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
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Speech Errors in Ed Sheeran’s Interview on “Call Her Daddy” YouTube Channel
Speech errors in spontaneous communication provide valuable insights into the cognitive processes underlying language production. However, studies examining speech errors in informal digital interviews remain limited. This study aims to identify the types of speech errors produced by Ed Sheeran and examine the factors influencing their occurrence in his interview on the Call Her Daddy YouTube channel. A descriptive qualitative approach was employed. The data consisted of utterances transcribed from the interview and were analyzed using Clark and Clark's (1977) speech error taxonomy. The findings identified 134 speech errors, with repeats and filled pauses as the most frequently occurring types. These errors were influenced by cognitive factors, including hesitation and utterance-planning difficulties, as well as situational factors such as spontaneity and the informal nature of the interview. The findings suggest that speech errors are a natural characteristic of spontaneous speech and demonstrate how cognitive processing and communicative context interact during language production. This study contributes to psycholinguistic research by providing empirical evidence from authentic digital media discourse.
Copyright (c) 2026 Salsabila Fauziyah Ihya, Nurholis Nurholis, Toneng Listiani https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Quizwhizzer on Students’ Past Tense Mastery
English is crucial for students as it serves as the global language of communication, education, and technology, opening doors to higher education, international career opportunities, and access to fast information resources. Many students struggle to understand grammatical, particularly past tense, due to the repetitive teaching methods and low engagement that negatively impact their learning outcomes in English. This study was conducted to examine whether the Quiz Whizzer application media has a positive influence on students’ learning. The study was conducted on tenth-grade students’ using a quantitative research method. Quantitative data were obtained from pre-test and post-test result. The findings indicate an increase in students’ learning outcomes in the past tense material, with the experimental class achieving an average score of 84.88 and the control class 81.61. therefore, it can be concluded that Quiz Whizzer is effectively used to improve students’ learning outcomes.
Copyright (c) 2026 Muhammad Risnanda Imawan, Muh Shofiyuddin https://creativecommons.org/licenses/by-sa/4.0
Scientific Realism in the English for Nursing Course Plan: A Content Analysis
English for Specific Purposes (ESP) emphasizes the importance of designing language instruction that reflects authentic professional practices and workplace demands. Aligning course plans with real-world contexts is therefore essential to ensure that learning outcomes are meaningful and applicable. This study aimed to examine how the principles of scientific realism are represented in an English for Nursing course plan used at a health college in Bengkulu City. A qualitative content analysis approach was employed to analyze the course plan through three stages: document collection, pre-analysis, and systematic coding. The data were organized according to three core principles of scientific realism: causal mechanisms, approximate truth, and explanatory success. The findings revealed that the learning outcomes reflected the principle of causal mechanisms by emphasizing logical relationships between language use and nursing practice. The instructional materials represented approximate truth through authentic professional content, while the assessment components demonstrated explanatory success by evaluating students’ ability to apply language in realistic nursing contexts. Overall, the study concludes that integrating scientific realism into ESP course planning enhances the relevance, authenticity, and practical value of English for Nursing instruction.
Copyright (c) 2026 Suci Sartika Putri, Ira Maisarah https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Experiences and Challenges in Implementing Listening Test in English Language Teaching at Afaada Islamic Boarding School
This study explores teachers’ experiences and challenges in implementing listening tests within English Language Teaching (ELT) at Afaada Islamic Boarding School. Although listening assessment has received considerable attention in ELT research, limited studies have specifically examined teachers’ experiences in conducting listening tests in Islamic boarding school contexts, where educational facilities and students’ exposure to English may differ from those in mainstream schools. Using a qualitative descriptive approach, data were collected through in-depth interviews, classroom observations, and documentation involving three English teachers who were directly responsible for administering listening assessments. The findings reveal that teachers generally perceive listening tests as essential for assessing students’ comprehension and promoting active listening skills. However, they encounter several challenges, including limited technological resources, inconsistent audio quality, students’ low vocabulary mastery, and time constraints in preparing appropriate test materials. To address these challenges, teachers employ various strategies such as conducting pre-listening activities, simplifying instructions, and utilizing alternative audio sources to support students’ understanding. The study concludes that enhancing institutional facilities, providing professional development opportunities, and improving listening test design are crucial for promoting more effective listening assessment practices in Islamic boarding school settings.
Copyright (c) 2026 Sinta Tanwirul Hayah, Maslihatul Umami https://creativecommons.org/licenses/by-sa/4.0
Navigating Vocabulary Limitations: Conversation Control Strategies of Indonesian EFL University Students
Vocabulary limitation remains a major challenge in English as a Foreign Language (EFL) speaking, particularly in higher education contexts. However, few studies have explored how learners perceive their vocabulary limitations and how they manage them in real-time communication. This study aimed to investigate Indonesian EFL university students’ perceptions of vocabulary limitation and the conversation control strategies they employ. A descriptive qualitative design was used, involving 20 students through an open-ended questionnaire and follow-up interviews. The findings revealed that students perceived their vocabulary as sufficient for basic communication but limited in more complex contexts. Vocabulary limitation affected both speaking performance, leading to hesitation and simplification, and psychological factors such as anxiety and lack of confidence. To overcome these challenges, students employed various strategies, including paraphrasing, code-switching, using gestures, asking for help, and using fillers. These findings highlight the importance of integrating strategic competence into language teaching to support effective communication.
Copyright (c) 2026 Wulan Sefia, Girindra Putri Dewi Saraswati https://creativecommons.org/licenses/by-sa/4.0
Strategies for Preserving Cultural Elements in Translating Wilde’s the Selfish Giant
Translation plays an important role in bridging linguistic and cultural differences, especially in literary texts where meanings are closely connected to cultural symbols and values. However, previous studies have mainly focused on non-literary translation or the classification of translation strategies, leaving the preservation of deeper symbolic and cultural meanings in literary works underexplored. This study aims to analyze the translation strategies used in preserving culture-specific items (CSIs) in Oscar Wilde’s The Selfish Giant and its Indonesian translation Raksasa Egois translated by Clara Ng and published by Fiksi Lotus in 2013. A qualitative comparative text analysis was employed by comparing the source text and target text to identify CSIs and examine the translation strategies applied. The findings reveal that literal translation, cultural equivalence, and adaptation were the main strategies used, with literal translation being the most dominant, particularly in ecological elements such as seasons and natural phenomena. While literal translation effectively preserves lexical meaning, it is less successful in maintaining deeper symbolic and cultural meanings embedded in the literary text. In contrast, cultural equivalence proves to be more effective in preserving religious meanings, while adaptation improves readability but reduces cultural specificity. In conclusion, the effectiveness of translation strategies depends on the type and cultural embeddedness of CSIs.
Copyright (c) 2026 Diar Mukti Asri, Marshanda Marshanda, Najwa Rizki Amalia, Nisrina Farida Ramadhanti, Raysha Ramadhani, Abdul Syahid https://creativecommons.org/licenses/by-sa/4.0
Monstrous Motherhood and Repetitive Trauma in Lucy Rose’s The Lamb
Contemporary Female Gothic situates horror within the domestic sphere, often centering the maternal figure as a source of threat. This study examines monstrous motherhood and repetitive trauma in The Lamb by Lucy Rose, focusing on how the mother–child relationship normalizes and reproduces domestic violence. While previous studies have discussed monstrous motherhood and trauma in Gothic narratives, limited attention has been given to their interconnected role within everyday maternal relationships. Employing a qualitative interpretive approach, this study applies close reading and thematic coding to selected narrative passages. The analysis draws on Female Gothic criticism, Barbara Creed’s concept of monstrous motherhood, and Cathy Caruth’s trauma theory. The findings show that violence is normalized through domestic care and repeated across relationships, positioning trauma as a continuous relational structure rather than an individual experience.
Copyright (c) 2026 Rasya Putri Ramadina, Ice Sariyati, Hasbi Assiddiqi https://creativecommons.org/licenses/by-sa/4.0
A Marxist Examination of Kyuri’s Alienation under K-beauty Standards in If I Had Your Face
This study examines how K-beauty standards function as a form of ideological control and how they produce alienation in the character Kyuri in If I Had Your Face by Frances Cha. Although previous studies have discussed K-beauty and gender representation, limited research has explored K-beauty standards through a Marxist perspective, particularly in relation to ideology and alienation in literary works. Using qualitative textual analysis and a Marxist literary framework, this study focuses on the concepts of ideology, false consciousness, and alienation. The data are collected through close reading of the novel, emphasizing Kyuri’s dialogues, actions, and narrative development related to beauty practices. The findings reveal that K-beauty standards operate as a powerful ideological mechanism that shapes Kyuri’s perception of self-worth and social mobility, leading her to internalize the belief that physical transformation is necessary for success. This internalization results in multiple forms of alienation, including alienation from her body, identity, and social relationships, as her body becomes a commodity within a capitalist system. This study concludes that K-beauty standards function not only as cultural norms but also as instruments of capitalist control that reinforce social inequality and regulate individual identity
Copyright (c) 2026 Raissa Belva Ardianti, Diana Budi Darma https://creativecommons.org/licenses/by-sa/4.0
Investigating The Impact of ZEP Quiz Gamified Assessment on Students’ Reading Comprehension and Perceptions
Reading comprehension plays an important role in English language learning, yet students frequently experience difficulties due to limited engagement during assessment activities. While previous studies have investigated various gamified platforms, the implementation of ZEP Quiz in English education remains limited. This study examined the impact of ZEP Quiz on students’ reading comprehension and explored their perceptions toward its use. Employing a mixed-method sequential explanatory design, the study involved 32 students in each of the experimental and control groups at SMPN 1 Mantup. Data were collected through reading tests, questionnaires, and semi-structured interviews. The results showed that the experimental group’s mean score increased from 72.25 to 83.38. In addition, students demonstrated positive perceptions toward ZEP Quiz. The findings indicate that ZEP Quiz effectively enhances students’ reading comprehension and creates a more engaging and meaningful learning experience in English language learning.
Copyright (c) 2026 Putri Hidayatul Sylvia, Candra Hadi Asmara, Ribeh Najib Muhammad https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Gemini AI-Generated Imagery towards Junior High School Students Writing Skills
This study investigates the effect of Gemini AI-generated imagery on junior high school students’ descriptive writing skills. Gemini-generated visuals are hypothesized to help students generate ideas, enrich vocabulary, and develop more detailed descriptions by providing concrete visual prompts. The researchers employed a pre-experimental method using one-group pretest–posttest design to determine the effect of Gemini AI-generated imagery on students’ descriptive writing performance. The study involved 30 seventh-grade students and was conducted over five meetings, consisting of one pre-test session, three treatment sessions, and one post-test session. Before the treatment, the students’ mean pretest score was 60.58. After the treatment, the mean posttest score increased to 67.78, resulting a mean gain of 7.20 points. A paired-samples t-test indicated a statistically significant improvement (p < .001), with a large effect size (d = 1.34). The study concludes that integrating Gemini AI-generated imagery into writing instruction can effectively improve students’ descriptive writing skills.
Copyright (c) 2026 Wahyu Hendrawan, Zainul Aminin https://creativecommons.org/licenses/by-sa/4.0
Tracing Research Trends of Artificial Intelligence in EFL Context: A Bibliometric Analysis
Artificial intelligence (AI) has increasingly transformed English as a Foreign Language (EFL), offering new possibilities for language teaching and learning. This study aims to examine research trends in artificial intelligence within the EFL context through a bibliometric approach. The study focuses on identifying the most productive countries, authors, publishers, and the frequency of publications in this field. Data were collected from the Scopus database and analyzed using a quantitative method with the support of VOSviewer. The findings reveal a significant increase in the number of publications over the past five years, indicating growing research interest in the integration of artificial intelligence in language learning. The study also identified China as the most productive contributing country, while Wang, Y. emerged as a key contributor to the development of this research field. In addition, the European Journal of Education was identified as one of the major platforms for publishing studies related to artificial intelligence in the EFL context. Furthermore, the co-occurrence analysis of keywords shows that current research primarily focuses on writing-related applications, pedagogical integration, and technological development. Frequently occurring keywords such as ChatGPT, writing, and chatbot suggest that AI-assisted tools are widely utilized to support language learning, particularly in improving students’ writing skills. This study provides important implications for researchers, educators, and practitioners by highlighting current research trends and the potential of artificial intelligence to support more effective and personalized language learning. Moreover, this study contributes to the existing literature by providing a comprehensive bibliometric overview of AI research in the EFL context.
Copyright (c) 2026 Gia Salsabila Fratiwi, Muhamad Taufik Hidayat, Lucky Rahayu Nurjamin https://creativecommons.org/licenses/by-sa/4.0
Podcast-Based Learning in EFL Classrooms: Enhancing Junior High School Students’ Listening Skills and Motivation
This study investigates the effectiveness of podcast-based learning in enhancing junior high school students’ listening skills and learning motivation in the Indonesian EFL context, where learners often have limited exposure to authentic spoken English and low engagement in listening activities. An explanatory sequential mixed-methods design was employed involving 68 ninth-grade students from a junior high school in West Java, Indonesia, who were assigned to experimental and control groups. Quantitative data were collected through listening pre-tests, post-tests, and motivation questionnaires, while qualitative data were obtained through semi-structured interviews. The findings revealed that the experimental group achieved significantly higher listening gains than the control group. ANCOVA results confirmed a significant effect of podcast-based learning on listening achievement (F = 39.4, p < 0.001, η² = 0.377), indicating a large effect size. Students also reported increased motivation, confidence, enjoyment, and engagement. Interview data further showed that podcasts provided authentic listening input, enhanced vocabulary and pronunciation awareness, and promoted learner autonomy. Overall, podcast-based learning offers an effective, authentic, and learner-centered approach to improving listening proficiency and motivation in secondary EFL education.
Copyright (c) 2026 Wawang Santika Agustini, Rahmat Budiman, Bachtiar Bachtiar https://creativecommons.org/licenses/by-sa/4.0
English as a Lingua Franca in Spontaneous Online Communication: Learners’ Experiences through Ome TV
English increasingly functions as a global medium for interaction, particularly in online environments where speakers come from diverse linguistic backgrounds and do not share the same first language. From the perspective of English as a Lingua Franca (ELF), the focus is placed on intelligibility, mutual understanding, and effectiveness rather than native-like accuracy. On platforms such as Ome TV, English often becomes the shared language that enables users from different countries to interact in real time. This study aims to explore learners’ experiences and strategies when using ELF in spontaneous digital interaction. The study employed a descriptive qualitative design within an interpretive ELF framework. Data were collected through semi-structured interviews with ten participants who frequently interacted with international users on Ome TV and were analyzed using thematic analysis. The findings reveal that English functions as a practical shared language that facilitates cross-cultural exchange in informal digital settings. Participants used strategies such as paraphrasing, simplifying expressions, repetition, and occasional code-switching to maintain interaction and overcome linguistic limitations. These findings highlight the role of spontaneous online platforms in supporting communicative competence and strategic language use.
Copyright (c) 2026 Fadilah Nur Fauzi, Tauricha Astiyandha, Ellis Tamela https://creativecommons.org/licenses/by-sa/4.0
Saussurean Semiotic Analysis of Visual Meme Literal Wordplay
This study aims to analyze the linguistic-semiotic mechanisms in visual memes featuring literal wordplay in English. The data consist of five visual memes, Butterfly, Catfish, Eggplant, Fireworks, and Bookworm, collected from digital platforms such as Google Images, Pinterest, and Facebook. This study employs a descriptive qualitative approach, using Ferdinand de Saussure’s semiotic theory as the primary framework, alongside Victor Raskin’s Script-based Semantic Theory of Humour (SSTH). The results show that memes break words down into their literal elements and visualize them, thereby creating a clash between conventional meaning and literal-visual meaning, emphasizing the arbitrary nature of signs in language and triggering incongruity that produces a humorous effect. This study contributes to linguistic semiotics by emphasizing that the arbitrariness of signs is not just a theoretical concept, but an active mechanism that enables the reinterpretation of meaning in language.
Copyright (c) 2026 Assyifa Putri Azzahra, Ujang Suyatman, Deni Suswanto https://creativecommons.org/licenses/by-sa/4.0
Examining the Impact of Artificial Intelligence Integration in ESP Tourism and Hospitality Education on Students’ Critical Thinking Skills
Artificial Intelligence (AI) integration such as ChatGPT, Grammarly, QuillBot, AI-based language learning platforms, and automated feedback applications has become increasingly important in higher education, particularly in English for Specific Purposes (ESP) tourism and hospitality learning. However, limited studies have specifically examined the influence of AI integration on students’ critical thinking skills in ESP tourism contexts. This study aimed to investigate AI integration influences students’ critical thinking skills in ESP tourism and hospitality education. The study employed a quantitative descriptive design involving 113 students of tourism study program selected through purposive sampling. Data were collected using questionnaires and analyzed through validity, reliability, and simple linear regression analyses using SPSS 25. The findings revealed that AI integration significantly influenced students’ critical thinking skills with an R Square value of 0.360 and significance level of 0.000. The study concludes that AI integration positively contributes to students’ critical thinking development in ESP tourism.
Copyright (c) 2026 Siska Amelia Maldin, Dailami Dailami, Tito Pratama, Yudha Wardani, Arina Luthfini Lubis, Yoffie Kharisma Dewi https://creativecommons.org/licenses/by-sa/4.0
Pragmatic Proficiency in Hospitality Emails: Hotel Management Students' Language Politeness and Message Effectiveness
Effective email communication is essential in a hospitality business as it exhibits service professionalism and influences guest satisfaction. However, research into hospitality students' pragmatic competency in producing guest service emails remains limited, especially in the context of EFL vocational education in Indonesia. By comparing two groups in terms of formality, politeness, mitigation techniques, message effectiveness, grammatical accuracy, and the use of native-like polite language, this study seeks to assess the pragmatic quality of guest service emails written by hospitality management students. This study used a quantitative descriptive-comparative design enhanced with qualitative content analysis. It comprised 43 hospitality management students from an Indonesian vocational higher education institution. Data were collected using a guest service email writing assignment and analyzed using pragmatic and linguistic assessment criteria. The study found that Class A exhibited significantly higher levels of formality and politeness by frequently employing professional registers, mitigating devices, and service-oriented language. Instead, both groups revealed almost identical patterns of grammatical errors, most of which were non-fatal and had no substantial impact on communication. The study further discovered that polite emails were not always more effective if they lacked a straightforward response or sufficient follow-up information. These findings underline the significance of pragmatic competence in hospitality communication and recommend that English for Hospitality teaching should emphasize a professional register, politeness strategies, and authentic service-oriented email practices.
Copyright (c) 2026 Makmun Syaifudin, Dita Anggi Purbasari https://creativecommons.org/licenses/by-sa/4.0
Language Disorder of the Child with Autism in The Gentle Life’s Youtube Channel
This study examines language disorder in a five-year-old child with Autism Spectrum Disorder (ASD), named Mikko, as observed in natural communication settings on The Gentle Life YouTube channel. Language is an essential part of everyday communication; however, children with ASD often experience difficulties in both understanding and producing language. While previous studies have widely explored language disorders in autism, most have been conducted in clinical contexts, providing limited insight into how these difficulties appear in real-life interactions. This study aims to identify the types of language disorder and analyse how they are expressed in natural communication using the perspective of Weak Central Coherence Theory. A qualitative case study design is employed, focusing on naturally occurring utterances produced by the participant. The findings reveal that Mikko demonstrates various language disorder features, with pragmatic impairment as the most dominant, followed by echolalia, syntactic irregularities, and limited vocabulary development. These patterns indicate that her communication is strongly influenced by a detail-focused cognitive processing style, which affects her ability to produce contextually appropriate and meaningful language.
Copyright (c) 2026 Sindi Pebriani, Udayani Permanaludin, Toneng Listiani https://creativecommons.org/licenses/by-sa/4.0
Enhancing English Vocabulary Using Story-Based Vocabulary Game of Grade Eight Students
This study examined the impact of Story-Based Vocabulary Game on English vocabulary mastery of grade eight students at SMP Kristen Bala Keselamatan Palu. This study employed a quantitative approach with a quasi-experimental design. Pre-test and post-test were administered to measure students’ vocabulary mastery before and after the treatment. The findings showed that the students’ vocabulary mastery improved after the implementation of the treatment. The collected data were analyzed statistically to determine whether there was a significant difference between the experimental group and the control group. The results indicated that the average post-test score of experimental groups (56.52) was higher than the control group (42.37). In addition, based on the hypothesis analysis, it showed that the t-test > the t-table (2.032 > 2.008), indicating that the research hypothesis is accepted. Therefore, it can be concluded that the Story-Based Vocabulary Game media significantly improves students’ vocabulary mastery.
Copyright (c) 2026 Maria Kandida Kardoso, Jamiluddin Jamiluddin, Grace Novenasari Manurung, Aminah Suriaman https://creativecommons.org/licenses/by-sa/4.0
Students' Disciplinary Behavior at Senior High School in Complying with School Rules
This study aims to describe the role of school regulations in shaping student discipline at SMAN 15 Pekanbaru. This study shows that school regulations play a significant role in shaping student discipline at SMAN 15 Pekanbaru. Through the implementation of clear rules, teacher supervision, and the provision of sanctions and coaching, students are encouraged to practice orderly and responsible behavior. Although various violations, such as lateness, incomplete use of attributes, and other rule violations, the implementation of the regulations has generally been running well. The research method used is descriptive qualitative with data collection techniques through observation and interviews with two teachers and 42 students. The results of this study indicate that the effectiveness of discipline depends not only on the sanctions given, but also on student self-awareness, teacher role models, and support from the school environment. Therefore, consistent supervision and a more humanistic approach between teachers and students are needed so that the values of discipline can be deeply ingrained. Thus, school regulations not only function as a tool for controlling behavior, but also as a means of character formation that prepares students to become responsible individuals who are ready to face life in the future.
Copyright (c) 2026 Ahmad Riza, Aisyah Lubis, Edea Mecca Safitri, Gracia Tiurmauli Purba, *Halila Istigfaroh, Mamluatul Khoiriyah, Micheal Junior, Selvia Azzahra, Hambali, Rizky Dinda Sarmita Harahap https://creativecommons.org/licenses/by-sa/4.0
Presupposition as a Persuasive Strategy in the Ordinary’s Instagram Advertisment
Presupposition is an important pragmatic strategy in advertising because it enables advertisers to communicate persuasive meanings implicitly. Although previous studies have examined presupposition in advertising discourse, limited attention has been given to its persuasive functions in Instagram-based skincare advertising, particularly in The Ordinary’s advertisements. Therefore, this research aims to analyze the types of presupposition and their persuasive functions in The Ordinary’s Instagram advertisement captions. A qualitative descriptive method was employed using captions posted on The Ordinary’s official Instagram account between November 2025 until January 2026. Data were collected through observation and documentation techniques and analyzed using Yule’s (1996) theory of presupposition. The findings revealed 31 instances of presupposition, consisting of lexical, existential, factive, and structural types, with lexical presupposition occurring most frequently. Presuppositions functioned to normalize skincare practices, strengthen product relevance, enhance brand credibility, and encourage audience engagement. These findings demonstrate the importance of presupposition as a persuasive strategy in digital advertising discourse.
Copyright (c) 2026 Silva Saputri, Udayani Permanaludin, Toneng Listiani https://creativecommons.org/licenses/by-sa/4.0
Speaking Anxiety among the Fourth Semester Students of English Department at University
Speaking anxiety is considered one of the most significant psychological factors affecting students’ speaking performance in English as a Foreign Language (EFL) learning. High anxiety may reduce students’ confidence, participation, and oral communication ability in speaking classes. This study aimed to identify the levels of speaking anxiety experienced by the fourth semester students of English Department at Kutai Kartanegara University and determine the dominant aspect of anxiety experienced during Speaking Class. This research applied a descriptive quantitative design using a survey method. The participants of this study were 22 students selected through total population sampling. The instrument used was the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), consisting of 33 questionnaire items. The findings revealed that most students experienced a moderate level of speaking anxiety, with a mean score of 94.76. Furthermore, test anxiety was identified as the dominant aspect of speaking anxiety, followed by communication apprehension and fear of negative evaluation. The study concluded that students’ speaking anxiety was primarily caused by evaluative classroom situations and performance pressure during Speaking Class.
Copyright (c) 2026 Yunita Sinaga, Dedi Sukma Wijaya https://creativecommons.org/licenses/by-sa/4.0
Denny Sumargo's Partiality in the August 2025 Mass Demonstration Podcast: Corpus-Based Critical Discourse Analysis
The practice of language in digital media not only functions as a means of communication, but also represents ideology and power relations. This research aims to reveal Denny Sumargo's partiality in the YouTube podcast Curhat Bang episode "Demo Collapses DPR, Pasha Ungu Answers Why DPR Dances" which was uploaded on August 27, 2025. The research uses a qualitative descriptive approach with corpus-based analysis of Norman Fairclough's critical discourse. Data in the form of Denny Sumargo's speech as a podcast host was obtained through manual listening and transcription techniques. The corpus consists of 1,586 tokens and 526 word types that are analyzed using AntConc through word frequency, concordance, and n-gram features. The results of the study show that partiality is built through the use of inclusive pronouns, framing, and representation of social actors that place the community as the aggrieved party, while the House of Representatives is represented less empathetic. These findings suggest that digital podcast hosts also play a role as discursive actors who shape public opinion through linguistic practices.
Copyright (c) 2026 Fitriyani Fitriyani, Asropah Asropah, Icuk Prayogi https://creativecommons.org/licenses/by-sa/4.0
Prenatal Education in the Lontar Anggastyaprana Text the Concept of Fetal Character Formation from a Hindu Perspective
This study examines the concept of prenatal education within the ancient Lontar Anggastyaprana manuscript to understand character and spiritual formation from the womb. Employing a hermeneutic approach to interpret the Old Javanese and Balinese text, the research identifies five core dimensions of Hindu prenatal education: (1) purification of the seed (sukla-swanita) through marriage ceremonies (pawiwahan); (2) spiritual rituals during pregnancy, including mantras, ngidam, and panglukatan bobotan; (3) the role of Kanda Pat as a medium for spiritual growth; (4) the sacredness of fetal organ formation; and (5) the internalization of sacred syllables (Dasaksara) for spiritual intelligence. The manuscript demonstrates that Hindu prenatal education integrates physical and metaphysical dimensions, placing the divine at the center of early character formation. These findings highlight the need to revitalize traditional manuscript values to support contemporary character education.
Copyright (c) 2026 I Nyoman Alit, IG Agung Jaya Suryawan, I Wayan Gata https://creativecommons.org/licenses/by-sa/4.0
Designing Supplementary Listening Activities for Tenth-Grade Students of Senior High School
Listening is essential in the EFL classroom; however, the textbook lacked listening activities. This study aims to design Task-Based Language Teaching (TBLT) supplementary listening activities for tenth-grade students at SMAN 10 Pontianak. This study uses the Analysis, Design, Development model as the research and development framework. Data were collected through interviews and a questionnaire involving two English teachers, 93 tenth-grade students, and a curriculum developer. The analysis phase revealed that students and teachers require supplementary material to develop listening skills. In the design phase, the researcher developed an e-book containing nine TBLT-based listening activities, each structured into pre-task, main task, and post-task phases, supported by twelve audio files accessible via QR codes. In the development phase, an internal evaluation was conducted, and the product achieved a high score and was categorized as very feasible across quality criteria, including curriculum alignment, TBLT implementation, and usability.
Copyright (c) 2026 Narisa Berliana, Yohanes Gatot Sutapa Yuliana, Eka Fajar Rahmani https://creativecommons.org/licenses/by-sa/4.0
Framing and Word Choice in Listening Audio: Analyzing Language Learners' Perceptions
This study emphasizes how crucial it is to comprehend how language generates meaning in listening comprehension. However, the way that word choice and framing in listening materials affect students' views and interpretations of social concerns has received barely any attention in prior research. The impact of word choice and framing on learners' perceptions and interpretations has frequently been ignored in prior study. This study uses Goffman's (1974) theory. A qualitative method was used with 20 college students aged 18-22. Data were collected through listening response tasks, reflective journals, and semi-structured interviews based on an audio about bullying from Listen A Minute, and analysed using thematic analysis across three levels: explanation, interpretation, and description. The results show that word choices provide powerful emotional frames that depict bullies as authoritative characters and victims as psychologically harmed. Pupils tended to believe the story as true and concentrated more on empathy than critical analysis. The study comes to the conclusion that including critical listening techniques is crucial to assisting students in comprehending how language influences ideology, emotion, and social meaning.
Copyright (c) 2026 Tania Syafutri, Pahrozi Ahmad, Rezky Atri Oktarin, Ejontomi Afrizon https://creativecommons.org/licenses/by-sa/4.0
Sociolinguistic Study on the Use of Regional Languages for Students of the Indonesian Language Study Program
Regional languages play a significant role in preserving cultural identity and remain widely used in multilingual communities, including higher education settings. Although Indonesian functions as the official language in academic communication, regional languages continue to be actively employed by students in both academic and non-academic interactions. However, studies examining regional language use among university students from a sociolinguistic perspective remain limited. Therefore, this study aims to describe the forms of regional language use among students of the Indonesian Language Education Study Program at Fatmawati Sukarno State Islamic University of Bengkulu and identify the factors influencing their language choices. This study employed a descriptive qualitative approach within a sociolinguistic framework. Data were collected through observation, interviews, documentation, and recordings of students’ natural conversations and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that regional language use remains dominant, particularly in informal interactions, and is manifested through code-mixing, code-switching, language interference, and local dialect variation. These linguistic practices are influenced by ethnic background, social solidarity, environmental habits, cultural identity, and communicative comfort. The study highlights the importance of maintaining regional languages while strengthening positive attitudes toward the appropriate use of Indonesian in academic contexts.
Copyright (c) 2026 Famel Zatrio, Kasmantoni, Randi https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Their Confidence in Speaking English in the Classroom Context
Speaking is one of the most essential yet challenging skills for English as a Foreign Language (EFL) learners, particularly in contexts where opportunities to use English outside the classroom are limited. Many junior high school students experience low confidence in speaking due to fear of making mistakes, peer evaluation, and limited speaking practice. Although previous studies have examined speaking anxiety, fewer have explored students’ perceptions of the factors influencing their speaking confidence at the lower secondary level. Therefore, this study aims to explore Grade 9 students’ perceptions of their confidence in speaking English and identify the factors shaping their self-assurance. This study employed a qualitative descriptive approach involving five Grade 9 students from a junior high school in Karawang, Indonesia, who were selected purposively during the researcher’s teaching practicum. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students’ speaking confidence was influenced by fear of making mistakes, peer judgment, teacher support, and self-practice. Positive teacher feedback and successful speaking experiences enhanced students’ motivation and confidence. These findings highlight that speaking confidence is shaped by linguistic, emotional, and social factors within the EFL classroom.
Copyright (c) 2026 Indira Syalaisha Nada Ashilah https://creativecommons.org/licenses/by-sa/4.0
Difficulties and Solutions in Learning Qowaid Nahwu for Beginners: A Case Study
Learning qowaid nahwu (Arabic grammar) at the beginner level is often challenging because students must understand abstract grammatical concepts and apply complex linguistic rules in authentic language use. This study aims to identify the learning difficulties experienced by beginner students at LPBA Nurul Jadid, examine the factors contributing to these difficulties, and explore the pedagogical strategies employed to address them. The study adopted a post-positivist paradigm using a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, diagnostic tests, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that students experienced difficulties in understanding i‘rab rules, distinguishing between jumlah ismiyyah and jumlah fi‘liyyah, applying grammatical rules in context, and determining correct word-final inflections. These challenges were attributed to memorization-oriented instruction, limited visual learning resources, and insufficient scaffolded practice. To overcome these problems, instructors implemented i‘rab charts, structured drills, gradual scaffolding, and contextualized communicative activities. These pedagogical strategies improved students’ grammatical understanding and facilitated more effective application of nahwu rules in practical Arabic communication.
Copyright (c) 2026 Oktafian Holilullah, Yayah Robiatul Adawiyah https://creativecommons.org/licenses/by-sa/4.0
Positive Politeness Strategies in Podcast Interactions with Individuals Experiencing Dissociative Identity Disorder: A Pragmatic Study
Positive politeness is a pragmatic strategy used to protect the hearer’s positive face while fostering solidarity, mutual respect, and interpersonal rapport during interaction. Grounded in Brown and Levinson’s (1978) politeness theory, this study investigates the types and functions of positive politeness strategies employed in the YouTube podcast episode I Have Dissociative Identity Disorder published by the MedCircle channel. The episode was selected because it discusses the sensitive topic of Dissociative Identity Disorder (DID), a complex mental health condition that requires careful and empathetic communication. This study employed a qualitative discourse analysis approach. The data consisted of utterances produced by the host, the guest speaker, and the guest speaker’s alternate identities. The analysis identified 134 instances of positive politeness strategies. The most frequently used strategy was presupposing, asserting, or raising common ground (75 occurrences), whereas asserting or presupposing the speaker’s knowledge of the hearer’s wants and giving or asking for reasons each occurred only once. Four strategies—using in-group identity markers, offering, promising, being optimistic, and assuming reciprocity—were absent. Overall, the findings demonstrate that speakers predominantly relied on establishing common ground, expressing interest, and seeking agreement to facilitate supportive and empathetic communication when discussing sensitive mental health issues.
Copyright (c) 2026 Bryan Raferty Antonio, Irman Nurhapitudin, Cipto Wardoyo https://creativecommons.org/licenses/by-sa/4.0
The Effect of Cartoon Character Role Play for Students’ Speaking Fluency and Confidence
Speaking is a fundamental component of English language learning that enables students to communicate ideas effectively in academic and social contexts. Among the key aspects of speaking, fluency facilitates smooth and coherent communication, while confidence supports students in expressing their ideas without excessive hesitation or anxiety. However, many lower secondary school students continue to experience difficulties in these areas. This study aimed to examine the effect of Cartoon Character Role Play on students’ speaking fluency and confidence. A quantitative approach employing a pre-experimental one-group pre-test and post-test design was used. The participants were 25 ninth-grade students of MTs Alkhairaat Mamboro. Data were collected through speaking performance tests and analyzed using SPSS. The findings revealed that the mean score increased from 44.5 in the pre-test to 56 in the post-test. Furthermore, the paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating that Cartoon Character Role Play significantly improved students’ speaking fluency and confidence.
Copyright (c) 2026 Siti Fatimah, Mukrim Mukrim, Sukmawati Sadilia https://creativecommons.org/licenses/by-sa/4.0
The Use of TikTok in Learning English Vocabulary at Junior High School
This research aimed to investigate how students use TikTok in learning English vocabulary and identify the TikTok features that support vocabulary learning at seventh-grade students of junior high school. The research design used in this research was a descriptive qualitative. The research data were collected from 30 seventh-grade students through close-ended questionnaires and interviews. Questionnaire and interview data were analyzed using descriptive qualitative analysis to identify students' perceptions and experiences in learning vocabulary through TikTok. The findings showed that TikTok helped students learn English vocabulary more effectively. Students preferred practical and contextual vocabulary that could be applied in daily communication. In addition, TikTok provided students with frequent exposure to English words and expressions through short and engaging videos. The findings also revealed that students used several strategies to understand and remember new vocabulary, such as replaying videos, writing down unfamiliar words, searching for meanings, and practicing vocabulary in conversations. This research concluded that TikTok was a useful tool for supporting English vocabulary learning at seventh-grade students.
Copyright (c) 2026 Gemala Ayu Pramesti, Ida Ayu Panuntun https://creativecommons.org/licenses/by-sa/4.0
Implicature and Speech Acts in Taylor Swift’s “Love Story” : A Pragmatic Analysis
Using Grice’s theory of conversational implicature and Searle’s illocutionary taxonomy, this study examines speech acts and implicatures in Taylor Swift’s lyrics for “Love Story.” A qualitative descriptive method is applied to analyse 43 utterances, identifying the song’s implied meanings and communicative functions. The results show that assertive speech acts predominate at 58.1%, followed by directives (30.2%), expressive (25.6%), commissive (11.6%), and declaratives (2.3%); these percentages reflect frequency of occurrence and do not sum to 100% because a single utterance may realize more than one speech act simultaneously. For implicatures, classification follows criteria: Generalized Conversational Implicature (65.1%) conveys meaning understandable without specific background knowledge, whereas Particularized Conversational Implicature (34.9%) depends heavily on context and intertextual references—mainly to Shakespeare’s Romeo and Juliet and Hawthorne’s The Scarlet Letter. Combined, these pragmatic strategies construct a multi‑layered romantic narrative accessible at both universal and context‑specific levels. This study demonstrates that song lyrics constitute a rich form of pragmatic discourse, in which speech acts and implicatures interact to convey narrative meaning and emotional depth beyond literal expression.
Copyright (c) 2026 Dwi Puspita Sari, Annisa Afriyuni Setiawan, Zahra Maulida Aprianti, Tatu Siti Rohbia https://creativecommons.org/licenses/by-sa/4.0
The Effects of Role-Play on Students’ Speaking Confidence in Asking and Giving Opinions
Speaking confidence is a vital aspect in English learning because it affects students’ willingness to participate actively in classroom interaction. However, many junior high school students still experience anxiety and hesitation when speaking English, particularly in asking and giving opinions. Role-play is considered beneficial because it provides meaningful and supportive opportunities for students to practice communication and express ideas with less fear of making mistakes. This current study aimed at revealing how the role-playing approach affected students' confidence in speaking. Employing a pre-experimental study, the writers involved the eighth-grade students from SMP Islam Simbang Wetan Pekalongan, Central Java, Indonesia. Data were collected through a role-play-based speaking test using an analytic speaking rubric. The findings revealed a statistically significant increase in students' speaking confidence in asking and offering opinions, with the mean score rising from 57.26 to 70.83. The study concluded that role-play effectively improved students’ speaking confidence and encouraged active participation in English speaking activities.
Copyright (c) 2026 Tiara Kirani, Dwi Agustina https://creativecommons.org/licenses/by-sa/4.0
The Role of Social Media in EFL Vocabulary Development in University
This study explored the role of social media in enhancing EFL students’ vocabulary development at Tadulako University. It addressed the limited research on students’ experiences using social media for vocabulary learning in the Indonesian university context. A qualitative descriptive design was employed involving three students from the English Education Study Program. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that platforms such as Instagram and TikTok supported vocabulary development by providing authentic language exposure through videos, captions, comments, and online interactions. Students also benefited from contextual learning, repeated exposure, multimedia content, and social interaction, which increased their motivation and engagement in learning English vocabulary. Nevertheless, they encountered several challenges, including fast speech, slang expressions, distractions, and limited subtitle availability. Overall, social media functioned as an effective informal digital learning environment that facilitated vocabulary acquisition beyond the classroom. These findings suggest that educators should integrate social media into vocabulary instruction to complement formal learning while guiding students in overcoming potential challenges and maximizing its educational benefits.
Copyright (c) 2026 I Made Sofyan T, Mochtar Marhum, Sukmawati Sadiilia, Agussatriana https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Effective Techniques for Vocabulary Learning in Senior High School
Learning vocabulary is crucial to being fluent in English, but students frequently struggle to select efficient teaching techniques. Many vocabulary acquisition techniques have been covered in earlier research, but little focus has been placed on how students perceive which techniques work best in their real-word learning environment. The purpose of this study was to investigate students perceived efficient techniques for learning vocabulary. The participants consisted of 29 eleventh-grade students of SMK Negeri 1 Taopa who completed a questionnaire and 5 students who participated in semi-structured interviews. The collected data were analysed using descriptive qualitative analysis. The results showed that students employed a variety of techniques for learning vocabulary, such as memory, cognitive, social and communication, game-based, and technology-based techniques. The most successful of these were found to be social and communication technique and game-based learning. These techniques were favoured because they were engaging, participatory, and improved students’ comprehension.
Copyright (c) 2026 Rita Rita, Budi Budi, Andi Patmasari, Wahyudin Wahyudin https://creativecommons.org/licenses/by-sa/4.0
English Teaching Strategies For Young Learners In Bilingual Elementary Classes In An EFL Context
Effective English instruction in bilingual elementary settings is critical for developing young learners’ language competence alongside content knowledge. However, empirical studies on English as a Medium of Instruction (EMI) at the primary level in EFL contexts remain scarce, particularly those documenting actual classroom practices. This study aims to explore English teaching strategies employed by teachers in bilingual elementary classrooms in Indonesia. A descriptive qualitative design was employed, involving two English teachers and one subject teacher selected through purposive sampling. Data were collected via classroom observation, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal six interconnected strategies: routinized English exposure, activity-based instruction, scaffolding, code-switching, differentiated instruction, and curriculum alignment. These strategies function in an integrated, context-sensitive manner adapted to learners’ developmental stages. The study concludes that effective bilingual elementary instruction requires flexible, student-centered approaches that simultaneously support language acquisition and content comprehension.
Copyright (c) 2026 Andita Sayla Purnawati, Pasca Kalisa https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perceptions of Using the Outlining Technique in Teaching Writing
Writing remains a challenging skill for many students, particularly in generating and organizing ideas. Although the effectiveness of outlining techniques has been widely investigated, teachers' perceptions of their use remain underexplored despite their importance for effective classroom implementation. Understanding teachers' perspectives is essential for informing pedagogical practices and supporting the effective use of outlining techniques in writing instruction. This study explored teachers' perceptions of outlining techniques and identified their benefits and challenges in writing instruction. Using a basic interpretative qualitative design, this study involved five English teachers from schools in Sidoarjo and Surabaya. Data were collected through open-ended questionnaires and observations and analyzed thematically through coding, theme identification, and interpretation. The findings revealed that teachers perceived outlining positively because it helped students organize ideas and supported a more systematic writing process, although several implementation challenges were identified. Overall, the findings provide insights for optimizing outlining techniques in writing instruction
Copyright (c) 2026 Bening Fajar Ayu Listya, Zainul Aminin https://creativecommons.org/licenses/by-sa/4.0
7th Grade Students’ Perceptions of Zep Quiz for Gamified Vocabulary Learning
Vocabulary mastery often becomes a hurdle for junior high school students, particularly when the teaching methods lack variety. This study aims to describe the learning problems faced by seventh-grade students, the implementation process, and their perceptions toward the use of Zep Quiz as a gamification media in vocabulary learning. A descriptive qualitative approach was employed, involving 38 seventh-grade students as the sample, with five students selected for interviews. Data were collected through questionnaires, semi-structured interviews, vocabulary tests, and documentation. Questionnaire data were analyzed descriptively, while interview data were analyzed using thematic analysis based on Miles and Huberman's interactive model. The findings revealed that students primarily struggled with remembering new words and using them in proper contexts. The teacher implemented Zep Quiz as a supplementary tool for practice and assessment, which ran interactively in the classroom. Overall, students held positive perceptions. They felt more motivated, more active, and found the learning process enjoyable. The average vocabulary test score reached the high category. Nevertheless, some students reported technical issues such as unstable internet connections, and a few felt pressured by the point system and time limits. Additionally, several students still relied on traditional memorization strategies for long-term vocabulary retention. This study recommends integrating Zep Quiz as a complement to, rather than a replacement for, conventional teaching methods.
Copyright (c) 2026 Rini Musrifa, Ida Ayu Panuntun https://creativecommons.org/licenses/by-sa/4.0
Students' Perceptions of Teacher-Centered Grammar Instruction in Learning the Simple Past Tense: A Study of Grade IX Students at a Junior High School
This study explored Grade IX students’ perceptions of teacher-centered grammar instruction in learning the Simple Past Tense at a junior high school in Karawang, West Java, Indonesia. The study was conducted because previous research has more frequently examined grammar instruction and students’ perceptions in general EFL contexts, while limited attention has been given to junior high school students’ perceptions of teacher-centered instruction for learning a specific grammatical topic. Using a qualitative descriptive design, the study examined students’ experiences of the instructional approach used during grammar lessons. Data were collected through classroom observations and semi-structured online-chat interviews with four purposively selected students. The data were analyzed using Braun and Clarke’s (2006) thematic analysis framework. Three themes emerged: instructional clarity, student engagement, and preference for interactive learning. The participants perceived teacher-centered instruction as helpful when explanations were clear and understandable; however, extended teacher-led explanations were associated with boredom and reduced attention. The students also preferred games, group work, and practical activities to complement teacher explanations. The findings indicate that teacher-centered grammar instruction can support grammatical understanding when combined with interactive activities that sustain student participation and engagement.
Copyright (c) 2026 Maulidya Azfa Shofy Fadhillah, Yousef Bani Ahmad https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Deep Learning and Cross-Disciplinary Learning Approaches in EFL Material “Procedure Text” at Elementary School
This study aims to examine the implementation of interdisciplinary learning in English language instruction on procedural texts among sixth-grade students at SD Negeri 2 Kentengsari and to explore its impact on students’ understanding and classroom engagement. A qualitative descriptive approach was employed, involving sixth-grade teachers and students as the research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, then analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The credibility of the findings was ensured through source and technique triangulation. The results indicate that integrating English with Fine Arts created a more contextual, meaningful, and engaging learning environment. Students not only developed a better understanding of procedural text structures but also applied their knowledge through practical classroom activities. The interdisciplinary approach also enhanced students’ participation, collaboration, critical thinking, creativity, and artistic expression throughout the learning process. Furthermore, the teacher’s role as a facilitator was essential in guiding learning activities effectively. These findings suggest that interdisciplinary learning is an innovative instructional approach that supports holistic competency development and promotes meaningful learning experiences at the elementary school level.
Copyright (c) 2026 Wibisono Yudhi Kurniawan, Rudi Hartono, Yuliati https://creativecommons.org/licenses/by-sa/4.0
Improving The Eight Grade Students’ Writing Skill Through STEM-Integrated in Project-Based Learning at SMP Labschool Palu
This study investigated the effectiveness of STEM-integrated Project-Based Learning (PjBL) in improving the writing skills of eighth-grade EFL students at SMP Labschool UNTAD Palu. Writing remains a persistent challenge for junior high school EFL learners, particularly in terms of content development, organizational coherence, and vocabulary application. Although Project-Based Learning has been widely shown to support EFL writing development, few studies have specifically examined the integration of Science, Technology, Engineering, and Mathematics (STEM) content within procedural text writing at the junior high school level. The Emancipated Curriculum (Kurikulum Merdeka) encourages contextual, interdisciplinary, and project-driven approaches to language learning, yet empirical evidence on STEM integration within procedural text writing instruction at the junior high school level remains limited. A pre-experimental design with a one-group pretest-posttest method was employed. Twenty students from Class VIII A were selected through purposive sampling and received six sessions of STEM-integrated PjBL treatment centered on a bridge-building project using ice cream sticks. Writing performance was assessed using an analytic rubric adapted from Jacobs (1981), encompassing content, organization, vocabulary, grammar, and mechanics. The pre-test yielded a mean score of 61.13, while the post-test produced a mean score of 76.25, representing a mean deviation of 15.13 points. Statistical analysis using a paired t-test returned a t-counted value of 14.14, which exceeded the t-table value of 1.729 (df = 19; α = 0.05), confirming that the improvement was statistically significant. The findings suggest that integrating STEM content through project-based activities provides authentic and meaningful contexts that support students' procedural writing development. Teachers are encouraged to adopt this interdisciplinary approach to enhance EFL writing instruction, particularly under the Emancipated Curriculum framework.
Copyright (c) 2026 Maulana Malik Al-givari, Budi Budi, Maf'ulah Maf'ulah https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Using Short Drama for Students in Writing Narrative Text
Writing is an essential skill in English learning; however, many students still face difficulties in developing idea and organizing narrative texts effectively. This study aimed to determine the effectiveness of using short dramas for students in writing narrative text at SMP swasta Santo Yoseph Medan. Short drama was selected as the treatment because it provides contextual and visual representations of narrative elements that can help students generate ideas and organize narrative texts more effectively. A quasi-experimental design was employed involving 60 eighth-grade students divided into an experimental group and a control group. Data were collected through pre-test and post-test writing assessments and analyzed using and independent samples t-test. The finding revealed that the experimental group achieved a higher post-test mean score (75.38) than the control group (55.73). Statistical analysis showed a significant difference between the groups (Sig.=0.000<0.05;t=10.487). Furthermore, content and organization were the writing aspects that improved the most. It can be concluded that short drama is effective in improving student’s narrative writing skills.
Copyright (c) 2026 Mesida Laia, Jenita Anjani Br Sembiring, Junita Siahaan https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Pictures Series on Students’ Writing Skill of Procedure Text
Many junior high school students encounter difficulties in writing procedure texts, particularly in organizing ideas and presenting sequential steps coherently. This study aimed to investigate the effect of picture series media on students' writing skill in procedure texts. A quasi-experimental design involving an experimental and a control class was employed. The participants were 62 ninth-grade students of SMP Swasta Santo Petrus Medan, comprising 31 students in each class. Data were collected through pre-test and post-test writing assessments. The findings indicated that the mean score of the experimental class increased from 55.55 to 79.65, whereas the control class improved from 55.94 to 64.45. The independent samples t-test showed that the t-value was 8.149 with degrees of freedom (df) = 60. The t-table value at α = 0.05 was 1.67065. Since t-value (8.149) > t-table (1.67065), and p < .001, the null hypothesis was rejected. Therefore, picture series media had a significant positive effect on students' writing skill in procedure texts.
Copyright (c) 2026 Vanesha Grace Siregar, Junita Siahaan https://creativecommons.org/licenses/by-sa/4.0
An Exploration of Factors Affecting Speaking Difficulties among 2022 English Education Students in University
Speaking fluency is crucial for English competence, yet many English Education students still face speaking fluency difficulties despite completing speaking courses. This qualitative case study aimed to explore the forms of speaking fluency difficulties, their contributing factors, and students' coping strategies, involving 12 participants. Data were collected through open-ended questionnaires and semi-structured interviews. The findings revealed five forms of speaking fluency difficulties, influenced by thirteen factors and addressed through seven coping strategies. This research concludes that speaking fluency difficulties are multidimensional problems heavily rooted in linguistic deficits, highlighting the need for targeted instructional support to help students overcome these communication barriers.
Copyright (c) 2026 Wilda Utami, Erniwati Erniwati, Mukrim Mukrim https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception on the Effect of YouTube Livestream to Their Receptive Skills and English Component
The increasing popularity of YouTube livestreams as a form of digital media has generated growing interest in their potential contribution to English language learning. This study explores university students’ perceptions of the impact of YouTube livestreams on the development of receptive English skills and language components. A qualitative approach was employed through semi-structured interviews with two university students who regularly engaged with English-language livestream content. The interview data were analyzed using thematic analysis to identify recurring patterns and perceptions. The findings indicate that participants perceived noticeable improvements in listening comprehension, vocabulary acquisition, and pronunciation awareness through repeated exposure to authentic spoken English. However, both participants reported limited benefits for reading skills and expressed uncertainty regarding the influence of livestreams on grammar development, suggesting that these aspects require more explicit instructional support. Overall, the findings suggest that YouTube livestreams can serve as a valuable supplementary resource for developing receptive language skills, particularly listening and vocabulary. Nevertheless, the study is limited by its small and relatively homogeneous sample and its reliance on self-reported perceptions rather than objective measures of language proficiency. Future research involving larger and more diverse participant groups is recommended to validate and extend these findings.
Copyright (c) 2026 M. Nasrullah Amamy https://creativecommons.org/licenses/by-sa/4.0
The Effect of Vocabulary Journal on Students' Vocabulary Mastery at SMP Negeri 6 Palu
Vocabulary mastery plays an important role in supporting students' English language proficiency; however, evidence regarding the effectiveness of Vocabulary Journal among junior high school students remains limited. A Vocabulary Journal is a learning tool that encourages students to systematically record new words, their meanings, and example sentences to support vocabulary learning. This study aimed to investigate the effect of Vocabulary Journal on the vocabulary mastery of eighth-grade students at SMP Negeri 6 Palu. Employing a quantitative approach with a quasi-experimental non-equivalent control group design, the study involved 72 students selected through cluster random sampling. Data were collected through vocabulary pre-tests and post-tests and analyzed using descriptive and inferential statistics. The findings revealed that the experimental group achieved a higher mean post-test score (66.32) than the control group (52.01). Since the data were not normally distributed, the Mann–Whitney U test was employed, yielding a significant difference between the groups (p = 0.002 < 0.05). Therefore, Vocabulary Journal can be considered an effective strategy for vocabulary instruction in EFL classrooms.
Copyright (c) 2026 Siti Mutmaina, Erniwati Erniwati, Maf'ulah Maf'ulah, Mochtar Marhum https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Implementation of Educational Quality Management in Senior High School in Pekanbaru
Educational quality plays a significant role in enhancing educational services and developing competent graduates. Nevertheless, schools often encounter challenges in sustaining quality improvement initiatives and ensuring compliance with educational standards. This study aims to examine the implementation of educational quality management at Dharma Loka High School in Pekanbaru. A descriptive qualitative approach was employed, with data collected through interviews involving two informants, namely the vice principal for curriculum affairs and a teacher, as well as the analysis of school documents. The findings reveal that quality management has been implemented through the Merdeka Curriculum, the Internal Quality Assurance System (SPMI), academic supervision and evaluation, and several flagship programs. These efforts are reinforced by the school’s A accreditation status and Education Report results showing very good literacy and numeracy achievement. The findings emphasize the importance of integrating quality assurance, curriculum implementation, and school programs to achieve continuous educational quality improvement.
Copyright (c) 2026 Ana Afifah Asri, Mualif Hari Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Augmenting EFL Students’ Vocabulary Mastery Using Cake Application
Vocabulary mastery is a foundational component of English foreign language (EFL) acquisition, yet students frequently struggle with retention, pronunciation, and contextual application due to conventional, rote-learning methods. This study aimed at investigating the implementation of the Cake Application as a Mobile-Assisted Language Learning (MALL) platform to improve the vocabulary mastery of Grade XII Language and Culture (IBB) students at SMAN 9 Kupang, while identifying the pedagogical benefits and operational challenges encountered during the process. Employing a Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model, this study was conducted across two cycles involving 18 participants. Data collection utilized instrument triangulation, integrating quantitative pre-tests and post-tests with qualitative observation sheets, field notes, and semi-structured interviews. The quantitative baseline results from the pre-test indicated low initial lexical proficiency with a class mean score of 43.88, which was below the school's Minimum Mastery Criteria (KKM) of 75. Following the integration of Cake's multimedia short videos and interactive drills, the class mean score advanced to 70.00 in Cycle I, though lingering deficits in spelling and context remained. Refined pedagogical scaffolding and focused spelling tasks in Cycle II successfully propelled the final class mean score to 87.22, with all success criteria fully satisfied. Qualitative findings revealed that despite minor infrastructure-related challenges like network instability and ambient noise, students developed independent error-correction habits and high learning autonomy. In conclusion, the integration of the Cake Application effectively bridges lexical gaps, enhances cognitive retention through visual-auditory input, and establishes a highly motivating, self-directed learning environment for EFL learners.
Copyright (c) 2026 Klarida Viany De Berthania Viany, Madar Aleksius, Yohanis Nurak Siwa https://creativecommons.org/licenses/by-sa/4.0
Navigating Technology-Supported English Learning in Vocational Higher Education: Insights from the First-Year Indonesian Polytechnic Students
Despite the growing integration of digital technology into English language instruction in vocational higher education, little research has explicitly looked at how technology-supported learning affects learner autonomy, English proficiency, and learning challenges among Indonesian vocational college students. This study examined how first-year students at Politeknik Negeri Sriwijaya, Indonesia, learned English with the aid of technology based on their patterns of technology use, perceptions, contributions and challenges. Data from 474 students were gathered via an online survey utilizing a descriptive quantitative methodology, and descriptive statistics were used for analysis. The results showed that students regularly employed digital technologies to help them learn English (M=3.79, SD=0.95), with online videos, mobile applications, artificial intelligence (AI) tools, and online resources being widely used. Additionally, students showed positive perceptions of technology-supported English learning (M=3.98, SD=1.01), especially with regard to simple access to educational resources, heightened enthusiasm for learning, and enhanced comprehension of lessons. Additionally, it was believed that technology improved English language proficiency (M=3.92, SD=0.98), particularly speaking, listening, and reading. Additionally, the results demonstrated that technology fosters learner autonomy (M=3.81, SD=0.96) by allowing students to autonomously access resources, participate in self-directed learning, and assume more accountability for their educational journey. Despite these advantages, students reported a number of difficulties (M=3.40, SD=0.98), such as the need for more teacher supervision, inadequate internet access, technological difficulties, and learning distractions. Overall, the study shows that technology significantly improves vocational higher education students' English learning experiences, language growth, and learner autonomy. To optimize the advantages of technology-supported English learning, the results emphasize the significance of efficient technology integration, sufficient infrastructure, and pedagogical support.
Copyright (c) 2026 Beni Wijaya, Sri Endah Kusmartini, Darmaliana Darmaliana, Eli Yeny https://creativecommons.org/licenses/by-sa/4.0
English Diphthong Pronunciation: A Quantitative Evidence of Articulatory Difficulties Among EFL Learners
This study investigated students’ difficulties in pronouncing English diphthongs and the factors contributing to those difficulties among second-semester students of the English Education Study Program at Tadulako University. A quantitative descriptive design was employed. Data were collected through a pronunciation test and a questionnaire. The pronunciation test was used to identify students’ ability in pronouncing English diphthongs, while the questionnaire examined factors affecting their pronunciation difficulties. The findings revealed that students experienced varying levels of difficulty in producing English diphthongs, particularly in maintaining smooth vowel glides and accurate articulatory movements. Several students tended to simplify diphthongs into monophthongs or produce incomplete vowel transitions, reflecting the influence of their first language. Questionnaire results showed that learning environment was the most influential factor (M = 3.12), followed by articulatory difficulty (M = 2.95) and learning media (M = 2.90), all categorized as high-level factors. Teaching materials were perceived as moderately influential, with mean scores of 2.68 and 2.79. These findings indicate that students’ pronunciation difficulties are influenced by a combination of articulatory complexity, first-language interference, learning conditions, instructional resources, and limited opportunities for pronunciation practice. Overall, the study highlights the importance of creating supportive learning environments and providing systematic pronunciation instruction to improve EFL learners’ mastery of English diphthongs.
Copyright (c) 2026 Anggun Angriani, Konder Manurung, Hastini Hastini https://creativecommons.org/licenses/by-sa/4.0
English Learning Difficulties Experienced by Students with Poor Vocabulary in University
This study explored English Education students’ experiences of learning difficulties caused by limited vocabulary mastery at Tadulako University. Employing a descriptive qualitative design, the study involved students who experienced vocabulary-related challenges in learning English. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that inadequate vocabulary knowledge created difficulties in understanding unfamiliar words, retaining vocabulary, pronouncing English words accurately, and selecting appropriate words in speaking and writing activities. These challenges negatively affected students’ performance across the four language skills—speaking, listening, reading, and writing—and reduced their participation in classroom interactions. Limited vocabulary also generated emotional barriers, including anxiety, embarrassment, and low self-confidence when using English. To overcome these difficulties, students employed various independent learning strategies, such as watching movies and YouTube videos, listening to music, playing games, and using digital learning applications. Students also expressed the need for more structured vocabulary instruction and supportive learning environments. Overall, the study highlights that vocabulary mastery is a fundamental component of successful language learning, influencing students’ academic achievement, communication ability, and confidence in using English.
Copyright (c) 2026 Mar'atun Afianingrum, Konder Manurung, Wahyudin Wahyudin https://creativecommons.org/licenses/by-sa/4.0
Flouting Maxim as a Trigger of Sarcasm and Humor: A Pragmatic Analysis of X Tweets by @TitaniaMcGrath
The research aims to analyze the flouting of conversational maxims in satirical tweets posted by Titania McGrath on X. Previous studies on maxim flouting have primarily focused on stand-up comedy, webtoons, and general online interactions, while the role of maxim flouting in ideological digital satire remains underexplored. To address this gap, this study investigates how conversational maxims are flouted in Titania McGrath’s tweets and how such flouting generates humor and sarcasm. Using a qualitative descriptive approach, the study analyzes selected tweets through Grice’s (1975) Cooperative Principle, implicature theory, humor theory, and cyberpragmatics. The findings reveal that the Maxim of Quality is flouted most frequently through hyperbole, implausible claims, and verbal irony, while the other maxims contribute to ambiguity, incongruity, and parody. This research contributes to pragmatic research by demonstrating how maxim flouting functions as a key mechanism of digital satire in social media discourse.
Copyright (c) 2026 Evriliani Putri Darmawanti, Dewi Kustanti, Dian Budiarti https://creativecommons.org/licenses/by-sa/4.0
The Use of Guessing Meaning from Context in Improving Students’ Vocabulary Mastery
Vocabulary mastery is a fundamental aspect of language learning as it supports students’ ability to understand and use language effectively. However, many students still experience difficulties due to limited vocabulary knowledge and the use of less effective teaching strategies in the classroom. This study aims to investigate the effectiveness of guessing meaning from context in improving students’ vocabulary mastery. This research employed a quasi-experimental design involving an experimental group and a control group consisting of 49 eighth-grade students at SMPN 1 Mepanga. The data were collected through test (pre-test and post-test) used to measure students’ vocabulary achievement. The results showed that the experimental group outperformed the control group. The t-test result revealed that t-count (4.54) was higher than t-table (2.01) at the 0.05 significance level, indicating that the atlernative hypothesis was accepted. Therefore, guessing meaning from context is an effective strategy for improving students’ vocabulary mastery.
Copyright (c) 2026 Rihadhatul Nur Ramadhiani, Nadrun -, Andi Patmasari, Abd. Kamaruddin https://creativecommons.org/licenses/by-sa/4.0
Politeness Strategies in Locker Room Communication: A Pragmatic Analysis of Bojan Hodak's Utterances in Persib Bandung
This study examines the politeness strategies employed by Bojan Hodak in locker room communication and analyzes how these strategies contribute to maintaining team cohesion in Persib Bandung during the 2024/2025 BRI Liga 1 season. Using a qualitative descriptive method, data were collected from 34 locker room videos on Persib Bandung's official YouTube channel, yielding 68 utterances. Eight utterances were selected through purposive sampling based on their clarity in representing the four politeness strategy types proposed by Brown and Levinson (1987). The findings reveal that Bojan Hodak employs positive politeness, negative politeness, bald on record, and off record strategies to deliver motivation, instructions, and evaluations. These strategies function as pragmatic tools that balance authority, solidarity, and interpersonal respect, thereby maintaining team cohesion
Copyright (c) 2026 Muhammad Ferdiansyah Nugraha, Ruminda, Erfan Muhammad Fauzi https://creativecommons.org/licenses/by-sa/4.0
Implementing Numbered Heads Together to Support Junior High School Students’ Speaking Engagement
Speaking engagement is one of the essential components of English as a Foreign Language (EFL) learning. However, many students in Indonesia still struggle to participate actively in speaking activities. Cooperative learning strategies such as Numbered Heads Together (NHT) can provide opportunities to enhance students’ speaking engagement. This qualitative study aims to explore the role of NHT in supporting students’ speaking engagement and to investigate students’ and the teacher’s perceptions of its use. The study involved 30 seventh-grade students at SMPN 12 Semarang as participants. Data were collected through classroom observations, questionnaires, and semi-structured interviews with students and the teacher. The findings indicate that NHT supported students’ behavioural, emotional, and cognitive engagement during speaking activities. Both the students and the teacher perceived NHT positively, as it encouraged participation, collaboration, and idea development. This study concludes that NHT can be an effective strategy for supporting students’ speaking engagement in English language classrooms.
Copyright (c) 2026 Tsuhanda Liwia Pasaribu, Daud Jiwandono https://creativecommons.org/licenses/by-sa/4.0
Types and Social Functions of English Slang in Urban and Rural Youtube Vlogs
Language functions as a dynamic social practice through which individuals construct identities, negotiate relationships, and express group membership, with slang representing one of its most flexible linguistic forms. Although previous studies have extensively examined slang in written digital communication, comparative analyses of spoken slang used by urban and rural content creators remain limited. This study aims to investigate the types, distribution patterns, and social functions of English slang in urban and rural YouTube vlogs. A qualitative comparative approach was employed by analysing transcriptions from eight unscripted YouTube vlog videos produced by four American content creators. The data were examined using Allan and Burridge’s (2006) classification of slang and Eble’s (1996) functional framework. The findings demonstrate a clear distinction between the two groups. Urban creators predominantly employ word reduction, including clipping and acronyms, together with fresh and creative slang expressions. In contrast, rural creators rely primarily on semantic innovation through fresh and creative expressions. Functionally, urban creators use slang to project identity and signal subcultural affiliation, whereas rural creators emphasize sociability and reduced formality to foster interpersonal closeness. These findings suggest that geographical and cultural backgrounds may influence informal language practices across contemporary digital media.
Copyright (c) 2026 Siti Kholilah, Ruminda, Erfan Muhammad Fauzi https://creativecommons.org/licenses/by-sa/4.0
Exploring Factors Influencing Students’ Engagement in Deep Learning-Based EFL Speaking
Student engagement is essential for fostering significant learning and enhancing speaking proficiency in EFL lessons. While prior research has investigated student involvement and deep learning independently, there is a paucity of studies addressing the elements that affect students' participation in deep learning-oriented EFL speaking activities, especially at the junior high school level. This study defines deep learning-based EFL speaking activities as speaking tasks that foster meaningful comprehension, critical analysis, cooperation, reflection, and the application of information through genuine communication. This study sought to examine the factors affecting students' engagement in these learning activities. The study utilized a descriptive qualitative approach and featured 10 eighth-grade students from SMP Muhammadiyah Lajoa, recruited via purposive sampling. Data were gathered via classroom observations and semi-structured interviews, subsequently analyzed employing the interactive model proposed by Miles, Huberman, and Saldaña (2014). The results identified five elements affecting student engagement: teaching strategy, individual motivation, student-teacher relationship, students’ English proficiency and teaching facilities. The data suggest that student involvement is influenced by the interplay of internal and external influences. The study emphasizes the significance of establishing supportive, engaging, and student-centered learning settings to promote meaningful engagement and active participation in EFL speaking activities.
Copyright (c) 2026 Aqidatul Izzah Syafruddin, Nurdevi Bte Abdul, Hasnawati Latif https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Quizizz as a Media to Facilitate English Reading Learning at an Indonesian Islamic Junior Secondary School
This study aimed to examined whether the use of Quizizz could improve the English reading achievement of eighth-grade students at MTs Emeyodere Sorong. The study employed a pre-experimental method using a one-group pre-test and post-test design. The participants were 12 students selected through total sampling. Data were collected through reading comprehension test administered before and after the implementation of Quizizz and were analyzed using descriptive and inferential statistics. The result showed that students’ reading achievement improved after the treatment. The mean score increased from 34.75 on the pre-test to 51.75 on the post-test indicating a gain of 17 points. The paired-samples t-test showed a statistically significant difference between the pre-test and post-test scores (t = -4.092, p < .001), indicating that students performed significantly better after the treatment. In addition, the regression analysis demonstrated a significant effect of Quizizz on students’ reading achievement (F= 12.256, p = .006). These findings are consistent with previous studies that reported the positive impact of Quizizz on students’ engagement, motivation, and reading performance. Therefore, Quizizz can be considered an effective learning medium for enhancing students’ reading achievement.
Copyright (c) 2026 Putri Ayu Lestari, Misnariah Idrus, Hasbullah Hasbullah https://creativecommons.org/licenses/by-sa/4.0
Enhancing English Teachers’ Vocabulary Instruction and Speaking Assessment Competence through MGMP Training in Pekanbaru
Continuous improvement of instructional competency among in-service English teachers constitutes a strategic imperative in advancing the caliber of language education at the secondary level. Grounded in a community service research framework, this study investigates the delivery and outcomes of a structured vocabulary teaching training program organized through the MGMP network for Senior High School English teachers in the city of Pekanbaru, Riau Province. The training was conducted on Saturday, 6 June 2026, at SMA Negeri 8 Pekanbaru. The overarching goal was to examine whether participation in this training produced measurable gains in teachers' capacity to implement vocabulary instruction that supports the development and assessment of students' oral communicative performance. A pre-experimental one-group pre-test and post-test design was employed, engaging 32 teachers drawn from various Senior High Schools across the city of Pekanbaru. Multiple data sources were utilized, comprising a validated knowledge assessment instrument (Cronbach's α = 0.87), structured classroom observation checklists, and individual semi-structured interviews. Statistical analysis revealed a substantial mean improvement of 23.38 points between pre- and post-training assessments (t(31) = 14.67, p < 0.001; Cohen's d = 1.94). Observational records indicated that the majority of participants (87.5%) successfully transitioned from isolated vocabulary drills toward the integration of lexical learning within task-based oral communication activities. Thematic patterns extracted from interview responses highlighted three salient dimensions of professional growth: heightened instructional self-efficacy, expanded assessment design capability, and greater congruence between training content and pedagogical practice. These results underscore the value of institutionalizing vocabulary-focused pedagogical training within MGMP structures as an enduring mechanism for elevating English language teacher professionalism in the regional context.
Copyright (c) 2026 Resy Oktadela, Yusti Elidai, Putri Octa Hadiyanti, Estika Satriani, Wira Jaya Hartono, Niken Fatricia https://creativecommons.org/licenses/by-sa/4.0
Semiotics on the Representation of Healthy Skin Beauty in Somethinc’s Instagram Posts
As skincare has become increasingly integrated into contemporary beauty culture, cosmetic brands have actively promoted healthy skin as a primary indicator of beauty through social media platforms. Despite the widespread influence of these campaigns, limited studies have explored how beauty myths are constructed through skincare advertising on Instagram. This study aims to examine the representation of healthy skin in Somethinc’s Instagram posts and identify the beauty myths embedded within those representations. A qualitative research design was employed using Roland Barthes’ semiotic framework, which analyzes signs through the levels of denotation, connotation, and myth. The data consisted of five image-based Instagram posts published on Somethinc’s official account in 2025, selected through purposive sampling. The findings reveal that healthy skin is represented through themes of gentle care and pH balance, deep hydration and plumpness, the reduction of skin imperfections and renewal, youthfulness and regeneration, and barrier protection and recovery. These representations collectively construct beauty myths that position healthy skin as an idealized standard of attractiveness while portraying skincare routines as essential practices for achieving, maintaining, and legitimizing this culturally desirable beauty ideal.
Copyright (c) 2026 Amanda Sintyaningrum, ABD Hannan EF, R Myrna Nur Sakinah https://creativecommons.org/licenses/by-sa/4.0
Development of Interactive Learning Media Assisted by Websites for Intensive Reading in Grade IV of Elementary School
This study was motivated by the low intensive reading ability of fourth-grade elementary school students and the limited use of technology-based learning media in Indonesian language learning. The purpose of this study was to develop an interactive learning media assisted by a website to improve students' intensive reading skills. This research used a Research and Development method with the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. The subjects of this study were fourth-grade students in several elementary schools in Payakumbuh City. The product developed was an interactive website-based learning media containing learning materials, instructional videos, quizzes, and evaluation activities. The validation results from material, language, and media experts showed an average validity score of 90%, which indicated that the product was very valid. The practicality test showed that the teacher response reached 86% and the student response reached 82.53%, both categorized as very practical. The effectiveness test also indicated an improvement in students' learning outcomes after using the developed media. Therefore, the website-assisted interactive learning media was considered valid, practical, and effective for use in intensive reading learning for fourth-grade elementary school students.
Copyright (c) 2026 Salshabilla Fitri, Elfis Sukma https://creativecommons.org/licenses/by-sa/4.0
The Influence of Self-Confidence and Growth Mindset on Students’ Interest in Learning Economics: A Study of Grade XI Social Science Students at Senior High School
This study aimed to examine the influence of self-confidence and growth mindset on the interest in learning Economics among Grade XI Social Science students at SMA Negeri 2 Percut Sei Tuan. A quantitative approach with a regression analysis design was employed. The sample consisted of 75 students selected through a total sampling technique. Data were collected using a questionnaire that had been tested for validity and reliability. The data were analyzed using multiple linear regression. The findings revealed that self-confidence had a positive and significant effect on students’ interest in learning Economics (t = 2.895, p = 0.005), indicating that higher levels of self-confidence were associated with greater learning interest. Similarly, growth mindset showed a positive and significant effect on learning interest (t = 2.885, p = 0.005), suggesting that students who believe their abilities can be developed tend to demonstrate stronger interest in learning Economics. Simultaneously, self-confidence and growth mindset significantly influenced students’ interest in learning Economics (F = 27.589, p < 0.001). The coefficient of determination (R² = 0.434) indicated that 43.4% of the variance in students’ learning interest could be explained by these two variables, while the remaining 56.6% was influenced by other factors not examined in this study. The study concludes that self-confidence and growth mindset are important psychological factors that contribute to enhancing students’ interest in learning Economics. Therefore, educators and school administrators should implement learning strategies that foster students’ confidence and encourage the development of a growth mindset to promote greater engagement in learning.
Copyright (c) 2026 Muhammad Rifqi Farhan Hasibuan, Indra Maipita https://creativecommons.org/licenses/by-sa/4.0
The Influence of Work Environment and Job Satisfaction on Teacher Performance: The Mediating Role of Work Motivation at Senior High School
This study aimed to examine the influence of the work environment and job satisfaction on teacher performance, with work motivation as an intervening variable among teachers at SMA Negeri 2 Percut Sei Tuan. The study was motivated by the less-than-optimal work environment in supporting the learning process and teachers’ dissatisfaction with salaries and welfare benefits. A quantitative approach with an ex post facto design was employed. The population consisted of all 54 teachers at SMA Negeri 2 Percut Sei Tuan. Using a saturated sampling technique, all population members were selected as research participants. Data were collected through a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3.29. The results showed that the work environment had no significant direct effect on teacher performance. However, it had a positive and significant effect on work motivation. Job satisfaction positively and significantly affected both teacher performance and work motivation. In addition, work motivation had a positive and significant effect on teacher performance. The mediation analysis revealed that work motivation did not significantly mediate the relationship between the work environment and teacher performance, nor the relationship between job satisfaction and teacher performance. The findings indicate that job satisfaction and work motivation are important factors in improving teacher performance. Although the work environment does not directly affect performance, it contributes to enhancing teachers’ motivation. Therefore, schools should prioritize strategies that strengthen job satisfaction and work motivation to improve teacher performance.
Copyright (c) 2026 Sabilah Hidayati, Putri Kemala Dewi Lubis https://creativecommons.org/licenses/by-sa/4.0
The Influence of Financial Literacy in Digital Learning and Utilization on Students' Entrepreneurial Interest in University
This study aims to determine the effect of financial literacy in learning and digital utilization on students’ entrepreneurial intention at UPI YPTK Padang. This research used a quantitative approach with a survey method through questionnaires distributed to 50 students. Data analysis used multiple linear regression analysis. The results showed that financial literacy in learning had a positive and significant effect on entrepreneurial intention (t = 3.214; p = 0.003). Digital utilization also had a positive and significant effect on entrepreneurial intention (t = 4.102; p = 0.001). Simultaneously, both variables significantly affected students’ entrepreneurial intention (F = 28.621; p < 0.001) with a coefficient of determination (R2) of 0.684, indicating that 68.4% of the variation in entrepreneurial intention could be explained by the proposed model. These findings indicate that financial learning and productive use of digital technology can encourage entrepreneurial intention among university students.
Copyright (c) 2026 Mutia Seplinda, Harmeli, Yonna Anggayu Putri https://creativecommons.org/licenses/by-sa/4.0
English Teachers' Perceptions and Adaptive Strategies in Using Wordwall for Teaching Adjectives: A Qualitative Case Study
Digital technology has transformed English language teaching, with game-based platforms increasingly integrated into grammar instruction. However, research on teachers' integration of Wordwall for teaching specific grammar items, particularly adjectives at the secondary level, remains limited. This study investigates three aspects: English teachers' perceptions of Wordwall, the challenges they encounter, and the adaptive strategies they employ when teaching adjectives in secondary school. Using a qualitative descriptive case study design, the study involved three English teachers at a private secondary school in West Cikarang, West Java, Indonesia. Data were collected through semi-structured interviews, document analysis of lesson plans and Wordwall templates, and teachers' reflective journals. Thematic analysis followed the miles 2014 framework. Findings indicate that teachers perceived Wordwall as accessible, motivating, and pedagogically relevant. Three categories of challenges emerged: technical barriers (internet instability and limited devices), pedagogical barriers (classroom management and overemphasis on competition), and content relevance barriers (misalignment with local context). Teachers responded with adaptive strategies including template modification, scaffolding, post-game reflective activities, and peer collaboration. The study concludes that Wordwall can serve as an effective medium for active, student-centered grammar instruction when teachers apply systematic pedagogical adaptation. Findings advance the literature on technology integration in EFL grammar teaching within the TAM, TPACK, and Technology Integration Barriers frameworks.
Copyright (c) 2026 Kima Lovely Berry, Fela Dafitri https://creativecommons.org/licenses/by-sa/4.0
The Transformation of Traditional Values in Lawomaru Folklore in the Oral Traditions of Nias Ethnic in the Modern Era
The rapid development of globalization and digital technology has significantly altered the way traditional cultural values are transmitted and understood, creating challenges for the sustainability of oral traditions among younger generations. Therefore, research on the transformation of traditional values in folklore is essential to understand how local wisdom can remain relevant in contemporary society. This study aims to analyze the transformation of traditional values contained in the folklore Laowomaru within the oral tradition of the Nias ethnic community in the modern era, identify the factors influencing these transformations, and examine their implications for cultural literacy and value transmission. The research employed a qualitative approach using a literature study method. Data were collected from books, scientific journals, theses, dissertations, and digital documents related to folklore, oral traditions, cultural values, and cultural transformation. The findings reveal that Laowomaru embodies traditional values such as family harmony, simplicity, obedience to rules, moral causality, trust, loyalty, and the consequences of betrayal. In the modern era, these values have undergone transformations in their forms, functions, and modes of application due to globalization, technological advancement, and changing social perspectives. Nevertheless, the core values remain preserved and continue to be adapted to contemporary contexts. This study contributes to cultural studies and literacy research by demonstrating that folklore serves not only as a cultural heritage but also as an educational medium for strengthening cultural literacy, character formation, and the preservation of local wisdom in the digital age.
Copyright (c) 2026 Difa Hartati, Regita Amelia, Sabrina Pramesuary Dwi Nanda, Shiwi Sulistyani, Yulisin Nazra, Fitriani Lubis https://creativecommons.org/licenses/by-sa/4.0
Broken Home Students' Analysis of the Linguistic Development of Elementary School Students
This study aims to determine the impact of broken-home families on student behavior at MI Darussalam Bumi Agung. The research used a qualitative method. Data were collected through observation, documentation, and interviews. From these data, the researcher concluded that broken-home backgrounds have a severely negative effect on the development of speaking, writing, reading, and listening skills. The study was a field investigation carried out in February–March 2026 at MI Darussalam Bumi Agung. It employed qualitative research, using descriptive methods to obtain findings about linguistic development phenomena in children from broken-home families. The subjects of the study were a fourth-grade child with a broken-home background at MI Darussalam Bumi Agung, identified by the initial M; the student's guardian, A; and the class guardian, N. Data collection techniques included direct observation, in-depth interviews with the parent, and documentation. The results indicate that: 1) student M has problems in linguistic development compared with peers in general. Causes include limited involvement from the single parent (father), who is busy with work and gives insufficient attention to M; 2) M experiences linguistic development difficulties such as reading difficulties and low confidence in speaking and storytelling. The findings reveal that family and social-environmental factors play a crucial role in advancing a child's language abilities. Therefore, contributions from parents, educators, and the community are essential to provide stimulation and early intervention to prevent speech delays. This study is expected to serve as a reference for improving understanding and analysis of broken-home students' linguistic development at MI.
Copyright (c) 2026 Lusiyanna, Siti Nurjanah, Khosyim Mawardi https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Differentiated Instruction and Adaptive Assessment in Improving English Reading Comprehension in an Efl University Context
This study investigates the implementation of differentiated instruction and adaptive assessment in improving the reading comprehension of university students in an English as a Foreign Language (EFL) environment. Both approaches have been recognised widely for their pedagogical benefits, but they are rarely employed simultaneously, which is a missed opportunity for a more holistic approach to instructional design. Moreover, there is a lack of study on the implementation of adaptive evaluation in different EFL reading teaching. To overcome this gap, an eight-session mixed-methods intervention was administered to 20 first-semester university students enrolled in an intensive reading course. The quantitative data were analysed using t-tests and Rasch modelling and the qualitative data were collected using classroom observations and semi-structured interviews. Results showed statistically significant gains in reading comprehension. Rasch analysis further evidence of consistent levels of learner competency and meaningful development among participants. Furthermore, the students found the adaptive assessments fair and transparent, which increased their engagement and awareness of their learning progress. Overall, the findings suggest that the use of differentiated instruction and Rasch-based adaptive assessment is an effective way to support reading development by aligning instructional delivery and assessment practices to learners’ needs.
Copyright (c) 2026 Ega Melani, Helta Anggia https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Presupposition in International News Reporting on Environmental Disaster in Sumatra
This study examines how presuppositions construct narratives in international media coverage of recent environmental disasters in Sumatra, specifically focusing on the flash floods and landslides that occurred in late 2024. Using a qualitative descriptive method, the study analyzes eight news articles from four international outlets: BBC, The Guardian, France 24, and Al Arabiya. The analysis applies Yule’s (1996) grammatical presupposition framework and Levinson’s (1983) sub-classifications. These grammatical triggers are then cross-tabulated with emerging thematic categories, such as Ecology, State/Politics, and Physical Damage. From 261 identified triggers, Lexical Presuppositions dominate the dataset at 68.2%, primarily conveyed through verbs of change and comparison. The cross-tabulation reveals strategic framing across themes. Lexical verbs of state change establish human causality within ecological frames. Meanwhile, structural negation presupposes state administrative failure, whereas factive presuppositions validate the state's official narrative. Ultimately, presuppositions function as architects of implicit reality in news discourse. They allow the media to naturalize subjective interpretations, presenting them as objective facts to readers.
Copyright (c) 2026 Zalfa Zahira, Bunyamin Faisal, Erfan Muhammad Fauzi https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perception on the Use of Problem-Based Learning for Teaching Reading Skills at Senior High School
This study examined teachers’ perceptions of the implementation of Problem-Based Learning (PBL) in teaching reading skills. Many students still struggle to comprehend texts and demonstrate low motivation during reading activities. Problem-Based Learning (PBL) is considered a suitable approach to support student-centered learning within the Merdeka Curriculum. While previous studies have discussed the effectiveness of PBL, research specifically exploring teachers’ perceptions of PBL implementation in teaching reading skills at the senior high school level remains limited. This study employed a qualitative research design. Data were collected through classroom observations and semi-structured interviews with three English teachers. The data were analyzed using the Miles, Huberman, and Saldaña model, which includes data condensation, data display, and conclusion drawing. The observation data supported the interview findings and demonstrated consistency between teachers’ perceptions and classroom teaching practices. The findings indicated that teachers held positive perceptions of PBL because this method improved students’ engagement, reading comprehension, motivation, and critical thinking skills. However, several challenges, such as time constraints and differences in students’ abilities, were also identified. Overall, the implementation of PBL was considered an effective and authentic approach to supporting the development of students’ reading skills in the context of English as a Foreign Language (EFL) education when accompanied by appropriate instructional guidance in classroom practices.
Copyright (c) 2026 Ni Kadek Siska, Abdul Kamaruddin, Moh Abraham Akbar Eisenring, Rofiqoh https://creativecommons.org/licenses/by-sa/4.0
Idiolect in Digital Communication: A Sociolinguistic Study of the Instagram Account @adindafala
This study examines the forms and functions of idiolect on the Instagram account @adindafala from a sociolinguistic perspective. The focus of the study is directed toward the use of distinctive language that reflects the speaker’s identity in digital communication. This research employs a qualitative descriptive method, with data sources consisting of captions and stories posted on the Instagram account @adindafala. The data were collected through observation and documentation techniques, then analysed by identifying the forms of idiolect and the language functions used by the speaker. The results of the study indicate that the idiolect found on the Instagram account @adindafala is manifested through the use of code-mixing, phonological changes, regional language interference, slang, abbreviations, language play, and graphological variations. These forms demonstrate a tendency toward the use of creative and communicative nonstandard language in social media. In addition, personal and representational functions were identified in the speaker’s language use. The personal function is reflected through the use of humorous, expressive, casual, and nonstandard language to describe the speaker’s daily experiences, while the representational function is used to convey information related to the speaker’s activities and situations. The findings of this study show that idiolect on social media serves as a form of linguistic expression influenced by digital communication culture and interlanguage interaction.
Copyright (c) 2026 Anggi Triandana, Siti Fitriah, Aprilia Kartika Putri, Yoga Mestika Putra, Ulil Amri https://creativecommons.org/licenses/by-sa/4.0
The Relationship Between Principals' Leadership and Quality Culture with Learning Effectiveness in Islamic Junior High Schools
This study aims to examine the relationship between principals’ leadership and quality culture with learning effectiveness in State Islamic Junior High Schools (Madrasah Tsanawiyah Negeri) in East Agam Regency. A quantitative correlational design was employed. The participants consisted of 169 teachers from three madrasahs selected through total sampling. Data were collected using validated and reliable questionnaires and analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The results indicate that principals’ leadership has a strong and significant relationship with quality culture. However, both principals’ leadership and quality culture show no significant relationship, either partially or simultaneously, with learning effectiveness. These findings suggest that the influence of leadership and quality culture on learning effectiveness is indirect and contextual. Therefore, improving learning effectiveness should focus on strengthening classroom instructional practices through continuous academic supervision and enhancing teachers’ pedagogical competence.
Copyright (c) 2026 Meldi Barokah, Zulfani Sesmiarni https://creativecommons.org/licenses/by-sa/4.0
Translating Culture-Specific Expression in the Balinese Folktale I Juragan Anom: An Analysis of Translation Procedures
Translation involves not only transferring linguistic meaning from the source language to the target language but also conveying the cultural values embedded within a text. Translating culture-specific expressions presents a significant challenge because many cultural concepts lack direct equivalents in the target language, particularly in literary works rooted in local traditions. Despite the growing interest in translation studies, research on culture-specific expressions in Balinese folktales remains limited. Therefore, this study aims to identify the culture-specific expressions found in the Balinese folktale I Juragan Anom and analyze the translation procedures used in rendering them into English. This study employed a descriptive qualitative approach. The data were obtained from Satua Bali: Tales from Bali, compiled by Sutjaja, and analyzed using Newmark’s classification of culture-specific expressions and Vinay and Darbelnet’s translation procedures. The findings revealed four categories of culture-specific expressions: religious culture, customs, material culture, and social culture. Borrowing, literal translation, and adaptation were identified as the primary translation procedures, with borrowing being the most frequently applied. These findings indicate that borrowing effectively preserves the cultural identity and authenticity of Balinese expressions while maintaining their comprehensibility for English readers.
Copyright (c) 2026 Ni Putu Ayu Kartika Sari Dewi, Ni Putu Wulantari, I Made Suamba, Kadek Ayu Kartika Septiana, Ngurah Artha Yoga Pratama https://creativecommons.org/licenses/by-sa/4.0
Constructing Male Immaturity through Figurative Language: A Stylistic Analysis of Sabrina Carpenter’s “Manchild”
This study examines how figurative language constructs male immaturity in Sabrina Carpenter’s Manchild. The song was selected because it has attracted widespread public attention for its critical portrayal of male behavior through rich figurative expressions, making it an appropriate text for stylistic analysis. Using a qualitative descriptive design, the study applies Perrine’s and Rozakis’ classifications of figurative language alongside Leech and Short’s stylistic theory to analyze both the types and functions of figurative expressions. The data consist of lyric lines collected through documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that irony is the dominant device (36.8%), followed by hyperbole (31.6%) and sarcasm (15.8%), while metaphor, paradox, and ambiguity occur less frequently. Rather than functioning independently, these devices interact to construct a critical representation of male immaturity. Irony serves as the primary evaluative strategy, whereas hyperbole and sarcasm intensify criticism through exaggeration and ridicule. This study contributes to stylistic and linguistic research by integrating figurative language classification with functional analysis and demonstrating how figurative language constructs gendered meaning and social criticism in contemporary popular music.
Copyright (c) 2026 Yasin Ali Rogas, Ristati Ristati, Dellis Pratika https://creativecommons.org/licenses/by-sa/4.0
Utilizing Tiktok as an Alternative Media for Learning History among General Z
The development of digital technology demands innovation in history learning to suit the characteristics of Generation Z, who tend to be visual, interactive, and familiar with social media. One platform that has the potential to be used as an alternative medium for history learning is TikTok. This study aims to analyze the use of TikTok in history learning among Generation Z, including the forms of use, the types of historical content preferred, the effectiveness of use, and the challenges faced. This study used a descriptive qualitative approach with an internet search method as a data collection technique through the exploration of relevant digital sources. The results show that TikTok is effective in increasing student interest, motivation, and engagement through short, narrative, visual, and contextual historical content. However, its use still faces challenges such as limited video length, the risk of material simplification, the potential for distortion of historical facts, and limited digital competence of educators. Therefore, pedagogical planning, digital literacy, and policy support are needed so that TikTok can be used educationally and responsibly.
Copyright (c) 2026 Jas Ryanata Sukma, Urwatul Wusqo, Nensi Lingga Ananda, Safatul Jannah https://creativecommons.org/licenses/by-sa/4.0
A Syntactic Ambiguity Analysis of EFL Students’ Recount Text Using Syntactic Tree Diagrams
This research aims to analyze the syntactic ambiguity in EFL students' recount texts by identifying the types and patterns of ambiguity and examining how differences in sentence structure can lead to various interpretations of meaning. A descriptive qualitative design was employed to identify results, with data consisting of ambiguous sentences taken from ten recount texts written by ten fourth-semester students in the English Language Education Program at Gorontalo State University. Data were collected through documentation. The results of the study showed that there are 16 sentences containing syntactic ambiguity. These ambiguities are classified into four types: noun phrase ambiguity, prepositional phrase ambiguity, adverbial ambiguity, and relative clause ambiguity, with 6 patterns of ambiguity occurring, such as (Adj+N+N), (Adj+N+conj+N), (VP+VP+AdvC), (V+NP+PP), (NP+NP+PP), and (NP+NP+RelC). The most dominant type found is prepositional phrase ambiguity. The analysis indicates that syntactic ambiguity arises because the grammatical arrangement of sentence elements allows for more than one possible structural interpretation. Furthermore, syntactic tree diagrams effectively reveal how differences between surface structure and deep structure produce multiple interpretations in students’ writing.
Copyright (c) 2026 Riskawati Pakaya, Abid, Sri Widyarti https://creativecommons.org/licenses/by-sa/4.0
An Investigation of Students’ Reading Habits and Vocabulary Mastery
This study sought to describe and determine the correlation between students’ reading habits and their vocabulary mastery among eleventh-grade students at a private high school in North Sulawesi. The research design was descriptive-correlative method using Mean score and Pearson-product moment correlation coefficient. There were 92 respondents who participated in this study. The instruments were 23 items questionnaire on reading habits and 39 objective questions of vocabulary test. The findings of this research were: (a) the type of reading most frequently read was the Bible, and there was a relatively small number of students who are interested in reading; (b) the level of students’ reading habits was moderate; (c) the level of students’ vocabulary mastery was low; (d) there was no significant correlation between students’ reading habits and their vocabulary mastery (p=0.093, r=0.176). This study recommends that: (a) the other types of books should be read, and the reading interest increased; (b) the moderate level of reading habits should be kept up and even improved; (c) the other factors for improving vocabulary mastery should be identified.
Copyright (c) 2026 Merlin Olviani Devi Poluan, Virginia Gabrella Sengkey https://creativecommons.org/licenses/by-sa/4.0
Tiktok as a Microlearning Platform for Improving Vocabulary Mastery and Student Engagement at State Islamic Senior High School
The rapid development of digital technology has encouraged the integration of innovative and interactive media into English language learning. However, vocabulary mastery and student engagement remain relatively low among Grade XI Social Science students at MAN 1 Soppeng. This study aims to investigate the effectiveness of TikTok as a microlearning platform in improving students’ English vocabulary mastery and learning engagement. A quantitative approach employing a pre-experimental one-group pre-test–post-test design was used. The participants consisted of two Grade XI Social Science classes selected through purposive sampling. Data were collected using vocabulary tests and student engagement questionnaires, then analyzed through descriptive statistics, paired-sample *t*-tests, and percentage analysis. The findings are expected to demonstrate that TikTok-based microlearning significantly enhances students’ vocabulary mastery while increasing their active participation and engagement in English learning. By presenting vocabulary through short, interactive, and engaging videos, TikTok offers meaningful learning experiences that encourage continuous practice beyond the classroom. This study is expected to provide practical insights for English teachers seeking to integrate social media into technology-enhanced vocabulary instruction and promote more engaging, student-centered EFL learning environments.
Copyright (c) 2026 Nahdah Alfiani Rahman, Nanning Nanning, Ambo Dalle, Nur Asiza https://creativecommons.org/licenses/by-sa/4.0
Beyond Traditional Listening Instruction: A Mixed-Methods Study on the Impact of VOA Learning English on EFL Learners’ Motivation and Listening Proficiency
Grounded in Self-Determination Theory (SDT), which identifies autonomy, competence, and relatedness as core drivers of intrinsic motivation, this study examines the effectiveness of VOA Learning English in enhancing EFL learners’ listening comprehension and motivation. A sequential explanatory mixed-methods design was employed, combining a quasi-experimental pre-test and post-test control group design with semi-structured interviews. Seventy tenth-grade students from a public senior high school in Anambas Regency, Indonesia, were assigned to either an experimental group using VOA Learning English or a control group receiving conventional instruction; six students were purposefully selected for the qualitative phase. Results showed that the experimental group achieved a significantly greater improvement in listening comprehension (pre-test M = 44.00; post-test M = 76.00) than the control group, supported by statistically significant between-group differences (t = -3.077, p = .003). Motivation scores were also uniformly high (M = 4.28), spanning intrinsic, extrinsic, integrative, and instrumental dimensions. Qualitatively, students across all proficiency levels reported positive learning experiences, citing the transcript and replay features as particularly effective scaffolding tools. These findings indicate that VOA Learning English is a pedagogically sound and inclusive instructional tool, with implications for the broader integration of mobile-assisted platforms into EFL curricula.
Copyright (c) 2026 Arif Eko Wahyudi, Bachtiar Bachtiar https://creativecommons.org/licenses/by-sa/4.0
The Influence of E-learning Applications on the Learning Outcomes of MA Muhammadiyah Nanahure Students
The development of information technology has brought significant changes to the world of education, one of which is the use of e-learning applications in the learning process. This study aims to examine and analyze the impact of e-learning application use on student learning outcomes at MA Muhammadiyah Nanahure. This article uses a literature review approach, reviewing various scientific research findings from the last five years (2020–2025) relevant to the topic of e-learning and student learning outcomes. The study results indicate that the implementation of e-learning applications generally has a positive impact on improving student learning outcomes, including cognitive aspects, learning motivation, and learning independence. Specific findings from the literature indicate an average increase in cognitive learning outcomes of up to 15-20% and a significant strengthening of student learning independence scores through the use of a Learning Management System (LMS). Factors influencing the success of e-learning include the quality of digital learning design, teacher competence in managing online learning, and the availability of supporting facilities and infrastructure. With proper management, e-learning can be an effective and relevant learning solution for implementation at MA Muhammadiyah Nanahure.
Copyright (c) 2026 Nur Cahya Ninsih, Katharina Woli Namang, Alitalia Indah Sari, Susi Susanti Adang, Nurul Adnan Pertiwi https://creativecommons.org/licenses/by-sa/4.0
The Influence of Livelihood on the Income of the Niopanda Village Community
Livelihood is a key pillar in determining the level of economic welfare of rural communities. This study aims to analyze the influence of livelihood types on the income levels of residents of Niopanda Village, Kota Baru District, Ende Regency. The focus of the study was directed at residents who work as farmers with a total of 30 respondents. The research method used is a descriptive quantitative method with data collection techniques through questionnaires and interviews, using independent variables (types of livelihood commodities) and dependent variables (income levels) which were analyzed using descriptive statistics in the form of frequency distributions. The results of the study indicate that the type of livelihood as a farmer is still the dominant sector in the residents' economy, although the income obtained tends to fluctuate and depends on the planting season and market conditions. Quantitatively, it was found that 40% of farmers earn less than Rp1,500,000, 60% rely on cashew commodities with seasonal incomes of Rp500,000–Rp1,000,000, and 40% rely on candlenuts with stable incomes of Rp1,000,000–Rp1,500,000 per month. This study concludes that diversification of agricultural commodities significantly affects the stability of rural community income.
Copyright (c) 2026 Nur Cahya Ninsih, M. Syahrun, Susi Susanti Adang, Alitalia Indah Sari, Sitti Umama https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Intentions in Lecturer–Student Classroom Discourse: A Speech Act Analysis of a Linguistics Course
This study investigates how speech acts are employed to construct pedagogical intentions in lecturer–student classroom discourse in Linguistics classes at UIN Mahmud Yunus Batusangkar, Indonesia. the study examines how classroom utterances function not only as linguistic expressions but also as pedagogical actions. A qualitative case study with pragmatic discourse analysis was conducted, involving three lecturers and 34 undergraduate students. Data were collected through non-participant observation, audio recordings of class sessions, field notes documenting non-verbal cues and classroom context, and semi-structured interviews with lecturers and students. A subset of 300 representative utterances was selected and analyzed based on Austin and Searle's frameworks. Frequency and percentage calculations were conducted to determine the distribution of speech act types. Trustworthiness was ensured through triangulation, peer debriefing, intercoder checking, and member clarification, while ethical approval was obtained and participants' identities were anonymized. Findings reveal that directive acts dominated classroom discourse (40%, n=120), followed by assertive acts (26.7%, n=80), expressive acts (16.7%, n=50), locutionary acts (10%, n=30), and commissive acts (6.7%, n=20). Seven pedagogical intentions were identified: instructing, motivating, clarifying, reinforcing, entertaining, evaluating, and concluding. This study demonstrates that speech acts function as integrated pedagogical resources enabling lecturers to manage classroom interaction, scaffold student understanding, and facilitate active participation. The findings contribute to pragmatics-informed pedagogy by providing empirical evidence from an Indonesian higher education context, an area previously underexplored in speech act research.
Copyright (c) 2026 Siska Oktawidya Wati, Sirajul Munir, Hafizul Chair, Azza Suzuasmisyah https://creativecommons.org/licenses/by-sa/4.0
Transforming Multicultural Islamic Curriculum for Religious Moderation and Global Peace
D Amid increasing ideological polarization and global extremism, Islamic education plays a crucial role in cultivating peace. Although prior research has extensively explored the theological concepts of moderation (wasathiyah), current literature remains trapped within rigid epistemic dichotomies. The critical research gap systematically overlooked by previous studies is the lack of operational integration between the Independent Curriculum (Kurikulum Merdeka) reforms in formal schools which are often studied in isolation as technical-administrative state instruments and the organic ecosystem of traditional Islamic boarding schools (pesantren), which are frequently romanticized in a partial manner. Furthermore, a conceptual void persists regarding the operationalization of an inclusive curriculum that bridges classical sufistic ethics with 21st-century digital media resilience. This study is required to bridge the gap between macro-level policy idealism and micro-level realities on the ground. Employing a qualitative library research method with a content analysis approach toward 22 core literatures (2020–2026), the results formulate a multidimensional roadmap through integrative curriculum reconstruction (Bayani, Burhani, Irfani), institutional management based on cross-identity dialogue, and the digitization of peace narratives. Critical analysis reveals an emerging systemic vulnerability: a culture of absolute theological obedience (sami'na wa atha'na) among junior students that leaves them susceptible to manipulation within digital echo chambers. Theoretically, this study contributes by positioning religious moderation as a transformative, adaptive epistemological paradigm oriented toward universal benevolence (Rahmatan Lil 'Alamin).
Copyright (c) 2026 Syaiful Amin, Jamaluddin Akbar, Tri Wahyu Ramdhan, M.Holil, Jimmy Malintang https://creativecommons.org/licenses/by-sa/4.0
Figurative Language in The Stone Roses Self-Titled Album: A Habitus Perspective
This study examines the use of figurative language—specifically metaphor, symbol, and personification—in five songs from The Stone Roses’ self-titled album (1989): “Bye Bye Badman,” “Waterfall,” “Made of Stone,” “This Is the One,” and “I Am the Resurrection.” Employing literary criticism as its methodological approach, the study classifies each figurative expression using Perrine’s (1992) framework and interprets its meaning within the lyrical context. To extend the analysis beyond textual description, the study also applies Bourdieu’s (1990) concept of habitus, which explains how repeated social experiences shape enduring ways of perceiving, thinking, and acting. This sociological perspective is relevant because figurative language not only conveys aesthetic meaning but also reflects socially embedded dispositions and collective experiences encoded in the lyrics. The findings reveal that metaphor is the dominant device, transforming emotional states such as resilience, confinement, and dominance into concrete imagery, while symbols broaden these meanings into representations of instability and authority, and personification portrays the surrounding environment as an active participant in emotional experience. Through the lens of habitus, these recurring figurative patterns represent textual expressions of resistance, social constraint, and aspirations for transformation, demonstrating how literary and sociological perspectives together provide a richer understanding of song lyrics.
Copyright (c) 2026 Rizky Roy Rizwaanshah, Deni Suswanto, Dian Nurrachman https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions toward Project-Based Learning in English Vocabulary Learning at the Eighth Grade of Junior High School
Vocabulary learning plays an important role in English language learning because it supports students’ ability to understand and use the language effectively. Although Project-Based Learning (PjBL) has been widely implemented in English language teaching and has been reported to enhance students’ learning experiences, studies focusing on junior high school students’ perceptions of PjBL in English vocabulary learning remain limited. Therefore, this study investigates students’ perceptions toward the implementation of Project-Based Learning (PjBL) in English vocabulary learning at the eighth grade of SMP Kristen Bala Keselamatan Palu. This study employed an explanatory sequential mixed-methods design. Data were collected through a five-point Likert-scale questionnaire distributed to 28 students and semi-structured interviews with selected students to obtain deeper insights into their learning experiences. The findings reveal that students generally have positive perceptions of Project-Based Learning. Project activities help students understand and remember vocabulary more easily, increase their motivation to learn English, encourage collaboration during group work, and enhance their confidence in using English. However, several challenges were identified, including unclear instructions, unequal participation among group members, and the longer time required to complete project tasks. Overall, the study concludes that Project-Based Learning provides meaningful learning experiences and effectively supports English vocabulary learning in EFL classrooms.
Copyright (c) 2026 Agista Veranita P, Nadrun Nadrun, Budi Budi, Mochtar Marhum https://creativecommons.org/licenses/by-sa/4.0
Code Mixing as Fashion Discourse: The Use of English Fashion Registers in Aquinaldo Adrian’s Tiktok Content
The increasing use of English in Indonesian digital media has contributed to the widespread practice of code mixing, particularly in fashion-related content on TikTok. One notable form of this phenomenon is the use of **English fashion registers**, which refer to specialized English vocabulary and expressions commonly used to describe fashion products, styling techniques, garment features, and trends within the fashion industry. This study aims to identify the types and reasons for code mixing involving English fashion registers in Aquinaldo Adrian’s TikTok review and styling videos. A descriptive qualitative method with a sociolinguistic approach was employed. Data were collected from twenty-four review and styling videos uploaded between March and May 2026 and analyzed using Hoffmann’s (1991) theory of code mixing. The findings identified 838 instances of code mixing, comprising intra-sentential code mixing (595 occurrences; 71%) and intra-lexical code mixing (243 occurrences; 29%). Two primary reasons for code mixing were identified: talking about a particular topic and expressing group identity. The findings demonstrate that English fashion registers function not only as specialized terminology but also as linguistic resources through which Indonesian fashion content creators communicate domain-specific concepts and construct professional and social identities within contemporary digital fashion discourse.
Copyright (c) 2026 Naufaldi Athallah, Andang Saehu, Hasbi Assiddiqi https://creativecommons.org/licenses/by-sa/4.0
The Assertive Communication Style of English Language Education Students in Verbal Interaction: A Descriptive Study
Assertive communication is a communication style that enables individuals to express thoughts, feelings, and opinions openly, honestly, and confidently while respecting the rights of others. This study aims to describe how students of the English Language Education Study Program apply assertive communication in their everyday verbal and non-verbal interactions. A qualitative descriptive approach was employed. Data were collected through classroom observations and semi-structured interviews with four students. The research instrument was developed based on the assertive communication indicators proposed by Samfira (2020) and Yoshinaga and Cooper (2025), complemented by recent studies on assertive communication in language education (Ogunyemi & Olagbaju, 2020; Hastuti & Wijayanto, 2023). The verbal findings revealed that all participants consistently demonstrated openness, the use of “I” statements, respect for their own rights and those of others, non-aggressive firmness, and contextual appropriateness through empathic assertion. In contrast, the non-verbal findings showed greater variation, particularly in maintaining eye contact, with three participants displaying limited eye contact and one participant demonstrating it consistently. Triangulation of observation and interview data also identified discrepancies between self-perceived and actual communication behaviors, as well as individual differences in empathic assertion strategies. These findings contribute to understanding assertive communication development among prospective English teachers.
Copyright (c) 2026 Abdul Malik Badrudin, Wendi Kusriandi, Agus Wirabhakti https://creativecommons.org/licenses/by-sa/4.0
Auditory Learning Styles and Their Impact on EFL Learners' Listening Proficiency
This study investigates the influence of auditory learning preference on students’ listening proficiency. Although learning style inventories, particularly auditory learning preferences, have long been promoted as useful tools for improving language instruction, recent empirical evidence has questioned their ability to predict academic achievement. Most previous studies have focused on students’ perceptions of learning styles or their relationship with general learning outcomes, while relatively few have specifically examined whether auditory learning preference predicts listening proficiency in English as a Foreign Language (EFL) context. Addressing this gap, the present study employed a quantitative approach involving 22 auditory-dominant students. Data were analysed using descriptive statistics and Simple Linear Regression. The results revealed that auditory learning preference was not a statistically significant predictor of listening proficiency (*p* = 0.460 > 0.05), explaining only 2.8% of the variance in students’ listening scores. These findings suggest that self-reported auditory learning preference is not a reliable predictor of listening success. The study highlights the importance of prioritizing evidence-based instructional approaches, including vocabulary development and metacognitive listening strategies, rather than relying on learning style classifications. These findings contribute to the growing body of research challenging the educational value of learning style inventories in second language acquisition.
Copyright (c) 2026 Irham Mifta Jannah, Risma Rahajeng Lestari, Sinta Restu Ningsih https://creativecommons.org/licenses/by-sa/4.0