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
In the context of English for Specific Purposes (ESP), aligning language teaching materials, curriculum, and process with real-world professional is essential for gaining effective learning. This study aimed to find out how scientific realism appeared in English for Nursing course plan. This study used qualitative content analysis to analyze English for Nursing course plan that used by a health college in Bengkulu City with three main stages such as collecting document, pre-analysis, coding adn organized the research coded and organized each section into three principles of scientific realism: caual mechanism, approximatel truth, and explanatory success. The result showed that in the learning outcomes show the principle of scientific realism like causal mechanism. Then, the instructional materials follow the idea of approximate truth. while, the assessments part of the course plan focusses on explanatory success. The finding conludes that the course plan serves as a structured example of scientific realism in language learning. In summary, the findings of this study suggest that basing the English for Nursing course plan on scientific realism makes it more relevant to the real needs of nursing practice.
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, limited studies have explored how learners perceive their vocabulary limitations and how they manage them in real-time communication. This study aims 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 reveal that students perceive their vocabulary as sufficient for basic communication but limited in more complex contexts. Vocabulary limitation affects both speaking performance, leading to hesitation and simplification, and psychological factors such as anxiety and lack of confidence. To overcome these challenges, students employ 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 siginificant 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
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
Podcast-Based Learning in EFL Classrooms: Enhancing Junior High School Students’ Listening Skills and Motivation
This research 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 experience limited exposure to authentic spoken English and low engagement in listening activities. Although previous studies have reported the benefits of podcasts in language learning, limited attention has been given to their combined impact on listening comprehension and motivation among lower-secondary EFL learners. An explanatory sequential mixed-methods design was employed involving 68 ninth-grade students from a junior high school in West Java, Indonesia, who were divided into 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 quantitative findings revealed that students in the experimental group demonstrated significantly greater improvement in listening achievement than those in the control group. ANCOVA analysis indicated a statistically significant effect of podcast-based learning on students’ listening performance (F = 39.4, p < 0.001, η² = 0.377), suggesting a large effect size. Questionnaire results further showed positive student responses toward podcast-based learning in terms of motivation, enjoyment, confidence, and engagement. In addition, qualitative findings revealed that podcasts provided authentic listening exposure, improved vocabulary and pronunciation awareness, and encouraged learner autonomy through flexible listening practice. Overall, podcast-based learning appears to support both the cognitive and affective dimensions of language learning. The findings imply that integrating podcasts into EFL listening instruction can create a more authentic, engaging, and learner-centered learning environment for junior high school students while supporting technology-enhanced language learning practices in secondary education contexts.
Copyright (c) 2026 Wawang Santika Agustini, Rahmat Budiman, Bachtiar Bachtiar https://creativecommons.org/licenses/by-sa/4.0
Representation of Muhammad in The Message 1976 and Sirah Nabawiyah
The representation of the Prophet Muhammad (peace be upon him) in visual media warrants further in-depth study. Previous research has focused primarily on theoretical analyses of the Prophet’s portrayal, and few studies have compared his depiction in visual media with that in religious texts. This study employs a descriptive qualitative method and a comparative approach to analyze the representation of the Prophet Muhammad in the film The Message and Sirah Nabawiyah through an analysis of dialogue, narrative, and cinematic techniques. The results indicate that the film constructs the Prophet’s representation through intermediary characters, a narrator, and Western dramatic structures, whereas Sirah Nabawiyah focuses more on historical and religious aspects. This study concludes that the representation of the Prophet Muhammad is influenced by various factors, including the author’s cultural background.
Copyright (c) 2026 Sinsin Sintya, Udayani Permanaludin, Bunyamin Faisal https://creativecommons.org/licenses/by-sa/4.0
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 analyzes the mechanisms of signifier-signified, arbitrariness, and humor in five literal wordplay visual memes in English (Butterfly, Catfish, Eggplant, Fireworks, and Bookworm) using a qualitative descriptive approach. The theoretical framework used is Ferdinand de Saussure’s semiotics and Victor Raskin’s Script-based Semantic Theory of Humor (SSTH). The results of the analysis indicate that visual literal wordplay memes reconstruct the relationship between signifier and signified through the visualization of a word’s literal meaning. This reinterpretation is made possible by the arbitrary nature of signs according to Saussure, who views the relationship between a word’s form and its meaning as conventional, not natural. Consequently, the conventional meaning of a word can be broken down into its literal form and visualized within the meme. This process then creates an incongruity between the literal visual meaning and conventional linguistic expectations, thereby producing a humorous effect. Thus, literal visual wordplay memes can be understood as a form of linguistic creativity that utilizes the flexibility of signs to produce alternative meanings that seem semantically absurd, but is structurally coherent.
Copyright (c) 2026 Assyifa Putri Azzahra 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 SMAN 15 Pekanbaru 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 Halila Istigfaroh, Ahmad Riza, Aisyah Lubis, Edea Mecca Safitri, Gracia Tiurmauli Purba, Mamluatul Khoiriyah, Micheal Junior, Selvia Azzahra, Rizky Dinda Sarmita Harahap, Hambali Hambali 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 Kutai Kartanegara 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
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
Kajian Sosiolinguistik Terhadap Penggunaan Bahasa Daerah Mahasiswa Program Studi Bahasa Indonesia Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Penelitian ini bertujuan untuk mendeskripsikan bentuk penggunaan bahasa daerah oleh mahasiswa Program Studi Bahasa Indonesia Universitas Islam Negeri Fatmawati Sukarno Bengkulu dalam interaksi akademik maupun nonakademik. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan perspektif sosiolinguistik. Data diperoleh melalui observasi, wawancara, dokumentasi, dan pencatatan tuturan mahasiswa di lingkungan kampus. Hasil penelitian menunjukkan bahwa penggunaan bahasa daerah masih dominan dalam komunikasi sehari-hari pelajar, terutama dalam situasi informal. Bentuk penggunaan bahasa daerah meliputi campur kode, alih kode, interferensi bahasa, dan variasi dialek lokal. Faktor-faktor yang mempengaruhi penggunaan bahasa daerah meliputi latar belakang etnis, solidaritas sosial, kebiasaan lingkungan, identitas budaya, dan kenyamanan berkomunikasi. Penggunaan bahasa daerah memberikan dampak positif terhadap pelestarian budaya lokal, namun juga mempengaruhi penggunaan bahasa Indonesia formal dalam lingkungan akademik. Penelitian ini diharapkan dapat menjadi bahan evaluasi dalam pembelajaran bahasa Indonesia dan penguatan sikap bahasa mahasiswa di perguruan tinggi. Kata Kunci: Sosiolinguistik, Bahasa Daerah, Mahasiswa, Campur Kode, Alih Kode
Copyright (c) 2026 famel zatrio, Kasmantoni Kasmantoni https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Entrepreneurship Programs at SMK YPI Darussalam 2 Cerme and SMK Muhammadiyah 3 Gresik: A Multi-Site Study Using the CIPP Evaluation Model
Entrepreneurship education at Vocational High Schools (SMK) has a strategic role in equipping students with entrepreneurial competencies, skills and attitudes to face the challenges of the world of work and encourage the creation of independent and productive graduates. Therefore, an evaluation of the implementation of the entrepreneurship program needs to be carried out to identify the effectiveness of the program and aspects that require development. This study aims to evaluate the implementation of the entrepreneurship program at SMK YPI Darussalam 2 Cerme and SMK Muhammadiyah 3 Gresik using the CIPP (Context, Input, Process, Product) evaluation model through a qualitative approach with a multi-site study design. Data was collected through interviews, observation and documentation involving 12 informants, consisting of 2 principals, 2 deputy principals for curriculum, 2 deputy principals for student affairs, 2 deputy principals for community relations, 2 teachers and 2 students. Data analysis was carried out through per-site analysis and continued with cross-site analysis. The results of the study indicate that in the context aspect, both schools have a fairly strong foundation in developing entrepreneurship programs; in the input aspect, available resources are relatively adequate although there are still limitations in infrastructure and business capital support; in the process aspect, the program implementation has been running through theoretical and practical learning, but has not been fully optimal in mentoring and sustainability of student businesses; while in the product aspect, the program has a positive impact on improving student entrepreneurial competencies and attitudes although the resulting business results still vary. This study concludes that the CIPP model is effective for evaluating entrepreneurship programs comprehensively and can be a basis for consideration in developing entrepreneurship programs in schools.
Copyright (c) 2026 Hadi Taufiqur Rahman, Muhamad Sholeh, Mufarrihul Hazin, Amrozi Khamidi, Kaniati Amalia, Mohammad Syahidul Haq https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Their Confidence in Speaking English in the Classroom Context
Learning English involves mastering four essential skills: listening, speaking, reading, and writing. Among these, speaking is considered the most challenging skill for students to acquire, especially in EFL contexts where exposure to English is limited outside the classroom. Many students struggle with fear of making mistakes, peer judgment, and a lack of confidence when speaking English. This study aims to explore Grade 9 junior high school students’ perceptions of their speaking ability in English and to identify the key factors shaping that self-assurance. Using a qualitative descriptive approach, data were collected through semi-structured interviews with five grade 9 students from one of a junior high school in Karawang during the researcher’s field experience program. The data were analyzed using thematic analysis. The findings revealed that students’ confidence was influenced by several factors, including fear of making mistakes, peer judgment, teacher support, and self-practice. Students also expressed pride and satisfaction after successfully speaking English, indicating that positive learning experiences and supportive teacher feedback enhanced their motivation. These findings suggest that students’ performance in speaking English is shaped not only by linguistic ability but also by emotional and social factors within the 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 at LPBA Nurul Jadid
Learning qowaid nahwu (Arabic grammar) at the beginner level presents considerable challenges because learners are required to understand abstract grammatical concepts and apply complex linguistic rules in various contexts. This study aims to identify the difficulties experienced by beginner students in learning qowaid nahwu at LPBA Nurul Jadid, analyze the factors contributing to these difficulties, and examine the pedagogical strategies used to overcome them. The study employed a post-positivist paradigm with a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, diagnostic tests, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that learners encounter several major difficulties, including cognitive overload caused by the complexity of i‘rab rules, challenges in distinguishing between jumlah ismiyyah and jumlah fi‘liyyah, limited ability to apply grammatical rules in practical situations, and frequent errors in determining word-final inflections. These difficulties are influenced by the predominance of memorization-based instruction, limited use of visual learning media, and insufficient scaffolded practice. To address these challenges, instructors implemented pedagogical interventions such as i‘rab charts, structured drills, gradual scaffolding, and contextualized learning activities integrated into daily Arabic communication. These strategies were found to enhance students’ grammatical understanding and improve their ability to apply nahwu rules effectively.
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 strategy used by speakers to maintain the hearer’s positive face by avoiding face-threatening acts, while simultaneously preserving positive face and building good rapport by delivering utterances to the hearer. This research is grounded in the theory of positive politeness by Brown and Stephen C. Levinson (1978). This research primarily analyzes the use of positive politeness strategies and their functions in conversation, particularly in the context of sensitive topics discussed by both the host and the guest speaker on the podcast. The source of data was collected from a YouTube podcast video, “I Have Dissociative Identity Disorder” by the MedCircle channel. This YouTube video brings up the topic of dissociative identity disorder (DID), formerly referred to as Multiple Personality Disorder (MPD). DID is recognized as one of the rarest mental disorder spectrums that people could suffer, it creates another identity/personality called ‘alter’ which lives in one human body. The qualitative method through discourse analysis is used for this research to investigate the data entirely. The findings revealed that 134 instances of positive politeness strategies were identified by the host, the guest speaker, and the guest speaker's alternate identity. The most frequent employed strategies are presuppose/assert/raise common ground (75 data), then, the least frequent use of strategy are assert or presuppose S’s knowledge of and concern for H’s wants (1 data), and give (or ask for) reason (1 data) and also there are four strategies are not used by both of them, they are use in-group identity marker, offer, promise, be optimistic, and assume or assert reciprocity. Based on the findings, it shows that many utterances often make assumptions of the similarities, exaggerating words to show interest or approval, and finding a way to reach an agreement on something.
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 SMP Negeri 4 Pekalongan
Vocabulary is an important aspect of English learning because it helps students understand and use language effectively in communication. However, many students still face difficulties in learning vocabulary through conventional methods. Therefore, this research aimed to investigate the use of TikTok in learning English vocabulary among seventh-grade students. This study employed a descriptive qualitative approach to explore students’ perceptions and experiences regarding the use of TikTok as a learning medium. The data were collected through interviews and questionnaires and analyzed descriptively. The findings showed that TikTok helped students improve their vocabulary learning through short and engaging videos, repeated exposure, and interactive features such as subtitles and replay. Most students also had positive perceptions toward TikTok because it increased their motivation and interest in learning English vocabulary. The novelty of this study lies in its focus on junior high school students’ experiences in using TikTok for vocabulary learning.
Copyright (c) 2026 Gemala Ayu Pramesti 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 at Tadulako Universitas
This study explored the role of social media in enhancing EFL students’ vocabulary development at Tadulako University. Social media platforms such as Instagram and TikTok provide authentic English exposure through videos, captions, comments, and online interaction. However, limited studies have explored students’ real experiences in using social media for vocabulary learning in the Indonesian university context. Therefore, this study aimed to investigate how students use social media to develop vocabulary, the benefits they perceive, and the challenges they experience. This research applied a qualitative descriptive design involving three students from the English Education Study Program at Tadulako University. The data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that social media supports vocabulary development through authentic exposure, contextual learning, repetition, social interaction, and multimedia content. In addition, social media increased students’ motivation and engagement in vocabulary learning. However, students also experienced challenges such as fast pronunciation, slang expressions, distractions, and limited subtitle support. Overall, social media functions as an effective informal digital learning environment that positively contributes to EFL students’ vocabulary development.
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 in Learning Vocabulary at the eleventh-grade of SMK Negeri 1 Taopa
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 https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Deep Learning and Cross-Disciplinary Learning Approaches in EFL Material “Procedure Text” at SD Negeri 2 Kentengsari
This study aims to describe the implementation of interdisciplinary learning in English language instruction on procedural texts among sixth-grade students at SD Negeri 2 Kentengsari and to identify its impact on students’ understanding and engagement. The study employed a qualitative, descriptive approach. Subjects included sixth-grade teachers and students involved in the learning process. Data collection techniques included observation, interviews, and documentation. Data were analyzed using an interactive model through the stages of data reduction, data presentation, and conclusion drawing. Data validity was maintained through triangulation of sources and techniques. The results showed that interdisciplinary learning integrating English with Fine Arts created more contextual and meaningful learning. Students not only understood the structure of procedural texts but also applied it in real-world activities, such as simple classroom exercises. Furthermore, students’ activeness, collaboration, critical thinking, and artistic and creative skills increased throughout the learning process. The teacher’s role as a facilitator was also key in directing and managing learning to maintain structure. These findings demonstrate that an interdisciplinary approach is effective at the elementary school level, particularly in applied material such as procedural texts. Therefore, interdisciplinary learning can be an alternative, innovative learning strategy that supports the holistic development of student competencies and is relevant to everyday life.
Copyright (c) 2026 Wibisono Yudhi Kurniawan 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 at Tadulako 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 at Dharma Loka 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 at Tadulako 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 the eighth-grade students of SMPN 1 Mepanga. The data were collected through test (pre-test and post-test) used to measure students’ vocabulary achievement before and after the treatment. The findings revealed that the experimental group showed a significant improvement compared to the control group after the treatment. The use of contextual clues enabled students to infer meanings of unfamiliar words, thereby enhancing comprehension and promoting learning autonomy. 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
The Influence of Supervisory Practices and the Leadership Style of the Ma'had Director on the Discipline of Ma'had Students
This study examined the influence of supervisory practices and the leadership style of the Ma'had Director on the discipline of students at Ma'had Al-Jami'ah, State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi. As a residential Islamic educational institution, Ma'had Al-Jami'ah plays a vital role in fostering students' character, spirituality, and discipline. A quantitative survey design was employed, involving mahasantri residing at the Ma'had during the odd semester of the 2025–2026 academic year. Data were collected through validated and reliable structured questionnaires and analyzed using multiple linear regression to examine both partial and simultaneous effects. The results revealed that supervisory practices had a positive and significant influence on student discipline (r = 0.631, p = 0.002), while the leadership style of the Ma'had Director also significantly enhanced disciplinary behavior (r = 0.680, p < 0.001). Simultaneously, both variables explained 69.6% of the variance in student discipline (R = 0.834, R² = 0.696, p < 0.001). These findings highlight the importance of integrating effective supervision with humanistic and spiritually oriented leadership to strengthen discipline within higher education residential institutions.
Copyright (c) 2026 Robi Alhamda, Supriadi Supriadi 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’ behavioral, 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
Designing Digital Storyboards of Tangerang Folklore through Structural and Semiotic Approaches
This study aims to analyze the narrative structure and symbolic meanings embedded in Tangerang folklore and to design a digital media prototype for preserving local cultural heritage. A descriptive qualitative approach was employed using the Research and Development (R&D) method based on the ADDIE model, focusing on the analysis and design stages. Data were collected through literature review, field observations, and semi-structured interviews with community leaders and cultural informants in Tangerang. The data were analyzed using Vladimir Propp’s narrative structure theory and Roland Barthes’ semiotic framework to examine both story patterns and symbolic representations. The findings reveal that Tangerang folklore exhibits recurring narrative structures characterized by conflict, struggle, and symbolic resolution. Semiotic analysis further indicates that symbols such as monuments, irrigation canals, and the figure of the “Lioness” represent local identity, collective solidarity, ecological values, and female heroism. In addition, the study produced a Google Sites-based digital storyboard prototype featuring interactive story navigation, visual illustrations, and cultural content. The prototype demonstrates the potential of digital media as an innovative strategy for preserving and promoting local folklore in the digital era.
Copyright (c) 2026 Shenny Ayunuri Beata Sitinjak, Irpan Ali Rahman, Bayu Prasatya Sumarwoto, Ribka Fransisca, Hasan Daud https://creativecommons.org/licenses/by-sa/4.0
Structural Types and Social Functions of English Slang in 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 structural types, distributional 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 vlog videos. The data were examined using Allan and Burridge’s (2006) structural classification of slang and Eble’s (1996) functional framework. The findings demonstrate a clear structural distinction between the two groups. Urban creators predominantly employ structural 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 highlight the continuing influence of geographical and cultural backgrounds on 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: personal motivation, instructional methods, educator support, classroom atmosphere, and English language competency. 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
Effectiveness Quizizz as a Media to Facilitate English Reading Learning in Islamic Junior High 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