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
Students’ Speaking Practices through Beelinguapp in an Islamic Senior High School
Although speaking is a crucial skill for English as a Foreign Language (EFL) learners, students often have limited opportunities to practice it in classroom settings. While previous studies have highlighted the potential of Mobile-Assisted Language Learning (MALL), few have examined how specific applications such as Beelinguapp support speaking practices in real classroom contexts, particularly in low exposure environments. This study aims to explore students’ speaking practices using the Beelinguapp application in an Islamic Senior High School. A qualitative case study was conducted involving 20 eleventh-grade students, with three students and one English teacher selected through purposive sampling for in-depth interviews. Data were collected through one classroom observation and semi-structured interviews. The findings show that students practiced speaking through listening, repetition, and story retelling. The application supported pronunciation, vocabulary development, and engagement, although challenges such as limited vocabulary and exposure remained.
Copyright (c) 2026 Sofiyah, Zainuddin, Nina Agus Hariati 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, Feri Ferdiyanto, Zainuddin https://creativecommons.org/licenses/by-sa/4.0
Analysis of Dance Extracurricular Activities at Pertiwi Kindergarten 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, Wan Nova Listia 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 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 functions as a form of power and shapes women’s empowerment in Kathryn Stockett’s novel, The Help (2009). Drawing on New Literacy Studies, Williams and Zenger’s (2007) concept of literacy as power, and Kabeer’s (1999) empowerment framework, it employs qualitative textual analysis of three key literacy events: the book’s initiation, the writing process, and its publication. The findings show that literacy operates through control over meaning, action production, and strategicity, enabling marginalized Black women to challenge dominant racial narratives, navigate risk, and generate social consequences. Within Kabeer’s framework, literacy emerges as a strategic resource that enables agency and produces achievements, including economic mobility and psychological autonomy. Rather than merely a medium of expression, literacy is shown to function as a socially embedded and strategic practice through which marginalized women negotiate and reshape power relations.
Copyright (c) 2026 Faradilla Khairin Nisa', Much. Koiri 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 women’s 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, women’s resistance emerges as the dominant pattern through everyday survival strategies, such as emotional endurance, small acts of defiance, and attempts to gain autonomy within domestic life. 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
Language Maintenance of the Dialect Bali Aga Cempaga: A Sociolinguistic Study and its Implications for Language Revitalisation
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 developed by rehearsal. It requires further practice. Therefore, this paper aimed at finding to explore the integration of self-regulated learning for university students in academic writing with AI mediation learning tools and to explore those strengths. 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 Abdul Hadi, Kusworo Aribowo, Dodi Erwin Prasetyo https://creativecommons.org/licenses/by-sa/4.0
Conversational Implicature and Sarcasm in Football Mock Names Posted By @HaterCentral on X
This study examines how sarcasm and conversational implicature are constructed in football mock names posted by @HaterCentral on X. Addressing a gap in previous studies that have not specifically explored the integration of sarcasm and implicature within mock naming practices, this research adopts a qualitative multimodal pragmatic approach. The data consist of 16 football mock names purposively selected from posts published between August 2025 and March 2026, based on their relevance to sarcasm and maxim flouting. The findings show that sarcasm is primarily realized through phonological wordplay, cultural references, and evaluative exaggeration, supported by visual elements and emojis. These expressions systematically involve the flouting of the Maxim of Manner and the Maxim of Quality, enabling indirect criticism through implicature. The study highlights that sarcasm in online discourse operates as a multimodal and structured communication strategy.
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. Most existing studies on AI in language learning primarily focus on tools that rely on structured or predefined prompts, which tend to be monotonous and less effective in fostering adaptive speaking development. However, limited attention has been given to more interactive, persona-driven AI platforms that can simulate real-life communication. To address this gap, this study employed a qualitative phenomenological approach involving five (5) 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 analysed using thematic analysis. The findings revealed that Character.AI contributes to the development of speaking skills, including improvements in fluency, confidence, motivation, vocabulary, willingness to speak, as well as a reduction in speaking anxiety. It also facilitates adaptive communicative practice by promoting adaptability, flexibility and accessibility in speaking activities. However, some limitations were identified, particularly in generating occasionally unnatural responses, indicating that it cannot fully replace authentic human interaction. Therefore, Character.AI is best utilized as a supplementary tool to support students in preparing for real-life communication.
Copyright (c) 2026 Roni Kurniawan, Maida Norahmi, Akhmad Fauzan, Alvionita Damayanti 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 experience difficulties in applying regular and irregular verbs correctly. This study aimed to examine the effectiveness of group work in improving students’ mastery of past forms. The research employed a quantitative approach with a quasi-experimental design involving an experimental class and a control class, each consisting of 23 tenth-grade students of SMAN 5 Palu. Data were collected through pre-tests and post-tests consisting of multiple-choice and essay questions. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s Test of Homogeneity, and the Mann–Whitney U Test with the assistance of IBM SPSS Statistics version 29. The pre-test results showed that both groups had relatively similar initial abilities, with mean scores of 78.91 for the experimental class and 80.21 for the control class. After six meetings of treatment using group work activities, the experimental class achieved a higher post-test mean score (87.39) than the control class (81.19). The Mann–Whitney U Test showed a significance value of 0.000 (Asymp. Sig. 2-tailed < 0.05), indicating a statistically significant difference between the two groups. These findings reveal that students taught through group work performed better in understanding and using regular and irregular verbs. Therefore, group work is effective in improving tenth-grade students’ mastery of past forms in writing at SMAN 5 Palu
Copyright (c) 2026 Yohalis Selma Sunggudek, Wahyudin , Desrin Lebagi, Rofiqoh 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. While current Black horror scholarship extensively analyzes metaphors of historical trauma, few studies examine the micro-sociological mechanics of capital extraction within these films. Addressing this gap, 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. 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, highlighting how horror cinema can expose the everyday workings of racial hierarchy beneath the surface of inclusion.
Copyright (c) 2026 Raga Riswanda, Tenny Sudjatnika, Lili Awaludin https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Liveworksheet Media-Assisted Problem-Based-Learning Model on the Ability to Write Explanatory Texts of Grade IX Students at 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, Lili Tansliova 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
Disability Representation in Merdeka Curriculum 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) textbook 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. Disability is portrayed positively as independent and capable, but its representation is limited and inconsistent across grade levels.”
Copyright (c) 2026 Handiyani Silviana Putri, Sri Wuli Fitriati Fitriati, Yuliati Yuliati 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. This ceremony is closely linked to the award acceptance speeches given by each category's nominee winners. In order to preserve their image, celebrities typically pay attention to word choice. The research objective is to analyze how positive politeness strategies are linguistically realized and function pragmatically in acceptance speeches. Nine selected speeches by Grammy Award winners were analyzed using the positive politeness strategies theory proposed by Brown and Levinson (1987). By using a qualitative descriptive method, the data were described based on their sub-categories. Therefore, the result of the study showed that eleven of the fifteen positive politeness sub-categories are generally found in the award acceptance speech. By employing positive politeness strategies, celebrities are able to construct a positive public image, which enhances their likability and public perception.
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 examines the role of the Halimbubu Foundation in promoting ta’awun, defined as mutual help and cooperation rooted in Islamic values, among youth in the context of modernization. A qualitative approach was employed, with data collected through interviews involving youth members and administrators of the Halimbubu Foundation in Baubau City. The findings show that the foundation plays a significant role in fostering social awareness, mutual assistance, and cooperative attitudes through religious and social activities. However, modern lifestyle tend to reduce direct social interaction among youth. Despite this challenge, continuous guidance and structured programs have strengthened the implemention of ta’awun values. This study concludes that the Halimbubu Foundation contributes positively to the development of youth moral values amid 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 EFLClassroom at MTS. Zainul Irsyad
Listening is a significant skill in English as a Foreign Language (EFL) instruction, especially in low-exposure settings where students have limited contact with English outside the classroom. However, many students struggle and demonstrate low motivation as a result of monotonous teaching approaches and a lack of engaging activities. Previous research has mostly focused on learning outcomes rather than students' perceptions of enjoyable listening activities. Furthermore, little research has explored 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 they enjoy the most. This study used a qualitative case study approach with students from MTs. Zainul Irsyad. Data were obtained through classroom observations, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings show that while students initially have negative perceptions, they respond positively to participatory activities such as songs, videos, and group discussions. Finally, enjoyable and interactive activities increase students' interest and motivation in learning through listening.
Copyright (c) 2026 Nuriyatul Maftuhah, 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
Student Teachers’ Readiness for Instructional English in Primary Classrooms
This study examines student teachers’ readiness to use instructional English in primary classroom contexts. A quantitative survey design was employed involving 133 student teachers from a Primary School Teacher Education (PGSD) program at a public university in Indonesia. Readiness was conceptualized as a multidimensional construct encompassing knowledge, classroom language skills, self-confidence, and classroom interaction readiness. Data were collected using a self-developed questionnaire and analyzed using descriptive statistics. The results indicate a moderate level of readiness across all dimensions. Classroom Language Skills shows the highest mean score (M = 16.32, SD = 3.006), followed by Classroom Interaction Readiness (M = 13.62, SD = 2.492) and Self-Confidence (M = 12.95, SD = 2.820), while Knowledge of Instructional English records the lowest mean (M = 12.01, SD = 1.905). The findings reveal an imbalance in which performance-related competencies are more developed than conceptual understanding and confidence. This suggests that current ESP practices support functional language use but are less effective in fostering adaptive and confident instructional communication. Strengthening the integration of knowledge, practice, and reflective experience is therefore essential to better prepare student teachers to use English as a medium of instruction.
Copyright (c) 2026 Rifhani Handayani L, Rahmat Darmawan, A. Muhajir Nasir 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 visual-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 Imelda Hongu, *Evis Albertus Bin Toni, 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 planned and organized effort aimed at developing human potential holistically, including intellectual, emotional, social, and moral aspects. Throughout the history of educational thought, various schools of thought have developed, each with its own characteristics regarding the nature of education, its goals, learning approaches, and the roles of educators and students. Traditional schools emphasize the importance of systematically and structured transmission of past values, culture, and knowledge. Progressivism, on the other hand, places greater emphasis on students' learning experiences, using a flexible and contextual approach tailored to the needs of the times. Meanwhile, existentialism allows individuals the freedom to determine the meaning and purpose of their education, while essentialism emphasizes the importance of mastering basic knowledge and essential skills as the foundation of education. Social reconstructionism views education as a means to bring about social change and create a better social order through innovation. The main findings. From this study indicate that no single school of education is entirely superior; rather, each has complementary strengths and limitations. Integrating various approaches from these schools is a more relevant strategy in addressing the complex challenges of modern education. Furthermore, it was found that current educational trends are moving toward a more adaptive, contextual, and learner-oriented approach without neglecting the importance of core values and knowledge structures. Theoretical implications of this study reinforce the importance of an eclectic approach in developing educational theory that is not tied to a particular school of thought. Practically, the results of this study provide recommendations for educators and education administrators to combine various learning approaches proportionally according to the needs of students and the context of the educational environment. Thus, education is expected to become more relevant, innovative, and responsive to the dynamics of change.
Copyright (c) 2026 Irfan Irfan, Moch Subhan Syarif, Suyudi Suyudi, Fuad Abdul Baqi, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by-sa/4.0
The Leadership of Among Principals in Strengthening Education Management to Improve Quality at SMA Negeri 1 Pengasih
This study examines the application of Among Leadership in strengthening education management to improve the quality of learning at SMA Negeri 1 Pengasih. Among leadership, which is rooted in the thought of Ki Hajar Dewantara, emphasizes the principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. This research uses a qualitative approach with a phenomenological method that focuses on the experience of principals and teachers. The results of the study show that Among Leadership is implemented through strengthening human resource management, curriculum development, and school-to-community relations. The results of the study show that the among leadership applied by the principal of SMA Negeri 1 Pengasih is realized through three main principles, namely in the role of the principal which is reflected in the example of the principal in discipline, responsibility, and concern for the teaching and learning process, in the middle of Mangun Karsa which is seen in the efforts of the principal to empower teachers and education personnel through a participatory approach in managerial decision-making, As well as Tut Wuri Handayani which is implemented by providing freedom of responsibility to school residents to innovate in education management. The principal acts as a role model, facilitator, and supporter who encourages teacher participation and creates a collaborative culture. In conclusion, Among Leadership is effective in increasing teacher motivation and professionalism which has an impact on improving the quality of learning. This research makes a theoretical and practical contribution to the development of local values-based educational leadership.
Copyright (c) 2026 Untung Maryadi, Pardimin, Saryanto https://creativecommons.org/licenses/by-sa/4.0
Comparing Students’ Procedural Text Comprehension in Experimental and Control Classes
Reading comprehension of procedural texts is important in English learning, but students often face difficulties due to low engagement and less interactive teaching methods. This study aimed to examine the difference in procedural text reading comprehension between students taught using Bingo Game and conventional methods. A quasi-experimental design with unequal control groups was used involving 70 tenth-grade students divided into experimental and control groups. Data were collected through pretests and posttests and analyzed using the Independent Samples t-test. The results showed that the experimental group achieved a higher mean posttest score (92.0) than the control group (80.6), with a significant difference (p < 0.05). It can be concluded that Bingo Game was effective in improving students’ comprehension of procedural texts. Therefore, Bingo Game can be used as an alternative teaching strategy to create more interactive and meaningful reading instruction.
Copyright (c) 2026 Indriyani HF, Agus Budiyono, Arinal Husna, Yusmiati https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of English Learning during Teaching Assistance Program in Vocational High School
English plays an important role in vocational education because it supports students’ workplace readiness and future career opportunities. However, previous studies mostly focused on digital media and classroom methods, while studies examining students’ perceptions during teaching assistance programs, in which university students assist classroom instruction, remain limited. This study aimed to analyze students’ perceptions of English learning during the teaching assistance program at SMKN 1 Abung Selatan based on Bimo Walgito’s theory, which includes cognitive, affective, and conative components. This study employed a descriptive quantitative design with a 24-item questionnaire distributed to 33 students of class XI Accounting 2. The instrument was reliable with a Cronbach’s Alpha value of 0.730. The findings showed that students had a very positive perception, with an overall mean score of 4.50 (90.08%). The cognitive component gained the highest score, followed by affective and conative. These results indicate that the program effectively improved students’ understanding, motivation, comfort, and participation in English learning.
Copyright (c) 2026 Nurzila Diah Malatifa, Dewi Sri Kuning https://creativecommons.org/licenses/by-sa/4.0
Exploring Self-Directed Informal Digital Learning for English Proficiency
The explosive growth of digital technology has had a substantial impact on English language learning by expanding access to learning resources beyond the classroom. Despite frequent exposure to English content via digital media, many learners continue to engage passively. The purpose of this study was to investigate the nature and activities of self-directed informal digital English learning (IDLE) and their impact on English proficiency. A qualitative descriptive method was used, with ten university students selected by purposive sampling. Data were gathered through interviews, observations, and documentation, then analysed using an interactive model. The data show that students participate in IDLE by watching YouTube videos, utilising apps like Duolingo, listening to podcasts, and communicating on social media platforms like TikTok and Instagram. Students presented both spontaneous and deliberate learning processes, with IDLE positively impacting vocabulary acquisition, listening comprehension, and speaking confidence. IDLE's efficacy is dependent on motivation, consistency, and self-regulated learning mechanisms.
Copyright (c) 2026 Hikmatus Soimah, Zainuddin, Feri Ferdiyanto https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Movie Zootopia on Improving 8th Grade Junior High School Students' Vocabulary Mastery
Vocabulary mastery plays a crucial role in English language learning as it supports the development of speaking, listening, reading, and writing skills. However, the lack of engaging learning materials means that many junior high school students still struggle with vocabulary acquisition. This study aims to determine the effect of using the movie *Zootopia* on students’ vocabulary mastery. This study employed a pre-experimental design using a one-group pre-test and post-test model involving 31 eighth-grade students. Data were collected through a vocabulary test and analyzed using descriptive statistics and the Wilcoxon Signed-Rank test. The results showed that the mean score increased from 79.42 on the pre-test to 89.06 on the post-test, representing a 12.13% increase. Furthermore, the analysis revealed a significant difference (p < 0.05). Thus, the use of the film Zootopia has a significant effect on improving students’ vocabulary mastery.
Copyright (c) 2026 Ishmatul Muflihah, Nur Fauzia https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the CAKE Mobile Application in Improving English Speaking Skills
The development of English-speaking skills is essential for students, particularly in today’s globalized world, where effective communication is crucial. Despite this, many students face challenges in achieving speaking proficiency, resulting in a gap between their current abilities and desired outcomes. This study evaluates the effectiveness of the CAKE mobile application, an interactive language learning app that focuses on improving speaking skills through real-time practice and feedback, in enhancing students' speaking skills through Classroom Action Research (CAR). Involving 20 junior high school students, the study employed both qualitative (observations) and quantitative (pre-test and post-test) data collection methods. Results indicated significant improvement in speaking performance, with the post-test mean score increasing from 73.50 in Cycle I to 85.10 in Cycle II. Additionally, the percentage of students meeting the minimum mastery criterion (KKM) rose from 25% to 85%. The findings suggest that integrating the CAKE mobile application into the curriculum serves as an effective tool for enhancing speaking proficiency.
Copyright (c) 2026 Syakila Nazla Muchari, Putri Kinaya Maharani, Arika Zainina Syasya, Husnul Hernandes Khatimah, Sri Intan Ikhwandari Lubis, Juliana Juliana https://creativecommons.org/licenses/by-sa/4.0
Diane Nguyen’s Literacy As Individualism and Its Impact on Interpersonal Relationships in BoJack Horseman (2014-2020)
Literacy is often understood not merely as a set of technical skills, but as a practice closely tied to identity and personal experience. In BoJack Horseman (2014-2020), this understanding is reflected through the character of Diane Nguyen, whose writing functions as a means of self-construction. This study examines how Diane’s literacy practices align with the concept of literacy as individualism and how they influence her interpersonal relationships. Using textual and visual analysis approaches, selected scenes across all six seasons are analysed through Williams and Zenger’s concept of literacy as individualism and Sullivan’s interpersonal theory. The analysis focuses on Diane’s writing practices and its impact on her relationships with other characters. The findings show that Diane’s literacy practices reflect the concept of literacy as individualism since they are closely tied to emotional struggle, authenticity, and personal experiences. However, these practices also create tension, misunderstanding, and emotional distance in her relationships.
Copyright (c) 2026 Susi Laksmita Pratiwi, Much. Koiri https://creativecommons.org/licenses/by-sa/4.0
English Language Needs Analysis of Industrial Engineering Students at the Institute of Technology and Business Riau Pesisir
English language skills play a vital role in supporting students’ academic and professional development, particularly in Industrial Engineering. Therefore, a needs analysis is essential to identify the specific language competencies required in industrial contexts. This study employed a qualitative descriptive design to examine students’ English language needs, focusing on four main skills—writing, reading, speaking, and listening—as well as relevant language components. Data were collected through questionnaires distributed to 242 randomly selected from a population of 619 active Industrial Engineering students at the Institute of Technology and Business Riau Pesisir. The findings indicate that reading and writing skills in Occupational Health and Safety (OHS) and environmental contexts considered as primary subject, and office administration, technical production, and logistics are the secondary important subject. Meanwhile, speaking and listening skills are in office and OHS contexts considered as primary subjects, while production and logistics as secondary. Overall, students emphasize mastering language components to support workplace communication.
Copyright (c) 2026 Julanos, Welly Desriyati, Hanifatul Rahmi, Azhari Siregar, Fariz Kharisma https://creativecommons.org/licenses/by-sa/4.0
Strategies and Challenges in Enhancing Critical Thinking for Writing Descriptive Text
Critical thinking is one of the essential learning outcomes in Education, particularly in enhancing students’ writing ability. However, many students still face difficulties in applying critical thinking in writing descriptive text, especially in generating and organizing ideas. This research investigates the effectiveness of various strategies and identifies challenges in enhancing students’ critical thinking in writing descriptive text. This study employed a qualitative descriptive approach, with data collected through classroom observation and writing tests. The findings revealed that the lecturer need to prioritize interactive approaches to foster critical thinking. The main challenges included limited vocabulary, difficulty in generating ideas, lack of coherence, grammatical errors, and unclear ideas. These strategies applied included encouraging reading, providing visual aids, and implementing innovative teaching methods. The mean score of tests was 64.94%, it is indicated students’ difficulties. This study concluded that the effective strategies can improve students’ critical thinking in writing descriptive text.
Copyright (c) 2026 Misnawati Misnawati, Syifa Ul Aini, Misya Niftalia, Husnul Khatimah, Nifyatul Ahya https://creativecommons.org/licenses/by-sa/4.0
Do Gender and Academic Anxiety Associate with AI Utilization in English Grammar Courses?
The growing use of artificial intelligence (AI) in English grammar learning has brought new attention to the role of internal factors in students' use of technology. Although previous studies have focused on demographic and affective variables, the relevance of these factors in a routine academic context still needs to be reviewed. This study examines the relationship between gender and academic anxiety with students’ use of AI-based applications in English Grammar courses. An ex post facto quantitative design was employed involving 123 fourth-semester students majoring in English Education at a public university in North Bali. Data were collected through a survey with questionnaires on academic anxiety and AI utilization, and were analyzed using multiple linear regression. The findings show a relatively similar pattern of AI use among students, indicating that AI functions as an institutionalized learning practice. These results highlight the importance of context and learning design in AI-assisted language learning.
Copyright (c) 2026 I Komang Adiartha Negara, Ni Made Ratminingsih, Kadek Sintya Dewi https://creativecommons.org/licenses/by-sa/4.0
Locutionary and Illocutionary Acts of Prabowo’s First State Address
Interpreting political speeches requires more than understanding literal meaning; it involves uncovering the speaker’s intended communicative actions. However, studies on Indonesian political speeches remain limited, particularly those integrating both locutionary and illocutionary analysis. This study aims to examine the types and functions of locutionary and illocutionary acts in President Prabowo Subianto’s first state address in 2024. This research employs a qualitative descriptive method with a pragmatic approach. The data were obtained from the official video and transcript of the speech and analyzed using Speech Act Theory proposed by Austin and developed by Searle. The findings reveal 40 locutionary acts (phonetic, phatic, and rhetic) and 137 illocutionary acts (assertive, directive, commissive, expressive, and declarative). Assertive acts are the most dominant, indicating that the speech primarily functions to construct legitimacy, present national conditions, and reinforce credibility. Directive and commissive acts further demonstrate efforts to mobilize public participation and express political commitment.These findings suggest that political speeches operate simultaneously at literal and pragmatic levels, where speech acts function as strategic tools to shape public interpretation and construct leadership identity.
Copyright (c) 2026 Tibria Zahira, Hanafi Wibowo, Ellis Tamela https://creativecommons.org/licenses/by-sa/4.0
The Main Character’s Identity through the Narrative Structure in Saltburn (2023)
Film narratives construct character identity by strategically controlling perspective and information. While previous studies on Saltburn (2023) focus on social class or psychology, this research examines the structural mechanics of identity concealment. By integrating Gérard Genette’s focalization and David Bordwell’s information distribution, this study analyzes how Oliver Quick’s identity is constructed across the Three-Act Structure. Findings show that identity is initially established as marginalized through internal focalization and restricted narration. It is then deconstructed into an ambiguous entity through external focalization and supressed information, and finally revealed as a dominant criminal agent through zero focalization and unrestricted access. The study contributes to narratology by demonstrating how classical theories effectively decode identity engineering in complex contemporary films. Ultimately, it proves that character identity is a product of "who sees" and "who knows," which dictates audience perception
Copyright (c) 2026 Zahwa Bilbina Putri Baheransyah, Bunyamin Faisal Syarifudin, Agry Pramita https://creativecommons.org/licenses/by-sa/4.0
The Influence of Digital Storytelling on EFL Students’ Reading Motivation and Reading Habits
This research examined the effect of digital storytelling on EFL students’ reading motivation and reading habits at SMK Inayah Ujung Batu. A quantitative approach with a quasi-experimental design was applied, involving an experimental group and a control group. The participants consisted of 40 second-grade students, divided equally into two classes: 20 students in the experimental class and 20 students in the control class. The experimental group received instruction through digital storytelling, whereas the control group was taught using conventional reading methods. Data were collected using Likert-scale questionnaires measuring reading motivation and reading habits. The data analysis employed descriptive statistics, paired sample t-tests, and independent sample t-tests using SPSS. The results demonstrated a substantial improvement in the experimental group. The mean score of reading motivation increased from 59.45 (pre-test) to 85.15 (post-test), while reading habits improved from 56.45 to 83.15. In comparison, the control group showed relatively lower gains. Statistical testing confirmed that the significance value was below 0.05 (Sig. = 0.000 < 0.05), indicating a statistically significant effect. These findings suggest that digital storytelling effectively enhances students’ motivation and fosters better reading habits. The integration of multimedia elements contributes to increased engagement, active participation, and positive attitudes toward reading. Therefore, digital storytelling can be considered an innovative and effective instructional medium for improving students’ reading-related outcomes in English language learning.
Copyright (c) 2026 Yesi Darmayanti, Vivi Amanda, Rani Zahra, Asih Ria Ningsih, Khabib Muafi, Andini Safitri https://creativecommons.org/licenses/by-sa/4.0
Strengthening Early Childhood Social-Emotional Character through STEAM-Based Learning
This study aims to analyze the effect of STEAM-based learning on strengthening the social-emotional character of early childhood. Various studies have examined the application of STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning in early childhood education, but the majority still focus on the development of cognitive aspects, creativity, and critical thinking skills. Research that specifically integrates the STEAM approach with strengthening social-emotional character, especially on indicators of cooperation, empathy, emotional control, and social communication, is still very limited, and there is minimal empirical evidence based on experimental designs comparing its effectiveness with conventional learning. The study subjects were 30 children aged 5–6 years who were divided into an experimental class and a control class. Data were collected through observations using a Likert scale instrument based on four social-emotional indicators. The results showed that the experimental class experienced higher improvements than the control class, with a gain value of 1.35 in the experimental class and 0.70 in the control class. Statistical tests showed a significant difference between the two groups. These findings indicate that STEAM-based learning is effective in improving children's social-emotional character through interactive, collaborative, and experience-based activities. Thus, this study fills a research gap by providing empirical evidence that STEAM integration in learning not only contributes to cognitive aspects but also significantly strengthens the social-emotional character of early childhood.
Copyright (c) 2026 Thea Yuliana Anjari, Tita Sapriyanti, Aisyah Oktavia Siregar, Arnita Fitri, Hera Dwi Kusuma Wardani https://creativecommons.org/licenses/by-sa/4.0
From Reflection to Revision: Exploring Self-Regulated Learning in EFL Writing Portfolios
This study addresses the limited attention given to learners’ internal self-regulatory processes in portfolio-based EFL writing instruction, particularly in non-Western tertiary contexts such as Indonesia. While previous research on self-regulated learning (SRL) in EFL writing has often emphasized measurable writing outcomes, including grammatical accuracy, coherence, and text organization, less is known about how portfolios support learners’ goal setting, self-monitoring, and reflection during the writing process. Employing a qualitative case study approach supported by descriptive writing-performance data, this study investigated 30 Indonesian undergraduate EFL learners enrolled in a writing course. Data were collected through writing portfolios, semi-structured interviews, classroom observations, and reflective journals over a four-week instructional period. Thematic analysis revealed that portfolio-based writing tasks fostered SRL behaviors by encouraging iterative drafting, strategic revision, and critical self-assessment. However, students also encountered challenges related to time management, limited reflective depth, and difficulty self-assessing higher-order writing skills. These findings highlight the need for explicit instructional scaffolding, structured reflection prompts, and sustained teacher and peer feedback. Overall, the study suggests that portfolio-based writing instruction can enhance learner autonomy and writing proficiency by creating a structured, reflective, and process-oriented learning environment.
Copyright (c) 2026 Ana Zulianingrum https://creativecommons.org/licenses/by-sa/4.0
Analysis of Language Errors in Speech Texts of Grade VIII Students at SMP Negeri 29 Medan
This study aims to identify language errors in speech texts written by eighth-grade students at SMP Negeri 29 Medan. The errors analyzed include morphological and syntactic errors. This study employed a descriptive qualitative method, in which the researcher directly observed the research object and produced data in the form of narrative texts. Data were collected through documentation, reading, and note-taking techniques. The data consisted of 96 speech texts written by students of classes VIII-1, VIII-2, and VIII-3 at SMP Negeri 29 Medan. The data analysis was conducted through three stages: data reduction, data display, and conclusion drawing/verification. The results showed that students made language errors at the morphological level, including affixation, reduplication, and composition errors. In addition, syntactic errors were found in phrases and sentences. The most dominant errors were morphological errors in affixation, with 202 errors or 50.75% of the total 398 language errors identified in the study.
Copyright (c) 2026 Rahel July Sihotang, Ita Khairani https://creativecommons.org/licenses/by-sa/4.0
The Effect of ChatGPT-Assisted Writing on EFL Students’ Academic Writing Skills
Artificial Intelligence (AI) has become increasingly significant in higher students, particularly in improving their academic writing skills. AI-powered tools such as ChatGPT offer immediate feedback, grammar correction, vocabulary enhancement, idea generation, and text organization, which can support EFL learners in the writing process. Academic writing is often considered one of the most challenging skills for EFL students due to difficulties in language accuracy, coherence, and idea development. Although many students use AI tools in writing classes, limited empirical studies have examined the direct effect of ChatGPT-assisted writing on students’ academic writing performance, especially in the Indonesian EFL context. This study aimed to investigate the effect of ChatGPT-assisted writing on EFL students’ academic writing skills. The study employed a quasi-experimental design using a pre-test and post-test control group design involving 50 higher students divided into experimental (25 students) and control groups (25 students). The experimental group received ChatGPT-assisted writing instruction, while the control group received conventional writing instruction. The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.05). It can be concluded that ChatGPT-assisted writing effectively improves students’ academic writing skills.
Copyright (c) 2026 Vivi Amanda, Yesi Darmayanti, Rani Zahra, Asis Ria Ningsih, Khabib Muafi, Resti Oktarisna https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Vlog-Based Learning and Students’ Speaking Motivation
This study investigates the correlation between vlog-based learning and students’ speaking motivation among 100 students in an English Language Education Program using a quantitative correlational design. Data were collected through validated Likert-scale instruments measuring vlog engagement and speaking motivation. Pearson’s correlation analysis revealed a strong, significant positive relationship (r = 0.6462, p < 0.001), with vlog engagement explaining 41.76% of the variance in motivation. Descriptive results showed above-average levels of both vlog engagement and speaking motivation. While intrinsic motivation and aspirations were high, behavioral aspects such as confidence and participation were relatively lower, indicating a gap between intention and action. Overall, vlog-based learning is a promising strategy to enhance speaking motivation in EFL contexts.
Copyright (c) 2026 Siti Faizah Salsabila Darin, Vika Nadhifatul Fikriyah, Annisa Afriyuni Setiawan, Nafan - Tarihoran https://creativecommons.org/licenses/by-sa/4.0
Understanding the Role of Cooperative Learning Groups in Reducing Speaking Anxiety among EFL Students
This study aims to examine the role of cooperative learning groups in reducing speaking anxiety among EFL students at SMPN 2 Gading. This study employed a qualitative descriptive research design involving 18 ninth-grade students selected through purposive sampling. Data were collected through classroom observations, questionnaires, and documentation during three cooperative learning sessions. Data were analysed using thematic analysis based on the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The findings indicate that students initially experienced high levels of speaking anxiety, characterized by hesitation, low self-confidence, and fear of negative judgment. However, after participating in cooperative learning groups, students became more comfortable, active, and confident in speaking. The main factors contributing to the reduction in anxiety included peer support, sharing opinions, emotional comfort, frequent speaking practice, and shared responsibility. This study concludes that cooperative learning is an effective pedagogical strategy for reducing speaking anxiety and creating a supportive learning environment in English as a Foreign Language (EFL) classroom.
Copyright (c) 2026 Putri Alivia, Feri Ferdianto, Nina Agus Hariati https://creativecommons.org/licenses/by-sa/4.0
Language Style in Forming Family Identity on Klem Family YouTube
Language style plays an important role in shaping and expressing family identity, especially in digital media such as YouTube, where private interactions become public representations. However, previous studies have not sufficiently explored how figurative language contributes to constructing family identity in online family vlogs. Drawing on semantic and figurative language theory, this study aims to identify the types and functions of language style used by the Klem Family in their YouTube content. A qualitative descriptive method with a case study approach was employed, analyzing utterances through transcription and classification based on semantic theory. The findings reveal 42 instances of figurative language, consisting of 9 similes, 29 hyperboles, and 4 personifications, with hyperbole as the dominant feature. These language styles function to clarify meaning, express emotions, and create imaginative effects that strengthen family identity. In conclusion, language style not only facilitates communication but also plays a significant role in constructing closeness and identity in digital family interactions.
Copyright (c) 2026 Rahmi Wulansari, Ice Sariyati, Fourus Huznatul Abqoriyyah https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Difficulties Faced by Accounting Students in Reading English Accounting Texts
This study investigates the difficulties faced by accounting students in reading English accounting texts in an English for Specific Purposes (ESP) context. Using a descriptive qualitative design with quantitative support, the study involved 30 fourth-semester accounting students at UIN Sultan Syarif Kasim Riau. Data were collected through a reading comprehension test, a questionnaire, and semi-structured interviews. The reading test showed that all students (100%) identified the main idea correctly, but only 83.3% answered items on technical vocabulary and contextual meaning correctly. Questionnaire results indicated that sentence complexity was the greatest challenge (M = 3.53), followed by limited use of reading strategies (M = 3.40) and technical vocabulary difficulties (M = 3.37). Interviews confirmed problems with specialized terminology, complex sentences, and insufficient background knowledge. The study highlights the need for ESP instruction that integrates vocabulary development, reading strategy training, and authentic accounting materials to improve comprehension.
Copyright (c) 2026 Puspa Gundary, Gusparia https://creativecommons.org/licenses/by-sa/4.0
The Role of Parental Mediation on Children's Sustained Attention in Short Video Exposure
The rapid development of digital technology has increased young children's exposure to short-form video content. Fast-paced visual characteristics (fast visual content) are assumed to influence children's cognitive abilities, particularly sustained attention. However, the role of parental mediation in moderating this relationship remains underexplored. This study aims to analyze the effect of short-form video exposure intensity on sustained attention among children aged 5–6 years and to examine the moderating role of parental mediation. A quantitative approach with a correlational survey design was employed involving 21 children and their parents (n = 21). The instruments included scales of video exposure intensity, sustained attention, and parental mediation. Data were analyzed using linear regression and Moderated Regression Analysis (MRA). The findings reveal that the intensity of short-form video exposure has a significant negative effect on children's sustained attention (β = -0.45; p < 0.05). Furthermore, parental mediation significantly moderates this relationship (β = 0.30; p < 0.05), indicating that parental involvement weakens the negative impact of digital media exposure. These results highlight the importance of active parental involvement as a protective factor in early childhood cognitive development. Therefore, strengthening parental mediation strategies is essential in addressing the challenges of digital media use among young children.
Copyright (c) 2026 Tita Sapriyanti, Arnita Fitri, Thea Yuliana Anjari, Aisyah Oktavia Siregar, Ribi Annisa Karimah https://creativecommons.org/licenses/by-sa/4.0
Inflectional Morphemes in Eighth Grade Students’ English Recount Writing at SMP Negeri 1 Pematangsiantar
This study aimed to identify the types ’f inflectional morphemes used by e”ghth-grade students in writing recount texts and determine the most dominant type. A descriptive quantitative design was applied to 30 students from one eighth grade class. Data were collected through writing tests and documentation, then analyzed by identifying, classifying, and calculating the frequency of inflectional morphemes based on Yule (2020). The results show that there are seven types of inflectional morphemes used by the students: plural (-s/-es), possessive (-’s), progressive (-ing), past tense (-ed), past participle (-en/-ed), comparative (-er), and superlative (-est). The percentage of each type is as follows: plural 116 occurrences (30.4%), possessive 11 occurrences (2.93%), progressive 58 occurrences (16%), past tense 160 occurrences (45.07%), past participle 26 occurrences (4.8%), comparative 1 occurrence (0.27%), and superlative 3 occurrences (0.53%). Among these types, the past tense is the most dominant inflectional morpheme used in students’ recount writing. The findings indicate that students are generally able to express past events through their writing.
Copyright (c) 2026 Esra Delima Hutabarat, Bobby Pramjit Singh Dhillon, Christian Neni Purba https://creativecommons.org/licenses/by-sa/4.0
Visualizing Afrofuturism through Mise-en-Scène: Constructing African Cultural Identity in Black Panther (2018)
Film serves as a powerful medium for expressing cultural identity and ideological narratives through visual representation. Black Panther (2018) has been widely discussed in relation to Afrofuturism, yet many studies emphasize its cultural impact rather than examining how Afrofuturism is constructed through cinematic visual design. This research aims to analyze how mise-en-scène visualizes Afrofuturism and African cultural identity in the film, focusing on setting, costume, and lighting. The study applies a qualitative visual analysis based on Gillian Rose’s visual methodology, supported by the mise-en-scène theory of Bordwell and Thompson and the Afrofuturism framework proposed by Dery and Womack. The analysis of selected scenes shows that the film strategically combines traditional African aesthetics with futuristic technological imagery to construct Wakanda as an Afrofuturistic cinematic space. The research concludes that mise-en-scène functions as a visual language that communicates cultural empowerment, technological imagination, and the redefinition of African identity.
Copyright (c) 2026 Haekhal Ahmad Gumilang, Andang Saehu, Yoga Sudarisman https://creativecommons.org/licenses/by-sa/4.0
Criticism of Capitalist Ideology in American Cinematic Representations: An Analysis of the Film The Menu
This study examines The Menu (2022) as a form of contemporary literary text through a Marxist literary approach. Within the field of English literary and cultural studies, film can be analyzed as a narrative text that reflects social and ideological issues. While previous studies have explored symbolic and cultural aspects of the film, limited attention has been given to the representation of creative labor within a literary-critical framework. This study employs a descriptive qualitative method using narrative and symbolic analysis to investigate how characterization, dialogue, and visual elements construct meanings related to class relations and capitalist ideology. Drawing on the theory of Karl Marx, particularly the concepts of alienation and commodification, the findings reveal that the film represents the transformation of creative labor into commodified objects within capitalist systems. The study contributes to English literary studies by demonstrating how contemporary cinematic texts function as sites of ideological critique and literary representation.
Copyright (c) 2026 Yusrina Dinar Prihatika https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Implementation of Malay Oral Tradition in Indonesian Language Learning for Students' Character Building at SMPTK Kasih Karunia: Language Variation and Language Change
This study aims to analyze the implementation of Malay oral traditions in Indonesian language learning and their role in character building of students at SMPTK Kasih Karunia. This study uses a qualitative descriptive approach with data collection techniques in the form of interviews with Indonesian language teachers. The results of the study indicate that Malay oral traditions, especially in the form of poetry, have been implemented in learning through teaching modules and lesson plans on ancient poetry material. The use of poetry helps students understand the structure of poetry and instills religious, moral, and social values. Students' responses to this learning show high enthusiasm because the material used is close to their culture. However, the implementation of Malay oral traditions has not been formally integrated into the curriculum and still relies on teacher initiative. Thus, Malay oral traditions have great potential as a contextual and effective learning medium in character building of students, although it still requires more systematic development.
Copyright (c) 2026 Anggi Nur Febriani https://creativecommons.org/licenses/by-sa/4.0
The Effect of Reflection-Based Questioning Approach in Reading Comprehension of Recount Text
Reading comprehension is vital for secondary students to master functional texts like recount stories. However, a gap remains in implementing effective questioning strategies that move beyond rote learning to deeper understanding. This study aims to examine the effect of the Reflection-Based Questioning Approach (RBQA) on junior high school students' reading abilities. Using a quasi-experimental design, 66 eighth-grade students in Sidoarjo were divided into experimental and control groups. Data collected from reading tests were analyzed via an independent sample t-test. Findings revealed that the experimental group achieved a significantly higher mean post-test score (M = 89.45) than the control group (M = 78.83), with a significance value of < 0.001. In conclusion, the RBQA strategy, utilizing the Initiate-Respond-Evaluate (IRE) model, significantly enhances students' reading comprehension skills compared to conventional methods.
Copyright (c) 2026 Elina Wilujeng, Arik Susanti https://creativecommons.org/licenses/by-sa/4.0
Video Conference Application as a Media for EFL Students in Indonesia to Learn English: A Systematic Literature Review
The rapid development of digital technology has increased the use of video conferencing applications in English as a Foreign Language (EFL) learning, particularly in online and blended learning environments in Indonesia. Applications such as Zoom, Google Meet, and OmeTV have been widely used to facilitate communication, interaction, and speaking practice among EFL students. Therefore, this study aimed to systematically review previous studies regarding the use of video conferencing applications as learning media for EFL students in Indonesia. Specifically, the study investigated the impact of Google Meet, OmeTV, and Zoom on students’ English learning outcomes, particularly speaking skills, pronunciation ability, and learning motivation. This study employed a Systematic Literature Review (SLR) method to identify, assess, and interpret relevant previous studies. Using the PRISMA framework, 15 studies were selected from an initial 198 studies for further analysis. The findings revealed that video conferencing applications positively contribute to improving students’ speaking skills, pronunciation ability, and learning motivation. Furthermore, video conferencing applications provide alternative learning media that can support teachers in creating more interactive and engaging English learning experiences.
Copyright (c) 2026 I Kadek Teddy Jaya Nugraha, Made Hery Santosa, Ni Wayan Surya Mahayanti, Ni Luh Putu Era Adnyayanti https://creativecommons.org/licenses/by-sa/4.0
EFL Learners’ Perceptions of Small Group Discussion Technique for Building Speaking Confidence in Non-Formal Education
Speaking in English remains challenging for many EFL learners because oral performance requires confidence. Small group discussion (SGD) is one activity used in EFL speaking instruction. Previous studies have examined SGD from various perspectives in EFL learning. However, the role of SGD in supporting students’ speaking confidence before oral performance in non-formal EFL settings remains underexplored, especially the aspects of confidence supported by SGD and the discussion features that contribute to students’ confidence. This study investigated EFL students’ perceptions of SGD in supporting speaking confidence before oral performance. Using a qualitative descriptive design, this study involved seventh-grade EFL learners at a non-formal English course institution in Central Java. Data were collected through classroom observation, a screening questionnaire, and semi-structured interviews. The data were analyzed using thematic analysis. The findings showed that students perceived SGD as a structured preparatory activity that helped them understand the material, exchange ideas, rehearse speaking parts, and organize ideas before oral performance. SGD also supported students’ confidence through peer support, respectful responses, clear role distribution, equal speaking opportunities, and manageable group size. These findings suggest that SGD serves as a preparatory activity in EFL speaking instruction to encourage participation and help students approach oral performance with greater confidence.
Copyright (c) 2026 Syadzilia Aluv Mawsally, Sri Wuli Wuli Fitriati, Yuliati Yuliati https://creativecommons.org/licenses/by-sa/4.0
Students' Perceptions of Project-Based Learning in English Courses
Project-Based Learning (PjBL) has been widely applied in English language teaching; however, limited research has examined students’ perceptions in non-English major contexts. This study aims to investigate students’ perceptions of PjBL in English learning, particularly in terms of engagement, collaboration and motivation, communication skill, active participation, and laerning effectiveness. A quantitative approach was employed using a Likert-scale questionnaire administered to 46 first-semester Public Health students. The instrument consisted of 19 valid and reliable items (Cronbach’s Alpha = 0.83), and the data were analyzed using descriptive statistics. The results showed that students had generally positive perceptions of PjBL, with mean scores ranging from 3.26 to 3.32. The highest mean score was found in the collaboration aspect, indicating that students benefited from group-based learning activities. Classroom observations also revealed increased participation. These findings suggest that PjBL can support collaborative learning and student engagement in English classrooms for non-English major students.
Copyright (c) 2026 Riski Sulistiyaningsih https://creativecommons.org/licenses/by-sa/4.0
The Effect of the 3I’s Method (Instruct, Integrate, Involve) on Students’ Recount Text Writing Skill at a Vocational High School
This study was conducted to examine the effectiveness of the 3I’s method (Instruct, Integrate, and Involve) in enhancing students’ ability to write recount texts at SMK Negeri 2 Parepare. A quasi-experimental research design was employed, involving both experimental and control groups that completed pre-tests and post-tests. The participants were eleventh-grade students, and the sample was selected through cluster random sampling. Class XI DKV C served as the experimental group, while Class XI TITL B functioned as the control group, with 21 students in each class. Data were collected using a recount writing test evaluated according to five writing components: content, organization, vocabulary, language use, and mechanics, based on Heaton’s scoring rubric. The collected data were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that the experimental group achieved a higher mean post-test score (86.05) than the control group (81.52). In addition, the statistical analysis produced a significance value of 0.029, which was lower than the 0.05 threshold, indicating a significant difference between the groups. These results suggest that the 3I’s method effectively improves students’ recount writing performance, particularly in generating ideas, applying grammar accurately, and producing well-organized texts. Therefore, the 3I’s method can be recommended as an effective instructional approach for teaching writing in vocational high school settings.
Copyright (c) 2026 Indriyani Adam, Zulfah Fakhruddin, Abd. Haris Sunubi, Muajiz Muallim https://creativecommons.org/licenses/by-sa/4.0
From Policy to Pedagogy: A conceptual Comparative Analysis of EFL Curriculum Policies in Indonesia, China, and South Korea
This study examined English as a Foreign Language (EFL) curriculum policy in Indonesia, China, and South Korea through a qualitative comparative analysis of official curriculum documents and relevant scholarly literature. Drawing on Language Policy Theory, Curriculum Development Theory, and Educational Change Theory, the study explored how each country conceptualized English language education through curriculum orientation, pedagogical direction, and assessment practices. The findings revealed both similarities and differences across the three contexts. Indonesia adopted a relatively flexible and learner-centered curriculum emphasizing communicative competence, learner autonomy, differentiated instruction, and contextualized learning through Kurikulum Merdeka. In contrast, China maintained a centralized and examination-oriented curriculum structure characterized by strong governmental regulation, curriculum standardization, and high-stakes assessment despite recent communicative reforms. Meanwhile, South Korea demonstrated a hybrid curriculum orientation that combined communicative language education, globalization agendas, and strong academic competitiveness. The study further found that EFL curriculum policy in Asia reflects ongoing negotiations among globalization, educational modernization, sociocultural priorities, and national educational goals. Moreover, curriculum reform did not automatically result in uniform classroom implementation because educational practices continued to be influenced by institutional support, teacher readiness, governance structures, and assessment culture. The study contributes to comparative education and language policy scholarship by providing a conceptual understanding of how different Asian governments construct English education through curriculum policy.
Copyright (c) 2026 Tari Agustin, Karina Septiani, Sukarno https://creativecommons.org/licenses/by-sa/4.0
PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN MEDIA KARTU BERGAMBAR DALAM MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS III SD NEGERI 010 UJUNG BATU
Penelitan ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk mengetahui penerapan model discovery learning berbantuan media kartu bergambar dalam meningkatkan hasil belajar Bahasa Indonesia siswa kelas III SD Negeri 010 Ujung Batu. Penelitian ini dilakukan pada kelas III C yang berjumlah 21 siswa, terdiri dari 8 siswa perempuan dan 13 siswa laki-laki. Setiap siklus dilaksanakan sebanyak 2 kali pertemuan. Teknik pengumpulan data berupa tes soal, lembar observasi aktivitas siswa dan guru. Hasil belajar Bahasa Indonesia sebelum melakukan penelitian diperoleh siswa yang tuntas 48% dan yang tidak tuntas 52%. Namun setelah pembelajaran Bahasa Indonesia menggunakan discovery learning berbantuan media kartu bergambar hasil penelitian yang diperoleh pada siklus 1 pertemuan 1, siswa yang tuntas sebanyak 10 siswa dengan nilai rata-rata sebesar 71,43, kemudian pada pertemuan 2 terjadi peningkatan siswa yang tuntas menjadi 12 siswa dengan nilai rata-rata 71,90. Kemudian pada siklus 2 pertemuan 1 jumlah siswa yang tuntas sebanyak 15 siswa dengan nilai rata-rata 73,81 sedangkan pada pertemuan 2 jumlah siswa yang tuntas semakin meningkat yaitu 19 siswa dari jumlah keseluruhan siswa 21 dengan nilai rata-rata 84,76. Disamping hasil belajar siswa yang meningkat lembar observasi siswa juga meningkat. Pada siklus 1 pertemuan 1 observasi aktivitas siswa memperoleh hasil sebesar 55%, kemudian pada siklus 1 pertemuan 2 meningkat menjadi 75%. Pada siklus 2 pertemuan 1 lembar observasi aktivitas siswa masih meningkat menjadi 78%, dan pada siklus 2 pertemuan 2 meningkat menjadi 90%. Berdasarkan hasil penelitian yang telah dilakukan dapat disimpulkan bahwa penerapan model discovery learning berbantuan media kartu bergambar dapat meningkatkan hasil belajar Bahasa Indonesia siswa kelas III C SD Negeri 010 Ujung Batu.
Copyright (c) 2026 Riska Puput Apriliani https://creativecommons.org/licenses/by-sa/4.0
EFL Learners’ Perceptions of Using ELSA Speak for Speaking and Pronunciation Improvement
English speaking and pronunciation remain challenging for EFL learners, especially in non-English departments. Although mobile-assisted language learning has been widely studied, limited research explores students’ perceptions of AI-based pronunciation applications such as ELSA Speak. Therefore, this study investigates students’ perceptions of using ELSA Speak to improve speaking and pronunciation skills. This qualitative descriptive study involved 20 students from the English Club at Hafsawaty University, with five students selected for interviews. Data were collected through interviews, observation, and documentation. The findings show that ELSA Speak provides real-time feedback, increases students’ confidence, and supports independent learning. However, students also faced challenges, including internet dependency and limited free features. Overall, ELSA Speak is considered an effective tool for improving speaking and pronunciation skills among EFL learners.
Copyright (c) 2026 Najmah Syakiratun Niam https://creativecommons.org/licenses/by-sa/4.0
Self-Inadequacy in Daniel Caesar’s Lyrics Album Never Enough
This study examines the representation of self-inadequacy in Daniel Caesar’s Never Enough album, focusing on the songs “Ocho Rios,” “Toronto 2014,” and “Always.” While previous studies often apply Paul Ricoeur’s hermeneutics in a limited or descriptive manner, this research provides a more structured application of the hermeneutic arc as a systematic method. By focusing on textual autonomy, explanation, understanding, and the world of the text, the analysis reveals how linguistic and symbolic patterns construct feelings of inadequacy. The findings show that self-inadequacy appears in three dimensions: dependency in “Ocho Rios,” temporal stagnation in “Toronto 2014,” and emotional subordination in “Always.” Ultimately, the lyrics construct a coherent “world of the text” where the subject lacks agency and relies on external validation. This study concludes that the selected lyrics serve as a structured narrative of modern vulnerability, demonstrating the potential of song lyrics as complex interpretive texts.
Copyright (c) 2026 Muhammad Sayyid Fathan Fadhlullah, Toneng Listiani, Hasbi Assiddiqi https://creativecommons.org/licenses/by-sa/4.0
Particularized Conversational Implicature in the Movie Crazy Rich Asians (2018) by Jon M. Chu
Particularized conversational implicature plays an important role in indirect communication because meaning can only be interpreted through specific contextual conditions. In socially structured interaction, speakers often rely on implied meaning rather than direct expression, especially when communication involves hierarchy, interpersonal tension, cultural expectation, and relational sensitivity. These patterns can be observed in the film Crazy Rich Asians (2018), where indirect communication frequently emerges through the flouting of conversational maxims. This research employed a qualitative descriptive method. The data consisted of 22 utterances containing particularized conversational implicature collected from film dialogues, scripts, subtitles, and repeated observation of relevant scenes. The data were analyzed using Grice’s theory of conversational implicature and conversational maxims. The findings show that particularized conversational implicature is generated through the flouting of the maxims of Quantity, Quality, Relation, and Manner. The implied meanings identified in the interactions depend heavily on contextual interpretation and cannot be understood solely through literal meaning. The study also reveals that indirect communication functions as an interactional strategy for managing hierarchy, regulating interpersonal tension, avoiding confrontation, and negotiating social relationships. Overall, the findings highlight that particularized conversational implicature operates not only as a pragmatic phenomenon, but also as a context-dependent interactional mechanism shaped by social and cultural dynamics.
Copyright (c) 2026 Fatimah Syahidah, Mahi Mamat Hkikmat, Toneng Listiani https://creativecommons.org/licenses/by-sa/4.0
Investigating the Challenges Faced by the English Teachers in Teaching English at SMP Negeri 14 Palu
This study addresses research gap concerning the implemetation of Kurikulum Merdeka in resource-constrained public schools, where empirical data on teacher adaption remains limited. It aims to identifiy instructional challenges and the adaptive strategies employed by English teachers at SMP Negeri 14 Palu. Using a descriptive qualitative design, data were gathered from three teachers via purposive sampling through open-ended questionnaire and document analysis. The data were analyzed through reduction, display, and conclusion drawing. Findings indicat that primary obstacles include students’ limited vocabulary, lack of digital media (projectors), insufficient textbooks, and low motivation liked to socio-economic factors. Teachers mtigated these issues by independently duplicating materials, utilizing smartphones as learning tools, and implementing differentiated instruction based on proficiency levels. The study concludes that teachers creativity in modifying methods and media is essential for effective teaching in facility-deprived environments.
Copyright (c) 2026 Sapiani, Budi, Maghfira, Mochtar Marhum https://creativecommons.org/licenses/by-sa/4.0
Phonics-Guided Reading for Students’ Pronunciation Accuracy
Pronunciation remains a major challenge for young EFL learners, particularly in rural classrooms where students have limited exposure to English and often rely on first-language pronunciation patterns. This research explored the implementation of phonics-guided reading in supporting students’ pronunciation accuracy at MI Nur Hayatul Islam, Probolinggo, Indonesia. Conducted over four weeks, the study involved one English teacher and fifteen fifth-grade students. A qualitative descriptive approach was employed, with data collected through classroom observations, semi-structured interviews, and documentation. The findings revealed that phonics-guided reading helped students recognize sound–letter relationships more systematically and reduced their tendency to pronounce English words using Indonesian spelling patterns. Students also became more active and confident during reading activities. However, several challenges were identified, including limited instructional media, difficulties in distinguishing unfamiliar English sounds, and the teacher’s limited experience in applying phonics instruction consistently. These findings suggest that phonics-guided reading can serve as a supportive approach for improving pronunciation awareness and classroom engagement among elementary EFL learners in rural contexts.
Copyright (c) 2026 Wiwik Andriyani Rahmat https://creativecommons.org/licenses/by-sa/4.0
English Pronunciation in Suprasegmental Features among Seventh Grade EFL Students at SMPN 4 Banyuwangi
Common problems faced by students in pronunciation include misplaced word stress, unnatural intonation patterns, and incorrect rhythm. This research aims to analyse the suprasegmental features of English pronunciation among seventh-grade EFL students at SMPN 4 Banyuwangi. The scope of the study is limited to suprasegmental aspects of pronunciation, specifically word stress, intonation, and rhythm. The researchers employed a descriptive qualitative research design, involving 31 respondents selected through total sampling. The instrument used in this research was a pronunciation test consisting of six sentences that were required to read aloud by the respondents. The result showed that the students’ average pronunciation score was 64% (categorized as “fair”). It means that the students had a sufficient ability in producing English suprasegmental features, although they still experienced difficulties in applying appropriate word stress, intonation, and rhythm consistently. Therefore, more attention to teaching word stress, intonation, and rhythm is needed to improve students’ pronunciation.
Copyright (c) 2026 Nuzul Ramadhani Triamudi, Wulan Wangi https://creativecommons.org/licenses/by-sa/4.0
The Impact of English Language Proficiency on Bank Employees’ Performance in Makassar
This study aims to analyze the impact of English language proficiency on the performance of bank employees in Makassar. In the era of globalization and international banking services, English has become an essential communication tool for employees who interact with foreign customers, operate digital banking systems, and access global financial information. This research employed a quantitative research design using a survey method. The participants consisted of 25 bank employees from several banking institutions in Makassar selected through purposive sampling. Data were collected through a structured questionnaire using a five-point Likert Scale to measure employees’ English proficiency and job performance indicators, including work efficiency, communication skills, and career development opportunities. The collected data were analyzed using descriptive statistical analysis, including percentages, mean scores, and frequency distributions. The reliability test using Cronbach’s Alpha showed a reliability coefficient of 0.82, indicating that the instrument was reliable. The findings revealed that 60% of respondents had intermediate English proficiency, while 20% were categorized as advanced and 20% as beginner users. The overall mean score for employee performance was 4.12, indicating a high level of agreement that English proficiency positively influences workplace performance. Furthermore, 72% of respondents agreed that English proficiency improved communication with foreign clients, while 68% stated that it increased work efficiency and productivity. The study concludes that English language proficiency significantly contributes to employee performance, customer service quality, and career advancement opportunities in the banking sector. Therefore, banking institutions are encouraged to provide continuous English language training programs to strengthen employees’ competencies and organizational competitiveness.
Copyright (c) 2026 Marwah Juwita Yusuf, Indrayani Simpuruh, Syamsinar https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of English Program in Teaching Speaking at LP3I Tasikmalaya Polytechnic
The ability to speak English effectively is essential in global communication and professional settings. However, gaps often exist between theoretical approaches to language teaching and their practical implementation in classrooms, particularly in enhancing students’ speaking skills. Teachers frequently encounter challenges such as limited class time, large class sizes, lack of training, insufficient teaching resources, and students’ low confidence in speaking activities. Consequently, speaking instruction often remains focused on grammar exercises and textbook-based learning rather than authentic oral communication. This study aims to analyse the effectiveness of an English program in improving students’ speaking ability at LP3I Tasikmalaya Polytechnic. A qualitative case study approach was employed, involving ten students, one program coordinator, and two English teachers selected through purposive sampling. Data were collected through observations, interviews, document analysis, questionnaires, and audio-visual materials, and were analysed using data condensation, display, and conclusion drawing. The findings reveal that the English Conversation Journal (ECJ) is the most effective program in engaging students. Additionally, the program improves pronunciation, vocabulary mastery, confidence, motivation, and speaking awareness. In conclusion, the English program is effective in enhancing students’ speaking skills and supports teachers in achieving learning objectives.
Copyright (c) 2026 Yanti Fadila Wahab, Yudi Kurniadi, Ernawati https://creativecommons.org/licenses/by-sa/4.0
Enhancing EFL Students’ Speaking Ability through a HOTS-Based Show and Tell Technique
This study investigated the effectiveness of a HOTS-Based Show and Tell technique in enhancing EFL students’ speaking ability. The study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants were 36 eleventh-grade students of SMAN 2 Parepare. Data were collected through speaking tests and analyzed using descriptive statistics and a paired-samples t-test. In the implementation of the technique, students were encouraged not only to describe objects or topics but also to analyze, evaluate, and express personal opinions, thereby incorporating Higher Order Thinking Skills (HOTS) into speaking activities. These tasks required students to explain reasons, compare ideas, solve simple problems, and support their arguments during presentations and discussions. The findings revealed that students’ speaking ability improved significantly after the implementation of the technique. The mean score increased from 36.44 in the pre-test to 55.67 in the post-test, with a significance value of p < .001. The results indicate that integrating HOTS into Show and Tell activities can promote more meaningful speaking practice, increase student participation, and create a more interactive learning environment in EFL classrooms.
Copyright (c) 2026 Alfiana Kalla, Nurhamdah Nurhamdah, Magdahalena Tjalla, Muh. Yusuf https://creativecommons.org/licenses/by-sa/4.0
Representation of Muhammad in The Message 1976 and Sirah Nabawiyah
The representation of the Prophet Muhammad (peace be upon him) in visual media is a significant issue because it relates to the construction of meaning, culture, and ideology. However, previous research has focused more on theoretical depictions of the Prophet without considering their context, and there has been little research comparing the representation of the Prophet Muhammad in visual media and religious texts. This study aims to analyze the representation of the Prophet Muhammad in the film The Message and the Sirah Nabawiyah using Stuart Hall’s theory of representation and Edward Said’s theory of Orientalism, employing a descriptive qualitative method and a comparative approach through the analysis of dialogue, narrative, and cinematic techniques. The results show that the film constructs the Prophet’s representation through intermediary characters, a narrator, and Western dramatic structures, whereas Sirah Nabawiyah focuses more on historical and religious aspects. This study concludes that the representation of the Prophet Muhammad is influenced by various factors, including the author’s cultural background.
Copyright (c) 2026 Sinsin Sintya, Udayani Permanaludin, Bunyamin Faisal https://creativecommons.org/licenses/by-sa/4.0
Nursing Students’ Acceptance of AI-Based Language Learning Tools in ESP Learning: A Technology Acceptance Model (TAM) Approach
The urgency of this study lies in the increasing demand for English proficiency among nursing students in response to the globalization of healthcare services. This study aims to analyze nursing students’ acceptance of AI-based language learning tools using the Technology Acceptance Model (TAM). The research employed a quantitative approach with a descriptive and explanatory design. Data were collected through a Likert-scale questionnaire distributed to 180 nursing students and analyzed using validity, reliability, and multiple linear regression tests. The results indicate that 7 out of 8 questionnaire items are valid and reliable, with a Cronbach’s Alpha value of 0.715, showing good internal consistency. Furthermore, the regression analysis reveals that the independent variables, namely perceived usefulness and intention to use, significantly influence the dependent variable, namely students’ acceptance of AI-based learning tools (p-value < 0.05). These findings suggest that the higher the perceived benefits and the stronger the intention to use the technology, the higher the level of acceptance among students. This study implies that successful implementation of AI in ESP learning for nursing students depends on enhancing perceived usefulness and encouraging continuous usage through relevant content, training, and institutional support.
Copyright (c) 2026 Pujalinda Mandarsari, Ariawati Susiandari, Syaifuddin Amir https://creativecommons.org/licenses/by-sa/4.0
Bridging Educational Inequality: Reading Instruction in Remote Indonesia and Its Policy Implications
Educational inequality remains a major issue in Indonesia, especially in / (3T) regions where access to effective reading instruction is limited. This study explores how English reading is taught in junior secondary schools in Maluku Barat Daya, a remote and under-resourced area, and examines the challenges affecting students’ literacy development. Using a qualitative case study approach, data were collected through classroom observations, interviews, and teaching material analysis involving sixty students of SMP Negeri 2 Tiakur and two English teachers. The findings reveal several challenges, including limited learning resources, low student vocabulary mastery, minimal English exposure, and inadequate infrastructure. Despite these difficulties, teachers show adaptability by using locally relevant texts, code-switching, collaborative learning, and simple low-technology teaching strategies to improve reading comprehension. This study highlights the important role of teachers in marginalized educational settings and emphasizes the need for responsive education policies, flexible curriculum implementation, continuous teacher development, and equitable resource distribution to support inclusive literacy development in Indonesia.
Copyright (c) 2026 Dian Sartin Tiwery https://creativecommons.org/licenses/by-sa/4.0
EFL Learners' Perceptions of Social Interaction on X(Twitter) for Second Language Acquisition
Social media allows people to interact with others from around the world without having to meet face-to-face. This convenience offers opportunities for individuals, particularly EFL learners, to acquire language through online interaction. However, research on language acquisition through social media, especially on X(Twitter), remains limited. This research aims to explore Indonesian EFL learners’ perceptions of how Twitter interaction supports their language acquisition. Using a qualitative descriptive approach, this research involved 30 university students from different universities in Indonesia. The data were collected through questionnaires and interviews and then analyzed using thematic analysis (TA). Findings reveal that learners perceive Twitter as beneficial for their language acquisition. By interacting on Twitter, learners improve their English proficiency as well as their confidence in using the language. Furthermore, Twitter features play a significant role in their learning process. The research concludes that Twitter interaction supports EFL learners’ language acquisition through exposure to native speakers.
Copyright (c) 2026 Olivia Pratnya Paramita, Ummi Nur Laila Sulistyani https://creativecommons.org/licenses/by-sa/4.0
Self-Regulated Learning Strategies for Enhancing Speaking Proficiency: A Case Study of English Education Students
Speaking proficiency is one of the most challenging skills for EFL students because it requires continuous practice and the ability to overcome linguistic and affective difficulties such as limited vocabulary, grammatical errors, pronunciation problems, and low confidence. Therefore, self-regulated learning plays an important role in helping students independently manage and improve their speaking development. However, limited studies have examined the use of self-regulated learning strategies as a continuous process across different phases of speaking development. This study aimed to identify the types of self-regulated learning strategies used by English Education students and explore how these strategies were independently applied in speaking development. This study used a qualitative case study design involving six sixth-semester students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students developed their speaking proficiency through the phases of forethought, performance, and self-reflection by applying cognitive, metacognitive, motivational, social, and affective strategies. These strategies supported pronunciation, vocabulary, grammar, and fluency development through planning, speaking practice, monitoring, self-evaluation, peer feedback, and digital learning tools. The study concludes that self-regulated learning supports continuous speaking development in EFL contexts.
Copyright (c) 2026 Sri Sukma, Syarif Amin, Muflihun https://creativecommons.org/licenses/by-sa/4.0
Death-Related Conversational Implicature in Genshin Impact: A Pragmatic Analysis of Hu Tao's Character Dialogue in the Papilio Charontis Story Quest
Death is a sensitive topic commonly expressed through indirect language such as euphemism, metaphor, and irony, yet how conversational implicature systematically conveys death-related meanings within a single character's discourse in interactive digital narrative remains theoretically unaddressed. This study examines how death-related conversational implicatures are realized in Hu Tao's dialogue in the Papilio Charontis story quest of Genshin Impact, which Gricean maxims are flouted to generate them, and how these implicatures convey indirect references to death. Employing a qualitative descriptive approach grounded in Grice's (1975) Cooperative Principle, data were collected through document analysis of the quest transcript and analyzed by identifying indirect expressions, determining maxim violations, and interpreting death-related meanings through pragmatic inference. The analysis of 33 utterances reveals that metaphorical expression, euphemism, and irony are the dominant strategies, with the maxim of manner most frequently flouted, and 32 of 33 implicatures classified as particularized. The findings confirm that Grice's framework is applicable to interactive digital narratives and that conversational implicature functions as a core mechanism of character identity construction in video game discourse.
Copyright (c) 2026 Muhamad Rizky Ramadhan, Deni Suswanto, Toneng Listiani https://creativecommons.org/licenses/by-sa/4.0
Pre-Sevice English Teachers’ Perceptions of Teaching Strategies in English Learning for Adolescents
This study investigates pre-service English teachers’ perceptions of teaching strategies for adolescent students and the factors shaping those perceptions during practicum. Grounded in a qualitative descriptive design, the study involved 40 pre-service English teachers from Universitas Negeri Semarang who participated in the LANTIP 6 practicum program. Data were collected through a 20-item Likert-scale questionnaire and follow-up semi-structured interviews with five selected participants representing varied response tendencies. The questionnaire data were analyzed descriptively by examining item means and the distribution of responses across strongly agree, agree, neutral, disagree, and strongly disagree categories, while the interview data were analyzed thematically to explore the reasoning underlying participants’ choices. The findings indicate that participants generally viewed teaching strategies as more suitable for adolescent EFL classrooms when they promoted active participation, provided clear scaffolding, and supported a low-anxiety classroom environment. High endorsement was found for additional materials, digital tools, clear modeling, supportive classroom atmosphere, improvement-oriented feedback, pair/group work, and goal-oriented instruction. However, several items showed more varied responses, particularly those related to textbook reliance, textbook adaptation, self-assessment, peer assessment, and activities requiring students to explain opinions or reasons in English. The interview findings further reveal that strategy selection was shaped not only by pedagogical preference, but also by practicum-related realities such as students’ confidence, mixed proficiency levels, classroom management demands, time limitations, mentor expectations, and available facilities. These findings suggest that pre-service teachers understand teaching strategies in adolescent EFL learning as contextual and mediated classroom practices rather than as fixed instructional techniques.
Copyright (c) 2026 Muhammad Imam Lazuardi, Pasca Kalisa https://creativecommons.org/licenses/by-sa/4.0
A Multimodal Discourse Analysis of a McDonald’s Advertisement
This study aims to describe how McDonald’s advertisement constructs persuasive meaning and brand identity through multimodal discourse. It focuses on identifying and interpreting visual and linguistic elements such as color, typography, layout, and food imagery, as well as examining the intersemiotic relationship between these modes in creating a cohesive and emotionally engaging message. Ultimately, the study concludes that the advertisement’s effectiveness stems from the seamless interaction between different modes. This demonstrates how global brands maintain market dominance through sophisticated communication strategies that resonate with the psychological needs of modern consumers, successfully blending visual and textual persuasion to influence perception.
Copyright (c) 2026 Mudrikatun Ningamah, Lailatul Musyarofah, Endah Alamsari Andayani https://creativecommons.org/licenses/by-sa/4.0
Particularized Conversational Implicatures Through Off-Record Strategies in Surah Maryam Dialogues
This study highlights the importance of understanding implicit meaning in religious discourse, particularly in revealing how politeness is constructed through language use. While previous studies on Qur’anic pragmatics have explored implicature, limited attention has been given to Particularized Conversational Implicature (PCI) in specific surahs and its relation to off-record strategies. Therefore, this study aims to analyze how PCI is realized through off record and how it contributes to politeness in the dialogue of Surah Maryam. Grounded in the theories of Paul Grice and Penelope Brown and Stephen Levinson, this research employs qualitative content analysis, the data were taken from the English translation of Surah Maryam by Sahih International. The findings reveal that PCI dominates the dialogue and is realized through various off-record strategies, enabling indirect, context-dependent, and polite communication. It is concluded that PCI functions as a key mechanism in maintaining politeness and conveying meaning implicitly in Qur’anic dialogue
Copyright (c) 2026 Giffari Ramdhani, Andang Saehu, Ice Sariyati https://creativecommons.org/licenses/by-sa/4.0
AN ANALYSIS OF STUDENTS GRAMMATICAL ERRORS IN WRITING DESCRITIVE TEXT OF TENTH- GRADE STUDENTS AT SMA NEGERI I LEWOLEMA
This research aims to identify the types of grammatical errors made by tenth-grade students at SMAN 1 Lewolema in writing descriptive texts and analyse the cause of errors are made. The research employed a qualitative descriptive approach, involving observations, interviews, and document analysis. The findings revealed that students frequently made errors in sentence patterns, tenses, pronouns, prepositions, and punctuation. The most common errors were omission and addition, often attributed to the influence of their first language (L1) and limited English vocabulary. The study underscores the need for targeted grammar instruction and vocabulary development to enhance students' descriptive writing skills
Copyright (c) 2026 Germana Ritan https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Using English Learning Applications to Enhance Vocabulary Mastery
Mobile-Assisted Language Learning (MALL) has provided university students with flexible opportunities to improve vocabulary mastery through English learning applications. This study investigated English Education students’ perceptions of using such applications for vocabulary learning at Tadulako University. A qualitative descriptive design was employed involving 69 students who completed a Likert-scale questionnaire and five participants who took part in semi-structured interviews. Data were analyzed using descriptive statistics and thematic analysis. The findings revealed that students generally perceived English learning applications positively because they helped them learn new words, improve pronunciation, increase confidence, and support autonomous learning. Features such as gamification, repetition, quizzes, and audio pronunciation enhanced motivation and engagement. However, students also reported several limitations, including insufficient contextual explanations, repetitive activities, unstable internet connections, and premium-feature restrictions. Overall, English learning applications were perceived as effective supplementary tools for vocabulary development rather than complete replacements for classroom instruction and authentic communication practice. The study highlights the potential of MALL applications to support independent vocabulary learning while emphasizing the continued importance of teacher guidance and interactive language use.
Copyright (c) 2026 Nuranantya Mersa Ukkas, Aminah Suriaman, Moh. Abraham Akbar Eisenring https://creativecommons.org/licenses/by-sa/4.0