INTERACTION: Jurnal Pendidikan Bahasa (P-ISSN 2406-9558 E-ISSN 2406-9566) is published by Education University of Muhammadiyah (UNIMUDA) Sorong, West Papua, Indonesia. Starting from August 22, 2025, the publication frequency has changed to four times a year, namely in March, June, September, and December. Previously, the journal was published twice a year in May and October. The journal particularly emphasizes studies that explore effective teaching methodologies, language acquisition, curriculum design, and the integration of technology in language education. In addition, it welcomes research on applied linguistics, sociolinguistics, and psycholinguistics, as they relate to language teaching practices. The scope of the journal also includes a focus on literary analysis, interpretation, and criticism, especially how literature can be incorporated into the classroom to foster critical thinking and cultural understanding. Specific topics of interest range from the teaching of literature in multicultural settings, literary pedagogy, and comparative literature to the role of literature in language development and intercultural competence. The journal seeks contributions that address contemporary challenges and propose creative solutions within these areas, aiming to bridge theory and practice in language education and literary studies. INTERACTION: Jurnal Pendidikan Bahasa has been nationally accredited (SINTA 4) by the Ministry of Research, Technology, and Higher Education of the Republic of Indonesia, valid from Volume 9 No.1 (2022) to Volume 13 No. 4(2026).
Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong
Lecturers’ Practices in Instructional Media Selection and Implementation: A Qualitative Study in Higher Education in Banjarmasin
The increasing use of digital technology in education has influenced how instructional media are applied in English language teaching. However, variations still exist in how lecturers select and implement instructional media in classroom practice, particularly in higher education contexts. Therefore, this study aimed to identify the types of instructional media used by lecturers and to analyze how these media are implemented in English language teaching. This study employed a qualitative research design involving three English lecturers from three higher education institutions in Banjarmasin, namely STKIP Sabilal Muhatadin Banjarmasin, Universitas Islam Kalimantan Muhammad Arsyad Al Banjari (UNISKA MAB), and Universitas Lambung Mangkurat (ULM), selected through purposive sampling. Data were collected through semi-structured interviews consisting of open-ended questions related to the types of instructional media used, the reasons for selecting specific media, and the ways the media were implemented in teaching. The collected data were analyzed using thematic analysis based on Braun and Clarke’s framework. The findings revealed that lecturers used a combination of conventional and digital instructional media to support teaching activities. Conventional media such as presentation slides and whiteboards were used to deliver learning materials systematically, while digital tools such as Kahoot, Quizizz, Google Docs, and Learning Management Systems were utilized to enhance student engagement, participation, and collaboration. The findings contribute practical insights into how diverse instructional media can support more interactive and student-centered English language learning and highlight the importance of lecturers’ ability to select appropriate media in higher education contexts. Keywords: instructional media, English language teaching, digital media, higher education, qualitative research
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Lecturers’ Practices in Using AI-Powered Tools to Support Academic Writing in EFL Classrooms
Artificial intelligence (AI) has increasingly influenced academic writing instruction in English as a Foreign Language (EFL) classrooms. This study aims to explore lecturers’ practices in using AI-powered tools to support academic writing, with attention to their pedagogical use, stages of integration, instructional roles, and perceived challenges. This study employed a qualitative design involving ten lecturers from two Indonesian universities. Data were collected through semi-structured interviews and document analysis and were analyzed using thematic analysis. The findings show that AI-powered tools, including Grammarly, QuillBot, and ChatGPT, are mainly used for grammar correction, paraphrasing, vocabulary improvement, and idea generation. The use of these tools is mostly directed toward the revision stage, while planning and drafting remain largely student-driven. Lecturers play an important role in controlling and guiding AI use to maintain students’ authorship and academic integrity. However, AI integration is still limited by lecturers’ digital competence, lack of institutional training, unclear guidelines, and concerns about student dependency on automated outputs. The study implies that responsible AI integration in EFL academic writing requires clear institutional guidelines, lecturer training, and ethical writing policies.
Perceptions and Experiences of English Education Students in Learning IELTS through the IELTP Class
In an increasingly globalized academic environment, English proficiency particularly through standardizedassessments like IELTS is essential for non-native speakers. This study explores the perceptions and experiences ofEnglish Education students at UIN Mataram enrolled in the IELTP (International English Language Test Preparation) class. The research addresses the challenges and benefits encountered by students in institutional IELTSpreparation programs, aiming to understand how they interpret and engage with the learning process. Using a qualitative descriptive approach, ten sixth-semester students were selected through purposive sampling and interviewed using semi-structured formats. Thematic analysis revealed consistently positive perceptions of theIELTP class, with students highlighting the clarity of instruction, authentic IELTS materials, and supportive classroom atmosphere. Despite varied motivations, ranging from pursuing postgraduate studies abroad to personal development, all students were highly engaged in the classroom. However, challenges such as large class size, internet instability, and test-focused intensity were noted. Participants suggested more interactive methods to balance the rigor of IELTS preparation. The findings suggest that the IELTS class should be well-facilitated; thus, itcan offer meaningful language learning experiences and foster professional growth for students, particularly for pre-service teachers. The study recommends incorporating learner-centered strategies and inclusive practices to improve program effectiveness.
Beyond Digital Access: Teachers’ and Students’ Perceptions of Technology Integration in Rural EFL Classrooms in Indonesia
This study investigates the reality of technology integration in English as a Foreign Language (EFL) classrooms at SMA 5 Baraka, Enrekang, Indonesia. Although educational technology has become a central component of contemporary pedagogy, implementation in peripheral and resource-constrained schools often remains inconsistent. The study aimed to explore actual classroom practices, teacher and student perceptions, and contextual barriers affecting sustainable integration. A qualitative case study design was employed. Data were collected through classroom observations, semi-structured interviews, student focus-group discussions, and document analysis. Data were analyzed thematically through coding, categorization, and triangulation. The findings indicate that technology integration occurred primarily through smartphones, projectors, WhatsApp, YouTube, and presentation software. Teachers perceived technology as beneficial for increasing motivation, facilitating listening exposure, and improving instructional efficiency. Students expressed positive attitudes toward multimedia-supported learning environments. However, unstable internet connectivity, inadequate devices, limited professional training, time constraints, and inconsistent institutional support restricted deeper pedagogical innovation. Most practices remained at functional levels of substitution and augmentation rather than transformative use. The study concludes that meaningful technology integration requires infrastructure readiness, sustained teacher development, and context-sensitive policy support. These findings contribute empirical insight into digital inequality and pedagogical adaptation in Indonesian EFL settings.
The Impact of AI Chatbots as Digital Speaking Partners on EFL Learners’ Speaking Proficiency: A Quantitative Study
The use of artificial intelligence (AI) technologies is now widely integrated into language education, providing effective ways to assist learners' speaking practice in EFL classrooms. This research explores the possibility of applying AI chatbots as digital speaking partners to improve students’ speaking competence. A quantitative quasi-experimental design was used with 60 third-semester university students divided into an experimental and a control group. The study's experimental group used an AI-based chatbot to practice speaking, while the control group received traditional instruction. The students’ speaking performance was measured by using an analytic rubric that consisted of pronunciation, grammar, vocabulary, fluency, and comprehension. The experimental group’s mean score on the pre-test was 80.50, and on the post-test, it increased to 85.07. In contrast, the control group had only improved from 79.47 to merely 79.83 on the two tests, respectively. The data was analyzed using an independent samples t-test, confirming a significant difference between the two groups (t = 3.241, p = 0.002), indicating that students who practiced speaking with AI chatbots demonstrated significantly greater improvement in their speaking performance compared to those receiving traditional instruction. These results reflect that utilizing AI chatbots in speaking practice has the potential to significantly improve EFL learners’ speaking proficiency by providing more opportunities for interactive practice.
Improving Deaf Students’ Interest in Learning English through 3D Animation Media
This study investigates whether 3D animation media increase deaf students’ interest in learning English at SLB Negeri 1 Makassar. The study was motivated by the persistent difficulty of delivering English input to deaf learners through conventional verbal explanation and static print materials. Because deaf students depend strongly on visual access, learning media that combine movement, imagery, contextualized vocabulary, and sign-supported explanation are expected to attract attention and sustain engagement more effectively. The study employed a pre-experimental group design. Ten eleventh-grade deaf students participated in the study. Data were collected through a Likert-scale questionnaire administered before and after the treatment. The treatment consisted of English lessons supported by 3D animated videos and animated films, accompanied by guided questioning and sign language practice. Data were analyzed using descriptive statistics. The findings indicate a meaningful increase in students’ interest in learning after the intervention. The mean score rose from 87.40 before the treatment to 103.30 after the treatment, while the significance value of 0.018 showed a statistically significant difference between the two measurements. The score distribution also shifted from neutral responses toward interested and strongly interested categories. These findings suggest that 3D animation media can make English instruction more visually accessible, engaging, and motivating for deaf learners. The study contributes practical evidence that visually rich media can support inclusive English pedagogy in special-school contexts and may serve as an alternative instructional resource for teachers working with deaf students.
Solidarity and Power in Linguistic Choice of Tidar University Students’ Interaction
This study is about linguistic choice made by university students, mainly Tidar University students, when they need to interact with other interlocutors on campus. Accordingly, it aims to investigate the linguistic choice patterns done by Tidar University students. This research is delimited to a social factor in Sociolinguistics, namely participants/addressee, which is further subdivided into two specific aspects, namely solidarity and power. Mixed-method research design is employed through self-reported open-ended questions. There are 198 fifth-semester students from five faculties at Tidar University involved as respondents. To collect the data, self-report questionnaires adapted from Cohn and Ravindranath (2013) were distributed. Then, the results were analysed using Holmes’s (2013) framework of social factors. The findings reveal that in high-solidarity interactions, such as with close friends, there are 40,82% students used Javanese. In contrast, when solidarity reduces, like with distant senior students, respondents tend to switch to Bahasa Indonesia or a mix codes (vernacular and Bahasa Indonesia). Distinct from solidarity aspect, when respondents encounter interlocutors with higher perceived power, Bahasa Indonesia becomes the primary choice for interaction and the percentage reaches almost 100%. Conversely, with less than 10% of the respondents utilize Javanese when they interact with cleaning staff and security personnel. Ultimately, results substantiate that the patterns of linguistic choice within a single domain, namely university, can be diverse because of the dynamics of solidarity and power which are implicitly manifested in everyday student interactions on campus.
The Ability to Write Short Story Synopses of Grade IX Students of SMP Negeri 3 Tiroang, Pinrang Regency
This study investigates the development and effectiveness of Google Sites-based learning media for improving junior high school students' literacy skills. The research was conducted in response to the growing need for technology-integrated learning media that can support students' reading and listening literacy while increasing their engagement in classroom learning. A Research and Development (R&D) approach employing the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation, was adopted using a mixed-methods design. The participants included Grade VIII students, Indonesian language teachers, and expert validators. Data were collected through observations, interviews, questionnaires, validation sheets, and literacy achievement tests. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, and N-gain analysis, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the developed Google Sites-based learning media met the criteria of validity, practicality, and effectiveness. Students demonstrated significant improvement in literacy achievement after using the media, while teachers and students responded positively to its usability and learning features. The integration of multimedia resources, interactive assessments, and collaborative activities also contributed to increased learner engagement and independent learning. Therefore, Google Sites-based learning media can serve as an effective and accessible digital learning platform for supporting literacy instruction in junior high schools and promoting the integration of educational technology in language learning.
A Co-Pilot as Artificial Intelligence and Local Culture Integration in Writing Instruction: A Model to Improve Students’ Engagement in Polytechnic
This study investigates integrating local culture into writing instruction to improve students’ engagement in a polytechnic context. The research employed a Classroom Action Research design in two cycles, involving 30 fourth-semester students in a tourism study program. Local culture-based writing activities were implemented through topics such as describing local tourist attractions and reporting cultural events. Data were collected using observation checklists, students’ writing tasks, and field notes, and analyzed through data reduction, data display, and conclusion drawing. The findings revealed that integrating local culture increased students’ behavioral, emotional, and cognitive engagement. Students became more active in discussions, showed greater enthusiasm, and developed ideas more easily. In addition, students’ writing performance improved across organization, vocabulary, grammar, and content. The use of familiar cultural contexts helped students produce more relevant and meaningful texts. The study concludes that integrating local culture into writing instruction is an effective strategy to enhance engagement and improve writing performance in vocational education.
Gamification in Language Learning: The Effect of Using Wayground on Students’ Understanding of the Simple Past Tense
Mastering the simple past tense is a significant challenge for English as a Foreign Language (EFL) learners, often due to the limitations of traditional, teacher-centered instructional methods. This study investigates the effect of Wayground, the latest evolution of the Quizizz platform, as a digital learning medium to improve students' understanding of the simple past tense. A quasi-experimental design was employed with 65 tenth-grade students, who were divided into an experimental group (n = 35) and a control group (n = 30). Data were collected through pre- and post-tests and analyzed using nonparametric statistical measures: the Wilcoxon signed-rank test and the Mann–Whitney U test. The results revealed a statistically significant difference in learning outcomes favoring the gamified intervention (p = 0.000). Despite individual learning variances, the findings confirm that Wayground fosters a highly interactive and motivating environment that significantly accelerates grammatical competence. These results suggest that integrating modern gamification tools can effectively overcome learning constraints and substantially improve structural grammar pedagogy in English as a Foreign Language (EFL) context.
Improving Reading Comprehension Through the Scaffolded Reading Experience (SRE) Strategy for Tenth-Grade Students at SMK Negeri 1 Dampal Selatan
This research aimed to determine whether the implementation of the Scaffolded Reading Experience (SRE) strategy could improve the reading comprehension of tenth-grade students at SMK Negeri 1 Dampal Selatan. The main problems faced by the students were their difficulty in understanding English reading texts and their lack of attention to punctuation while reading. These problems affected their confidence and comprehension during reading activities. Therefore, the researcher implemented the Scaffolded Reading Experience (SRE) strategy to help students pay more attention to punctuation and understand the content of English reading texts more effectively. This research used a quantitative method with a quasi-experimental design. The subjects of the research were two classes: class X TKJ A as the experimental class, consisting of 22 students, and class X TKJ B as the control class, consisting of 20 students. Before the treatment was conducted, both classes were given a pre-test to measure their initial reading comprehension. The treatment was carried out in eight meetings using reading texts. After the treatment, a post-test was administered to measure the students’ improvement. The data were analyzed using a paired-sample t-test through the SPSS program. The results showed that the mean score of the experimental class increased from 54.17 to 65.70, while the mean score of the control class increased from 49.67 to 60.37. The t-test value was 2.364, which was higher than the t-table value of 2.021. This indicated that the null hypothesis was rejected and the alternative hypothesis was accepted. Therefore, it can be concluded that the Scaffolded Reading Experience (SRE) strategy was effective in improving students’ reading comprehension at SMK Negeri 1 Dampal Selatan.
The Influence of Managerial Competence and Employee Discipline on Public Service Quality at the Education and Culture Office of Banyuasin Regency
This study aimed to analyze the influence of managerial competence and employee discipline on public service quality at the Education and Culture Office of Banyuasin Regency. The study employed a quantitative approach with a correlational design. The population comprised 167 employees, and 118 respondents were selected using the Slovin formula at a 5% margin of error and proportionally allocated across seven divisions or work units. Data were collected through Likert-scale questionnaires, documentation, and guided observation. The managerial competence, employee discipline, and public service quality instruments obtained Cronbach's Alpha coefficients of 0.946, 0.969, and 0.975, respectively. Data were analyzed using descriptive statistics, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination with SPSS version 26. The results showed that managerial competence had a positive and significant influence on public service quality (B = 0.308; t = 2.585; p = 0.011). Employee discipline had a positive direction of influence but was not partially significant (B = 0.079; t = 0.713; p = 0.477). Simultaneously, managerial competence and employee discipline significantly influenced public service quality (F = 3.825; p = 0.025), with an R² of 0.062. These findings indicate that improving public service quality requires prioritizing stronger managerial competence while maintaining work discipline within a more integrated service system.
The Use of Project-Based Learning to Foster Software Engineering Students’ English-Speaking Competence
This study aims to explore how Project-Based Learning (PjBL) is used in software engineering classrooms and how it can foster students’ English-speaking competence. This research employed a qualitative descriptive designing involving 40 eleventh-grade students from the Software Engineering (Rekayasa Perangkat Lunak) program and one English teacher at a vocational high school in Garut, Indonesia. Data were collected through classroom observations involving 40 students and one teacher, followed by semi-structured interviews with six selected students and the teacher. The findings revealed that PjBL was used through systematic stages, including starting with essential question, designing a project, scheduling, monitoring, assessing outcomes, and evaluating the experiences. The analysis reveals that PjBL functioned as a discourse-construction pedagogy, fostering students’ cohesion through the use of linking devices and improving coherence through logical organization of ideas during project presentations. Although some students still relied on memorization and faced vocabulary limitations and anxiety, continuous teacher scaffolding and feedback supported their gradual improvement. Thus, PjBL can foster students’ English-speaking competence by systematically strengthening discourse competence. However, as this study was limited to one vocational classroom with a small sample and focused only on discourse competence, further research with larger and more diverse participants and broader speaking competence aspects is needed to examine the wider applicability and long-term impact of PjBL.
Understanding Multilingualism and Code-Switching among English Department Students Across Home, Campus, and Social Media
This study investigates multilingualism and code-switching practices among English Department students across three communication domains: home, campus, and social media. Students in Indonesia regularly interact in multiple languages, Indonesian, English, and regional languages yet limited research explores how these linguistic resources are managed across different social contexts. This study aims to describe (1) how students employ multilingualism and code-switching in their daily communication, and (2) what factors influence their language choices across these domains. Using a descriptive qualitative design, data were collected through open-ended questionnaires and semi-structured interviews with undergraduate English Department students. Participants were selected through purposive sampling, and data were analyzed thematically to identify recurring patterns of language use and switching functions. Findings reveal that students display domain-dependent multilingual behaviour. At home, regional languages and Indonesian are dominant due to family norms and cultural identity. On campus, Indonesian is primarily used for peer interaction, while English appears in academic tasks and lecturer communication. On social media, students frequently mix Indonesian and English for stylistic purposes, identity expression, and wider audience engagement. Code-switching functions include clarifying meaning, maintaining conversational flow, expressing identity, and adapting to interlocutors. Language choice is further shaped by context, topic, proficiency, and social relationships. Overall, the study shows that students use their linguistic repertoire flexibly rather than separating languages into fixed systems. These findings contribute to understanding multilingual behaviour in higher education and highlight code-switching as a meaningful communicative strategy in academic and digital contexts.
The Construction of Social Values of Darun Nadwah in the Film Omar: A Roland Barthes Semiotic Study
The film Omar presents a historical Islamic narrative containing various symbols that represent social values in Arab society during the early period of Islam. This study aims to examine the construction of social values in the Darun Nadwah scenes of the film Omar by Hany As'ad using Roland Barthes' semiotic approach. This study employs a qualitative descriptive method with data sources consisting of the Darun Nadwah scenes found in the film Omar. Data were collected through the observation method and note-taking technique, focusing on the characters' utterances, facial expressions, costumes, and visual symbols appearing in the selected scenes. Data analysis was conducted through three levels of meaning, namely denotation, connotation, and myth. The results of the study indicate the existence of myths related to titles (laqab), clothing, statues, and characters' expressions that represent the construction of social values in the form of social honor, recognition of social status, reverence for ancestral tradition, and the maintenance of prestige and social influence. The Darun Nadwah scenes represent the social structure of Quraysh society and reveal ideological meanings constructed through both visual and verbal elements in the film. The findings of this study indicate that Roland Barthes' semiotic approach can be used to uncover the representation of social values and ideology hidden behind the signs in audiovisual media.
Developing Google Sites-Based Learning Media to Enhance Junior High School Students’ Literacy Skills: An ADDIE Research and Development Study
This study aims to develop and examine the effectiveness of Google Sites-based learning media in enhancing junior high school students’ literacy skills, particularly in reading and listening literacy. The study was conducted in response to students’ difficulties in understanding literacy materials through conventional learning media and the increasing need for accessible digital learning platforms in the classroom. This research employed a Research and Development design using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. A mixed-methods approach was used to obtain comprehensive data from students, teachers, and expert validators. The instruments included observation sheets, interviews, questionnaires, expert validation forms, and literacy tests. The developed Google Sites-based media integrated learning materials, videos, quizzes, discussion activities, digital reading resources, and reflection tasks to support interactive and independent learning. The results showed that the media was categorized as valid based on expert validation, practical based on teacher and student responses, and effective based on the improvement of students’ literacy test scores after implementation. These findings indicate that Google Sites-based learning media can be used as an alternative digital learning platform to improve students’ literacy skills and encourage more engaging, flexible, and technology-integrated learning in junior high school education.
Teaching Challenges and Reflective Practices of Pre-service EFL Teachers during Teaching Practicum
This study investigated the teaching practices, challenges, and reflective thinking of seven pre-service EFL teachers during their teaching practicum at SMPN 1 Majene, Sulawesi Barat. Employing a descriptive qualitative design, data were collected through structured classroom observations and post-teaching interviews. Data were analyzed using thematic analysis, in which observation notes and interview transcripts were systematically coded, categorized into recurring themes, and interpreted in relation to the study's research objectives. The findings reveal that while all participants demonstrated foundational instructional competencies including lesson review, ice-breaking activities, and student assessment considerable variation existed in lesson structure, media use, classroom communication, and student engagement. Classroom management emerged as the most prevalent challenge, with difficulties ranging from low voice projection and student passivity to poor time management and ineffective game implementation. Most participants attributed these challenges to personal factors, particularly insufficient preparation. Post-teaching reflections indicated meaningful self-awareness, as each teacher identified specific weaknesses and proposed contextually grounded improvements. Most notably, all seven participants unanimously selected gamification as their preferred instructional strategy for future teaching, signaling a shared recognition of the need for more interactive and engaging learning approaches. These findings suggest that pre-service EFL teacher education programs should strengthen training in classroom management, instructional variety, and gamification-based pedagogy to better equip novice teachers for authentic classroom demands.
The Resilience of the Main Character in the Film Farha (2021): A Structuralist Analysis
This study aims to analyze the forms of resilience exhibited by the main character in the film Farha (2021) by Darin J. Sallam, as well as to examine how the film’s intrinsic elements work together to construct the meaning of that resilience. This film was selected because it depicts the traumatic experiences of a Palestinian teenage girl living amidst the 1948 Nakba tragedy, while also showcasing the protagonist’s struggle in facing psychological pressure, fear, and alienation during the war. This study was conducted by integrating Wellek and Warren’s structuralism with Michael Ungar’s multisystemic resilience theory. The research method used is qualitative descriptive, with research data consisting of scenes, conflicts, and visual elements that demonstrate the main character’s resilience process. Data was collected through the watch and note technique by watching the film repeatedly, then selecting scenes relevant to the research focus. The results of the analysis show that the character Farha’s resilience is constructed through three main forms adaptive negotiation, ecological resilience, and meaning-making, which evolve alongside changes in the conflict and the character’s psychological state. Additionally, intrinsic elements such as characterization, plot, setting, conflict, and visual symbols such as confined spaces and the sky play a crucial role in reinforcing the portrayal of the protagonist’s resilience. Through this approach, the researcher asserts that resilience in the film Farha is a process of adaptation and transformation rooted in the character’s inner strength and the social and cultural values that underpin it, thereby enriching film studies through an interdisciplinary approach that bridges literary structuralism and contemporary psychosocial perspectives.
ESP Need Analysis: An Analysis of English Language Needs for Administrative Tasks in Health Administration Program
English proficiency is increasingly important in health administration, particularly for supporting administrative tasks such as documentation, correspondence, reporting, scheduling, and professional coordination. However, English instruction in health administration programs often focuses on General English rather than the specific language needs required in healthcare administrative contexts. This study aimed to analyze the English language needs and difficulties of fifth-semester students in the Health Administration Program at Universitas Muhammadiyah Sidenreng Rappang in relation to administrative tasks. This research employed a descriptive quantitative design. Data were collected through a structured questionnaire using a Likert-scale format, covering four English language skills: reading, writing, listening, and speaking. The participants consisted of six fifth-semester students, and the data were analyzed using descriptive statistics in the form of frequencies and percentages. The findings showed that students generally expressed neutral perceptions regarding both their English language needs and difficulties across the four skills. This indicates limited exposure to authentic administrative tasks requiring English use. Nevertheless, reading and writing were perceived as relatively more relevant, especially for understanding administrative documents, written procedures, reports, and formal correspondence. Writing tasks also showed slightly higher indications of difficulty compared to other skills. These findings suggest that English for Specific Purposes instruction in health administration should be more context-based and aligned with real administrative tasks to better prepare students for future professional roles.
The Effect of Educational Facilities and Infrastructure Management and Teacher Professionalism on Educational Quality in Public Elementary Schools in Tungkal Ilir District, Banyuasin Regency
This study aimed to analyze the effects of educational facilities and infrastructure management and teacher professionalism on educational quality in public elementary schools in Tungkal Ilir District, Banyuasin Regency. A quantitative ex post facto design was employed. The population comprised 193 teachers, while 65 teachers from A- and B-accredited schools were selected through purposive sampling. Data were collected using Likert-scale questionnaires and documentation. The instruments demonstrated high internal consistency, with Cronbach's alpha coefficients of 0.908 for facilities and infrastructure management, 0.913 for teacher professionalism, and 0.902 for educational quality. Data were analyzed using descriptive statistics, prerequisite tests, simple linear regression, and multiple linear regression with SPSS version 26. Facilities and infrastructure management had a positive and significant effect on educational quality (B = 0.165; t = 2.854; p = 0.006; R² = 11.4%). Teacher professionalism also had a positive and significant effect (B = 0.232; t = 3.403; p = 0.001; R² = 15.5%). Simultaneously, both predictors significantly affected educational quality (F = 8.313; p = 0.001; R² = 21.1%), with the equation Y = 2.836 + 0.120X1 + 0.191X2. The findings show that integrated improvement of school-facility management and teacher professionalism is necessary to strengthen educational quality.
Improving Students’ Vocabulary Mastery through Word Association Strategy
This study examined the effectiveness of the Word Association Strategy in improving the vocabulary mastery of eighth-grade students at SMP Negeri 4 Palu. Vocabulary learning in the classroom was dominated by conventional techniques that provided limited opportunities for students to develop meaningful word understanding and usage. To address this issue, the study employed a quantitative method using a quasi-experimental design with pre-test and post-test control groups. The population consisted of all eighth-grade students in the 2025/2026 academic year, from which two classes (VIII Cempedak and VIII Manggis) were selected through cluster random sampling. Class VIII Cempedak as the experimental group (n = 32) was taught using the Word Association Strategy, while Class VIII Manggis as the control group (n = 30) was taught using conventional methods. The study focused on students’ vocabulary mastery of word meaning and usage, particularly common nouns, action verbs, and descriptive adjectives. Data were collected through vocabulary tests and analyzed using descriptive statistics and an independent samples t-test at the 0.05 level of significance. The results showed that the experimental group’s mean score increased from 53.46 in the pre-test to 81.85 in the post-test, while the control group improved from 55.04 to 69.29. The t-test result revealed that the t-count (5.50) was higher than the t-table value (1.671), indicating a significant difference between the two groups. These findings demonstrate that the Word Association Strategy effectively enhances students’ vocabulary mastery by facilitating meaningful word connections. Practically, English teachers can incorporate structured word association activities into regular vocabulary instruction to promote deeper word retention and more active student engagement in junior high school classrooms.
Self-Empathy in TikTok Comments: A Thematic Analysis of Responses to “Mirrorball”
This study examines how listeners express self-empathy in TikTok comments responding to Taylor Swift’s song Mirrorball. While previous research has explored emotional responses to music on digital platforms, limited attention has been given to how individuals direct empathy toward themselves through brief online expressions. Drawing on Neff’s self-compassion framework, this study focuses on three aspects of self-empathy: self-reflection, emotional awareness, and self-validation. Using a qualitative descriptive approach, twelve TikTok comments were purposively selected and analyzed through thematic analysis. The findings reveal that each aspect of self-empathy is equally represented in the data, with four comments categorized under self-reflection, four under emotional awareness, and four under self-validation. These findings show that listeners use the song as a reflective space to recognize themselves, become aware of their emotional states, and validate their feelings through everyday language. These findings suggest that TikTok functions not only as a platform for music consumption but also as a space where individuals articulate and process self-related emotions through brief digital expressions.
An Analysis of Archetypal Images in Mary Shelley's Frankenstein
This study aims to identify and analyze the archetypal images represented in Mary Shelley’s Frankenstein using the archetypal image classification proposed by Guerin et al. (2005). This research employed a qualitative descriptive method. The primary data source was Frankenstein novel by Mary Shelley, while the data consisted of words, phrases, clauses, sentences, and narrations containing archetypal images. The data were collected through close reading and note-taking techniques and analyzed using an archetypal approach. The findings revealed ten data categorized into seven archetypal images, namely water, sun, colors, serpent, archetypal woman, wise old man, and tree. Among these categories, colors appeared most frequently, followed by water, while the remaining archetypal images appeared once each. The identified archetypal images symbolically represent themes of life, death, transformation, morality, knowledge, human relationships, and personal responsibility. The findings demonstrate that archetypal images function as universal symbols that enrich the thematic and psychological dimensions of the novel. This study contributes to the field of literary criticism by providing a deeper understanding of symbolic representations in Frankenstein and by demonstrating the applicability of archetypal image theory in revealing hidden meanings within literary texts.
Prosodic Patterns in Spoken Academic English: Their Role in Meaning Construction and Discourse Organization
This study examines how prosodic patterns contribute to meaning construction and discourse organization in spoken academic English. Although prosody has been widely recognized as an important feature of spoken communication, its specific role in structuring academic arguments and guiding listener interpretation remains insufficiently explored. Using a qualitative discourse-analytic design supported by descriptive acoustic quantification, this study analysed 15 recordings of spoken academic English collected from one faculty at a university in Indonesia. The corpus consisted of 6 English-medium lectures, 6 academic seminar presentations, and 3 academic discussions, with a total duration of approximately 10 hours and 20 minutes involving 12 academic speakers. The unit of analysis was the academic discourse segment, and 248 segments were identified as having clear prosodic functions. Acoustic analysis using Praat was conducted to examine intonation, pitch movement, stress placement, intensity, pauses, and speech-rate variation. The findings show that rising intonation was mainly used to introduce new topics, claims, and subpoints, while falling intonation marked closure, conclusion, and certainty. Stress placement, increased intensity, pauses, pitch shifts, and speech-rate variation also supported emphasis, transition, argument structuring, and listener guidance. These findings indicate that prosody is not merely a pronunciation feature, but a discourse-level resource that shapes coherence, salience, and academic meaning-making.
The Role of Collaborative Learning on Students’ Writing Skills: A Research at English House Language Center
This study investigated the implementation and role of collaborative learning in developing students’ writing skills at English House Language Center. A qualitative case study design was employed to obtain an in-depth understanding of classroom practices and students’ experiences during collaborative writing activities. The participants were six eighth-grade students selected through purposive sampling based on their active involvement and varied writing proficiency. Data were collected through non-participant classroom observation, semi-structured interviews, and documentation of students’ written work. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing and verification. The findings revealed that collaborative learning was implemented through small-group discussion, idea sharing, joint sentence and text construction, and peer feedback. These activities encouraged active participation and meaningful interaction throughout the stages of planning, drafting, revising, and editing. Collaboration helped students generate richer ideas, organize texts more systematically, and improve language use, particularly grammar and vocabulary. It also increased motivation, confidence, engagement, and enjoyment, although differences of opinion and unequal participation occasionally required teacher facilitation. The study concludes that collaborative learning is an effective instructional approach for supporting the cognitive, linguistic, affective, and social dimensions of writing development in a non-formal EFL context. Teachers are encouraged to establish clear group roles, provide structured writing tasks, and guide constructive peer feedback.
A Semantic Analysis of Food and Beverage Advertisements on Instagram
This study investigates the semantic features employed in food and beverage advertisements published on Instagram. The study aims to understand how lexical choices, connotative strategies, and meaning relations are employed to construct brand image, elicit emotional resonance, and influence consumer preferences. Data were collected from ten official advertising posts of popular food and beverage brands that commonly appear on Indonesian users' feeds between January and June 2025. A descriptive qualitative analysis was conducted using frameworks for lexical, connotative, and relational semantics. The findings reveal a consistent pattern: advertisements combine denotative meanings to communicate product attributes, connotative meanings to invoke emotional associations, and relational meanings to assert cultural ties and social identity. These insights demonstrate that semantic strategies are a crucial component of effective digital marketing practice and provide guidance for crafting more persuasive promotional materials. Key words: semantics, advertisement, Instagram, food and beverage, connotative meaning
A Morphological Analysis of Inflectional Morphemes in the Song Lyrics of Chase Atlantic “Chase Atlantic” Album
This study examines the use of inflectional morphemes in the Song Lyrics of Chase Atlantic “Chase Atlantic” Album. Inflectional morphemes are important linguistic elements that indicate grammatical information such as tense, number, comparison, and possession without changing the lexical category of a word. The purpose of this research is to identify the types of inflectional morphemes used in the song and to analyse the grammatical functions in communication. This research applies a qualitative descriptive approach as proposed by Creswell (2014). The data were collected through a close analysis of selected lines taken from the song lyrics. There are fourteen songs were selected and analysed to support the analysis in this article. To support the analysis, this study uses the theory of inflectional morphemes by Fromkin et al. (2013). The data are classified based on the eight types of English inflectional morphemes. The findings reveal that only seven types of inflectional morphemes appear in the song. There are present participle (-ing) appears most frequently with 81 occurrences (37.50%), followed by plural (-s) with 61 occurrences (28.24%), past tense (-ed) with 34 occurrences (15.74%), past participle (-en / -ed) with 18 occurrences (8.33%), and third person singular (-s) with 17 occurrences (7.87%). Meanwhile, comparative (-er) appears 4 times (1.85%) and superlative (-est) appear once (0.46%), while possessive (-’s) does not appear in the data (0.00%).
Sacrificing the Break: Exploring Intrinsic and Extrinsic Motivation Among EFL Summer Class Students
Intensive summer language courses offer an accelerated path for academic progression, yet they require substantial temporal sacrifices from students who must study during their official holidays. This study investigated the learning motivation dynamics and psychological experiences of EFL students navigating a high-density, daily summer English program at an Indonesian university. Employing a qualitative descriptive case study design, data were gathered through individual, one-on-one semi-structured interviews with five purposively selected university students (n = 5). The individual interview records were compiled into complete verbatim transcripts and analyzed using a descriptive narrative approach. The findings revealed that although students experienced initial emotional friction, including laziness, nervousness, and social media jealousy, they successfully maintained their learning focus. Their academic endurance was heavily driven by clear extrinsic goals, such as securing grades, finishing credit requirements, and ensuring timely graduation. Furthermore, a supportive classroom environment, highly interactive teaching styles, and smaller class sizes effectively transformed the potential stress of a fast-paced schedule into a positive tool for focused learning. This study implies that the success of intensive programs relies heavily on instructors maintaining empathetic, high-engagement pedagogy to mitigate student mental fatigue.
The Effects of Principals' Transformational Leadership Style and Teachers' Work Commitment on Teacher Performance in Public Junior High Schools in Banyuasin III District
This study aimed to analyze the effects of principals' transformational leadership style and teachers' work commitment on teacher performance in public junior high schools in Banyuasin III District. The study employed an explanatory quantitative approach with an ex post facto design. The population comprised 139 teachers from five public junior high schools, while the sample consisted of 103 teachers determined using the Slovin formula at a 5% margin of error and selected through proportional random sampling. Data were collected using Likert-scale questionnaires and documentation. The instruments included 29 valid items for transformational leadership style, 29 valid items for work commitment, and 30 valid items for teacher performance. The corresponding Cronbach's Alpha coefficients were 0.964, 0.961, and 0.966. Data were analyzed using descriptive statistics, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination with SPSS version 26. The findings showed that transformational leadership style had a positive and significant effect on teacher performance (B = 0.371; beta = 0.405; t = 5.003; p < 0.001). Teachers' work commitment also had a positive and significant effect (B = 0.411; beta = 0.381; t = 4.706; p < 0.001). Simultaneously, both variables significantly affected teacher performance (F = 28.311; p < 0.001; R² = 0.362), with the regression equation Y = 36.960 + 0.371X₁ + 0.411X₂. These findings emphasize the importance of inspirational school leadership and the continuous strengthening of teachers' commitment.
Conversational Implicature in Political Discourse: A Pragmatic Analysis of YouTube Podcast How America Lost Faith
This study examines how conversational implicature operates within the YouTube podcast How America Lost Faith in Everything, exploring how implied meanings reflect political distrust and shape audience interpretation. Drawing on Grice’s Cooperative Principle and Levinson’s pragmatic framework, this research analyses selected segments from the podcast to identify implicatures used to express criticism toward institutional authority. Using a qualitative descriptive method, the researcher transcribed episodes and conducted thematic coding to uncover implicit messages embedded in the discourse. The findings reveal that implicature serves as a subtle rhetorical tool for shaping socio-political narratives expressing scepticism, irony, and ideological stance without direct confrontation. This study contributes to understanding how digital political communication constructs meaning through indirectness and how YouTube discourse influences public perception of trust in institutions.
EFL Learners’ Responses to Teacher questions: A Case Study in an Indonesian Junior High School
This study looks at how teacher questioning methods influence classroom interaction in an English as a Foreign Language (EFL) situation. Its goal is to identify the types of questions used by teachers and to investigate how these questions shape interactional patterns during classroom conversation. Using a qualitative descriptive methodology, data were collected from classroom observations during three lessons, yielding 132 instructor questions. The data were transcribed, coded, and classified into four types: display questions, referential questions, procedural questions, and checking comprehension questions. The findings show that display queries were the most common and consistently produced short, predictable responses, resulting in interactional sequences that swiftly ended. Although allowed for more personalized responses they were not expanded through follow-up methods. Procedural and verifying comprehension questions were primarily used to manage classroom flow and confirm comprehension, with little contribution to interactional growth. Overall, classroom engagement was described as teacher-led, short, and with limited discourse expansion. According to the study, the efficiency of questioning is determined not only by the type of question employed but also by how teachers handle interactional sequences, which includes their ability to encourage student responses and facilitate deeper discussions. It proposes that more follow-up tactics should be used to generate more meaningful and student-centered classroom on their answers and facilitating peer discussions.
Syntactic Deviations and Semantic Oddities in Cody Fry’s Pictures of Mountains Album
This study identified the syntactic deviations and semantic oddities in the song lyrics of the Pictures of Mountains album by Cody Fry. The lyrics of the songs were pleasant to listen to. However, there were some intentional deviations, which could catch the listeners’ attention. In order to explore that phenomenon, this research employed qualitative content analysis to analyze the lyrics of eleven songs in the Pictures of Mountains album. One song out of twelve was not included as the object of this research due to the absence of lyrics in it. The analysis revealed that this album showed two types of syntactic deviations. Those were 44 instances of omission and 2 types of addition, which varied from parts of speech, clauses, and particles. Nevertheless, misordering and misformation, as other types of syntactic deviations, did not appear in the album. On the other hand, 10 occurrences paradox and an example pleonasm recognized as forms of semantic oddities in the album. Meanwhile, periphrasis and oxymoron were nonexistent in all the song lyrics of the mentioned album. The findings of this research contribute to linguistic study by pointing out how syntactic deviations and semantic oddities serve as intentional linguistic variations in song lyrics. Moreover, it offers new insights on the contributions of the songwriter’s works to the discussion about language and its creativity. Lastly, it serves as proof that linguistic phenomena vary across literary works, such that language can be modified to enhance the unique expression and emotional portrayal.
The Development of an Interactive Website-Based Arabic Learning Media for Grade XI Senior High School Students
Arabic language instruction in Indonesian secondary schools faces persistent challenges, including low student motivation, monotonous methods, and limited access to interactive digital media. This study developed Al-ʿArabiyyah At-Tafāʿuliyyah, an interactive website-based Arabic learning media for Grade XI students at SMA Islam Assyafiiyah 02 Bekasi, focused on the thematic unit of ʿIyādah al-Marīḍ (Visiting the Sick). Using a Research and Development (R&D) method with the Successive Approximation Model version 2 (SAM2) as the development framework and Hutchinson and Waters' (1987) target-needs framework for needs analysis, the study conducted four evaluation stages: needs analysis, content expert validation, media expert validation, and student practicality assessment. The needs analysis (N = 20) returned 80.22%, confirming strong learner demand for interactive, audio-supported Arabic media. Content validity reached 100% and media validity 88.24%, both classified as Very Feasible. Student practicality assessment yielded 83.44%, classified as Very Practical. These results confirm that the media is pedagogically sound, technically functional, and practically feasible for secondary school deployment, while extending the application of SAM2 and the Hutchinson and Waters framework to Arabic language education in Indonesia.
The Influence of English Songs on Students’ Pronunciation Skills at UPT SMP Negeri 3 Pangsid
This study investigated the influence of English songs on students’ pronunciation skills at UPT SMP Negeri 3 Pangsid. A quantitative approach with a quasi-experimental pre-test–post-test control-group design was employed. The participants were 27 seventh-grade students, consisting of 15 students in the experimental group and 12 students in the control group. The experimental group received pronunciation instruction through the English children’s song “Twinkle, Twinkle, Little Star,” whereas the control group was taught through conventional classroom activities. Data were collected using a pronunciation test assessing articulation, word stress, rhythm, and intonation. The data were analyzed through descriptive statistics, Shapiro–Wilk normality testing, Levene’s homogeneity testing, and an independent-samples t-test. The experimental group’s mean score increased from 42.33 in the pre-test to 72.00 in the post-test, while the control group increased only from 51.67 to 53.33. The post-test difference was statistically significant, t(25) = 3.784, p < .001, with a mean difference of 18.667. These findings demonstrate that English songs significantly improve junior high school students’ pronunciation by providing repeated, meaningful, and enjoyable exposure to English sounds and prosodic patterns. English songs are therefore recommended as an engaging instructional medium for pronunciation practice.
Why Choose Kampung Inggris? Analysis of Factors Driving English Learners' Interest in Pare
Kampung Inggris Pare has become the largest English-learning center in Indonesia, attracting thousands of learners from diverse regions and backgrounds. However, the main factors that drive them to choose English Village over other course institutions have not been studied in depth. This study aims to analyze these factors and identify the dominant factors in learners' decisions. This study uses a qualitative descriptive method with a case study approach, involving 40 learners as research subjects. Data were collected through questionnaires, interviews, and observations, and then analyzed using quantitative and qualitative descriptive approaches. The study's results show that intensive learning methods, supportive environments, and affordable costs are the main factors that attract learners. The conclusion of this study confirms that the Kampung Inggris has unique advantages that are difficult to find in other course institutions.
The Use of the Tic-Tac-Toe Game-Based Learning on Students’ Vocabulary Mastery
The research aimed to analyze improvements in English vocabulary mastery among eighth-grade students through game-based learning using the Tic-Tac-Toe. One of the fundamental elements in learning the target language, English as a Foreign Language (EFL), is vocabulary, but quite often junior high school students are not able to identify words by their meanings or word classes, or even use them properly in simple communicative contexts. This research used a one–group pre–test–post–test design involving 30 VIII students from a Junior High School in Gowa Regency, Indonesia. The rationale for selecting these participants is based on preliminary classroom observations indicating that these students need extra assistance with vocabulary acquisition. A teacher-made vocabulary test consisting of multiple-choice and fill-in-the-blank vocabulary assessment was administered prior to the start of and following 6 Tic-Tac-Toe meetings. The intervention only included nouns, verbs, and adjectives from words referring to topics with which students already had some familiarity. The results showed that the overall mean score increased from 34.50 on the pre-test to 80.50 on the post-test, with gains that take on greater meaning when examining nouns, verbs, and adjectives, respectively. At the level, the t-test value (5.51) was greater than the t-table value (2.045). 05 significance level, suggesting a statistically sound improvement. This analysis demonstrates that Tic-Tac-Toe can serve as an affordable and interactive classroom strategy to reinforce vocabulary mastery, especially when teachers are seeking non-digitally dependent, offline learning activities.
Personal Pronouns Usage in Sir Arthur Conan Doyle's Sherlock Holmes Short Stories
This study aims to identify and classify the use of personal pronouns in the collection of Sherlock Holmes short stories by Sir Arthur Conan Doyle based on the theory of Betty Schrampfer Azar. The study employed qualitative research. The data source consisted of six chapters of Sherlock Holmes short stories comprising 174 pages. The research showed there were 5,128 personal pronouns from chapter 1 to chapter 6 consisting of 2.815 with 54.89% subject pronouns, 976 with 19.03%, object pronouns, 28 with 0.55% possessive pronouns, 1.285 with 25.06% possessive adjective and 24 with 0.47% reflexive pronouns. The high frequency of subject pronouns indicates that the stories emphasize characters and narrators as the performers of actions. Therefore this study can be implied in grammar learning to improve English learner's comprehending of pronoun usage, cohesion, and coherence. It also contributes to literary texts in constructing characterization, narrative perspective, and meaning in a story.
The Effects of School Operational Assistance and School Facilities and Infrastructure on Educational Quality in Public Elementary Schools in Tungkal Ilir District, Banyuasin Regency
This study analyzed the effects of School Operational Assistance (BOS) and school facilities and infrastructure on educational quality in public elementary schools in Tungkal Ilir District, Banyuasin Regency. A quantitative ex post facto design was employed. The population consisted of 193 teachers, and 130 respondents were selected using the Slovin formula at a 5% margin of error. Data were collected through Likert-scale questionnaires and documentation. The instruments were valid and highly reliable, with Cronbach's alpha coefficients of 0.920 for BOS, 0.906 for facilities and infrastructure, and 0.907 for educational quality. Data were analyzed using descriptive statistics, prerequisite tests, simple linear regression, and multiple linear regression with SPSS version 26. BOS had a positive and significant effect on educational quality (B = 0.386; t = 7.491; p < 0.001; R² = 13.6%). Facilities and infrastructure also had a positive and significant effect (B = 0.566; t = 8.183; p < 0.001; R² = 34.3%). Simultaneously, both variables significantly predicted educational quality (F = 42.105; p < 0.001; R² = 39.9%), with the regression equation Y = 0.723 + 0.253X₁ + 0.510X₂.. The findings indicate that educational quality requires accountable and instruction-oriented BOS management together with adequate, accessible, and well-maintained school facilities.
Exploring The Impact of TikTok Teleprompter Challenge on English Language Learners’ Confidence and Speaking Skills
This study aims to explore the impact of the TikTok Teleprompter Reading study examines the impact of the TikTok Teleprompter Reading Challenge on the confidence and speaking abilities of English language learners. Using a qualitative case study design, data were collected through an online open-ended questionnaire from ten participants who had actively participated in reading challenges on TikTok. Six major themes emerged: Enjoyment and Engagement, Developing Confidence, Improving Speaking Skills, Difficulties Faced, Comparison with Traditional Learning, and Advice for Other Learners. The findings indicate that the short video format and scrolling text reduce psychological barriers to speaking, enhance fluency and pronunciation through repetitive practice, and build intrinsic confidence in a pressure-free environment. This research highlights how informal digital learning platforms can enhance learners' well-being and language proficiency, underscoring the powerful interplay between technology, enjoyment, and language acquisition.
An Analysis of the Accuracy of Google Translate in Translating Academic Sentences: A Literature Review
The increasing use of machine translation tools in academic contexts has raised concerns about their accuracy in translating complex academic language. This study aims to analyze the accuracy of Google Translate in translating academic sentences through a qualitative literature review. The review synthesized findings from 16 selected studies published between 2014 and 2025 that examined Google Translate or machine translation in academic, educational, and language learning contexts. The studies were selected based on their relevance to translation accuracy, error types, user perceptions, and the use of Google Translate in EFL settings. The data were analyzed using thematic categorization, focusing on grammatical accuracy, lexical and terminological accuracy, contextual and semantic accuracy, translation performance across language pairs, and educational implications. The findings indicate that Google Translate performs relatively well in translating simple and general sentences, especially those with clear structures and common vocabulary. However, its accuracy decreases when translating complex academic sentences, technical terms, culture-bound expressions, and context-dependent meanings. The review also shows that translation accuracy varies across language pairs and is influenced by sentence complexity, linguistic structure, and the availability of language resources. In educational contexts, Google Translate can support students’ comprehension, vocabulary learning, and academic writing, but excessive dependence on the tool may reduce students’ critical language awareness. Therefore, Google Translate should be used as a supportive tool accompanied by critical evaluation and human post-editing. Future studies are recommended to test Google Translate using real academic sentences written by Indonesian EFL students.
Analysis of Figurative Language in Selected Taylor Swift’s Lover Album and Its Contribution to English Learning
This research aims to analyze the types of figurative language found in selected songs from Taylor Swift’s Lover album and to interpret their meanings, as well as examine how these figurative languages contribute to English learning. The study focuses on three songs, Cruel Summer, The Archer, and Death by a Thousand Cuts, and applies the theories of Siswantoro (2002), Leech (1981), and Krashen (1982).Using a qualitative descriptive method, data were collected through document analysis and open ended questions. The results identified seven types of figurative language: metaphor, symbol, hyperbole, personification, simile, paradox, and synecdoche. Metaphor and symbol were the most frequently used types, followed by hyperbole, personification, simile, paradox, and synecdoche. These figurative expressions conveyed abstract emotional experiences such as heartbreak, longing, vulnerability, and self-reflection. The findings also show that analyzing figurative language through song lyrics supports English learning by providing meaningful input, enriching vocabulary, and fostering interpretative thinking. The use of authentic materials such as songs creates an affective learning environment that aligns with Krashen’s Second Language Acquisition theory, particularly the Input Hypothesis and Affective Filter Hypothesis.In conclusion, integrating figurative language analysis through song offers both linguistic and emotional value, making song lyrics a meaningful and engaging medium in the context of English learning.
The Effect of Educational Facilities and Infrastructure Management and Teacher Professionalism on Learning Quality in Public Elementary Schools in Suak Tapeh District, Banyuasin
This study aimed to analyze the effect of educational facilities and infrastructure management and teacher professionalism on learning quality at public elementary schools in Suak Tapeh District, Banyuasin Regency. The study employed a quantitative approach with an ex post facto design. The population consisted of 161 teachers, and 100 teachers were selected through proportional probability sampling. Data were collected using Likert-scale questionnaires and documentation. The instruments were valid and reliable, with Cronbach's alpha coefficients of 0.902 for facilities and infrastructure management, 0.906 for teacher professionalism, and 0.891 for learning quality. Data were analyzed using descriptive statistics, prerequisite tests, simple linear regression, and multiple linear regression with SPSS version 26. Facilities and infrastructure management had a positive and significant effect on learning quality (B = 0.495; t = 4.984; p < 0.001; R² = 20.2%). Teacher professionalism also had a positive and significant effect on learning quality (B = 0.619; t = 7.322; p < 0.001; R² = 35.4%). Simultaneously, both predictors had a positive and significant effect on learning quality (F = 31.751; p < 0.001; R² = 39.6%), with the equation Y = 0.952 + 0.253X₁ + 0.512X₂. These findings contribute empirical evidence that learning quality improves when schools manage educational facilities effectively and sustain teachers' professional development.
Gender Representation in Indonesian Government-Mandated ELT Textbooks for Primary Schools
This qualitative content analysis examines gender representation in Indonesian government-mandated English Language Teaching (ELT) textbooks for primary schools to assess alignment between national gender equality policies and pedagogical materials. Findings reveal significant divergence from international norms. Character distribution showed female predominance (57% vs. 43% male) with female protagonist, reversing typical 60-70% male dominance documented in ELT materials globally. Linguistic analysis demonstrated balanced pronoun usage (48% masculine, 52% feminine) with zero generic masculine, male-first ordering, or gendered adjectives. Activity representation showed minimal stereotyping with counter-stereotypical examples, though limited to domestic and school contexts. Occupational representation proved critically limited, depicting only one professional role (male teacher), creating symbolic void in career diversity exposure. The textbook successfully translates Kurikulum Merdeka gender equality policies into content, achieving neutrality through bias elimination but not transformation through active norm challenge. The results place this material at the top of the global ELT textbook rankings for linguistic visibility and equality, while exposing the ongoing employment gap. Findings demonstrate compatibility between Islamic values and gender equality, contradicting assumptions about cultural barriers in Muslim-majority contexts. The occupational void represents critical intervention point during formative developmental years. Study contributes empirical evidence of policy-to-practice translation success and identifies actionable pathways for Indonesian educational material improvement.
How do English Teachers Apply Layered Vocabulary Teaching Strategies in Indonesian Junior Secondary EFL Classroom?
This qualitative descriptive study explores how English teachers apply vocabulary teaching strategies in EFL classrooms at the junior secondary level. Data were collected through semi-structured interviews with three experienced English teachers at SMP Negeri 1 Wasuponda, South Sulawesi, Indonesia. The findings reveal that teachers employed a diverse repertoire of strategies encompassing de-contextualizing (word lists, flashcards, dictionary use), semi-contextualizing (word grouping, association, imagery, keyword method, physical response, semantic mapping), fully contextualizing (reading, listening, speaking, writing), and adaptable approaches (structured reviewing). These strategies were implemented through both planned instruction—deliberate preparation of materials and activities—and incidental teaching, in which teachers spontaneously explained unfamiliar words arising during classroom interaction. Although implementation varied according to individual preferences and contextual demands, the integration of multiple strategies effectively supported students’ vocabulary acquisition, retention, and meaningful use. The study underscores the pedagogical value of flexible, layered strategies in resource-variable multilingual settings and carries important implications for teacher professional development, curriculum design aligned with Indonesia’s Merdeka Curriculum, and policy initiatives that promote strategic sequencing and learner autonomy in outer-circle EFL contexts.
The Implications of Rewards for Students’ Learning Motivation in EFL Classrooms
This research discusses the implications of various types of rewards for students’ intrinsic and extrinsic motivation in English as a foreign language (EFL) classrooms. This research employed a qualitative descriptive design through classroom observation, interviews, and documentations at SMP Negeri 3 Watampone. The subjects of the research were an English teacher and students from class VIII C and IX B. The data were analyzed through data reduction, data display, and conclusion drawing. The result found that reward verbal and non-verbal such as praise, gesture, proximity and fun activity, strengthened students’ intrinsic motivation by improving their confidence reducing their anxiety, and encouraging long-term engagement in learning. Meanwhile, non-verbal rewards, such as objects and symbols were effective in stimulating extrinsic motivation by encouraging students’ participation and task completion. However, excessive dependence on rewards may shift students’ focus from the learning process to obtaining rewards. This research concludes that non-verbal rewards such as physical objects and symbols are effective primarily as short-term motivation triggers. In contrast, verbal and non-verbal rewards like praise, gestures, and proximity play a more significant role in maintaining students' intrinsic motivation and long-term engagement in EFL learning.
A Pragmatic Study of Speech Acts in the Novel Rantau Satu Muara and Its Relevance to Indonesian Language Learning
This study aims to describe speech acts in the novel Rantau Satu Muara by Ahmad Fuadi through a pragmatic approach and to explain their relevance to Indonesian language learning at SMP Muhammadiyah Bulukumba. This research employed a qualitative descriptive method with content analysis as the main approach. The data were taken from dialogues and utterances in the novel that contain locutionary, illocutionary, and perlocutionary acts. Data collection was conducted through reading and note-taking techniques, while data analysis was carried out by identifying, classifying, interpreting, and describing the forms and functions of speech acts found in the novel. The findings show that the novel contains various forms of speech acts, including locutionary acts, illocutionary acts, and perlocutionary acts, which reflect communication intentions, social interaction, and character responses. These speech acts also contain educational values that can support students’ language awareness, character formation, and understanding of literary texts. The study concludes that Rantau Satu Muara is relevant as an alternative teaching material in Indonesian language learning, especially in learning activities related to analyzing language use, dialogue, character values, and literary meaning in junior high school. This relevance can help students improve pragmatic competence and appreciate literary works more critically and contextually.
This study is about women’s efforts to get justice because their life, their habit as well as their existence as Muslim minority in non-Muslim majority are not well-fulfilled in Samira Ahmed’s Interment. The researcher, then, focuses on why the main character strives and how the main character strives for her race. Using feminism theory and qualitative descriptive and dramatic method, the study finds how courageous the women in fighting their rights as Muslims living in non-Muslim democratic country, USA, taking pain to get their rights as citizen whose religious life is guaranteed by the country’s law by using the following strategy of struggle such as her intellect consisting of being herself and realizing themselves as female Muslim.
Using the Semantic Mapping Technique in Improving Students’ Writing Procedure Text at Vocational High School
This research aimed to investigate the effectiveness of the Semantic Mapping Technique in improving students’ writing ability of procedure text at a vocational high school. This research employed a quantitative method using a quasi-experimental design involving an experimental class and a control class. The population of this research consisted of tenth-grade students at SMK Darussalam Makassar in the academic year 2025/2026. The sample consisted of 42 students divided into two classes, namely 21 students in the experimental class and 21 students in the control class. The instrument used was a writing test in the form of a pre-test and a post-test. The data were analyzed using descriptive and inferential statistics with the assistance of SPSS version 25. The results showed that the mean score of the experimental class improved from 70.24 in the pre-test to 91.00 in the post-test, while the control class improved from 76.05 to 84.10. The result of the independent samples t-test showed that the significance value (Sig. 2-tailed) was lower than 0.05, indicating that there was a significant difference between students taught using the Semantic Mapping Technique and those taught using conventional teaching techniques. Therefore, the Semantic Mapping Technique was effective in improving students’ writing ability of procedure text, particularly in organizing ideas, arranging procedural steps systematically, and developing vocabulary.
Enhancing Pronunciation Proficiency through then Implementation of Audio-Visual Method in Eleventh Grade Students at Sma Negeri 1 Dampal Selatan
This research aims to determine whether the implementation of audio visual method can enhance the pronunciation proficiency of eleventh-grade students at SMA Negeri 1 Dampal Selatan. The main issue faced by the students was the difficulty in distinguishing short vowels, long vowels, and consonants in English, which affected their confidence in speaking. Therefore, the researcher implemented the audio visual method to allow students to imitate correct pronunciation through exposure to native speaker videos and visual media. The method The method used this research was quantitative with a pre-experimental design. The subjects consisted of 30 students from class XI F6. Before the treatment, students were given a pre-test to assess their initial pronunciation ability. The treatment was conducted in six meetings using audio visual. Afterward, a post-test was administered to measure their improvement. The data were analyzed using a paired sample t-test through SPSS. The results showed a significant improvement in the average score from 30.92 to 71.95. The t-test value 21.106 was higher than the t-table value 1.699, indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. Therefore, it can be concluded that the implementation of audio visual method significantly enhanced the pronunciation proficiency in eleventh-grade students at SMA Negeri 1 Dampal Selatan
The Effects of Teacher Work Motivation and Teacher Professionalism on Instructional Quality in Public Elementary Schools in Banyuasin III District
This study examined the effects of teacher work motivation and teacher professionalism on instructional quality in public elementary schools in Banyuasin III District. A quantitative ex post facto design was employed. The population consisted of 38 teachers from two public elementary schools, all of whom were included through total sampling. Data were collected using Likert-scale questionnaires and documentation. The instruments were valid and highly reliable, with Cronbach's alpha coefficients of 0.909 for teacher work motivation, 0.914 for teacher professionalism, and 0.891 for instructional quality. Data were analyzed through descriptive statistics, prerequisite tests, simple linear regression, and multiple linear regression using SPSS version 26. Teacher work motivation had a positive and significant effect on instructional quality (B = 0.306; t = 4.910; p < 0.001; R² = 40.1%). Teacher professionalism also had a positive and significant effect (B = 0.336; t = 4.329; p < 0.001; R² = 34.2%). Simultaneously, both variables significantly predicted instructional quality (F = 17.923; p < 0.001; R² = 50.6%), with the regression equation Y = 2.344 + 0.222X1 + 0.211X2. These findings show that instructional quality can be strengthened by sustaining teachers' work motivation and continuously developing their professional competence.
The Role of Project-Based Learning through Narrative Writing in Enhancing Students’ Motivation to Practice Writing in English: A Case Study at SMAN 6 Karawang
Students’ motivation to write in English as a foreign language (EFL) classroom is often limited by difficulties in vocabulary, grammar, idea development, and text organization. To address this issue, Project-Based Learning (PjBL) integrated with digital tools can be used to create more engaging and meaningful writing activities. This study was conducted at SMAN 6 Karawang and involved twelve eleventh-grade students who participated in a narrative writing project. This study employed a qualitative case study design, with data collected through open-ended questionnaires, classroom observations, teacher feedback, and students’ narrative writing projects. n the project, Padlet was used to support students’ narrative writing, sharing, and feedback activities, while Canva was used to design the poster or cover as the visual product of the project. The findings show that the integration of PjBL with digital tools increased students’ motivation to practice writing in English. The most significant motivational changes experienced by students were increased confidence in expressing ideas, greater enjoyment in writing activities, stronger creativity through visual design, and higher willingness to revise their writing after receiving feedback. Canva helped students design visual posters or covers related to their narrative projects, while Padlet encouraged writing practice, interaction, appreciation, and timely feedback from the teacher and peers. Although some students faced technical challenges, especially those with limited digital design skills, the overall learning process helped students become more engaged, autonomous, and motivated to write. Therefore, this study suggests that technology-integrated PjBL can support students’ motivation in EFL narrative writing by combining creativity, collaboration, and meaningful feedback.
A Structural and Semantic Analysis of English Loanwords in Mandarin on Weibo
This study presents a structural and semantic analysis of English loanwords in Mandarin on Weibo. Although previous research has extensively investigated phonological adaptation and etymological origins, the structural patterns and semantic meanings of English loanwords in Mandarin in digital communication remain underexplored. This study aims to describe the structural formation based on Xing's classification and denotative/connotative meanings based on Barthes' semiotic framework. A qualitative descriptive approach was employed. Data were collected from Weibo posts in the fourth quarter of 2025 through non-participatory observation and web scraping, resulting in 150 English loanwords in Mandarin for analysis. The findings reveal three structural patterns. Full phonetic translation dominates, followed by phonetic translation with a Mandarin morpheme, while mixed sound-meaning translation occurs least often. This distribution indicates that phonological adaptation is the primary strategy for loanword formation on social media. Regarding meaning, connotative meaning was identified through contextual analysis of metaphorical, slang, or culturally charged expressions within each post, such as 披萨 (pīsà/pizza) used to express romantic feelings in fan community posts. Denotative meaning was assigned when the loanword referred literally to its dictionary definition. Denotative use is more prevalent than connotative use, suggesting that Weibo users primarily employ loanwords for referential purposes. Connotative meanings, though fewer, are significant as they demonstrate creative repurposing for emotional and cultural expression. The study contributes to Mandarin language teaching by showing how English loanwords can serve as accessible vocabulary and how understanding connotation helps learners grasp cultural nuances in digital communication.
Student-Generated Daily Question Cards for ESP Speaking in Dental Nursing: A Qualitative Case Study
This qualitative case study examined the implementation of Student-Generated Daily Question Cards in an ESP speaking class for dental nursing students at Poltekkes Kemenkes Makassar. The study involved 48 sixth-semester students and one English lecturer, with data gathered through six classroom observation meetings, semi-structured interviews with 25 purposively selected students and the lecturer, and supporting documentation. The data were analyzed thematically using Miles and Huberman’s interactive model. The study was conducted to address the persistent difficulty many health-related EFL learners experience in speaking English meaningfully and to explore a practical, context-based strategy for improving ESP speaking instruction. The findings revealed four major themes: the cards increased classroom interaction and oral participation, supported students’ willingness to speak more freely, fostered learner-centered engagement through student-generated questioning, and strengthened contextualized communication related to dental nursing practice, including patient education, oral hygiene, and clinical routines. Rather than functioning merely as a speaking prompt, the activity helped transform classroom discourse into a more interactive and profession-oriented learning process. The novelty of this study lies in showing how student-generated question cards can combine active learning, learner autonomy, and ESP relevance within instructional format. The study concludes that Student-Generated Daily Question Cards are an effective and practical tool for encouraging meaningful speaking practice in dental nursing education. The main implication is that ESP lecturers can adapt this strategy to promote student-generated, discipline-based oral tasks that connect language practice with future professional communication needs.
An Analysis of Character Education in Enhancing the Responsibility Attitudes of Eighth-Grade SIS Aljufri Students at SMP Negeri 2 Dampal Selatan
This research aims to examine the implementation of character education in an effort to improve the sense of responsibility among eighth-grade students at SIS Aljufri SMP Negeri 2 Dampal Selatan. This research was motivated by the discovery of various student behaviors that reflect low attitudes of responsibility, including tardiness in attending classes, lack of discipline in completing assignments, and minimal concern for school cleanliness and order. The approach used in this research is descriptive qualitative with a case study type of research. Data collections were carried out through observation, interviews, and documentation techniques, with the research subjects consisting of teachers and students of class VIII SIS Aljufri. The results of the research showed that character education at SMP Negeri 2 Dampal Selatan has been implemented through the integration of character values in learning activities, the cultivation of positive attitudes in the school environment, the example set by teachers, and the enforcement of school rules. The responsibility attitude of students has generally improved, particularly in the performance of tasks and participation in the learning process, although there are still some students who need continuous guidance. Factors supporting the improvement in responsibility attitude include the role of teachers as role models, the support of the school environment, and the existence of strict rules and sanctions. The inhibiting factors include differences in student character, limited learning time, and the influence of the environment outside of school. Therefore, character education has a strategic role in shaping students' attitudes of responsibility when it is implemented consistently and continuously.
Code Mixing in Instagram Captions among Indonesian Youth: A Sociolinguistic Study
This study investigates the semantic features employed in food and beverage advertisements published on Instagram. The study aims to understand how lexical choices, connotative strategies, and meaning relations are employed to construct brand image, elicit emotional resonance, and influence consumer preferences. Data were collected from ten official advertising posts of popular food and beverage brands that commonly appear on Indonesian users' feeds between January and June 2025. A descriptive qualitative analysis was conducted using frameworks for lexical, connotative, and relational semantics. The findings reveal a consistent pattern in which advertisements combine denotative meanings to communicate product attributes, connotative meanings to evoke emotional associations, and relational meanings to establish cultural ties and social identity. In addition, the analysis shows that code mixing is frequently used as a linguistic strategy, with insertion type emerging as the dominant form, particularly through the integration of English lexical items into Indonesian sentence structures (e.g., vibes, fresh, bestie). This pattern reflects the influence of globalized digital culture and the tendency of brands to target younger, bilingual audiences. Beyond describing advertising language, this study contributes to linguistic research by demonstrating how semantic structures function in multimodal digital discourse and how meaning-making processes operate within contemporary social media communication. In addition, the findings offer practical insights for marketing studies by illustrating how strategic word choices and semantic framing can enhance brand positioning, audience engagement, and persuasive effectiveness in digital advertising environments. These insights highlight that semantic strategies are not merely stylistic elements but play a significant role in shaping consumer perception and interaction in the digital marketplace.
Moral Values in the Character of Ale in Brian Krisna’s Novel A Bowl of Chicken Noodles Before Death
This study aims to describe the ethical values embodied in the character of Ale in Brian Khrisna’s work titled A Bowl of Chicken Noodles Before Death by applying a qualitative descriptive method based on a literature review. Research data were drawn from narrative excerpts, dialogues, and the main character’s behavior, analyzed using content analysis techniques. The findings reveal various moral values, such as gratitude, compassion, empathy, honesty, patience, a never-give-up spirit, the ability to forgive, and self-acceptance, which reflect positive human interactions with God, one another, and oneself. Ale’s character development shows a shift from a state of depression and despair toward a more positive understanding of life through the experiences and social interactions he undergoes. This novel serves not only as a form of entertainment but also as a tool for moral education that can shape the reader’s character and provide insight into the meaning of life.
The Correlation between Students’ Vocabulary Mastery and Their Reading Comprehension Achievement
This study aimed to investigate the levels of vocabulary mastery and reading comprehension achievement among ninth-grade students at SMPN 2 Airmadidi, North Sulawesi, and to determine whether a significant correlation exists between these two linguistic variables. Utilizing a quantitative correlational research design, a sample of 32 students was selected from the population. Data were gathered through two distinct instruments adapted from the official grade IX English textbook Bright an English: a vocabulary mastery test focusing on word classes and meanings, and a reading comprehension test evaluating main idea identification, literal comprehension, and contextual vocabulary inference. To ensure data integrity, an initial pilot study was conducted to analyze instrument validity and reliability. The empirical results indicate that students with higher levels of vocabulary mastery consistently demonstrate stronger reading comprehension capabilities. The data reject the null hypothesis (Ho), confirming a positive, meaningful connection where expansive vocabulary knowledge functions as a critical determinant of textual comprehension success. The pedagogical implications suggest that English teachers should implement explicit vocabulary enhancement strategies to systematically scaffold students' secondary reading achievements.
Principal Strategies for Optimizing ARKAS and SIPLah to Improve BOSP Fund Accountability at SDN 6 Suak Tapeh
This study described and analyzed the principal's strategies, constraints, and solutions in optimizing the School Activity and Budget Plan Application (ARKAS) and the School Procurement Information System (SIPLah) to improve the accountability of School Operational Assistance (BOSP) funds at SDN 6 Suak Tapeh. A descriptive qualitative approach was employed. Informants were purposively selected and comprised a school supervisor, the principal, a classroom teacher, the school operator, and a school committee representative. Data were collected through interviews, observation, and document analysis. Trustworthiness was strengthened through source and method triangulation, and the data were analyzed using the Miles and Huberman model of data reduction, data display, and conclusion drawing. The findings showed that the principal optimized both applications through needs-based planning in ARKAS, teacher participation in identifying instructional priorities, clear role allocation, technical direction for the operator, continuous coordination with internal and external stakeholders, verification of ARKAS entries, need-oriented procurement through SIPLah, disciplined administration, physical and digital document archiving, and information disclosure to teachers and the school committee. Constraints included uneven technical understanding, dependence on the operator, unstable internet access, incomplete data and supporting documents, application updates, limited procurement options, competing school priorities, time constraints, and reporting demands. These constraints were addressed through coordination, technical assistance, task distribution, data verification, systematic archiving, consultation with relevant agencies, and continuous supervision. The study demonstrates that digital applications strengthen BOSP accountability only when supported by managerial, participatory, technical, and administrative leadership.
Exploring Student’s Perspective on English Utilization in Flight Simulation: A Case Study
This study aims to explore students’ pespectives on the use of English in flight simulation at SMK Manajemen Penerbangan Medan. The study used qualitative case study research methodology, collecting data through interviews. Researchers used in-depth interviews via direct messages with three students selected based on their willingness and availability to participate in this research. Researchers analyzed the data using thematic analysis, including coding, reducing unnecessary data, categorizing, and interpreting to identify key patterns and themes. The results provide insight into the attitudes, difficulties, and motivations of the students when using English in flight simulation. Students perceive English as an essential tool for effective communication in the aviation industry, demonstrating strong motivation to improve their English proficiency because of future career aspirations. Besides, the findings of this study can help English teachers create successful language learning plans for students studying aviation.
Cognitive Strategies and Vocabulary Retention in Islamic Boarding School EFL Contexts
This study investigates the effect of cognitive learning strategies on vocabulary retention and retrieval among EFL learners in an Islamic boarding school context. While previous studies have explored cognitive strategies in general EFL settings, limited research has specifically examined their combined effects on both vocabulary retention and retrieval within Islamic boarding school contexts. The research addressed two main questions: to what extent cognitive learning strategies influence students’ vocabulary retention and how these strategies affect vocabulary retrieval. The study employed a quantitative pre-experimental design using a one-group pre-test and post-test approach. The participants consisted of 30 third-grade students at Pendidikan Diniyah Formal Ulya Putri Sengkang. Data were collected using a structured vocabulary test measuring both retention (recognition and recall) and retrieval (productive use). The data were analyzed using descriptive statistics and paired sample t-tests to determine the significance of improvement. The findings showed a substantial increase in both vocabulary retention and retrieval scores, with the mean retention score improving from 29.47 to 42.83 and retrieval from 25.43 to 42.10. The results also indicated that retention gains were slightly more consistent than retrieval improvements, although both were statistically significant (p < 0.05). These findings suggest that cognitive learning strategies effectively enhance both the storage and active use of vocabulary. The study contributes to cognitive learning theory by reinforcing the role of encoding, storage, and retrieval processes, and offers practical implications for integrating structured cognitive strategies into EFL instruction to improve vocabulary learning outcomes.
The Effects of Reading to Learn Pedagogy on Students’ Skills in Writing Recount Texts
This study investigated the effects of Reading to Learn pedagogy on students’ skills in writing recount texts and identified challenges encountered during its implementation. The study was conducted because many English as a Foreign Language students experienced difficulties in organizing ideas, controlling grammar, and constructing coherent recount texts. A pre-experimental design with one-group pre-test and post-test was employed involving the eighth-grade students at SMP Negeri 7 Pekalongan, Central Java. Quantitative data were collected through writing tests administered before and after the implementation of Reading to Learn pedagogy, while observational data were used to identify challenges during the teaching and learning process. The quantitative data were analyzed using descriptive statistics, normality testing, and paired-sample t-test analysis. The findings revealed that the students’ mean score improved from 67.0345 in the pre-test to 84.8276 in the post-test. The paired-sample t-test showed a statistically significant difference between the pre-test and post-test results with a significance value lower than 0.05, indicating that Reading to Learn pedagogy effectively improved students’ recount writing skills. The observational findings further revealed several challenges, including limited instructional time, students’ difficulties in grammar and vocabulary control, and students’ dependence on teacher scaffolding during independent writing activities. Overall, the study concluded that Reading to Learn pedagogy effectively improved students’ recount writing skills through structured and scaffolded literacy instruction.
The Analysis of Human-Animal Bond as a Catalyst for Personal Transformation in a Street Cat Named Bob Novel
The research analyzes the effect of the human-animal transformation bond in the novel, A Street Cat Named Bob, written by James Bowen. This observes the effect of the human-animal bond to help psychological stabilization, reconstruction, and social reintegration. The Bowen’s story is placed in the form of contemporary recovery narratives. Research was conducted with qualitative thematic analysis approach based on attachment theory and recent human-animal bond research. The research comes from repeated close reading of the novel. The data were organized using a theory based on the concepts of caregiving system and moral awareness, emotional co-regulation, social interdependence and animals as social catalysts, and personal transformation and relational identity. There are results finding that are got from this research: (1) The cat is a bond figure that gives safety and emotional continuity; (2) caregiving and responsibility activate moral awareness encourages a behavior change; (3) the relationship between Bowen and the cat reduce anxiety and relapsing; (4) The bond changed the protagonist's internal working model, making him see himself positively; (5) the cat is a changeable social agent facilitate interaction and work opportunity (6) depending on each aspects grow an ethical relational identity and transforms the individual. This finding shows that a relational framework is crucial to seeing the social dimensions of an individual’s psychological transformation.
The Perception of English Learning at SMAN 1 Sidrap on Students’ English-Speaking Confidence
This study explored students’ perceptions of English learning at SMAN 1 Sidrap and examined how those perceptions shaped their English-speaking confidence. A qualitative descriptive design was employed. Thirteen eleventh-grade students were selected through purposive sampling because they had participated in varied classroom speaking activities and represented different confidence levels. Data were collected through semi-structured interviews and classroom observation, supported by a speaking-confidence scale, and were analyzed using the interactive model of Miles, Huberman, and Saldaña: data collection, data condensation, data display, and conclusion drawing. Trustworthiness was established through credibility, transferability, dependability, and confirmability. The findings showed that most students perceived English as useful for further study, employment, and international communication. Discussions, presentations, role plays, speeches, drama, and group work were viewed as meaningful opportunities to practice English and strengthen confidence. Positive feedback from teachers, peer encouragement, and a non-threatening classroom atmosphere increased students’ willingness to communicate and classroom participation. Nevertheless, anxiety, fear of mistakes, limited vocabulary, and pronunciation difficulties still reduced confidence among some students. The study concludes that positive perceptions of English learning support higher speaking confidence by increasing motivation, lowering the affective filter, and strengthening students’ beliefs in their own ability. Teachers should therefore design interactive, supportive, and progressively challenging speaking activities.
An Analysis of English Language Exposure at Home and Its Perceived Impact on Young Children
This study investigates the forms of English language exposure provided by parents at home, parents’ perceptions of its impact on young children’s English development, and the challenges they face in an English as a Foreign Language (EFL) context. Using a qualitative descriptive design, data were collected through an online questionnaire distributed to 18 parents of children aged 4–6 years. The data were analyzed using descriptive statistics for closed-ended questions and thematic analysis for open-ended responses. The findings reveal that English exposure at home is primarily delivered through multimodal activities, including watching videos, singing songs, reading storybooks, and engaging in simple conversations, with digital media especially YouTube as the dominant source. Most parents reported observing positive developments in their children’s English abilities, particularly in vocabulary recognition, pronunciation imitation, passive comprehension, and increased interest in English content. However, several challenges were identified, including parents’ limited English proficiency, time constraints, children’s fluctuating interest, and difficulties in selecting appropriate learning materials. These findings highlight the important role of the home environment in supporting early second language acquisition, particularly through informal and interaction-based exposure. The study contributes to the understanding of how home literacy environments function in EFL contexts and emphasizes the need for supporting parents in providing effective English exposure at home.
Improving Students’ Writing Skills Through ICT-Based Learning: A Classroom Action Research
Writing remains one of the most demanding productive skills for EFL learners in Indonesian secondary schools, where instruction has traditionally been teacher-centered and insufficiently supported by meaningful technology integration. This Classroom Action Research (CAR) study examines how ICT-based learning affects the writing skills of eleventh-grade students at SMA Negeri 2 Pagar Alam, South Sumatra. A mixed-methods design was applied across two action research cycles, each covering three instructional meetings followed by a writing assessment. The 25 student participants were evaluated on five writing componentscontent development, organization, grammar, vocabulary, and mechanics using an analytic rubric adapted from Jacobs et al. (1981). Quantitative data came from pre-test and post-test scores, while qualitative data were drawn from observation checklists and field notes. Results showed that the overall class mean rose from 57.44 at pre-test to 67.70 after Cycle I and reached 77.22 after Cycle II, a total gain of 19.78 points. The student passing rate climbed from 12% at pre-test to 80% at the conclusion of Cycle II, surpassing the 75% threshold required for the study to be considered successful. Qualitative findings pointed to stronger student participation, more consistent use of ICT tools, and a gradual shift toward process-oriented writing behavior. These outcomes suggest that a carefully scaffolded, multi-tool ICT approach integrating Google Docs, Canva, and Grammarly within a process writing framework can meaningfully improve EFL writing competence at the secondary school level.
Development of a Taokwan Qing Ping Gong Temple-Based Edu-Tourism Program for Introducing Chinese Culture in Makassar
This community service activity aims to develop a culture-based educational tourism program at Taokwan Qing Ping Gong Temple as a medium for introducing Chinese culture to the public. This activity is a follow-up to research conducted by students of the Mandarin Language and Chinese Culture Study Program, which analyzed the symbolic meanings of architectural elements, ornaments, and ritual practices at Qing Ping Gong Temple. The method used in this activity was descriptive qualitative with a community service approach. The results show that the educational tourism program was able to improve participants’ understanding of Chinese cultural values, particularly those related to symbolism, philosophy, and ritual practices found at Taokwan Qing Ping Gong. In addition, this activity provided students with contextual learning experiences through an experiential learning approach. This program has the potential to become an innovative culture-based learning model through direct visits, while also strengthening collaboration between higher education institutions and the community in preserving local culture, particularly temples in Makassar City.
The Effects of Principal Leadership Style and Teacher Competence on Instructional Quality in Public Elementary Schools across Suak Tapeh District, Banyuasin Regency
This study analyzed the effects of principal leadership style and teacher competence on instructional quality in public elementary schools across Suak Tapeh District, Banyuasin Regency. A quantitative ex post facto design was employed. The population comprised 175 teachers, and 120 respondents were selected using the Slovin formula at a 5% margin of error and proportional probability sampling. Data were collected through Likert-scale questionnaires, documentation, and observation. The instruments were valid and reliable, with Cronbach's alpha coefficients of 0.901 for principal leadership style, 0.831 for teacher competence, and 0.926 for instructional quality. Data were analyzed through descriptive statistics, prerequisite tests, simple linear regression, and multiple linear regression using SPSS version 26. Principal leadership style had a positive and significant effect on instructional quality (B = 0.523; t = 6.834; p < 0.001; R2 = 28.4%). Teacher competence also had a positive and significant effect (B = 0.731; t = 8.377; p < 0.001; R2 = 37.3%). Simultaneously, both variables significantly predicted instructional quality (F = 49.617; p < 0.001; R2 = 45.9%), with the regression equation Y = 10.679 + 0.321X1 + 0.559X2. The findings demonstrate that sustainable improvement in instructional quality requires effective, learning-oriented principal leadership and continuous development of teachers' pedagogical, professional, social, and personal competence.