IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
IDEAS Journal is published twice a year in the months of June and December (P-ISSN 2338-4778 and E-ISSN 2548-4192); it presents articles on English language teaching and learning, linguistics, and literature. The contents include analyses, studies and application of theories, research report, material development, and reviews. About IDEAS Country of Publication: Indonesia Publisher: IAIN Palopo Format: Print & Online ISSN: P-ISSN: 2338-4778;E-ISSN: 2548-4192 DOI: 10.24256/ideas Frequency: Biannual Publication Dates: June & December Advance Access: Yes Scope: English Language Teaching, Linguistics and Literature Article Processing Charges: Yes Types of Journal: Academic/Scholarly Journals Open Access: Yes Indexed & Abstracted: Yes Policy: Peer-reviewed Review Time: Seven Weeks Approximately Copyright: CC-BY-SA 4.0 License Contact & Submission e-mail: ideas.journal@iainpalopo.ac.id Alternate e-mail: masruddin_asmid@iainpalopo.ac.id Decree No. 295/C/C3KPT/2026 on 2 January 2026 Before Submit Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to IDEAS. The author must ensure that the submitted manuscript has been prepared using the IDEAS Template. Manuscripts must also have been corrected with a similarity check (similarity check or Turnitin). Reference writing must use citation manager tools such as Mendeley, Zotero, EndNote, Ref-Works, Bib-Text, etc. Any manuscript that does not meet the author's guidelines, focus, and scope, that is written in a different format, and does not meet the administrative requirements will be immediately rejected. The only manuscript that meets IDEAS standards will be further processed. Stationbet Essewin
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Impact and Washback in Language Teaching: A Systematic Review of Theory, Evidence, and Emerging Trends
This Background: Impact and washback—the influence of language tests on teaching, learning, curriculum, and society—are recognized as core qualities of language test usefulness (Phakiti, 2016; Bachman & Palmer, 1996). Despite three decades of scholarship since Alderson and Wall's (1993) foundational work, no PRISMA-compliant systematic review has synthesized the full scope of this literature incorporating post-2020 empirical developments and emerging digital assessment contexts. Objectives: To systematically map the theoretical landscape of impact and washback research, synthesize recent empirical evidence (2020–2025), and identify emerging frontiers including digital and AI-assisted assessment washback. Methods: A systematic narrative synthesis following PRISMA 2020 guidelines (Page et al., 2021). Databases searched: ERIC, Scopus, Google Scholar, Springer Nature Link, Wiley Online Library, and JSTOR. Eligibility criteria: peer-reviewed studies in English or Indonesian; focus on language test impact, washback, or related assessment consequences; publication 2000–2025 with particular emphasis on 2020–2025. Results: Of 247 records identified, 51 studies met inclusion criteria after full-text screening. Findings indicate a shift from linear test-cause models to stakeholder-ecological frameworks (Rahman et al., 2023), suggest that teacher beliefs and assessment literacy function as key mediating variables in washback, and document emerging washback phenomena in digital and AI-assisted assessment contexts (Jang & Sawaki, 2025). Notably, the corpus is geographically concentrated in Asian contexts, which should be considered when interpreting the generalizability of findings. Conclusions: Washback is a complex, multi-stakeholder phenomenon whose direction appears closely associated with teacher assessment literacy, institutional culture, and test construct breadth. Equity-centered assessment reform, responsible AI assessment design, and sustained teacher professional development are identified as high-leverage interventions for promoting positive washback, with particular relevance to the Indonesian EFL context.
Copyright (c) 2026 Sumarni, Muhammad Tahir, Muhammad Qurays, Aphariana Zaidah, Sari Agung Sucahyo https://creativecommons.org/licenses/by-sa/4.0
Implementation of the SILATH Program to Strengthen Students' Language and Islamic Literacy at Junior High School
This study aims to analyze the implementation of the SILATH Program (Sistem Literasi Langsung Setiap Hari, or Daily Direct Literacy System) as an effort to strengthen students' language literacy and Islamic literacy at SMP IT Ummi A'yuni Perbaungan. The study employed a descriptive qualitative approach. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, and students as research informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, which consists of data condensation, data display, and conclusion drawing and verification, while data credibility was ensured through source triangulation and methodological triangulation. The findings indicate that the SILATH Program is implemented systematically through planning, implementation, and continuous evaluation involving all school stakeholders. The program contributes to strengthening language literacy by improving students' reading, comprehension, communication, and reflection on reading content, while simultaneously enhancing Islamic literacy through habitual reading of Islamic literature, deeper understanding of Islamic values, and the development of students' religious character. Successful implementation is supported by the principal's commitment, active teacher involvement, and a conducive religious school environment. However, differences in students' reading interests, limited reading materials, and restricted implementation time remain challenges. Overall, the SILATH Program has proven to be an effective school strategy for fostering a sustainable literacy culture that integrates language literacy with Islamic literacy.
Copyright (c) 2026 Ahmad Azhar, Rusydi Ananda, Muhammad Rifai https://creativecommons.org/licenses/by-sa/4.0
Gesture and Gaze as Embodied Communicative Modes in EFL Classroom Interaction: A Multimodal Discourse Analysis
This study investigates how gesture and gaze operate as embodied communicative modes in English as a Foreign Language (EFL) classroom interaction. Drawing on Sigrid Norris’ Multimodal Interaction Analysis (MIA) framework, the study examines the question: How do gesture and gaze function as embodied communicative modes in EFL classroom interaction? Using video-recorded data from naturally occurring classroom instruction at a senior high school in Medan, Indonesia, this qualitative study employs multimodal transcript analysis to identify lower-level actions and higher-level pedagogical activities in which gesture and gaze are deployed. Six interaction episodes were selected and analyzed in detail with reference to their temporal positions and interactional contexts. Findings reveal that gesture functions to demonstrate bodily knowledge, affirm student performance, regulate participation, and scaffold comprehension, while gaze serves primarily to monitor engagement and direct attention. Both modes operate dynamically within higher-level instructional actions and exhibit varying degrees of modal density depending on pedagogical purpose. The study contributes empirical evidence to the growing body of multimodal research in language education and underscores the need to treat gesture and gaze as indispensable semiotic resources in EFL pedagogy.
Copyright (c) 2026 Ika Rakhmadani, Maslathif Dwi Purnomo, Sholihatul Hamidah Daulay https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Multi-Experiences in Teaching Vocabulary for Students with Special Needs in Early Childhood Education
This research examines the experiences of teachers in teaching vocabulary for students with special needs in early childhood education, focusing on the challenges faced and strategies used by teachers. This research was conducted in one of private schools that focuses on early childhood education in North Sumatra, Medan. Participants consisted of 2 teachers who have at least one year of experience in teaching early childhood students with special needs. A descriptive qualitative approach was adopted, utilizing Interpretive Phenomenological Analysis (IPA) to examine how teachers interpret and navigate their experiences. The findings revealed four main challenges: (a) language and communication barriers, (b) behavioral and emotional challenges, (c) lack of skills and experience, and (d) limited parental involvement. In terms of strategies, teachers employed (a) verbal methods, (b) gestural techniques, (c) visual aids, and (d) active parental involvement. These findings highlight the need for teacher training and stronger collaboration with parents to improve vocabulary acquisition for students with special needs.
Copyright (c) 2026 Nur Ayu Dwi Hartini https://creativecommons.org/licenses/by-sa/4.0
Conversational Repair and Turn-Taking in a Synchronous Online EFL University Classroom
This study investigates turn-taking organization and conversational repair in a synchronous online university EFL class at UIN North Sumatra Medan, Indonesia. Applying Conversation Analysis (CA) as its primary analytical framework, the study examines a complete transcript of a recorded online graduate discussion session lasting approximately 28 minutes. The dominant repair type observed is other-initiated other-repair (OIOR), in which the lecturer both identifies the trouble source and provides extended corrective elaboration a repair sequence that spans nearly the entire 26-minute main body of the session. The study demonstrates that the online medium compounds existing institutional asymmetries by removing the proxemic and kinesic cues through which students might ordinarily bid for the floor. Drawing on Schegloff's (2007) CA framework and Walsh's (2011) concept of Classroom Interactional Competence, the paper contributes empirical evidence of how institutional power and technological mediation interact to shape conversation structure in Indonesian higher education EFL contexts. Implications for pedagogy and future research directions are discussed.
Copyright (c) 2026 Nisya Rahmaini Marpaung, Sholihatul Hamidah Daulay, Maslathif Dwi Purnomo https://creativecommons.org/licenses/by-sa/4.0
Gender Differences in Vocational High School Students’ Perceptions of Mobile-Assisted Language Learning for English Learning: A TAM-Based Study in Indonesia
This study investigates whether significant gender differences exist in vocational high school students’ perceptions of Mobile-Assisted Language Learning (MALL) for English learning based on the Technology Acceptance Model (TAM). Vocational students represent a distinctive EFL population whose preparation for direct workforce entry makes mobile English learning tools particularly relevant to their immediate educational goals, yet this group remains underrepresented in existing MALL research. A quantitative comparative survey design was employed involving 156 students from a vocational high school in South Jakarta, comprising 121 female and 35 male students, an imbalance reflecting the actual enrollment distribution of the participating study programs. Data were collected using an adapted fourteen-item TAM-based questionnaire measuring four constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Use (ATU), and Behavioral Intention (BI), and were analyzed using a Mann-Whitney U test. The results revealed no statistically significant differences between male and female students across all four TAM constructs (all p > .10), with uniformly negligible small effect sizes, indicating that gender did not function as a statistically detectable differentiating factor in students’ perceptions of MALL within this sample. These findings suggest that vocational EFL practitioners may find it more productive to strengthen the overall quality of MALL integration through task design that connects mobile learning to students’ vocational English needs, rather than prioritizing gender-differentiated instructional approaches.
Copyright (c) 2026 Aura Khalisha Kamiliya, Ratih Novita Sari https://creativecommons.org/licenses/by-sa/4.0
Developing Comic of Reading Material to Enhance English Vocabulary for Young Learner at SDIT Darul Istiqamah Palangka Raya
This research aimed to develop comic-based speaking materials to improve English vocabulary mastery among young learners at SDIT Darul Istiqamah Palangka Raya. This study employed Research and Development (R&D) using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were third-grade students and one English teacher. Needs analysis was conducted through observation, interviews, and curriculum review, which showed that students experienced difficulties in learning vocabulary due to limited learning materials. Therefore, a slice-of-life comic featuring familiar daily situations was developed. The product was validated by content, media, and language experts before classroom implementation. Data were collected through observations, interviews, questionnaires, vocabulary tests, documentation, and expert validation. The results indicated that the comic met the required standards of content, language, and media quality. Its implementation also increased students’ interest, participation, and vocabulary learning outcomes. Therefore, the developed comic-based speaking material is valid, practical, and effective for supporting English vocabulary learning among young learners.
Copyright (c) 2026 Umi Mujiarni, Joni Bungai, Misrita https://creativecommons.org/licenses/by-sa/4.0
Unembodied Multimodal Resources in Senior High School EFL Classrooms: A Multimodal Interaction Analysis
This study examines how unembodied multimodal resources construct meaning in EFL classroom interaction at the senior high school level. Grounded in Sigrid Norris's Multimodal Interaction Analysis (MIA) framework and social semiotic theory (Kress & van Leeuwen, 2001, 2006), the study investigates the meaning-constructing mechanisms through which non-bodily semiotic resources such as digital video media, projected presentation slides, physical material artifacts, and environmental spatial arrangements operate in authentic EFL instruction. Data were collected through video-recorded classroom observations of an experienced English teacher at SMA Kemala Bhayangkari, North Sumatra, Indonesia, across two classroom meetings covering procedure text and argumentative text genres. Analysis of nineteen video-captured still images reveal that meaning is constructed not through any single resource in isolation but through intermodal ensembles in which projected visual content, spoken teacher language, and embodied action converge. Five key mechanisms of meaning construction are identified: intermodal complementarity, indexical anchoring through gesture, compositional organization of projected layouts, temporal sequencing of resources, and kinesthetic affordances of physical objects. The findings demonstrate that unembodied resources serve multiple integrated pedagogical functions in EFL teaching, supporting content comprehension, enabling genre-level metalinguistic analysis, and structuring classroom participation. These results affirm the fundamentally multimodal character of EFL pedagogy and offer evidence-based implications for EFL instructional design and teacher education.
Copyright (c) 2026 Mhd Reza Anwar, Tien Rafida, Maslathif Dwi Purnomo https://creativecommons.org/licenses/by-sa/4.0
Google NotebookLM in EFL Instruction: A Narrative Review of Multimodal Affordances for AI-Integrated Language Learning
Google NotebookLM has attracted growing interest as a multimodal generative AI tool with potential for English as a Foreign Language instruction, yet its features have not been evaluated against established EFL pedagogical principles. This article presents a narrative literature review (NLR) of 50 articles to assess the extent to which NotebookLM's multimodal affordances correspond to those principles, and to identify the conditions under which its affordances weaken or fail. Five evaluative criteria were derived from three theoretical traditions: social semiotics and multiliteracies theory, the cognitive theory of multimedia learning, and CALL and task-based language teaching research. The analysis finds that the tool's source-grounded architecture meaningfully supports four affordances: audio transduction, cognitive load management under default conditions, pacing alignment, and authentic task affordance. Three further affordances remain unmet under the tool's current design: proficiency differentiation, full modal diversity, and contextual accessibility under constrained conditions. The review identifies three critical boundaries. Source-grounded generation carries architectural constraints and accuracy risk; frictionless compression suppresses Critical Framing; and native-speakerist audio defaults risk reinforcing hegemonic language norms. Across all findings, teacher mediation emerges as the constitutive condition for the actualisation of affordances. The findings suggest that NotebookLM functions most effectively as a teacher-dependent instrument for multimodal content engagement, and that its responsible deployment in EFL contexts requires deliberate source curation, scaffolded task design, and explicit critical AI literacy instruction.
Copyright (c) 2026 Jusak Patty https://creativecommons.org/licenses/by-sa/4.0
Perceptions of Using Fluentpal to Enhance EFL Students’ Speaking Ability
This qualitative descriptive study examines EFL (English as a Foreign Language) students’ perceptions of using the Fluentpal app to improve their English speaking skills in a 10th-grade class at a Madrasah Aliyah in Medan, Indonesia. Methodologically, 28 students were selected through purposive sampling to complete online questionnaires, followed by semi-structured interviews with five selected participants after a two-week usage period. Data were analyzed using descriptive statistics and thematic coding. The findings reveal highly positive perceptions; quantitatively, a significant majority of students strongly agreed that the app is highly engaging, while most respondents also strongly agreed that it effectively improved their classroom speaking skills and served as a useful practice tool. Qualitative data categorized these impacts into three themes: high usability (simple interface), pedagogical benefits (increased confidence, vocabulary acquisition, and reduced anxiety through gamification), and technical constraints (strict internet dependency and premium feature restrictions). In conclusion, Fluentpal serves as a pedagogically valuable platform that effectively supports communicative competence and learner autonomy. Despite its technical limitations, the application successfully acts as an interactive tool to complement classroom instruction and reduce learning anxiety
Copyright (c) 2026 Intan Siti Nurkhaliza, Farida Repelita Waty Br. Kembaren https://creativecommons.org/licenses/by-sa/4.0
Morphological Forms of Serial Verb Constructions in a Transliteration Corpus of Fourteenth-Century Classical Malay Literature
A verb exists and plays an important role across all languages worldwide. It can be in the form of a singular or serial predicate. A singular predicate is relatively straightforward to identify, while a serial predicate is more complex, particularly when determining the morphological form of serial verbs. This study aims to identify and describe the serial verb constructions through a morphological approach of each component on the first (V1) and the second verb (V2) that both present as one predicate in a clause. Applying a descriptive qualitative method, the data of this study are verbs appearing side-by-side in a transliteration corpus of classical Malay literature within 69,378 words, namely Hikayat Bayan Budiman (HBB). Quantification between V1+V2 is not a main part of this study, but it complements a close observation on serial verb constructions, suggesting the dominance of word formation production in HBB. The result of this present study shows that 260 serial verbs construct V1+V2. The construction exhibits nine morphological forms in combination. These are (a) base form + base form, (b) base form + affixed verb, (c) base form + reduplicated verb, (d) base form + compound word, (e) affixed verb + base form, (f) affixed verb + affixed verb, (g) affixed verb + reduplicated verb, (h) reduplicated verb + affixed verb, and (i) reduplicated verb + compound word. In the context of HBB, V1 consistently uses the base form with four types of morphological processes, and it is found that compound verbs do not occur in V1. An affixed verb is not followed by a compound word, and a reduplicated verb is not followed by a reduplicated verb. Across morphological forms of serial verb, affixation is the most productive and plays a crucial role. The current study suggests that the adopted theory of serial verb construction in Indonesian is considered as a serial predicate and compound sentence with implicit relation.
Copyright (c) 2026 Yacub Fahmilda, Tri Mastoyo Jati Kesuma https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of using Spotify music Application to Improve English Vocabulary at Junior High School Students
This study analyzes the implementation of the SQ3R strategy via the Padlet platform to facilitate English vocabulary mastery among eighth-grade students. Employing a qualitative approach through classroom observation, the findings reveal that the integration of the five SQ3R stages Survey, Question, Read, Recite, Reviewwithin the Padlet environment creates a systematic, interactive, and collaborative learning workflow. Observations demonstrate that each SQ3R stage effectively supports students in contextualizing word meanings, fostering independent inquiry, and facilitating the transition of vocabulary from passive to productive knowledge. This research concludes that the synergy between active reading strategies and Padlet serves as an innovative pedagogical solution that significantly enhances student engagement and optimizes long-term vocabulary retention in secondary education.
Copyright (c) 2026 Miftahul Jannah Murni, Wisran, wahibah https://creativecommons.org/licenses/by-sa/4.0
Social Reality in Heru Kersawa Murti’s Play Dhemit: A Perspective by Ian Watt
Drama, as a literary work, serves not only as a form of entertainment but also as a representation of various social realities within society. While the sociology of literature has been widely studied, research specifically examining the representation of social injustice and marginalization in Heru Kersawa Murti’s play Dhemit through the lens of Ian Watt’s sociology of literature remains limited. Therefore, this study aims to analyze the representation of social realities in the play using Ian Watt’s approach. The research focuses on various forms of social injustice and marginalization depicted through characters, dialogue, conflict, and the narrative setting. A qualitative approach with a descriptive method is employed. Data were gathered through an intensive reading of the script, the recording of relevant excerpts, and the categorization of data based on forms of social reality. Subsequently, the data were analyzed with reference to Ian Watt’s concepts of the sociology of literature. The results indicate that Dhemit represents various social issues, such as worker exploitation, power imbalances, the disregard for the rights of rural communities, and environmental degradation caused by development. Furthermore, the characters Dhemit and Lelembut represent marginalized groups resulting from unequal power relations. These findings confirm that Dhemit functions not merely as a literary work but also as a medium for social criticism regarding injustices in society. This study contributes to the development of the sociology of literature, particularly by enriching the understanding of how social realities are represented in drama through Ian Watt’s perspective.
Copyright (c) 2026 Herson Kadir, Winangsih Sumba, Nurawalia Karim, Laila Mokodompit, Agista Palaji, Sabria Fibriani, Marlona https://creativecommons.org/licenses/by-sa/4.0
Women’s Resistance to Patriarchal Culture and Gender Inequality in Ayu Utami’s Novel Saman and Georgette Heyer’s a Lady in Disguise: The Corinthian A Study in Radical Feminism
This study aims to describe the form of women's resistance against patriarchal culture and the form of women's resistance against gender injustice in the novel Saman by Ayu Utami and the novel A Lady in Disguise: The Corinthian by Georgette Heyer. This study uses a qualitative descriptive method with a radical feminist theory approach to reveal the representation of patriarchal culture and gender injustice experienced by female characters in both novels. The research data sources are the novel Saman published in 1998A, and the novel A Lady in Disguise: The Corinthian by Georgette Heyer published by Noura Books in 2017. The data collection technique is carried out through reading and note-taking techniques, namely reading the novel in depth and then noting quotations that show the form of women's resistance against patriarchal culture and gender injustice. The data are analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that the novel Saman and A Lady in Disguise: The Corinthian both depict women's resistance against patriarchal culture and gender injustice. In the novel Saman, the focus is more on women's bodily freedom and sexuality, while the resistance in the novel A Lady in Disguise: The Corinthian is more apparent in the rejection of male domination in social and domestic life.
Copyright (c) 2026 Herson Kadir, Yulianti Pongaliu, Fairuzia, Srisusanti A. Kunuti, Fendra Amelia Abdullah, Wardatul Magfirah Dehiyo, Cindra Datau https://creativecommons.org/licenses/by-sa/4.0
Improving Seventh-Grade Students' Word Recognition through Vocabulary Matching Activities
Vocabulary plays a fundamental role in English language learning, yet many junior high school students in Indonesia still face difficulties in recognizing English words due to limited vocabulary knowledge and conventional teaching methods. This study aimed to examine the effectiveness of Vocabulary Matching Activities in improving word recognition skills of Grade 7 students at SMP Negeri 13 Palu. Vocabulary Matching Activities were chosen because they combine visual and verbal associations and encourage more active learning compared to memorization-based techniques, while the study specifically focused on word recognition as an essential but often overlooked aspect of vocabulary development. A pre-experimental one-group pre-test and post-test design was used with 28 students selected through purposive sampling. The results showed an improvement in mean scores from 60.95 to 71.85, with a significant difference (t(27) = 6.87, p < .001) and a large effect size (Cohen’s d = 1.30). These findings suggest that Vocabulary Matching Activities are effective in enhancing vocabulary recognition and can be applied by English teachers in junior high schools to support more engaging vocabulary learning and strengthen students’ reading development.
Copyright (c) 2026 Adelia Salsabila, Aminah Suriaman, Anjar Kusuma Dewi, Mashuri https://creativecommons.org/licenses/by-sa/4.0
Exploring Bilingual Practices in the Indonesian Student Twitter Community
This study examines language attitudes and sociolinguistic motivations underlying Indonesian-English code-switching (CS) and code-mixing (CM) in the Indonesian StudyTwt community on Twitter (X), an understudied academic online space, comparing high school seniors and university students. Using a sequential explanatory mixed-methods design, 43 active members completed a 22-item Likert-scale attitude survey, followed by semi-structured interviews with 10 purposively selected participants. Descriptive results showed an overall positive attitude toward bilingualism (M = 3.95, SD = 0.48) across all three dimensions, with high school students scoring significantly higher than university students on cognitive, behavioral, and overall attitudes (all p < .05), though not on affective attitude. Thematic analysis identified six motivational themes across three categories: situational (lexical gap, audience alignment), affective (comfort and anti-cringe, peer influence), and social indexicality (belonging, identity projection). These qualitative themes explain the quantitative pattern: shared affective motives (comfort, avoiding "cringe") account for the non-significant affective group difference, while more instrumental cognitive rationales and emotionally charged identity accounts among university students echo the significant cognitive and behavioral group differences. Together, the findings show that positive attitudes and sociolinguistic motivations jointly sustain bilingual fluidity in this academic digital space, offering one of the first empirical accounts of the StudyTwt community and addressing a gap in research on Indonesian digital bilingualism beyond entertainment-oriented platforms.
Copyright (c) 2026 Siti Maghfira Azzahra, Khairiah Syahabuddin https://creativecommons.org/licenses/by-sa/4.0
Identity Ambiguity in Harry Potter and Sirius Black: A Freudian Psychoanalytic Analysis of Harry Potter and the Prisoner of Azkaban
This study explored the identity ambiguity experienced by Harry Potter and Sirius Black in *Harry Potter and the Prisoner of Azkaban* using Sigmund Freud’s tripartite theory of the psyche, comprising the id, ego, and superego. In this study, **identity ambiguity** refers to the psychological condition in which a character negotiates multiple and sometimes conflicting identities resulting from the interaction of the id, ego, and superego, as reflected in the tension between personal motivations and social perceptions. The objective of this study was to examine how the interaction among these three psychic structures contributes to the representation of identity ambiguity in the two characters. Using a descriptive qualitative approach, this study conducted a textual analysis of fourteen selected scenes, consisting of seven scenes featuring Harry Potter and seven featuring Sirius Black. These scenes were purposively selected because they explicitly portray psychological conflicts that demonstrate the interaction of the id, ego, and superego and are central to the representation of identity ambiguity. The findings indicate that the dynamic interaction among these psychic structures contributes to the portrayal of identity ambiguity in both characters. Harry Potter’s identity ambiguity is reflected in his internal conflict between his instinctive desire for revenge and his growing commitment to truth and moral responsibility. Meanwhile, Sirius Black’s identity ambiguity is represented through the contrast between his private identity as a victim, protector, and parental figure and his public identity as a dangerous murderer. This study contributes to psychoanalytic literary and film criticism by demonstrating how Freud’s tripartite theory provides a useful analytical framework for interpreting the psychological complexity and identity construction of literary and cinematic characters.
Copyright (c) 2026 Jusmita Sitepu, Safnidar Siahaan, Eka Wilany https://creativecommons.org/licenses/by-sa/4.0
The Implementation of BukuAku Application as a Digital Learning Innovation for Improving Reading Comprehension at Junior High School
This study aimed to examine the effect of the BukuAku application as a digital learning innovation on improving eighth-grade students' reading comprehension at SMPN 1 Bontonompo Selatan. A quasi-experimental non-equivalent control group design was employed, involving 60 students selected through purposive sampling (30 in the experimental class and 30 in the control class). Data were collected using pre-test and post-test reading comprehension assessments covering main ideas, supporting details, and vocabulary. The findings revealed that the experimental group's mean score increased significantly from 36.11 to 83.11 (N-Gain = 71.43%), whereas the control group increased from 37.11 to 67.23 (N-Gain = 37.12%). The Independent Samples T-Test showed a significant difference between both groups (t = 5.623, p = 0.000 < 0.05). Thus, implementing the BukuAku application significantly enhances students' reading comprehension skills compared to conventional methods.
Copyright (c) 2026 Yuyun Nur Aprilia, Ariana, Mallombassi https://creativecommons.org/licenses/by-sa/4.0
An SFL Analysis of Interpersonal Metafunction in Constructing President Prabowo's Moral Authority at the UNGA
This study presents an SFL (Systemic Functional Linguistics) analysis of the Interpersonal Metafunction in President Prabowo's UNGA speech, focusing on the Mood and Modality systems to uncover the rhetorical strategies used in constructing his moral authority and negotiating Indonesia's role as a committed global actor. The analysis finds that while the Declarative Mood dominates to establish credibility, strategic shifts to the Interrogative Mood and the inclusive Imperative Mood ("We must...") are employed to actively engage the audience, demand moral reflection, and construct an accountable solidarity. The most significant finding is the dominance of High Value Modality, particularly the high frequency of High Deontic Modality ("must"), which linguistically elevates propositions such as the Two-State Solution to non-negotiable moral and political mandates. This choice is further reinforced by High Value Capacity/Willingness Modality, asserting Indonesia's credibility and agency. Overall, this sophisticated interpersonal strategy successfully positions President Prabowo as an authoritative and highly moral leader, linguistically imposing the highest level of conviction and demand for action upon the international community.
Copyright (c) 2026 Rafiq Al Indra, Nur Aisyah Zulkifli https://creativecommons.org/licenses/by-sa/4.0
Ecological Value in The Folklore of The Marantale Village Community, A Study of Literary Ecology
This study examines the ecological values contained in the Kasina folklore of the people of Marantale Village, Siniu District, Parigi Moutong Regency, Central Sulawesi, by examining both the representation in the folklore narrative and the ecological practices of the community that are still ongoing today. This research is motivated by the limited study of ecocriticism on the oral traditions of small communities in Central Sulawesi, even though folklore has the potential to be a medium for inheriting environmental knowledge and local wisdom for the sustainability of people's lives. The purpose of this research is to identify, classify, and interpret the ecological values represented in Kasina folklore through a literary ecological approach. The research uses a qualitative method with a descriptive-interpretive design. Data were obtained through in-depth interviews with a key informant, field observations, and documentation studies. Data analysis was carried out using content analysis with the interactive models of Miles, Huberman, and Saldaña, while data interpretation referred to Garrard's six ecocritical themes, namely habitat, wildlife, the apocalypse, pollution, animals, and land. The results of the study show that Kasina folklore represents ecological values in the form of respect for nature, environmental conservation, responsible use of natural resources, awareness of disasters, and harmonious relationships between humans and nature, most of which are still practiced in the lives of local communities. The findings of this study confirm that Kasina folklore serves as an oral mechanism for preserving ecological knowledge and environmental ethics between generations.
Copyright (c) 2026 Juniati, Moh Sidik, Milianti https://creativecommons.org/licenses/by-sa/4.0
Exploring Metacognitive Reading Strategies in Digital Academic Texts: A Study of Indonesian Postgraduate EFL Students
This study investigates the metacognitive reading strategies employed by Indonesian postgraduate EFL students when engaging with digital academic texts. A qualitative case study design was employed to explore students’ reading behaviors in a naturalistic context. Data were collected from ten postgraduate students from the English Language Education Program at Makassar State University who regularly accessed digital scholarly materials, including journal articles, e-books, and conference papers. Semi-structured interviews were used to gather information on students’ preparation, reading purposes, navigation behaviors, use of digital tools, comprehension monitoring, and perceived challenges. The data were analyzed using thematic analysis to identify patterns and recurring strategies. The results indicate that students adopt goal-oriented and selective reading behaviors, prepare supportive physical and technological environments, and preview structural elements such as titles, abstracts, and conclusions. To cope with complex vocabulary and dense texts, students employ strategies including rereading, adjusting reading speed, highlighting, note-taking, and using digital tools such as online dictionaries, translation apps, search functions, and AI platforms. Challenges include navigational disorientation, distraction, eye fatigue, and information overload, which students mitigate through summarization, self-explanation, and keyword searches. The study concludes that digital academic reading is a dynamic and adaptive process requiring continuous metacognitive regulation and technological support. Its novelty lies in highlighting the interplay of cognitive, metacognitive, and digital strategies in enhancing postgraduate students’ comprehension and reading effectiveness. race to improve postgraduate students’ reading effectiveness and comprehension.
Copyright (c) 2026 Aulia Aziza Billah, Muh. Taufiq Shidqi, Sheila Tasya Wardhani, Munir https://creativecommons.org/licenses/by-sa/4.0
Translation Strategies of Slang Expression in the Indonesian Subtitle of Anyone but You: A Mona Baker’s Perspective
Using Baker’s (2018) framework of lexical non-equivalence as the analytical basis, this article explores how informal English utterances in Anyone But You are rendered for Indonesian viewers through Netflix’s official caption track. Earlier scholarship has discussed both subtitling and informal language; however, comparatively little attention has been directed toward the ability of Baker’s framework to account for context-dependent meanings and interpersonal functions carried by slang in recent English-language cinema. Accordingly, the analysis determines which rendering procedures occur in the film and establishes the option that appears most prominently. A qualitative descriptive design was adopted. The corpus comprised 115 slang items extracted from the English dialogue and matched with their Indonesian renderings in the official Netflix release. Data compilation involved multiple screenings of the movie, alignment between spoken utterances and captioned versions, selection of slang according to relevant linguistic indicators, and subsequent categorization under Baker’s (2018) framework. Only four of the eight available procedures occurred in the corpus. Culture-oriented adaptation ranked first with 40 cases (34.8%). Reformulation through lexically distant wording occupied the second position with 39 cases (33.9%). Neutralized or less emotive rendering accounted for 19 instances (16.5%), whereas reformulation through semantically connected wording occurred in 17 cases (14.8%). None of the remaining procedures appeared in the dataset. The distribution suggests that the subtitler generally favored contextual adjustment and reformulation in order to retain the interpersonal force of informal language while making the captions idiomatic, accessible, and culturally familiar to viewers in Indonesia. By illustrating how Baker’s framework can be operationalized in the examination of present-day cinematic slang, this article broadens scholarship on audiovisual language transfer and offers a foundation for subsequent work on subtitling practices.
Copyright (c) 2026 Ni Kadek Feby Purnamayanti, Ni Made Verayanti Utami https://creativecommons.org/licenses/by-sa/4.0
Personnel Management in Arabic Language Learning at Madrasah Aliyah in Pekanbaru City: Practices and Implications for School Performance
This study aims to analyze human resource management practices in Arabic language instruction at Islamic high schools (Madrasah Aliyah) in Pekanbaru and their implications for school performance, based on the experiences and perspectives of Arabic language teachers. Using a descriptive qualitative approach, data were collected through in-depth interviews with two Arabic language teachers from MA Diniyah Putri and MA Darul Quran in Pekanbaru. The findings indicate that personnel management has a significant influence on the effectiveness of Arabic language instruction. At MA Diniyah Putri, structured personnel management through collaborative planning, adequate facilities, and routine supervision contributes to improved teaching quality and teacher motivation. Meanwhile, at MA Darul Quran, the lack of professional training and limited educational resources not only posed obstacles to the learning process but also encouraged teachers to maximize their creativity and pedagogical autonomy. Under these conditions, teachers were required to develop adaptive and innovative teaching methods while effectively utilizing simple learning media to ensure learning objectives were met despite limited facilities. This finding suggests that the effectiveness of personnel management depends not only on formal policies but also on teachers’ initiative and professionalism in adapting to institutional challenges. This study concludes that adaptive and sustainable personnel management, supported by adaptive leadership, continuous teacher development, and contextual personnel management, are strategic factors in improving the quality of Arabic language learning in Islamic high schools.
Copyright (c) 2026 Manna Sari Harahap, Hakmi Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Discourse Deixis in The Characters "Peaky Blinders: The Immortal Man" Movie
Research on deixis has widely examined person, place, time, and social deixis, while discourse deixis has received less attention, particularly in movie dialogue. This study examines the types and functions of discourse deixis used by the characters in Peaky Blinders: The Immortal Man, a movie selected for its conversational interactions in which characters frequently refer to information within the ongoing discourse. The study employed a descriptive qualitative design, with the movie dialogue as the data source. Data were collected through observation and documentation by repeatedly watching the movie and checking the transcript, then analyzed using Levinson’s (1983) framework. The analysis identified 16 utterances containing discourse deixis, consisting of 15 instances of anaphoric discourse deixis and 1 instance of cataphoric discourse deixis. Anaphoric discourse deixis was the dominant type and functioned to refer back to previously established information, while cataphoric discourse deixis referred forward to information presented later in the discourse. The findings show that discourse deixis helps connect utterances, maintain continuity, and support coherence in the dialogue. By focusing specifically on both types and functions of discourse deixis, this study provides a closer understanding of how discourse reference works in cinematic dialogue and contributes to pragmatic and discourse analysis.
Copyright (c) 2026 Putu Risma Wulan Dari, I Gusti Ayu Vina Widiadnya Putri https://creativecommons.org/licenses/by-sa/4.0
Audio-Visual Learning as an Instructional Strategy to Improve Reading Comprehension in Primary Education
Reading comprehension is one of the essential literacy skills that supports students' academic achievement at the elementary school level. However, many students still experience difficulties in understanding, interpreting, and evaluating written texts. This study aimed to examine the effect of YouTube-based audio-visual learning media on the reading comprehension ability of sixth-grade students at SDN 2 Gebangilir, Cirebon Regency, Indonesia. A quantitative approach with a quasi-experimental one-group pretest–posttest design was employed. The participants consisted of all 23 sixth-grade students selected through total sampling. Reading comprehension was measured using a validated essay test covering literal, inferential, and evaluative comprehension. Data were analyzed using descriptive statistics and inferential statistics, including the Shapiro–Wilk normality test and paired-samples t-test. The findings showed that the mean pretest score was 64.891, which increased to 87.935 after the implementation of YouTube-based audio-visual learning media, with an average improvement of 23.044 points. The Shapiro–Wilk test confirmed that both datasets were normally distributed (p > 0.05). Furthermore, the paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores (t = −10.582, p < 0.001), indicating that the intervention significantly improved students' reading comprehension. The results suggest that integrating YouTube-based audio-visual media into elementary reading instruction enhances students' comprehension by providing multimodal learning experiences that promote engagement, facilitate cognitive processing, and support deeper understanding of written texts. Therefore, YouTube-based audio-visual media can be considered an effective instructional strategy for improving reading comprehension in elementary education.
Copyright (c) 2026 Marshanda A’irin, Prabawati Nurhabibah, Asih Wahyuningsih https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Indonesian Idiom Translation in Sapardi Djoko Damono's Novel Hujan Bulan Juni by ChatGPT and Gemini
This research notes that despite the growing use of Large Language Models in translation, empirical research comparing how different AI systems apply specific translation strategies to handle culture-bound literary idioms remains limited. To address this gap, this research examined how ChatGPT and Gemini translate Indonesian idioms into English and analyzed how their strategies contributed to maintaining semantic equivalence. A descriptive qualitative approach was adopted, analyzing twenty-three idiomatic expressions extracted from Sapardi Djoko Damono’s novel Hujan Bulan Juni as the primary source. The data were evaluated using Baker's (2018) idiom translation framework, which was selected over alternative translation models due to its exceptionally comprehensive and systematic taxonomy in mapping both structural and functional equivalence across cross-cultural linguistic transfers. Emphasizing a comparative analysis of translation strategies rather than mere translation quality, the findings revealed that both ChatGPT and Gemini predominantly used translation by paraphrase, followed by maintaining similar meaning with different forms, as well as preserving both meaning and form. Translation by omission, however, was not detected at any point during the data analysis. The results also showed that ChatGPT tended to prioritize semantic clarity through paraphrase, whereas Gemini more frequently used equivalent English idioms. Both AI systems generally achieved semantic equivalence, although some cultural and figurative nuances were not fully preserved. Ultimately, this research contributes significantly to the field of AI-assisted literary translation by providing empirical insights into the methodological behaviors of generative AI models in handling figurative language.
Copyright (c) 2026 Ni Putu Rahayu Nindya Ningsih, Ni Made Verayanti Utami https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Smart Pocket Board Assisted Syllabus Method (PAKAPIN) on the Initial Reading Ability of Elementary School Students
This study aimed to examine the effect of the syllable method assisted by Papan Kantong Pintar (PAKAPIN) media on the beginning reading ability of second-grade students at SDN 1 Watubelah. This study employed a quantitative approach with a pre-experimental One Group Pretest-Posttest design. The research subjects consisted of 41 second-grade students. Data were collected using a beginning reading performance test administered before and after the implementation of the syllable method assisted by PAKAPIN media. The research instrument consisted of five test items that had been tested for validity and reliability. Data were analyzed using descriptive statistics, N-Gain analysis, normality testing, and a paired-sample t-test. The results showed that the mean score increased from 68.41 in the pretest to 88.71 in the posttest, representing an improvement of 20.30 points. The N-Gain score was 0.6693 or 66.93%, which was categorized as moderate. Furthermore, the paired-sample t-test produced a significance value of 0.000, which was lower than 0.05. These results indicate a statistically significant difference between students’ beginning reading ability before and after the implementation of the syllable method assisted by PAKAPIN media. Therefore, the syllable method assisted by PAKAPIN can be considered an alternative instructional strategy for supporting beginning reading instruction among second-grade elementary school students. However, the findings are limited to the participants and research setting of this study and should not be generalized directly to other educational contexts.
Copyright (c) 2026 Annisa Dzili, Asih Wahyuningsih, Eliya Rochmah https://creativecommons.org/licenses/by-sa/4.0
A Improving English Speaking Skills in High School Students Through Elsa AI Mobile App Integration
Despite the growing interest in artificial intelligence for language education, empirical evidence regarding the use of AI tools like ELSA Speak in senior high school classrooms remains limited, especially in rural Indonesian settings. To address this issue, this study investigates how integrating the ELSA Speak app into regular English instruction affects EFL students' speaking abilities. The research utilized a quasi-experimental pre-test and post-test control group design involving 50 twelfth-grade students at SMAN 01 Luwu. Half of the students learned using the app (experimental group), while the rest followed standard teaching methods (control group). Based on the Mann–Whitney U test, the students who used ELSA Speak achieved significantly higher post-test scores than those in the control group (U = 483.00, p = 0.001, r = 0.46). Specifically, the AI-supported learning process led to major improvements in the students' pronunciation, fluency, and speaking confidence. In conclusion, this study strengthens the existing literature on Mobile-Assisted Language Learning (MALL) by showing that combining AI applications with traditional teaching can successfully solve the lack of speaking practice and enhance specific oral language skills in high school environments.
Copyright (c) 2026 Azizulnufuz Seniman, Husnani Aliah, Jusriati https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Beliefs and Strategies in Motivating Students in Learning English
This study explores junior high school English teachers’ beliefs about motivating students to learn English and examines how these beliefs shape their motivational strategies, the challenges they encounter, and the influence of their personal learning experiences and professional development on their teaching practices. Although previous studies have examined teachers’ beliefs or motivational strategies in EFL contexts, limited research has explored how teachers’ beliefs are reflected in their motivational strategies through multiple qualitative data sources, particularly in Indonesian junior high school settings. Furthermore, the integration of Teacher Cognition Theory, Self-Determination Theory, and Dörnyei’s motivational framework remains limited in previous studies. Guided by these three theoretical perspectives, this qualitative descriptive study involved two English teachers from a junior high school in Jakarta. Data were collected via semi-structured interviews, classroom observations, and document analysis of lesson plans and teaching materials. Methodological triangulation was used to enhance the credibility of the data Thematic analysis was used to detect trends and themes across the data sources. Findings show that teachers’ beliefs were a key factor in the selection and implementation of motivational strategies, particularly in creating emotionally supportive classrooms, fostering student engagement, and tailoring teaching to students’ needs through reflective teaching practices. Low self-confidence and negative perceptions of English were major challenges faced by teachers and they tackled these through adaptive and student-centred strategies. The findings offer practical insights into how teachers’ beliefs shape motivational practices in Indonesian EFL classrooms and contribute to deeper comprehension of the relationship between teacher cognition and motivational strategies.
Copyright (c) 2026 Annisa Deliza, Dwiyani Pratiwi https://creativecommons.org/licenses/by-sa/4.0
Comparative Case Study of English and Arabic Language Policy in Islamic Secondary School
This article investigates how Arabic and English are ideologically valued, institutionally managed, and selectively practiced in three Indonesian Islamic secondary schools. Three principals, three curriculum coordinators, six language teachers, and three students took part in semi-structured interviews. Observations and school documents supported triangulation. English was primarily associated with communication, academic mobility, technology, and confidence, whereas Arabic was associated with religious literacy, kitab learning, and Islamic identity. Implementation occurred through differentiated programs rather than equivalent formal policy structures: English through speaking, presentations, dialogues, and clubs; Arabic through mufrodat (vocabulary), muhadasah (conversation practice), kitab study, and religious or public-school activities. Indonesian remained the main language for explanation and informal interaction, so the observed ecology was selectively bilingual rather than immersive. Challenges included low confidence, English pronunciation anxiety, vocabulary, and grammar demands in Arabic. Schools should define program ownership, align each language’s functions with realistic routines, monitor equitable opportunities for meaningful use in bilingual policy planning, and consider Islamic identity.
Copyright (c) 2026 Abdullah Kafabih, Nuskhan Abid https://creativecommons.org/licenses/by-sa/4.0
A Narratolgical Analysis of Narrative Ambiguity and Knowledge Crisis in Leave the World Behind (2023)
Ambiguity and the crisis of knowledge have become significant issues in contemporary narratives, especially in films that withhold reliable information to build suspense and audience engagement. Previous studies have given limited attention to the role of narratological elements in constructing ambiguity and representing a crisis of knowledge. In this study, a knowledge crisis refers to a condition in which reliable information becomes inaccessible, causing uncertainty and difficulties in understanding reality. This study applies Gerard Genette’s narratological framework to investigate how the film creates ambiguity and represents a crisis of knowledge. The research aims to analyze how narrative elements are used to portray the characters’ lack of knowledge and to guide audience comprehension of information breakdown, generating suspense and thematic richness. Using a qualitative textual analysis method, data were drawn from dialogues, actions, and visual cues, then classified according to Genette’s narrative categories. The findings show that fragmented chronology, unstable temporal pacing, repeated disruptions, restricted focalization, and the absence of an omniscient narrator function as narrative strategies that sustain uncertainty and immerse audiences in a crisis of knowledge. The study demonstrates that ambiguity operates not only as a stylistic device but also as a thematic strategy that encourages audience participation in meaning-making. Furthermore, this research contributes to film studies and narratology by showing how narrative form can represent epistemological uncertainty and shape audience engagement in contemporary cinema.
Copyright (c) 2026 Anissa Maharani Triana Putri, Asih Ernawati https://creativecommons.org/licenses/by-sa/4.0
Exploring Types of Slang Words in the Movie Neighbors (2014): A Sociolinguistic Analysis
This study analyzes the types and meanings of slang words used in Neighbors (2014) from a sociolinguistic perspective. The study aims to identify the types of slang based on Allan and Burridge's (2006) classification and analyze their meanings based on Leech's (1981) theory of meaning. This study employs a qualitative descriptive method. The data were collected from the movie dialogues and its script, then classified and analyzed based on the selected theories. A total of 43 distinct slang expressions were identified and classified into five types: Fresh and Creative, Flippant, Imitative, Acronym, and Clipping. Fresh and Creative was the most dominant type, accounting for 32 expressions (74.42%). The findings also show that slang expressions serve various social functions, including solidarity, social identity, interpersonal relationships, cultural tradition, emotional attachment, and conflict resolution. The study demonstrates that slang in Neighbors is not only used as informal vocabulary but also functions as a resource for expressing social relationships and identities within different interactional contexts.
Copyright (c) 2026 I Gede Dio Praja Ananta, I Made Perdana Skolastika https://creativecommons.org/licenses/by-sa/4.0
Improving SMK Students' Speaking Skills with AI-Based Learning in Vocational Contexts: A Quasi-Experimental Study
English speaking proficiency is essential for vocational high school (SMK) graduates entering the workforce, yet speaking instruction often lacks authentic workplace contexts and scalable feedback mechanisms. Although AI-based language learning and vocational contextualized approaches are each documented in the literature, their synergistic integration remains empirically under-researched in Indonesian SMK pharmacy settings. This study examined whether AI-based learning embedded in vocational pharmacy tasks significantly improves the English speaking skills of Grade XI students at SMKN 1 Polewali. A quasi-experimental nonequivalent pretest–posttest control group design was employed with 31 Grade XI Pharmacy students (experimental n = 15; control n = 16). The experimental group received Gemini-assisted patient-counseling role-play instruction; the control group received conventional vocational-contextualized instruction without AI, across eight sessions over four weeks. Speaking performance was assessed using Heaton's (1988) rubric covering accuracy, fluency, and comprehensibility, and analyzed using paired-samples t-tests, an independent-samples t-test, and Cohen's d. The experimental group demonstrated significant pre–post improvement across all speaking aspects (p < .001) with large effect sizes (average d = 2.97), and significantly outperformed the control group at posttest (p = .006, d = 1.06). Comprehensibility showed the greatest gain. Theoretically, the study extends Swain's (1995) Output Hypothesis into AI-assisted ESP contexts by showing how chatbot-mediated role-play supports pushed output and immediate corrective feedback in resource-constrained SMK settings. The novelty lies in the synergistic integration of AI-based learning and vocational contextualized instruction—an approach not previously validated in Indonesian SMK pharmacy classrooms. AI-based learning in vocational contexts effectively improved speaking skills. Integrating accessible AI tools with workplace-relevant tasks offers a scalable model for English instruction in SMK programmes.
Copyright (c) 2026 Sitti Maesura Yahya, Munir, Amra Ariyani https://creativecommons.org/licenses/by-sa/4.0
Improving Vocational Students’ Speaking Skills Through Task-Based Language Teaching (TBLT): A Classroom Action Research in a Retail Business Context
This classroom action research examined the implementation of Task-Based Language Teaching (TBLT) to develop workplace-oriented English speaking skills among 36 Grade XI Retail Business students, aged approximately 16–17 years, at SMK Negeri 1 Bantul. The study followed the Kemmis and McTaggart cycle of planning, action, observation, and reflection. A pre-cycle assessment was followed by two action cycles, each comprising three 90-minute meetings. Data were collected through classroom observation, CEFR-informed speaking assessments, a student questionnaire, semi-structured interviews with five students, and reflective journals. The mean total speaking score increased from 33.75 in the pre-cycle to 40.89 in Cycle I and 41.50 in Cycle II. The largest gain occurred in task achievement (7.11 → 10.94 → 11.22), followed by pronunciation (6.78 → 8.64 → 8.69), while fluency and vocabulary improved gradually. Accuracy increased in Cycle I but declined slightly in Cycle II (6.19 → 6.64 → 6.36), indicating that communicative performance developed faster than grammatical control. The proportion of students at CEFR B1 increased from 22.22% to 58.33% and then 61.11%. Questionnaire results showed that 75% of students agreed or strongly agreed that TBLT improved their fluency, and 66.67% agreed or strongly agreed that it provided opportunities to improve pronunciation and grammar. The findings indicate that occupationally authentic tasks supported students’ participation, confidence, and ability to complete retail-related speaking tasks, although accuracy, note dependence, unequal participation, and time management remained concerns. Because the study involved one class, no comparison group, and single-rater speaking assessment, the findings should be interpreted as context-specific classroom evidence rather than definitive causal proof.
Copyright (c) 2026 Agatha Chrisityanti Manullang, Sukarno https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Maxim Violations in the Pursuit of Happyness Movie
This research was focused on identifying Maxim Violations and finding out the type that was most often used in The Pursuit of Happyness. This research also aimed at analyzing the utterances of all characters that used maxim violations proposed by Grice 1975. The research design of this research was qualitative descriptive. The data were collected by using an observational method and a non-participatory technique. The results of this research indicated that in the pursuit of happyness 15 data of maxim violations were found which included 4 types proposed by Grice, which were maxim of quality, maxim of quantity, maxim of relation, and maxim of manner. It also conveyed that maxim of relation was the most frequently used by all characters. It happened 5 times of total data.
Copyright (c) 2026 Yayang Aryana, Zia Hisni Mubarak https://creativecommons.org/licenses/by-sa/4.0
Grammatical Cohesion Devices and the Construction of Textual Coherence in Cross-Disciplinary Academic Journal Articles: A Halliday and Hasan Perspective
Although grammatical cohesion has been studied extensively as a marker of textual connectivity, comparatively little research has examined when the presence of a cohesive device actually supports coherent interpretation, particularly in student academic writing that spans multiple disciplines. This study investigates how grammatical cohesion contributes to textual coherence in 26 cross-disciplinary student journal articles published in the Unnes Scientific Journal, applying Halliday and Hasan's (1976) framework of reference, substitution, ellipsis, and conjunction through a qualitative interpretive design supported by hybrid thematic analysis. Because the corpus spans eleven academic disciplines, it provides a naturalistic basis for distinguishing cohesive practices that are general to academic writing from those shaped by disciplinary convention. Cohesive devices were coded for their textual form and then interpreted for their contribution to referential continuity, logical relationships, topic development, and evidence–claim connections. Reference and conjunction were the dominant resources, while substitution and ellipsis occurred more sparingly, reflecting a preference for explicitness. However, the presence of a cohesive device did not guarantee coherence: ambiguous references, weak transitions, incomplete logical connections, redundant repetition, and abrupt topic shifts recurred across disciplines, most often when a device was used without a sufficiently clear or contextually appropriate relationship. These findings show that cohesion and coherence, although related, are distinct dimensions of textual organization, and that cohesive devices support coherence only when they establish relationships that readers can reliably interpret. By extending Halliday and Hasan's framework beyond the identification of linguistic devices toward the functional and contextual conditions of coherence, the study offers academic writing instructors a more precise basis for teaching students not merely to use cohesive devices, but to use them appropriately for their disciplinary context.
Copyright (c) 2026 Anisa Tri Cahyani, Yuliati https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Language Politeness Maxims in Bilingual Elementary School Utterances: A Case Study on Rural School
Politeness in classroom interaction is an essential aspect of students’ pragmatic competence, particularly in bilingual contexts where language use is shaped by social and cultural factors. However, limited attention has been given to how politeness is realized in rural elementary school settings. This study aims to examine how politeness maxims are reflected in students’ bilingual utterances in a rural classroom. Using a descriptive pragmatic approach, the data (n=12) consist of naturally occurring student utterances collected during classroom interaction and analyzed based on Leech’s (2014) Politeness Maxims. The findings show that all six maxims are realized with varying patterns of compliance and violation. Students frequently demonstrate tact, generosity, and agreement through helping behavior, clarification, and supportive responses, reflecting a strong orientation toward maintaining social harmony. However, violations also occur, particularly in the form of direct commands, teasing, and negative expressions in peer interaction. The use of Indonesian and Javanese contributes to these patterns, as students strategically employ both languages to manage formality and interpersonal relations. These findings suggest that politeness is shaped by bilingual competence and local cultural values, and highlight the importance of integrating pragmatic awareness into classroom practices to support more effective and socially appropriate communication.
Copyright (c) 2026 Agung Tri Wibowo, Sri Yamtinah, Sukarno https://creativecommons.org/licenses/by-sa/4.0
Bridging Authenticity and Empathy: Learner Perceptions and Perceived Impacts of NEST vs. NNEST YouTube Instruction
This qualitative study addresses the limited attention given to learner-generated digital discourse in research on Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs), particularly in autonomous English learning on YouTube. It investigates how learners perceive NEST and NNEST English-speaking instruction and the instructional impacts they attribute to each teacher type. Rather than focusing on on-screen teaching strategies, the study examines viewer comments as evidence of learner reception and triangulates these perceptions with semi-structured interviews with the content creators. The data comprised comments from six English-speaking instructional videos, three produced by NESTs and three by NNESTs. Thematic content analysis revealed distinct yet complementary patterns of learner perception. NEST-related comments were dominated by linguistic authority and admiration, with viewers valuing native-speaker models for phonetic accuracy, linguistic authenticity, and sociolinguistic exposure. In contrast, NNEST-related comments emphasized relatability and comprehensibility, with viewers valuing teachers who provided accessible models, emotional connection, and reassurance that contributed to reduced speaking anxiety. Interpreted through Krashen’s Affective Filter Hypothesis and Medgyes’ framework on NESTs and NNESTs, the findings suggest that perceived authenticity and affective accessibility represent complementary dimensions of instructional value in digital EFL learning. Interview data further indicated that creators’ discourse adjustments were broadly consistent with learners’ perceived pedagogical and affective needs. The study contributes to digital language pedagogy by demonstrating that effective YouTube-based English instruction need not be defined by native-speaker status alone, but can emerge through complementary forms of linguistic authenticity, relatability, and empathy. These findings also have implications for teacher education, highlighting the need to prepare both NESTs and NNESTs to address learners’ linguistic, affective, and communicative needs in autonomous digital learning environments.
Copyright (c) 2026 Nurilmia, Murni Mahmud, Muh. Hasbi https://creativecommons.org/licenses/by-sa/4.0
The Use of Politeness Strategies in Teacher-Student Interaction in a Postgraduate EFL Classroom
This study investigates the use of politeness strategies in teacher-student interaction in an online post-graduate EFL classroom. Employing a qualitative research design, the data were collected through classroom observation and audio recordings of presentation and discussion sessions conducted via Zoom in an English education program. The data were analyzed using Brown and Levinson's politeness framework, with factors influencing politeness use identified inductively from the interactional data and interpreted through the sociological variables of power, social distance, and degree of imposition. The findings reveal that positive politeness strategies were particularly salient in the teacher's speech, contributing to a supportive and inclusive learning atmosphere. In contrast, negative politeness strategies were used to mitigate face-threatening acts during questioning and clarification. Negative politeness strategies were particularly salient in student speech, reflecting an awareness of power relations and institutional roles, although positive politeness also appeared when students expressed engagement and agreement. The use of these strategies appeared to be shaped by teacher–student power relations, the online learning context, and the academic nature of the discussions. These patterns suggest that politeness strategies may contribute to a more supportive interactional environment in online EFL classrooms, though anxiety and learning outcomes were not directly examined in this study. By focusing on synchronous, online, postgraduate EFL academic interaction, particularly presentation and discussion activities, this study contributes to a still limited body of research on pragmatic competence in this specific instructional context.
Copyright (c) 2026 Asmida Yanti Siregar, Ratna Sari Dewi, Ismalianing Eviyuliwati https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Competence of English Teachers in Professional Learning Communities: Evidence from ETA Pinrang Regency
This study investigated the pedagogical competence of English teachers participating in the English Teachers Association (ETA) in Pinrang Regency, Indonesia. Pedagogical competence is a key determinant of instructional quality and student learning outcomes. Using a quantitative descriptive survey design, the study involved 50 English teachers selected through total sampling. Data were collected through a structured questionnaire covering four dimensions: understanding learners, instructional planning, teaching implementation, and learning evaluation. Descriptive statistical analysis showed that respondents demonstrated a high level of perceived pedagogical competence. Across questionnaire items, 82% of responses were categorized as “Agree” and 18% as “Strongly Agree,” indicating consistently positive self-assessments. Understanding learners emerged as the strongest dimension, while learning evaluation received comparatively lower scores, although it remained in the high category. The findings suggest that active participation in ETA may contribute positively to teachers’ professional growth through collaboration, knowledge sharing, peer support, and reflective practice. They also highlight the value of localized professional learning communities in regional contexts where access to large-scale training opportunities may be limited. Because the study relied on self-reported data, future research should incorporate classroom observations, interviews, and mixed-method approaches to gain a more comprehensive understanding of actual pedagogical practices. This study offers practical insights for strengthening teacher development programs and improving the quality of English language teaching.
Copyright (c) 2026 Andi Sri Fathul Rahmah, La Sunra, Ryan Rayhana Sofyan https://creativecommons.org/licenses/by-sa/4.0
The (Re)production of Gender Inequality in Garmus’s Lessons in Chemistry: A Gendered Organization Analysis
Although previous studies on Bonnie Garmus's Lessons in Chemistry have primarily examined the novel through feminist perspectives, limited attention has been given to how organizational structures systematically construct and reproduce gender inequality. This study examines Bonnie Garmus’s Lessons in Chemistry through Joan Acker’s theory of gendered organization and inequality regimes to identify how gender inequality is constructed, maintained, and reproduced within organizational contexts. Using a qualitative descriptive design, with Lessons in Chemistry (2022) as the primary data source, this study adopts a socio-organizational perspective, which differs from previous studies that mainly focused on feminist approaches. Findings reveal that gender inequality is not rooted in individual actions but in a self-reinforcing organizational system. This inequality is represented through five interconnected dimensions of gendered organization: division of labor, symbolic representation, workplace interaction, identity formation, and organizational logic. Together, these dimensions demonstrate how organizational structures sustain male dominance while maintaining the appearance of meritocracy. This process operates on multiple levels, such as labeling women domestically, disregarding their contributions, excluding them from authority positions, and seeing men as the only ideal workers. Further analysis of inequality regimes reveals that this inequality is perpetuated through an interlocking mechanism. Naturalized through long-standing social norms and supported by biased daily organizational practices, it becomes a system that appears normal and difficult to change. Although several forms of women’s resistance are portrayed in the novel, such resistance tends to be largely individual and limited in its capacity to disrupt patriarchal structures and broader organizational inequalities. By integrating literary criticism with organizational sociology, this study extends the application of Joan Acker’s framework to literary analysis while demonstrating how literary narratives can illuminate structural mechanisms of gender inequality in organizational contexts.
Copyright (c) 2026 Meyla Aqshal Rosihan, Imas Istiani https://creativecommons.org/licenses/by-sa/4.0
Exploring the English-Speaking Challenges Faced by an Autistic Student in an Inclusive Classroom Setting
This study explored the English-speaking challenges experienced by an autistic student in an inclusive classroom setting and identified the internal and external factors influencing the student's speaking development. A qualitative case study design was employed to obtain an in-depth understanding of the participant's English-speaking experiences. The study was conducted at an Integrated Islamic Senior High School in North Sumatera and involved three participants: one autistic student, one English teacher, and one shadow teacher. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that the autistic student experienced several English-speaking challenges, including difficulties in vocabulary retention, sentence construction, speaking fluency, and responding to questions. Although the student demonstrated relatively good pronunciation when using familiar vocabulary and singing English songs, spontaneous communication remained challenging. The study also identified several internal factors affecting speaking development, including attention and concentration difficulties, delayed information processing, and individual learning characteristics. Furthermore, external factors such as teacher support, shadow teacher assistance, family involvement, and a supportive classroom environment played important roles in facilitating the student's speaking development. The study concludes that the English-speaking challenges experienced by the autistic student were influenced by a combination of linguistic, cognitive, and environmental factors. Therefore, individualized support, adaptive teaching strategies, and collaborative educational practices are essential for promoting effective English language learning in inclusive classrooms
Copyright (c) 2026 Pratiwi Hawa, Ahmad Amin Dalimunthe https://creativecommons.org/licenses/by-sa/4.0
Narrating The Other: Cultural Appropriation and Misrepresentation in Yellowface by R. F. Kuang
Cultural representation in literary works is not merely a reflection of reality but also a site where identity, power relations, and social meanings are constructed. This study examines the representation of Asian identity through the concept of yellowface, focusing on how racial stereotypes and cultural misrepresentations are produced and negotiated in literary narratives. Using a qualitative approach with textual analysis, this research analyzes selected literary works that portray Asian characters through racialized representations. The analysis is guided by theories of representation, orientalism, and cultural identity to explore how yellowface operates as a mechanism that reinforces unequal cultural relations. The findings reveal that yellowface representations construct Asian identities through stereotypical visual, behavioral, and cultural markers that reduce diverse Asian experiences into simplified and exoticized images. These representations not only reproduce historical patterns of racial hierarchy but also influence how Asian identities are perceived within dominant cultural discourse. Furthermore, the study demonstrates that yellowface functions as a form of cultural appropriation in which dominant groups maintain representational authority while limiting the agency of marginalized identities. This study contributes to literary and cultural studies by highlighting the importance of examining representation as a political and ideological process rather than merely an artistic choice. By critically analyzing yellowface, this research emphasizes the need for more inclusive and culturally responsible approaches to representing Asian identities in literary works..
Copyright (c) 2026 Angelia Arianti Pratama, Imas Istiani https://creativecommons.org/licenses/by-sa/4.0
Morphological Productivity in Travel Agent Instagram Captions: A Corpus-Based Analysis
This study aimed to measure the productivity of word-formation processes on travel agents Instagram captions using Baayen’s Potential Productivity (PP) formula. This study employed a descriptive quantitative approach through corpus-based analysis. The data were collected from Traveloka and Booking.com captions through documentation, note-taking & coding, and corpus. The data then analyzed using AntConc to identify hapax legomena and calculate the productivity of each process using Baayen’s PP formula. The findings revealed twelve word-formation processes in the corpus, with compounding emerging as the most productive process (PP = 0.154), followed by inflectional morphology (PP = 0.095) and derivational morphology (PP = 0.077). The dominance of compounding indicated that tourism discourse strongly relied on lexical combinations to create informative and attractive promotional expressions, followed by inflectional and derivational processes which contributed significantly by emphasizing tourism activities, experiences, and descriptive characteristics. In contrast, acronym & initialism, blending, cliticization, clipping, reduplication, coinage & eponym, suppletion, and onomatopoeia showed relatively low productivity. Furthermore, the findings demonstrated that the Booking.com corpus achieved a higher overall productivity value than Traveloka despite containing fewer tokens, suggesting a greater degree of lexical variation. Overall, the study showed that morphological productivity in tourism promotional discourse was strongly influenced by communicative and persuasive purposes in digital marketing contexts.
Copyright (c) 2026 Valencia Friska Suarliem, Mirsa Umiyati, Yohanes Octovianus Lesu Awololon https://creativecommons.org/licenses/by-sa/4.0
EFL Students’ Readiness and Attitudes Toward Digital Learning
This study investigated the readiness and attitudes of second-semester English Language Education students toward digital learning in EFL classes at UIN Palopo. A descriptive quantitative survey design was employed, with 30 second-semester students selected through purposive sampling. Data were collected using a structured questionnaire with a five-point Likert scale covering students’ readiness and attitudes toward digital learning. The data were analyzed using descriptive statistics, particularly mean scores. The findings showed that students’ readiness for digital learning was categorized as high, with an overall mean score of 4.01. Students’ attitudes were also categorized as high, with an overall mean score of 3.93, indicating generally positive perceptions, feelings, motivation, and willingness toward digital learning. However, internet connectivity, learning focus, limited facilities, and difficulties understanding some materials remained challenges for some students. The findings suggest that lecturers should continue to develop interactive and accessible digital learning practices, while institutions should strengthen digital infrastructure and technical support.
Copyright (c) 2026 Safitra Nuraziza, Maghfirah Thayyib, Rustan https://creativecommons.org/licenses/by-sa/4.0
Exploring The Types of Code-Switching and Code-Mixing in Classroom Interaction: A Multiple Case Study in Higher Education
The purpose of this study is to determine the various and most common types of code-switching and code-mixing utilized by students at UIN Alauddin Makassar and Universitas Negeri Makassar. Thirty English students from each university enrolled in the Speaking course in the class of 2025 served as the study's subjects. In order to illustrate the phenomena of code-switching and code-mixing that take place during classroom interactions, this study uses a qualitative method with a descriptive qualitative design. Although a lot of research has been done on code-switching and code-mixing in EFL classes, there aren't many studies that compare different Indonesian universities. Data collection, data reduction, data presentation, and conclusion or verification were the phases of the data analysis process. This study used Hoffman's theory (1991) to examine the kinds of code-mixing that appeared in classroom interactions and Poplack's theory (1980) to define and categorize types of code-switching. The study's findings showed that both universities' speaking learning processes heavily involve code-switching and code-mixing. However, only UIN Alauddin Makassar exhibited the most prevalent forms of code-switching and code-mixing. Intra-sentential switching, or code-switching that takes place within a single sentence, is the most common kind of code-switching. Intra-sentential code-mixing, or code-mixing that occurs within a single sentence, is the most common kind of code-mixing.
Copyright (c) 2026 Friska Nurshadrina, Abd. Halim, Fitriyani https://creativecommons.org/licenses/by-sa/4.0