial, displacement, rationalization, and reaction formation. The primary data obtained from the novel in the form of dialogue will be compared to the data collected through several previous studies using a qualitative approach to be categorized according to Freud's theory of defense mechanisms. The study's findings indicate that the main character employs four defense mechanisms to maintain his image as a husband that aligns with social standards and expectations. The main character employs four defenses in five dialogues in the novel. The appearance of four defense mechanisms is also influenced by the main character's roles as a husband who struggles to meet social standards as a strong and more mature person compared to his wife. Men are expected to manage their stress on their own and avoid expressing their emotions according to the social standards surrounding masculinity. This leads men to use defense mechanisms.
Copyright (c) 2025 Lintang Cahyani, Sri Sumaryani https://creativecommons.org/licenses/by-sa/4.0
Using Information and Communication Technology (ICT) in schools improves the quality of teaching, especially now that we are in the Fourth Industrial Revolution. This research examines the application of ClassPoint in instructing English to eleventh-grade students at State Islamic Senior High School Medan. A qualitative case study design was utilized, encompassing 37 students across three observation cycles within a three-month duration. Data were collected via observation, interviews, and documentation and analyzed through data reduction, presentation, and conclusion-drawing methodologies. The results showed that student engagement went up a lot, from 40.54% in Cycle I to 94.59% in Cycle III. Students also said that they were more comfortable and effective at learning in each cycle. The research indicates that incorporating interactive digital tools like ClassPoint can promote active learning, increase engagement, and elevate English language proficiency in secondary education environments.
Copyright (c) 2025 Nikmah Fadillah Nasution , Rahmah Fithriani , Ahmad Amin Dalimunthe https://creativecommons.org/licenses/by-sa/4.0
Code Mixing Used By Vlogger “ Tasya Farasya” On TikTok Videos
This study investigates the phenomenon of code-mixing in the TikTok videos of beauty vlogger Tasya Farasya. It aims to identify the types and reasons for code-mixing using the framework proposed by Hoffman (1991), which includes three types: intra-sentential, intra-lexical, and involving a change of pronunciation. The research uses a qualitative descriptive method to analyze 6 utterances selected from 4 of her TikTok videos posted between December 2024 and March 2025. The findings reveal that intra-sentential code-mixing appears in 3 utterances (50%), intra-lexical code-mixing also occurs in 2 utterances (33.33%), while code-mixing involving a change of pronunciation is found in 1 utterance (16.67%). These findings indicate that intra-sentential and intra-lexical code-mixing are used with equal frequency, whereas pronunciation related code-mixing is less common. This study examines the phenomenon of code-mixing in the TikTok videos of beauty vlogger Tasya Farasya. A qualitative descriptive method was employed to provide a systematic and in-depth account of the forms of code-mixing and the contexts in which they occur in real social media interactions. The findings suggest that code-mixing in Tasya Farasya’s content represents a strategic linguistic choice a deliberate use of mixed language to achieve specific communicative purposes, such as emphasizing meaning, fostering closeness with the audience, projecting a modern image, and enhancing the overall appeal of the content. Furthermore, this study highlights how English is integrated into Indonesian social media discourse, particularly in the beauty and lifestyle domain.
Copyright (c) 2025 Adinda Pratiwi Ni Kadek Ayu, I Dewa Ayu Devi Maharani Santika https://creativecommons.org/licenses/by-sa/4.0
Social Actor Representation in Media Narratives of the Israel-Palestine Conflict Post-October 7: A Study of Al Jazeera, USA Today, and The Jakarta Post
The media plays a crucial role in shaping public understanding of international conflicts through strategic linguistic choices that can reveal underlying ideological positions. This study aims to analyze how social actors in the Palestine-Israel conflict after October 7, 2023, are represented in the English-language news coverage of Al Jazeera, USA Today, and The Jakarta Post. Using Critical Discourse Analysis with a focus on van Leeuwen's Social Actor Representation framework, the research examined fifteen news articles published between October 2023 and May 2024 to identify patterns of inclusion and exclusion strategies employed by each news outlet. Findings revealed that Al Jazeera actively portrays both Hamas and Israeli forces as primary agents while occasionally depersonalizing individuals through collectivization; USA Today tends to exclude individual Palestinian actors through indeterminate references while representing Israeli actors more often as collective entities; and The Jakarta Post explicitly names key figures from both sides, personalizing the conflict while emphasizing their opposing roles. These varying representation strategies reflect different editorial approaches that influence how responsibility, agency, and legitimacy are attributed in conflict reporting, ultimately shaping public perception and discourse around the complex geopolitical situation.
Copyright (c) 2025 Pricylia Maharani Pambudi, Delita Sartika, Reli Handayani https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Wordwall as an Interactive Digital Tool for Teaching Vocabulary to Enhance Writing Skills of First Year Students
This study evaluates the effectiveness of Wordwall, a gamified digital platform for vocabulary learning, in improving vocabulary mastery and procedural-writing quality among first-year vocational students in a Karawitan (traditional arts) program. Using a quasi-experimental pre-test–post-test design, two intact classes received different instructional treatments across three meetings held over a two-week period, the experimental class completed Wordwall activities, whereas the control class followed conventional methods. After initial differences were controlled with ANCOVA, the experimental class showed a significantly larger vocabulary gain (partial η² = 0.25) and greater improvements in lexical variety and technical accuracy in writing than the control class. These findings indicate that integrating Wordwall boosts student engagement and successfully transfers technical vocabulary to procedural texts. Therefore, teachers can adopt vocationally themed Wordwall tasks to accelerate language learning, and policy-makers should provide training and digital infrastructure so that interactive tools like Wordwall can be implemented widely in vocational schools.
Copyright (c) 2025 Rina Puspitasari Puspitasari, Wahyu Satya Gumelar, M Andriana Gaffar https://creativecommons.org/licenses/by-sa/4.0
Exposing Two Languages to A Young Child: Parent’s Strategies on A Child’s Language Development for Speech Delay
Raising bilingual children in this modern era is essential. The use of English is very important both in academic and future careers. Every parent needs to prepare for introducing English. This study examined how parent’s strategies successfully introduce two languages into their child and the effect of raising the child into bilingualism from birth. This study employed a couple of parents, members of families, professional therapies, who actively gave exposure to bilingual children. One Parent One Languages (OPOL) approach into this language policy, regular therapy for helping the languages disorder, and visual- non visual process learning languages are the strategies. This is a case study that was an analysis used by Creswell, which consisted of five stages. This study employs observation and some interviews as data collection methods. This study aims to give recommendations for parents, similar researchers, and future generations to raise any children into bilingualism as early as possible.
Copyright (c) 2025 Almira Rizky Asmaria https://creativecommons.org/licenses/by-sa/4.0
Discourse Analysis of The Phenomenon of Career Women in The Context of Family Resilience Through a Socio-Juridical Perspective
This study examines the phenomenon of career women in the context of family resilience through a socio-juridical perspective. The purpose of this study is to analyses the relationship between the dual roles of career women and family stability and welfare, and to identify the accompanying legal and social implications. Using the critical discourse analysis method, this study explores various aspects that influence the dynamics of career women's lives in maintaining a balance between professional and domestic responsibilities. The results of the study indicate that the role of career women has a significant impact on family resilience, both in terms of economics, social, and psychology. Economically, career women's financial contributions strengthen the family's economic resilience. However, challenges arise in terms of time division, childcare, and fulfilment of other family functions. This study also reveals the importance of legal and policy support that facilitates the balance of career women's roles, including regulations on women's workers' rights and family protection. The conclusion of the study emphasizes the need for a holistic approach in understanding and supporting the role of career women in family resilience, by considering the intertwined social, legal, and cultural aspects. Recommendations proposed include strengthening policies that support work-family balance, improving social support systems, and developing empowerment programs that pay attention to the specific needs of career women in the context of family life.
Copyright (c) 2025 Marlina Basri, Abdul Pirol, Takdir https://creativecommons.org/licenses/by-sa/4.0
The Future Speaks: Exploring Artificial Intelligence’s Impact on EFL Students’ Speaking Skills
This research explores the influence of the Artificial Intelligence: Fully Fluent application on Indonesian junior high school students’ English-speaking skills and explores teacher and student perceptions of its use. The study employed a mixed method using interviews and questionnaires with teachers and students to get qualitative data alongside quantitative data from a quasi-experiment pre-posttest. Teachers reported that the application developed motivation, confidence, and behavioral engagement in class, with student surveys being overwhelmingly positive with convenience, enjoyment, and increased confidence. Regarding quantitative results, statistically significant improvement is reported since the experimental group's mean scores (84.51) are greater than the control group's (71.91). In both the independent samples t-test (Sig= 0.000 < 0.05) and paired samples t-test (Sig= 0.000 < 0.05), there are statistically significant differences, which reflect the effect of Fully Fluent. These results indicate that AI-based tools like Fully Fluent can enhance oral proficiency and foster positive learning attitudes. Practically, the findings suggest that AI speaking applications be used as supportive tools to enhance EFL instruction and build learner confidence in authentic communication.
Copyright (c) 2025 Delis Meta Tiana, Dwi Puji Hastuti, Retno Rahayuningsih https://creativecommons.org/licenses/by-sa/4.0
Directive Speech Acts in the Animated Sci-Fi Film “Next Gen”: A Pragmatic Analysis
This study investigates directive speech acts in the animated science fiction film Next Gen (2018) using the theoretical framework of Searle and Vanderveken (1985). The research aims to identify, categorize, and describe the types of directive speech acts performed by the characters, with particular attention to how language shapes human–robot interaction. The data were obtained from the film transcript, transcribed from Netflix subtitles, and analyzed through a qualitative descriptive approach. A total of 56 utterances containing directive speech acts were identified and classified into eight types: command, forbid, ask, suggest, request, urge, order, and permit, with command emerging as the most dominant (26 occurrences). The findings reveal that communication in Next Gen is strongly influenced by power dynamics and authority, while also reflecting interpersonal dimensions through requests, suggestions, and permissions, especially in relation to trust, care, and cooperation. The significance of this study lies in demonstrating how human–robot interaction can be understood through language use, offering insights into both pragmatic theory and media discourse analysis. By highlighting how directive speech acts construct relationships between humans and robots, the study contributes to broader discussions of language, interaction, and representation in science fiction narratives.
Copyright (c) 2025 I Kadek Adi Wisnu Pramana Putra, I Gusti Ayu Agung Sintha Satwika https://creativecommons.org/licenses/by-sa/4.0
Afrikaans First Additional Language teachers’ experiences teaching online during COVID-19 at two public high schools in Gauteng, South Africa
Due to the COVID-19 pandemic, schools across South Africa were forced to turn to online education. As with other subjects, Afrikaans First Additional Language (AFAL) teachers had to find ways to continue teaching their learners online under COVID-19 restrictions. For many, this was a daunting task and unfamiliar territory. This research explores how AFAL teachers from two public schools in Gauteng Province experienced online teaching during COVID-19. For this research, seven participants were selected through purposive sampling to participate in either semi-structured individual interviews or a focus group. Additional data was gathered from various documents from the two schools. Analysis of the data demonstrated that online communication created several barriers while teaching. In addition, learners' poor work ethic had a ripple effect, and work provided online had to be retaught once learners returned to school. Although teaching AFAL online is not necessarily the recommended approach, there are certain advantages to incorporating online platforms in a classroom setting. Despite various challenges, teachers continued to provide learners with work while trying to make an abnormal situation as normal as possible.
Copyright (c) 2025 Nesta Drake, Geoffrey Vaughan Lautenbach https://creativecommons.org/licenses/by-sa/4.0
English Shaming on TikTok: A Window into English Language Ideologies in Indonesia
In Indonesia, positive opinions of English are frequently linked with instances of mockery aimed at those thought to have poor English skill. This practice is known as English shaming and has gained importance in the modern era of social media. This study aims to identify English language ideologies in Indonesia through the lens of online English shaming. Using a qualitative research approach based on virtual ethnography, this study draws on the theoretical frameworks of language ideology. Analysis of 621 comments on TikTok is carried out using a three-stage inductive coding process drawn from the Constructivist Grounded Theory methodology. The findings suggest that there are four key English language ideologies in Indonesia: 1) non-standard English is unacceptable; 2) English is an index of educational level; 3) non-standard English is acceptable, and 4) non-standard use of English in international forum is national disgrace. These findings highlight the dominant role of "Standard English" as a social marker in Indonesia, the harmful effects of online English shaming on individuals and national identity, and the need for embracing linguistic diversity. The study also demonstrates the potential for resistance against dominant ideologies and the importance of fostering inclusive language policies, as well as respectful online discourse
Copyright (c) 2025 Nakita Febiola Vesya, Mohammad Umar Muslim https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Language Style in Political Debate of Indonesian Presidential Candidate of 2024
This research aims to identify various types of language styles and try to find the most dominant use of language styles in the political debates of the 2024 Indonesian presidential candidates using a sociolinguistic approach. This study uses a qualitative method. To obtain data, the author used a note-taking technique, namely taking notes. Because the data was in the form of words, it was analyzed by identifying, analyzing, and categorizing the data and noting the frequency of the most dominant types of language styles. Researchers also used Martin Joos's theory of language style types; five different language styles were studied. Frozen style is one of them, as are formal style, consultation style, casual style, and intimate style. The results of the research show that the types of language styles in political debates have a frozen style of 1 data, a formal style of 3 data, a consultative style of 35 data, then a casual style of 12 data, and finally the intimate style has 0 data. Based on the analysis, the author found that there are four language styles: frozen, formal, consultative, and relaxed. Then, the consultative style is the most widely used style, with 35 data points out of a total of 51 data points.
Copyright (c) 2025 Nentriana Hutabarat, Sondang Manik, Jubilezer Sihite https://creativecommons.org/licenses/by-sa/4.0
Pronunciation Error Done by the Students of Islamic Education: A Case Study at University
This article’s goals were to 1) look into what students thought about problems with phonetics learning, and 2) determine what elements were driving students' errors with phonetics learning. The samples consisted of 6 undergraduate Islamic education students who were chosen for an interview on purpose. A questionnaire and a semi-interview form were examined as research tools. According to the students' opinions, certain sounds, particularly [θ], [ð], and [ʤ], produced major phonetics learning challenges at the segmental level. It was also noted that linking produced major problems with supra segmental phonetics learning. Furthermore, phonetic ability was identified as the most common reason for difficulties in learning phonetics. It might be argued that the perception of the difference in sound systems between English and Indonesian, as well as various characteristics such as phonetic aptitude, native language, and prior English knowledge, all contribute to this conclusion.
Copyright (c) 2024 Muhammad Rafi’i https://creativecommons.org/licenses/by-sa/4.0
Analyzing the Disillusionment in Ernest Hemingway’s The Sun Also Rises and Its Implication on English Language Learning
The Sun Also Rises, written by Ernest Hemingway in 1926, is an influential literary work that depicts the post-war Lost Generation. The novel captures the profound sense of disillusionment experienced by individuals from the Lost Generation coping with the collapse of traditional values. The present study aims at analyzing the disillusionment depicted by the character of Jake Barnes in Ernest Hemingway’s The Sun Also Rises and its implication on English language learning. This qualitative research is conducted by using Hemingway’s The Sun Also Rises as the primary data and is supported by secondary data in the form of academic papers, research papers, and books related to the topic of disillusionment in literary works. To collect data, the researchers employed the observation and note-taking technique in which the researcher read the novel several times and took notes related to the topic of disillusionment. The obtained data were analyzed using an objective approach focusing on character development, narrative structure, and symbolic elements. The findings show that Jake Barnes, the protagonist in The Sun Also Rises, experiences the disillusionment in the form of disappointment caused by the aftermath of World War I. He shows his disappointment towards himself and the other character in the novel, as shown in the dialogues and descriptions in the novel. The study suggests that The Sun Also Rises can be utilized for English language learning in which both students and teachers can benefit by the use of the novel as a learning media, learning sources and learning object.
Copyright (c) 2025 Herminus Efrando Pabur, Muhammad Ilham Ali, Sabrina W. J. Husain, Fivy A. Andries, Jennie Posumah https://creativecommons.org/licenses/by-sa/4.0
Engagement Markers in Indonesian Scholars’ Academic Writing to Establish Rapport with Readers
This study presents a corpus-based analysis of engagement markers in applied linguistics research articles (RAs) authored by Indonesian scholars. While previous research has explored metadiscourse broadly, this investigation focuses specifically on the strategic use of interpersonal features to build reader rapport. A specialized corpus of 20 RAs (104,110 words) from four Scopus-indexed journals (2020–2024) was compiled and analyzed using a mixed-methods approach. The analysis, conducted with the Sketch Engine tool, applied a modified version of Hyland and Jiang’s (2016) model of engagement markers. The results indicate a strong preference for knowledge-oriented engagement, with knowledge appeals being the most frequent strategy (1.59 per 1,000 words), predominantly realized through explicit markers of routine conditions. Notably, rhetorical questions were absent from the corpus. Pronominal choice revealed a distinct use of first-person plural pronouns (we, us, our) to foster solidarity and direct reader interpretation, while personal asides were employed to clarify arguments. In terms of directives, references to physical acts (e.g., “see Table 3”) were markedly more common than cognitive or textual acts. These findings suggest a stylistic convention in Indonesian academic writing that prioritizes formality and collective objectivity, potentially at the expense of more direct dialogic interaction. The study concludes by offering practical pedagogical implications for academic writing instruction, suggesting that Indonesian scholars can enhance the persuasive impact and international visibility of their work by strategically diversifying their engagement strategies to foster a more involved reader dialogue.
Copyright (c) 2025 Titah Afandi, Adi Sutrisno https://creativecommons.org/licenses/by-sa/4.0
Fun English Learning in Trauma Healing Programme
Fun English learning can be part of a trauma healing programme to support the emotional recovery of participants, especially children. This method combines interactive activities such as games, music and role-play designed to create a positive and comfortable learning atmosphere. The purpose of this study is to determine the effect of fun English learning on participants' learning motivation and psychological recovery. This research uses a qualitative approach with observation and interviews as data collection techniques. The results show that this method not only improves participants' motivation and communication skills but also helps them reduce stress and anxiety. Thus, fun English learning plays an important role in accelerating the trauma recovery process and improving participants' social adaptation.
Copyright (c) 2025 Wulandari Umar , Muh. Ilham Nur, Setiawan Wancie, Masruddin, Mursyid https://creativecommons.org/licenses/by-sa/4.0
Conceptual Metaphors of Politics in Indonesian Online Mass Media: A Corpus-Based Analysis
This study aims to examine the source domain of the target domain of POLITICS and the nuances of its meaning in Indonesian online mass media. It employs a qualitative research method to investigate the conceptual metaphors of POLITICS using a corpus-based approach. The data were obtained from 350 Indonesian online news articles that discuss politics over a period exceeding 13 months, starting from the election campaign period to the post-election period. The total number of tokens in the entire corpus amounted to 144,852. The corpus was analyzed using the AntConc tool (version 4.2.4) by utilizing the 5L & 5R collocate feature and KWIC. The Metaphorical Identification Procedure (MIP) was applied to analyze metaphors. The findings demonstrated the conceptual metaphors with negative connotations, namely POLITICS IS A TRANSACTION, and POLITICS IS A KINGDOM, and neutral connotations, namely POLITICS IS PHYSICAL SPACE, POLITICS IS A DRAMA SHOW, and POLITICS IS LOWLAND. However, conceptual metaphors with negative connotations were significantly more prevalent in linguistic expressions, suggesting that these metaphors more accurately reflect the political realities of Indonesia during the late 2023 to 2024 period.
Copyright (c) 2025 Imam Musyayyab, Sailal Arimi https://creativecommons.org/licenses/by-sa/4.0
Migrating PBT TOEFL to iBT TOEFL: Opportunities and Challenges of Test Taker
In this era of globalization English proficiency test used as an indicator and requirement for student to go study abroad or get scholarship. PBT old service of proficiency test already stop and replaced with IBT test these phenomena to be issues that student faced now. This research aimed to determine the opportunities and challenges that’s Test Taker face. In this research, the researcher used qualitative research collects, analyzes, and interprets comprehensive narrative and visual data to gain insights into a particular phenomenon of interest. This Study research literature documents, the literature provides several steps to incorporate environmental variables in the efﬁciency estimation. Limitations associated with predictive validity studies, the scope of this study on the EFL Student as Test taker point of view. The focus of this study is to identify the opportunity and the obstacle that faced by EFL Student as test taker during the migration of PBT to iBT. The research that discusses about the opportunity and challenges related migration PBT TOEFL to iBT TOEFL still limited. In this case researcher will did this study to fill the gap of previews study.
Copyright (c) 2025 Kiki Noventri Hermawanto, Ani Susanti https://creativecommons.org/licenses/by-sa/4.0
The Autonomous Learning in Supporting Communication On Board in 5.0 Era (A Study Case of Young Cadets’ ELL at PIP Makassar)
This study investigates the role of tablet-assisted autonomous learning in improving Maritime English proficiency for on-board communication among young cadets at PIP Makassar in the 5.0 Era. It aims to measure young cadets’ levels of autonomous learning, identify barriers, and explore applied strategies. A mixed-method design was employed, combining quantitative data from 141 young cadets collected using the Self-Directed Learning Readiness Scale (Fisher & King, 2010) with qualitative insights from semi-structured interviews. The results indicate that 98 (69.5%) of young cadets demonstrated a high level of autonomy and 43 (30.5%) a moderate level, with desire for learning emerging as the strongest factor, followed by self-control and self-management. Major barriers included limited tablet specifications, unstable campus Wi-Fi, and heavy academic schedules. Nevertheless, young cadets employed strategies such as reading e-books, listening to English songs, and reviewing materials during optimal times. These strategies primarily supported receptive skills (reading and listening), consistent with Krashen’s Input Hypothesis. The findings contribute to maritime education literature by highlighting that while technology promotes learner autonomy, its effectiveness depends on institutional support through device enhancement, reliable internet access, and flexible study arrangements.
Copyright (c) 2025 Novianty Palayukan, Sunarlia Limbong, Edi Wahyono, Nurul Hatifah https://creativecommons.org/licenses/by-sa/4.0
Politeness and Impoliteness Strategies in Requests in The Office and The IT Crowd TV Series
Politeness is one aspect in communication that helps people maintain harmony in interactions and avoid social conflicts. In performing speech act that is inherently face-threatening, such as request, politeness strategies are used to help minimizing the threat to the addressee’s face. This study explores the manifestation of politeness and impoliteness strategies in making requests portrayed in American TV Series The Office and British TV Series The IT Crowd along with the similarities and the differences between them. This study used qualitative research approach and content analysis method. By drawing on Brown and Levinson’s (1987) politeness strategies and Culpeper’s (1996) impoliteness strategies, findings show that the most frequently used politeness strategy in delivering requests is bald on-record in both series. Negative politeness emerges as the second most frequently used, followed by positive politeness, whereas off-record strategies are the least employed. In terms of impoliteness, the result shows that bald on-record impoliteness is the most frequently used super-strategy in both series and off-record impoliteness becomes the least employed super-strategy. Despite the similarities regarding the use of politeness and impoliteness, some notable differences were also observed. In The Office, there is greater variation of positive politeness strategies employed, whereas in The IT Crowd, the variation is more apparent in the use of negative politeness. Furthermore, other differences were also found regarding the second and third most common strategy of impoliteness. In The Office, negative impoliteness emerges as the second most commonly employed strategy, followed by positive impoliteness. Whereas in The IT Crowd, the second most used strategy is positive impoliteness, followed by negative impoliteness. These similarities and differences are related to the background culture and humor style of each series.
Copyright (c) 2025 Risma Putri Windani, Zulfa Sakhiyya https://creativecommons.org/licenses/by-sa/4.0
Investigating the Influence of Kahoot on Students’ Vocabulary Acquisition in an EFL Context
Vocabulary learning remains a central yet challenging component of English as a Foreign Language (EFL) instruction, particularly in contexts where classroom learning serves as the primary source of language exposure. Traditional teaching approaches often rely on memorization and translation, which may not effectively promote active learning or long-term retention. The purpose of this study is to investigate the impact of the Kahoot gamified learning platform on students’ vocabulary acquisition in an EFL context. A quasi-experimental pretest–posttest design was conducted with two intact tenth-grade classes at SMK Negeri 2 Kolaka, consisting of 30 students in the experimental group and 30 in the control group. The treatment was implemented over six meetings using a 25-item multiple-choice vocabulary test with high reliability (Cronbach’s α = 0.940). T-tests for independent and paired samples were used to analyze the data, identifying within-group improvements and between-group differences. The findings indicated that the experimental group taught through Kahoot achieved significantly higher post-test scores than the control group (p < 0.05). The results suggest that integrating Kahoot as a gamified learning platform can enhance students’ vocabulary mastery, increase engagement, and foster a more interactive learning environment in EFL classrooms. These results underscore the capability of Kahoot-based instruction to extend current understanding of digital gamification in EFL vocabulary teaching by demonstrating measurable gains in learner outcomes.
Copyright (c) 2025 Aulia Bela Marinda, Zakaria, Hariadi Syam, Ray Suryadi, Rais Abin https://creativecommons.org/licenses/by-sa/4.0
Linguistic Identity Transformation: An Empirical Study of Javanese Language Shift toward Indonesian
in recent years, there has been a significant decline in the use of the Javanese language, particularly among younger generations living in urban areas. This phenomenon is influenced by various factors, such as the dominance of the Indonesian language in the education system and media, the impact of social environments, and the decreasing role of families in transmitting local languages. This study aims to examine the language shift from Javanese to Indonesian and its impact on the linguistic identity of young people. A descriptive qualitative approach was employed, involving ten participants aged 20–25 years residing in Central Java and the Special Region of Yogyakarta. Data were collected through in-depth interviews and documentation, then analyzed thematically to identify patterns of language use and shifts in linguistic identity. The findings indicate that most participants prefer using Indonesian because it is perceived as more practical, modern, and suitable for cross-cultural communication. Javanese is still used, but it is limited to specific contexts, such as interactions with parents or traditional events. Nevertheless, participants continue to show emotional attachment to their Javanese identity. Their linguistic identity is flexible and constantly negotiated depending on the social context. This study concludes that language shift is a complex phenomenon that involves not only linguistic aspects but also reflects changing values, attitudes, and identities within society.
Copyright (c) 2025 Ayang Winda, Nurfithri, Rahma Sakina https://creativecommons.org/licenses/by-sa/4.0
Illocutionary Acts by Zelensky in Meeting Donal Trump on the Russia-Ukraine War.
Illocutionary acts are crucial elements in both formal and informal communication, particularly in political discourse where language functions as a strategic instrument. This study examines the illocutionary acts used by President Volodymyr Zelensky during his meeting with President Donald Trump on February 28, 2025, in the context of the ongoing Russia–Ukraine war. The main objective is to identify the types of speech acts employed and to interpret how they reflect Zelensky’s diplomatic intentions. This study adopts a descriptive qualitative method, with data collected from the meeting’s video and transcript through observation and note-taking techniques. The analysis applies Yule’s (1996) classification of illocutionary acts, consisting of representative, directive, commissive, expressive, and declarative types. The findings reveal four types of illocutionary acts, representative (54 data), directive (11 data), commissive (7 data), and expressive (7 data), with representatives emerging as the most dominant. These acts were mainly used to describe Ukraine’s situation and emphasize the necessity of strong security guarantees. The results contribute to the understanding of how political leaders employ language not only to communicate but also to negotiate, persuade, and build diplomatic trust. Unlike previous research focused on campaign or victory speeches, this study provides new insights into how illocutionary acts operate in high-level diplomatic communication during international conflict.
Copyright (c) 2025 Agustinus Abat, I Dewa Ayu Devi Maharani Santika https://creativecommons.org/licenses/by-sa/4.0
Exploring University Students’ Experiences of English Learning through Duolingo
This study explores university students’ experiences of learning English through the Duolingo application. Employing a qualitative descriptive design, the research involved 15 English education students at Universitas Sembilanbelas November Kolaka over a six-week data collection period. Data were gathered through semi-structured interviews and classroom observations, and then analyzed thematically using Braun and Clarke’s (2006) six-phase approach, guided by a constructivist learning framework. The analysis identified students’ perceptions, perceived benefits, and challenges in using Duolingo as a language learning tool. Findings revealed that Duolingo enhanced students’ vocabulary acquisition, learning motivation, and autonomous study habits. However, participants also reported limitations such as repetitive exercises, insufficient opportunities for communicative speaking practice, and reliance on internet connectivity. Results indicate that while Duolingo can effectively supplement English learning, it is most beneficial when integrated with classroom-based instruction and teacher guidance. Overall, the study underscores the importance of combining digital learning applications with formal educational contexts to maximize language development and learner engagement.
Copyright (c) 2025 Ayu Andira, Hariadi Syam, Alifiah Pratiwi, Ray Suryadi, Rais Abin https://creativecommons.org/licenses/by-sa/4.0
Exploring Gender Differences in Motivation and Interest Towards English Language Learning: A Case Study of Islamic Secondary Schools Students in Sidoarjo
This research studies the differences of males’ and females’ motivation and interest in learning English on 109 first-year students of one Islamic secondary school in Sidoarjo, East Java. It concentrates on four core points, there are intrinsic motivation, extrinsic motivation, individual and situational interest. By utilizing a descriptive quantitative approach with a descriptive statistical analysis, the findings reveal that the level of motivation of both groups of students is moderate to high average scores 3.4-4.2 on 5-point Likert scale. Females slightly outperformed males in intrinsic and extrinsic motivation, while males scored higher in personal and situational interest. This is consistent with Goal Orientation Theory, which clarifies that student learning motivation differs based on their learning goals (mastery vs. performance), as well as Expectancy-Value Theory, which states that engagement is shaped by the perceived value of English learning and expectations of success. The study recommends learning strategies that balance affective and instrumental aspects, as well as further studies using inferential analysis and longitudinal designs.
Copyright (c) 2025 Nur Lailatul Mufidah, Fahmy Imaniar, Andriani Rachmania https://creativecommons.org/licenses/by-sa/4.0
Digital Support for Oral Performance: The Effect of Fondi Application on Speaking Confidence
This study investigates the effectiveness of the Fondi app in boosting Indonesian EFL students’ speaking self-confidence. A quasi-experimental design was conducted with 60 eleventh-grade students from SMAN 1 Bombana, divided equally into experimental and control groups. The intervention lasted four sessions (90 minutes each) over four weeks. Data was compiled using a 30-item self-confidence questionnaire and a speaking performance test. When compared to the control group, statistical analysis showed that the experimental group had significantly improved (p = 0.001, Cohen’s d = 2.98, 95% CI [10.3, 14.8]). The experimental group achieved a 0.85–0.89 gain across five indicators of speaking confidence, while the control group showed only minimal progress (0.18–0.26). These findings support Bandura’s self-efficacy theory, demonstrating that digital tools like Fondi can provide mastery experiences and supportive environments to strengthen learners’ affective readiness. The study concludes that Fondi is an effective digital support for oral performance, though further research with delayed post-tests and larger samples is recommended.
Copyright (c) 2025 Tika, Kadaruddin, Karimuddin https://creativecommons.org/licenses/by-sa/4.0
The Pronunciation of English Speech Sounds in Speaking Classes Among the Eleventh Graders of Senior High School Randudongkal Pemalang
This study aims to describe the students' pronunciation in English speech sounds among eleventh grade students at SMA Negeri 1 Randudongkal. The purpose of this study explores more deeply how challenges are encountered by students to speak English, specifically concerning pronunciation. Pronunciation is one of the most challenging skills for students to master, primarily because many lack enough interest or motivation to acquire English. The lack of interest not only blocks language progress, but also affects students' confidence and readiness to use English. The approach to this research follows a descriptive qualitative approach to provide finding related to translation outputs. Within this approach, a focus lies between a personal interpretation of reality to portray phenomena, according to a given theoretical approach guiding the researcher's point of view. In involving data collection through a test and record. The current study uses several methods, including observing classroom atmosphere and evaluating student engagement within English classes. A very strong focus lies in enhancing students' speaking skills, with a focus point concerning English pronunciation in order to evaluate said points, this research seeks to get a clearer understanding concerning students' pronunciation skills, to identify areas where speaking skills can be enhanced. The findings from this research are expected to uncover certain difficulties being encountered by students with English pronunciation, in order to enable them better to understand spoken English. Through simulating students' pronunciation analysis and examining the made sound, this research aims at identifying particular words sound causing difficulties in comprehending spoken English. The study also intends to assist students in enhancing English pronunciation by practicing accurate and clear reading from texts
Copyright (c) 2025 Anis Ardiana Mumtaza, Januarius Mujianto, Hendi Pratama https://creativecommons.org/licenses/by-sa/4.0
Digital Brainstorming with Mentimeter: Enlightening Students’ Paragraph Writing
Mentimeter is a digital brainstorming device to enlarge students’ skill in writing opinion paragraph. This research aims to explore the implementation of this device in students’ brainstorming sessions particularly in creating and establishing ideas through pre-writing stage. Therefore, this research also portrays the students’ engagement improvement that caused on their clarity and structure of the writing. Devoting a qualitative research design, data were gathered across observation and documentation from third-semester students of the English Education study program at Uin Raden Intan Lampung. The results expose that Mentimeter meaningfully improved students’ motivation and engagement during brainstorming sessions. Its collaborative and visual features stimulated students to promote ideas more easily and comprehensiveness, which in turn helped them form more focused and comprehensible paragraphs. Students’ writings established clearer topic sentences, well-developed supporting sentences, and enhanced logical flow, signifying that Mentimeter effectively helped idea generation and organization. Although the results are inspiring, the research declares its restrictions in terms of the opportunity of the classroom and its main focus on organization and content, which delays grammar, vocabulary, and stylistic less examined. In brief, the researcher concludes that incorporating digitals device such as Mentimeter in writing classes may efficiently promote students in incapacitating barriers in the pre-writing phase and recommend further research to expand its long-term impact and implementation among different writing genres.
Copyright (c) 2025 Nurul Puspita https://creativecommons.org/licenses/by-sa/4.0
Implementation Of the Use of Liveworksheets Towards Improving Students' Literacy and Critical Thinking Abilities in The Science Subject of Grade 3 Of State Elementary School
This study investigates the implementation of Liveworksheets as a digital learning medium in the Natural and Social Sciences (IPAS) subject for third-grade students at Elementary School, focusing on both literacy and critical thinking skills. Using a qualitative descriptive design, the participants consisted of the school principal, two classroom teachers, and 25 students. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings reveal that Liveworksheets significantly enhanced students’ literacy and motivation; 76% of students showed higher engagement and improved ability to interpret texts and images. Indicators of critical thinking also emerged, such as rechecking answers, comparing information, and discussing with peers before asking for help. Teachers reported that Liveworksheets supported the delivery of diverse tasks and instant feedback, though challenges remained, including limited device availability, unstable internet, and students’ difficulty with lengthy analytical questions. These findings suggest that while Liveworksheets can serve as an innovative learning tool, successful implementation requires adequate infrastructure, teacher training, and adaptation of tasks to students’ developmental levels. The study recommends that educators integrate Liveworksheets with traditional approaches to strengthen both literacy and higher-order thinking from the early grades.
Copyright (c) 2025 Pramurinda Aulia, Nur Aisyah, Muhammad Khozinul Huda https://creativecommons.org/licenses/by-sa/4.0
Using Cooperative Learning Strategy to Improve Writing Skills of Grade Ten Students of Senior High School
The objective of this research is to find out if using Cooperative Learning Strategy can improve students’ writing skills of grade ten students at Senior High School. The researcher applied quasi-experimental design with two classes, experimental class and control class. The experimental class consisted of 34 students and control class consisted of 35 students selected through cluster random sampling technique. In collecting data, the researcher administered pretest and posttest to both the experimental class and control class. The data were analyzed statistically in order to find out the significant difference of students’ achievement before and after treatments. Using 0.025 level of significance and 67 degrees of freedom (df), the researcher found that the value of t-table was 1.998, which was lower than the t-counted 3.57. It means that the hypothesis is accepted. In other words, using Cooperative Learning Strategy can improve students’ writing skills.
Copyright (c) 2025 Qoriatus Saidah Marhamah, Erniwati, Syahrul Munir, Sriati Usman https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Figurative Language in Taylor Swift’s “All Too Well (10 Minute Version)” and Its Pedagogical Implications for English Language Learning
An English song is not only a form of entertainment but also an effective tool for learning languages, especially for students learning English as a foreign language. However, figurative language is often not taught in a practical way in many Indonesian classrooms, making it difficult for students to grasp non-literal expressions. This study applied a qualitative descriptive method by analyzing Taylor Swift’s “All Too Well (10 Minute Version)” using Knickerbocker and Reninger’s (1963) theory. The analysis identified 31 instances of figurative language across nine types, namely hyperbole, irony, metaphor, personification, simile, synecdoche, allusion, metonymy, and paradox, with hyperbole and metaphor appearing most frequently. In addition, perspectives from five students at Universitas Negeri Semarang were gathered through open-ended questionnaires to explore the pedagogical implications of using songs in English learning. The findings showed that students perceived song-based learning as engaging and motivating, reporting improved comprehension of figurative expressions and increased classroom participation. These results indicate that integrating popular songs into English lessons can meaningfully enhance student engagement and foster deeper understanding of figurative language in authentic contexts.
Copyright (c) 2025 Hesie Diati Safira, Pasca Kalisa https://creativecommons.org/licenses/by-sa/4.0
Reframing the Frontier: Religion, Race, and Colonial Violence in American Primeval (2025)
The American frontier has long been celebrated as a narrative of progress and divine destiny, yet this myth conceals the colonial violence and religious extremism that shaped U.S. expansion. This study investigates how the Netflix miniseries American Primeval (2025) deconstructs that mythology by exposing the intersections of religion, race, and power within nineteenth-century Mormon expansion. Drawing on Mohrman’s (2022) analysis of how religious ideologies intensify settler colonial violence, this research examines how American Primeval portrays faith not as salvation but as an instrument of domination. Using qualitative content analysis and guided by settler colonial theory, the study analyzes selected episodes (2–5) focusing on dialogues, character arcs, and visual framing that reveal how spiritual conviction was weaponized to justify land seizure, racial hierarchy, and intra-settler violence. The findings show that the series reframes Mormonism as both a faith of refuge and a mechanism of control—demonstrating how the pursuit of Zion transformed into the reproduction of colonial systems. By foregrounding Indigenous resistance and exposing the moral contradictions of frontier religiosity, American Primeval challenges the enduring myth of American exceptionalism. Addressing the research gap in the representation of Mormon expansion within contemporary visual media, this study contributes to scholarship on settler colonialism by illustrating how screen narratives can revise historical memory and critique the theological foundations of conquest. Ultimately, the series serves as a cinematic act of historical revision that reclaims the frontier as a site of trauma, resistance, and moral reckoning.
Copyright (c) 2025 Alfira Khairina Intifadah, Krisna Sujiwa, Yusrina Dinar Prihatika https://creativecommons.org/licenses/by-sa/4.0
The Use of Slang Language as Strategy of Communication in Alasrajah Village: A Sociolinguistic Study
Language acts as the main means of communication and self-identity, which continues to develop along with social, cultural, and technological changes. Among teenagers, slang is an important part of informal communication, enabling the formation of group identity and solidarity. The use of slang language among teenagers in Alasrajah Village, Bangkalan Regency are very unique. This study tries to analyze the use of slang language by exploring the forms, functions, and social and cultural factors that play a role in its formation. This research uses a descriptive qualitative method by applying a sociolinguistic approach. This research was conducted in Alasrajah Village, Bangkalan, Madura, East Java on 2024. The results of the study identified five main types of slang: (1) fresh and creative slang at about 38,48%, clipping at about 15, 38%, compounding 15, 38%, acronym 15, 38%, and imitative 15, 38%. Each of which has its own social and communicative functions. Moreover, the use of slang in Alasrajah strengthens the social identity, facilitates informal communication, and expresses resistance to formal language rules. The main factors in the formation of this slang language are the influence of social media and local dialects, which together create a linguistic expression that is distinctive and rooted in cultural identity. This study provides insight into how language functions as a means of communication and a reflection of the social dynamics that develop in local communities.
Copyright (c) 2025 Tri Pujiati, Rosiana Sukma Anjani, Dede Rosyadi ZA, Bima Kurniawan https://creativecommons.org/licenses/by-sa/4.0
The Effect of The Montessori Method Using Large Movable Alphabet Media in Improving Beginning Reading Skills of Grade 1 Students at State Elementary School
This study aims to determine the effect of the Montessori method, using the Large Movable Alphabet (LMA), on improving the beginning reading skills of first-grade students. A quantitative approach with a one-group pretest-posttest pre-experimental design was employed. The subjects were 20 first-grade students at State Elementary School 1 Pasuruan in the even semester of the 2024/2025 academic year, selected via saturated sampling. The intervention was implemented for four weeks through Montessori-based learning sessions using the LMA. Results showed a significant increase in the mean score from 57.75 (SD = 8.12) in the pretest to 83.25 (SD = 6.47) in the posttest. A paired-samples t-test confirmed a statistically significant difference (t(19) = -12.47, p < .001). The effect size was very large (Cohen's d = 2.79), and the N-Gain score was 0.586 (58.6%), categorized as moderate. This indicates that the Montessori method using the LMA effectively improved students' beginning reading skills. The practical implication is that this method can be an alternative, motivating strategy for early reading instruction in elementary schools, actively engaging students through multisensory media. Recommendations for future research include testing the method with a larger sample, a control group, and over a longer duration.
Copyright (c) 2025 Vinah Lusianah, Widia Nur Jannah, Erna Labudasari https://creativecommons.org/licenses/by-sa/4.0
A Content Analysis of Speaking Tasks in English Textbook “English for Nusantara” for Junior High School
This study aimed to find out the cognitive process dimensions and the arrangement of chapter 1,2,3,4, and 5 of speaking tasks in the “English for Nusantara” textbook for Junior High School. This study employed a content analysis method with a qualitative approach based on Revised Bloom’s Taxonomy, determining the extent to which the textbook promotes students' cognitive skill development in speaking English. The object of study is chapter 1,2,3,4, and 5 of speaking section in English for Nusantara Textbook. The data obtained through twelve of tasks in speaking sections. The findings revealed that the speaking tasks have five cognitive process categories: remembering (C1), understanding (C2), applying (C3), analyzing (C4) and creating (C6). However, the only categories evaluating (C5) were not found in the analyzed tasks. Additionally, the arrangement of tasks is sequence, which is in this book followed a progression from Lower-Order Thinking Skills (LOTS) to Higher-Order Thinking Skills (HOTS). It is suitable for EFL learning because the pattern in English for Nusantara is designed to develop students' thinking skills step by step. However, there are still gaps in covering more complex cognitive categories, indicating a need for further improvements to ensure that students receive a more comprehensive learning experience. Therefore, the conclusion was the speaking tasks in English for Nusantara textbook for Junior High School published by Ministry of Education and Culture was categorized as LOTS level.
Copyright (c) 2025 Ega Safira, Ratna Dewi, Nunung Anugrawati https://creativecommons.org/licenses/by-sa/4.0
The Analysis of Vocabulary Usage in The Online Game Application ”Mobile Legend’’ at Junior High School
This study explores the analysis of vocabulary usage in the online game application Mobile Legends at Junior High School. Using a qualitative design, the study involved 10 ninth-grade students as participants, selected for their active engagement with the game. Data were collected through observation, semi-structured interviews, and documentation. The findings reveal that students frequently acquired vocabulary related to gameplay, such as cooldown (CD), buff, nerf, ulti, and backdoor. These terms were retained because they were repeatedly used and directly connected to in-game actions. Students reported that the interactive features of Mobile Legends, including quick chat, voice chat, and subtitles, facilitated vocabulary learning in an authentic context. The results indicate that Mobile Legends can serve as a supplementary medium for vocabulary acquisition among Generation Z learners. However, potential negative impacts, such as exposure to offensive language and excessive play, must also be considered. The study suggests that game-based learning should be integrated strategically into EFL classrooms to maximize benefits while minimizing risks.
Copyright (c) 2025 Mifta Farid, Muh. Tahir, Iskandar, Muhammad Arham, Agus Salim Jirong https://creativecommons.org/licenses/by-sa/4.0
The Correlation between Students’ Reading Habits and Their Ability in Writing Analytical Exposition Text
Reading is essential for students’ academic development, particularly in enhancing their writing ability. Nevertheless, many students are reluctant to read and encounter difficulties in writing analytical exposition texts, which require critical thinking and clear organization. This research investigates the correlation between students’ reading habits and their ability to write analytical exposition texts in the Indonesian EFL context, specifically at MAN 1 Lamongan during the academic year 2023/2024. The research employed a quantitative method with a correlational design. Participants were 34 eleventh-grade students from the Ilmu Bahasa dan Budaya (IBB) class, selected purposively. Data were obtained through a reading habits questionnaire and a writing test of analytical exposition texts, and then analyzed using SPSS 23. The findings reveal that students’ reading habits were generally categorized as “good,” while their writing ability fell into the “excellent” category. A strong and significant positive correlation was identified between reading habits and writing ability. These results highlight the importance of cultivating students’ reading habits as a foundation for developing stronger writing skills. This research contributes to English language education in Indonesia by emphasizing the role of reading in enhancing writing proficiency. Teachers are encouraged to implement effective and engaging strategies that foster reading motivation, thereby improving students’ ability to produce well-structured analytical writing. The findings may also serve as a valuable reference for future research with a broader scope.
Copyright (c) 2025 Ana Rohmah, Riya Risqi Setyaningrum, Riryn Fatmawaty https://creativecommons.org/licenses/by-sa/4.0
Against the World: Joel's External Conflict in The Last of Us Season 1
This research explores the types of external conflicts and conflict management strategies used by the main character, Joel, in The Last of Us Season 1. Using a qualitative descriptive method, the research analyzes all nine episodes by observing, identifying, and classifying Joel’s external conflicts based on Kenney (1966) theory man vs. man, man vs. nature, and man vs. society. It also applies the conflict management strategies from Thomas & Kilmann (2012): competing, avoiding, collaborating, accommodating, and compromising. The findings reveal 17 external conflicts, with man vs. man and man vs. nature each accounting for 35%, and man vs. society 30%. In responding to these conflicts, Joel mostly uses the competing strategy (53%) and avoiding strategy (47%). Competing is seen when he takes direct, forceful action, while avoiding appears in situations that are emotionally overwhelming or where he lacks control. This research is significant for media and literary studies because it shows how conflict in a post-apocalyptic narrative shapes character development and reflects human survival instincts. By focusing on one character across a full season, the research offers a detailed look at how external pressures influence behavior and decision-making in extreme conditions. However, the scope is limited to Joel and does not cover internal conflict or perspectives from other characters. Future studies are encouraged to explore more characters, compare seasons, or examine similar themes in different genres to gain broader insights.
Copyright (c) 2025 I Gusti Ngurah Gilang Parayudha, I Wayan Juniartha https://creativecommons.org/licenses/by-sa/4.0
EFL Teacher’s Challenges in Implementing Project Based Learning (PjBL) in the Context of Merdeka Curriculum at Vocational High School
This research aims to explore the challenges faced by English teacher in implementing Project-Based Learning (PjBL) in the context of the Merdeka Curriculum in Vocational High Schools (SMK). Using descriptive qualitative method, data was collected through non participant observation conducted three times and fifteen minutes of semi-structural interviews with an EFL teacher at SMKN 5 Pangkep. The findings reveal that teacher encountered various obstacles, such as limited class hours, students' lack of understanding of project concepts, and insufficient opportunities for professional development. These findings highlight the need for ongoing support, whether in the form of training or policy adjustments, to ensure that PjBL implementation can be carried out more effectively in line with the spirit of the Merdeka Curriculum.
Copyright (c) 2025 Nurfitrah Awaliyah, Syarifuddin Dollah, Muh. Tahir, Nurrahma Maulida https://creativecommons.org/licenses/by-sa/4.0
Javanese Script Comic Strip "Si Kani": Character Education Learning Media of Serat Wulangreh Pupuh Kinanthi
Javanese script is a subject in Javanese language classes, which often perceived as complicated. This study aims to: 1) describe the findings from the needs analysis for developing Javanese script comic strip learning media at SMP Negeri 1 Jatibarang for Grade VIII, 2) develop a prototype of Javanese script comic strip media containing the content of Serat Wulangreh pupuh kinanthi, and 3) analyze the results of expert validation and student responses to the developed comic strip media. This study used Research and Development (R&D) development. The research model used the ADDIE (Analysis, Design, Development, Implementation & Evaluation) development model. The analysis technique in this study was quantitative data analysis and qualitative descriptive analysis with data collection techniques in the form of observation, interviews, and questionnaires. This study involved 32 eighth-grade students and Javanese language teachers at SMP Negeri 1 Jatibarang as research subjects. This study focused on the development of teaching materials in the form of Javanese script comic strips using Javanese script as the main font. The assessment results show that the media product is in the excellent category by material experts with a feasibility score of 98% and media experts with a score of 95%. Meanwhile, the teacher response results produced a feasibility score of 95% and the student response results with a score of 93.75% in the excellent category. These results show that these comic strips can be used effectively as an alternative medium for teaching materials.
Copyright (c) 2025 Siti Nurjanah, Nur Hanifah Insani, Joko Sukoyo https://creativecommons.org/licenses/by-sa/4.0
Comparative Analysis of Student’s Learning Motivation Constantly in Blooket Learning Media and Question Card Media at State Elementary School
This research is motivated by the low learning motivation of students in the learning process which is still dominated by conventional methods, making students quickly bored, less enthusiastic, and less active. To overcome this problem, innovative, interesting learning media are needed, and are able to increase student motivation. This study aims to determine the differences in learning motivation of fourth-grade students of State Elementary School 1 Arjawinangun using digital gamification-based learning media Blooket and question card media. This study uses a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group Design type, involving 70 fourth-grade students (35 per group). Data were collected through questionnaires, observations, and documentation, where student learning motivation was measured using a validated 24-item Likert scale questionnaire. Data analysis was carried out by testing validity, reliability, normality, homogeneity, t-test, and N-Gain test using SPSS version 27. The results showed that there were significant differences between the experimental group using Blooket media and the control group using conventional question card media. The t-test results showed a significant difference (p < 0.001, t = 3.793), where the experimental class with Blooket media obtained a higher increase in learning motivation compared to the control class. Thus, it can be concluded that the use of digital gamification-based learning media, especially Blooket, is more effective than question card media in increasing the learning motivation of fourth-grade students at State Elementary School 1 Arjawinangun. This finding provides practical implications that educators should prioritize the use of digital gamification learning tools as a strategy to increase student learning motivation, especially in the context of social studies learning in elementary schools.
Copyright (c) 2025 Putri Berliana Nurindah, Abdul Karim, Nur Asyiah https://creativecommons.org/licenses/by-sa/4.0
Developing Digital Storytelling Based on Indonesian Culture to Enhance Students’ Independent Learning in the Society 5.0
The purpose of this research was to develop a digital storytelling product based on Indonesian cultural heritage (Nusantara) to enhance students’ learning independence in the context of Society 5.0. This study employed a research and development (R&D) design using the Borg and Gall model consists of: research and information gathering, planning, initial product development, initial field testing, product revision, main field testing, main product revision, operational field testing, final product revision, and dissemination and implementation. The product development process included expert validation (media, culture, and language), practicality testing by students, and effectiveness testing using a one-group pre-test and post-test design. The results showed that the product improved substantially after expert revisions, with validation scores increasing from below 60% to above 87%. The practicality test involving 25 students yielded an average practicality score of 82%, categorized as “good.” Effectiveness testing revealed a statistically significant improvement in students' learning independence, with a mean difference of 22.7 points (t = 9.85, p = 0.000) between pre-test and post-test scores.
Copyright (c) 2025 Yunita, Neneng Sri Lestari https://creativecommons.org/licenses/by-sa/4.0
The Reading Strategies and Challenges Used to Develop Primary Students’ Reading Skills
The current study aims to find the reading strategies and challenges faced by eighth-grade students at SMPN 2 Tampaksiring. The strategies were obtained based on three reading categories: cognitive, metacognitive, and socio-affective. There were 30 eighth-grade students involved in this study who were selected by using cluster sampling. Meanwhile, only 3 students were selected by using purposive sampling as the informants for the interview section. The data were collected through observation and semi-structured interviews. The research instruments were an observation sheet and an interview guide. The data were analyzed by using the Qualitative Data Analysis method, which consisted of four stages: data collection, data reduction, data display, and conclusion drawing. Data triangulation and method triangulation were conducted to ensure data trustworthiness of the current study. The results showed that 1) three kinds of learning strategies are employed by students at SMPN 2 Tampaksiring to enhance English reading skills, covering cognitive strategies, metacognitive strategies, and socio-affective strategies; and 2) five challenges are encountered in using reading strategies, covering limited vocabulary, low comprehension, strategy application, lack of motivation, and anxiety. The present study relates to education, where the strategies are beneficial for engaging students in reading activities. It highlights the importance of integrating explicit strategy instruction into the English curriculum.
Copyright (c) 2025 Putu Paradila Sita Anugrah, Ni Putu Era Marsakawati, Suarcaya Putu https://creativecommons.org/licenses/by-sa/4.0
Evaluation for Error in Translation: A Study of Academic Translations of Prospective Undergraduate Students
This study scrutinizes the quality of translation for students who use translation assistance. A new text translated by students is then studied to see how successful students are at translating the text. First, the quality of the translation was analyzed using a scoring rubric in the form of the first, which deals with the perception of the source text message related to the accuracy of the translation, including the translation which has an inaccurate effect on understanding the source text and classified into eight categories: faux sens, nonsense, additions, omissions, unresolved extralinguistic references, loss of meaning, inappropriate linguistic variations (registers, styles, dialects). Second, nonconforming renderings that affect target language (TL) expressions are divided into five categories: spelling, grammar, lexical items, text, and style. Finally, preliminary presentation affects the delivery of the source text's primary or secondary function. The research uses content analysis design and descriptive qualitative methods as the umbrella. The study's results found that there were few grammatical omissions because the target language had absorption from the source language. In table 1, the translator does not make mistakes regarding style and text because, in principle, the language in the news is the standard language. Linguistic problems include grammatical differences, lexical ambiguity, and meaning ambiguity. At the same time, cultural issues refer to different situational features. This classification coincides with, for example, regional languages such as Sundanese, Malay, or Arabic
Copyright (c) 2025 Dewi Kesuma Nasution, Khairun Niswa https://creativecommons.org/licenses/by-sa/4.0
The Heroic Value of Characters in Jalu Kancana's Kekal Novel and Its Application in Learning Indonesian Language and Literature in Senior High School
This research aims to explain how these heroic values are reflected in the actions and characters of the main characters in the novel Kekal by Jalu Kancana and find out their application in language and literature learning at SMA Negeri 1 Parigi. This research was conducted using qualitative descriptive research with a content analysis method. The research focuses on the assessment of the value of hard work, the value of discipline, the value of independence, the value of independence, the value of cooperation, and the value of compassion, as well as to find out its application in Indonesian learning at SMA Negeri 1 Parigi. The results of the data findings found are in the form of quotes that contain elements of heroic values and educational values, referring to the theories of educational values of the types of data findings of each other, and after that the findings are in the form of quotes of educational values that have been expressed by experts. Next, it is grouped into the types of data findings, and after that the data findings are narrated. The next data findings will be observed by two teachers at SMA Negeri 1 Parigi. Based on the studies that have been carried out, it can be concluded that the novel Kekal by Jalu Kancana as a result of data findings amounted to 69 educational values, which were divided into the value of hard work amounting to 20 data citations, the discipline value of 8 data, the independent value of 6 data, the value of cooperation amounting to 13 data, and the value of affection 20 data. From the results of this research, the value of hard work, the value of affection, and the value of cooperation are very visible in this novel. Therefore, the novel Kekal Karya Jalu Kancana can be applied in Indonesian learning at SMA Negeri 1 Parigi. Thus, it can be concluded that the results of this research are suitable for application in the learning of Indonesian Language and Literature at SMA Negeri 1 Parigi.
Copyright (c) 2025 Sulis, Efendi, Ade Nurul Izatti, Gazali, Nirmayanti https://creativecommons.org/licenses/by-sa/4.0
Myth Construction in Baby Diaper Advertisements: A Semiotic Analysis of Mamypoko Pants
Advertising serves as a communication medium through which brands promote their products and construct persuasive messages for consumers. Baby product advertisements, such as those for Mamypoko Pants diapers, not only promote but also create myths that shape parents’ perceptions. This study aims to analyze the myths represented in Mamypoko Pants baby diaper advertisements using Roland Barthes’ semiotic theory. The research employed a descriptive qualitative method, with the main data source takenfrom the official Mamypoko Pants YouTube channel. Verbal and nonverbal elements in the advertisements were examined to identify meanings at both denotative and connotative levels, leading to the discovery of underlying myths. The first level (denotative meaning) reveals the product’s identity and the advantages emphasized in the advertisements. Meanwhile, the second level (mythic meaning) shows how culturalvalues are embedded within the ads. The study found that the myths constructed in theMamypoko Pants advertisements include comfort, freedom, excellence, and happiness, all of which work together to persuade consumers. This study contributes to the understanding of how semiotic analysis can uncover socio-cultural meanings in contemporary advertising, particularly within Indonesia’s consumer culture.
Copyright (c) 2025 Nurul Khairani Abduh, Muhammad Hasyim, Hendri Pitrio Putra, Sairil, Asyrafunnisa, Yohanis Rongre, Ahmad Ridhai Azis https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Bigbox Application on Reading Comprehension of 5th Grade Elementary School Students
Reading comprehension is a crucial skill for elementary school students, yet many still face challenges due to limited vocabulary, low engagement, and the limitations of traditional teaching methods. With the advancement of digital technology, applications such as BigBox have been developed to provide interactive storybooks, vocabulary activities, and gamified exercises that foster student motivation and comprehension. This study aims to investigate the effectiveness of the BigBox application in improving the reading comprehension of 5th-grade elementary school students based on students’ perspectives. A qualitative case study design was employed, involving classroom observations, semi-structured interviews, focus group discussions, and student journals. The data was analyzed by thematic analysis. The findings indicate that BigBox supports students’ comprehension by enhancing engagement, motivation, and active participation compared to conventional reading practices. The interactive features of the application, including digital books, vocabulary exercises, and reading comprehension quizzes, played a crucial role in engaging students and improving their understanding of texts. The study highlights the potential of integrating digital applications like BigBox into elementary reading programs as a transformative approach to strengthening literacy development.
Copyright (c) 2025 Rizki putri jasmine Siahaan, Deasy Yunita Siregar https://creativecommons.org/licenses/by-sa/4.0
Reconstructing English Curriculum under the MBKM Policy to Foster Intercultural Communicative Competence: Effectiveness, Challenges, and Opportunities
This study explores the effectiveness of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum in developing intercultural communication (ICC) competencies among students of English language education. This area currently lacks empirical evidence in the Indonesian higher education context. Using a mixed-methods design with a sequential explanatory model, quantitative data were collected through a Likert-scale questionnaire based on Kirkpatrick’s four-level evaluation model and Byram’s ICC framework, and further expanded upon through semi-structured interviews. The study involved 82 questionnaire respondents and five interview participants, selected using purposive sampling to capture the diverse experiences of students who had participated in MBKM for at least one semester. Findings indicate that 82.9% of students found the learning methods easy to understand, and 67% rated the material as relevant to their academic needs, reflecting positive outcomes at Kirkpatrick’s Levels 1 through 4. Students also reported increased cultural awareness and opportunities for authentic interactions, aligning with the five ICC dimensions in Byram’s model. However, challenges persist, including gaps in interdisciplinary understanding, heavy workloads, and inconsistent support from lecturers. These results suggest that MBKM has the potential to be a transformative platform for developing linguistic, cultural, and collaborative skills, provided that curriculum coordination and pedagogical reinforcement for lecturers are systematically implemented. Practical implications include structured study load management, standardized feedback mechanisms, and intercultural pedagogy training for lecturers. Limitations include its single-semester scope, limited participant diversity, and reliance on self-reported data, highlighting the need for multi-institutional longitudinal research that combines perception-based and performance-based measures.
Copyright (c) 2025 Andi Anugrah Surya Ardhy, Fadhlan Saini, Nurjayanti https://creativecommons.org/licenses/by-sa/4.0
Student Difficulties in Speaking English Encountered by the Eleventh Grade of Ma Alkhairat Pusat Palu
The objective of this research is to find out the difficulties in speaking English and the factors that cause the students difficulties in speaking English. This research used a qualitative approach, with findings that were not obtained through statistical procedures or calculations. The type of research design employed was a case study. This research was conducted at Madrasah Aliyah Alkhairat Pusat Palu, Jl. Sis AlJufri, Palu, Central Sulawesi. There are 5 students as participants. The research found that students difficulties in speaking English are influenced by two factors, namely psychological aspects and Speaking Aspects. Psychological aspects consist of fear of mistake, shyness, anxiety and lack of confidence, while language Apects are pronunciation, vocabulary and grammar. The research emphasizes the need to address these issues in the classroom to enhance students’ learning experiences.
Copyright (c) 2025 Widi Alfina, Aminah Suriaman, Zarkiyani Hasyim, Mukrim https://creativecommons.org/licenses/by-sa/4.0
Formative Assessment: Challenges and Strategies from English Teachers’ Perspective
The importance of formative assessment cannot be ignored. Daily assessment as a form of formative assessment is essential because they have a role as giving feedback mechanism and promote students’ advancement. This research used qualitative study to explore the various approaches and viewpoints from the teachers about the daily assessment they used in the English classroom. The participants of this research were 5 EFL teachers, 3 from elementary schools, and 2 from junior high school. The findings showed that most of the teachers use quiz and performance based for the daily assessment. Furthermore, the research also found that the teachers face some challenges in developing daily assessment in their classroom.
Copyright (c) 2025 Durratu Fakhria Nasution, Nida Husna https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Critical Thinking in Teaching and Learning Speaking to Students at Madrasah Aliyah Muhammadiyah Limbung
The research aimed to investigate how the teacher implements critical thinking in teaching English speaking at Madrasah Aliyah Muhammadiyah Limbung. This study was designed as qualitative research. The study involved one English teacher and sixteen students at eleventh grade at Madrasah Aliyah Muhammadiyah Limbung. The Data were collected through observation sheet that used lesson plan for observing what the teacher does in class, interview conducted directly (offline interview) with the teacher, and teacher’s document refers to the lesson plan used in teaching Speaking through critical thinking. The results were analyzed using data reduction, data display, and conclusion. Then, reference Facione's (2007) critical thinking used in the analysis. This study found that the teacher implements critical thinking in teaching English speaking through the Problem-Based Learning (PBL) model with various activities such as discussions and presentations. This method encourages students to think critically and understand cause-and-effect relationships in various contexts and the teacher help students through discussions and exercises. In conclusion, the implementation of critical thinking in teaching and learning speaking had a positive impact on “students' understanding” of cause-effect relationships and their speaking skills.
Copyright (c) 2025 Nuryati, Ratna Dewi, Sitti Asriati https://creativecommons.org/licenses/by-sa/4.0
Humor in Structure: An Analysis of Coordinating Conjuctions in Compound sentences from Adam Sandler’s Best of The Sandman
This study examines the syntactic function of coordinating conjunctions in compound sentences within the transcript of Adam Sandler’s stand-up comedy video Best of The Sandman. It focuses on syndetic coordination and the constituent structure of compound sentences, illustrated through tree diagrams. The data were collected through observation by transcribing and analyzing the comedic monologue. This qualitative study draws on three linguistic frameworks: Oshima & Hogue (2007) for sentence type classification, Aarts et al. (2006) for coordination theory, and Brown & Miller (2020) for syntactic structure analysis. The findings reveal that only four of the seven FANBOYS coordinating conjunctions were used in the transcript and, but, or, and so with and being the most frequent, appearing in 67 out of 81 compound sentences (82.72%). Coordinating conjunctions are shown to play a crucial role in shaping humor and maintaining coherence throughout the performance. The tree diagram analysis further clarifies the syntactic relationships within compound sentences, underscoring the value of syntax in understanding spoken discourse in comedic contexts.
Copyright (c) 2025 Febrian yosua Sakalessy, Ni Putu Cahyani Putri Utami https://creativecommons.org/licenses/by-sa/4.0
iVoca Application as a Tool to Learn English Vocabulary : Students’ Perception
The development of artificial intelligence (AI)-based technology is accelerating, making the learning process easier and increasing its effectiveness. This study aims to evaluate the success of the iVoca application in improving English vocabulary mastery and to understand students' perceptions of its use. The methods used include questionnaires and interviews with 10 twelfth-grade students at a high school in Medan. The results show that 78.6% of students stated that iVoca made vocabulary learning less boring thru word game features, daily challenges, and visual and audio media that support understanding. Additionally, 71.4% of students felt more focused and motivated while using this application, while 75% were willing to recommend it to their friends. The findings also revealed major limitations, such as dependence on internet connectivity and limited media variety. These results indicate that iVoca is effective in increasing learning motivation and vocabulary mastery in the context of online learning. This research provides important insights into the development of educational technology that is more responsive to student needs, with practical implications for improving technology-based learning media to be more inclusive and adaptive.
Copyright (c) 2025 Tien Rafida, Novia Amanda https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Insertional Code – Mixing Found in Merry Youtube Channel: The Cinta Laura Episode
This study examines the phenomenon of insertional code-mixing in the YouTube podcast conversation between Merry Riana and Cinta Laura, focusing on the forms, functions, and motivations behind its use. Employing a descriptive qualitative method, the research analyzes verbatim transcriptions of the podcast episode “Cantik, Pintar & Sukses, Cinta Laura Merasa Tidak Bahagia Dalam Hidupnya?” (2022), which has a duration of 65 minutes. A total of 15 instances of insertional code-mixing were identified and analyzed using Muysken’s (2000) theoretical framework. The study specifically investigates the insertion of English words and phrases into Indonesian syntactic structures. The findings reveal that Cinta Laura strategically employs code-mixing not merely as a linguistic habit but as a communicative tool. Insertions are used to emphasize ideas, express emotions, and construct her identity as a modern, reflective bilingual speaker. Examples show that English insertions enhance clarity, add philosophical depth, carry prestigious value, and foster emotional intimacy with the audience. In conclusion, Cinta Laura’s use of intra-sentential code-mixing is a dynamic linguistic practice that enriches her communication and shapes her public persona. Her selective use of English terms within Indonesian sentences enables more precise and impactful message delivery. This study underscores the broader significance of code-mixing as a sophisticated strategy for bilingual speakers in digital environments. It highlights how bilingual individuals leverage their linguistic repertoire to navigate complex topics, express vulnerability, and build stronger connections with online audiences.
Copyright (c) 2025 Kadek Ayu Swandewi, , I Wayan Juniartha https://creativecommons.org/licenses/by-sa/4.0
Integrating Task-Based Language Teaching with Digital Tools to Enhance Writing Skills in EFL Classrooms: A Systematic Literature Review
This study is a systematic literature review on the integration of Task-Based Language Teaching (TBLT) with digital tools to improve EFL students' writing skills. This approach is considered to encourage authentic language use, cognitive and affective engagement in writing learning. This review analyzed empirical studies from Scopus, DOAJ, and Google Scholar published between 2016-2025, with groupings based on themes, strategies, and challenges found. Results show that the integration of TBLT and digital technology significantly improves grammatical accuracy, vocabulary development, paragraph structure and text coherence. In addition, this approach also supports collaborative learning, creativity and digital literacy. However, challenges such as lack of teacher training, infrastructure limitations and students' digital competency gaps remain obstacles. The studies recommend continuous training, increased access to technology and mentoring programs as solutions. The findings emphasize the importance of systemic support, pedagogical adaptation and long-term research to ensure effective and sustainable implementation of digital-based TBLT.
Copyright (c) 2025 Ilham https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Learners' Experiences in Self-Directed Learning Through Social Media Application
social media is inseparable from the daily lives of everyone, from young to old. At least one social media account is owned by everyone and many even have more than two social media platforms which is especially true for students who are trying to learn English independently outside of class. This study aims to explore how EFL students utilize social media to help them learn English responsibly through self-directed learning. This study uses a qualitative research design with narrative inquiry, and the data collection instruments used are in-depth interviews and documents. Three (3) students from Universitas Negeri Yogyakarta participated in this study through purposive sampling, where they actively use social media and learn English from there through SDL as a journey to develop their respective abilities and needs. Data analysis was conducted through thematic analysis, and the results showed that although social media was initially used for entertainment, it also became a supporting resource in helping individuals learn English according to their respective speeds, interests, and needs. They gain knowledge in terms of vocabulary, phrases, sentences, etc., which broadens their insights, increases their motivation and confidence, and provides them with easy access, space, and a supportive community. However, behind this flexibility, there is also an impact in the form of a lack of structured study, many distractions, inappropriate content, internet limitations causing dependency, and lack of direct feedback. This research highlights the important point that the success of SDL learning through social media greatly depends on students' critical thinking skills, self-control, initiative, and reflectiveness in managing social media throughout the English learning process.
Copyright (c) 2025 Rona Nur Azzahra, Lusi Nurhayati, Ari Purnawan https://creativecommons.org/licenses/by-sa/4.0
Framing Comparison of Netanyahu's Denial of the Gaza Famine in Al Jazeera and CNN Arabic
This study investigates the critical role of media framing in geopolitical conflict by analyzing the coverage of Israeli Prime Minister Benjamin Netanyahu's denial of the Gaza famine, a claim directly contradicted by international humanitarian reports. Employing a qualitative descriptive approach grounded in Robert Entman's framing theory (Problem Definition, Causal Diagnosis, Moral Judgment, and Suggested Remedies), we conducted a comparative analysis of news articles from two ideologically distinct outlets: Al Jazeera Arabic and CNN Arabic. The analysis reveals fundamentally divergent framing strategies. Al Jazeera utilized a decisive Accountability Frame, defining the problem as a "blatant lie" against established humanitarian fact and diagnosing the cause as the "Israeli war of annihilation" and ongoing blockade. Its moral judgment was strongly condemnatory, leading to a proposed political solution (immediate lifting of the siege). Conversely, CNN Arabic adopted a cautious Debate and Juxtaposition Frame, defining the problem as a conflict of high-stakes political claims. It presented an ambiguous causal diagnosis by balancing Netanyahu's denial with counter-data on malnutrition deaths, and implicitly proposed an information solution (transparency and independent journalistic access). This ideological divergence confirms that media alignment dictates narrative construction in highly sensitive conflicts. The findings highlight the significance of discourse linguistics and critical discourse analysis as effective tools for uncovering the hidden agendas and ideological biases embedded in news texts. By analyzing linguistic choices, this research demonstrates how language actively shapes, rather than merely reports, social and political reality.
Copyright (c) 2025 Muhammad Nur, Abdul Basid https://creativecommons.org/licenses/by-sa/4.0
Discourse Analysis on Multicultural Society Perception towards the Harmony of Inter-Tribal Marriages in Lamasi District, Luwu Regency
This study examines the discourse surrounding multicultural society's perception of inter-tribal marriages in Lamasi District, Luwu Regency, through a discourse analysis lens. As Indonesia represents a diverse archipelago with numerous ethnic groups, inter-tribal marriages serve as crucial indicators of social integration and cultural harmony. This research investigates how community members in Lamasi District construct and articulate their views on marriages across tribal boundaries, exploring the tensions between traditional cultural preservation and modern multicultural coexistence. The study employs critical discourse analysis to examine verbal and written communications among community members, religious leaders, traditional authorities, and married couples themselves. Data collection encompasses in-depth interviews, focus group discussions, and analysis of public discourse in community settings. The analysis reveals complex negotiations between maintaining cultural identity and embracing diversity, highlighting both acceptance and resistance patterns within the multicultural framework of Lamasi District. Findings indicate that perceptions of inter-tribal marriages are shaped by multiple factors including generational differences, educational background, economic considerations, and religious interpretations. While younger generations demonstrate greater openness toward cross-cultural unions, traditional community structures continue to influence marriage decisions significantly. The research identifies specific discourse patterns that either promote harmonious integration or reinforce tribal boundaries, providing insights into the mechanisms through which multicultural societies navigate cultural diversity. This study contributes to understanding how discourse shapes social attitudes in multicultural contexts and offers implications for promoting social cohesion in diverse Indonesian communities. The findings may inform policy development and community programs aimed at fostering inclusive multicultural societies while respecting cultural heritage.
Copyright (c) 2025 Ilmy Amaliyah, Mustaming, Rahmawati https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Assertive Speech Act in Donald Trump Inauguration 2025 Speech in YouTube
This study aims to identify and explain the types and functions of assertive speech acts used in Donald Trump’s 2025 inauguration speech. The data were taken from a video entitled “Donald Trump Inauguration Speech 2025” uploaded on the official CNN YouTube Channel (accessed on February 5, 2025, with a duration of 23 minutes and 14 seconds, and 5.8 million views at the time of analysis). This research employs a qualitative descriptive approach, referring to Searle’s (1979) theory of illocutionary speech acts. The findings show that out of 56 assertive utterances, there are five types of assertive speech acts: claiming (25%), stating (21.43%), complaining (19.64%), reporting (17.86%), and explaining (16.07%). The claiming type was the most frequently used, indicating that Trump often emphasized his beliefs and evaluations of the political situation to strengthen his message and shape the audience’s perception. This study expands the application of speech act theory in political contexts and provides insight into how language is strategically used to build legitimacy, trust, and a leader’s image.
Copyright (c) 2025 I Made Suartika, Ida Ayu Putri Gita Ardiantari https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Graduate Students' Difficulties in Completing Academic Writing: A Narrative Inquiry
Academic writing is an essential academic component in higher education. Although EFL graduates have undergraduate writing experience, this does not always imply that the academic writing process will be simpler at the graduate level. At this level, writing requirements grow more complex, including precise language, logical organization, and in-depth analysis, as they are expected to meet the high standards of academic writing inherent in advanced study. As a result, the purpose of this study is (1) to explore the difficulties faced by students in academic writing through students' stories and (2) to investigate the strategies that students apply to cope with difficulties. This study applies a qualitative research method called narrative inquiry research. This research relied on three graduate students in English education as sources, with data acquired through in-depth interviews. The findings revealed that EFL students in higher education struggle with the complexity of academic writing rules, organizing ideas, linguistic barriers, and emotional stress. To overcome this, they employed a variety of strategies, including free writing, seeking feedback from peers or lecturers or utilizing AI tools, regulating emotions, and referring to writing models. In a sense, these findings demonstrate that academic writing is more than just communicating ideas in writing, it is an intellectual and emotional process that may develop the way students think, feel, and express knowledge. Empathetic and supportive learning encourages them to acquire writing strategies while also developing independence, self-confidence, and reflective awareness, all of which serve as the basis for strong and empowered academic writers.
Copyright (c) 2025 Roja Nur Azizah, Lusi Nurhayati, Ari Purnawan https://creativecommons.org/licenses/by-sa/4.0
Students Experiences in Using E-Books As A Learning Resource
E-books have emerged as an important learning tool that supplements traditional resources, and rapid technological advancements have brought about significant changes in education. Because they provide widespread and early access, e-books are an essential way to meet the demands of 21st-century skills. Despite the effectiveness and technological challenges of e-books, there is a study shortage addressing in-depth qualitative investigation of students' subjective experiences in the learning context. In order to create a more effective curriculum, this study aims to ascertain students' experiences, emotions, and use of e-books in the learning process. 36 grade XI 7 students from SMA Negeri 2 Kotabumi participated in this study, which employed a qualitative descriptive method. A single tool, a 12-item open-ended questionnaire, was used to gather the data, which were then subjected to qualitative systematic content analysis techniques. The findings indicate that students' experiences are dualistic. Many had positive experiences: e-books considerably helped conceptual understanding, offered simple access, mobility, and cost-effectiveness, and delivered enhanced academic performance. On the other hand, this experience is offset by significant challenges, namely distractions from other app notifications (resulting in loss of focus), visual fatigue, and technical constraints (signal/battery). This paradox shows that comfortable learning is not always ensured by digital efficiency. E-books are a vital tool in the digital age and efficiently facilitate self-directed learning. To ensure a balanced and ideal learning experience, however, environmental challenges necessitate that educators and schools adopt digital policies that reduce distractions and incorporate e-books as an enrichment resource rather than a total replacement.
Copyright (c) 2025 Riri Zaniah Laksono, Asep Hardiyanto https://creativecommons.org/licenses/by-sa/4.0
Exploring the Consequences of the Absence of English Teachers on Students’ English Learning in Rural Schools: A Case Study at Senior High School
This study examines the impact of the lack of competent English teachers on student learning in rural schools, focusing on a case study of Nurul Hasan Plus High School. The shortage of English teachers in the 3T (remote, frontier, and outermost) areas has been shown to hamper academic development and reduce student motivation. Through an exploratory qualitative case study approach involving interviews, observations, and documentation, data were collected from 1 principal, 1 substitute teachers, and 4 students. The findings show that schools must rely on substitute teachers from other fields, resulting in inconsistent learning and declining quality. Students feel bored, lack enthusiasm, and experience difficulties in mastering basic skills such as reading, writing, and speaking. Efforts such as self-study using digital media or simple assignments cannot replace the role of professional teachers, while institutional solutions such as the placement of non-specialist teachers are only temporary. This condition widens the educational gap between rural and urban areas. This condition widens the educational gap between rural and urban areas. The study highlights how teacher shortages directly disrupt English learning processes in rural settings and underscores the need for systemic measures to ensure equitable access to qualified English teachers.
Copyright (c) 2025 Imas Siti Nurjanah, Eva Devi Sofyawati https://creativecommons.org/licenses/by-sa/4.0
An Identification of Language Uses in Case of Criminal Threatening in Sampang, Madura: A Forensic Linguistic Study
Forensic linguistics research in Indonesia has experienced significant development. Based on 200 articles from Google Scholar and processed using VosViewer, forensic linguistics research examines many cases of insult, defamation, good, hearing, regulation, and blasphemy. So, the research analyzes the threats in Sampang Madura. This research aims to describe the linguistic features in the case of threatening criminal offense in Sampang Madura. The research used a descriptive qualitative method. Data collection techniques using documentation techniques. The data source in this research is obtained from the official website of the Supreme Court (https://putusan3.mahkamahagung.go.id/direktori.html). The data in the research is the Decision of Sampang District Court Number 126/Pid.B/2014/PN Spg. The researcher used a note-taking technique to collect language containing threatening elements. To analyze the data, the researcher used the theoretical approaches of pragmatics, sociolinguistics, and systemics functional. The results showed that the use of language in the case of criminal acts of threatening in Sampang Madura fulfills the elements of threatening as stated in Article 89 of the Criminal Law Code (KHUP). The perpetrator has violated four principles of cooperation, namely, maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner. In addition, the situation of the conversation is informal because the perpetrator and the victim use an informal language style. The cultural register is found in the word “carok” which shows that the perpetrator is an ethnic Madurese himself. Based on the metafunctional meaning, the perpetrator deliberately intends to threaten the victim because there is a mental process (desire) to finish off the victim's life. in terms of interpersonal language, the perpetrator does use the utterance “Kamu ini apa mau carok ya sama saya? (Do you want to carok with me?)” in interrogative mode; however, in terms of modality, the utterance is declarative.
Copyright (c) 2025 Mashud, Sailal Arimi https://creativecommons.org/licenses/by-sa/4.0
Charting the Development of Multimodality in English Language Teaching within Higher Education: A Bibliometric Perspective
Multimodality has become a crucial component of 21st-century learning as students increasingly engage with diverse modes of communication in their daily lives. While multimodality has been widely studied, limited attention has been given to its development in English Language Teaching (ELT) within higher education. This study fills that gap by mapping global research trends, leading contributors, and thematic directions through a bibliometric analysis using the Scopus database. A total of 265 documents were initially retrieved, and 184 English-language journal articles published between 2015 and 2024 were included for analysis. Data were processed using VOSviewer to visualize keyword co-occurrence and identify emerging research clusters. The findings reveal that China is the most productive country with 58 publications, followed by the United States with 23, and that National Yunlin University of Science and Technology is the leading institutional contributor. Six thematic clusters were identified, covering multimodality, discourse analysis, digital storytelling, and teacher education. These insights provide a comprehensive overview of the field’s evolution and offer practical implications for educators and researchers aiming to enhance multimodality and pedagogical innovation within higher education.
Copyright (c) 2025 Zaky Dzulhiza Hawin Amalia, Heppy Mutammimah, Ummy Khoirunisya’ Masyhudianti https://creativecommons.org/licenses/by-sa/4.0
The Influence of Digital Literacy in Social Media Use on High School Students’ Intrinsic Motivation in EFL Learning
Digital literacy in the context of social media use has become an important aspect of English language learning for students. However, despite the increasing integration of digital technologies in education, there remains a gap in understanding how students’ use of social media as part of their digital literacy relates to their intrinsic motivation for learning English. This study aims to examine how digital literacy in social media use influences high school students' intrinsic motivation in EFL learning. It focuses on two dimensions of intrinsic motivation: (1) effort and commitment in learning English and (2) imagination of the future with English. A quantitative method using an adapted questionnaire was employed, involving 220 high school students aged 14–21 in the JABODETABEK area. Regression analysis revealed that digital literacy in social media use significantly affects two dimensions of high school students’ intrinsic motivation: effort and commitment in learning English (R² = 0.221, F = 63.24, p < 0.001) and imagination of the future with English (R² = 0.209, F = 58.84, p < 0.001), both indicating medium effect sizes. Furthermore, multivariate analysis of variance (MANOVA) confirmed a significant simultaneous effect on both motivational constructs (F = 45.2, p < 0.001). These findings suggest that digital literacy in social media use can be an effective strategy to enhance students’ intrinsic motivation in EFL learning. Therefore, this study recommends that EFL teachers thoughtfully integrate selected social media platforms into learning activities to support both digital literacy and motivation.
Copyright (c) 2025 Assyfa Aprilia Sari, Sri Kusuma Ningsih https://creativecommons.org/licenses/by-sa/4.0
A Pragmatic Study of Politeness Maxims in the Movie “Kung Fu Panda 4”
This study analyzes the application of the Generosity and Approbation Maxims in the animated film Kung Fu Panda 4, based on Leech’s (1983) theory and Holmes’s (1992) framework on social factors influencing their use. Using a descriptive qualitative method, nine utterances from the main characters were analyzed through non-participant observation and note-taking. The findings reveal that both maxims are expressed through self-sacrifice, offering help, and praising others, which strengthen interpersonal relationships, demonstrate solidarity, and reflect each character’s personality. The study highlights the crucial role of politeness in maintaining positive communication within animated films.
Copyright (c) 2025 Ni Luh Sudiantari, I Gusti Ayu Agung Sintha Satwika https://creativecommons.org/licenses/by-sa/4.0
Enhancing Recount Text Writing Skills Through Discussion Board Utilization
The aim of this study was to improve the learners' proficiency in using the discussion board to create a recount text. Presently, internet education has garnered substantial acclaim and is widely employed worldwide. The objective of the study was to enhance the writing aptitude of eighth-grade pupils in the genre of recount texts through the utilization of discussion boards. The study was conducted using a collaborative classroom action research methodology. The data sources included field notes, questionnaires, observation checklists, and the students' results, which were a recount text. The findings demonstrated that the employment of a discussion board can improve the quality of recount writing. As per the initial success criterion, a minimum score of 65 was required for 70% of the pupils. 81.48% (22 out of 27) of the students who turned in writing samples in the first round met the initial success criterion by scoring 65 or higher. Approximately 82.30% of the pupils actively participated in Education and acquisition of knowledge. The survey findings showed that following the implementation of the discussion board, a meaningful majority of students (84.70%) voiced positive reactions.
Copyright (c) 2024 Muhammad Lukman Syafii, Alip Sugianto, Nanang Cendriono, Sutanto Sutanto https://creativecommons.org/licenses/by-sa/4.0
The Contribution of AI in Writing Scientific Articles in Higher Education Environments
This study aims to analyze the contribution of Artificial Intelligence (AI) in writing academic scientific articles in universities. This study uses a qualitative descriptive approach. The subjects of this study were 54 respondents consisting of 39% lecturers and 61% students in Mataram City, Lombok, Indonesia. Data was obtained through questionnaires and analyzed using an interactive model that included reduction, presentation, and conclusion drawing. In addition, data source triangulation was used to consider the validity and credibility of the data used. The results showed that AI contributed positively to improving writing quality, time efficiency, and academic productivity. Platforms such as ChatGPT with a usage percentage of 30%, Grammarly 9%, QuillBot 5%, Meta AI 7%, Cici AI 1%, and others 12%, have been proven to assist in literature search/preference with a presentation of 35%, writing framework preparation (23%), idea or argument development (16%), followed by text paraphrasing (13%), language checking (12), and other uses (11%). The conclusion of this study is that the use of AI has had a significant impact on the transformation of scientific writing practices among lecturers and students. AI acts not only as a technical tool, but also as a cognitive partner that accelerates, enriches, and streamlines the academic writing process in higher education.
Copyright (c) 2025 Muslimin, Ilham, Hamsaturrahman https://creativecommons.org/licenses/by-sa/4.0
The Role of Teachers in Implementing the Reading Literacy Program on students’ Comprehension in Grade III of State Elementary School
This study aims to address the main research question: How do teachers play a role in implementing literacy programs to improve the reading comprehension of third-grade students at Plumbon 1 State Elementary School? The research focuses on three aspects: teachers' roles, learning strategies employed, and the supporting and inhibiting factors in literacy program implementation. A qualitative case study approach was employed, involving 15 third-grade students (6 boys and 9 girls) along with their classroom teacher. Data were collected through systematic observations, in-depth interviews, and documentation, and analyzed descriptively. Findings reveal that the literacy program, implemented for 1.5 years, had a positive impact: 80% of students showed high enthusiasm; reading comprehension improved in explicit meaning (73%) but remained low in implicit meaning (47%). Teachers assumed multidimensional roles as facilitators, models, individual guides, evaluators, and collaborators, applying 14 instructional strategies including a daily 15-minute reading routine, differentiated instruction, and the creation of text-rich environments. While the study provides in-depth insights, its limitations include the small sample size and the single-case design, which restrict the generalizability of findings. Nevertheless, the results emphasize that literacy program success requires systemic support from schools, teachers, parents, and home environments. The study implies that other elementary schools can adapt this literacy model by considering contextual factors and student characteristics. Furthermore, it offers a foundational reference for policymakers to enhance systemic support for the School Literacy Movement (GLS), including teacher training, resource allocation, and strategies for parental engagement.
Copyright (c) 2025 Dewanti Amaranggana Wajraprakara, Abdul karim, Nur Asyiah https://creativecommons.org/licenses/by-sa/4.0
Application of Jigsaw-Type Cooperative Learning Model in Improving Short Story Writing Learning in Grade VIII Students at Junior High School
This study aims to improve the ability to write short stories for grade VIII students of SMP Negeri 5 South Banawa through the application of a Jigsaw-type cooperative learning model. The background of this research departs from the low ability of students to write short stories, which is caused by a lack of interest, imagination, and the application of a learning model that is still teacher-centered. The type of research used is quantitative research with a descriptive method. The research subjects consisted of 13 grade VIII students of SMP Negeri 5 Banawa Selatan for the 2025/2026 school year. Data collection techniques are carried out through observation, documentation, and tests (pre-test and post-test). The results of the study showed an increase in short story writing skills after the application of the Jigsaw-type cooperative learning model. The average score of the students was 51.07, while the average score of the post-test increased to 80.98. The results of the t-test analysis showed that the calculated t-value of 10.55 was greater than the t-table of 1.782 with a significant level of 0.05, so the research hypothesis was accepted. Thus, the application of the Jigsaw-type cooperative learning model has a significant effect on improving the ability to write short stories for grade VIII students of SMP Negeri 5 South Banawa.
Copyright (c) 2025 Amalia, Hasnur Ruslan, Andi Bismawati, Asrianti https://creativecommons.org/licenses/by-sa/4.0
The Suffering of Palestinian Children in Qishash Athfal Najaw Min Bayni Fakkay Al-Mawt Fi Ghazah by Yusra Al-Aklouk: Literary Sociology of Ian Watt
This study examines the various forms of suffering experienced by Palestinian children as portrayed in Qishash Athfal Najaw min Bayni Fakkay al-Mawt fi Ghazah. This approach explores the close relationship between the socio-political conditions of Gaza, the humanitarian impact of the ongoing conflict, and the trauma and violence reflected in children's narratives. Using a descriptive qualitative analysis, the study interprets data contextually through close reading without manipulating variables, emphasizing the understanding of textual phenomena and narrative elements. The research applies Ian Watt’s sociology of literature in combination with the interactive analysis model of Miles and Huberman to examine eighteen story fragments selected through purposive sampling. The findings reveal that Al-Aklouk’s narrative depicts children’s suffering through wounded bodies, profound trauma, forced maturity, and the persistent threat of war. Ultimately, the text serves as a moral witness to global injustice and affirms literature’s role as a medium of resistance and humanitarian advocacy.
Copyright (c) 2025 Bima sakti, Abdul Basid https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perception on Bilingualism and Bilingual Education
This study examines teachers’ perceptions of bilingualism and bilingual education in Indonesia, focusing on their conceptual understanding as well as perceived challenges and opportunities for implementation. Employing a qualitative descriptive design, data were collected through questionnaires from 16 teachers and in-depth interviews with five teachers across elementary, secondary, and inclusive education settings. The findings indicate that while teachers generally acknowledge the cognitive and social benefits of bilingualism, several barriers impede effective bilingual education. Notably, 68.8% of teachers identified inadequate training as a major challenge, and 62.6% pointed to limited instructional resources and curriculum misalignment. Despite these obstacles, teachers recognized substantial opportunities to strengthen bilingual education, including enhanced professional development, greater community involvement, and increased use of technology to support language learning. These insights underscore the need for targeted policy support and capacity-building initiatives to improve the quality and sustainability of bilingual education in Indonesia.
Copyright (c) 2025 Krisma Nurmaya, Nida Husna https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Figurative Language Used in Noor Unnahar's Poems
This research aims to find out the kinds of figurative language used in Noor Unnahar’s poems, the meaning of figurative language, and the dominant kind of figurative language used in Noor Unnahar’s poems. This research is qualitative research with the data collection technique using document or content analysis. The data were obtained from Noor Unnahar’s poems book entitled “Yesterday I was the Moon. The findings of this research show that there are eight kinds of figurative language used in Noor Unnahar’s poem. They are metaphor, personification, simile, symbol, hyperbole, metonymy, paradox, and allegory. There are 116 sentences that contain figurative language. Out of 116 sentences, there are 36 items or 31% of metaphor, 33 items or 28% of personification, 21 items or 18% of simile, 9 items or 8% of symbol, 7 items or 6% of hyperbole, 5 items or 4% of metonymy, 4 items or 3% of paradox, and 1 item or 1% of allegory. Thus, it can be indicated that the dominant kind of figurative language used in the poems is metaphor.
Copyright (c) 2025 Shalva Sakinah Siahaan, Eni Rosnija, Urai Salam https://creativecommons.org/licenses/by-sa/4.0
Utilization of Wordwall Gamification Application to Improve Students' Cognitive Creativity and Critical Thinking in English Lessons
In the digital era, interactive learning aligned with Generation Z's characteristics is crucial. Based on constructivist theory, gamification through Wordwall offers innovative ways to enhance student engagement, creativity, and critical thinking. Yet, English instruction for eighth-grade students at SMP Negeri 2 Samaturu remains traditional, limiting cognitive creativity and critical thinking development. This research analyzes Wordwall's impact on these skills among 25 randomly selected eighth-grade students. A quantitative pre-experimental one-group pretest-posttest design was implemented over eight weeks (three sessions weekly). Instruments included writing tests for cognitive creativity, speaking tests for critical thinking, and observation checklists for engagement. SPSS one-sample t-test analysis showed significant gains. Cognitive creativity reached a mean of 80.12 (t=5.28 > t-table 2.06, p<0.05, Cohen's d=1.06—large effect). Critical thinking averaged 81.64 (t=6.18 > 2.06, p<0.05, d=1.24—large effect), confirming Wordwall's substantial influence. The intervention fostered 21st-century skills effectively. Limitations encompass the pre-experimental design and small single-school sample. Recommendations urge Wordwall integration in junior high curricula; future studies should adopt randomized controlled trials with larger, diverse cohorts. Keywords: Wordwall, gamification, cognitive creativity, critical thinking, English learning.
Copyright (c) 2025 Rais Abin, Sultan, La Ode Muhammad Idrus Hamid B., Ray Suryadi, Kevin Hendrawan https://creativecommons.org/licenses/by-sa/4.0
The The Integration of Word Wall Media to Improve EFL Students’ Vocabulary Mastery at Junior High School Pulau Morotai
This study aims to investigate the effect of word wall media on students’ vocabulary acquisition in English at Junior High School. It can be a practical and effective strategy for educators to enhance students’ vocabulary acquisition in English, as it provides visual reinforcement and promotes active engagement with new words in the classroom. The study employed a mixed-methods approach, combining a quasi-experimental design with qualitative interviews—the number of participants of this study (N=40, 20 per group). The experimental group’s vocabulary scores significantly improved from a pretest mean of 30.95 to a posttest mean of 51.60. The control group, on the other hand, which employed conventional methods, showed only a slight improvement, from 39.00 to 40.15. An independent sample t-test confirmed a statistically significant difference between the two groups (t (38) =-4.170, p<.001), with a mean difference of -20.650 and a 95% confidence interval of -30.675 to -10.625. According to Levene’s test, equal variances were met (p=.139), ensuring the validity of the analysis. The qualitative data, analyzed thematically, supported the quantitative findings. Student interviews revealed two main themes: (1) increased multimodal learning awareness, and (2) enhanced motivation driven by the gamification features of the word wall. Students reported higher engagement and enthusiasm during the learning session that incorporated the word wall media. In conclusion, the integration of word wall media significantly improves vocabulary acquisition and supports active, motivated learning. These findings suggest that word walls are a useful and engaging teaching tool for vocabulary in English classroom.
Copyright (c) 2025 Megawati Basri, Dwi Budidarma Sutrisno https://creativecommons.org/licenses/by-sa/4.0
The Challenge of Women's Domestication Portrayed in Ayobami Adebayo's Stay with Me
This article explores the challenge of women’s domestication portrayed in Ayobami Adebayo’s Stay with Me, with a focus on how womanhood is narrowly defined through marriage and motherhood. Through the lens of Betty Friedan’s liberal feminism, this research analyses how societal and familial expectations and pressures domesticate women and reduce their identity and worth to their reproductive roles. The main character in this book, Yejide, represents a woman whose education, achievements, and personal identities are constantly overshadowed by pressures to bear children. This domestication and reduction of her womanhood not only limit her worth in the eyes of society but also gradually strip away her identity. This research reveals that by portraying her struggles and challenges, the novel critiques societal and familial norms that domesticate women and equate womanhood with motherhood. Ultimately, Stay With Me intervenes in the domestication of women and the reduction of womanhood to motherhood and demands a redefinition, one that recognises women as complete in themselves, regardless of whether or not they become mothers.
Copyright (c) 2025 Khodijah Munawar, Karina Hanum Luthfia https://creativecommons.org/licenses/by-sa/4.0
Improving The Students’ Writing Ability Trhough Mind Mapping Method
The objective of the research was to find out whether the use of mind mapping can improve the students’ writing ability. The researcher applied a pre-experimental method with distributing the online form Questioner that has been adapted. The subject of the research was the English students of master’s degree in State Makassar University academic year 2021/2022. The sample consisted of 26 students of Class D21. The data were collected through distributing the Questionnaire to find out the effectiveness of mind mapping method in improving writing ability, the researcher applied qualitative research. The research result indicated that there was a significant improvement of students’ writing ability.
Copyright (c) 2025 MISMAR M Pogaru https://creativecommons.org/licenses/by-sa/4.0
Assessing Communicative Competence: Validity of Tests in CLT-Based English Classrooms Across Formal in West Java
This research examines the validity of classroom tests in formal secondary schools in West Java, Indonesia, which purport to practice Communicative Language Teaching (CLT). Although CLT calls for the development of communicative competence encompassing grammatical, sociolinguistic, discourse, and strategic components, concerns arise that classroom testing procedures may fail to represent these communicative objectives. Data were gathered from four EFL teachers using a qualitative multiple case study design through document analysis and a semi-structured online questionnaire. Results show that although the participants exhibit firm theoretical grasp of communicative assessment and include performance tasks like interviews, role plays, and video-based speaking tasks, complete alignment with CLT ideals is limited. A number of challenges impede implementation, such as lack of professional development, large class sizes, limited instructional time, and institutional requirements for grammar-dominated tests. This study concludes that despite claimed allegiance to CLT, the validity of tests utilized in these classrooms continues to be inconsistent. It suggests enhancing teacher assessment literacy, instituting prolonged training, and reforming institutional policy to accommodate communicative assessment practices more in accord with CLT.
Pre-Service English Language Teachers’ Digital Competence in Developing Interactive Learning Media
The increasing demand for technology-enhanced instruction in English Language Teaching (ELT) highlights the importance of developing strong digital competence among pre-service teachers, especially in designing interactive learning media. This study aimed to examine how pre-service English language teachers perceived their digital competence in developing interactive learning media during the Field Experience Program (PPL). Consists of 10 participants from the ELESP 2022 cohort at Universitas Negeri Gorontalo. Guided by the DigCompEdu framework, the research focused on three domains closely related to media production and pedagogical application: Digital Resources, Teaching and Learning, and Empowering Learners. Using a descriptive qualitative design, data were collected through semi-structured interviews and were analyzed thematically. The findings show that participants possessed fundamental operational skills in using tools such as Canva, PowerPoint, Wordwall, and Baamboozle to create multimodal and gamified activities that enhanced student engagement and comprehension. However, they reported limited expertise in advanced media design, contextual adaptation, and facilitating collaborative digital learning. Challenges were linked to insufficient practical training during coursework, unstable internet access, limited school devices, and dependence on free templates. Despite these constraints, participants expressed strong motivation to improve their digital teaching competence. The study highlights the need for teacher education programs to reinforce experiential digital pedagogy through hands-on workshops and project-based media development to better prepare pre-service teachers for designing inclusive and effective technology-integrated learning environments.
Copyright (c) 2025 Mohamad Ikbal Hamzah, Novriyanto Napu, Helena Badu https://creativecommons.org/licenses/by-sa/4.0
The Impact of Digital Storytelling on Junior High School Students’ Writing Skills
This study explored the effects of implementing collaborative Digital Storytelling (DST) on the writing proficiency of junior high school learners in Indonesia, this study focused on Tompkins et al.'s (1984) five stages of writing process: prewriting, drafting, revising, editing, and publishing. The main issue identified was students’ challenges in writing, especially when dealing with English as a Foreign Language (EFL), requiring innovative pedagogy. Objectives included analyzing improvements in writing proficiency, group collaboration dynamics, and pedagogical implications under the Merdeka Curriculum. A qualitative case study design was employed. Findings revealed that DST significantly enhanced student engagement, creativity, and writing skills across stages, with 75% of students improving from "Low" to "High" levels. Tools like Canva and CapCut made the process student-centered. In conclusion, collaborative DST offers a valuable strategy for improving writing instruction, integrating into curricula to foster 21st-century skills and address cultural barriers in Indonesian EFL settings, contributing to Merdeka Belajar reforms.
Copyright (c) 2025 Suci Riya Safitri, Dewi Sri Kuning https://creativecommons.org/licenses/by-sa/4.0
The Structure and Function of Al-Balāghah in Qasidat al-Burda by Imam al-Būṣīrī: A Comparative Analysis
This study aims to analyze the structure and function of al-balāghah in Qasidat al-Burda by Imam al-Busiri. Through a refined comparative approach, comparing selected verses of al-Burda with stylistic features in classical poetry such as Banat Su‘ad and the works of al-Mutanabbi, the study highlights al-Busiri’s distinct rhetorical identity. Guided by classical balāghah theory—including ʿIlm al-Maʿānī, ʿIlm al-Bayān, and ʿIlm al-Badīʿ—this research examines how rhetorical devices shape meaning and enhance aesthetic effect. Using qualitative textual analysis, fourteen key verses were closely examined to identify major devices such as metaphor, simile, personification, hyperbole, and analogy, and to determine their role in reinforcing thematic unity. Examples from the analysis include the metaphor “Shams al-Dīn” (sun of religion), the hyperbolic expression “Nāzhir al-Badr ghayru nāzhir,” and the personification of the sky in “‘Alāmah al-Samā’ al-Dunyā subḥānahu,” each demonstrating Busiri’s ability to construct vivid spiritual imagery. The findings show that Qasidat al-Burda contains fourteen integrated rhetorical constructions that enrich its spiritual message, elevate the status of the Prophet Muhammad, and refine its aesthetic resonance. These rhetorical strategies not only enhance imagery but also strengthen the poem’s communicative, devotional, and didactic functions. The study concludes that Imam al-Busiri successfully merges artistic expression with religious values, producing a work of enduring influence in both classical Arabic literary heritage and contemporary Islamic scholarship.
Copyright (c) 2025 Murdiono, Hadi Nur Taufiq, Saimou Hamissou Malam Mohaman https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Strategies in Providing Immediate and Delayed Corrective Feedback in EFL Speaking Class
Speaking remains one of the most challenging skills for Indonesian EFL learners, especially at the senior high school level. Frequent grammatical, lexical, and pronunciation errors are often inconsistently corrected, affecting learners’ long-term speaking development. Teachers thus face a pedagogical dilemma in deciding whether to provide Oral Corrective Feedback (OCF) immediately during speech or after the activity. This study investigates teachers’ strategies in delivering immediate and delayed OCF during speaking lessons involving descriptive text tasks. Using a qualitative case study design, two English teachers from a senior high school in East Java, Indonesia, were observed across four classroom sessions and interviewed twice. Data were analyzed thematically and interactionally. The findings reveal that teachers adjusted feedback timing based on instructional goals, students’ affective conditions, and task complexity. For example, immediate feedback was applied when repeated grammatical errors disrupted meaning, while delayed feedback was used after presentations to preserve fluency and confidence. Teachers also demonstrated reflective decision-making by modifying feedback timing during lessons when similar errors persisted. These results highlight the importance of flexible, student-responsive, and reflective feedback practices for effective EFL speaking instruction.
Copyright (c) 2025 Dzul Qorihah, Syafi’ul Anam, Ahmad Munir https://creativecommons.org/licenses/by-sa/4.0
Developing Speaking Skill of Grade X Students Through Dubbing Video at Senior High School
This research aimed to prove whether the use of dubbing video can develop the speaking skills of the tenth-grade students of Senior High School. This research used a pre-experimental research design with a sample of 34 students selected using a purposive sampling technique. Purposive sampling technique was chosen because it focuses on students who have below average speaking skills. The class selected was class X B. Furthermore, research data were collected through speaking test administered twice as pre-test and post-test. The pre-test was administered to the experimental group before the treatment while the post-test was administered after the treatment. The researcher collected and analyzed data using the SPSS 29. The mean score of the pre-test is 29.53. Then, the mean scores of the post-test is 61.12. The data was statistically analyzed using the t-statistic formula with degrees of freedom (df) = N - 1 = 34 - 1 = 33. The result of this research showed the probability was 0.000 < 0.05. Based on this fact can be concluded that H0 was rejected. By looking at the result, it means that dubbing video was effective to improve students’ speaking skill.
Copyright (c) 2025 Faizah Putri, Jamiluddin Jamiluddin, Mashuri Mashuri, Mawardin M. Said https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Figurative Language Used in Sing 2 Movie
This study aims to describe the figurative language found in the Sing 2 Movie, find the meaning of each utterance, and the relationship between figurative language used in Sing 2 movie and EFL students. This type of research is descriptive qualitative research. The subject of this research is the Sing 2 movie and the figurative language are the objects. The findings of this research show that there are nine types of figurative language found in the Sing 2 Movie. They are personification, hyperbole, simile, metaphor, synecdoche, metonymy, paradox, litotes, and irony. The personification appears 6 times. The hyperbole appears 28 times. The simile appears 6 times. The metaphor appears 18 times. The synecdoche appears 2 times. The metonymy appears 1 time. The paradox appears 2 times. The litotes appears 2 times. The irony appears 3 times. The meaning of each utterance has been interpreted based on the conditions when the utterance is mentioned. This research also has benefits in fulfilling the curriculum found in schools in Indonesia. All the data were determined by the context of the situation in the movie.
Copyright (c) 2025 Ersyaluna Salsabila Irawan, Nasrullah Nasrullah, Elsa Rosalina https://creativecommons.org/licenses/by-sa/4.0
Reflection of Pre-Service Teachers’ Challenges during the Teaching Internship Programs at Islamic Schools
Teaching internships provide essential experiential learning that connects theoretical coursework with real classroom practice. This study examines the challenges faced by pre-service English teachers during a three-month internship in Islamic schools across East Java, from 10 February to 16 May 2025. Using a qualitative design, data were gathered through semi-structured interviews and reflective journals from eight English Education students at UIN Sunan Ampel Surabaya. The findings reveal three main categories of challenges: (1) teacher-related difficulties such as limited preparation, low self-confidence, insufficient pedagogical competence, challenges in designing assessments, and limited classroom management skills; (2) student-related challenges, including students’ low self-confidence in using English and diverse learning styles; and (3) school-related, including limited technological facilities and curriculum constraints that reduced instructional hours due to religious and institutional priorities. The study emphasizes the need to strengthen practical pedagogical skills, particularly in lesson planning, differentiated instruction, and assessment development, supported by enhanced supervisory mentoring and closer university–school collaboration. These insights underscore the importance of context-responsive teacher education to better prepare future English teachers for diverse educational settings.
Copyright (c) 2025 Nadya Wahyu Pramita, Fitriah https://creativecommons.org/licenses/by-sa/4.0
The The Development of Teaching Materials for Recount Text Writing Skill Using Past Tense Based on Creative, Active, Systematic, And Effective (CASE)
This research aims to develop recount text writing teaching materials for sixth-grade students at SDN Permata Biru, focusing on mastering the past tense thru the CASE approach (Creative, Active, Systematic, and Effective). This study was motivated by students’ low writing ability, mainly due to limited mastery of past tense and low engagement in learning. This research applies a quantitative quasi-experimental design (One Group Pre-test and Post-test) involving 34 students. The research instruments include a writing test, a scoring rubric, and a student engagement observation sheet. The results show that students’ writing ability improved significantly after using CASE-based materials. The average pre-test score of 66.62 increased to 77.32 on the post-test. The paired sample t-test showed a significance value of p = 0.000 (p < 0.05), which means there was a significant difference between the pre-test and post-test results. An N-Gain value of 0.34 indicates a moderate improvement. The observation results also show that students become more active and enthusiastic in the learning process. Thus, CASE-based recount text writing materials have proven effective in improving students' writing abilities, particularly in the use of past tense and systematic text organization. Practically, this approach can serve as an alternative for teachers in creating creative, active, and meaningful writing lessons in elementary school.
Copyright (c) 2025 Dinny Claudia, Muhammad Andriana Gaffar, Riki Ruswandi https://creativecommons.org/licenses/by-sa/4.0
Navigating Problem-Based Learning in English Teaching in a Low-Tech Environment: A Case Study
This study explores the implementation of Problem-Based Learning (PBL) in vocational high schools operating within low-technology environments. Conducted as a qualitative case study in a private vocational institution in rural Jember, Indonesia, the research specifically investigates the strategies and challenges faced by English teachers when applying PBL without adequate technological support. Data were collected from six English teachers through semi-structured interviews and open-ended questionnaires, all of whom had at least ten years of teaching experience and were familiar with PBL-oriented instruction. The findings reveal that teachers consistently demonstrated strong adaptability and creativity despite limited access to digital tools such as projectors, internet connectivity, or multimedia resources. Several low-tech instructional strategies emerged, including the use of printed case materials, real-life problem-solving activities, paper-based dictionaries, and collaborative group discussions. Approximately 70% of teachers reported relying heavily on printed materials to replace digital media, while more than half noted that vocabulary-focused techniques were essential to support students with limited digital literacy. These adaptations illustrate high levels of teacher agency and pedagogical resilience in maintaining the quality of instruction under technological constraints. The study concludes that PBL can still be effectively implemented in low-tech classrooms through context-responsive innovation and collaborative teacher practices. These insights offer practical implications for educators, policymakers, and teacher training institutions seeking to strengthen instructional quality in resource-constrained settings. However, the study is limited by its small sample size and its focus on a single school context, indicating the need for further research across broader vocational environments.
Copyright (c) 2025 Novanda Elsa Ramanaida Husein, Indah Werdiningsih, Anita Fatimatul Laeli https://creativecommons.org/licenses/by-sa/4.0
A Cross-Linguistic Comparison of Hedging Density Across Sections in Academic Research Articles
In academic writing, hedging is a key rhetorical strategy that allows researchers to express caution and manage claims with appropriate nuance. This study investigates hedging practices in Applied Linguistics research articles written by Indonesian and Native English authors. Using a corpus of 20 articles (10 per group) totaling approximately 100,000 words, the analysis focuses on hedging density, distribution across Introduction, Methods, Results, and Discussion sections, and types of hedging devices used. Native English authors employ significantly more hedging devices (859 total) than Indonesian authors (365 total), especially modal and epistemic verbs. Both groups hedge most in the Introduction and Discussion sections, with statistically significant higher hedging densities among Native English writers in these parts, while the Methods section exhibits the least hedging for both. Indonesian authors favor approximators as hedging devices, indicating cultural preference for indirect lexical softening, contrasted with the more explicit grammatical hedging by Native English authors. These results highlight distinct cultural rhetorical preferences and suggest that academic writing pedagogy for Indonesian scholars should incorporate modal and epistemic verb strategies to better align with international norms.
Copyright (c) 2025 Yenni Arif Rahman, Fitri Yeni, Fitri Apriyanti, Fiza Asri Fauziah Habibah https://creativecommons.org/licenses/by-sa/4.0
Linguistic Impoliteness in the Rocky Gerung vs Silfester Matutina Debate on Rakyat Bersuara TV iNEWS
This study investigates the deployment of impoliteness strategies in political discourse, focusing on the iNEWS YouTube video “Keras! Rocky Singgung Penjilat, Silfester Emosi hingga Keluar Kata Kasar - Rakyat Bersuara 03/09.” Employing Culpeper's (1996) Impoliteness Theory, the research aims to identify, categorize, and quantify the specific strategies used by the discussants. The quantitative analysis reveals that Negative Impoliteness is the most dominant strategy, accounting for 28.85% of all occurrences, a clear indication that speakers prioritized direct attacks on the opponent’s intellectual credibility and self-worth to increase social distance. Following this were Sarcasm or Mock Impoliteness (23.08%) and Withholding Politeness (21.15%). These findings demonstrate that impoliteness in this public forum is not merely an emotional byproduct but a calculated rhetorical strategy used to assert dominance, attack the opponent's negative face, and shape public perception. The prevalence of these strategies underscores the confrontational nature of modern political debates on digital platforms, where aggressive discourse is strategically employed to gain attention and reinforce ideological positions. The study emphasizes the critical role of impoliteness as a strategic linguistic tool in media-driven political communication. Future research should explore the perlocutionary effects of these strategies on audience reception and their contribution to political polarization in the digital age.
Copyright (c) 2025 Gufron, Muhammad Nur, Muhammad Syarif Hidayatullah https://creativecommons.org/licenses/by-sa/4.0
Gamified Vocabulary Learning through Quizizz: An Experimental Study on EFL Students’ Lexical Development in Indonesia
This experimental study investigates how gamified vocabulary learning through Quizizz supports English as a Foreign Language (EFL) students’ lexical development in Indonesia. Grounded in the principles of Self-Determination Theory, the research examines how game-based features, such as instant feedback, competition, and reward systems, enhance learners’ motivation and engagement during vocabulary acquisition. Twenty-eight eleventh-grade students from a public school in South Sulawesi participated in pre- and post-tests to measure learning gains after the Quizizz intervention. The results indicate notable improvements in students’ vocabulary mastery accompanied by increased autonomy and active participation during lessons. The findings suggest that integrating gamification elements can strengthen learners’ intrinsic motivation, contributing to more effective vocabulary learning in EFL classrooms. However, the study’s limited context, focusing on a single school and lacking comparison with other digital platforms, constrains the generalizability of the results. The study recommends broader implementation and future research across varied educational settings to further validate the potential of Quizizz and similar tools in enhancing EFL students’ lexical resources.
Copyright (c) 2025 Syarif Hidayat Nasir, Ashabul Kahfi Susanto, Vivin Helvira, Aqzhariady Khartha https://creativecommons.org/licenses/by-sa/4.0
Strategic Monolingualism and Multimodal Accommodation in Global Tech Keynotes: A Sociolinguistic Analysis of Apple, Google, and Samsung
This research examines strategic monolingualism as an accommodation strategy in global technology keynotes, analyzing thirty presentations from Apple, Google, and Samsung (2020–2024). Research has shown that code-switching is a good way to find a balance between global and local needs. However, tech companies only use English to reach multilingual audiences, which is strange. How do monolingual presentations reach a global audience without using different languages? Quantitative analysis shows that there is a more direct address, more inclusive pronouns, and less hedging, which creates corporate certainty. Qualitative analysis indicates that multimodal resources—such as live demonstrations, accessibility features, cultural framing, and synchronized visuals—serve as meaning-making alternatives (semiotic substitution) to code-switching. Instead of switching languages, businesses switch between different ways of communicating (visual, verbal, musical) to get things done. Drawing from Communication Accommodation Theory, Politeness Theory, and Multimodal Discourse Analysis, the study identifies strategic monolingualism as a transition wherein various modes collaborate to engage diverse audiences, supplanting conventional bilingual accommodation. This pattern—linguistic homogeneity facilitating semiotic heterogeneity—redefines accommodation beyond code-switching frameworks. The results help teachers of English for Specific Purposes by showing that multimodal literacy is important for professional communication. They also help business people who need to balance brand consistency with global engagement by giving them a Multimodal Accommodation Framework.
Copyright (c) 2025 Muhammad Nur Assyddyq, Listya Arum Ridhawati, Mentari Antika Putri https://creativecommons.org/licenses/by-sa/4.0
The Use of Crossword Puzzle to Improve Students’ Vocabulary at 7th Grade Junior High School of Kendari
This study investigates the impact of Crossword Puzzle learning media on junior high school students' English vocabulary knowledge. A quasi-experimental approach was employed, involving 62 students from SMPN 10 Kendari City. The students were divided into experimental and control groups. Pretest and posttest questions were used to collect data, which were analyzed using homogeneity and normality tests, followed by paired-sample t-test. The results showed a significant influence of Crossword Puzzle learning media on improving English vocabulary mastery, concluding that it can be an effective tool for enhancing students' vocabulary skills.
Copyright (c) 2025 Musariana, Yuliyanah Sain , Muflihun https://creativecommons.org/licenses/by-sa/4.0
Analysing Metacognitive Strategies Used in Reading Scientific Article: A Case Study of EFL University Students
In the process of reading, students have to be aware, think about what difficulties they always encounter, and think about the strategies used in reading, known as metacognitive awareness. Hence, this study is necessary to analyze students’ perceptions about reading in English and their ways to cope with the problems by assessing their own metacognitive strategies. This study applies a case study of a qualitative approach with 39 first-year EFL university students. The results indicate that 58.97% of students like reading because it can boost their understanding of vocabulary, sentence structure, language skills, academic achievement, and speaking English properly. There are no difficulties encountered in reading English since it is fun, easy to understand, and gives them new knowledge. While the rest, 41.02% of students, explained different experiences since they perceived reading English as boring and a bit difficult in the case of pronunciation and words, but it is needed in students’ jobs. While the most frequent strategies used in metacognitive awareness of reading are "when the text becomes difficult, I reread to increase my understanding," "I read slowly but carefully to be sure I understand what I am reading," and "I try to get back on track when I lose concentration." In sum, most students like reading because it supports their academic achievement, and the metacognitive strategies are helpful for students to evaluate their ability in comprehending the scientific article for future improvement.
Copyright (c) 2025 Elda Yulia Ryandini, Dias Tiara Putri Utomo, Pipit Ertika Daristin https://creativecommons.org/licenses/by-sa/4.0
Framing in News Coverage of the Israel–Palestine Ceasefire by Arab Media: An Analysis Based on Robert Entman’s Model
Media reporting on the Israel–Palestine ceasefire negotiations often reflects ideological and geopolitical orientations that shape how the conflict is understood by the public. This study investigates how four major Arab-language news outlets—Al Jazeera, Okaz, Sky News Arabia, and BBC News Arabic—construct their framing of the ceasefire agreement between Hamas and Israel. Specifically, the research addresses two questions: (1) how each outlet employs Robert N. Entman’s four framing elements, and (2) what similarities and differences emerge from the comparative framing across these media. Using a descriptive qualitative design, the study analyzes four online articles published during the negotiation stalemate in early 2025. Data were collected through documentation and examined using Entman’s framing devices: problem definition, causal interpretation, moral evaluation, and treatment recommendation. The findings reveal contrasting patterns: Al Jazeera and BBC News Arabic frame Israel as obstructing the ceasefire and emphasize humanitarian impacts; Okaz portrays Hamas as the primary barrier and legitimizes Israel’s security-oriented stance; and Sky News Arabia adopts a more balanced yet moderately pro-Palestinian framing. These variations demonstrate how geopolitical context influences media narratives. The study contributes to conflict communication research by illustrating divergent Arab media framings and underscores the need for critical media literacy in interpreting politically charged news.
Copyright (c) 2025 Nazifatul Mardiah, Abdul Basid https://creativecommons.org/licenses/by-sa/4.0
Interference of English Vowels by Dawan (Amarasi Dialect) Speakers
This study investigates the types of English vowel interference produced by ten native speakers of Dawan language (Amarasi dialect) using an acoustic phonetic approach. The participants were recorded producing English words containing nine target vowels (/iː/, /ɪ/, /ɛ/, /æ/, /ʌ/, /ɑː/, / ɔː/, /uː/, and /u/) The formant frequencies (F1 and F2) were analyzed using Praat software to identify deviations from English vowels and classify the types of interference. The analysis revealed three primary interference types: substitution, under-differentiation and reinterpretation. Substitution interference involved replacing English vowels /æ/ → [a] and /ɔː/ → [o]. Under-differentiation occurred when speakers failed to distinguish English phonemic contrasts in vowels /iː/→[ɪ] and /ʌ/ → [ɑː]. Reinterpretation was observed in fronted or centralized realizations of back vowels, such as /uː/ → [ʉ] or [y]. Vowel space contraction and centralization were found in both English target and informant products, indicating Dawan vowel characteristics impact English pronunciation. These results highlight that L1 phonology strongly affects L2 vowel production and propose vowel contrast awareness pronunciation training.
Copyright (c) 2025 Maya Romanti Amtiran, Adi Sutrisno https://creativecommons.org/licenses/by-sa/4.0
Language and Culture: Kinship System of Lampung Sai Batin Ethnic
Language, as an entity that binds human life, has the intention to convey something, perhaps the most complex and most interesting. Among the various languages in Indonesia, Lampung has unique and diverse greetings and is equipped with a set of rules for its use. However, although greetings in Lampung are very important as regional and national cultural assets that need attention and development, not many researchers have studied this. Therefore, this study aims to describe how the Lampung Sai Batin is created and used, especially addressing terms and to describe the use of addressing terms in the Lampung Sai Batin ethnic. The method used is a qualitative descriptive method with interview, observation and documentation through traditional figures of Sai Batin Kepaksian Pernong in West Lampung, Lampung. The study identified four main kinship groups: The Warei group, Apak Kemaman group, Adek Warei group, and the Children’s group. The findings reveal a strong relationship between language and culture, where kinship terms reflect social hierarchy, lineage, and cultural identity. Preserving this kinship system is important because it safeguards traditional values, strengthens intergenerational cultural transmission, and maintains politeness norms embedded in Lampung society. The study also discusses its implications and limitations.
Copyright (c) 2025 Amaliah, Patuan Raja, Ari Nurweni https://creativecommons.org/licenses/by-sa/4.0
Utilization of Artificial Intelligence in EFL Learning from a Digital Literacy Perspective
This study investigates how university students utilize Artificial Intelligence (AI) in English as a Foreign Language (EFL) learning from a digital literacy perspective. Conducted between February–April 2024, the research involved nine undergraduate students from Universitas Ichsan Sidenreng Rappang who actively used AI tools such as ChatGPT, Grammarly, and Duolingo in their daily learning practices. Using a qualitative thematic analysis, the study explored students’ experiences, challenges, and expectations regarding AI-supported EFL learning. Findings show that AI contributed substantially to improving students’ vocabulary, grammar accuracy, and speaking fluency, with several participants reporting that AI-based feedback helped them understand errors more quickly and increased their learning motivation—some estimating up to a 20–30% improvement in confidence and task completion efficiency. However, issues such as inconsistent responses, fabricated references, and overreliance on AI revealed gaps in students’ critical digital literacy. The study highlights the need for strengthened digital literacy training and more structured integration of AI tools in higher education to ensure ethical, accurate, and effective use of AI for language learning.
Copyright (c) 2025 Nur Rahmah Wahyuddin, Nur Eva Yanti, Riska Arnas, Sam Hermansyah https://creativecommons.org/licenses/by-sa/4.0
Profiling the TPACK Mastery of English Pre-Service Teachers for 21st Century Learning
The present research seeks to examine the extent of Technological Pedagogical Content Knowledge (TPACK) competence demonstrated by English pre-service teachers enrolled in the Faculty of Teacher Training and Education at Cenderawasih University, as well as to identify the most dominant and the weakest aspects of their TPACK competence. The background of this study is grounded in the demands of 21st-century learning, which underscores the holistic incorporation of content, pedagogy, and technology within the instructional process. A quantitative survey method was employed, using a purposive sampling technique involving final-semester students of the English Education Study Program. The data were gained through a TPACK questionnaire encompassing seven key dimensions: Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and TPACK. The data in this study were subjected to descriptive analysis using SPSS version 29 software. The findings reveal that the overall level of TPACK mastery among the students falls into the “moderate” category. The most dominant aspect is Content Knowledge (CK), which achieved a high average score, indicating strong mastery of English content, particularly in speaking and listening skills. Conversely, the weakest aspect is Technological Knowledge (TK), which obtained a low average score, consequently affecting the integrative dimensions such as TPK, TCK, and TPACK, which remain at a moderate level. In conclusion, the study affirms that English pre-service teachers possess a strong grasp in content and pedagogical knowledge but still face limitations in technological competence. Therefore, it is recommended that technological proficiency be strengthened through intensive training, the incorporation of technology-oriented practices within the curriculum, ongoing mentorship programs, and extended research efforts to yield a more holistic understanding of TPACK mastery profiles among pre-service teachers.
Copyright (c) 2025 Precilia Rafra, Ince Rezky Naing, Michael Laurenz Christy Menanti https://creativecommons.org/licenses/by-sa/4.0
The Relationship Between the Intensity of Watching Netflix Series in English and the Speaking Ability of 3rd Semester English Education Students at Sriwijaya University
This study investigates whether the viewing intensity of English Netflix series correlates with speaking ability among 24 third-semester English Language Education students at Sriwijaya University. Using a quantitative correlational design, data were collected over one semester via a viewing intensity questionnaire and a speaking ability test, and analyzed using Pearson Correlation. The results indicated no significant relationship between viewing intensity and speaking ability (r = 0.123, Sig. = 0.519). The remarkably low coefficient of determination (r2 = 1.51) suggests that variance in speaking ability is almost entirely explained by factors other than the intensity of passive viewing. Consequently, the study concludes that passive viewing of Netflix alone is ineffective as a sole tool for improving speaking ability, and its potential as a language learning medium is only realized when integrated with active learning strategies and productive language tasks.
Copyright (c) 2025 Vigo Dikaprio , Eryansyah Eryansyah https://creativecommons.org/licenses/by-sa/4.0
Systematic Literature Review on Social Epistemology of Science: Knowledge Production in Scientific Communities
This paper presents a systematic literature review of research published between 2015 and 2025 on the social epistemology of science, focusing on how scientific knowledge is produced within communities. Moving beyond traditional individualistic epistemologies, the review highlights four dominant themes: epistemic trust and authority, collaborative and collective knowledge production, institutional norms shaping epistemic practices, and epistemic injustice affecting marginalized groups. Findings reveal that scientific knowledge depends heavily on social interactions, trust networks, and institutional frameworks that guide what counts as credible and valuable knowledge. The review also uncovers the significant influence of funding structures, publication pressures, and performance metrics in shaping scientific inquiry, often privileging dominant voices and methodologies. Epistemic injustice emerges as a critical issue, emphasizing the need for more inclusive and diverse epistemic practices within science. By synthesizing philosophical and empirical work, this study underscores the importance of understanding science as a socially situated and institutionally embedded practice. The paper concludes by advocating for greater integration of diverse perspectives and institutional reforms aimed at promoting epistemic equity, accountability, and transparency. This social epistemological approach offers a promising framework for rethinking scientific knowledge production in ways that are more democratic, ethical, and responsive to contemporary challenges.
Copyright (c) 2025 Yanti Kristina Sinaga, M. Manugeren, Efendi Barus https://creativecommons.org/licenses/by-sa/4.0
Investigating Figurative Language Use in the Selected Songs of “Wicked: For Good” Musical Fantasy Film
The aim of this research is to interpret the figurative language in the lyrics of the songs that accompany the movie “Wicked: For Good”. The data consisted of the lyrics to all the songs (6 songs) in the soundtrack of “Wicked: For Good”. This research utilized a combination of descriptive qualitative method and content analysis design in order to demonstrate the types of figurative language and their meanings used in soundtracks. The soundtracks of the movies contained ascribed nine different types of figurative language comprising of personification, simile, metaphor, hyperbole, symbolism, irony, paradox, alliteration and repetition. Personification has five data points (10%), metaphor has twelve data points (24%), hyperbole has six data points (12%), irony has nine data points (18%), symbolism has five data points (10%), paradox has two data points (4%), alliteration has two data points (4%), and repetition has four data points (8%). The song lyrics from the soundtrack of the movie "Wicked: For Good" revealed that the soundtrack employed a lot of metaphor to construct songs because figurative language may make a song more artistic, meaningful, and aesthetically pleasing. "Wicked: For Good" is a musical fantasy movie, and students can learn figurative language through movies.
Copyright (c) 2025 Srimaharani Tanjung; Abdurrohman Septiadi https://creativecommons.org/licenses/by-sa/4.0
Development of Interactive Digital Comics Based on Gamification to Improve Komering Cultural Literacy in Junior High Schools of OKU Timur
This study aims to develop an interactive digital comic based on gamification to enhance Komering cultural literacy among junior high school students in Ogan Komering Ulu Timur Regency. The research employed a Research and Development (R&D) method using the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation, involving 35 students as trial participants. The digital comic product was presented in an interactive video format equipped with gamified quizzes. The results indicated a significant improvement in cultural literacy, with an average pre-test score of 2.21 and a post-test score of 3.23. Paired-sample t-test results showed t = 12.4; df = 34; p < 0.001, with a Cohen’s d effect size of 2.09 (very large). These findings suggest that the gamification-based interactive digital comic is valid, practical, and effective as a learning medium for Komering local culture content. This study has implications for cultural preservation through interactive media utilization and provides a development model that can be replicated in other regional cultural contexts.
Copyright (c) 2025 Nindy Devita Sari, Fisnia Pratami, Widya Dhara, Vella Julia https://creativecommons.org/licenses/by-sa/4.0
Exploring the Effects of Teacher’s Nonverbal Communication on EFL Students' Academic Motivation
Teacher’s nonverbal communication significantly effects students’ learning experiences, particularly in EFL Islamic classroom context where language and motivation are closely linked. This study examined the effects of teachers’ nonverbal communication on students’ academic motivation using an explanatory sequential mixed-methods design. Quantitative data were collected from 60 students through questionnaires measuring seven aspects of nonverbal communication namely proxemics, haptics, kinesics, chronemics, oculesics, physical environment, and paralanguage and three aspects of motivation that is, autonomy, competence, and relatedness. Qualitative data were obtained through classroom observations and interviews with ten selected students. Findings revealed that kinesics and proxemics received the highest ratings, indicating active use of gestures and classroom movement to engage students. Haptics and paralanguage scored lowest, suggesting limited use due to cultural norms. Correlation and regression analyses indicated a strong positive relationship between teachers’ nonverbal communication and student motivation. Observations confirmed that smiling, nodding, using hand gestures, and approaching students created a positive and low-anxiety learning atmosphere. Interviews supported these results, with students expressing greater confidence, comfort, and willingness to participate when teachers-maintained eye contact, used expressive gestures, and adjusted their proximity. This study highlights the importance of nonverbal behaviors in fostering a motivating EFL learning environment. Teachers’ awareness and intentional use of such cues can strengthen engagement and emotional connection, even in culturally specific settings.
Copyright (c) 2025 Mutia Asisyifa, Maemuna Muhayyang, Nur Aeni https://creativecommons.org/licenses/by-sa/4.0
The Interplay of Lyrics and Melody in Conveying Emotional Narratives: A Case Study of Niki Zefanya’s Selected Songs (Backburner, Take A Chance with Me, Ocean & Engines)
This study discusses the relationship between lyrics and melody in expressing emotional narratives in NIKI Zefanya’s selected songs, namely Backburner, Take a Chance With Me, and Oceans & Engines. The purpose of this study is to explain how lyrics and melody work together to show emotional meaning. The method used in this research is qualitative descriptive. The data used are from the lyrics and musical elements of the three songs. This study uses lyrical analysis and musical semiotics to identify language and music features that express emotions. Results indicate that metaphor, hyperbole, and irony are the most frequently used figurative devices in the lyrics. Tonal variation, rhythm, and harmony further enhance the emotional expression conveyed in the songs. The combination of these elements creates a strong emotional connection between the songs and the listeners. This study gives a better understanding of how emotions are built through the combination of lyrics and melody in popular music.
Copyright (c) 2025 Avanti Nur Febrianingsih, Yanti Rosalinah https://creativecommons.org/licenses/by-sa/4.0
Analysis of The Role of YouTube in Increasing Interest in Reading Indonesian Literature in Grade VII Students of Junior High School
This study aims to describe the role of YouTube in increasing interest in reading Indonesian literature in Grade VII students of SMP Negeri 17 Palu. The types of research used are qualitative research and descriptive research. The method used in this study is a qualitative method. The data collection techniques used in this study are: 1) 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 YouTube plays a significant role in increasing students' interest in reading literature. Through video shows such as poetry readings, short film adaptations of short stories, and explanations of literary intrinsic elements, students become more enthusiastic, actively discuss, and able to understand the content of literary works more easily. YouTube also helps increase students' intrinsic motivation, foster appreciative attitudes, and encourage them to read literary texts independently. Teachers use YouTube not only as a medium for video playback, but also as a means of reflection, discussion, and understanding strengthening. Supporting factors in the use of YouTube include the availability of internet access, students' enthusiasm for digital media, and the abundance of quality literary content. The obstacles found are network limitations, potential distractions for entertainment content, and limited learning time in the classroom. Overall, this study concludes that YouTube is an effective and relevant learning medium to increase interest in reading Indonesian literature among junior high school students.
Copyright (c) 2025 Fadliah Ilmah, Hasnur Ruslan, Ade Nurul Izatti, Juniati, Nirmayanti https://creativecommons.org/licenses/by-sa/4.0
Unmasking P.T. Barnum: A Character Study of the Greatest Showman
This study analyzes the character development of P.T. Barnum in The Greatest Showman (2017) using Egri’s (1960) three-dimensional character theory, physiological, sociological, and psychological, and is supported by Kenny’s (1966) narrative coherence framework. Employing a descriptive qualitative method, the study examines nine selected scenes that represent the beginning, middle, and end of the film. The analysis is conducted in a multimodal manner, integrating verbal elements (dialogue, narration) and visual cues (gestures, posture, costumes, facial expressions). Findings indicate that Barnum’s character transformation is balanced across three aspects: physiological (33.3%), sociological (33.3%), and psychological (33.4%). His physical appearance evolves from a playful child to a confident showman and finally to a humble family man. Sociologically, his pursuit of social status leads to internal conflict and distancing from his original community. Psychologically, Barnum's ambition and insecurity drive his decisions until he eventually finds emotional resolution. The study demonstrates how Egri’s and Kenny’s theories can be integrated to provide a comprehensive understanding of character construction in film. These findings offer theoretical contributions to character and narrative analysis, and practical insights for film studies, media education, and applied linguistics.
Copyright (c) 2025 Barlian, I Wayan Juniartha https://creativecommons.org/licenses/by-sa/4.0
Uncovering the Role of Professional Learning Community in Driving Teacher Innovation and Competency
This study aims to examine the impact of teacher participation in Professional Learning Communities (PLCs) on the enhancement of teacher competencies in UPTD SMAN 2 Polewali. A quantitative approach was employed, using a Likert-scale questionnaire to measure the level of teacher engagement in PLCs and their professional competencies, including pedagogical, professional, social, and personal aspects. The findings reveal that active participation in PLCs significantly improves teachers' ability to adopt innovative and effective teaching strategies, manage classrooms, and engage in reflective practices. Moreover, PLCs provide a collaborative space for teachers to share experiences, address challenges, and develop joint solutions, ultimately fostering a culture of continuous improvement in educational quality. Despite these promising results, this study is limited to a specific local context, and the use of quantitative methods restricts the exploration of in-depth interactions within PLCs. Future research should incorporate mixed methods and expand to diverse regions to achieve broader generalizability and deeper insights.
Copyright (c) 2025 Erni Triyanti, Ammang Latifa, Salasiah Ammade, Rafi’ah Nur, Siti Hajar Larekeng https://creativecommons.org/licenses/by-sa/4.0
Ruangguru: A Massive Indonesian Digital Platform as Assessment and English Learning Media
Ruangguru has become one of the most prominent digital education platforms in Indonesia, offering a wide range of interactive learning activities that effectively support students’ academic development. This study investigates the potential of Ruangguru as an assessment tool to enhance students’ self-learning competencies, particularly in English language learning. To achieve this objective, the study identifies the platform’s key features, pedagogical strengths, and its development over time. The analysis is supported by relevant research and informed by Manuel Castells’s theories on media technology and Stuart Hall’s reception analysis. The findings suggest that Ruangguru has significantly shaped Indonesian students’ perceptions of digital learning and demonstrates strong potential in fostering autonomous English learning through accessible, student-centered digital engagement.
Copyright (c) 2025 Lambok Hermanto Sihombing https://creativecommons.org/licenses/by-sa/4.0
Memrise and the Pursuit of Proficiency: A Phenomenological Study on Students' Experiences and Independent Learning Strategies for TOEFL Vocabulary
This phenomenological study investigated the lived vocabulary learning experiences of seven high-stakes TOEFL candidates (N=7) who used the Memrise Spaced Repetition System (SRS) app. Through Interpretive Phenomenological Analysis (IPA), the study confirmed that while gamified features offer strong structural support for consistency and efficient recognition-based memorization, the learning process is structurally incomplete within the app. The central finding is a persistent recognition–production gap, meaning vocabulary learned passively in the app fails to transfer directly to the active, contextual production required by the TOEFL exam. Success, therefore, hinged on learners' active, metacognitive effort and the implementation of external compensatory strategies, such as dedicated sentence journaling and custom course creation. These findings suggest the motivational benefits of gamification are conditional and can risk a focus on volume over learning quality. Results have significant implications for Mobile Assisted Language Learning (MALL) design, calling for integrated features that foster contextual application. Ultimately, this work benefits app designers, language teachers, and autonomous learners by specifying the structural and metacognitive requirements for effective vocabulary learning via SRS applications.
Copyright (c) 2025 Dimitria Rahayu, Awwalia Fitrotin Izza https://creativecommons.org/licenses/by-sa/4.0
Designing an Instrument for Assessing Junior High School English Teachers’ TPACK in Jayapura Papua
In the digital era, the expectation for teachers to use technology effectively as part of their pedagogy continues to rise. However, many English teachers, especially in Papua, face significant challenges due to limited digital infrastructure, lack of training, and minimal contextualized assessment tools. To date, no standardized or context-sensitive instrument has been available to measure the Technological Pedagogical Content Knowledge (TPACK) of junior high school English teachers in Papua, particularly in Jayapura. To address this gap, this study developed and validated an instrument in the form of a self-report questionnaire to measure English teachers’ Technological Pedagogical Content Knowledge (TPACK) at the junior high school level in Jayapura, Papua. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model as a development framework, the questionnaire covered seven TPACK components and consisted of 28 context-based items. Expert validation and pilot testing with 34 teachers confirmed satisfactory construct validity (r > 0.30) and high reliability (Cronbach’s Alpha = 0.966). The Content Validity Index (CVI) of 0.92 indicated strong relevance and clarity. The findings confirm that the developed self-report questionnaire is valid, reliable, and well-suited to Papua’s educational context. It functions both as a measurement tool and as a means for teachers’ self-reflection, supporting future research and professional development initiatives
Copyright (c) 2025 Ince Rezky Naing, Rommy D.B. Rambet https://creativecommons.org/licenses/by-sa/4.0
Review Psychoanalysis: Dimensions Personality Any Novel Characters Other Than Rain Through Analysis Conflict Inner The main character
Conflict in the novel Anything but Rain against the psychological background element in the main self-figure main. Research This aim analyze conflict inner figure main in Anything but Novels​ Rain Work Okki Rizka Septiana. Type study qualitative based on observation phenomenon psychological figure story in the novel. Data collected through technique reading and technique note. Data processed with technique Miles & Huberman data analysis and analyzed based on plan Sigmund Freud's psychoanalysis. Research results show that conflict inner feelings experienced by the character main that is Hero in the novel Anything but Rain motivated by past trauma. Friend Hero namely Faiz dies without clear cause and Wira​ accused as the killer. Tragedy the haunt self-Hero, so that often experience imbalance emotions. Guilt, no​ believe self, gloomy, difficult adapt, and not brave take decision, is form from symptom psychological experiences​ Hero. Conflict inner happens Because structure personality figure story that is id, ego, and superego often clash. Id control self-Hero, when avoid past memories​ namely guilt​ to death Faiz moment they compete in taekwondo. This bothers the ego that tries accept condition moment Now namely Hero must focus with the world of taekwondo. Every time he plays taekwondo, he always remembers death Faiz. Superego present for control action id. Hero Finally return mastered his ego and can accept condition after accept advice from Mother Faiz that everyone has​ guilty and should Hero Study forgive self alone. Advice from Mother Faiz is the superego area that is capable of subdue id Hero.
Copyright (c) 2025 Berthin Simega, Milka, Sugino Paundanan https://creativecommons.org/licenses/by-sa/4.0
EFL Pre-Service Teacher Anxiety During Kampus Mengajar Program at Junior High School
This study aimed to identify the causes of pre-service teacher anxiety during the Kampus Mengajar Program at SMPN 22 Kendari. Employing a qualitative case study approach, this research involved six female pre-service teachers from Haluoleo University and Muhammadiyah University of Kendari who participated in the fourth batch of the Kampus Mengajar Program from August to December 2022. Data were collected through semi-structured interviews conducted in Indonesian and analyzed using Miles et al. data analysis technique consisting of data condensation, data display, and conclusion drawing. The findings revealed two major categories of anxiety: external factors including heavy teaching load and worry about teaching effectiveness, and internal factors comprising low self-confidence and low confidence in English competence. These anxiety factors significantly impacted pre-service teachers’ classroom performance and emotional well-being throughout the five-month teaching placement. The study provides important implications for teacher education programs to develop comprehensive support systems addressing both environmental pressures and psychological vulnerabilities of pre-service teachers during extended teaching placements.
Copyright (c) 2025 Elanda Yopita, Andi Rachmawati Syarif, Rahmat Nasrullah https://creativecommons.org/licenses/by-sa/4.0
Interactive Learning Media Local Culture Based for Teaching Reading: Students’ Reading Comprehension and Perception
The integration of digital tools and cultural content has been explored in every level of education, yet there are still few studies that have connected it to Riau local wisdom, particularly its tourism destination. This research aimed to develop an interactive learning media based on Riau tourism places for learning descriptive text. This research followed the ADDIE model by Branch (2009) for its developmental process, involving students’ need analysis, developing the prototype, and evaluation. There were two schools involved in this study as the participants. One private school served as the small evaluation group, and one public school served as the field test. The data were collected using a questionnaire, a reading comprehension test, and an interview. The data were analyzed using qualitative and quantitative approach. This research found that the media was valid and practical due to the average score obtained from the experts’ validation and small evaluation group of 4.02 and 3.29, respectively. Furthermore, it also had a potential effect on students’ reading proficiency in the field test implementation. The experiment group obtained 55.59 for the pre-test, and after implementing the media in the classroom, the score improved to 74.00 for the post-test. The students gave positive feedback as well on the employment of the media in the classroom. This showed that digital media, as an innovative media, could be one of the strategies that should be employed in English reading classes for senior high school students to enhance students’ reading comprehension, contribute positive perception, and promote local tourist sites.
Copyright (c) 2025 Tio Uli, Indah Tri Purwanti, Jismulatif https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Jigsaw and STAD Techniques in Teaching Reading Comprehension to The Ninth Grade Students with Different Levels of Motivation at a State Junior High School in Semarang
This study investigated the effectiveness of the Jigsaw and STAD (Student Teams Achievement Division) techniques in teaching reading comprehension to ninth-grade students with different levels of motivation at a state junior high school in Semarang during the 2025/2026 academic year. Employing a quasi-experimental design, the study involved 66 students divided into two experimental groups: one taught using the Jigsaw technique and the other using the STAD technique. Data were collected through a motivation questionnaire, pre-tests, post-tests, and triangulated with students’ perceptions and the teacher’s reflection. The findings revealed that both Jigsaw and STAD significantly improved students’ reading comprehension. Students with high motivation achieved higher post-test scores than those with low motivation in both techniques, indicating that motivation plays a crucial role in learning outcomes. However, the Two-Way ANOVA showed no significant interaction between teaching technique and motivation level (p = 0.777 > 0.05), suggesting that the effectiveness of both techniques was consistent across motivation levels. In conclusion, the Jigsaw and STAD techniques are effective, inclusive, and adaptable cooperative learning models that enhance students’ reading comprehension regardless of motivation level.
Copyright (c) 2025 Prima Kismaning Diah, Sri Wuli Fitriati https://creativecommons.org/licenses/by-sa/4.0
Enhancing Eleventh Graders’ Reading Skills through Content-Based Instruction Using Multimodal Texts: A Mixed-Methods Study
In this study, eleventh-grade students at SMAN 14 Bandar Lampung's reading comprehension skills are improved through the use of Quiz.com and multimodal texts to promote Content-Based Instruction (CBI). Utilizing a mixed-methods methodology, the research integrated both qualitative and quantitative techniques to present a thorough analysis of the intervention. Thirty-one pupils answered a 15-item Likert-scale survey to gauge their impressions, motivation, and engagement, and they took part in a pre- and post-test to gauge their reading comprehension. In the quantitative findings, the mean score increased from 83.41 in the pre-test to 95.74 in the post-test, indicating a considerable improvement. The paired samples t-test verified that the change was statistically significant (p <.05). Additionally, the standard deviation dropped from 16.38 to 4.97, indicating that students' performance stabilized following the intervention. All five components of reading comprehension—main concept identification, supporting detail recognition, contextual vocabulary knowledge, inference-making, and text structure analysis—showed growth in the students. These conclusions were corroborated by the questionnaire results, which showed high internal consistency with a Cronbach's Alpha of.936. Responses were largely positive, according to content analysis, with mean ratings ranging from 3.81 to 4.58. Quiz.com's engaging, entertaining, and inspiring aspects were especially appreciated by students, and multimodal texts were acknowledged for giving reading greater significance and relevance to everyday situations. Nevertheless, several students pointed out that multimodal texts did not totally eliminate monotony, indicating the necessity for a variety of teaching methods. Overall, the results show that understanding, motivation, and confidence in EFL classes may be successfully increased by including CBI, multimodal resources, and digital technologies.
Copyright (c) 2025 Istikomah, Achmad Yudi Wahyudin https://creativecommons.org/licenses/by-sa/4.0
A Study of Papuan Children's Preferences for Cross-Cultural Narratives: Understanding Early Literacy Engagement
This study investigates the narrative literacy preferences of Indigenous Papuan children in the Bevak Pintar Community in Merauke. Recognizing the need for culturally diverse and contextually relevant reading materials, the research employs a descriptive qualitative design using observation, semi-structured interviews, and closed-ended questionnaires. Data were analyzed by classifying narrative types according to themes, character representation, and cultural values. Findings indicate four dominant preferences: (1) Papuan folktales highlighting local wisdom and identity; (2) cross-cultural friendship stories depicting interactions across diverse backgrounds; (3) inspirational global children’s stories presenting resilience and social solidarity; and (4) fantasy narratives blending Papuan mythology with broader imaginative elements. Children favored stories featuring peers with relatable experiences and clear, engaging visual elements. This study contributes novel evidence on Papuan children’s cross-cultural narrative interests and offers implications for developing culturally responsive literacy materials and early-grade curriculum design.
Copyright (c) 2025 Sri Winarsih, Rusli https://creativecommons.org/licenses/by-sa/4.0
Israeli Ceasefire Violations in Aljazeera’s Reporting: A Critical Discourse Analysis by Norman Fairclough
News is a very effective medium in conveying information, messages, and criticism due to its ability to attract wide attention. This study aims to analyze the linguistic aspects, discourse practices, and sociocultural practices in Al-Jazeera news discussing the ceasefire violations by Israel. This qualitative study uses two news items as data sources, collected through reading, sorting, and recording methods. The analysis was conducted using the Critical Discourse Analysis theory approach from Norman Fairclough's perspective. The results show that there are 18 data consisting of linguistic analysis, discourse analysis, and sociocultural analysis that overall convey strong criticism of the ceasefire violations by Israel. Through Norman Fairclough's critical discourse analysis, the study found that the news not only conveys facts but also constructs a critical ideological narrative using analysis of language dimensions, discourse practices, and sociocultural practices as a tool to convey socio-political messages.
Copyright (c) 2025 Shofiya Nur Azizah, Dien Nur Chotimah https://creativecommons.org/licenses/by-sa/4.0
The Influence of Cildren’s Gadget Use on Mother-Child Communication Patterns: A Comparative Study Between Working and Non-Working Mothers in Parepare City
This research aimed to analyze if there is a significant influence between children's gadget use on mother and child communication patterns, The differences in the influence of children's gadget use on mother-child communication patterns between families of working mothers and families of non-working mothers, a significant difference in the level of children's gadget use on communication patterns between children whose mothers work and those who do not work in Parepare City. This research uses a comparative quantitative approach by determining the sample using the Slovin margin formula of 100 people, including 57 working mothers and 43 non-working mothers. Data collection techniques used questionnaires in google forms and documentation, while data analysis was carried out using descriptive and inferential statistical techniques using the SPSS program. The results of this research showed that there is a positive and significant influence between children's gadget use on mother and child communication patterns with a significance value (Sig.) = 0.002 and a positive regression coefficient (B = 0.190). Mother's employment status moderates this relationship with the Sig value. interaction = 0.041, meaning that the influence of gadget use on communication is stronger in the families of working mothers compared to non-working mothers and there is a significant difference in the level of children's gadget use between working and non-working mothers (Sig. = 0.000), but there is no significant difference in the communication patterns of mothers and children (Sig. = 0.618). The conclusion of this research was the mother's employment status moderates this relationship with the Sig value. interaction = 0.041, meaning that the influence of gadget use on communication is stronger in families of working mothers than non-working mothers and children of working mothers have a higher level of gadget use than children of non-working mothers.
Copyright (c) 2025 Andi Weyana Nurul, A. Octamaya Tenri Awaru, Ridwan Said Ahmad, Najamuddin https://creativecommons.org/licenses/by-sa/4.0
Teachers' Perceptions of Contemporary Literacy Learning Based on Folk Tales in Elementary Schools
Teachers' perceptions largely determine the extent to which traditional literature is integrated into contemporary primary school literacy education. However, research on how teachers interpret and apply local folktales in modern teaching contexts is limited. This study aims to describe teachers' perceptions of the moral values in the traditional story of Lembu Sura, their views on teaching strategies for traditional literature, and the associated challenges. The study employs both qualitative and quantitative methods. Seven teachers of Indonesian language classes for fifth and sixth grade students in the Papar district participated in the study. Data were collected through classroom observations, in-depth interviews, and documentation. The data were analyzed by summarizing, presenting, and drawing conclusions. The results showed that all of the teachers rated teaching the Lembu Sura folktale as having a positive impact on students' character formation and literacy development. However, several main issues were identified. First, 57.1% of the teachers reported a lack of teaching materials. Second, 85.7% of teachers reported that students had difficulty understanding the meaning of curses and the symbolism of the transformation into Mount Kelud. Third, 57.1% of teachers noted the limited availability of innovative media and low interest in reading local literature. These findings underscore the necessity of developing digital learning media, more contextualized teaching materials, and training for teachers to help them integrate traditional literature more effectively into contemporary literacy education.
Copyright (c) 2025 Nurul Hidayah, Bambang Edi Siswanto, Ganes Gunansyah https://creativecommons.org/licenses/by-sa/4.0
Task-Based Language Teaching To Enhance Speaking Skills In Boarding School Students A Classroom Action Research
The aim of this study is to investigate how Task-Based Language Teaching (TBLT) enhances the speaking skills of junior high school students in an Islamic boarding school context and how it enhances the quality of the teaching and learning process. Due to the dominance of teacher-centred instruction and limited student engagement in such contexts, this study proposes to apply a more interactive and student-centred approach. This study employed the Classroom Action Research (CAR) design, involving 29 male students in grade 7 over two cycles. Each cycle consists of four phases: plan, action, observation, and reflection. Data were collected through interviews, classroom observations, reflective teaching journal, and oral proficiency tests to earn both qualitative and quantitative data. The findings revealed significant enhancements in students’ speaking performance. The students’ mastery level increased from 31.03% (initial data) to 65.52% (cycle 1) and 93.10% (cycle 2). Students demonstrated enhanced fluency, vocabulary, and confidence, along with enhanced motivation and participation in communicative tasks. TBLT also helped reduce speaking anxiety and encouraged more meaningful language use inside and outside the classroom. Despite some challenges, such as limited access to technology and the need for additional scaffolding for certain students, this study demonstrated that TBLT is a viable approach to enhancing speaking skills in a boarding school context. The findings also suggest that TBLT helped to foster students’ communicative competence and enrich English language instruction in similar educational contexts. Recommendations are offered for sustaining TBLT implementation and for future research on long-term impacts and differentiated scaffolding.
Copyright (c) 2025 Ika Wulaningsih; Nur Hidayanto Pancoro Setyo Putro, Sukarno, Dwiyani Pratiwi, Tri Setiani, I Made Rian Irwanto, Intan Widora https://creativecommons.org/licenses/by-sa/4.0
Interactive Contextual Learning Media: Development and Impact on English Language Learning in Junior Secondary School
This study aims to develop and evaluate an Interactive Contextual Learning Media (ICLM) to improve English reading comprehension among Grade VIII students, particularly in understanding procedure texts. The research problem originates from the recurring challenges in junior secondary English classrooms, including low student motivation, limited engagement, and the lack of contextual and interactive learning resources. Employing the Research and Development design with the ADDIE model, the study involved analysis, design, development, implementation, and evaluation stages. Expert validations were conducted by material, media, and instructional design specialists, while feasibility, practicality, and effectiveness were assessed through individual try-outs, small-group trials, and field testing. Data were collected using questionnaires, observations, interviews, and pretest–posttest assessments, and analyzed using descriptive statistics and independent t-tests. The findings indicate that the developed media achieved high feasibility ratings from experts (mean scores ranging from 4.32 to 4.79), and strong practicality responses from teachers (95%) and students (96%). In terms of effectiveness, students in the experimental class showed a significant improvement in learning outcomes, increasing from a mean pretest score of 62.30 to 85.93 in the posttest, while the control class showed no meaningful improvement. Statistical testing confirmed a significant difference between the two groups (p < 0.001), indicating that the ICLM had a substantial positive impact on students’ reading comprehension. Overall, the results affirm that integrating interactivity and contextual learning into digital media can effectively enhance students’ understanding of English texts and support more engaging and meaningful learning experiences in junior secondary education.
Copyright (c) 2025 Ade Suci Chairany Sirait1, R Mursid2, Farihah3 https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Creating Assessment Questions Through Google Form as a Digital Learning Assessment Tool
This study explores English teachers’ perceptions of the process of creating assessment questions using Google Form and how this process is perceived to support effective digital learning assessment. Conducted in an Islamic senior high school in Indonesia, this qualitative research involved two English teachers selected for their experience in designing Google Form based assessments. Data were collected through semi-structured interviews and documentation, and analyzed using Miles and Huberman’s (2014) interactive model consisting of data condensation, data display, and conclusion drawing. The findings reveal that teachers followed a structured and reflective workflow consisting of four stages: planning, designing, implementing, and evaluating. In the planning stage, teachers aligned learning objectives, indicators, and assessment purposes before organizing questions in Google Form. During the designing stage, teachers utilized quiz mode, sectioning, automatic scoring, and feedback features to construct assessments that were practical, coherent, and supportive of students’ learning. In the implementation stage, Google Form enabled both classroom-based and online administration, allowing teachers to accommodate students with varying internet access while monitoring submissions in real time. In the evaluation stage, teachers benefited from Google Form’s analytics, including automatic scoring and visualized data summaries, which helped them identify common errors and plan follow-up instruction. Overall, teachers perceived Google Form as an effective digital assessment tool because it enhances efficiency, improves assessment organization, supports feedback provision, and facilitates data-driven instructional decisions. However, the study acknowledges limitations related to the small number of participants and the absence of classroom observations. These findings highlight the importance of integrating digital literacy training and further research to explore broader and more diverse assessment contexts.
Copyright (c) 2025 Anry Ani, Muhammad Dalimunthe , Ernita Daulay https://creativecommons.org/licenses/by-sa/4.0
Indonesian EFL Students’ Perception of Project Based Learning: A Focus on Gender and Learning Style
This study aims to analyze students’ perceptions of the implementation of Project-Based Learning (PjBL) in English as a Foreign Language (EFL) classrooms at SMP Azzakiyah Islamic Leadership. Data were collected through semi-structured interviews, FIAC-based classroom observations, and self-assessment questionnaires. A qualitative approach was employed to identify patterns of student engagement and perceptions based on gender, learning styles, and language proficiency levels. Findings revealed that PjBL fostered a learner-centered environment, with student talk dominating classroom interaction at 57%, reflecting active collaboration and learner autonomy. Students perceived PjBL as a motivating and authentic learning approach that enhanced cooperation and communicative competence. Gender differences emerged in participation tendencies: female students emphasized collaborative and affective engagement, while male students preferred leadership and technical roles. Variations in learning styles (visual, auditory, kinesthetic) shaped students’ engagement modes, and proficiency levels influenced confidence and contribution within group projects.
Copyright (c) 2025 Wilda Nulhikmah, Rahmah Fitriani , Ahman Amin Dalimunthe https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Fishbowl Technique Implementation on Studentsʹ Speaking Skills for Twelve-Grade Students at Senior High School
This study investigated the effect of the Fishbowl Technique on the speaking skills of twelve-grade students at SMAN 2 Kotabumi, focusing on the problem of students' low speaking skills and high speaking anxiety. A quantitative methodology using a Quasi-experimental Design was used, with 68 students selected as participants (34 in the experimental group and 34 in the control group). Data were obtained through speaking assessments (pre-test and post-test) and analyzed through Independent Samples T-Test. The findings revealed a statistically significant difference in the post-test mean scores between the two. This result was reinforced by the calculated t-value (6.85), which was significant at p < 0.05. In addition, this study showed a strong effect, confirmed by the N-Gain score of 0.565 in the experimental group, which is classified as moderate effectiveness, compared to the N-Gain of 0.079 in the control group. This study concluded that the Fishbowl Technique is an effective and appropriate technique for improving students' speaking skills.
Copyright (c) 2025 Lili Antika, Sigit Suharjono https://creativecommons.org/licenses/by-sa/4.0
Development of an Interactive E-Module Based on Project-Based Learning to Improve English Speaking Skills for Seventh Grade Junior High School Students
This article presents the development of an interactive e-module based on Project-Based Learning (PBL) aimed at enhancing English speaking skills for Grade VII students of Junior High School (SMP). Speaking skills are critical for students in the 21st century, and traditional print-based modules often fail to provide opportunities for meaningful interaction. This research employs a research and development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate). The needs of students were analyzed during the Define phase, while content, project tasks, and interactive media were designed during the Design phase. The module was developed using a digital platform and integrated with the PBL cycle, allowing students to engage in authentic projects such as vlogs, drama, interviews, and presentations. Expert validation showed that the designed e-module is feasible for use; practitioners and students found it practical and effective (Amini, 2022). PBL has proven to enhance motivation, self-confidence, creativity, and speaking fluency (Luh et al., 2017), thus the integration of PBL in the e-module is expected to encourage active student participation.
Copyright (c) 2025 Dwi Mahya Sari, Dina Martha Fitri, Rangga Firdaus https://creativecommons.org/licenses/by-sa/4.0
Improving Listening Comprehension of Grade Eleven Students of Senior High School Through Partial Dictation
The researcher aims to find out whether or not Partial Dictation Technique can improve the listening skill of the eleven grade students’ of SMA Negeri 7 Palu. This research sample was 71 students, divided into 35 students of class XI-2 as the experimental class and 36 students of class XI-4 as the control class. The data were collected through the listening test with listening audio that consisted of the pre-test and post-test. After conducting the treatment, the data indicates that the experimental class showed improvement in their listening skill compared to the control class. The collected data were analyzed using SPSS version 23. The results showed that in the experimental class the mean score of the pre-test was (54.14) and post-test was (77.57). Meanwhile, in the control class the mean score of the pre-test was (47.78) and post-test was (61.39). Based on the results of the t-test sample independence test, the sig (2 tailed) (0.000) value is lower than 0.05. This shows that the alternative hypothesis is accepted. Therefore, the partial dictation technique is effective in developing listening comprehension of grade eleven students of SMAN 7 Palu.
Copyright (c) 2025 Anggun Pratiwi, Sudarkam Mertosono, Desrin Lebagi, Nur Sehang Thamrin https://creativecommons.org/licenses/by-sa/4.0
Syntactic Errors in Indonesian EFL Students' Narrative Essay Writing
This study investigates syntactic errors in the narrative essays of Indonesian EFL students, specifically third-semester English Literature students at Universitas Teknokrat Indonesia. Writing is among the most demanding skills in language learning, requiring mastery of grammar and sentence structure in addition to idea organization. Using a descriptive qualitative design, ten student essays were analyzed and classified based on the Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982), which includes omission, addition, misformation, and misordering. A total of 101 syntactic errors were identified: misformation (31.7%) was the most frequent, followed by omission (28.7%), misordering (27.7%), and addition (13.9%). The results revealed that omission errors were mainly caused by interlingual transfer from Indonesian, while misformation and misordering resulted from intralingual factors such as overgeneralization and incomplete rule acquisition. These findings confirm that syntactic errors are systematic and developmental in nature, representing the learners’ interlanguage progression rather than failure. Pedagogically, the study underscores the need for focused instruction on verb tense, auxiliary usage, article application, and word order, supported by contrastive and technology-assisted approaches. The study concludes that understanding learners’ syntactic errors is essential for designing effective grammar pedagogy in EFL writing, allowing errors to serve as valuable indicators of language development rather than mere deficiencies.
Copyright (c) 2025 Novendra Dewanto https://creativecommons.org/licenses/by-sa/4.0
Beyond Bifurcation: Emotional Coherence and Audience Subjectivity in the Parallel Narratives of Look Both Ways (2022)
Parallel storytelling has become a prominent narrative mode in 21st-century cinema, reflecting a modern consciousness saturated with potentialities and choices. While existing scholarship has extensively mapped the structural mechanics (e.g., editing, montage) and cognitive effects (e.g., audience engagement) of narrative bifurcation, a significant gap remains in understanding how this form constructs a unified emotional coherence and fosters a specific subjective position for the viewer within divergent timelines. This study addresses this gap through a qualitative narrative analysis of the Netflix film Look Both Ways (2022). Employing an interdisciplinary framework that synthesizes narrative theory, affective studies, and social constructionism, the analysis reveals that the film’s dual narratives are not merely alternative realities but simultaneous emotional truths. The film achieves this through the meticulous integration of visual style (color palette, setting), narrative typography, and sound design, which function as a cohesive system of subjective cues. These elements guide the audience to navigate both timelines not as a dispassionate observer of branching paths, but as an empathetic participant in the protagonist’s holistic emotional journey. The study concludes that in Look Both Ways, bifurcation transcends its structural function to become an internalized emotional logic, offering a nuanced cinematic model for representing the lived experience of choice, anxiety, and self-discovery in contemporary life. This reframing contributes to film narrative theory by prioritizing phenomenological engagement over structural taxonomy. This study ultimately highlights that qualitative narrative analysis is the most appropriate method for examining how visual, auditory, and textual elements interrelate to produce emotional coherence across dual timelines, offering a more integrated understanding of parallel storytelling in contemporary film.
Copyright (c) 2025 Aisyah Akilah, Maridah Nurhasanah, Yanti Rosalinah https://creativecommons.org/licenses/by-sa/4.0
Conversational Implicature Through Maxim Flouting: A Pragmatic Analysis of Purple Hearts
This study aims to analyze the conversational implicatures in the movie Purple Hearts through maxim flouting. The study of implicature has become increasingly relevant in understanding how meaning is conveyed beyond literal expression, especially in audiovisual media where context and emotion play crucial roles. According to Grice’s (1975) Cooperative Principle, effective communication is achieved when participants adhere to four conversational maxims: quantity, quality, manner, and relation (relevance). However, implicature arises when these maxims are deliberately or unintentionally not observed. A descriptive qualitative method is used in this research to analyze conversational implicatures in selected dialogues from the film. This research specifically focuses on the phenomenon of flouting maxims. Based on the research, the flouting of the Maxim of Relation was the most frequent, appearing in 4 out of 10 cases (40%). This was followed by the Maxim of Quantity, Maxim of Quality, and Maxim of Manner, each occurring in 2 cases (20%). The findings are expected to contribute to a deeper understanding of pragmatic meaning and its implications for communication studies and film analysis.
Copyright (c) 2025 Siti Amira Luthfiyah, Yanti Rosalinah https://creativecommons.org/licenses/by-sa/4.0
Integrating Team Game Tournament by Using Digital Based Application to Enhance Students' Writing Skill at Seventh Grade in Junior High School
This study aims to improve the writing skills of seventh-grade students at Junior High School 5 Bogor through the implementation of the digital-based Team Game Tournament (TGT) strategy. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection, conducted over two cycles. Data were collected through writing tests (pre-tests and post-tests), observation sheets, field notes, and student questionnaires. Quantitative results showed improvement in students' writing scores, from an average of 52.40 in the pre-test to 75.40 in the post-test of Cycle II. Qualitative findings revealed increased student motivation, participation, and collaboration in writing activities. The study concludes that integrating TGT with digital applications is effective in improving students’ writing skills and active engagement in the classroom. This finding demonstrates that the integration of technology into collaborative learning significantly enhances student engagement and achievement in writing.
Copyright (c) 2025 Agung Safrianto, Abdul Rosyid, Purwati, Febriyana Khoirulnisa , Mutiara Putri A, Wilda Khoirunnisa https://creativecommons.org/licenses/by-sa/4.0
Exploration of EFL Teacher's Perception of Gender Awareness through Madurese Folktales with Critical Pedagogy Approach
Folktales often depict gender inequality, such as active and heroic male roles, while women are portrayed as passive. This representation has the potential to lead to unequal social treatment. By critiquing character portrayals, students can consider more equitable narratives. This study aims to reveal the perceptions of an EFL teacher in a vocational school in Pamekasan about gender awareness in Madurese folktales as a medium for critical pedagogy. Using the descriptive qualitative method, data were collected through interviews and analyzed using critical pedagogy theory. The results show that the teacher positively perceives folklore as a learning medium, especially in raising students' awareness of gender issues and improving critical thinking skills. Folktales are considered effective for improving students' learning motivation, language skills, and cultural understanding. In addition, folklore has the potential as a critical pedagogy tool that helps students analyze gender roles, challenge stereotypes, and build awareness of injustice, especially in the context of gender equality.
Copyright (c) 2025 Qadrina Lailyn Amrullah, Nur Ijabah https://creativecommons.org/licenses/by-sa/4.0
Using ChatGPT as Artificial Intelligence (Ai) Tool to Improve Students’ English Proficiency
This study examines the role of Artificial Intelligence (AI), particularly ChatGPT, in enhancing English proficiency among Generation Z learners. Using a library-based literature review of academic sources published between 2018–2024 and supported by preliminary observations of 28 students, this research functions as a synthesis of existing studies and does not generate new empirical data. Findings indicate that ChatGPT provides more comprehensive real-time corrective feedback than traditional mobile learning tools and standard grammar checkers, offering explanations, revision options, and personalized input. Prior research reports improvements in writing accuracy, vocabulary development, and learner autonomy when AI tools are integrated into language learning. Generation Z learners also demonstrate strong motivation and engagement when using AI-supported platforms. Overall, the study highlights AI’s potential to accelerate English proficiency and recommends that educators incorporate AI-driven tools to enhance instructional effectiveness and support independent learning.
Copyright (c) 2025 Yoni Rahayu, Muhammad Muslim Nasution, Soraya Grabiella Dinamika, Iis Aprianti https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students’ Experiences of Islamic Value-Concordant Learning through the Lens of Self-Determination Theory
This study aims to describe the levels of psychological satisfaction and frustration specifically autonomy, competence, and relatedness experienced by 200 EFL students from the Faculty of Tarbiyah at IAIN Parepare within faith-based English learning environments. Using a quantitative survey method, data were collected through a structured questionnaire and analyzed using descriptive statistics. The results revealed a moderate level of satisfaction (M = 3.69) and a low level of frustration (M = 2.31), indicating that students’ basic psychological needs were generally well supported. High satisfaction was found in autonomy and relatedness, suggesting that students felt respected, connected, and free to express themselves within a context that integrates Islamic values such as ṣidq (honesty), amānah (responsibility), and raḥmah (compassion). Meanwhile, competence remained moderate, implying that some learners continued to face challenges in achieving language mastery. These findings suggest that Islamic value-concordant learning characterized by the integration of moral, spiritual, and cultural principles of Islam into language teaching can enhance students’ motivation, social bonds, and emotional well-being while reducing anxiety and pressure. The novelty of this study lies in applying Self-Determination Theory (SDT) within an Islamic higher education context to explore how faith-aligned pedagogy supports psychological needs. However, this research is limited to one institution; future studies could adopt a comparative or longitudinal design to deepen understanding. In conclusion, integrating Islamic values into English language learning not only strengthens students’ linguistic and academic outcomes but also nurtures psychological fulfilment and spiritual growth, making it a holistic approach to education.
Copyright (c) 2025 Zulfah Fakhruddin, Kalsum, Karmila Jamal https://creativecommons.org/licenses/by-sa/4.0
Unspoken Meaning: A Study of Flouting Conversational Maxims in 500 days of Summer
This study explores how the flouting of conversational maxims in 500 Days of Summer impacts character interactions and relationship dynamics. The primary objective is to understand how ineffective communication shapes emotional connections in the narrative. Through qualitative analysis, we identified and categorized instances of maxim flouting, revealing the following frequencies and percentages: flouting the maxim of quantity (8 instances, 24.2%), flouting the maxim of quality (8 instances, 24.2%), flouting the maxim of relevance (8 instances, 24.2%), and flouting the maxim of manner (9 instances, 27.3%). Notably, the maxim of manner was the most frequently flouted, indicating that characters often communicate with ambiguity that adds emotional complexity. In contrast, the maxims of quantity, quality, and relevance were least commonly flouted, suggesting that while miscommunication occurs, dialogue generally maintains a balance between clarity and emotional expression. These findings underscore the critical role of effective communication in fostering intimacy and understanding in romantic relationships. Additionally, the study acknowledges the limitations of focusing on a limited number of scenes, which may not capture the full spectrum of communication dynamics within the film. Future research could expand on these insights by examining other conversational maxims across different media and investigating how cultural contexts influence communication styles.
Copyright (c) 2025 Valentina Ni Kadek, Ni Wayan Suastini https://creativecommons.org/licenses/by-sa/4.0
Using Teams Games Tournament (TGT) to Increase Students’ Vocabulary Acquisition and Reduce Their Learning Anxiety the Case of Seventh-Grade Students at Junior High School
This study focuses on two persistent issues in EFL classrooms, limited vocabulary acquisition and high levels of learning anxiety among seventh-grade students. The researcher examined whether the Teams Games Tournament (TGT) Scramble Game is more effective than traditional instruction in improving vocabulary acquisition while reducing anxiety. Using a mixed-methods, quasi-experimental design with a nonequivalent control group, the study involved 60 students at Junior High School Brebes, divided equally into an experimental group and a control group. Vocabulary achievement was measured through pre-tests and post-tests, while anxiety levels were assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), supported by classroom observations and semi-structured interviews. Quantitative analysis using N-Gain scores showed that the experimental group reached a moderate improvement (62%), which was substantially higher than the control group’s 48%, indicating stronger vocabulary development through TGT. In terms of affective outcomes, students in the experimental group shifted from being “very anxious” to “mildly anxious” or “relaxed,” while anxiety in the control group largely remained high. Qualitative findings further revealed that students perceived the TGT Scramble Game as “fun, motivating, and less stressful,” promoting peer support and active participation. Consistent with cooperative learning theory (Slavin), Thus, the TGT Scramble Game effectively enhances vocabulary learning while creating a low-anxiety classroom environment, offering meaningful implications for student-centered EFL instruction.
Copyright (c) 2026 Mughits Alwi, Hendi Pratama, Henrikus Joko Yulianto https://creativecommons.org/licenses/by-sa/4.0
Integrating Discussion Technique in Project-Based Learning for Vocational School Student
In the context of a suburban school setting characterized by low motivation and poor engagement, this study seeks to examine the potential of integrating the Discussion Technique and Project-Based Learning (PjBL) to enhance vocational high school students’ comprehension of procedural text. The study was conducted over a period of six meetings, utilizing a Classroom Action Research (CAR) design. The data was gathered using a variety of methods, including semi-structured interviews with four students, field notes, pre-test and post-test findings, and classroom observations. The findings indicate that the integrated approach enhances students’ ability to recognize the linguistic elements and structure of procedure texts, generate more cohesive written outputs, and engage more fully in group-based learning activities. As demonstrated by the descriptive comparisons between the pre-test and post-test results, students exhibited enhanced step sequencing, more suitable use of imperative verbs, and improved structure in their procedure text composition. The observation data revealed positive behavioral changes, including a reduction in passive participation in classroom activities and an increase in discussion participation and project work. The validity of these findings was further supported by interview data, which demonstrated that structured conversations led to improvements in students’ confidence in sharing ideas, a reduction in confusion, and enhanced subject comprehension as the students approached the assignment completion stage. The present study indicates that enhancing English learning results in vocational school environments, as well as effective pedagogical scaffolding for low-motivation vocational learners. Keywords: Discussion Technique; Project-Based Learning; Procedure Text; Vocational School
Copyright (c) 2025 Zayyin Az Zahro, Muhlisin Rasuki, Widya Oktarini https://creativecommons.org/licenses/by-sa/4.0
Speech Acts in Migrant Nurses’ Clinical Interactions: Searle’s Classification and Bourdieu’s Interpretation
This study aims to identify the types of speech acts that emerge in interactions between Indonesian migrant nurse and her patients and colleagues in hospital environments. The research employs a single-case qualitative interview study using a pragmatic analysis approach. The participant was Indonesian migrant nurse working in hospital settings abroad. Data were collected through in-depth interviews to explore the nurse’ communicative experiences, and the data source consists of interview-based utterance excerpts rather than real-time recorded interactions. The data include utterances occurring between nurse and patients as well as between nurse and colleagues, as recalled by the participant. These utterances were analyzed and classified based on Searle’s speech act theory. The analysis identified 29 utterances: 12 assertive, 11 directive, 4 commissive, 2 expressive, and no declarative utterances. The findings were further interpreted using Bourdieu’s theoretical framework. The analysis demonstrates that speech acts function not merely as linguistic phenomena but as expressions of the nurse’ habitus, symbolic capital, and positioning within the healthcare field. Migrant nurse strategically use language to gain legitimacy, maintain professional authority, and negotiate power relations in clinical interactions. These findings contribute to a better understanding of migrant healthcare communication and offer practical implications for communication training and intercultural competence development in healthcare institutions.
Copyright (c) 2025 Nur Alfi Syahrin, Syihabuddin, Mahardhika Zifana https://creativecommons.org/licenses/by-sa/4.0
Prabowo’s Metaphor in International Stage: Case Study of Conceptual Metaphor Function in the Propositional Structure
This study aims to identify and analyze the functions of conceptual metaphors used in Prabowo’s ASEAN summit’s speech, particularly in how they concretize abstract political challenges, personify values, and motivate collective actions. The data conducted in this study is taken from President Prabowo speech at ASEAN summit 2025. Beside classifying the conceptual metaphors, the mapping proposition structure by agent, actor, and object are also used in this study. By examining the domain source and target based on Lakoff and Johson theory of conceptual metaphor and also proposition by Lakoff and Johnson, the result shows that the most metaphorical expressions used in the speech is ontological metaphor. The findings highlight that the speech particularly demonstrates ontological metaphors to concretize abstract global political challenges while personifying values such as inclusivity, collaboration, and desire also create developmental, collaboration, and stability ideologies. Furthermore, the propositional mapping showed that the president as a leader or navigator collectively join in navigating and countering transboundary threats, thereby strengthening the persuasive function of the speech. Thus, this study provides an advance of the understanding of metaphors function in political communication and provides practical insights for improving rhetorical strategy and critical public discourse
Copyright (c) 2025 Nisrina Dewi Ambarwati, Syihabbudin, Mahardhika Zifana https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Use of Code-Mixing in Teaching by English Teachers (Perspectives from EFL Teenage Students)
Teaching English to EFL students is a challenge for English teachers in Indonesia, where English is viewed as a foreign language. Teachers in Indonesia often use code-mixing to facilitate better understanding of the lessons among students and to help them follow the material easily. However, the use of code-mixing itself must be carefully considered to ensure students can also practice their English specifically. Therefore, the objective of this study is to ascertain whether English teachers’ classroom instructions are affected by the use of code-mixing, and if so, whether code-mixing can positively affect English learning in schools. For instance, code-mixing helps them enhance their understanding of the material. This quantitative study collected data through an online questionnaire and was conducted on EFL teenage students in Indonesia. In this study, data were collected from 165 EFL teenage students in Indonesia through a closed-ended Likert-scale questionnaire. The data were then analyzed using Regression Analysis, which showed a significant impact (Sig. = 0.000, p < 0.05). The findings indicate that code-mixing impacted students’ perception of English language learning with their teachers. It helped them understand the material, develop language skills, and make them feel more confident.
Copyright (c) 2025 Kesha Karinadhira, Anita Dewi Ekawati https://creativecommons.org/licenses/by-sa/4.0
From WhatsApp to Whiteboard: Intra-Cultural Norms and EFL Interaction in Indonesian MTs Classrooms
This mixed-methods study investigates how intra-cultural norms shape English as a Foreign Language (EFL) interaction among Grade IX students in an Indonesian Islamic junior high school. Data were collected from 40 students and two English teachers over two months through classroom observations, a 12-item questionnaire, and interviews. Quantitative findings show high levels of intra-cultural awareness, with no significant gender differences, and a moderate positive correlation between intra-cultural awareness and students’ digital participation. Qualitative analysis using Braun and Clarke’s thematic approach identified four overarching themes illustrating how cultural values guided participation, humor use, peer correction, and teacher mediation in both classroom and WhatsApp-based interaction. Overall, the study demonstrates that intra-cultural norms operate as both supportive and restrictive forces in students’ communicative behavior across face-to-face and digital settings. The findings highlight the importance of culturally responsive EFL pedagogy and suggest integrating socio-pragmatic awareness into instructional practices to better align English learning with students’ local communicative realities.
Copyright (c) 2025 Dian Fera Pratiwi, Syarifuddin Dollah, Nur Ima https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Wordwall Media in Enhancing Students' Writing Skills in Descriptive Texts at Senior High School Bandar Lampung Through Task-Based Language Teaching
This study investigated the effectiveness of integrating Wordwall media with Task-Based Language Teaching (TBLT) to improve eleventh-grade students’ descriptive writing skills at SMAN 14 Bandar Lampung. A quasi-experimental one-group pre-test and post-test design was employed with 36 students. Writing scores were assessed using a modified rubric covering content, organization, vocabulary, language use, and mechanics. Inter-rater reliability was excellent (pre-test r = .985; post-test r = .998, p < .01), and normality tests confirmed parametric assumptions. The results showed significant improvement in students’ writing performance after the intervention (pre-test mean = 54.83; post-test mean = 76.42; paired-samples t-test, t = 14.85, df = 35, p < .001), with the largest gains in organization and language use. Qualitative interviews with high, medium, and low achievers revealed increased motivation, engagement, and peer-supported learning. These findings suggest that integrating gamified digital platforms like Wordwall within a task-based framework effectively enhances descriptive writing skills in EFL classrooms.
Copyright (c) 2025 Qonita Vidina, Achmad Yudi Wahyudin https://creativecommons.org/licenses/by-sa/4.0
Framing English Education Policy in Indonesia: A Comparative Critical Discourse Analysis of Media Representation in The Jakarta Post
This study examines how English education policy in Indonesia is ideologically framed in news media by comparing two Jakarta Post articles from 2013 and 2025. While most Critical Discourse Analysis (CDA) research in Indonesia has focused on textbooks and classroom practices, little attention has been paid to how media constructs English policy over time. The qualitative CDA analysis followed three stages: textual coding of lexical choices and modality, framing analysis using Entman’s problem–cause–evaluation–solution matrix, and cross-period comparison of the 2013 and 2025 articles. The findings show a marked shift: the 2013 article frames English as an optional local initiative, while the 2025 article presents it as a compulsory national priority linked to teacher professionalism and global competitiveness. The study concludes that The Jakarta Post not only reports policy changes but also shapes public ideology by reinforcing neoliberal and globalizing discourses in English education. These findings have important implications for policymakers, curriculum developers, and teachers seeking to understand how media discourse normalizes accountability and global competitiveness in education reform.
Copyright (c) 2025 Ai Aas Astriyani, Didin Nuruddin Hidayat, Nida Husna https://creativecommons.org/licenses/by-sa/4.0
Directive Speech Acts in English Teachers’ Classroom Talk: A Discourse Analysis in Indonesian Vocational High School
This study examines the use of directive speech acts in an English teacher’s classroom talk at an Indonesian vocational high school. It explores how these directives support classroom management and interaction in EFL learning. One teacher and 34 eleventh-grade OTKP students participated in the study. The classroom observation spanned three class meetings, totaling four instructional hours, and was conducted over a two-week data collection period. Data were collected through classroom observations, video recordings, transcripts of teacher-student interaction, and field notes. The teacher was purposively selected for active engagement in classroom communication and willingness to be observed, making the participant appropriate for the research aims. Employing a qualitative discourse analysis design, the study identified the types and functions of directives used during instruction based on Searle’s (1979) and Yule’s (1996) classifications. A total of 25 directive speech acts were found: seven commands, nine requests, three suggestions, four invitations, and two prohibitions. Commands and requests appeared most frequently, showing how the teacher balanced classroom control with student involvement. Suggestions and invitations supported comprehension and participation, while prohibitions helped maintain order. The findings indicate that directive speech acts play central managerial and pedagogical roles in shaping classroom interaction. In addition to contributing to pragmatic and classroom discourse research, the study offers practical implications for teaching, emphasizing the need for teachers to intentionally employ directives to guide learning, sustain engagement, and create a more supportive, well-managed EFL classroom.
Copyright (c) 2025 Nuraeni, Didin Nuruddin Hidayat, Nida Husna 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 environment that influences learner engagement, participation, meaning making. These observations provide practical implication for educators, especially in the selection, modification and supplementation 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
Gamification in L2 Vocabulary Acquisition for Primary Education: A Systematic Literature Review (2019–2024)
The acquisition of second language (L2) vocabulary in primary education faces significant hurdles due to cognitive demands and declining student engagement. This Systematic Literature Review (SLR) evaluates the effectiveness, motivational impact, and implementation challenges of integrating gamification into L2 vocabulary learning for primary students. Guided by PRISMA protocols, 25 high-impact journal articles published between 2019 and 2024 were analyzed. The results indicate that gamification significantly enhances both short-term recall and long-term retention compared to conventional methods. Key findings reveal that the "Points, Badges, and Leaderboards" (PBL) triad effectively satisfies psychological needs for competence and autonomy, while immediate feedback loops are critical for maintaining a "flow" state. Furthermore, gamification reduces "Foreign Language Anxiety" by creating a safe-to-fail environment. Despite challenges such as the "novelty effect" and infrastructure gaps, the study concludes that pedagogical integration—where teachers mediate digital tools is the primary driver of success. These findings offer a robust framework for educators to optimize early childhood language acquisition through gamified blended learning.
Copyright (c) 2025 Fitri Budiarti, Akbar Al Masjid, Elyas Djufri https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Positive Politeness in Wicked 2024 Focusing on Main Characters
This study analyzes the use of positive politeness strategies employed by the main characters, Elphaba and Glinda, in the 2024 film adaptation of Wicked. Using a descriptive qualitative approach, the data consist of 14 selected utterances taken from the film’s official English subtitles, which yielded 19 instances of positive politeness strategies. The analysis applies Brown and Levinson’s (1987) politeness framework. The findings reveal that seven types of positive politeness strategies were used, with Strategy 15 (Giving gifts to the hearer) appearing most frequently (5 occurrences or 26.3%), followed by Strategy 1 (Noticing the hearer’s needs), Strategy 2 (Exaggeration), and Strategy 6 (Avoiding disagreement), each occurring three times (15.8%). These strategies predominantly occur in emotionally charged interactions where the characters attempt to build solidarity, reduce tension, and maintain interpersonal harmony. The findings demonstrate that positive politeness in Wicked functions not only as a linguistic tool for maintaining social relationships but also as a narrative device that reflects character development within a musical-fantasy cinematic context, where dialogue and emotional expression are closely intertwined. This study contributes to pragmatic studies by providing empirical evidence of how politeness strategies operate in film discourse, particularly within dramatized and performative genres.
Copyright (c) 2025 Yunita Pingky Setiawati, I Gusti Ayu Vina Widiadnya Putri https://creativecommons.org/licenses/by-sa/4.0
Mapping Arabic Language Learning Methods: A Study of Madrasah Aliyah Pekanbaru
This study addresses the limited research on the implementation of Arabic language teaching methods in Madrasah Aliyah within the local context of Pekanbaru, Indonesia a gap rarely explored despite its significance for Islamic education quality improvement. The research aims to map and analyze the variety of Arabic language teaching methods practiced in these institutions and identify the challenges teachers face in applying them. Using a descriptive qualitative design, data were collected from two schools (Al-Munawwarah and Al-Ikhwan Madrasah Aliyah) involving six Arabic language teachers selected through purposive sampling based on teaching experience and subject relevance. Data were obtained through classroom observations and in-depth interviews and analyzed using Miles and Huberman’s interactive model. Findings reveal the application of an eclectic approach integrating the mubasyarah (direct), sam‘iyah syafawiyah (audio-oral), qira’ah (reading), and qawā‘id wa tarjamah (grammar-translation) methods within communicative and contextual learning frameworks. Digital media and gamification enhanced student engagement, though time constraints, differing abilities, and limited facilities remained significant barriers. Theoretically, this study contributes to the refinement of the eclectic pedagogy model for Arabic language instruction by contextualizing it within Indonesian madrasah settings. Practically, it provides strategic insights for policymakers and educators to develop adaptive, digital-integrated, and culturally responsive teaching frameworks that can enhance learning outcomes and motivation in Arabic education. In conclusion, strengthening teacher capacity and extending practice-based activities are crucial for sustainable improvement in Arabic learning at Madrasah Aliyah, contributing to the broader goal of advancing Islamic education quality in the digital era.
Copyright (c) 2025 Anugrah Ilahi, Hakmi Wahyudi, Muhammad Fitriyadi, Izzatul Mellati, Nafisah Rahmah Nasution, Auli Rahman https://creativecommons.org/licenses/by-sa/4.0
Types of Derivational Suffixes Found in “The Girl Who Fell Beneath the Sea” Novel
The aim of this study is to analyze the types of derivational suffixes found in the novel “The Girl Who Fell Beneath the Sea” by Axie Oh, which was selected because its rich use of descriptive language and modern narrative style. Morphology, as a branch of linguistics, focuses on the structure and formation of words. One important part of morphology is the use of derivational suffixes. This study focuses on identifying and classifying these suffixes into four types: adjectival, adverbial, nominal, and verbal. The theory used in this study is based on Plag (2002) and McCarthy (2002), which explained the classification and functions of derivational suffixes. This study uses a qualitative method with an observation technique. The data were collected by reading the first three chapters of the novel, identifying words with derivational suffixes, and grouping them using labelling and bracketing. The result showed 214 derivational suffixes, with adjectival suffixes occurring most frequently, indicating that adjectival derivation has an important role in shaping descriptive expressions in the novel.
Copyright (c) 2025 Ni Ketut Yesy Alita Pradnyantari, I Gusti Bagus Wahyu Nugraha Putra https://creativecommons.org/licenses/by-sa/4.0
Anthropomorphism and the Construction of Identity in Beast-themed Folk Tales: A Study of Lutung Kasarung, Beauty and the Beast, and The Frog Princess
This study discusses how anthropomorphism is used in constructing themes of identity, disguise, and transformation through three folk tales: Lutung Kasarung (Indonesia), Beauty and the Beast (France), and The Frog Princess (Russia). All three feature beasts or non-human characters who have human-like traits, behaviours, and the ability to think and speak. Through a qualitative approach with narrative analysis and Stewart Guthrie's (1993) theory of anthropomorphism, this article shows that non-human forms are used as a form of disguise for true identity, as well as a means of conveying inner conflict and moral values. The findings show that the three folk tales analysed in this study have narrative patterns similar to cross-cultural patterns. This pattern consists of a curse, which is the cause of identity change; disguise, which is the process of identity change; and transformation, which is the end of the story and the resolution of the problem.
Copyright (c) 2025 Sekar Ayuning Prawesti, Hana Farida https://creativecommons.org/licenses/by-sa/4.0
Conceptual Frames of Fatherhood in Indonesian Song Lyrics: A Cognitive Linguistic Analysis of “Cinta Sejati Takkan Mati”
Song lyrics represent cultural texts rich in emotional and symbolic meaning. This study employs qualitative content analysis using a frame semantics approach to analyze the lyrics of “Cinta Sejati Takkan Mati” by Agus Subianto (2025b), the original soundtrack of the film Believe (released in 2025), as an object of cognitive linguistic inquiry. The data consist of the complete lyrics of a single song, examined to explore the conceptual representation of the father figure of Indonesian culture. Drawing on frame semantics (Fillmore, 1982) and the principles of embodied cognition (Johnson, 2007), the analysis identifies five primary semantic frames: (1) Father as Eternal Love, (2) Father as Silent Sacrifice, (3) Father as Living Memory, (4) Father as Source of Validation, and (5) Father as Eternal Guardian. The findings reveal that the father is represented not merely as a biological figure, but as a multidimensional emotional and spiritual symbol that shapes the child’s identity through embodied affective experience. The song constructs paternal love as transcendent and immeasurable, reinforcing cultural narratives of the father as a moral and emotional anchor within the family. This study expands the application of cognitive linguistics in popular culture analysis and demonstrates how song lyrics function as cultural media that reflect and shape collective understandings of emotion, family relationships, and spirituality.
Copyright (c) 2025 Neneng Farida Rahmah, Muman https://creativecommons.org/licenses/by-sa/4.0
Why English Literature Students in Indonesia Refuse to Become Writers
This study examines how English literature students in Indonesia refuse to become writers. This study employed a mixed-methods design combining quantitative surveys and qualitative interviews. With an explanatory sequential approach, data were collected from 100 English literature undergraduates across five universities through a 15-item Likert questionnaire analysed with SPSS 26 (Kolmogorov-Smirnov, Mann–Whitney, and Kruskal–Wallis tests). Three representative students (X, Y, Z) were interviewed using semi-structured questions, and data were thematically analysed. Results from survey and interviews reveal that literature students hold positive opinions of their studies but elaborate little interest in becoming writers. They choose the major mainly for language skills, not creative goals. The curriculum supports academics, not authorship, and financial instability deters writing careers, unaffected by gender or semester differences. The study concludes that English literature in Indonesia faces a paradigmatic tension between academic formalism and artistic vitality. To address this, it requires redirection that integrates creative writing, publication mentorship, and intermedial collaboration to reinstate productivity in literary works.
Copyright (c) 2025 Rahmat Setiawan https://creativecommons.org/licenses/by-sa/4.0
Mapping the English Language Needs of Indonesian Hotel Staff: A Systematic Literature Review
Indonesia's hospitality industry has grown over the past decade, increasing demand for English proficiency among hotel staff serving international guests. This systematic literature review synthesizes 7 empirical studies conducted across multiple Indonesian regions (Padang, Sikka, Bandung, Kebumen, and Bali) to examine English language needs of hotel employees from 2018 to early 2025. Using Cooper's seven-stage review framework, studies were selected for relevance to front-office roles, empirical rigor, and alignment with Indonesian hospitality contexts. Results indicate front-line staff prioritize speaking and listening for managing check-in and check-out, explaining services, and resolving complaints, while writing supports email correspondence, reservation forms, and guest documentation. Challenges include limited industry-specific vocabulary, difficulty understanding diverse accents, grammatical inaccuracies in complex exchanges, and low confidence. To mitigate these, employees use reactive strategies like translation apps, code-switching to Indonesian, speech simplification, and contextual inference. Proactive measures include scenario-based role-play exercises, digital ESP modules designed for hospitality contexts, and targeted vocabulary workshops. By systematically consolidating previously fragmented research, this review identifies consistent patterns across geographic contexts and workplace settings, revealing a significant gap between general English instruction and the specialized communicative demands of hotel work. Findings advocate for ESP curricula that integrate authentic hotel materials, simulated guest interactions, and focused vocabulary development. These insights inform educators, ESP curriculum developers, hotel managers, and human resource professionals aiming to enhance service quality and guest satisfaction in Indonesia's tourism sector.
Copyright (c) 2025 Indra Bagus Satrio, Hustarna, Yanto https://creativecommons.org/licenses/by-sa/4.0
Correlation between Game-Based Learning Application and Students’ Writing Skills: A Study at a State High School in Serang
As one of the four language skills, writing is considered difficult since it requires the mastery of all other skills. Many students often face difficulties in learning writing, including narrative. To handle this situation, English teachers need to apply innovative teaching methods, such as game-based learning. This study was conducted to investigate the correlation between game-based learning application using Wordwall and students’ writing skills at senior high school level. A quantitative study with correlational design employed where students filled questionnaires on game-based learning application and narrative writing test. Thirty-eight eleventh-graders from a public senior high school in Serang, Banten Province, participated in the study. The data collected were analyzed using Pearson-Product Moment Correlation Test through the SPSS version 27. The results showed that the r-count 0.722 > r-table 0.320 with the Sig. (2-tailed) 0.000 < 0.05, indicated a strong positive correlation between game-based learning application and students’ writing skills. It also revealed that game-based learning application contributed for 52.1% to the students’ writing skills, while the rest were influenced by other factors which were not examined in this study. These results suggested that game-based learning application could serve as one of the potential alternative methods to enhance students’ learning outcomes.
Copyright (c) 2025 Ratih Ayu Wulandari, Asep Muhyidin, Syafrizal https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence as an Assisted-Language Learning Tool: A Systematic Review of Its Efficacy in Enhancing Speaking Skills Among EFL Learners
This systematic literature review synthesizes empirical research from 2020 to 2025 to evaluate the efficacy of Artificial Intelligence (AI) as an assisted-language learning tool in enhancing the speaking skills of English as a Foreign Language (EFL) learners. Following the PRISMA framework, an analysis of 22 studies reveals that AI tools, categorized into speech recognition tutors, conversational chatbots, and comprehensive platforms, demonstrate significant potential in improving specific micro-skills. The evidence indicates that pronunciation is the most frequently enhanced aspect (cited in 19 out of 22 studies), followed by fluency (17 studies), vocabulary (14 studies), and grammar (13 studies). Key pedagogical drivers underpinning this efficacy are the provision of immediate, personalized feedback, adaptive learning paths, and the creation of low-anxiety practice environments, which also contribute to improved speaking confidence (noted in 12 studies). However, the review identifies persistent and significant challenges. These include technical limitations in processing non-native accents and spontaneous speech, a lack of human-like interaction for developing pragmatic and cultural competencies, and critical issues of equitable access and data privacy. Methodologically, the field is constrained by small-scale studies (samples of n=20 to n=93) and short intervention periods (4 to 14 weeks), which limit generalizability. The central conclusion is that successful outcomes are not dependent on the AI tools alone but hinge on their strategic, pedagogically-aligned integration within a blended learning ecosystem that complements human instruction. Consequently, this study provides practical implications for curriculum design and teacher training, emphasizing the need for pedagogical integration over mere tool adoption. It recommends future research to pursue longitudinal studies, more robust methodological designs, and the development of more linguistically and culturally adaptive AI technologies to bridge the gap between technological potential and equitable, effective educational practice.
Copyright (c) 2025 Sutrah, Siti Nurazizah Syair, Khaeril Mujahid https://creativecommons.org/licenses/by-sa/4.0
University Students’ Perceptions of AI-Assisted Language Learning Scaffolding in Reducing L1 Reliance During Authentic English Speaking
Developing authentic English-speaking skills, defined here as the ability to communicate spontaneously and appropriately in real-world contexts, and reducing dependency on the first language (L1) are significant challenges for Indonesian EFL learners. This study investigates university students' perceptions of using AI tools like ChatGPT and Google Gemini as scaffolding to mitigate L1 reliance and foster such authentic speaking practice. A mixed-methods explanatory sequential design was employed, beginning with a descriptive survey of 50 Indonesian EFL students, followed by in-depth interviews with 6 participants. Quantitative findings revealed that students positively perceived AI-driven scaffolding, its role in reducing L1 dependency, and its contribution to enhancing authentic communicative competence. Qualitative analysis, framed by Sociocultural Theory, the Technology Acceptance Model (TAM), and Skill Acquisition Theory, uncovered three central themes: AI as a dynamic scaffold within the Zone of Proximal Development (ZPD), its effectiveness in driving learner autonomy, and its role in fostering communicative autonomy. The study concludes that AI-assisted scaffolding is perceived as an integrated technological support system that effectively addresses the cognitive, affective, and practical dimensions of L1 dependency, thereby promoting authentic English-speaking proficiency. These findings suggest practical implications for EFL pedagogy, advocating for the strategic integration of AI tools as complementary scaffolds in resource-constrained educational contexts to bridge the gap towards independent and authentic communication.
Copyright (c) 2025 Sutrah, Aulia Aziza Billah, La Sunra https://creativecommons.org/licenses/by-sa/4.0
From Fear to Fluency: Self-Recorded Video Use to Improve EFL Speaking Proficiency
Speaking is a fundamental skill for students learning English as a Foreign Language (EFL). However, many learners struggle with speaking, which could be due to anxiety, lack of confidence, or limited media for practice. This study investigated the effectiveness of self-recorded video activities in improving students' speaking proficiency. It employed a Classroom Action Research (CAR) approach. Data were collected from pre-tests, post-tests, questionnaires, observations, and interviews among tenth-grade students at SMAN 1 Kedondong. The findings revealed that self-recorded videos significantly enhance students' pronunciation, fluency, coherence, and speaking confidence. Statistical analysis of the test scores indicated measurable improvement with increased motivation and engagement. Students reported a positive learning experience even though they were faced with initial challenges, such as discomfort with self-recording and technical difficulties. Therefore, English teachers are encouraged to adopt the self-recorded video technique as an alternative approach to teaching speaking skills.
Copyright (c) 2025 Neli Fitri Rohdina, Joko Priyana https://creativecommons.org/licenses/by-sa/4.0
Indonesian EFL Teachers' Strategies for Integrating Character Values and Local Culture: A Review of Implementation and Learning Outcomes
This systematic review synthesizes findings from 23 empirical studies (2023–2025) on how Indonesian EFL teachers integrate local culture and character values into their pedagogy or instructional strategy, following the PRISMA protocol. It addresses a gap in the systematic consolidation of evidence regarding the methods and effectiveness of such integration. The analysis reveals that teachers predominantly utilize local folktales (19 out of 23 studies) as the primary medium for embedding local culture and character values, with research concentrated at the Junior High School level. Vocabulary achievement emerged as the most frequently measured learning outcome, highlighting its role as a foundational skill effectively supported by narrative contexts. The study provides a framework linking the narrative structures of folktales to pedagogical strategies for promoting cultural and character education into EFL classroom. A key practical implication is the need for targeted professional development programs to train teachers in systematically leveraging local folklore. This review’s primary contribution is establishing a foundation for future empirical research to quantitatively assess the efficacy of culturally integrated EFL approaches, thereby bridging national educational mandates with classroom practice.
Copyright (c) 2025 Muhammad Agung, Nur Ayu Budiarty, La Sunra https://creativecommons.org/licenses/by-sa/4.0
Mapping the Landscape of Culturally Responsive Teaching: A Review on Bicultural Materials, Instructional Strategies, and Learning Outcome
This systematic literature review maps the landscape of Culturally Responsive Teaching (CRT) in English as a Foreign Language (EFL) contexts, with a focus on Indonesia’s setting. Guided by the PRISMA framework, the review synthesizes 20 recent studies (2024-2025) to analyze the integration of bicultural materials or culturally nuanced resources, the instructional strategies employed, and the resulting learning outcomes. Findings reveal that effective CRT implementation predominantly utilizes multimodal, project-based strategies, such as comparative cultural analysis, digital storytelling, and role-play, leveraging culturally nuanced resources like local folklore, artifacts, and traditions. The synthesis demonstrates that this pedagogical approach yields a dual benefit: it significantly enhances specific English language competencies (notably vocabulary mastery, writing, and speaking skills) while concurrently fostering critical socio-affective outcomes, including strengthened cultural identity, intercultural awareness, student motivation, and critical thinking. The study presents evidence-based strategies grounded in practical application to effectively pair local content with interactive pedagogy. These findings contribute to the discourse on equitable language learning by providing a validated map of practices that support both language achievement and cultural competence. The study advances the field by proposing integrated frameworks for material selection and instructional strategy to enhance holistic learning, while underscoring the necessity for further empirical research across diverse K-12 settings to validate and adapt these approaches.
Copyright (c) 2025 Muhammad Agung, Andi Nur Annisa, Nella Yuadiah Ningsih, Musdalifah https://creativecommons.org/licenses/by-sa/4.0
The Teacher Professional Education Program (PPG) Graduates’ Interest, Motivation, Self-Efficacy, and Instructional Practices in Implementing Culturally Responsive English Teaching (CRET) within the Merdeka Curriculum
The global educational paradigm has moved beyond knowledge transmission to focus on holistic competencies, a transition mirrored in Indonesia’s Merdeka Curriculum with its emphasis on contextual relevance, learner differentiation, and the Pancasila Student Profile. Within English language education, this mandates a pedagogical reorientation, for which Culturally Responsive English Teaching (CRET) presents a critical framework, positioning students’ cultural backgrounds as foundational assets for instruction. As the primary agents of this reform, teachers’ capacity to implement CRET is paramount, with the Teacher Professional Education Program (PPG) serving as a key conduit for professional readiness. However, the specific preparedness of PPG graduates, a cohort strategically trained for curricular innovation, remains empirically unverified. This quantitative correlational study investigates the relationships between PPG graduates’ psychological dispositions (interest, motivation, self-efficacy), their general instructional practices, and the quality of CRET implementation within the Merdeka Curriculum. Data from purposively sampled Indonesian EFL teachers (n=121) were analyzed to determine correlational strength and predictive power. Results revealed that while descriptive levels of interest, motivation, self-efficacy, and CRET-aligned practices were high, only self-efficacy and instructional practices demonstrated significant positive correlations with implementation quality. Notably, multiple regression analysis identified self-efficacy as the strongest positive predictor, whereas interest emerged as a significant negative predictor when other variables were controlled. This counterintuitive finding suggests that isolated theoretical interest, without corresponding practical competence or contextual support, may not translate into effective classroom enactment, suggesting potential contextual or translational barriers between disposition and enactment. The findings underscore the complexity of translating pedagogical commitment into practice, highlighting that systemic professional development must extend beyond fostering theoretical interest to strategically building applied, context-specific competence and efficacy. Consequently, PPG programs should prioritize experiential learning, such as mentored practicums focused on CRT, to bridge the gap between pedagogical interest and actionable skill.
Copyright (c) 2025 Muhammad Agung, Sutrah, Khaeril Mujahid, Muhammad Tahir https://creativecommons.org/licenses/by-sa/4.0
Exploring Students’ English Learning Engagement in Wordwall-Based Activities
Students’ engagement is a key factor in successful English language learning, yet many EFL learners in Indonesia still demonstrate low levels of engagement and often perceive English as difficult. This is perhaps due to a lack of interactivity in more traditional teaching approaches, which may discourage more active participation. Most previous studies on gamification in language learning focused on experimental studies using popular platforms like Quizizz and Kahoot, and there is also limited research on Wordwall in the Indonesian EFL context. This research gap highlights the need to explore how Wordwall can foster students’ learning engagement in English classrooms. This study aims to explore students’ emotional, behavioral, and cognitive dimensions of engagement in an English lesson that incorporates Wordwall activities. This study employed a qualitative descriptive method, involving two classes of 7th grade students in SMP Dharma Karya UT, South Tangerang, involving 42 seventh-grade students, with 10 students participating in semi-structured interviews in Indonesian formal classroom settings. Data were collected through two classroom observation sessions over a two-week period, supported by semi-structured interviews. The findings reveal that students demonstrated high emotional engagement through enthusiasm and enjoyment, behavioral engagement through active participation and peer collaboration, and cognitive engagement through recalling vocabulary, constructing sentences, and explaining their answers during Wordwall-based activities. Despite promoting enjoyment, meaningful engagement was strengthened when Wordwall was accompanied by appropriate instructional guidance. These findings contribute to the discussion on gamification in English language education by highlighting how Wordwall can be strategically integrated to support sustained emotional, behavioral, and cognitive engagement, rather than merely increasing classroom enjoyment.
Copyright (c) 2025 Khalifah Nurul Hikmah, Kamelia Lutviyani, Natasha Sayyida, Syauki https://creativecommons.org/licenses/by-sa/4.0
Students' Perception of AI Tools in Boosting Motivation for English Learning
Artificial Intelligence (AI)-based tools such as ChatGPT, Grammarly and Google Translate are being used more in English language learning but studies have focused mostly on their technical effectiveness rather than associated emotions or motivation. This qualitative descriptive study explored how students perceived the effects of AI tools on their motivation, confidence, and engagement in learning English. At UIN Syarif Hidayatullah Jakarta, data were obtained from 36 fifth-semester English Education students. All participants received a questionnaire, and for the structured interview, five students were selected. The analysis was conducted inductively, and thematic responses from the questionnaires were complemented and used to illustrate the derived themes. The vast majority of students, 77.8%, stated that using AI tools helped them understand difficult materials and receive feedback instantly. The same percentage (72.3%) said they felt more comfortable and confident practicing English with AI, and 72.3% felt more actively involved and had more fun. 54.3% of the participants stated that using AI tools motivated them to perform more difficult tasks, while 30.6% said they did not have a problem with this. The accuracy and overuse of AI tools were the main issues identified by the participants. This study demonstrates that AI tools have altered the emotional and engagement aspects of learning English as a Foreign Language (EFL).
Copyright (c) 2025 Suseno Yudho Purnomo, Muhammad Akbar Setyo Derawan, Muhamad Yusuf Irfan, Fahriany https://creativecommons.org/licenses/by-sa/4.0
English Tutor Perspectives on the Important Role of Continuing Professional Development (CPD) Programs in Improving Digital Skills and Pedagogical Adaptation in the Era of Digital Learning
This study looks at the CPD activities English language tutors undertake or ignore due to the demands of the digitally adaptive teaching. With the role of technology in teaching becoming more dominant, there is a requirement for tutors to routinely update their competencies. Data was collected through three semi-structured interviews with educators from different organizations and, subsequently, there was applied thematic analysis. The results indicated that tutors of English assume that CPD, in general, is useful because without it educators are likely to become antiquated and irrelevant, more so in an environment populated by digital natives. CPD proved to be useful when educators are able to receive direct and pragmatic training, but educators experience systemic challenges e.g. no training, inadequate knowledge, and limited funding. Support for CPD from institutions and authorities seemed deficient which created lopsided, unsatisfactory results of CPDs. The study concludes that CPD programs, in particular training for tutors, need to be more flexible and sustainable, with more focus placed on developing the digital capabilities of the educators to optimize their teaching in a digitally adaptive environment.
Copyright (c) 2025 Yunita Salsabilah, Azkia Nasywa Rana, Ashfiyah El-Ni’mah, Syaffaniyatul Qolbi, Ratna Sari Dewi https://creativecommons.org/licenses/by-sa/4.0
The Perception of Teachers on the Integration of AI in English Language Teaching
Artificial Intelligence (AI) is increasingly utilized in English Language Teaching (ELT) and is frequently recognized for its contribution to lesson preparation, developing resources, and improving the effectiveness of learning.However, a significant portion of the studies has concentrated on wider or student-oriented perspectives, leading to limited insights into how secondary educators in Indonesia perceive and implement AI in their daily teaching practices. Employing the Technological Pedagogical Content Knowledge (TPACK) framework along with a human-centered pedagogical approach, this descriptive qualitative research explores English teachers' views regarding the benefits, challenges, and consequences of incorporating AI into English Language Teaching (ELT). Semi-structured interviews were conducted with 4 English teachers from a senior high school and a vocational high school in South Tangerang, with the data being examined through thematic analysis. The results indicate that teachers find AI to be a helpful resource for generating ideas, planning lessons, tailoring content, and offering timely feedback, which leads to more efficient and innovative teaching strategies. However, there were also worries about students becoming too dependent on AI, issues of plagiarism, diminished critical thinking skills, and the disconnect between AI-created texts and the actual language proficiency of students. The research emphasizes the crucial part teachers play in providing emotional encouragement, inspiration, and moral guidance, highlighting that AI should be regarded as an assistant in education, not as a substitute for teachers. Despite its findings, this study is limited by a narrow sample size and a specific educational setting. In practical terms, the results indicate a need for structured training for educators, well-defined ethical standards, and thorough school regulations to facilitate the effective and responsible application of AI in classrooms focused on English language instruction.
Copyright (c) 2025 Qonita Adlina Mardhiyya, Ayunda, Shine, Viviana Lisma Lestari https://creativecommons.org/licenses/by-sa/4.0
Politeknik Negeri Ujung Pandang Students’ Perception on the Use of AI in Learning English
This study investigates students’ perceptions of the use of Artificial Intelligence (AI) applications in learning English at Politeknik Negeri Ujung Pandang. The rapid integration of AI-based tools—such as grammar checkers, translation engines, and conversational chatbots—has transformed language learning practices, yet students’ attitudes and levels of acceptance toward these technologies remain varied. Using a descriptive qualitative approach, data were collected through questionnaires and semi-structured interviews involving diploma-level students from several study programs. The findings indicate that most participants perceive AI as a supportive learning aid that enhances vocabulary acquisition, improves writing accuracy, and increases learning motivation through instant feedback and flexible access to language resources. However, concerns were also identified, including overdependence on automated suggestions, reduced critical thinking in writing tasks, and uncertainty regarding the accuracy and authenticity of AI-generated content. Students emphasized the need for clear guidance from lecturers on ethical and pedagogical use of AI in academic contexts. Overall, the study concludes that AI has significant potential to complement English learning when positioned as an assistive tool rather than a substitute for human instruction. The results highlight the importance of digital literacy, critical awareness, and pedagogically guided integration of AI in higher education language learning environments. Recommendations are offered for educators and curriculum designers to develop balanced strategies for technology-supported language instruction.
Copyright (c) 2025 Shanty Halim, Nurul Hidjrah Hairuddin https://creativecommons.org/licenses/by-sa/4.0
Exploring Teachers’ Beliefs and Their Practice Towards CLT In EFL Classroom
Research in English as a Foreign Language (EFL) has consistently shown that teachers’ classroom practices are influenced by their pedagogical beliefs, although alignment between beliefs and practices is not always evident. This study explores junior high school teachers’ beliefs about Communicative Language Teaching (CLT) and examines the extent to which these beliefs are reflected in their classroom practices. Using a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations. The findings reveal a clear misalignment between teachers’ stated support for CLT principles, such as student-centered learning, and their actual classroom practices, which remain largely teacher-centered with frequent use of the mother tongue. This gap is primarily attributed to students’ low English proficiency, low motivation, and limited technological resources. These constraints compel teachers to adapt their practices in ways that contradict their beliefs. The study highlights that mismatches between CLT beliefs and practices stem more from contextual limitations than from a lack of conceptual understanding. Practically, the findings suggest the need for context-sensitive CLT implementation, targeted professional development, and institutional support to help teachers enact communicative approaches more effectively in constrained EFL settings.
Copyright (c) 2025 Nadaa Putri, Salsabila, Meszalunna Zafira, Atik Yuliyani, Haryanti https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Elsa Speak Application in Enhancing Speaking Skills among Students at University
This study investigates the effectiveness of the Elsa Speak application in enhancing speaking skills among students at Universitas Nusa Cendana, Kupang. As English language proficiency becomes increasingly crucial in academic and professional contexts, innovative technological solutions like Elsa Speak—an AI-powered pronunciation and speaking coach—offer promising alternatives to traditional speaking instruction. The research examines how students at the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT utilize the application's speech recognition technology, personalized feedback mechanisms, and interactive exercises to improve their pronunciation, fluency, and overall speaking confidence. Employing a mixed-methods approach, the study collected data from English language learners through pre-tests and post-tests, questionnaires, and interviews to assess learning outcomes and user experiences. Findings indicate that regular use of Elsa Speak resulted in measurable improvements in pronunciation accuracy and speaking fluency, with students reporting increased confidence in oral communication. However, challenges such as limited internet connectivity and the need for self-discipline in independent learning were identified as potential barriers. The study concludes that while Elsa Speak serves as a valuable supplementary tool for speaking practice, its effectiveness is maximized when integrated with instructor-led activities and peer interaction. These findings contribute to the growing body of research on mobile-assisted language learning (MALL) and provide practical insights for educators in Indonesian higher education contexts seeking to incorporate technology-enhanced language instruction.
Copyright (c) 2025 Yanpitherszon Liunokas https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Annotated Bibliography Writing to Improve Research-Based Writing Skills of English Education Students
In the study, the implementation of annotated bibliography writing is explored as the educational method for improving research writing skills for students in English Education courses. Writing based on research is perceived as one of the most difficult aspects for EFL learners, especially when it comes to source evaluation, gathering new knowledge, and creating well-structured research arguments in academic writing. In the study, which employed the methodological framework that included students’ work on their own annotated bibliography analyses and interviews, it was found that research writing skills can be improved for students using the method of annotated bibliography writing as they gain abilities to successfully sum up research sources, assess their applicability and credibility, and combine ideas for research arguments. However, several factors, such as their limited capacity to understand complex research sources, produce appropriate research parodies, assess research methods, and combine sources for analytical arguments, worked against EFL learners, resulting in the production of research arguments in descriptive mode instead of using analysis.
Copyright (c) 2025 Muhammad Fauzi, Kotangenia Al-Farobi, Nurhaliza Rahmalia Budiman, Alek, Didin Nuruddin Hidayat https://creativecommons.org/licenses/by-sa/4.0
Improving English Pronunciation in Primary School Students: A Study from Merah Putih English Course
This study investigates the effectiveness of the MERAH PUTIH English course in improving pronunciation skills among primary school students. The course focuses on enhancing articulation, stress, intonation, and overall intelligibility. A mixed-methods approach was employed, involving pre- and post-tests, classroom observations, and interviews with both students and teachers. The results demonstrate significant improvement in students' ability to articulate English sounds, particularly in vowel pronunciation, word stress, and sentence intonation. Audiovisual tools, such as pronunciation apps and interactive videos, provided students with immediate feedback, which contributed to their motivation and progress. Additionally, corrective feedback from teachers and peers played a crucial role in refining pronunciation accuracy. The study highlights that consistent practice, targeted phonetic training, and the integration of modern technology significantly enhance students' pronunciation skills. The findings suggest that incorporating audiovisual tools and corrective feedback into language learning programs can be highly effective for young learners. This research contributes to the understanding of how primary school English courses can be optimized to improve pronunciation skills, with implications for language educators looking to enhance pronunciation teaching methods. The study recommends integrating phonetic exercises and speech recognition tools in future curricula to support continuous pronunciation improvement.
Copyright (c) 2025 Tenri Ampareng; Ricky Gazali, Sri Rahayu https://creativecommons.org/licenses/by-sa/4.0
The Innovation of Cake Learning Application on Student’s Speaking Ability at Tenth Grade of Senior High School
Cake is an Android-based app that focuses on learning English but keeps it fun. There are many benefits of using this app because this app is completely free. This app can practice speaking, reading and even listening skills. The purpose of this study is to find out whether there is a significant effect between students' speaking ability before and after teaching using the classroom cake learning application X Senior High School. This study uses quantitative research. The design of this study was pre-experimental with a pre-test design and a one-group post-test design. This study took place from March to May 2023 at Senior High School. To collect data, researchers used an oral monologue test to determine students' speaking ability. The population includes all 10th grade students of Senior High School, and this study used one class as the research sample using convenience sampling technique, whereby the total sample was 33 students. Additionally, pretest, treatment, and posttest were used to collect data. The results of data analysis show that the average score of students after being taught with the Cake learning application (78.24) is higher than before being taught with the Cake learning application. Learning application Cake episode (57,64). It can be concluded that there is an influence between students' speaking ability before and after being taught using the cake learning application in class X Senior High School.
Copyright (c) 2025 Titis Istikhomahningsih, Widyastuti, Slamet Setiawan https://creativecommons.org/licenses/by-sa/4.0
The Effect of Using Educaplay Media on English Learning Outcomes of Grade 5th Elementary School Students
This study aims to determine 1) the effect of using Educaplay media on the English learning outcomes (specifically vocabulary mastery) of fifth-grade students at SDN 24 Pakkanna in Wajo Regency, and 2) the perceptions of fifth-grade students at SDN 24 Pakkanna regarding the use of Educaplay media in English learning. The type of research used is a quasi-experimental design using the Nonequivalent Posttest Only Control Group Design. The population and sample in this study consisted of 40 fifth-grade students, with class V B (20 students) as the experimental class and class V A (20 students) as the control class selected through purposive sampling. The intervention in the experimental class was carried out over three treatment sessions. The data collection techniques used tests, questionnaires, and documentation with descriptive and inferential data analysis. The results of the descriptive analysis of the questionnaire showed that students' perceptions of the use of Educaplay media in English learning were in the very good (85%) and good (15%) categories. Based on the results of inferential statistical analysis, p < 0.001 is smaller than α = 0.05 using an independent sample t-test, which shows that H₀ is rejected and Ha is accepted, indicating that there is a significant difference in learning outcomes between the class receiving treatment using Educaplay media and the class not receiving the same treatment. Based on the research results, it can be concluded that there is an effect of using Educaplay media on the English learning outcomes of fifth-grade students at SDN 24 Pakkanna, as well as very good perceptions from the majority of students.
Copyright (c) 2026 Sutra Dewi, Abdul Rahman, Rahmawati Patta https://creativecommons.org/licenses/by-sa/4.0
Improving English Writing Achievement Using Game-Based Learning at the 11th Grade Students at Islamic Senior High School
This classroom action research aims to improve 11th-grade students’ writing achievement through the application of game-based learning (GBL). The research was conducted at Madrasah Aliyah Negeri 2 Jombang from February to March 2025 and was implemented in one cycle consisting of six meetings. Before the intervention, only 65% of students reached the “Good” to “Excellent” categories in writing analytical exposition texts. The acting activities were carried out across six meetings. In the first meeting, students used Quizizz to practice writing exposition texts. The second meeting introduced vocabulary practice through Gimkit. In the third meeting, students collaboratively learned to write exposition texts and practiced vocabulary by filling in blanks in Gimkit, with the teacher guiding the process. The fourth meeting focused on building understanding among classmates through talk-to-talk activities, concluded by the researcher’s reflections. The fifth meeting was an individual writing assessment to measure students’ analytical exposition writing skills. The sixth meeting used the game-based Uno Flip activity to observe students’ engagement. The findings show an improvement in writing performance after implementing game-based learning: 6 students (20%) reached the “Excellent” category, 18 students (60%) were in “Good,” 4 students (13.3%) were in “Fair,” and only 2 students (6.7%) remained in “Poor.” Overall, 80% of students achieved “Good” to “Excellent,” an increase from the 65% baseline. However, this study is limited by its single-cycle design and focus on one text genre. In conclusion, game-based learning has proven effective in improving writing performance and offers a fun, creative, and student-centered approach to English learning.
Copyright (c) 2026 Aulia Rachman Ashari, M. Yahya Ashari, Dwi Fita Heriyawati https://creativecommons.org/licenses/by-sa/4.0
The Error Analysis of Grammar Found in Students’ Writing on WhatsApp
Grammar is a necessary language component to improve the proficiency of learner’ language. However, many secondary education learners still commit grammatical errors in typing their messages on WhatsApp. This research aims to describe grammatical errors types found in students’ writing on WhatsApp typed by 20 first-semester learners in an Indonesian university. The researchers used a descriptive case study to conduct the research. The research participants were 20 first-semester learners of a private university in Central Java, Indonesia. The researchers used a test to collect the data. They analyzed the tests results descriptively by using Keshavarz’s theory. The analysis result shows that the percentage for each error type is 27.5% (omission), 10.6% (addition), 58.2% (substitution), and 3.7% (permutation). The research result indicates that the most dominant error is substitution (58.2%).
Copyright (c) 2026 Tri Jampi Setiyorini, Suwarna, Novi Lestari https://creativecommons.org/licenses/by-sa/4.0
Improving English Writing Achievement Using Game-Based Learning at the 11th Grade Students at State Islamic Senior High School
This classroom action research aims to improve 11th-grade students’ writing achievement through the application of game-based learning (GBL). The research was conducted at State Islamic Senior High School from February to March 2025 and was implemented in one cycle consisting of six meetings. Before the intervention, only 65% of students reached the “Good” to “Excellent” categories in writing analytical exposition texts. The acting activities were carried out across six meetings. In the first meeting, students used Quizizz to practice writing exposition texts. The second meeting introduced vocabulary practice through Gimkit. In the third meeting, students collaboratively learned to write exposition texts and practiced vocabulary by filling in blanks in Gimkit, with the teacher guiding the process. The fourth meeting focused on building understanding among classmates through talk-to-talk activities, concluded by the researcher’s reflections. The fifth meeting was an individual writing assessment to measure students’ analytical exposition writing skills. The sixth meeting used the game-based Uno Flip activity to observe students’ engagement. The findings show an improvement in writing performance after implementing game-based learning: 6 students (20%) reached the “Excellent” category, 18 students (60%) were in “Good,” 4 students (13.3%) were in “Fair,” and only 2 students (6.7%) remained in “Poor.” Overall, 80% of students achieved “Good” to “Excellent,” an increase from the 65% baseline. However, this study is limited by its single-cycle design and focus on one text genre. In conclusion, game-based learning has proven effective in improving writing performance and offers a fun, creative, and student-centered approach to English learning.
Copyright (c) 2026 Aulia Rachman Ashari Ashari, M. Yahya Ashari, Dwi Fita Heriyawati https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception toward the Use of Wayground Flash Card Feature in Learning Narrative Text
This research aims to investigate students’ perceptions and motivation toward the use of Wayground Flash Card in learning English narrative texts. The study employed a quantitative descriptive design focusing on students’ responses without manipulating variables. The participants were secondary school students who had used the Wayground Flash Card feature during English learning activities. Data were collected through online questionnaires distributed via Google Form, which consisted of two main instruments: a perception questionnaire (usability, engagement, usefulness, and enjoyment) and a motivation questionnaire (intrinsic, extrinsic, self-efficacy, engagement, and learning commitment). Each item was measured using a five-point Likert scale. The results showed that students’ overall perception of Wayground Flash Card was positive, with an average mean of 3.97, indicating that students considered the platform useful and enjoyable for learning narrative texts. Among the perception dimensions, usability (4.03) and enjoyment (4.04) received the highest mean scores, reflecting that student found the flash card easy to use and engaging. Meanwhile, motivation analysis revealed an overall positive category, with engagement (4.04) and intrinsic motivation (3.97) emerging as the strongest factors influencing students’ enthusiasm in learning English. These results suggest that Wayground Flash Card effectively supports students’ active involvement and fosters a positive attitude toward English learning. In this study confirms that interactive digital media can enhance learners’ motivation and confidence through autonomy, competence, and enjoyment. The findings also support previous studies indicating that game-based and visual learning media increase learners’ engagement and satisfaction. Therefore, Wayground Flash Card can be considered an innovative and effective tool to improve students’ motivation and learning experience in narrative text writing and comprehension.
Copyright (c) 2026 Nagata Zamzami, Sherly Novalita Yappy Sherly, M. Khusni Mubarok Khusni https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Students’ Speaking Anxiety and Their Speaking Ability: A Quantitative Study at Islamic Junior High School Sunan Giri
This study investigates the correlation between students’ speaking anxiety and their speaking ability in an English as a foreign language (EFL) context, focusing on seventh grade learners at MTs Sunan Giri, Kediri. The problem addressed in this research is the persisting assumption that higher levels of anxiety negatively affect learners’ oral performance, while limited empirical evidence exists in Indonesian lower secondary school settings. The objective of the study is to measure students’ anxiety levels using a speaking anxiety questionnaire and to assess their speaking ability through a rubric based speaking test in which students presented either a poster or the topic “part of the house.” Using a quantitative correlational design, data from fourteen students were analyzed using descriptive statistics and Pearson’s product–moment correlation. The results show that the students had moderate levels of speaking anxiety (M = 62.14; SD = 4.61) and moderate speaking ability scores (M = 45.36; SD = 9.30). Pearson’s analysis revealed a moderate positive correlation between speaking anxiety and speaking ability, r = 0.502, p = 0.067, while Spearman’s rho yielded a similar result (ρ = 0.522, p = 0.055). Although the correlation did not reach statistical significance at the 0.05 level, the positive direction of the relationship suggests that in this small sample, higher anxiety scores were associated with higher speaking performance, a pattern that differs from most theoretical predictions. These findings highlight the importance of reexamining the complexity of classroom anxiety, task type, and learner characteristics, particularly in small group settings. The study contributes to the growing literature on affective factors in EFL speaking and suggests the need for larger scale research to confirm the trend observed in this study.
Copyright (c) 2026 Siti Sintiawati Sholikhah, Shierly Novalita Yappy, M. Khusni Mubarok https://creativecommons.org/licenses/by-sa/4.0
Derivational Suffixes in Speech Entitled “I Have A Dream” By Martin Luther King Jr
The aim of this study is to analyze the use of derivational suffixes in Martin Luther King Jr.’s speech titled “I Have a Dream.” A total of 42 instances of derivational suffixes were identified in the speech. This research applies Katamba’s (1993) morphological theory within a qualitative descriptive analysis framework to examine how suffixation alters word classes and enhances rhetorical impact. The analysis shows that noun derived from verb derivation is the most productive process (64.3% of cases), reflecting the rhetorical function of abstracting actions into powerful ideological concepts. Derivational suffixes are used extensively to strengthen emotional appeal, convey abstract ideals, and reinforce persuasive messages. Words formed through suffixation contribute to the speech’s stylistic depth and ideological clarity, particularly in themes of justice, equality, and freedom. The findings highlight the significant role of derivational morphology in shaping persuasive political discourse and suggest practical implications for discourse analysis and English language teaching.
Copyright (c) 2026 Adriana Natalia Malo, Ida Bagus Gde Nova Winarta https://creativecommons.org/licenses/by-sa/4.0
Exploring Islamic Social Environment's Role in English Proficiency: ‘‘Mondok’’ vs ‘‘Nyolok’’ Students
This study examines English proficiency differences between Mondok (full-time Islamic boarding) and Nyolok (daily commuting) students in an Islamic vocational Pesantren in Jember, Indonesia. Using mixed-methods with 40 female students (20 each group), tests revealed Mondok students scored significantly higher (68.50 vs. 63.25; p = .038). Despite this 5.25-point difference, both groups achieved intermediate proficiency through distinct pathways—demonstrating Complex Dynamic Systems Theory's principle of equifinality. Qualitative data showed Mondok students, despite technological constraints, developed adaptive strategies like peer learning and utilized limited "kiriman" time effectively. In contrast, Nyolok students with technological access struggled with consistency and speaking anxiety due to less structured environments. The findings illustrate how different environmental conditions within the same institution trigger unique adaptive patterns, highlighting CDST's value in explaining non-linear language development in Islamic educational contexts and offering practical implications for differentiated instruction in vocational Pesantren.
Copyright (c) 2026 Sitti Surya Pramudita, Indah Werdiningsih, Anita Fatimatul Laeli https://creativecommons.org/licenses/by-sa/4.0
Learning Factors in Informal Digital Spaces: A Study of English Learning Through TikTok Content by @englishramah
Social media has changed the way people learn languages outside of a classroom. TikTok specifically, as an interface of demand for English learning, with its amusing and accessible contents in short forms. However, research on learning factors that affect English acquisition in informal digital spaces is scarce particularly concerning educational content creators such as @englishramah. This research employed a qualitative descriptive design involving online semi-structured interviews with ten TikTok users and observations of selected videos. The data were analyzed thematically to identify patterns related to learner motivation, interaction, and content accessibility. This research argues to investigate these learning factors on English language development in the use of TikTok including learner motivation, interaction and content accessibility. With a view to explore the concepts and categories, data were gathered from ten TikTok users as key informants who actively consume @englishramah’s content through online interviews for data collection and select videos for observations of their content. The findings reveal that delivery attractiveness is the most influential factor in sustaining learners’ engagement, followed by clarity of explanations supported by real-life examples and an informal tutor delivery style. These factors contribute to increased motivation, comprehension, confidence, and perceived improvement in English ability.
Copyright (c) 2026 Mahfudz Azwar, Dinnurrizki Fajrullah, Nuzula Ahmad, Zuhdi Ibadulloh, Fahriany https://creativecommons.org/licenses/by-sa/4.0
Burnout among EFL Teachers in Indonesia: Prevalence, Triggers, and Strategies
This study investigates the prevalence, triggers, and coping strategies related to burnout among English as a Foreign Language (EFL) teachers in Indonesia. Using a mixed-methods design, data were collected through a survey of 50 EFL teachers and follow-up interviews with 10 participants. Findings from the adapted Maslach Burnout Inventory–Educators Survey (MBI-ES) reveal moderate emotional exhaustion (45%), low depersonalization (17%), and lower levels of personal accomplishment (33%). Guided by the Job Demands–Resources (JD-R) and Conservation of Resources (COR) frameworks, the study identifies key burnout triggers, including academic pressures (85%), emotional demands (84%), organizational factors (77%), and economic concerns (78%). Despite experiencing emotional strain, teachers generally maintain stable instructional performance, reflected in consistent lesson delivery and classroom management. To cope with burnout, teachers primarily rely on personal well-being routines, social support, and self-management strategies, while institutional support remains limited and inconsistent. Overall, the findings underscore the need for stronger systemic and organizational support to enhance teacher well-being and sustain effective EFL instruction in Indonesia.
Copyright (c) 2026 Lilis Khopifah, Nurul Faadhilati Idris, Tsarwan Kasyfillah Nasution, Reza Anis Maulidya https://creativecommons.org/licenses/by-sa/4.0
Using Show and Tell (S&T) Method to Improve Speaking Skills of Grade Eight Students of Junior High School
This research aims to find out if using of Show and Tell (S&T) Method can improve students’ speaking skills of Junior High School. This research used quasi-experimental design that consisted of two groups; experimental and control group. The samples of this research was grade eight students of Junior High School; VIII A. Ki Hajar Dewantara with 31 students as the experimental group and VIII E. Kapitan Pattimura with 32 students as the control group that selected by using simple random sampling. The data was collected by administering a test consisted of the pre-test and the post-test that conducted at first and last meetings. Then the treatment was only given to the experimental group. The result of experimental group’s pre-test is 36.29, while control group is 37.10. The result of experimental group’s post-test is 59.27, while control group is 47.26. By applying 0.05 level of significance, the researcher found that the value of the t-counted (4.50) is higher than the t-table (1.67). In conclusion, the use of Show and Tell (S&T) Method is effective to improve students’ speaking skills of Junior High School.
Copyright (c) 2026 Syarifah Nurul, Erniwati, Mochtar Marhum, Mashuri https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Peer Teaching Technique in Reading Classes for Eight Grade Students at Junior High School
This study examines the implementation of the Peer Teaching technique in reading instruction for junior high school students. It was conducted in response to students’ common challenges, such as low participation and limited comprehension. Peer Teaching is explored as a potential strategy because it allows students to learn collaboratively, which is expected to enhance their understanding and learning motivation. The aim of this research is to investigate how Peer Teaching is applied in English reading lessons and to describe the procedures, student involvement, and its potential contributions to learning motivation. The sampling technique used is purposive sampling. Data collection techniques include observation, interviews, and documentation. The instruments used are observation sheets, interview guidelines, and documentation notes developed based on relevant indicators of peer teaching. For data analysis, this research uses Miles and Huberman’s model, which involves data reduction, data display, and conclusion drawing. The findings are expected to provide insights into the practical use of Peer Teaching and its implications for promoting student-centered and cooperative learning in junior secondary reading instruction level.
Copyright (c) 2026 Rindu Nanda Moronica, Syofnidah Ifrianti, Sri Suci Suryawati https://creativecommons.org/licenses/by-sa/4.0
An Evaluation of Teaching Practices, Challenges, and English Teachers’ Readiness in Implementing the Merdeka Curriculum in West Kalimantan Schools
This study aims to evaluate classroom learning practices, identify the challenges faced by teachers, and gather information regarding their readiness during the teaching and learning process in the implementation of the Merdeka Curriculum in junior high schools in West Kalimantan. This curriculum provides opportunities to enhance creativity and flexibility in learning. The study was conducted using a qualitative descriptive approach, in which participants were selected purposively, consisting of 20 English teachers—10 from urban schools and 10 from rural schools. Data were collected through interviews, observations, and document analysis. The data were analysed using Miles and Huberman’s principles, namely data reduction, data display, and conclusion drawing/verification. The findings show that most teachers have implemented the Merdeka Curriculum, with 80% implementation in urban schools and 40% in rural schools. Teachers encountered several challenges, including limited supporting facilities, inadequate access to technology, and uneven human resource capacity. The results also indicate that most teachers feel ready to implement the curriculum, although their levels of readiness are not uniform. Nevertheless, evaluations from various stakeholders play a significant role in enhancing the successful implementation of this curriculum.
Copyright (c) 2026 Sahrawi, Maliqul Hafis https://creativecommons.org/licenses/by-sa/4.0
Development Of Teaching Materials in The Form of Modules on Basic English Grammar and Reading Based on Local Wisdom to Enhance English Language Skills Towards Character-Building Students at Entrepreneurship High School Chevalier Anasai (ECA) In Anasai Village, Semangga District, Merauke
English is a foreign language that can be acquired through formal education and functions as a communication medium (Agustin 2011). It encompasses diverse materials and complexities at each proficiency level, and there are numerous challenges and obstacles in the English language acquisition process. The study of English is not solely a governmental initiative to enhance the quality of human resources in Indonesia, particularly students' knowledge, but is also a means for students to address future challenges that necessitate active English usage, both in oral and written forms. The objective of this research is to develop an English learning approach grounded in local wisdom and to produce pedagogical materials in the form of modules for Basic English Grammar and Reading that are valid, practical, engaging, and effective. These materials aim to facilitate students' development of English writing and reading skills and augment their interest in English learning based on local wisdom. This research was conducted at the Entrepreneurship High School Chevalier Anasai (ECA) in Anasai Village, Semangga District, Merauke. The participants comprised 35 Grade X students. This descriptive qualitative study was predicated on classroom learning experiences and literature reviews from various sources. Data analysis techniques involved descriptive analysis based on observations of the teaching and learning processes. Data collection methods included observations, learning documents, and surveys of students and teachers at the institution. Data analysis was performed through data reduction, data presentation, and verification until conclusions were drawn (Sugiyono, 2010). The findings of this research will be compiled into a pedagogical text, which is anticipated to serve as the primary instructional material for English education in Grade X at the Entrepreneurship High School Chevalier in Anasai Village, Semangga District, Merauke. The expected outcome of this research is an enhancement in students' grammar, reading, and writing proficiency in English, as well as the provision of an English textbook as a supporting resource for English learning, both within the classroom and in domestic settings. The output of this research is an English textbook containing reading and writing materials linked to local wisdom for Grade X students at Chevalier Anasai High School, Semangga District.
Copyright (c) 2026 Marnina, Angla F Sauhenda, Ranta Butar Butar, Rezki Uspayanti https://creativecommons.org/licenses/by-sa/4.0
Learning English Slang Through Social Media: Impact on Learners’ Identity and Confidence
For Indonesian EFL students, social media has emerged as a significant source of English exposure, particularly for colloquial language like slang. However, little is known about the kinds of slang that students really pick up and how this affects their confidence and sense of self. This study is to investigate (1) the kinds of English slang that are frequently acquired through social media, (2) how learners' identities are shaped by this exposure, and (3) how it impacts their confidence in speaking the language. Seven ninth-grade students were interviewed and questionnaires were used to gather data using a qualitative descriptive design. According to the findings, learners most commonly pick up brief, repetitive slang, such as acronyms (like LOL and OMG) and hybrid forms of Indonesian and English that are disseminated by influencers. Despite the fact that students frequently come with these terms online, their usage is still restricted and primarily receptive. Exposure to slang somewhat enhances understanding and self-expression, but confidence varies according to social context.
Copyright (c) 2026 Milda Siti Fauziyah, Haura Najwa Zahara Nilufar, Risma Naimah Abdurahman, Ummi Kultsum https://creativecommons.org/licenses/by-sa/4.0
The Impact of Memrise Application on Students’ Speaking Skills (A Quasi-Experimental Study at Islamic junior high school)
The purpose of this study was to obtain empirical data on the effect of the Memrise application in improving students' speaking skills, particularly seventh-grade students at Islamic Junior High School. This study used a quasi-experimental design involving two groups: an experimental class and a control class. Both groups consisted of seventh-grade students, each with 32 participants. Data were collected through pre-tests, treatments, and post-tests. The treatment was conducted over four meeting. Statistical analysis was performed using IBM SPSS 25, including normality and homogeneity tests, independent sample t-tests, and effect size tests. The results showed that the experimental class experienced a significant increase in their speaking scores compared to the control class. This study was tested using a t-test with a p-value on the post-test of less than 0.05, indicating significant results. Therefore, the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected. In addition, the effect size value of 1.109 indicated a strong effect, proving that the Memrise application had a significant and positive impact on the speaking skills of seventh-grade students at Islamic Junior High School.
Copyright (c) 2026 Alfina Rahmadewi, Desi Nahartini https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Using Flipped Reading Method to Enhance Students’ Reading Comprehension
Reading comprehension is an important literacy skill in the digital age, where students are required to understand, evaluate, and interpret large amounts of information accessed through technology. However, Indonesian students continue to show low reading performance, as reflected in the 2022 PISA results, which highlight the need for more effective learning approaches. Although previous studies have examined the flipped classroom method and reported positive student perceptions, most rely on qualitative or descriptive data, with limited research statistically measuring learning outcomes, particularly in narrative text comprehension at the secondary school level. Therefore, this study aims to test the effectiveness of the flipped reading method in improving the reading comprehension of eighth-grade students. A quasi-experimental design was used involving 64 students, consisting of an experimental group and a control group. Data were collected through pre-tests and post-tests and analyzed using IBM SPSS 25 with the Wilcoxon Signed-Rank Test and Mann–Whitney U Test due to the non-normal distribution of data. The Wilcoxon test showed a significant increase in both groups (Sig. < 0.001). However, the Mann–Whitney U test showed no statistically significant difference between the two groups (p = 0.313 > 0.05). The effect size calculated using Cohen's r was 0.13, indicating a small effect. These results indicate that the flipped reading method does not produce a significant improvement in students' reading comprehension than conventional teaching. Suggesting that this method does not offer strong instructional advantages for teaching narrative reading comprehension at the secondary school level.
Copyright (c) 2026 Putri Khaerani, Desi Nahartini https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perception of Collaborative Learning in English Speaking Class Program: A Case Study
This study investigates the perceptions of English and non-English background teachers regarding the implementation of collaborative learning in an English-Speaking Class program to improve speaking skills among non-English background teachers. The program ran over a year at an Islamic Boarding Secondary School in South Sumatra. Using a qualitative case study design, the data were gathered through questionnaire and focus group discussions with 23 non-English background teachers and 4 English teachers. The findings indicated that most of participants found collaborative learning effective to be used for enhancing participants’ engagement and communication skills. Both English and non-English teachers also noted the positive impact of peer interaction on boosting student confidence and motivation. However, challenges of this program such as unequal participation, fluctuating motivation, scheduling time constraint, and lack of structured teaching materials were noted. Despite these challenges, English teachers emphasized that collaborative learning could significantly benefit language learners with an appropriate scaffolding and task alignment. The study indicates that while collaborative learning is a suitable and effective method for adult learners, proper program planning and continued support are required to overcome the challenges. Future study recommends in exploring the strategy to enhance consistency of participation, increase motivation, and determine the long-term impact of collaborative learning on teachers' language ability and pedagogy.
Copyright (c) 2026 Tri Setiani, Yuyun Yulia https://creativecommons.org/licenses/by-sa/4.0
The Influence of Visual Aids, Cooperative Learning, and Classroom Environment on English Vocabulary Acquisition of the fourth-grade students at Elementary Islamic School
This study aimed to examine the influence of visual aids, cooperative learning, and classroom environment on the English vocabulary acquisition of fourth-grade students at Elementary Islamic School. A quantitative method with a correlational design was used, involving 139 students as the population. Data were collected through questionnaires and a vocabulary test, then analyzed using multiple linear regression in SPSS. The results showed that none of the three independent variables significantly influenced vocabulary acquisition. Pearson correlation values indicated weak and non-significant relationships for visual aids (r = -0.038), cooperative learning (r = -0.011), and classroom environment (r = 0.007). The regression model yielded an R² value of 0.002, meaning that the combined variables explained only 0.2% of the variance in vocabulary scores. The findings suggest that although these factors are widely supported by theory, their implementation in this context may not have been effective. Issues such as low instrument reliability, the use of a Yes/No scale, and unmeasured external factors may have contributed to the results. Further research is needed to explore additional variables that may better support vocabulary development in young learners.
Copyright (c) 2026 Fitriani, Indawan Syhari, Mulyadi https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Supplementary Reading Materials in Improving Students’ Reading Comprehension: A Systematic Literature Review
This systematic literature review examined thirteen articles published between 2020 and 2024 in various countries, including Malaysia, China, Indonesia, the Philippines, and Cambodia, that addressed the broad issue of improving students' reading comprehension at various levels of education through supplementary reading materials. The purpose of this study was to assess the efficacy of these reading materials, determine the most beneficial types, and examine the variables influencing their success using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The results indicated that supplementary reading materials can improve students' post-test reading scores (mean score increased by 21.34%), motivation, engagement, vocabulary acquisition, language comprehension, and critical thinking skills. Older students responded better to text-based reading materials, while younger students benefited more from digital resources. A key factor influencing the impact of reading materials is their relevance to students' cultural and personal backgrounds. Future research is recommended to examine how supplementary teaching materials can be used in online and hybrid learning to improve learning outcomes in the digital age.
Copyright (c) 2026 Mustika, Ashadi, Joko Priyana https://creativecommons.org/licenses/by-sa/4.0
An Exploration of Nene’ Mallomo’s Philosophical Values in Enhancing English Teachers’ Competence: A Study in Sidrap Regency
This qualitative descriptive study explores how the philosophical principles of Nene' Mallomo, an indigenous moral figure from Sidrap Regency, South Sulawesi, can enhance English teachers' personal competence through culturally grounded professional formation. Although personal competence is recognized as core to teacher professionalism in Indonesia, it remains underdeveloped and overshadowed by pedagogical and technical competencies. Ten English teachers from junior high schools in Sidrap Regency (n=10) were purposefully selected based on teaching experience and engagement with local cultural values. Data were collected through semi-structured interviews, field observations, and document analysis, then analyzed thematically to identify patterns in teachers' understanding, application, and challenges related to Nene' Mallomo's philosophy. Findings revealed deep familiarity with Nene' Mallomo's ethical principles—particularly honesty (malempu), consistency (getteng), intelligence (macca), and democratic fairness (temmapassilaingeng)—which teachers applied in assessment integrity, emotional regulation, equitable participation, and professional conduct. However, structural challenges, including grade inflation pressure, institutional inconsistency, and generational moral shifts, complicated value internalization. The study concludes that integrating Nene' Mallomo's philosophical values provides a culturally responsive framework for enhancing personal competence by uniting moral, spiritual, and intellectual dimensions of teacher professionalism. This research contributes to decolonizing teacher education by demonstrating that Indigenous moral wisdom can serve as a foundation for professional development in English language education.
Copyright (c) 2026 Nanning, Nur Asiza, Annisa Ahmad https://creativecommons.org/licenses/by-sa/4.0
The Use of Integrated Digital Series Image Media with A Deep Learning Approach to Improve Narrative Writing Skills
This research is based on the background of problems in learning to write narrative texts, including the low writing skills of students in paying attention to spelling, vocabulary, and difficulties in developing their ideas to be poured into a narrative text. In addition, based on survey data from the Programme for International Student Assessment (PISA) conducted by the Programme for Economic Cooperation and Development (OECD) in 2022, students' literacy and numeracy skills are still low. The purpose of this study is to improve the ability to write narrative texts using digital series image media through a deep learning approach. The method used is classroom Action Research, with the Kemmis and Mc Taggart models through 2 cycles, each cycle through four stages, namely planning, action, observation and reflection. The data collection technique used a narrative text writing test using digital series image media, observation, interviews and documentation. Meanwhile, the analysis technique uses data triangulation. The research subjects of grade V elementary school students. The results of the study showed that 38% of pre-tests, 78% of the first cycle and 81% of the second cycle. The results of the observation of the first cycle were 80% and the second cycle 90%. It can be concluded that students' narrative writing skills can be improved through digital series drawings through a deep learning approach because the images produced are in accordance with the students' daily lives, making it easier for students to express their ideas.
Copyright (c) 2026 Eva Oktaviana, Chairunnisa, Maria Ulfa https://creativecommons.org/licenses/by-sa/4.0
A Feminist Stylistic and Affective Analysis of Melancholy and Memory in Lang Leav’s Revelation
This study examines the linguistic construction of melancholy and memory in Lang Leav’s poem “Revelation” from Memories (2015) through an integrated framework of feminist stylistics and affect theory. While contemporary feminist scholarship has increasingly engaged with affect, limited attention has been given to how linguistic form in minimalist poetry structures emotional knowledge. Addressing this gap, the study adopts a qualitative interpretive-analytical approach, combining close stylistic analysis with affective interpretation. Drawing on feminist stylistics (Mills, 1995; Montoro, 2023) and affect theory (Ahmed, 2014; Hemmings, 2024), the analysis focuses on lexical choice, grammatical patterns, and figurative language to examine how emotion operates as a mode of knowing. The findings demonstrate that Leav’s minimalist diction and syntactic restraint construct melancholy not as emotional passivity but as an epistemic process of self-recognition. Memory functions as an affective medium through which feminine subjectivity negotiates identity and emotional continuity. The study conceptualizes this strategy as affective minimalism: a poetic mode in which linguistic economy intensifies emotional cognition rather than diminishing it. This challenges traditional binaries between emotion and reason; positioning affects as a legitimate epistemological resource. Theoretically, the study extends feminist stylistics toward affective epistemology and contributes to contemporary feminist poetics by showing how minimalist poetic language can articulate emotional agency and feminist self-representation in the digital age.
Copyright (c) 2026 Intan Maulina, Saiful Anwar Matondang, M Manugeren, Zayed Hussein Saleh Al-Mudhafar https://creativecommons.org/licenses/by-sa/4.0
Exploring Types of Language Functions in Mufasa from The Lion King Movie
This study examines the language functions used by Mufasa in Mufasa: The Lion King and the contexts in which they appear. Previous research has applied Jakobson’s model to film dialogue, but most focus on adult or action-based characters, leaving little attention to symbolic figures in animated films. This study addresses that gap by analyzing Mufasa, a character whose speech reflects leadership, morality, and emotional guidance. Using a descriptive qualitative approach, 120 utterances from the film’s official script were collected, coded, and categorized according to Jakobson’s six functions: referential, emotive, conative, phatic, metalingual, and poetic. Contextual details such as tone, setting, and conversational partner were also considered to ensure accuracy. The results show that Mufasa’s speech is dominated by the referential, emotive, and conative functions (24 utterances each, 20%), followed by metalingual and poetic (18 utterances each, 15%), and phatic (12 utterances, 10%). Referential utterances conveyed facts and knowledge, emotive ones expressed love or concern, and conative statements directed Simba’s actions. Metalingual and poetic functions added clarification and symbolic imagery, while phatic expressions maintained social bonds. These findings demonstrate that Mufasa’s language is intentional and multifaceted, reinforcing his role as father, mentor, and king while showing how animated films use language to convey values and relationships.
Copyright (c) 2026 Ni Made Nadia Widyasari, I Komang Sulatra https://creativecommons.org/licenses/by-sa/4.0
The Influence of Culinary Vocabulary Mastery, Self-Efficacy, and Learning Motivation on the Effectiveness of English Culinary Marketing Communication
Based on the analysis, culinary vocabulary mastery, self-efficacy, and learning motivation simultaneously and individually have a significant effect on the effectiveness of culinary marketing communication in English. Employing a quantitative correlational research design, the study was conducted at the Culinary Arts Study Program, Universitas Negeri Makassar which involved 67 respondents who had completed the English and Entrepreneurship courses. Primary data were collected through questionnaires that had been validated and tested for reliability. The Adjusted R² value of 0.976 indicates that 97.6% of the variation in effective communication can be explained by these three variables. The F-test result (p = 0.000 < 0.05) confirms the significant simultaneous effect, while the t-test shows that each variable contributes positively: vocabulary mastery (β = 0.2284), self-efficacy (β = 0.4801), and learning motivation (β = 0.6794), meaning that increases in these three variables will significantly enhance effective communication. These findings underscore the importance of integrated learning to develop vocabulary, build self-efficacy, and increase students’ learning motivation to achieve more effective and professional culinary marketing communication.
Copyright (c) 2026 Andi Khaerun Niza, Fitry Purnamasari https://creativecommons.org/licenses/by-sa/4.0
Enhancing Reading Comprehension Through The Read Cover Remember Retell (RCRR) Method: An Experimental Study
Based on the competency of national curriculum Merdeka, the students at second grade of SMA Negeri 10 OKU should be able to have reading comprehension on descriptive text. In this research, the researcher used Read Cover Remember Retell (RCRR) to teaching reading comprehension descriptive text at second grade of SMA negeri 10 OKU. This research aimed to find out the differences between the students taught by Read Cover Remember Retell (RCRR) strategy and the students taught without using Read Cover Remember Retell (RCRR) strategy in terms of reading comprehension descriptive text. Reading is crucial skill in learning English, as it facilitates students' overall language comprehension. This study aims to investigate the effectiveness of the Read Cover Remember Retell (RCRR) strategy in enhancing student' reading comprehension. The research was conducted with eleventh-grade at SMA Negeri 10 OKU, who are divided into to two groups: an experimental group taught using the RCRR strategy and a control group taught through conventional methods. A quantitative research method with an experimental design was employed, employing pre-test and post-test to measure improvement in reading comprehension. The findings provide valuable insight into the impact of the RCRR strategy on students' reading abilities, with implications for English language teaching practices.
Copyright (c) 2026 Amirah, Dewi Kurniawati, Sri Suci Suryawati https://creativecommons.org/licenses/by-sa/4.0
Weapons of War in the Future: An Analysis of M.A.K. Halliday's Semiotics on the Aljazeera.net Media Portal
This study aims to analyze the construction of meaning in the discourse of Al Jazeera news entitled "Tala'ub bi-l-'admaghah wa-l-munākh wa-dh-dhakā' al-iṣṭinā'ī.. ' Ahlan bikum fī ḥurūb al-ghad" (Manipulation of the Brain, Climate, and Artificial Intelligence. Welcome to the War of the Future) – 17 November 2025, which represents the potential and evolution of modern warfare. Using a descriptive qualitative method with M.A.K. Halliday's social semiotic analysis framework, this study investigates how the media shapes public perceptions of the wars that humanity will face. The results of the analysis show that the field of discourse focuses on five main issues: the new phase of technology warfare, the cost efficiency of drone and satellite technology, Cognitive Warfare (brain fog), global trade inhibition, and Climate Engineering. The tenor of the discourse cited includes four speakers, namely anonymous officials, Stevan Audrand, Jerome Henry, and Olivier Blazy, who reinforce the authority of the narrative. In addition, the mode of discourse is used effectively through four visuals that clarify the news narrative. Overall, the study concludes that Al Jazeera not only provides information about the future forecasts of war, but also plays an important role in shaping public awareness of the continuation of global conflicts and promoting the value of military technological advances through a semiotic approach, confirming that warfare has transformed into the realm of artificial intelligence and environmental manipulation.
Copyright (c) 2026 Nurul Luthfiyyah, Muassomah https://creativecommons.org/licenses/by-sa/4.0
Implementing Problem-Based Learning with Patchwork-Based Presentation Media to Enhance Student’s Speaking Performance in Procedure Text
In English language learning, students’ speaking performance remains a challenge, particularly in producing procedural texts. The purpose of this study was to examine the effectiveness of implementing Problem-Based Learning integrated with Patchwork-Based Presentation Media in enhancing students’ speaking performance in procedure texts. This study was conducted with XI DPB (Desain dan Produksi Busana) 1 students at SMK Negeri 1 Pringapus using a quasi-experimental one-group pre-test–post-test design with a qualitative follow-up. The data were collected through speaking performance tests, classroom observations, and student interviews. The findings show two main results. First, the implementation of Problem-Based Learning supported by Patchwork-Based Presentation Media resulted in a statistically significant improvement in students’ speaking performance, as indicated by higher post-test scores and a significant p-value (p < 0.05). Second, the learning approach encouraged students' active participation, developed their problem-solving skills, increased their confidence, and motivated them to engage in speaking activities. The integration of problem-based tasks and patchwork-based presentation media also helped students organize procedural sequences, use appropriate vocabulary and grammatical structures, and improve fluency and clarity in delivering procedure texts. Overall, the study concludes that implementing Problem-Based Learning with Patchwork-Based Presentation Media is an effective and student-centered approach to enhancing students’ speaking performance in procedure texts, particularly in vocational high school contexts.
Copyright (c) 2026 Fika Rokaya Sri Utami, Seful Bahri https://creativecommons.org/licenses/by-sa/4.0
Integrating Deep Learning into English Teaching: Developing Students' Skills at Senior High School
This case study was conducted to discuss the limitations of the pedagogical implementation of deep learning (DL) in English language teaching (ELT) in Indonesian high schools. The purpose of this study was to theoretically explore how the pedagogical application of deep learning is conceptualized in English language classrooms and how it contributes to the development of students' learning skills, with Senior High Schoolas the research object. Using a qualitative case study design, senior high school teachers (T=3) and students (S=42) were the study subjects. The main data were collected through semi-structured interviews with English teachers and supported by structured interviews given to 11th-grade students whose learning process had been implemented by deep learning. The findings indicated that deep learning contributes positively to the development of students' skills. Deep learning is an educational process that creates meaningful learning through real-world experiences. Teachers use interactive techniques, such as problem-solving and project-based learning, which are interspersed with traditional methods, including jigsaw. The results show that each individual experienced some improvement in their language skills, such as speaking, reading, and several other skills, through learning by applying teamwork, project-based learning, problem analysis, and creative expression skills. Additionally, several challenges related to its integration were identified. These have been identified to maximize the application of deep learning in English language teaching (ELT) and improve student learning skills (SLS) in Indonesia. This study concludes that institutional support, professional development for teachers, and improved digital literacy are still greatly needed and must be implemented consistently.
Copyright (c) 2026 Shinta Ayu Pramudya, M Rikza Chamami, Awwalia Fitrotin Izza https://creativecommons.org/licenses/by-sa/4.0
The Use of Figurative Language in Survivor’s Album Eye of the Tiger: A Semiotic Analysis of Metaphor, Simile, and Hyperbole
This study investigates the use of figurative language-specifically metaphor, simile, and hyperbole-in the lyrics of Survivor’s 1982 album Eye of the Tiger. Employing a qualitative semiotic approach, the research analyzes 25 instances of figurative language across nine songs. The findings reveal metaphors as the dominant figure of speech (48%), followed by similes (32%) and hyperboles (20%). These rhetorical devices collectively enhance the expression of resilience, empowerment, and adversity, deepening the emotional resonance with listeners. This study addresses a research gap by exploring how these devices interact within the album’s narrative rather than in isolation. The results demonstrate the essential role of figurative language in conveying complex cultural narratives in popular music.
Copyright (c) 2026 Ni Nyoman Ayu Purnamawati, I Made Perdana Skolastika https://creativecommons.org/licenses/by-sa/4.0
AI-Based Teacher Assistants in Indonesian Public Schools: A Case Study of Teachy
This study examines how Teachy, an AI-based educational platform, supports teachers’ work in Indonesian public schools. Conducted in Lumajang Regency, East Java, a rural region with limited technological resources, the qualitative case study involved four teachers from junior and senior high schools using Teachy for at least one academic semester. Data collected during the even semester of the 2024/2025 academic year, through interviews, observations, and document analysis, were analysed thematically. Eight themes emerged, including workload assisting, cognitive and pedagogical shifts, emotional responses, leadership support, collaboration, and sustainability challenges. Teachers reported saving 2–4 hours weekly on planning and assessment tasks through automation features. However, barriers such as unstable internet access and insufficient digital literacy limited optimal use. One teacher noted that poor connectivity caused frequent interruptions during digital lesson delivery. The findings demonstrate that AI tools can enhance efficiency and instructional quality when embedded within supportive institutional environments. This study offers one of the few empirical examinations of AI adoption in rural Indonesian schools, contributing new insights to global discussions on AI integration in low-resource settings.
Copyright (c) 2026 Uswatun Hasanah, Dzulfikri, Junaidi Mistar https://creativecommons.org/licenses/by-sa/4.0
Investigating Patterns and Aspects of Place Naming in Toba Regency: An Anthropolinguistics Approach
This research investigates the naming of huta (traditional residences) in Toba Regency from an anthropolinguistic approach, aiming to describe the linguistic performance and to formulate the underlying naming patterns. The research problem emerges from the diminishing awareness among younger generations, which threatens the continuity of historical knowledge and cultural identity embedded in huta names. Using a qualitative design with an interactive model, data were collected through in-depth interviews with traditional leaders and supported by document analysis of oral narratives and archival sources. The findings reveal that a total of 92 huta names were identified, of which 82 are polymorphemic and only 10 are monomorphemic. Polymorphemic names reflect productive morphological processes such as affixation, reduplication, and compounding, and frequently encode ecological features (e.g., rivers, hills, flora, and fauna) as well as kinship relations and cultural values. Further analysis shows that naming aspects can be categorized into manifestation (39.13%), society (33.70%), and culture (27.17%). The predominance of manifestation aspects illustrates the Batak Toba people’s ecological orientation, while the presence of clan names and ancestral references highlights the strong kinship system. Cultural aspects, meanwhile, preserve collective memories of historical events, tools, and symbolic practices. These findings show that huta naming constitute a multidimensional system that integrate linguistic, ecological, social, and cultural elements, functioning both as spatial marker and as instrument of cultural preservation. This research contributes to the development of place naming research in Indonesia and underscores the need to safeguard local wisdom through documentation and cultural education.
Copyright (c) 2026 Nehemia Anugrah Parasian, Tasnim Lubis, Alemina Br. Perangin-angin https://creativecommons.org/licenses/by-sa/4.0
EFL Students’ Perceptions Toward the Use of TikTok Trending English Songs in Vocabulary Learning
This study examines senior high school EFL students' experiences and perceptions of incidental vocabulary acquisition through English songs on TikTok. Using a qualitative descriptive design with a phenomenological approach, the research was conducted at SMA Shalahuddin, Malang, with three purposively selected students from grades X-XII. Data were collected through semi-structured interviews and supporting documentation, such as TikTok screenshots and lyric displays, and analyzed thematically using Miles and Huberman’s interactive model. The findings indicate that English songs on Tik Tok provide meaningful extensive listening input through repeated, algorithm-driven exposure, which supports incidental vocabulary learning. Students often replayed songs due to enjoyment, emotional engagement, and personal relevance, facilitating the acquisition of pronunciation, slang, and contextual expressions. They also showed self-directed learning behaviors, including using translation tools and consulting peers or family members. Although distractions sometimes reduced concentration, students consistently perceived Tik Tok songs as beneficial for vocabulary development. Overall, TikTok functions as an effective informal learning environment for vocabulary acquisition, though the small sample size limits generalizability and calls for further research with broader participants.
Copyright (c) 2026 Sheryn Salsabilla, Widya Caterine Perdhani https://creativecommons.org/licenses/by-sa/4.0
Multimodal Product Promotion: Bridging ESP Learning and Descriptive Speaking Proficiency
This study examined the effectiveness of multimodal product promotion as a pedagogical strategy to enhance English as a Foreign Language (EFL) students’ descriptive speaking performance. Specifically, third-semester culinary students enrolled in an English for Culinary course at a private university in Surabaya participated in the research. A quasi-experimental design was employed, with 43 third-semester culinary students were randomly assigned to an experimental group (n=22) and a control group (n=21), in which the experimental group received instruction integrating multimodal product promotion tasks, while the control group received conventional speaking instruction. Students' descriptive speaking performance was evaluated using a validated analytic rubric that included fluency, vocabulary, grammar, pronunciation, and content from reliable experts, and the posttest data were analyzed using an independent samples t-test. The findings revealed a statistically significant difference between the two groups, with the experimental group achieving higher mean scores than the control group, t(47) = 5.63, p < .001, a mean difference of 10.10 points, and a large effect size (Cohen’s d = 1.62). These results highlight the pedagogical potential of multimodal learning tasks in promoting oral proficiency, suggesting that integrating real-world, performance-based activities into ESP instruction can meaningfully advance students’ communicative competence.
Copyright (c) 2026 Elisanti Agustina https://creativecommons.org/licenses/by-sa/4.0
The Teacher's Creativities in the Implementation of Group Work in EFL Classroom
This study investigates the forms of teacher creativity demonstrated in the implementation of group work in an EFL classroom. Creativity in instructional practice is essential for supporting student engagement, especially in vocational education where practical communication skills are prioritized. The study aims to investigate an EFL teacher employs creative strategies when organizing, facilitating, and responding to group work dynamics. Data were collected through classroom observations, semi structure interviews, and documentation, and analyzed using Miles and Huberman’s (2014) interactive model of data condensation, data display, and conclusion drawing. The findings reveal three major forms of teacher creativity: Product Creativity, Process Creativity, and Reactive Creativity. Product Creativity was reflected in the teacher’s use of digital learning materials, gamified tasks, authentic resources, and visually enriched media to support group activities. Process Creativity emerged through varied grouping arrangements, systematic role assignment, creative monitoring techniques, and strategic language management to guide students’ interaction. Reactive Creativity appeared when the teacher adapted spontaneously to classroom situations such as mixed proficiency levels, behavioral challenges, and technical disruptions. Overall, the findings underscore that teacher creativity in group work extends beyond creating innovative materials; it also involves adaptive facilitation, responsive decision-making, and context-sensitive problem-solving. These insights contribute to a deeper understanding of how creativity shapes group work practices in EFL vocational settings and offer practical recommendations for promoting more engaging and effective collaborative learning in similar contexts.
Copyright (c) 2026 Ari Gusti Sundari, Muhammad Dalimunthe, Didik Santoso https://creativecommons.org/licenses/by-sa/4.0
The Influence of Teacher Questions to Stimulate Students’ Active Participation and Engagement in Non-Formal EFL Speaking Classes
This study evaluates how teacher questions influence active participation and engagement in non-formal EFL speaking classes. The objective is to determine the effectiveness of different question types in promoting student interaction and improving language learning. A qualitative case study design was employed in two classes at a private English course in Madiun, Indonesia, involving 2 English teachers and 24 elementary students with basic to lower-intermediate proficiency. Data were collected during 3 months (December-February) through classroom observations, digital audio recordings, field notes, and semi-structured interviews with both teachers and students. The analysis focused on categorizing teacher questions into display/closed-ended, yes/no, and referential/open-ended types, and examining the effect on individual and choral student responses. Findings indicate that display/closed-ended and yes/no questions effectively stimulate immediate recall and maintain classroom focus, while referential/open-ended questions encourage deeper cognitive engagement and personalized expression. The results suggest that a balanced approach to questioning not only stimulates immediate recall but also transforms passive learners into active participants, improving students’ communication competence. It also implies that the teacher should have more variations such as combine three kinds of those questions for engaging students to have an active participation through questions.
Copyright (c) 2026 Safitzal Fajar Rahmawati, Endang Fauziati, Sumardi https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in English as a Foreign Language: Opportunities and Challenges Faced by Islamic Tertiary Institutions
Artificial Intelligence (AI) has become a disruptive force in the world of education, especially in the context of learning English as a Foreign Language (EFL). This study aims to identify opportunities and challenges in the use of AI-based tools in EFL learning in Islamic Tertiary Institutions. A descriptive qualitative approach was used by involving 30 students and 10 lecturers from various Islamic Tertiary Institutions in Indonesia. Data were collected through semi-structured interviews and analyzed using thematic techniques. The results of the study show that AI can give instant feedback and can be an academic writing support in general. However, there are challenges in the form of ethical issues, related to academic integrity and over-reliance on AI, institutional readiness, including data security, and limited digital pedagogical training as well. This study concludes that even AI integration has great potential in creating more inclusive and creative language learning in the digital era, it requires clear ethical guidelines, lecturer capacity building, and institutional policies aligned with Islamic educational values.
Copyright (c) 2026 Renggi Vrika, Meli Fauziah https://creativecommons.org/licenses/by-sa/4.0
Teacher’s Directive Speech Acts to Special Needs Students in EFL Class Interaction at Junior High School
This study investigates the types and strategies of teachers’ directive speech acts and the responses of special needs students during English learning and classroom interaction at the junior high school level. Using a qualitative approach, the data were obtained naturally from classroom communication to capture authentic linguistic behaviour. The findings reveal four types of directive speech acts used by teachers, namely commands, prohibitions, suggestions, and imperatives, each serving distinct instructional and behavioural purposes. The analysis also shows that teachers employ both direct and indirect strategies in delivering directives, which are adapted to students’ cognitive, emotional, and linguistic conditions. Furthermore, the responses of special needs students vary according to the nature of the directive, the clarity of the instruction, and the contextual demands of the classroom situation. Some students respond promptly and appropriately, while others require repetition, modelling, or simplified instructions to process and perform the requested actions. Overall, the realization of the directive types, strategies, and student responses is shaped by the diverse interactional contexts in special needs classrooms, demonstrating that effective teacher directives must be flexible and sensitive to students’ individual characteristics. These findings highlight the importance of pragmatic awareness in instructional communication, particularly in supporting the engagement and participation of students with special needs in EFL learning.
Copyright (c) 2026 Zuhrotun Nisa Saragih, Maslatif Dwi Purnomo, Sholihatul Hamidah Daulay https://creativecommons.org/licenses/by-sa/4.0
Teaching EFL in Rural Areas: Addressing Challenges and Identifying Effective Strategies
This study employs a Systematic Literature Review (SLR) to investigate the challenges and strategies of teaching English as a Foreign Language (EFL) in rural areas. A total of 14 empirical studies published between 2015 and 2024 were analyzed from databases including ERIC, Publish or Perish, and Google Scholar. Findings indicate that the most frequently reported challenge was the lack of teaching resources and facilities (71%), followed by limited teacher training opportunities (57%), teachers’ non-English educational background (43%), and cultural adaptation difficulties (36%). Strategies to address these issues included the use of culturally relevant materials (64%), community and parental engagement (50%), direct and simplified teacher talk (43%), and the integration of technology where possible (36%). These results highlight the urgent need for targeted professional development, improved infrastructure, and policy support to ensure equitable access to quality English education in rural settings.
Copyright (c) 2026 Tasya Herdiyanti, Annisa Meliani Putri, Qhintara Afni Farhana, Eliwarti https://creativecommons.org/licenses/by-sa/4.0
Exploring Manipulative Traits in Veronica Roth’s Divergent Novel
Roth’s novel Divergent depicts a dystopian society where faction-based identities determine social roles. Using a qualitative descriptive analysis approach, this study explores the character of Peter Hayes, an antagonist whose actions reflect deliberate psychological manipulation. This study uses E. Dotsenko's theory of manipulation. In this study, Peter only employs 4 of 6 traits, consisting of operational object manipulation, conventional manipulation, inference-oriented manipulation, and personality structure manipulation. The data was gathered from dialogues and narratives between Peter and other characters in the novel. The study findings show that Peter consistently uses negative manipulation to achieve what he wants. This article also explores how Peter's manipulative behaviour impacts the other characters and the group represented by the faction. This study contributes to young adult literature discourses by showing how antagonistic characters reflect deeper psychological and social issues. It offers insights into the intersection of literature and psychology and underscores how manipulative dynamics in fiction can shape readers’ views of power, morality, and relationships.
Copyright (c) 2026 Ivan Yosua Perangin Angin, Thohiriyah https://creativecommons.org/licenses/by-sa/4.0
The Unique Names of Traditional Foods in Klaten: A Semantic Analysis
This article examines the unique names of traditional foods from the past in Klaten, using a semantic analysis perspective. Traditional foods passed down through generations not only possess distinctive flavors but also carry deep meanings within the local cultural context. This research employs a qualitative approach with data collected through interviews with local community members, culinary practitioners, and cultural figures, as well as documentary studies of written records, archives, and previous literature on traditional foods. The focus is on food names such as Nasi Liwet, Gudeg, and Klepon. Semantic analysis is conducted to understand the relationship between names and the characteristics of the foods, as well as the meanings embedded within them. Findings indicate that many food names in Klaten are inspired by ingredients, cooking methods, or social and cultural contexts, reflecting the identity of the community. This article aims to contribute to the preservation of culinary culture and provide deeper insights into the significance of traditional food names.
Copyright (c) 2026 cucut annaningtyas, Sri Wahyuni Samaratul Z https://creativecommons.org/licenses/by-sa/4.0
“Scoutlink” Digital English Book for Indonesian Scouting
This study aims to develop and evaluate Scoutlink, a barcode-based digital English book designed to support English vocabulary learning for Indonesian Scout members. The research was conducted due to the limited availability of contextual English learning resources that accommodate the needs of Scout members who increasingly participate in national and international scouting activities. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 25 active Scout members from 15 regions in Indonesia, selected through random sampling. Data were collected through needs analysis questionnaires, expert validation instruments, and product effectiveness tests. The results of the needs analysis indicate that 100% of respondents stated that the development of Scoutlink is highly necessary to support English vocabulary mastery related to scouting activities. In addition, 96% of respondents agreed that barcode-based access facilitates flexible and practical learning, while 92% expected the product to reflect scouting identity through its design. Expert validation results demonstrate that Scoutlink achieved a very high level of validity in material, design, curriculum, and language aspects. Furthermore, the effectiveness test shows that the use of Scoutlink improves users’ understanding of English vocabulary in scouting contexts, categorizing the product as highly effective. Therefore, Scoutlink is considered a valid, practical, and effective digital learning medium to support English vocabulary learning in non-formal education settings.
Copyright (c) 2026 Yulia Savika, Masruddin, Jufriadi https://creativecommons.org/licenses/by-sa/4.0
Signs of Champion: Verbal and Non-Verbal Signs of Liverpool Instagram Post’s
Aiming to examine how meaning is constructed through visual and textual cues, this research focuses on verbal and non-verbal signs used in selected Liverpool Football Club advertisements posted on Instagram. The objective is to analyze how these elements convey identity, emotion, and cultural resonance in digital football marketing. A qualitative descriptive method was employed, with data consisting of two Instagram advertisements from Liverpool FC’s official account. These posts were chosen based on their prominent use of both linguistic and visual features. Observational techniques were used to identify key verbal elements (slogans, captions, hashtags) and non-verbal components (color, gesture, facial expressions, and composition). The analytical framework draws upon Ferdinand de Saussure’s theory of the signifier and signified, Roland Barthes’ concepts of denotation, connotation, and myth, and Cerrato’s approach to color symbolism in communication. Findings indicate that non-verbal signs hold a more dominant semiotic function, with color especially Liverpool’s iconic red serving as a core emotional and cultural sign. Gestures and facial expressions further amplify the club’s message of pride, unity, and inclusivity. Verbal signs, although fewer in number, play a complementary role by anchoring meaning and enhancing brand recall. Through the combination of both sign types, the advertisements function as complex semiotic texts that engage audiences on both emotional and cultural levels, reinforcing global fan connection and brand identity.
Copyright (c) 2026 Komang Yoshika Putra, I Wayan Juniartha https://creativecommons.org/licenses/by-sa/4.0
Framing The South China Sea: How Media Shapes Perceptions Through Rhetorical Power
This study examines the role of media in shaping public perception of the South China Sea (SCS) dispute by analyzing the coverage of CNBC and Kompas during June and July 2020. Utilizing Cicero’s Amplification techniques such as repetition, iteration, word doubling, and gradual intensification. This research explores how these rhetorical strategies reinforce key points and shape narratives. Through a detailed discourse analysis, the study reveals that CNBC focused on global economic impacts and geopolitical rivalry, resonating with an international audience, while Kompas emphasized regional stability and ASEAN’s role, appealing to Southeast Asian readers. The findings highlight the media’s power in crafting compelling and memorable arguments, influencing public opinion on international conflicts. Limitations of the study include the analysis of only two media outlets over a specific period. Future research could expand the scope by including more media sources, extending the timeframe, and examining the impact of social media. Understanding these rhetorical strategies is crucial for policymakers, media professionals, and the public to critically assess media reports and their influence on public perception.
Copyright (c) 2026 Bana Supeno, Amiruddin Hadi Wibowo https://creativecommons.org/licenses/by-sa/4.0
Body Shaming Utterances in Film Series of Mother Elephant: Theo van Leeuwen’s Multimodal Study
This research aims to describe the form of body shaming utterances and the impact of body shaming behavior in the Mother Elephant film series based on Multimodal theory. This research uses a qualitative descriptive research method. Data collection techniques in this research were carried out using listening and documentation techniques. The results of this research prove that there are forms of speech that contain the meaning of body shaming directly and indirectly which are expressed in several points which include character descriptions (frame position, facial expressions, dialogue, costumes, hair and make-up), music (soundtrack) or sound effects, scene descriptions (situation and conflict) ), representation of the meaning of analysis, the meaning of body shaming utterances, and the role of the combination of visual and verbal modes. On the other hand, it was found that the impact experienced by the victim due to body shaming behavior on him was described in several points which included character descriptions (frame position, facial expressions, dialogue, costumes, hair and make-up), music (soundtrack) or sound effects, scene descriptions, and meaning representations so that the impact of body shaming behavior which includes psychological and emotional impacts.
Copyright (c) 2026 Riska Ashar, Andi Sahtiani Jahrir, Aslan Abidin, Muhammad Tahir https://creativecommons.org/licenses/by-sa/4.0
Challenges in Teaching IELTS for Police Academy Alums at Police Language School
This qualitative case study examines the pedagogical challenges faced within the International English Language Testing System (IELTS) preparation program at the Police Language School (Sebasa), with a specific focus on the instruction of Police Academy graduates. Data were collected through semi-structured interviews and classroom observations involving eight instructors, comprising two representatives from each of the IELTS modules (Listening, Reading, Writing, and Speaking). The thematic analysis reveals that the primary challenge is a "motivational deficit" stemming from the clash between the students' regimented, command-based training background and the critical thinking demands of the IELTS exam. While the graduates often display passive behavior and "clique" isolation, findings indicate that Direct Instruction remains the dominant pedagogical approach as a pragmatic adaptation to the students' hierarchical culture. To mitigate disengagement, instructors utilize hybrid strategies, including gamification and English for Specific Purposes (ESP) contextualization, to bridge the relevance gap. The study concludes that effective instruction in this paramilitary context requires a pedagogical balance that respects military discipline while scaffolding the autonomy necessary for academic proficiency.
Copyright (c) 2026 Firza Garuda, Zukfa Sakhiyya https://creativecommons.org/licenses/by-sa/4.0
Transitive Sentence in The Short Story Haflah Tharb by Muhammad Taymour: A Tagmemic Perspective of Kenneth L. Pike
This study aims to analyze the forms and functions of verbal sentences in the short story Haflah Tharb by Muhammad Taymour based on Kenneth L. Pike’s Tagmemic theory. The research employs a descriptive qualitative approach. The data consist of sentences and phrases found in the short story Haflah Tharb by Muhammad Taymour. The data were collected using reading, translating, and note-taking techniques. Data analysis was conducted using the Miles and Huberman model, which includes three stages: data reduction, data display, and conclusion drawing. The results reveal four patterns of transitive sentence structures in Haflah Tharb: (1) P + S + O; (2) P + S + O + Adj; (3) P + O + S; and (4) P + S + Adj + O. Each pattern is analyzed in terms of slots, classes, roles, and cohesion, all of which require the presence of an object to complete the meaning of the transitive predicate. This study contributes theoretically by applying Pike’s tagmemic analysis to modern Arabic literary texts. Specifically, it identifies variations in transitive syntactic patterns that enrich the understanding of Arabic sentence structure in a narrative context.
Copyright (c) 2026 Nurul Khadroh, Penny Respati Yurisa https://creativecommons.org/licenses/by-sa/4.0
The Correlation of AI Literacy and Writing Skill on 11th Senior High Students in Denpasar
This research analyzed the correlation of AI literacy and writing of senior high students in Harapan Senior High School on South Denpasar, Bali. This research analyzed the correlation and the strength level of relationship between AI literacy and writing skills. The correlational study design had been utilized as the research design. This study utilized the purposive sampling technique and found out from 227 senior high school students with 151 participated in this study. The data collection used in this study was survey questionnaires, which had 22 questions in total. This research found out that there was a positive and significant correlation between AI literacy and writing skill of the students (Sig. 2-tailed result < 0.05). Also, this study found out that the strength level of relationship between AI literacy and writing skill reached Moderate Positive relationship (Pearson correlation coefficient (r) 0.366, and the p-value 0.001 < 0.05). The results showed that as the students’ AI literacy got better, their writing skill also improved together. Since the positive and significant correlation between AI literacy and writing skill, means the students’ writing skill development could also be improved along with their AI literacy since they correlated each other. This research also suggested the need of AI literacy improvement towards the students when the AI tools were implemented into the English learning process, and further research about the other English language skill fields that relates with the AI literacy. That way, the finding of this study suggested the empirical implications towards the teachers that the implementation and improvement of AI tools into English learning process had to be focused on the students’ AI literacy as well. It could lead to students’ comprehension towards the AI tools itself since they had understood the basic literacy of AI.
Copyright (c) 2026 I Kadek Wahyu Widana, Made Hery Santosa, I Putu Indra Kusuma https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of AI-Assisted Reading Tools on EFL Students’ Reading Comprehension and Engagement
This study investigates the effectiveness of a ChatGPT-based Reading Assistant in enhancing EFL students’ reading comprehension and learning engagement. Employing a quasi-experimental design, the study involved two groups of third-semester undergraduate students during the 2024/2025 academic year. Over a six-week instructional period, the experimental group received reading instruction supported by the ChatGPT Reading Assistant, while the control group followed conventional reading practices. Data were collected using a standardized reading comprehension test and an engagement questionnaire. An independent samples t-test revealed no statistically significant difference between the groups’ pretest scores (p > .05), indicating comparable initial proficiency. Post-intervention analysis showed that the experimental group outperformed the control group in reading comprehension, with a statistically significant difference (p < .05). Engagement levels were also significantly higher in the experimental group compared to the control group (p < .05). These findings suggest that AI-assisted reading tools can effectively support EFL reading instruction by improving comprehension outcomes and fostering greater student engagement. Further research is recommended to investigate long-term instructional impacts and to explore learners’ qualitative experiences with AI-supported reading activities.
Copyright (c) 2026 Nasmah Riyani riyan https://creativecommons.org/licenses/by-sa/4.0
Toni Morrison’s Beloved offers a powerful literary response to the enduring wounds of slavery and racial violence. This study aims to analyze how the novel illustrates Black trauma as a shared, inherited, and historically grounded condition. Drawing on Frantz Fanon’s theory of colonial trauma, the analysis focuses on psychological fragmentation, social alienation, and embodied memory to reveal the lingering effects of oppression across time and generations. Using a qualitative approach, the study examines Morrison’s narrative methods and character portrayals. Ultimately, the novel frames healing as a nonlinear process rooted in reconnection, acknowledgment, and resistance.
Copyright (c) 2026 Shakti Brammaditto Widya Fachrezzy, Thohiriyah https://creativecommons.org/licenses/by-sa/4.0
Supernatural World as Alternative Escapism Reflected in Neil Gaiman’s Coraline
The background study for the research lays the foundation by contextualizing the importance of exploring the relationship between the supernatural realm and escapism in Neil Gaiman's novel ‘Coraline’(2002). Neil Gaiman's "Coraline" has captivated readers with its imaginative narrative and the exploration of a parallel universe that serves as an escape for the protagonist, Coraline Jones. By using qualitative descriptive approach through ecocriticism point of view, this study seeks to delve into the intricate construction and portrayal of the supernatural world within "Coraline" as a compelling form of escapism. The study finds that Coraline is drawn to the supernatural Other World as an emotional escape from neglect, but this environment, though initially idealized, gradually reveals itself as artificial and dangerous. Ultimately, the novel critiques escapism by showing that fabricated worlds built to satisfy human desires are unsustainable both ecologically and psychologically.
Copyright (c) 2026 Amalia Andrane Sakya Galih, Thohiriyah https://creativecommons.org/licenses/by-sa/4.0