Journal of English Language and Education
Journal of English Language and Education (pISSN: 2597-6850 and eISSN: 2502-4132) is a journal on researching or documenting issues in education, language education, applied linguistics, English education, English language teaching, English Literature, language assessment and evaluation. It is published by Program Studi Pendidikan Bahasa Inggris, Universitas Pahlawan Tuanku Tambusai is indexed in Google Scholar and Supported by Relawan Jurnal Indonesia (RJI). This journal has published six times a year. We accept original research, conceptual, and best practice articles . It is important to bear in mind that the official language of the journal is English. This Journal is published in February, April, June, August, September, November, and December
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Analysis of Students' Creative Thinking Abilities through Project-Based Learning in Natural and Social Sciences in Grade Four Elementary School Students
Children who think creatively have four indicators, namely originality or the ability to produce new and unique ideas, fluency or the ability to produce many ideas quickly, elaborative or the ability to explain ideas in detail, and flexibility or the ability to think from various perspectives. With project-based learning (PjBL), children can practice their creative thinking skills through learning activities that are tailored to the material taught. This study aims to evaluate students' creative thinking skills through the application of PjBL, especially in science subjects in grade IV B students at SDN Tanjung Duren Selatan 01 Pagi. This study uses a descriptive qualitative method by collecting data through observation, interview, and documentation techniques. The results of the study show that the ability to think creatively through the application of project-based learning in Social Natural Sciences material is not good enough, it can be seen that the fluency indicator has a score of 77.4% and can be categorized as good, then in the flexibility indicator has a score of 19.3%, including the category of less, in the original indicator has a score of 61.2%, it can be categorized as sufficient because there are 3 groups that are able to answer teachers' questions about consumption examples with different answers. Then in the detailing category, having a score of 58.1% can be categorized as sufficient. From these results, it can be seen that there are 4 indicators of creative thinking but only 1 indicator is good, namely smoothness, then 2 other indicators are quite original and detailed, and there is 1 indicator that is still lacking, namely flexibility.
Copyright (c) 2026 Rizcha Fauziah, Harlinda Syofyan https://creativecommons.org/licenses/by-sa/4.0
Social Judgment and Its Effect on EFL Students’ Confidence to Speak English in the Classroom
Confidence in speaking is a fundamental aspect of learning English as a foreign language (EFL); however, learners often experience anxiety triggered by the verbal feedback they receive during speaking activities. Although previous literature often highlights language anxiety in general, studies focusing specifically on how direct feedback affects students' confidence remain limited. This study investigates the effect of verbal feedback on the speaking confidence of students in the English Education Study Program at Brawijaya University. Using a descriptive qualitative design, data were collected through semi-structured interviews and analyzed thematically. The findings reveal that corrective feedback delivered directly and publicly can act as a cognitive disruptor, reducing focus and fluency while increasing fear of negative evaluation. Conversely, delayed, constructive, and supportive feedback can enhance students' confidence and willingness to communicate. This study concludes that the impact of verbal feedback is strongly determined by its timing, tone, and delivery, highlighting the importance of psychologically safe classroom interactions in developing EFL speaking skills.
Copyright (c) 2026 Anjeli Aulia Putri Arinda, Widya Caterine Perdhani https://creativecommons.org/licenses/by-sa/4.0
The Correlation between Self-Efficacy and Speaking Ability among Junior High School Students
This research purpose to examine the correlation between students’ self-efficacy and their speaking ability among Junior High School. Speaking is an essential skill in learning English; however, many students still face difficulties, which may be influenced by psychological factors such as self-efficacy. This study was conducted using a quantitative methodology with a correlational design. The participants were 20 seventh-undergraduate students. Data were composed with a self-efficacy using Children’s Self-Efficacy in Learning English Questionnaire (C-SELEQ) and a speaking test using Public Speaking Test Rubric (PSCR) assessing fluency, pronunciation, vocabulary, and grammar. The data were analysed using Pearson Product Moment correlation after the normality assumption was fulfilled. The results showed that the correlation coefficient was r = -0.363 with a significance value of p = 0.115. This indicates a negative correlation between the two variables, which is not statistically significant. Therefore, the conclusions refer that, within this sample, self-efficacy does not a sufficiently valid determinant of students' speaking ability. The outcome of this research indicate that self-efficacy is not the primary factor influencing speaking ability. There are many other factors, such as the Dunning-Kruger effect, which could be one of the reasons the data is not statistically significant.
Copyright (c) 2026 Yana Yana, Abdul Syahid, Nurliana Nurliana https://creativecommons.org/licenses/by-sa/4.0
Visualizing Spirituality as Character Education in Indonesian Grade 4 ELT Textbook
This study investigates the presentation of spirituality as a character education value in the Grade 4 ELT students’ book entitled “My Next Word.” Employing a qualitative content analysis design, the research analyses and examines visual artifacts presented in the student’s book based on five subdimensions of spirituality, based on the dimension of faith in God Almighty of Graduate Profile Values framework. These subdimensions include spirituality in religious practice, spirituality in personal morality, spirituality in social morality, spirituality in environmental morality, and spirituality in civic morality. The findings reveal that spirituality in personal morality is the most frequently represented value in the book, reflected in visuals that emphasize discipline, cleanliness, responsibility, and self-care. This is followed by spirituality in social morality, which is evident in depictions of cooperation, respect, and helping behaviour. However, spirituality in religious practices, environmental, and civic moralities appears minimally and is not consistently highlighted throughout the book. Overall, these results indicated that the book integrated spirituality-based character education mainly through daily-life activities rather than explicit religious symbols or direct doctrinal representations, suggesting an implicit and practiced-oriented approach.
Copyright (c) 2026 Ni Made Rini Antari, Luh Putu Artini, Luh Indrayani https://creativecommons.org/licenses/by-sa/4.0
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review
While digital storybooks are increasingly popular in language classrooms, there is still a lack of consensus on which specific instructional methods yield the most effective learning outcomes. This systematic literature review aims to identify instructional methods used in digital storybook-based learning and examine the learning outcomes associated with each approach. Following the PRISMA 2020 guidelines, this review systematically searched five specific academic databases (Google Scholar, ERIC, ScienceDirect, SAGE Journals, and Taylor & Francis) covering studies published between 2021 and 2026. Twelve studies met the inclusion criteria for qualitative analysis. The findings reveal three main instructional approaches: task- and project-based learning, multimodal and technology-enhanced learning, and interaction- and support-based learning. These approaches are consistently associated with positive cognitive and affective outcomes. Overall, this review demonstrates that digital storybooks are most effective when integrated with appropriate, student-centered, and interactive pedagogical strategies rather than used as stand-alone reading tools.
Copyright (c) 2026 Ni Luh Putu Devi Puspitasari, Ni Wayan Surya Mahayanti, Ni Luh Putu Era Adnyayanti https://creativecommons.org/licenses/by-sa/4.0
Morphological Analysis of Medical Terminology in Conference Abstracts for ESP Reference
Mastery of medical terminology is a crucial competency in international scientific communication, especially in abstract writing that demands high information density. However, many health academics still face challenges in utilizing the productivity of affixation to build precise medical terms. This study aims to identify the morphological structure of medical terms, compare their frequency of occurrence, and formulate pedagogical references for teaching English for Specific Purposes (ESP). This descriptive qualitative study uses content analysis method on a data corpus consisting of abstracts of International Conference on Health Practice and Research (ICHPR) in 2024 and 2025. Medical terms are dissected based on word-building theory to identify patterns of prefixes, roots, and suffixes. The analysis involves multi-step coding process where terms are validated against medical lexicons to ensure accuracy in identifying the derivatives. The findings show the dominance of the terms Hypertension (39 times) and Tuberculosis (15 times) as a consistent research focus. A shift in terminology trends from mental health issues (such as Schizophrenia) in 2024 to chronic physical issues (such as Pulmonary and Myofascial) in 2025 was also identified. The productivity patterns of derivational suffixes (such as -al, -ary, -ic) and pathological affixes (such as -itis, -osis) were proven to be the main instruments in the condensation of clinical meaning. Pedagogically, these results provide a reference list of priority vocabulary based on a real corpus that English lecturers can use to increase the morphological awareness of health students in facing global publications.
Copyright (c) 2026 Sherly Arwinda, Muhammad Rizky Rochmawan https://creativecommons.org/licenses/by-sa/4.0
Improving Students’ Pronunciation Ability through Homophone and Rhyming Games
This study focuses on the application of homophone and rhyming games as teaching media to improve students’ pronunciation ability at the tenth grade of SMA N 1 Colomadu in the academic year of 2025/2026 and investigates whether using homophone and rhyming games can improve students’ pronunciation ability at the tenth grade of SMA N 1 Colomadu in 2025/2026 academic year. This research applied Classroom Action Research design. This research was conducted in two cycles started from July to August in the academic year of 2025/2026. This research was gathered using qualitative and quantitative methods. Qualitative data was collected through observation, questionnaire, and documentation. The data was analyzed using Miles and Huberman method. Quantitative data was collected through pre-test, post-test 1, and post-test 2. The data was collected by analyzing the mean score of the tests. The result of the research appeared that the application of homophone and rhyming games proved that the improvement of students’ pronunciation ability. The mean score increased from 65 in the pre-test, 70 in the post-test 1, and 80 in the post-test 2. The application of homophone and rhyming games successfully affected the students at the tenth grade of SMA N 1 Colomadu. The students showed enthusiasm and improvement in their pronunciation performance during teaching-learning process.
Copyright (c) 2026 Gabriella Efinda Ratriningtyas, Sri Handayani https://creativecommons.org/licenses/by-sa/4.0
Professional Competence of Business and Tourism Vocational School Teachers: The Effectiveness of Online Training and the Success of Industrial Internships with Achievement Motivation Mediation
This study aims to determine the direct and indirect influence of the effectiveness of online training, the success of industrial internships, the motivation for achievement and the professional competence of vocational school teachers in the field of business and tourism. This study uses a quantitative approach with a constellation model. The sample in this study was 161 teachers using the proportionate stratified random sampling technique. The data collection technique is in the form of a questionnaire using the Likert scale. The test of the requirements of the research analysis used the normality test, the linearity test, the multicollinearity test and the heterokedasticity test. The data analysis technique in this study uses path analysis. The results of the data analysis are as follows: 1) The effectiveness of online training has a direct effect on the professional competence of teachers by 0.159 (15.9%) with a t count of 2,282 > 1,975. 2) The success of industrial internships has a direct effect on the professional competence of teachers by 0.269 (26.9%) with a t count of 4.034 > 1.975. 3) Motivation for achievement has a direct effect on the teacher's professional competence of 0.489 (48.9%) with a t calculation of 7.370 > 1.975. 4) The effectiveness of online training had a direct effect on achievement motivation of 0.448 (44.8%) with a t count of 5.941 > 1.975. 5) The success of industrial internships has a direct effect on achievement motivation of 0.338 (33.8%) with a t count of 4.474 > 1.975. 6) The effectiveness of online training has an indirect effect on teachers' professional competence through achievement motivation of 0.2190 (21.90%) with a sobel test value of 4.62 > 1.96). 7) The success of industrial internships has an indirect effect on teachers' professional competence through achievement motivation of 0.1652 (16.52%) with a sobel test score of 3.84 > 1.96.
Copyright (c) 2026 Rifky Kurniawan, Amrozi Khamidi, Karwanto Karwanto, Mochamad Nursalim, Syunu Trihantoyo, Mohammad Syahidul Haq https://creativecommons.org/licenses/by-sa/4.0
Vocabulary Learning Strategies and Vocabulary Size: A Correlational Study of Iraqi Undergraduate Students
Understanding the relationship between English vocabulary learning strategies (VLSs) and vocabulary size (VS) represents a controversial issue among previous studies in the field of applied linguistics. Hence, the current study attempted to identify the (VLSs) and (VS) among Iraqi EFL university students. Besides, it examined the relationship between (VLSs) and (VS) among Iraqi EFL university students. A quantitative correlational research design was employed supported by the (VLSs) questionnaire, and (VS) test. The sample of study is represented by 258 EFL university students in their fourth year who were selected conveniently from the Dept. of English, College of Education for Humanities and College of Education for Women- University of Anbar throughout the first semester of the academic year 2025-2026. Data was analyzed quantitatively using SPSS to calculate means, standard deviations, t-test, Pearson’s Correlation, and multiple regression analysis. Findings indicated that Iraqi undergraduate students actively use various VLSs, particularly metacognitive, memory, and cognitive strategies, to mitigate their vocabulary knowledge. In addition, the findings revealed that there is a statistically positive and significant relationship between the effective use of the majority of VLSs and students’ VS, which in turn contributes to their overall language proficiency. The study concludes that mastering VLSs is essential for EFL students, particularly in the Iraqi context, were limited exposure to English poses challenges to vocabulary development. By adopting effective strategies, students do not only enlarge their VS but also enhance their communicative competence, academic performance, and lifelong learning skills.
Copyright (c) 2026 Safa Yaseen Noori, Ala'a Ismael Challob https://creativecommons.org/licenses/by-sa/4.0
Psychological Analysis of Children Traumatic Loss by the Main Character in the Novel Bridge to Terabithia
This study aims to analyze the psychological impact of traumatic loss experienced by the main character, Jess Aarons, in the novel. The research employs a literary psychology approach by applying Elisabeth Kübler-Ross’s five stages of grief, namely denial, anger, bargaining, depression, and acceptance. The primary data are derived from the narrative and dialogues in the novel that depict Jess’s emotional experiences following the death of his close friend, Leslie Burke. The findings indicate that Jess undergoes all five stages of grief. These stages reflect the emotional dynamics of a child in coping with profound loss. Furthermore, the study reveals that Jess is able to endure and achieve psychological recovery through the process of acceptance, while also utilizing imagination as a means of self-healing. This research contributes to a deeper understanding of childhood trauma in literary works and demonstrates how fiction can function both as a reflection of psychological experiences and as a medium for emotional healing among young readers.
Copyright (c) 2026 Antonia Meske Fofid, *Rosalia Floriani, Sri Winarsih, Nurul Istiqomah, Survey Sijabat https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perceptions and Practices on the Integration of Gender Issues in Teaching English at Islamic Secondary School
The integration of gender issues in teaching English as a Foreign Language (EFL) plays a crucial role in Islamic schools, as it combines religious values with principles of social justice. This study aims to investigate how EFL teachers integrate gender literacy in Islamic schools (madrasah). The method used was a qualitative case study involving three teachers in Kudus Regency. Data were obtained through interviews, observations, and document analysis, which were then analyzed thematically. The results revealed four main themes: equality, justice, sensitivity, and non-discrimination. The teachers' understanding is based on Islamic values such as justice and compassion, which are reflected in equal participation, the use of gender-neutral language, materials free from stereotypes, and objective assessment. The implications of this study emphasize the importance of teacher training and the development of teaching materials focused on gender literacy in Islamic schools or madrasah.
Copyright (c) 2026 Wulansari, Nuskhan Abid https://creativecommons.org/licenses/by-sa/4.0
The Digital Mediation of Teacher’s Feedback: Investigating the Efficacy of Screen-Cast Video Feedback on EFL Learners’ Writing Revision and Self-Efficacy
The provision of effective written corrective feedback (WCF) remains a persistent pedagogical challenge in EFL contexts, often constrained by time, clarity, and learner engagement. While digital tools offer new avenues, their localized efficacy in resource-aware settings like Egyptian public schools is underexplored. This quasi-experimental study investigated the impact of screen-cast video feedback (SVF)—a blend of audiovisual and screen casting commentary—compared to traditional written feedback (TWF) on the writing revision quality and writing self-efficacy of Egyptian secondary school students. Conducted over three weeks in a public school in Mansoura, Egypt, the study involved 60 participants divided into control (TWF) and experimental (SVF) groups. Data sources included pre-/post-test writing samples scored with a rubric, a writing self-efficacy scale, and semi-structured interviews. Quantitative analysis (MANCOVA) revealed that the SVF group produced statistically significant improvements in revision accuracy, particularly in addressing global issues (e.g., organization, thesis clarity) and complex grammatical errors. Furthermore, the SVF group demonstrated a significant increase in writing self-efficacy. Qualitative analysis highlighted that SVF was perceived as more personalized, comprehensible, and engaging, fostering a stronger teacher-student connection. The study argues that SVF, as a multimodal feedback form, aligns with principles of cognitive load theory and sociocultural approaches by making feedback more accessible and dialogic. It concludes that SVF is a pedagogically viable and effective alternative for EFL writing instruction in contexts similar to Egypt, advocating for its integration despite infrastructural constraints.
Copyright (c) 2026 Mohamed Elsayed Abdou Seddik https://creativecommons.org/licenses/by-sa/4.0
The Grammatical Aftermath of English Language Monolingualism in West Africa
This study examines the English language grammatical aftermath among 400 English monolinguals in Ghana and Nigeria. Grounded in the communicative competence framework, the research investigates how exclusive reliance on English, coupled with the non-acquisition of indigenous languages, impacts grammatical competence. Using a quantitative survey design, data on Standard English concord and tense were collected via structured questionnaires and analyzed using descriptive statistics and t-tests. Findings reveal grammatical incompetence; fewer than 40% of respondents mastered complex subject–verb agreement constructions. Notably, background data indicate that 95% of participants possessed no indigenous language proficiency, confirming a state of total monolingualism. While statistically significant differences emerged between Ghanaian and Nigerian cohorts in tense (p = 0.005) and concord (p = 0.020), both groups exhibited uneven competence. The study concludes that monolingual dominance fails to guarantee solid English competence, leaving learners without functional communicative proficiency in either English or their indigenous languages.
Copyright (c) 2026 Samuel Akanbi Babatunde https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Kahoot! Use in English Learning at Senior High School in West Sumatra
The use of gamification in English language learning has become increasingly significant, particularly through application-based interactive media such as Kahoot! which is considered effective in fostering an enjoyable learning environment and enhancing students’ motivation and engagement. However, studies examining students’ perceptions of Kahoot! implementation at the high school level, especially in West Sumatera, remain limited. This study aims to investigate students’ perceptions of the use of Kahoot! by an English teacher at SMAN 1 Sitiung. A qualitative case study design was employed, involving five twelfth-grade students selected through purposive sampling. Data were collected through structured in-depth interviews and analyzed using an interactive qualitative analysis model focusing on effectiveness, competitiveness, and ease of use. The findings reveal that students hold positive perceptions of Kahoot! as it promotes an enjoyable learning environment, encourages healthy competition, and is easy to use and access both inside and outside the classroom. In conclusion, Kahoot! is an effective gamification tool that supports student engagement and motivation in English learning.
Copyright (c) 2026 Nadila Febrina Eka Putri, Siska, Melvina https://creativecommons.org/licenses/by-sa/4.0
The Interplay of Cinematic Techniques and Narrative Elements in Constructing Irony in Jordan Peele’s Get Out (2017)
This study aims to analyze how irony is constructed in the film Get Out (2017) through the interplay between narrative elements and cinematic techniques. This study employs a qualitative method with a textual analysis approach to six scenes selected purposively based on the types of irony represented, such as situational irony, dramatic irony, and verbal irony. Data were collected through documentary analysis by repeatedly watching in the film, identifying scenes containing irony, and noting relevant dialogue and visual aspects. The results indicate that irony in the film emerges not only through the plot and dialogue but is also reinforced by cinematic techniques such as lighting, camera angles, and framing. These elements play a role in shaping the audience’s perception of the difference between the surface meaning and the hidden meaning. Thus, the interaction between narrative and cinematic elements produces a strong ironic effect while conveying social criticism of covert racist practices.
Copyright (c) 2026 Arila Nur Rochman, Yuyun Nurulaen, Lili Awaludin https://creativecommons.org/licenses/by-sa/4.0
A Critical Analysis of the Grade 3 English Textbook in Bangladesh: Strengths and Weaknesses
An English textbook plays a crucial role in learning English as a foreign language (EFL) in Bangladesh. This is a qualitative content analysis study whose aim is to investigate the strengths and weaknesses of the grade 3 English textbook in Bangladesh. The textbook is a key instructional material that is analysed in six separate dimensions of strengths and weaknesses based on the theories proposed by Hutchinson, Waters, Cunningsworth, and McGrath. Many investigations have been carried out concerning the teaching and learning of the English language at the primary level. However, existing literature has not sufficiently explored whether the shortcomings stem from the textbooks themselves. Thus, this study is significant in such a context as it aims to address the gap in this area in the literature through a critical analysis of the nature and quality of the textbooks. The findings show that the English textbook contains some strengths, such as communicative teaching strategies, integration of reading, writing, speaking, and listening skills, active learning activities, attractive design and visual appeal, real-life contents, and integration of moral and social values. Similarly, the weaknesses are vocabulary-related issues, insufficient grammatical explanation, a shortage of writing practice, a lack of pronunciation guides, insufficient critical thinking activities, and traditional evaluation systems. It concludes that the implications of this article’s findings help to achieve the general objectives of the national curriculum and Sustainable Development Goal 4.
Copyright (c) 2026 Md. Kabir Hossain https://creativecommons.org/licenses/by-sa/4.0
Application of the Student Teams Achiepvement Division (STAD) Learning Model Assisted by Word Wall to Improve the Learning Outcomes of Grade IV Students of SDN 010 Rambah
Social studies learning in elementary schools still faces the problem of low learning outcomes and student involvement due to the dominance of teacher-centered learning. This study aims to determine the effectiveness of the application of the Student Teams Achievement Division (STAD) learning model assisted by Word Wall in improving the learning outcomes of fourth grade students of SD Negeri 010 Rambah. This study uses the Classroom Action Research approach which is carried out in two cycles with stages of planning, implementation, observation, and reflection. The research subjects amounted to 24 students. Data collection techniques include learning outcome tests, observations, and documentation, while data analysis is carried out descriptively, quantitatively, and qualitatively. The results of the study showed that the application of the Word Wall-assisted STAD model was able to improve student learning outcomes, which was characterized by an increase in average scores and classical completeness from cycle I to cycle II. In addition, student activities and the implementation of learning by teachers have also increased. The STAD model encourages individual cooperation and responsibility, while the Word Wall helps reinforce the understanding of concepts through visual media. Thus, the application of the Word Wall-assisted STAD model is effective in improving learning outcomes and creating more active and collaborative learning.
Copyright (c) 2026 Muliawati, Safrudin https://creativecommons.org/licenses/by-sa/4.0
Improving Students’ Reading Comprehension through the Use of Pre-Reading Tasks at the Eight Grade of SMP Negeri 1 Mepanga
Reading comprehension is a key component of English as a Foreign Language (EFL) learning, as it supports vocabulary development, critical thinking, and academic achievement. Although theory highlights the importance of activating students’ prior knowledge before reading, classroom instruction often begins directly with the text, creating a gap between pedagogical principles and actual practice. This mismatch may contribute to students’ limited understanding and low engagement in reading activities. This study aimed to determine the effect of pre-reading tasks on the reading comprehension of eighth-grade students at SMP Negeri 1 Mepanga. A quasi-experimental design was employed, involving 49 students, with 25 students in the experimental group and 24 students in the control group. The experimental group was taught using specific pre-reading activities, including brainstorming, skimming, and vocabulary preview, while the control group received conventional instruction. Data were collected through pre-test and post-test instruments and analyzed statistically. The findings revealed that students exposed to pre-reading tasks achieved significantly better results than those in the control group. It can be concluded that pre-reading activities effectively enhance students’ reading comprehension.
Copyright (c) 2026 Rahmi Mawadah, Mukrim Mukrim, Agussatriana Agussatriana, Andi Patmasari https://creativecommons.org/licenses/by-sa/4.0
The Correlation between Grammar Awareness and Academic Writing Proficiency among EFL Students in the Digital Learning Era
This study investigates the relationship between grammar awareness and academic writing proficiency among undergraduate EFL students in the digital learning era. Although previous studies have highlighted the importance of grammar awareness in writing, limited research has examined its direct relationship with actual academic writing performance using both metacognitive measures and authentic writing tasks in digital learning contexts. The participants were 50 students from the third and fifth semesters of the English Education Department at Universitas Muhammadiyah Mataram. Grammar awareness was measured using an 18-item Grammar Awareness Questionnaire (GAQ), while academic writing proficiency was assessed through an analytical essay-writing test. Descriptive statistics indicated moderate grammar awareness (M = 42.36) and high academic writing proficiency (M = 85.00). Normality tests confirmed that the data were suitable for parametric analysis. Pearson correlation analysis revealed a very weak and non-significant relationship between grammar awareness and writing proficiency (r = .033, p = .818). Furthermore, simple linear regression analysis showed minimal predictive power of grammar awareness on writing performance (R² = .001). These findings suggest that academic writing proficiency is more likely influenced by other factors, such as vocabulary knowledge, writing strategies, topic familiarity, and academic engagement, rather than grammar awareness alone. Therefore, integrating grammar instruction with explicit writing strategy training is recommended in digital learning environments.
Copyright (c) 2026 Junita Ulhusna, Ilham, Lukman, Irwandi https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of the ELSA Speak Application as a Medium for Improving Pronunciation Skill in Speaking English in Vocational High Schools
Pronunciation is an essential component in developing students' speaking skills in learning English, especially for vocational high school students who are prepared to enter future workplaces that require effective oral communication with colleagues, clients, and industry partners. However, many vocational high school students still experience difficulties in pronouncing English words accurately. This study aims to determine the effectiveness of the ELSA Speak application in improving students' pronunciation skills. This research used a quantitative approach with a quasi-experimental design. The participants of this study were 39 students of class XI MP1 at SMK Muhammadiyah 1 Taman. Data were collected through pre-test and post-test in the form of oral pronunciation tests. The data were analyzed using SPSS through normality test, correlation test, and paired sample t-test. The results showed that the mean score increased from 73.08 in the pre-test to 81.56 in the post-test. The paired sample t-test showed a significance value of 0.000 (p < 0.05), indicating a significant improvement. This suggests that AI-based applications such as ELSA Speak can serve as a viable supplementary tool in the EFL classroom, particularly for enhancing students’ pronunciation through autonomous and technology-assisted practice.
Copyright (c) 2026 Nur' Ayunin Navia, Niko Ferdiyanto, Dian Rahma Santoso, Fika Megawati https://creativecommons.org/licenses/by-sa/4.0
An Exploration of English Song-Based Learning in Developing Young Learners’ Speaking Skills in an Islamic Primary School
This study explores the implementation of English song-based learning in developing young learners’ speaking skills at MI Kholafiyah Syafi’iyah Zainul Hasan Genggong. Speaking is challenging because English functions as a third language after Indonesian and Arabic in the dormitory environment, influencing students’ vocabulary, pronunciation, and confidence. This qualitative exploratory study involved three teachers and 37 students. Data were collected through classroom observations conducted over two months, interviews, and documentation, and analyzed using thematic analysis with data triangulation. The findings reveal that teachers use familiar songs whose lyrics are modified with English vocabulary and simple moral values aligned with the Islamic school context. This strategy improves students’ pronunciation, vocabulary, fluency, and confidence while creating an engaging and low-anxiety classroom atmosphere. Therefore, English song-based learning is an effective strategy for developing young learners’ speaking skills.
Copyright (c) 2026 Sufya Nadiya, Zainuddin Zainuddin https://creativecommons.org/licenses/by-sa/4.0
Students’ Difficulties in Translating English Text at Tadulako University: A Qualitative Study
This study explores the difficulties experienced by students in translating English texts at Tadulako University and identifies the factors influencing these difficulties. The research employed a descriptive qualitative method involving fifth-semester students of the English Education Study Program who had completed a translation course. Data were collected through semi-structured interviews, questionnaires, and analysis of students’ translation assignments. The findings show that students encounter several major problems in translation, including limited vocabulary mastery, grammatical errors, and difficulty interpreting homonyms. Vocabulary limitation was identified as the most dominant challenge because students often struggled to understand word meanings and determine appropriate equivalents in the target language. In addition, differences in grammatical structures, especially the use of the simple past tense, frequently caused inaccurate sentence construction. Students also faced difficulties in identifying the correct meaning of homonyms based on context. Furthermore, the study reveals that affective factors, such as boredom and low motivation, significantly contribute to students’ translation problems. These findings suggest that translation difficulties are influenced not only by linguistic competence but also by students’ attitudes toward learning. Therefore, translation teaching should emphasize vocabulary development, contextual understanding, and more engaging instructional strategies to improve students’ translation abilities effectively.
Copyright (c) 2026 Miftahul Jannah, Jamiluddin Jamiluddin, Afrillia Anggreni, Hasna Hasna https://creativecommons.org/licenses/by-sa/4.0
Nature Themed English Songs for Language Learning and Environmental Awareness in Preschoolers
Songs are widely recognized as effective instructional media for young learners because they encourage active engagement, support vocabulary development, and create meaningful learning experiences. Nevertheless, research focusing on the implementation of nature-themed English songs in Indonesian preschool EFL settings remains limited. Therefore, this study aimed to examine the effectiveness of nature-themed English songs in improving preschool students’ language learning and environmental awareness. The study applied a pre-experimental one-group pretest-posttest design involving 21 preschool students at a PAUD institution in Palembang, Indonesia. Data were collected through vocabulary and pronunciation tests, observation checklists, and environmental awareness checklists. The results showed a significant improvement in students’ language performance and environmental awareness after the treatment. The mean score increased from 57.28 on the pre-test to 84.52 on the post-test, supported by a significant t-test result (p < 0.05). In conclusion, nature-themed English songs were found to be effective in enhancing preschool students’ English language learning.
Copyright (c) 2026 Pratiwi Lestari, Nurul Aryanti, Welly Ardiansyah https://creativecommons.org/licenses/by-sa/4.0
Noun Phrase in the Lyrics of Billie Eilish: Visualizing and Tree Diagrams Analysis
This study examines noun phrases (NPs) in selected lyrics by Billie Eilish, namely Lovely, Ilomilo, and What Was I Made For? Previous studies have mainly focused on discourse analysis, thematic interpretation, and sentence-level syntax, while limited attention has been given to noun phrases, particularly their internal structure and role in meaning construction. This gap indicates the need for a focused syntactic analysis of noun phrases in lyrical discourse. The study aims to identify types of noun phrases, analyze their internal structures, and explain their contribution to emotional meaning. A descriptive qualitative method was applied, with data collected through documentation of song lyrics. The analysis covers 23 noun phrases, consisting of 8 from Lovely, 4 from What Was I Made For? and 11 from Ilomilo. The data were analyzed using identification, classification of structural patterns, and phrase structure rules based on generative grammar. Findings show that noun phrases appear in various forms such as determiner + noun (e.g., a way), possessive constructions (e.g., my fear), and complex structures with post-modifiers (e.g., a place to hide, the friends I’ve had to bury). These noun phrases function not only as grammatical units but also as carriers of emotional meaning, expressing uncertainty, loss, identity, and longing. The study concludes that noun phrases bridge syntactic structure and emotional expression in song lyrics.
Copyright (c) 2026 Dewi Anggi Lestari, Dadan Rusmana, Irman Nurhapitudin https://creativecommons.org/licenses/by-sa/4.0
Forger Family’s Double Lives in Spy x Family (2022): A Psychoanalytic Approach
This study explores the psychological dynamics of double lives as depicted in the Forger family in Spy x Family (2022). Using a descriptive qualitative approach and applying Sigmund Freud’s psychoanalytic theory of id, ego, and superego, this research analyses how the characters of the Forger Family (Loid, Yor, and Anya) construct and negotiate their identities while maintaining concealed roles. Data were collected from selected scenes, dialogues, and character interactions in the first season of the series. The analyses reveal that Loid is driven by ego and rationality; Yor reflects the struggle between id and social morality; and Anya represents the tension between desire, self-control, and moral development, while their concealed identities simultaneously generate psychological tensions that shape and influence their interpersonal relationships. This study highlights the relevance of psychoanalytic perspectives in understanding how concealed identities influence emotional dynamics in fictional family structures.
Copyright (c) 2026 Susan Oktaviana, Dwi Nur Sri Cahyani Kusumaningtyas https://creativecommons.org/licenses/by-sa/4.0
Exploring Students’ Speaking Practices in Using Beelinguapp Speaking Skills at an Islamic Senior High School
Although speaking is a crucial skill for English as a Foreign Language (EFL) learners, many students have limited opportunities to practice it in classroom settings. This gap highlights the need for alternative learning tools, such as Mobile-Assisted Language Learning (MALL) applications. This study aims to explore students’ speaking practice through the use of the Beelinguapp application in an Islamic senior high school. A qualitative case study approach was employed, involving eleventh-grade students and an English teacher. Data were collected through classroom observations and semi-structured interviews. The findings indicate that students practiced speaking by listening to audio stories, repeating sentences, and retelling them in their own words. The app’s audio and bilingual text features supported pronunciation and vocabulary development while increasing student engagement. However, challenges such as limited vocabulary and lack of exposure to English remained. Overall, MALL applications like Beelinguapp can support speaking practice in EFL classrooms.
Copyright (c) 2026 Sofiyah sofiyah https://creativecommons.org/licenses/by-sa/4.0
Youtube Based Authentic English Content In Teaching Speaking A Qualitative Study At Zainul Hasan Genggong Islamic University
This study emphasizes how crucial speaking abilities are to EFL instruction, especially when it comes to helping students become more proficient communicators in everyday situations. But there is still a disconnect between theoretical methods like Communicative Language Teaching and their actual use, particularly when it comes to using real digital media. The purpose of this project is to investigate how authentic English content from YouTube can be used to teach speaking and to analyze students' reactions. Through observations, interviews, and documentation, a qualitative approach was used. Although there are some drawbacks such a lack of engagement and technical difficulties, the results show that YouTube improves students' motivation, vocabulary, pronunciation, and confidence. The conclusion is that YouTube works well when paired with interactive exercises and suitable teaching techniques.
Copyright (c) 2026 Dhini Sukma Aprilia, Muhammad Hifdil Islam, Zainuddin Zainuddin Zainuddin https://creativecommons.org/licenses/by-sa/4.0
Developing EFL Student's Narrative Writing Through Storybird Application
Writing is one of the most challenging skills in English as a Foreign Language (EFL) learning because it requires students to combine language knowledge, idea development, and organization at the same time. Many students still experience difficulties in starting their writing, developing ideas, and organizing their stories into a clear structure. This study aims to investigate the implementation of the Storybird application in teaching narrative writing and to describe how students’ narrative writing skills develop through its use. This research employed a qualitative design conducted at MTs Raudhatul Hasaniyah involving 14 students. Data were collected through classroom observation, interviews, and document analysis of students’ narrative texts. The findings showed that Storybird helped students generate ideas more easily, organize their narratives better, and become more engaged in writing activities. The visual prompts provided by the application supported students in developing coherent stories and increased their confidence in writing. The learning process also became more interactive and enjoyable. These results indicate that Storybird is an effective tool to support the development of students’ narrative writing skills in EFL classrooms. .
Copyright (c) 2026 Madinatul Munawaroh https://creativecommons.org/licenses/by-sa/4.0
ANALISIS KEGIATAN EKSTRAKURIKULER TARI DI TK PERTIWI MEDAN
This study aims to analyze the implementation of dance extracurricular activities in early childhood education within the framework of the Merdeka Curriculum. Early Childhood Education (ECE) emphasizes play-based learning supported by a flexible curriculum that accommodates children's developmental needs. Extracurricular activities, particularly dance, play a significant role in fostering children's creativity, motor skills, and self-confidence. This research employs a descriptive qualitative approach conducted at TK Pertiwi Medan. Data were collected through observations and interviews with teachers and the school principal to examine the planning, organizing, implementation, and evaluation of dance extracurricular activities. The findings reveal that the implementation of dance extracurricular activities has been carried out effectively in practice, particularly in terms of teaching methods using demonstrations and repetitive exercises adapted to children's abilities. However, the program is not yet supported by systematic administrative management. Planning is conducted flexibly without written teaching modules, organizational structures are informal, and evaluation is carried out through direct observation without standardized assessment instruments or documentation. Despite these limitations, the program has successfully contributed to students’ achievements, as evidenced by consistent victories in dance competitions over the past four years. This indicates that practical implementation and teacher competence play a crucial role in program success, although improvements in structured planning, organization, and evaluation are still needed to optimize educational outcomes.
Copyright (c) 2026 Enjelina Vincere Sihombing https://creativecommons.org/licenses/by-sa/4.0
ESP Academic Writing Hurdles: A Case Study of Technological Institute Freshmen
This study explores ESP academic writing hurdles and coping strategies among freshmen at a technological institute. While previous research focuses on general EFL writing, studies specifically addressing the technical demands of engineering freshmen are limited. Using a qualitative case study, three students were interviewed for in-depth data. The data were analyzed using thematic analysis to categorize both writing hurdles and coping mechanisms. Results indicate that students face significant difficulties in lexical choices, grammar, text structure, and plagiarism, primarily due to limited academic vocabulary and the gap between high school and university standards. To cope, students combine course modules with peer discussions and digital resources. Findings suggest that lecturers should provide flexible feedback and support independent learning strategies. Ultimately, understanding these specific hurdles is crucial to help freshmen adapt to the demanding professional standards of technical academic writing.
Copyright (c) 2026 Anjar Nur Cholifah, Yuspik, Irawansyah https://creativecommons.org/licenses/by-sa/4.0
Feminist Analysis of Beauty Privilege and Marginalization in Wicked (2024)
This paper explores how the film Wicked (2024) constructs beauty privilege by contrasting the representations of Glinda and Elphaba, focusing on the interplay between physical appearance and power relations. Through a qualitative analysis of representation, the study investigates both visual and textual components in pivotal scenes, drawing on Stuart Hall’s theory of representation alongside Naomi Wolf’s feminist perspectives. The results indicate that Glinda’s alignment with conventional American beauty ideals affords her social acceptance and narrative dominance, whereas Elphaba’s unconventional looks lead to her marginalization despite her eventual defiance. Wicked (2024) both upholds and critiques established beauty hierarchies, illustrating how beauty functions as a political tool that influences identity formation, power structures, and social legitimacy within contemporary Hollywood cinema. Few studies explore how beauty advantage creates "othering," especially in molding Elphaba's marginalization in Wicked (2024), despite earlier research on beauty standards in movies.
Copyright (c) 2026 Noviana Mega Saputri, Yusrina Dinar Prihatika https://creativecommons.org/licenses/by-sa/4.0
A Descriptive Qualitative Study on the Use of Cake Application to Address Students’ Pronunciation Difficulties at MA Mirqotul Ulum
Accurate pronunciation is fundamental to the development of oral proficiency, as it directly governs the clarity and comprehensibility of verbal interaction; nevertheless, many EFL learners continue to encounter phonetic hurdles stemming from insufficient practice, a lack of corrective feedback, and interference from their native language. While existing scholarship has widely acknowledged the advantages of Mobile-Assisted Language Learning (MALL), most studies remain centered on broad language acquisition, leaving a gap in understanding how specific applications are utilized to resolve pronunciation challenges within localized educational settings. Consequently, this study examines the integration of the CAKE application in English pronunciation instruction and its role in mitigating students' speech difficulties at MA Mirqotul Ulum through a descriptive qualitative framework. Involving an English instructor and their students, data were gathered via classroom observations, semi-structured interviews, phonetic assessments, and documentation, then processed through an interactive model of data analysis. The findings demonstrate that CAKE fosters a self-directed learning environment through its speech recognition and 'Listen and Repeat' functionalities, which offer instantaneous evaluation and lead to observable progress in both segmental and suprasegmental elements, alongside bolstered student motivation and confidence. Ultimately, this research underscores the practical utility of mobile based interventions in pronunciation pedagogy and enriches the discourse on MALL by providing empirical evidence of a specialized application’s efficacy in an EFL context.
Copyright (c) 2026 Arini Roihati Farha, Muhammad Hifdil Islam, Zainuddin Zainuddin https://creativecommons.org/licenses/by-sa/4.0
Analysis of Translation Techniques Used in LINE Webtoon “Serena” by Jeong Ina
Translation techniques play a crucial role in ensuring that meaning is conveyed accurately and naturally across languages, particularly in dialogue-driven texts such as webtoons. However, previous studies on webtoon translation have predominantly focused on specific linguistic or cultural aspects, with limited attention to the overall distribution of translation techniques in English-to-Indonesian contexts. This study aims to identify the types of translation techniques and analyze their frequency in selected chapters of Serena by Jeong Ina, based on the framework proposed by Molina and Albir (2002). Using a descriptive qualitative design with quantitative support, 474 data units were analyzed from the English and Indonesian versions. The findings indicate that modulation is the most dominant technique, followed by amplification, reduction, and established equivalent. These results suggest that the translator prioritizes naturalness, clarity, and readability. Overall, the selection of translation techniques is influenced by the communicative demands of webtoons as multimodal and dialogue-based medium.
Copyright (c) 2026 Sonia Dewi Marsanda, Ummi Nur Laila Sulistyani https://creativecommons.org/licenses/by-sa/4.0
Literacy as Power and Its Impacts on Women’s Empowerment in Kathryn Stockett’s The Help
This study reveals how literacy operates as a form of power and its impact on woman’s empowerment in Kathryn Stockett The Help (2009) using New Literacy Studies (Street, 1984; Barton & Hamilton, 1998), literacy as power theory (Williams & Zengers, 2007), and Kabeer’s (1999) women’s empowerment framework. Through qualitative textual analysis, it identifies three key literacy events—initiation of the book, the writing process, and the book’s publication—where literacy functions via control over meaning, action production, and strategicity. The findings show that literacy enables marginalized Black women to challenge dominant racial narratives, negotiate risk, and produce tangible social consequences, despite structural constraints. Applying Kabeer’s framework reveals that literacy acts as a resource that facilitates agency and leads to partial yet meaningful achievements, including economic independence and psychological transformation.
Copyright (c) 2026 Faradilla Khairin Nisa', Much. Koiri https://creativecommons.org/licenses/by-sa/4.0
Language Maintenance of the Aga Cempaga Dialect of Bali: a Sociolinguistic Study and Its Implications for Language Revitalisationtitle
This study examines the maintenance of the Bali Aga dialect in Cempaga Village, Banjar District, Buleleng Regency, Bali. The Bali Aga dialect is an older form of the Balinese language spoken by the Bali Aga community (highland/indigenous Balinese), historically predating and linguistically distinct from the Lowland Balinese (Lowland Balinese) dialect. Cempaga Village, as one of the Bali Aga communities, harbors unique linguistic wealth, yet faces mounting pressures from modernization and language shift. This research aims to: (1) identify the distinctive linguistic features of the Cempaga Bali Aga dialect that differentiate it from the Lowland Balinese dialect; (2) analyze the social, economic, and cultural factors influencing dialect maintenance; and (3) formulate contextual and sustainable revitalization strategies. The study employs a descriptive-qualitative method with a linguistic ethnographic approach. Data were collected through in-depth interviews with 42 purposively selected informants, eight months of participant observation, and spontaneous speech recordings. Results indicate that the Cempaga Bali Aga dialect possesses 78 unique lexical items absent from the Lowland dialect, a distinct phonological system with 12 distinctive phonemes, and unique morphosyntactic patterns. Dialect maintenance is positively supported by communal identity, active customary ritual practices, and elderly generational awareness. Primary threats arise from Indonesian language dominance in formal education, inter-regional intermarriage, and the prevalence of Indonesian-Lowland Balinese digital media. This study recommends community-based revitalization programs that integrate the dialect into local curricula and digital platforms.
Copyright (c) 2026 Ni Ketut Veri Kusumaningrum, Elsita Lisnawati Guntar, I Made Aryastawan https://creativecommons.org/licenses/by-sa/4.0
Students’ Self-Regulation in Learning Academic Writing with AI Mediation Tools.
Academic writing is by rehearsal. It requires further treating. Therefore, this paper aimed at finding to observe and analyze the integration of self-regulated learning for academic writing with AI mediation learning tools. This paper applied library research. Thus, the data were gained from scientific journal, proceeding, research articles, books, and so forth where those should be relevant with the topic discussed. The finding underscored two points. The first was that how integrate Artificial Intelligence AI with self-regulated learning a writing skills. The second, the benefits regarded on those integration. The recommendation was delivered in the pedagogic and future research aspects. For pedagogic, educators curriculum maker and AI experts should discuss together to set valuable curriculum, learning writing materials, instructions and so forth. For future researcher, further researches should be conducted with the different study level, and different language skills to analyze comprehensively toward those integrations in order to gain wider perspectives.
Copyright (c) 2026 Dodi Erwin Prasetyo https://creativecommons.org/licenses/by-sa/4.0
Conversational Implicature and Sarcasm in Football Mock Names Posted By @HaterCentral On X
Football discourse on social media has become a dynamic space where users express evaluation, humor, and criticism through creative language, particularly in the form of football mock names. This study aims to analyze how sarcasm is realized and how conversational maxims are flouted in football mock names posted by @HaterCentral on X. This research employs a qualitative approach using 16 mock names as data, analyzed through Dynel’s theory of sarcasm, Grice’s Cooperative Principle, and a multimodal pragmatic framework. The findings reveal that sarcasm is realized through phonological wordplay, cultural references, and evaluative expressions, supported by visual elements and emojis that strengthen meaning. The flouting of the Maxim of Manner and the Maxim of Quality enables indirect criticism through the interaction of verbal and non-verbal modes. These findings indicate that football mock names function as a form of multimodal sarcastic and evaluative communication in online discourse .
Copyright (c) 2026 Faraz Kahfi Djohari, Mahi M Hkikmat, Cipto Wardoyo https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of the Benefits of Using Character.AI for Speaking Practice
This study explores students' perceptions of the role of Character.AI in developing speaking skills and supporting adaptive communicative practice. As artificial intelligence (AI) in language education continues to transform English language teaching, Character.AI offers a potential solution by providing persona-driven dialogues that simulate real-life interactions through various characters. This study employed a qualitative phenomenological approach involving eighth-semester students of the English Education Study Program who had experience using Character.AI for speaking practice. Data were collected through triangulation methods, including questionnaires and semi-structured interviews, and analyzed using thematic analysis to ensure credibility. The findings revealed several benefits, such as improvements in fluency, vocabulary, confidence, motivation, comfort, flexibility in practice, reduced anxiety, and increased willingness to speak. However, limitations were found in generating unnatural responses, indicating that it cannot fully replace authentic human communication. Therefore, Character.AI is best used as a supplementary tool to prepare students for real-life interaction.
Copyright (c) 2026 Roni Kurniawan, Maida Norahmi, Akhmad Fauzan, Alvionita Damayanti https://creativecommons.org/licenses/by-sa/4.0
Disability Representation in Kurikulum Merdeka English Textbooks: A Critical Content Analysis
The representation of disability in educational materials, particularly textbooks, is an important yet often overlooked aspect of inclusive education. Although Indonesia’s Merdeka Curriculum promotes diversity, the portrayal of individuals with disabilities in English as a Foreign Language (EFL) textbooks remains underexplored. This study examines the visibility and social roles of characters with disabilities, focusing on whether they are portrayed as “agents” or “victims” based on the Social Model of Disability. Using Critical Content Analysis, this study analyzed three high school English textbooks (Grades 10–12). The findings indicate that disability is indeed depicted, but inconsistently, with more frequent appearances in Grade 10. All identified characters are portrayed as active, independent, and socially integrated individuals, categorized as “agents.”
Copyright (c) 2026 Handiyani Silviana Putri, Sri Wuli Fitriati Fitriati, Yuliati Yuliati https://creativecommons.org/licenses/by-sa/4.0
Patriarchal Resistance Of Female Characters In There’s Still Tomorrow (2023)
Patriarchy continues to shape women’s roles and limit their opportunities across social and economic structures. However, existing studies often focus on symbolic and institutional forms of resistance, overlooking the material conditions that sustain women’s oppression. This study aims to analyze the representation of patriarchal power and female resistance in There’s Still Tomorrow (2023) using Silvia Federici’s Marxist feminist framework. This research employs a qualitative descriptive method by examining selected scenes and dialogues related to domestic labor, economic control, bodily regulation, and resistance. The findings reveal that patriarchal power operates through economic dependency, control over women’s bodies, and unequal access to resources. At the same time, Female Resistance (FR) emerges as the dominant pattern through everyday strategies. However, such resistance remains constrained within the patriarchal-capitalist system. Therefore, the study concludes that resistance exists but functions primarily as a survival strategy rather than a structural transformation.
Copyright (c) 2026 Angelica Sanjaya, Ephrilia Noor Fitriana https://creativecommons.org/licenses/by-sa/4.0
Teaching the Past Form to the Students of SMAN 5 Palu through Group Work Learning
Grammar mastery, particularly in the use of past forms, is essential for developing students’ writing skills; however, many students still face difficulties in applying correct verb forms in sentences. This study aimed to examine the effectiveness of group work learning in improving students’ ability to use past forms. This research employed a quasi-experimental design involving two groups: an experimental class and a control class, each consisting of 23 tenth-grade students of SMAN 5 Palu. The data were collected through multiple-choice and essay tests. The pre-test results showed that both groups had relatively similar abilities. After the treatment, the post-test results indicated a significant improvement in the experimental class (87.39) compared to the control class (81.19). The findings reveal that students taught through group work achieved better results in understanding and using regular and irregular verbs. Therefore, group work learning is effective in improving students’ mastery of past forms in writing.
Copyright (c) 2026 Yohalis Selma Sunggudek, Wahyudin S.Pd., M.Pd., Desrin Lebagi S.Pd., M.Pd, Dr. Rofiqoh M.Ed https://creativecommons.org/licenses/by-sa/4.0
Translation Analysis of Culture-Specific Items (CSIs) in the Indonesian Movie “KKN di Desa Penari”
Translation of Culture-Specific Items (CSIs) in audiovisual media plays a crucial role in supporting cross-cultural understanding and preserving cultural meaning. However, previous studies have predominantly focused on translation strategies, with limited attention to how translated CSIs contribute to cultural understanding among global audiences, as evaluated through the extent to which the translations preserve referential meaning, retain cultural nuances, and remain comprehensible to target viewers. This study aims to analyze the translation of CSIs in the Indonesian horror film KKN di Desa Penari by applying Newmark’s (2010) CSI categories and Aixelá’s (1996) translation strategy framework. This research employs a qualitative descriptive case study design. The data were collected from movie dialogues and their English subtitles using observation and note-taking techniques. The analysis identified 41 CSIs classified into six categories, with social life and private passions emerging as the most dominant. The findings also reveal that while many translations successfully preserve referential meaning, some cultural nuances are reduced in the process. This study contributes to audiovisual translation research by highlighting the role of CSI translation not only as a linguistic process but also as a mediator of cultural understanding. It shows that although translation enables international audiences to access Indonesian cultural elements, certain layers of cultural depth may not be fully conveyed.
Copyright (c) 2026 Dominggus Florensius, Bahing Siritman, Richard Ferry Nugraha, Arvin Armando, Arya Febridinata https://creativecommons.org/licenses/by-sa/4.0
Reproduction of Racial Inequality in Sinners (2025)
This study examines how Sinners (2025) dramatizes racial domination through the vampire genre by organizing inequality as a structural condition rather than an isolated act of prejudice. The film is selected because it places Black cultural space especially music, communal gathering, and tradition at the center of conflict, allowing racial power to appear through both admiration and coercion. Using a qualitative film-text analysis, this research interprets key scenes through Pierre Bourdieu’s concepts of habitus, capital, and field to explain how domination becomes embodied, how cultural value is targeted and seized, and how space is reorganized through boundary control. The findings show that racial inequality in Sinners operates through three interlocking mechanisms: (1) habitus as bodily recalibration and anticipatory restraint during intrusion, (2) capital as the capture and conversion of Black cultural gifts (especially musical talent) into resources for domination, and (3) field as spatial expansion and forced rule-change that collapses Black autonomy from within. Together, these mechanisms reveal racial reproduction as a repeated process sustained through symbolic legitimacy and cultural extraction. The study highlights how horror cinema can expose the everyday workings of racial hierarchy beneath the surface of inclusion.
Copyright (c) 2026 Raga Riswanda https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Model Problem Based-Learning Berbantuan Media Liveworksheet terhadap Kemampuan Menulis Teks Eksplanasi Siswa Kelas IX di UPT SMP Negeri 8 Medan
This study aims to determine the effect of the Problem Based Learning model assisted by Liveworksheet media on students' ability to write explanatory texts. This study uses a quantitative approach with an experimental method. The research design used is a Two Group pretest-posttest group design. Data collection techniques through tests, interviews, and observations. The results of the study from the application of the Problem Based Learning model assisted by Liveworksheet media show that: 1) Before being given treatment, the ability to write explanatory texts in both groups was in the low category with an average pre-test of the experimental group of 55.67 and the control group of 57.50. 2) After being given treatment, the experimental group experienced a significant increase to the good-very good category with an average post-test reaching 81.17, far exceeding the average post-test of the control class which only reached 66.67. 3) Based on the hypothesis test (Independent Sample T-test), a significance value of <0.001 was obtained, and the N-Gain Score test results indicated an effectiveness level of 58.18% for the experimental class (fairly effective), while the control class was only 20.76% (ineffective). Based on the research results, it can be concluded that the implementation of the Problem-Based Learning model assisted by Liveworksheet media has a significant impact on the writing ability of ninth-grade students at the UPT SMP Negeri 8 Medan.
Copyright (c) 2026 Febina Maharani Br Tarigan https://creativecommons.org/licenses/by-sa/4.0
English Foreign Language (EFL) Learners’ Perceptions Toward the Use of Mobile-Assisted Language Learning Applications in Learning English Language Skills
Technology plays an important role in supporting students’ English skill development. This study aims to investigate EFL students’ perceptions of Mobile-Assisted Language Learning (MALL) in improving English skills and to examine whether these perceptions differ by gender. Previous studies have widely explored EFL learners’ attitudes toward technology-assisted English learning. However, many studies discuss learners’ perceptions in general and pay limited attention to MALL or gender-based comparisons. Findings on gender differences also remain inconsistent. Some studies report differences in attitudes and technology use, while others find no significant variation. This inconsistency leaves gender’s role in MALL perceptions unclear. Moreover, few mixed-methods studies combine quantitative and qualitative data to explain how gender may or may not influence students’ perceptions of MALL. To address these gaps, this study employed an explanatory mixed-methods design. Quantitative data were collected from 72 students using Davis’s (1993) technology integration questionnaire and analyzed descriptively. Qualitative data were obtained through semi-structured interviews with ten participants and examined using thematic analysis. The survey results showed that students had generally positive perceptions of MALL, especially in terms of usefulness and ease of use. The findings also indicated no significant differences between male and female students. Interview results supported these findings by showing that MALL helped students understand learning materials and develop their English skills. Overall, this study suggests that MALL can serve as a practical technology-based medium in English instruction. It also provides lecturers with useful insights for increasing student engagement and supporting effective English skill development.
Copyright (c) 2026 Musdizal, Suhaimi https://creativecommons.org/licenses/by-sa/4.0
Positive Politeness Strategies in the 2025 Grammy Awards Acceptance Speech
The Grammy Awards is an annual event of American music industry. Award events are strongly related into award acceptance speech, which is performed by the winners of nominees in each category. Celebrities usually pay attention to the word choice in order to maintain their persona. This research focuses on how positive politeness strategies exist in award acceptance speeches. As a part of pragmatics, politeness strategies theory by Brown and Levinson (1987) was used to analyze the utterances in 2025 Grammy Awards acceptance speech. By using a qualitative descriptive approach, the data were described based on their sub-categories. The result of the study showed that the positive politeness strategies are generally found in the award acceptance speech. The use of politeness strategies gives the impression of humility and reduces arrogance. It found that the utterances are using several positive politeness strategies sub-categories.
Copyright (c) 2026 Aldiansyah Munawar Al Fachri, Abd Hannan EF, Dedi Sulaeman https://creativecommons.org/licenses/by-sa/4.0
Bridging the Gap between Reading and Presenting: Examining Psychological Constraints and Adaptive Coping Strategies in EFL Academic Presentations
Why do students who understand effective presentation practices continue to rely on reading from slides? This study investigates the cognitive, affective, and strategic mechanisms underlying this discrepancy in EFL academic presentations. Using a convergent parallel mixed-methods design, data were collected from 16 Indonesian undergraduate students through Likert-scale questionnaires and semi-structured interviews. The findings generate three key contributions. First, text dependency is reconceptualized not as a performance deficit but as a performance-stabilization strategy, enabling learners to manage fluency and reduce anxiety under real-time communicative pressure. Second, the study identifies a persistent affective–cognitive disjunction, in which anxiety operates independently of content mastery and overrides metacognitive intention during performance. Third, the study documents the emergence of AI-mediated coping, where students use generative AI tools as real-time cognitive extensions during moments of uncertainty, revealing a previously untheorized form of distributed performance regulation. Taken together, these findings reconceptualize the knowing–doing gap as a multidimensional performance regulation system shaped by the dynamic interaction of cognition, affect, and technology. Building on this integration, the study proposes the PACE Framework (Psychological–Affective–Cognitive–Ecological AI) as a pedagogical model for supporting adaptive and authentic communication in AI-mediated learning environments. The study contributes to the extension of Communication Apprehension theory into digital contexts and advances a distributed cognition perspective on L2 oral performance. Pedagogically, it highlights the need for integrated approaches that address not only speaking skills, but also affective regulation, cognitive load management, and ethical AI use in academic communication.
Copyright (c) 2026 Arif Alexander Bastian, Bungsudi Bungsudi, Eka Pratiwi Yunianti https://creativecommons.org/licenses/by-sa/4.0
The Role of Halimbubu Foundation in Promoting Ta’awun Among Youth
This study aims to examine the role of the halimbubu Foundation in promoting ta’awun values among youth amid the challenges of modernization. This research employs a qualitative approach using interviews as the primary data collection method. The participants consist of youth members and administrators of the Halimbubu Foundation in Baubau City. The findings reveal that the foundation plays a significant role in fostering mutual help, social awareness, and cooperative attitudes through various religious and social activities. In addition, the foundation faces challenges from modern lifestyles that tend to reduce social interaction among youth. However, continuous guidance and structured programs have helped strengthen ta’awun values. In conclusion, the Halimbubu Foundation contributes positively to building moral values of ta’awun among youth despite the influence of modernization.
Copyright (c) 2026 Sofya Ayu, Basri Basri, Madi Madi https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions Of Enjoyable Listening Activities In A Low Exposure Efl Classroom At Mts. Zainul Irsyad
Listening is an essential ability in English as a Foreign Language (EFL) instruction, particularly in low-exposure settings where students have little contact with English outside of school. However, many students struggle and demonstrate low motivation as a result of boring instructional approaches and a lack of engaging activities. Previous research has emphasized learning results rather than students' impressions of fun listening activities. However, past research has rarely investigated students' perceptions in low-exposure settings. As a result, the purpose of this study is to investigate students' perceptions and determine the types of listening activities that they enjoy the most. This study used a qualitative case study approach with students from MTs. Zainul Irsyad. Data were gathered by observation, interviews, and documentation, then evaluated utilizing data reduction, display, and conclusion drawing. The data show that students initially have negative perceptions but respond positively to participatory activities including songs, movies, and group discussions. Finally, entertaining and participatory activities increase students' interest and drive to learn through listening.
Copyright (c) 2026 nuriyatul maftuhah, Feri Feri Ferdiyanto, Nina Agus Hariati https://creativecommons.org/licenses/by-sa/4.0
Phonological Wordplay in the Dad Jokes YouTube Channel
Humor in spoken interaction often relies on phonological manipulation to create ambiguity and generate comedic effects. This study aims to analyze the types of wordplay found in the Dad Jokes YouTube channel and to examine how sound-based manipulation contributes to humor creation in spoken interaction. The data were analyzed using Dirk Delabastita’s theory of wordplay, which includes homonymy, homophony, homography, and paronymy. This study employed a qualitative descriptive method by identifying jokes containing wordplay from selected videos in the Celebrity Dad Jokes playlist. The findings showed that paronymy was the most dominant type, occurring in 62 out of 120 identified data, followed by homonymy (30 data), homophony (27 data), and homography (1 datum). The results also demonstrated that prosodic features, particularly pauses and intonation, contributed to humor creation by triggering ambiguity, reinterpretation, and surprise through wordplay. The study concludes that phonological features play a significant role in shaping humor in spoken dad jokes on YouTube.
Copyright (c) 2026 Amalia Nafianty Shagita, Abd Hannan EF, Dedi Sulaeman https://creativecommons.org/licenses/by-sa/4.0
Politeness Strategy and Mitigation in Food Evaluations of Nick DiGiovanni’s YouTube Reviews
Digital communication has reshaped how evaluations are expressed in public platforms, particularly on YouTube, where food reviews combine entertainment and judgment. However, limited attention has been given to how reviewers balance criticism and politeness in such contexts. This study aims to examine politeness strategies and mitigation devices used in food review videos by Nick DiGiovanni. Using a qualitative descriptive approach, the study applies Brown & Levinson’s politeness theory and Fraser’s mitigation framework to analyze evaluative utterances from selected videos published between 2024 and 2025. The findings reveal that negative politeness strategies are dominant and frequently combined with mitigation devices such as hedges, disclaimers, and parenthetical verbs. These features function to soften criticism, maintain audience engagement, and preserve the speaker’s credibility. Overall, the study shows that politeness and mitigation play a crucial role in shaping evaluative discourse in digital media.
Copyright (c) 2026 Fanny Meilani NH, Dewi Kustanti, Toneng Listiani https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Readiness to Use Instructional English in Primary Classrooms within an ESP Context
The use of instructional English as a medium of instruction in primary classrooms requires student teachers to demonstrate integrated linguistic, pedagogical, and affective readiness. However, challenges remain in translating English for Specific Purposes (ESP) learning into effective classroom practice. This study investigates student teachers’ readiness to use instructional English across four dimensions: knowledge, classroom language skills, self-confidence, and classroom interaction readiness. A quantitative survey design was employed involving 133 student teachers enrolled in a Primary School Teacher Education (PGSD) program. Data were collected using structured questionnaire and analyzed using descriptive statistics. The findings reveal a moderate to high level of overall readiness. Performance-based dimensions, particularly classroom language skills and classroom interaction readiness, are more developed than knowledge and self-confidence. This indicates that while student teachers are able to perform instructional tasks in English, their conceptual understanding and confidence remain limited.
Copyright (c) 2026 Rifhani Handayani L https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review : Students’ Perception of Asynchronous and Synchronous in Learning
The rapid development of digital technology has significantly transformed educational practices, particularly through the integration of synchronous and asynchronous learning modes.This article aims to conduct a systematic review of Students’ Perception of Asynchronous and Synchronous in Learning. The search strategy is based on the following keywords: " Students’ Perception of Asynchronous and Synchronous in Learning from Google Scholar. Based on the results of this article, only 7 articles analysis became. The results indicate that students generally view both learning modes positively, though for different reasons. Synchronous learning is appreciated for its real-time interaction, prompt feedback, and sense of social presence, whereas asynchronous learning is valued for its flexibility, self-paced nature, and ease of access. Most students tend to favor a blended approach that integrates the advantages of both methods. The study concludes that combining synchronous and asynchronous strategies can more effectively address diverse student needs and improve overall learning outcomes.
Copyright (c) 2026 Ressy Novasyari, Melisa Novianty https://creativecommons.org/licenses/by-sa/4.0
English Vocabulary Acquisition of Grade VII Students of SMPN 6 Satap Kupang
Vocabulary is a key component of language proficiency, supporting comprehension and communication. This study examined the level of English vocabulary mastery among students in class VII-C at SMPN 6 Satap Kupang Tengah. Using a descriptive quantitative design, all 21 students completed a vocabulary test consisting of written and visually supported sections to measure receptive vocabulary—the ability to recognize and understand grade-appropriate words. Scores were converted to percentages and classified as Very Low (0–40%), Low (41–60%), Moderate (61–80%), or High (81–100%). Results showed a mean score of 41.0% for the written section (Low) and 36.9% for the visual section (Very Low). Overall, students’ vocabulary mastery was categorized as Low, with most scoring between 25% and 50%. These findings reflect limited exposure to English outside the classroom and highlight the need for targeted vocabulary instruction to enhance students’ English proficiency.
Copyright (c) 2026 Elvis Albertus Bin Toni, Imelda Hongu, Antonius Padu Dagang https://creativecommons.org/licenses/by-sa/4.0
Enhancing Arabic Vocabulary Acquisition through Short-Form Video Content: TikTok and Instagram Reels as Learning Media
Short video content on social media platforms such as TikTok and Instagram Reels is increasingly being used as an informal learning medium, including in the context of Arabic language learning. This study aims to analyze the role of short video content, particularly on TikTok and Instagram Reels platforms, in improving Arabic vocabulary mastery through a literature review approach. This study employs a qualitative method by analyzing 10 scientific journal articles related to digital-based language learning, indexed between 2022 and 2026. The findings indicate that microlearning-based short video clips have great potential as a visual, interactive, and easily accessible learning medium. TikTok has proven relatively effective for initial introduction and brief vocabulary reinforcement, while Instagram Reels better supports the development of contextual and creative vocabulary use. The effectiveness of both platforms is influenced by the quality of content design, delivery strategies, and users' level of digital literacy. Nevertheless, challenges such as distraction and undirected use remain obstacles. Overall, the strategic use of short videos can serve as an effective alternative learning medium in the digital era, while also serving as an important consideration for teachers and curriculum designers in developing technology-based Arabic language learning.
Copyright (c) 2026 Viona Rosalina, Dinda Puspa Kirana, Syahrul Majid Simamora, Ummu Tsumairo, Aulya Rahmadhani Harahap https://creativecommons.org/licenses/by-sa/4.0
Education is a systematic effort to shape the whole person, giving rise to various schools of thought that have developed throughout history. Each school of thought has unique characteristics in understanding the nature of education, its goals, methods, and the roles of educators and students. Traditionalist education emphasizes the importance of transmitting past values and knowledge through structured methods. Meanwhile, progressivism prioritizes students' learning experiences with a flexible and contextual approach. Existentialism emphasizes individual freedom in determining the direction of education, while essentialism focuses on mastering basic knowledge and core skills. Social reconstructionism promotes education as a tool to improve social conditions and create better social change. This study aims to provide a comprehensive overview of the basic concepts of various educational schools of thought, so that they can serve as a theoretical foundation for developing educational models relevant to today's challenges.
Copyright (c) 2026 Irfan Irfan, Moch Subhan Syarif, Suyudi Suyudi, Fuad Abdul Baqi, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by-sa/4.0
PENDEKATAN KEPEMIMPINAN AMONG KEPALA SEKOLAH DALAM MENGUATKAN MANAJEMEN PENDIDIKAN UNTUK MENINGKATKAN MUTU DI SMA NEGERI 1 PENGASIH
Penelitian ini mengkaji penerapan Kepemimpinan Among dalam memperkuat manajemen pendidikan untuk meningkatkan mutu pembelajaran di SMA Negeri 1 Pengasih. Kepemimpinan Among yang berakar pada pemikiran Ki Hajar Dewantara menekankan prinsip Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, dan Tut Wuri Handayani. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologis yang berfokus pada pengalaman kepala sekolah dan guru. Hasil penelitian menunjukkan bahwa Kepemimpinan Among diimplementasikan melalui penguatan manajemen sumber daya manusia, pengembangan kurikulum, serta hubungan sekolah dengan masyarakat. Kepala sekolah berperan sebagai teladan, fasilitator, dan pemberi dukungan yang mendorong partisipasi guru dan menciptakan budaya kolaboratif. Kesimpulannya, Kepemimpinan Among efektif dalam meningkatkan motivasi dan profesionalisme guru yang berdampak pada peningkatan mutu pembelajaran. Penelitian ini memberikan kontribusi teoritis dan praktis bagi pengembangan kepemimpinan pendidikan berbasis nilai lokal.
Copyright (c) 2026 Ali Sobirin https://creativecommons.org/licenses/by-sa/4.0