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.2 (2026).
Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong
The Motives for Flouting Maxims in Edward Albee’s Who's Afraid of Virginia Woolf?
This study investigates the motives for flouting Grice’s conversational maxims in Edward Albee’s Who’s Afraid of Virginia Woolf? focusing on the psychological dynamics among the main characters: George, Martha, Nick, and Honey. This research employs a descriptive qualitative approach, using the play script as the primary data source. The data were collected through close reading and identification of utterances that indicate flouting of the maxims of Quantity, Quality, Relation, and Manner. The data were then analyzed using Grice’s Cooperative Principle and categorized into four types of communicative motives: competitive, convivial, collaborative, and conflictive. The findings reveal a total of 101 instances of maxim flouting. Competitive motives were the most dominant (65 instances), reflecting power struggles and attempts to control conversations, particularly between George and Martha. Conflictive motives followed (33 instances), characterized by the use of false or exaggerated statements to provoke confrontation. Convivial (2 instances) and collaborative (1 instance) motives were less frequent, serving to maintain social harmony and mutual understanding. These findings demonstrate that the flouting of conversational maxims functions as a strategic linguistic tool to express emotional tension, manipulation, and relational conflict. This study contributes to the understanding of pragmatics in literary discourse by highlighting how language is used to reveal psychological complexity and intensify dramatic interaction.
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The Relationship Between Auditory Learning Strategies and English Achievement of English Education Students
Listening is a fundamental skill in English Education programs, as it enables students to understand lectures, follow instructions, and participate effectively in academic discussions. However, many students still experience difficulties in achieving satisfactory listening performance, which may be related to how they apply learning strategies during listening activities. Among various learning strategies, auditory learning strategies are particularly relevant because they emphasize learning through spoken input. This study aimed to examine the application of auditory learning strategies and their relationship with English listening achievement among English Education students. A quantitative correlational design was employed, involving 63 students from Universitas Muhammadiyah Kalimantan Timur. Data on auditory learning strategies were collected using a questionnaire with a four-point Likert scale, while listening achievement data were obtained from students’ official listening course scores. Descriptive statistics and Pearson Product–Moment correlation analysis were used for data analysis. The findings indicate that students actively apply auditory learning strategies across several strategy categories, with specific items achieving the highest total points in each section. The results also reveal a very strong and statistically significant positive relationship between auditory learning strategies and English listening achievement. These findings suggest that consistent engagement in auditory learning strategies is closely associated with better listening achievement in academic contexts.
Exploring University Students’ Listening Self-Efficacy and Its Role in Oral Fluency Development
The findings of this study revealed distinct differences between fourth- and sixth-semester students in how they processed listening activities and how these differences influenced their oral fluency. Fourth-semester students often relied on word-by-word comprehension and mental translation, which led to stress, hesitations, and disrupted speech flow. In contrast, sixth-semester students demonstrated meaning-focused listening strategies, enabling quicker responses, more structured discourse, and enhanced fluency. Observations and documentation further confirmed that greater exposure to authentic listening materials contributed to more stable speech rhythm, sustained continuity, and heightened confidence in oral production. The main practical implication of this study is that English language educators should place stronger pedagogical emphasis on authentic listening practice and meaning-oriented strategies rather than word-for-word comprehension. By designing classroom activities that encourage students to focus on main ideas, process listening input more efficiently, and build confidence in their listening abilities, educators can directly reduce students’ anxiety and foster more stable oral fluency. This contribution is significant because it provides a clear instructional pathway: improving listening experiences not only enhances comprehension but also builds psychological readiness and communicative competence, which are essential for success in higher education language learning contexts.
The Use of Learning Management Systems (LMS) to Enhance the Effectiveness of English Language Teaching in MT's Ihya Assunnah Kolaka
The rapid advancement of digital technology has transformed English language teaching, particularly through the adoption of Learning Management Systems (LMS) such as Google Classroom or Moodle. This study aimed to investigate the effectiveness of LMS in enhancing the overall quality and outcomes of English language teaching at MTs Ihya Assunnah Kolaka, Southeast Sulawesi, Indonesia. Employing a quasi-experimental pretest-posttest control group design, the research involved 23 eighth-grade students. The experimental group received English instruction integrated with LMS features for interactive materials, assignments, discussions, and feedback, while the control group followed conventional face-to-face teaching methods. Data were collected through pre- and post-tests focusing on English language skills (listening, speaking, reading, and writing) and analyzed using paired and independent sample t-tests. The findings revealed a statistically significant improvement in the experimental group’s English proficiency compared to the control group (p < 0.05), with notable gains in student engagement, motivation, and autonomous learning. Students also reported positive perceptions toward the flexibility and interactivity provided by the LMS. This study demonstrates that LMS can effectively support English language teaching in madrasah settings with limited resources. The integration of LMS is recommended to promote more student-centered and interactive learning experiences aligned with the Kurikulum Merdeka.
The Influence of Storytelling Activities and Self-Confidence on the Speaking Ability of Fifth-Grade Students at SD Muhammadiyah Makkoring
This study aimed to determine the influence of storytelling activities and self-confidence on the speaking ability of fifth-grade students at SD Muhammadiyah Makkoring. This research employed a quantitative approach using a pre-experimental design in the form of a one-group pretest–posttest design. The population of this study consisted of all fifth-grade students at SD Muhammadiyah Makkoring, totaling 20 students. Since the population was relatively small, all students were selected as the research sample through total sampling. Data were collected through speaking ability tests, self-confidence questionnaires, observation, and documentation. The data were analyzed using descriptive and inferential statistics with the assistance of IBM SPSS Statistics software. The results showed that storytelling activities had a significant influence on students’ speaking ability. This was indicated by an increase in the students’ average speaking ability score from 61.35 in the pre-test to 79.65 in the post-test after the storytelling treatment was implemented. The t-test result showed a significance value of 0.000 < 0.05. Self-confidence also had a significant influence on students’ speaking ability, as indicated by an increase in the average score from 61.35 to 86.30 after self-confidence reinforcement was provided, with a significance value of 0.000 < 0.05. Furthermore, storytelling activities and self-confidence simultaneously had a significant influence on the speaking ability of fifth-grade students at SD Muhammadiyah Makkoring. Based on these findings, it can be concluded that storytelling activities and self-confidence can improve students’ speaking ability, both individually and simultaneously. Therefore, storytelling activities and self-confidence reinforcement can be used as alternative learning strategies to enhance elementary school students’ speaking ability
A Pragmatic Analysis of Audioslave's Rock Lyrics: Conversational Implicature and Flouted Maxims
This study investigates how conversational implicature and the flouting of Grice’s cooperative maxims are embedded in the lyrics of the American rock band Audioslave. Drawing on pragmatic theory, the research aims to identify how implicit meanings are constructed through non-literal expressions in song lyrics. A qualitative descriptive method was applied to twenty-five lyric lines selected from five songs which are Like a Stone, I Am the Highway, Show Me How to Live, Shadow on the Sun, and Be Yourself. The analysis shows that the Maxim of Quality is most frequently flouted, followed by the Maxims of Manner, Quantity, and Relation. These floutings manifest through metaphor, ambiguity, and symbolic imagery that require listeners to interpret meanings inferentially. Interpreting maxim violations in lyrics demonstrates that even non-dialogic texts operate according to pragmatic principles, revealing how musicians strategically use figurative language to communicate emotional, existential, and philosophical themes. By applying Gricean theory to musical discourse, this study expands the scope of pragmatics beyond spoken interaction and demonstrates how song lyrics function as intentional communicative acts that convey layered meaning through implicature. The findings contribute to a deeper understanding of how listeners derive interpretation from artistic language and highlight the value of pragmatic analysis in music studies.
Gimkit: An Effective Digital Learning Media for Teaching Vocabulary at an Islamic Junior High School
Vocabulary mastery is a fundamental component of English language proficiency, yet instruction in many Indonesian EFL classrooms often lacks engagement due to a heavy reliance on traditional rote memorization. This study aims to examine the effectiveness of Gimkit, a digital game-based learning platform, in improving students’ vocabulary mastery specifically within an Islamic junior high school context. Employing a quantitative pre-experimental one-group pre-test and post-test design, the research involved 32 seventh grade students at an Islamic Junior High School in Jombang. The research instrument was a 20-item multiple-choice vocabulary test focused on the topic “Telling Time, “Which was administered before and after the two-session treatment. Data were analyzed using a Paired Sample t-Test through SPSS version 27 to determine statistical significance and Cohen’s d to measure effect size. The results revealed a significant improvement in students’ vocabulary mastery, with the mean score increasing from 73.28 in the pre-test to 86.25 in the post-test. Statistical analysis showed a Sig. (2-tailed)value of 0.000 (p < 0.05) and a large effect size of 1.379. These findings indicate that Gimkit is an effective digital learning medium for enhancing vocabulary mastery by promoting active engagement, competitive gameplay, and instant feedback. Consequently, English teachers are encouraged to integrate such game-based platforms to create more interactive and student-centered learning environments.
Students’ Perceptions and Experiences of Using Roblox as A Supporting Tool for English
This study explores students’ perceptions and experiences of using Roblox as a supporting tool for developing English-speaking skills at Universitas Muhammadiyah Kalimantan Timur. Employing a qualitative descriptive research design, the study involved ten participants selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that students generally hold positive perceptions toward the use of Roblox for English-speaking practice, reporting improvements in fluency, confidence, vocabulary, and willingness to communicate in English. Students highlighted that Roblox’s interactive and game-based environment provides authentic opportunities to engage in spontaneous communication with international players, thereby reducing speaking anxiety and increasing motivation. However, challenges such as limited vocabulary, unfamiliar slang, and technical issues were also identified. Despite these obstacles, most participants agreed that integrating Roblox into English learning activities creates a low-pressure, immersive, and enjoyable environment that supports language development. The study concludes that Roblox can serve as an effective supplementary platform for enhancing English-speaking competence and fostering learner autonomy in EFL contexts.
Hybrid Spirituality in Paulo Coelho’s Novel Al-Khīmiyāī: A Study of Lucien Goldmann’s Genetic Structuralism
The objective of this research is to reveal how hybrid spirituality is constructed in Paulo Coelho’s novel Al-Khīmiyā’ī using Lucien Goldmann’s Genetic Structuralism. This study employs a qualitative descriptive method. Data were collected by identifying textual units, including narratives and dialogues, that represent the interaction between Western and Eastern values. The analysis was conducted by connecting the internal structure of the story with the broader social context of the author to reach a comprehensive understanding of the text. The results indicate that the protagonist, Santiago, successfully harmonizes individual agency (the West) with spiritual surrender or maktub (the East). Paulo Coelho is identified as a representation of the collective subject of modern society seeking common ground amidst the spiritual crisis of the global era. This research concludes that the novel offers a Hybrid Spirituality as a solution to value contradictions between cultures, affirming the role of literature as a bridge for global harmony.
The Effect of Interactive Video-Based Learning on Students’ English Learning Outcomes
The integration of technology in language teaching has become increasingly important to enhance student engagement and learning outcomes. This study examined the effect of interactive video-based learning on students’ English learning outcomes at SMA N 2 Kulisusu Utara, Southeast Sulawesi. Employing a one-group pretest-posttest pre-experimental design, the research involved the entire population of 17 students in Class XI. Interactive videos, developed using Canva and Edpuzzle with embedded quizzes, subtitles, and interactive tasks aligned with the 2022 Merdeka Curriculum, were implemented over eight weeks. English learning outcomes were measured through a validated achievement test covering vocabulary mastery, grammar, reading comprehension, and listening skills. Data were analysed using paired sample t-test with SPSS version 26. The results showed a significant improvement in students’ English learning outcomes after the intervention (pretest mean = 64.12, SD = 8.45; post-test mean = 81.76, SD = 7.23; t = 9.87, p < 0.001). Additionally, students reported high positive perceptions toward the learning media. These findings indicate that interactive video-based learning is an effective and engaging instructional strategy for improving English proficiency in senior high school settings, particularly in resource-limited madrasah environments. The study recommends wider adoption of interactive video technology and further research with larger samples and control groups.
Positive Politeness Strategies in Jimmy Fallon interview with Angelina Jolie: Pragmatic Approach
This research explores the application of positive politeness tactics during the conversation between Jimmy Fallon and Angelina Jolie on The Tonight Show Starring Jimmy Fallon. This study aims to classify the types of positive politeness strategies employed by each speaker and to demonstrate how both speakers used different forms of positive politeness in their dialogue. This study employed a qualitative methodology, gathering data from a publicly accessible YouTube video and examining the conversational data through the lens of Brown and Levinson's (1987) positive politeness theory related to language and the application of Language Forms or Argument Forms. As part of the analysis process, a detailed examination of the conversational exchanges between the two parties was conducted to identify and characterize instances of positive politeness, using language constructs such as words and phrases that reflect positive politeness. Out of the total 24 instances of data collected, 12 were identified as being specific positive politeness strategies used by one or the other conversational partner. The most frequently employed positive politeness strategy identified in the analysis was 'exaggeration,' which was identified five times. This discovery relates to the purpose of exaggeration as a means of demonstrating appreciation, approval and empathy for another person. From the information above, it is evident that positive politeness plays a crucial role when celebrities are interviewed in a casual and friendly way; moreover, there is scope for different approaches to leverage positive politeness as a means to foster an engaging and supportive atmosphere in interactions with others.
AI-Powered English Learning Platforms: A User Experience Evaluation
The rapid development of artificial intelligence (AI) has transformed English language learning through adaptive and personalized platforms such as Duolingo, ELSA Speak, and ChatGPT. While previous studies have focused mainly on learning outcomes and motivation, limited attention has been given to learners’ holistic user experience (UX). This study examines learners’ perceptions of usability, enjoyment, and accessibility in AI-powered English learning platforms and explores how contextual factors, including digital literacy, learning styles, and prior AI experience, influence user engagement. A mixed-methods design was employed. Quantitative data were collected using a User Experience Questionnaire (UEQ) from 77 Indonesian EFL university students with at least three months of experience using AI-based platforms. Qualitative data were obtained through semi-structured interviews with five purposively selected participants. Descriptive statistics and correlational analysis were applied to quantitative data, while thematic analysis was used for qualitative data. The findings indicate positive perceptions across all UX dimensions, with accessibility receiving the highest rating (83%), followed by usability (81%) and enjoyment (80%). Task efficiency (76%) and visual design (73%) emerged as areas requiring improvement. Digital literacy and prior AI experience significantly influenced perceived usability and overall satisfaction. Qualitative findings highlight the importance of immediate feedback, adaptive features, and flexible learning environments, while also revealing concerns about reduced human interaction. These results underline the need for user-cantered design to ensure sustainable and inclusive AI-supported language learning.
Enhancing Micro-Teaching Through Multimedia: EFL Student Teachers’ Perceptions of Support and Motivation
This study investigates EFL students’ perceived support and motivation regarding the use of multimedia in micro-teaching classes. The research aimed to explore how multimedia contributes to students’ learning experiences and influences their engagement during teaching practice. A qualitative case study design was employed, involving 10 students enrolled in a micro-teaching class in an English Department of a university in Aceh. Data were collected through non-participant classroom observations and semi-structured interviews, then analyzed using thematic qualitative procedures. The findings reveal that multimedia serves as both instructional and motivational support. Students perceived that multimedia tools such as videos, images, animations, and interactive presentations facilitated clearer material delivery, enhanced conceptual understanding, and increased classroom engagement. Visual and interactive elements helped students connect abstract concepts with practical representations, making lessons more structured and easier to follow. In addition, multimedia significantly improved students’ motivation by creating a more enjoyable and less monotonous learning atmosphere, which encouraged active participation, confidence, and enthusiasm during micro-teaching sessions. The analysis further suggests that the educational value of multimedia is closely related to how it is integrated into the teaching process. These findings imply that micro-teaching courses should guide students to use multimedia in a planned and meaningful way to strengthen both their teaching skills and confidence. Overall, the results suggest that multimedia integration can enrich micro-teaching practices by supporting both cognitive and affective aspects of learning, while highlighting the importance of instructional design competence in technology-enhanced teaching.
The Integration of Digital Technology in English Language Teaching: A Study on IT-Based Innovation in Vocational High School, Kendari, Southeast Sulawesi
The rapid advancement of digital technology has revolutionized English language teaching, yet its integration in Indonesian vocational secondary schools remains underexplored. This study examines the implementation of IT-based innovations in English language instruction at one of Vocational Hogh School, Kendari, Southeast Sulawesi, focusing on 29 students in Grade XII TKJ class. Employing a mixed-methods quasi-experimental design, the research integrated quantitative pre- and post-tests with qualitative data from semi-structured interviews, classroom observations, and student questionnaires collected over one semester. Digital tools including Google Classroom, Canva for Education, Quizizz, and video-based authentic materials were systematically incorporated to enhance students’ speaking, listening, reading, and writing skills. Results revealed a statistically significant improvement in overall English proficiency (p < 0.05), with post-test mean scores increasing by 28.4% compared to pre-test scores. Students reported higher motivation (M = 4.21, SD = 0.67 on a 5-point Likert scale) and greater engagement through interactive and collaborative digital activities. Qualitative findings highlighted improved learner autonomy and authentic language exposure, although challenges such as unstable internet connectivity and limited teacher digital competence persisted. This study concludes that strategic integration of IT-based innovations effectively enhances English language learning outcomes in vocational settings. The findings offer practical implications for English teachers and curriculum developers in similar Indonesian vocational high schools and contribute to the growing body of knowledge on technology-enhanced language teaching in developing contexts.
Enhancing Students’ Motivation in Learning English Through Wordwall at SMPN 2 Pitu Riase
The reason to choose this title because it was found that many students had low motivation to learn English. Most of them considered English difficult to understand and irrelevant to their daily communication. This study aimed to explore how the use of Wordwall enhances students’ motivation in learning English and to examine students’ responses toward its implementation in the classroom at SMP Negeri 2 Pitu Riase. The study focused on identifying changes in students’ motivation, participation, and engagement before and after the use of Wordwall as a learning medium. This research employed a descriptive qualitative approach. The data were collected through open-ended interviews (pre-intervention and post-intervention), classroom observations, and documentation. The participants consisted of 10 seventh-grade students selected through purposive sampling. The data were analyzed using an interactive qualitative analysis model including data reduction, data display, and conclusion drawing. The findings showed that the use of Wordwall significantly enhanced students’ motivation in learning English. Before the implementation, students tended to feel bored, less interested, and passive during the learning process. After using Wordwall, students became more enthusiastic, active, and confident in participating in classroom activities. In addition, students responded positively to the use of Wordwall as it created a more interactive, enjoyable, and engaging learning environment. Overall, Wordwall proved to be an effective digital learning medium to improve students’ motivation and participation in English learning.
An Analysis of the Teaching of English Speaking at SMP Negeri 1 Muara Sugihan
This study investigates the teaching of speaking at SMP Negeri 1 Muara Sugihan. The research aims to describe the methods and strategies used by English teachers, the implementation of speaking activities, the materials used in teaching, and the types of speaking assessments applied in the classroom. This research employed a qualitative descriptive method. The data were collected through interviews, classroom observations, and questionnaires conducted with English teachers and students. The collected data were analyzed through data reduction, data display, and conclusion drawing following Miles and Huberman’s model to ensure transparency of analysis. The findings reveal that the teachers mainly used the Discovery Learning method supported by Drilling, Dialogue Practice, Storytelling, and Presentation activities. For instance, in the “Storytelling” activity, students retold short stories learned from the textbook, while in “Presentation,” they described their daily routines using PowerPoint slides. These approaches effectively encouraged students’ active participation in speaking practice. However, students’ low confidence and limited vocabulary often hindered their performance. In terms of teaching materials, teachers relied on English textbooks, worksheets, and online resources, although the use of digital media remained minimal due to limited school facilities. Furthermore, students’ speaking assessments were conducted through oral tests and classroom presentations, yet the absence of structured rubrics caused inconsistencies in evaluation. This study contributes to understanding how speaking instruction is practiced in rural secondary schools, emphasizing the need for improved motivation strategies and more systematic assessment tools to enhance students’ speaking competence.
Portrayal of Dissociative Identity Disorder Experienced by The Main Character in “Glass” (2019) Movie
This research uses a descriptive qualitative method to analyze the depiction of dissociative identity disorder (DID) experienced by Kevin in the film “Glass”. The purpose of this study is to examine whether Kevin’s portrayal of DID is in accordance with the diagnostic criteria stated by American Psychiatric Association (2013) in its book entitled "Diagnostic and Statistical Manual of Mental Disorders". A descriptive qualitative approach is applied because it allows the researcher to interpret scenes, dialogues, and character behaviors in depth without using numerical data. This method is suitable for film analysis since it focuses on meaning, context, and detailed description, as suggested by Sukmadinata (2011). The data were collected through repeated observation of the film, focusing on scenes that show personality changes, emotional reactions, memory gaps, and interactions with other characters. These scenes were then analyzed by comparing Kevin’s behaviors with the DSM diagnostic criteria for dissociative identity disorder. This process helps identify which symptoms are clearly represented in the film. The results show that Kevin’s character fulfills six out of the seven criteria for dissociative identity disorder. These include the presence of multiple distinct personalities, changes in sense of self and behavior, memory disturbances, depersonalization, distorted perception of reality, and difficulty regulating emotional stress. One criterion, related to significant disruption in relationships or career, was not clearly found. The findings suggest that “Glass” presents a strong representation of DID and can be used as a reference for understanding the disorder in popular media, while also encouraging critical discussion about mental health portrayals in films.
Flouting of Gricean Maxims and Conversational Implicature in the Podcast Rio Meets Cristiano Ronaldo
Conversational implicature, as defined by Grice (1975), denotes a speaker's intended meaning that is conveyed implicitly, rather than explicitly, and must be derived by the recipient. Speakers often utilize oblique language, humour, exaggeration, or selective information in podcast interviews. Rio Meets Cristiano Ronaldo audio verbal implicatures are the focus of this investigation. Grice's Cooperative Principle and the four conversational maxims of quality, quantity, relation, and manner are used to discover maxim breaches that cause implicatures. This study used qualitative descriptive methods. Data collection involved transcribing a 42-minute YouTube audio video, identifying statements with implicit meanings, and evaluating them with the pragmatic identification method established by Sudaryanto (2015). Nine utterances had conversational implicatures, with Maxims of Quality and Quantity breaches dominating. In interviews with public personalities, conversational implicature appears to be crucial to meaning creation, indirect expressing of opinions, and media discourse civility.
Exploring the Linguistic Obstacles in Mastering English Tenses: A Study of Non-English Major University Students’ Perceptions
In the Indonesian higher education context, non-English major students often encounter difficulties in mastering English tenses. This study aims to investigate students’ perceptions of the cognitive, affective, and behavioral challenges they experience when learning English tenses. A quantitative descriptive design was employed, and data were collected through a 5-point Likert scale questionnaire administered to 65 non-English major students at Universitas Klabat (UNKLAB), representing various faculties such as Computer Science, Business, and Nursing. The findings reveal a complex interaction between linguistic and psychological factors. From a cognitive perspective, 40% of the students identified the absence of a tense system in the Indonesian language as a major obstacle, indicating L1 interference. Affectively, 63% of the participants perceived English tenses as the most difficult aspect of learning English, while 49% reported reduced confidence in speaking due to fear of making grammatical errors. Behaviorally, 65% of the students demonstrated an avoidance strategy by frequently using the simple present tense to minimize mistakes. Despite these challenges, 77% of the students recognized the importance of mastering tenses for their future professional needs. These findings highlight the need for contextualized and communicative grammar instruction that addresses both linguistic difficulties and learners’ emotional barriers in non-English major EFL classrooms.
The Effectiveness of AI Chatbot-Based English Learning Methods in Improving Students’ Speaking Skills
This mixed-methods study examined the effectiveness of AI chatbot-based English learning methods, specifically using TalkPal AI, in improving eleventh-grade students’ speaking skills at SMAN 11 Sidrap, Indonesia. A quasi-experimental nonequivalent control group design was employed for the quantitative phase, while semi-structured interviews provided qualitative insights into students’ perceptions. The experimental group (n = 18 for post-test) engaged in interactive speaking practice with TalkPal AI, while the control group (n = 14) received conventional teacher-centered instruction. Data were collected through pre- and post-speaking tests assessed using Brown’s (2004) rubric across five components fluency, accuracy, pronunciation, vocabulary, and coherence and interviews with ten purposively selected students from the experimental group. Quantitative analysis revealed that the experimental group achieved a significantly higher post-test mean score (M = 23.17) compared to the control group (M = 12.57). The Mann-Whitney U test confirmed a statistically significant difference between groups (p < 0.001), indicating the effectiveness of the AI chatbot intervention. Qualitative findings showed overwhelmingly positive perceptions: students reported increased confidence, motivation, fluency, pronunciation, and reduced speaking anxiety, attributing these gains to the chatbot’s interactive, non-judgmental, and flexible learning environment. Minor challenges included unstable internet connections and initial familiarity with the application. The results demonstrate that AI chatbot-based methods, such as TalkPal AI, constitute an effective and innovative approach for enhancing EFL learners’ speaking proficiency in secondary education contexts. Pedagogical implications for technology-integrated language teaching and recommendations for future research are discussed.
A Systematic Examination of Digital Technology Integration in English Language Teaching at Vocational High Schools: Challenges and Opportunities
The use of various technologies in vocational high schools in response to the need for graduates to have digital and English skills have changed English instruction even more. This study attempts to analyze the issues and the possibilities that both educators and learners face as they use digital technologies in English teaching. This study is limited to five English teachers in vocational high schools in West Sulawesi, Indonesia. This case study employed qualitative methodology through in-depth interviews and ATLAS.ti 24 software was used for data analysis. Findings showed that the teachers face several issues including the lack of technology, poor and unreliable internet, limited assistance, and different amounts of digital skills students have. Nevertheless, the study also showed that teachers' use of different digital technologies and more varied methods of teaching English motivated students to become involved and participate in English learning more than they have in the past. In addition to this, more skilled teachers are better able to adapt their material to fit vocational contexts and therefore increase relevancy to students’ future workplace outcomes, as this study has shown. The study adds to the knowledge base by showing that the successful application of digital technologies in vocational English education is not only a question of existing digital technologies and infrastructure, but also of ongoing professional digital pedagogical training and educational organizational support. The authors of the study are suggesting that digital infrastructures are available, that there are ongoing training efforts, and that there is a balanced provision of digital tools and resources for educators. These steps are required to take full advantage of digital technologies for teaching and learning English in vocational secondary education.
An Analysis of Politeness Strategies Used by the Main Characters in the Intern (2015)
This research aims to analyze the use of politeness strategies used by the main characters in the movie The Intern (2015) based on Brown and Levinson’s politeness theory (1987). This study applies a qualitative descriptive method, and the data are taken from the movie dialogues. The data analysis focuses on four types of politeness strategies, namely bald on-record, positive politeness, negative politeness, and off-record strategies. The findings show that all four strategies are used in the movie with different functions depending on the context and the relationship between the speakers. Bald on-record is mostly used in direct and urgent situations, positive politeness is used to build closeness and solidarity, negative politeness is applied to show respect in formal interactions, and off-record strategy is used to express meaning indirectly to avoid conflict. This study concludes that politeness strategies play an important role in creating effective communication in workplace interactions. This research is expected to contribute to the study of pragmatics, especially in understanding politeness strategies in professional communication.
Black Women’s Oppression in The Personal Librarian by Marie Benedict and Victoria Christopher Murray: A Matrix of Domination Analysis
This study examines how race, gender, and power shape the life of Belle da Costa Greene in the novel The Personal Librarian. This research uses a qualitative approach with close reading to analyze Belle, a Black woman who must hide her racial identity in a society dominated by white and patriarchal values. The study applies Patricia Hill Collins’s Matrix of Domination as the main theory, supported by Kimberle Crenshaw’s intersectionality. The analysis focuses on four domains of power: structural, disciplinary, hegemonic, and interpersonal. The findings show that Belle does not always face clear or direct discrimination. Instead, she experiences control in subtle ways. She must follow strict social expectations and carefully manage her behavior to hide her racial identity. She is also constantly watched in her workplace, which creates unequal power relations. The study explains that Belle’s struggles are not only personal, but are shaped by wider systems of racism and patriarchy. Overall, this research shows how racism and patriarchy work together to shape Belle’s experiences in The Personal Librarian. This study shows how oppression is represented through intersecting systems of power in the novel.
The Impact of Mobile Learning Applications on Students’ Motivation in Learning English in MTS Neg. 3 Konawe Selatan
The integration of mobile learning applications has emerged as a promising strategy to enhance student engagement in English language learning, particularly in resource-limited educational settings in Indonesia. This study aimed to investigate the impact of mobile learning applications on students’ motivation in learning English at MTs Negeri 3 Konawe Selatan, Southeast Sulawesi. Employing a quasi-experimental design, the research involved 56 ninth-grade students from classes IX A, IX B, and IX C. The experimental group (n = 28) utilized mobile-assisted language learning (MALL) applications, while the control group (n = 28) received conventional classroom instruction over an eight-week period. Students’ motivation was measured using a validated questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) as pre- and post-tests and analyzed with paired and independent sample t-tests. The results revealed a statistically significant increase in overall motivation scores in the experimental group compared to the control group (p < .05). Notable improvements were observed across all ARCS subscales, particularly in attention and satisfaction. Students reported higher engagement through interactive features, gamification, and flexible learning access. These findings indicate that mobile learning applications can effectively boost EFL learners’ motivation in Indonesian junior secondary schools. The study recommends the pedagogical integration of appropriate mobile technologies to support English teaching and learning in similar contexts.
The Influence of Storytelling and Learning Concentration on the Narrative Text Listening Ability of Fourth-Grade Students at SD Negeri 1 Kulo
This study examines the influence of storytelling and learning concentration on the narrative text listening ability of fourth-grade students at SD Negeri 1 Kulo. Specifically, it analyzes (1) the partial effect of audio storytelling, (2) the partial effect of learning concentration, and (3) the simultaneous effect of both variables on students’ narrative text listening skills. Employing a quantitative ex post facto design with a correlational approach, the study involved the entire population of 34 fourth-grade students as the sample through saturated sampling technique. Data were collected using questionnaires, classroom observation, and a narrative listening test, and analyzed through descriptive statistics, normality testing (Kolmogorov-Smirnov), multiple linear regression, t-test, and F-test. Descriptive results indicated that audio storytelling (M = 35.6), learning concentration (M = 40.2), and narrative listening ability (M = 75.6) all fell into the “good” category. Normality tests confirmed that all variables were normally distributed (p > 0.05). The partial t-test revealed significant positive effects for both audio storytelling (t = 3.52, p = 0.001) and learning concentration (t = 3.38, p = 0.002). The simultaneous F-test further confirmed a significant joint influence (F = 24.381, p = 0.000). The findings demonstrate that audio storytelling and learning concentration exert positive and significant partial and simultaneous effects on fourth-grade students’ narrative text listening ability. These results offer practical implications for elementary language teachers seeking innovative, media-supported strategies to enhance listening comprehension.
An Analysis of Cohesive Devices in “The Drunk Text” Song by Henry Moodie
The employment of cohesive devices in the lyrics of Henry Moodie's song "The Drunk Text" is examined in this research utilizing a qualitative descriptive technique, with an emphasis on how cohesion is created and how these devices support the text's unity and meaning. In order to detect cohesive techniques like reference, substitution, ellipsis, conjunction, and lexical cohesion, the official lyrics were gathered as data and analyzed using Halliday and Hasan's (1976) framework of cohesion. The results indicate that the most common mechanisms are lexical cohesiveness and reference, whereas replacement and ellipsis are less common. These unifying strategies are essential for connecting concepts, preserving thematic coherence, and boosting the lyrics' emotional expressiveness. This work advances the discipline of discourse analysis and offers a deeper knowledge of how cohesion functions in song lyrics as a kind of written discourse by applying cohesion theory to contemporary popular music texts.
Meronymy as a Lexical Cohesion Device in the Film Final Destination: Bloodlines: A Discourse Analysis
This study examines the use of meronymy as a form of lexical cohesion in the dialogue of the film Final Destination: Bloodlines, based on Paltridge’s (2022) theory of lexical cohesion. The study aims to identify the types of meronymic relations found in the dialogue and to explain their role in maintaining coherence of meaning in audiovisual discourse. A qualitative descriptive approach was employed, with data collected through documentation by observing and transcribing the film dialogue. The data were analyzed by identifying utterances that contain part–whole relationships and interpreting their functions within the context of the scenes. The findings reveal seven instances of meronymy, which are realized through references to body parts, parts of buildings, and institutional elements. These meronymic expressions are predominantly found in scenes involving danger, injury, and critical situations. The analysis shows that meronymy functions not only to clarify specific references but also to connect smaller linguistic units to broader narrative contexts, thereby supporting coherence in dialogue. This study demonstrates that meronymy plays a strategic role in organizing meaning and enhancing the continuity of discourse in film dialogue. It contributes to the understanding of lexical cohesion in audiovisual texts by highlighting how part–whole relationships help construct meaning in context.
Differentiated Assessment Practices in EFL Classrooms: Evidence from a Senior High School in Indonesia
Assessment plays an essential role in differentiated learning as it provides information about students' readiness, learning progress, and instructional needs. Through assessment, teachers can adjust instruction and learning activities to support diverse learners in the classroom. In English language teaching, assessment is expected to function as an integral part of the learning process rather than merely as a tool for measuring outcomes. This study aims to explore the implementation of differentiated learning assessment in an English as a Foreign Language (EFL) classroom, focusing specifically on diagnostic and formative assessment practices. A qualitative case study design was employed to gain an in-depth understanding of these practices. The study was conducted at SMAN 2 Makassar in October 2025, involving one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. Findings indicate that the teacher implemented diagnostic assessment at the beginning of the semester to identify students' initial abilities and employed continuous formative assessment to monitor learning progress and provide feedback. Key formative practices included real-time corrective feedback, consultation mechanisms during writing tasks, peer and self-assessment activities, and sequentially organized learning activities that supported progressive skill development. Student perceptions, gathered through questionnaires, were generally positive, with the majority appreciating teacher feedback, valuing sequential learning progression, and finding diagnostic assessment helpful for understanding their strengths and weaknesses. However, implementation of differentiated assessment remained limited in certain areas, particularly in task variation, the use of diverse assessment instruments, and systematic attention to students' interests and learning profiles. The study concludes that while principles of assessment for learning have been applied, further professional development is needed to strengthen differentiated assessment practices in responding to students' diverse learning needs, particularly in expanding beyond readiness-based differentiation to address the full spectrum of student characteristics.
Implementing Word Puzzle as Media for Teaching Vocabulary in SMP Muhammadiyah Pangsid
This study investigated the effectiveness of word puzzles as an innovative teaching medium in improving seventh-grade students’ vocabulary mastery at SMP Muhammadiyah Pangsid, Indonesia. The research was driven by the students’ persistently low vocabulary proficiency, which stemmed from conventional, teacher-centered methods that lacked engagement and failed to promote active learning. Employing a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 21 seventh-grade students selected through total sampling. Vocabulary mastery was assessed using a 50-item test consisting of 10 multiple-choice items and 40 word puzzle items covering syllabus-based topics (animals, school objects, occupations, parts of the body, and daily activities). Data collected from pretest and posttest were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test, given the non-normal distribution of the data. The findings demonstrated a statistically significant improvement in students’ vocabulary mastery after the intervention. The mean score rose substantially from 16.33 in the pretest to 72.62 in the posttest. The Wilcoxon Signed-Rank Test produced a significance value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis. These results confirm that word puzzles effectively enhance vocabulary acquisition by increasing student motivation, participation, and retention in an EFL context. The study recommends the integration of word puzzles as a practical, low-cost, and engaging alternative to traditional vocabulary instruction, particularly in junior high schools with limited resources.
Positive Politeness Strategies in YouTube Comments: A Pragmatic Analysis of Kendrick Lamar’s “Money Trees”
This study examines the application of positive politeness methods in the YouTube comment area of Kendrick Lamar’s "Money Trees" music video, grounded in Brown and Levinson’s (1987) Politeness Theory. The study used a qualitative descriptive methodology to investigate the ways in which viewers convey admiration, emotion, and social connection in digital interactions. The data were collected from specific YouTube comments utilizing Sudaryanto’s (2015) observational method and were examined pragmatically. The findings indicate that commenters employ four categories of positive politeness strategies: Exaggerate (Interest, Approval, or Sympathy), Notice and Attend to the Hearer, Presuppose, Assert, or Raise Common Ground, and Intensify Interest to the Hearer. The Exaggerate technique is the most common of these, which means that fans often use over-the-top and passionate language to indicate how much they love the singer and the music. The employment of these tactics shows how language in digital spaces may bring people together, make them feel closer to each other, and make the online community more courteous and helpful. This study verifies that positive politeness is crucial in sustaining peaceful interactions within YouTube-based communication. Key words: Pragmatics, Positive Politeness, YouTube Comments, Kendrick Lamar, Money Trees
Exploring Pre-Service English Teachers’ Sentiments and Concerns Toward Inclusive Education
This study explores pre-service English teachers’ sentiments and concerns toward inclusive education in the Indonesian EFL context. Grounded in the Theory of Planned Behavior, the study examines affective readiness by focusing on two dimensions measured through the SACIE-R instrument: sentiments and concerns, which provide more specific insights into emotional acceptance and perceived implementation challenges than general attitude measures. A descriptive quantitative design was employed, involving 40 pre-service English teachers from Universitas Muhammadiyah Kalimantan Timur who had completed the Inclusive Education course. Data were collected using a modified version of the SACIE-R questionnaire and analyzed using descriptive statistics. The findings indicate that pre-service teachers demonstrated low to moderate positive sentiments toward inclusive education, suggesting cautious acceptance accompanied by lingering emotional discomfort and uncertainty when interacting with students with disabilities. In addition, a moderate level of concern was identified, particularly related to pedagogical competence, classroom management, peer acceptance, and availability of instructional resources. These patterns reveal a gap between cognitive awareness of inclusive principles and emotional as well as practical readiness for classroom implementation. The study highlights the need for stronger experiential learning opportunities, structured practicum exposure, and institutional support within teacher education programs to strengthen affective readiness and build confidence in managing inclusive classrooms.
The Correlation Between Students’ Vocabulary Mastery and Their English Speaking Fluency at SMKN 1 Tenggarong
Speaking fluency is a fundamental skill for vocational students, particularly those in hospitality programs where effective oral communication is essential for professional interaction. Vocabulary mastery plays a crucial role in supporting students’ ability to express ideas clearly, accurately, and confidently in spoken English. This study aims to examine the correlation between students’ vocabulary mastery and English speaking fluency among eleventh-grade Hospitality students at SMKN 1 Tenggarong. A quantitative correlational design was employed, involving 36 students selected through cluster random sampling. Data were collected using two instruments: a vocabulary mastery test and a speaking fluency test assessed through a standardized scoring rubric. The speaking test evaluated students’ fluency, accuracy, and clarity of expression during oral performance. The collected data were analyzed using SPSS, including descriptive statistics and Pearson Product–Moment correlation analysis. The results revealed a very strong and statistically significant positive correlation between vocabulary mastery and speaking fluency (r = 0.972, p < 0.05). This indicates that students who possess a higher level of vocabulary knowledge tend to demonstrate greater fluency and confidence in spoken communication. The findings suggest that vocabulary development contributes substantially to students’ ability to produce smooth, meaningful, and comprehensible speech. For vocational education contexts, especially hospitality programs, strong vocabulary mastery supports students in performing workplace communication tasks such as interacting with customers, delivering information, and responding appropriately in service situations. Therefore, strengthening vocabulary instruction may enhance students’ speaking performance and better prepare them for professional communication demands. This study provides empirical evidence supporting the integration of vocabulary-focused instruction as a foundation for improving speaking fluency in vocational English learning environments.
Increasing Students’ Listening Skills Through Missing Lyrics In English Songs
This study examined the effectiveness of the Missing Lyrics technique using English songs in improving eighth-grade students’ listening skills, with a specific focus on vocabulary recognition and functional word recognition. It also investigated students’ perceptions of the technique. Adopting a quantitative pre-experimental one-group pretest-posttest design, the research involved 19 purposively selected students from Class VIII A at SMP Negeri 2 Baranti, Sidenreng Rappang Regency, Indonesia. Data were collected through listening comprehension tests (pretest and posttest) and a post-treatment questionnaire, then analyzed using descriptive statistics and a paired-sample t-test in IBM SPSS Statistics. The results revealed a statistically significant improvement in listening performance. The mean score increased substantially from 16.84 (pretest) to 73.95 (posttest), with a significance value of 0.000 (p < 0.05). The correlation between pretest and posttest scores was moderate (r = 0.556). Questionnaire responses indicated that, although students had limited prior exposure to listening activities, they exhibited highly positive perceptions toward the technique. Participants reported increased motivation, greater focus, and higher engagement during lessons, attributing these gains to the enjoyable and authentic nature of English songs. The findings demonstrate that the Missing Lyrics technique is an effective, engaging, and practical strategy for enhancing listening skills in EFL contexts, particularly at the junior secondary level. The approach is recommended for teachers seeking innovative, low-cost methods to promote active listening and vocabulary development through authentic materials.
A Comparative Analysis of Eleventh Grade Students’ Reading Comprehension of Narrative Texts Using Printed and Digital Media at SMA Negeri 9 Sidrap
This study aims to examine the differences in eleventh-grade students’ reading comprehension of narrative texts when taught using printed and digital media, as well as to determine which medium is more effective. A quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental group taught using printed media and a control group taught using digital media. The research was conducted at SMA Negeri 9 Sidrap in the 2025/2026 academic year, with a total sample of 36 students selected through purposive sampling. Data were collected using a 20-item multiple-choice reading comprehension test administered as pre-test and post-test. The data were analyzed using descriptive statistics, homogeneity testing, independent sample t-test, and effect size (Cohen’s d). The findings revealed a significant difference between the two groups, with a significance value of 0.001 (p < 0.05). The experimental group achieved a higher mean score (87.78) compared to the control group (77.50). Moreover, the effect size (d = 1.24) indicated a large effect. These results suggest that printed media is more effective than digital media in improving students’ reading comprehension of narrative texts. This study provides empirical evidence for teachers and educators in selecting appropriate instructional media in EFL classrooms.
An Analysis of Conversational Implicature and Humor Construction in the Podcast Conan O’Brien Needs a Friend
This study comprehensively investigates the phenomenon of conversational implicature within the popular podcast Conan O’Brien Needs a Friend and examines in depth its crucial role in constructing humour through dynamic and pragmatic interaction between the host and his guests. Employing a descriptive qualitative approach, the research carefully analyse a selection of podcast transcripts featuring natural conversations among Conan O’Brien and various celebrity guests, capturing spontaneous and unscripted moments of humour. The data were systematically collected through purposive sampling, with a specific focus on excerpts that exemplify the violation or deliberate flouting of Grice’s Cooperative Principle and its four conversational maxims Quantity, Quality, Relation, and Manner. The analysis is theoretically grounded in the works of (Grice, 1975), (Yule, 2005), (Brown et al., 1987), (Kotthoff, 1998), and (Mabaquiao, 2018), providing a strong foundation for understanding how implicature and speech acts interact to create humorous meaning within authentic discourse. The findings indicate humour in the podcast primarily emerges from intentional maxim violations that generate irony, exaggeration, absurdity, and incongruity, with implicatures interpreted through shared cultural assumptions and contextual understanding. Furthermore, various speech acts, including teasing, complimenting, joking, and self-deprecating humour, enrich the interaction and strengthen its overall comedic impact. This research ultimately underscores the essential function of conversational implicature in humorous discourse and significantly contributes to the broader study of pragmatics in spontaneous spoken media. The results provide valuable pedagogical insights for English language teaching, especially in developing learners’ pragmatic competence, sociolinguistic awareness, and ability to engage in authentic, natural communication.
A Critical Discourse Analysis: Harvey Specter’s Power and Authority in the TV Series Suits Season 1
This study examines how power and authority are linguistically constructed in the television series Suits, focusing on the character of Harvey Specter in Season 1. The study aims to identify linguistic strategies used to establish professional authority within a legal workplace setting. The data consist of selected spoken dialogues depicting professional interactions between Harvey Specter and other characters in the law firm. Employing a qualitative approach, the research applies Fairclough’s Critical Discourse Analysis framework, supported by theories of workplace discourse by Holmes and Stubbe and Weber’s concept of legal-rational authority. Data were collected through observation and transcription of relevant scenes and analyzed by identifying utterances that reflect power relations. The findings reveal that Harvey’s authority is constructed through strong modality, material processes, and direct commands that position him as the primary decision-maker. You're not a lawyer until I say you are" demonstrates the use of high modalities that place Harvey as a determinant of professional identity, while imperatives such as "Now get to work" function as direct commands with no negotiation space, which linguistically reinforces asymmetrical power relations. Additionally, his control over conversational flow and task distribution reinforces hierarchical relations, while expectations of autonomy reflect merit-based professional values. The study concludes that spoken discourse in television series can effectively represent institutional power dynamics similar to those found in real professional environments.
Address Terms in the Bolango Language in Tolondadu Village, Bolaang Uki District
Previous studies have examined address systems in several Indonesian regional languages; however, systematic documentation of address terms in the Bolango language, particularly within the sociocultural context of Tolondadu Village, remains limited. This gap highlights the need for in-depth analysis to clarify the forms and communicative functions of Bolango address terms and to contribute to local language preservation efforts. This study aims to describe the types of address terms and their functions in the Bolango language. The theoretical framework employed is sociolinguistic theory, particularly Koentjaraningrat’s classification of address terms (in Karel, 2022:23), which categorizes address terms into three types: personal name address terms, kinship address terms, and non-kinship address terms. This research applies a qualitative descriptive method with a sociolinguistic approach. The data consist of spoken utterances containing address terms produced by the community of Tolondadu Village. The study involved 15 informants, consisting of native speakers representing family members, community leaders, religious figures, traditional authorities, and general community members. Data were collected through observation, in-depth interviews, listening, recording, note-taking, and documentation techniques. The findings indicate that address terms in the Bolango language consist of personal name address terms, kinship address terms, and non-kinship address terms. Kinship address terms are the most dominant and are frequently extended beyond biological relationships to express respect and solidarity. Non-kinship address terms are mainly used in religious, customary, and formal social domains. Furthermore, address terms function to express respect, intimacy, and politeness, as well as to initiate and maintain effective communication. Their use is strongly influenced by age, social status, and the social relationship between speakers and addressees. In conclusion, the Bolango language possesses a diverse and culturally embedded system of address terms that reflects social hierarchy, solidarity, and community values. This study contributes to sociolinguistic scholarship and supports the documentation and preservation of the Bolango language for future generations.
The Effect of IT-Based Applications on Students’ Speaking Skills in English Language Learning in Rural South East Sulawesi
The integration of Information Technology (IT)-based applications in English language teaching has gained significant attention as a means to enhance students’ speaking skills, particularly in EFL contexts within rural areas. This study aimed to examine the effect of IT-based applications on the speaking skills of junior high school students in Rural Southeast Sulawesi. A quasi-experimental design was employed involving 82 students from grade VIII (44 students across two classes) and grade IX (38 students across two classes). The experimental group utilized various IT-based applications for interactive speaking practice, while the control group received conventional teacher-cantered instruction. Data were collected through pre-test and post-test speaking assessments and analysed using paired sample t-tests and independent sample t-tests. The findings revealed a statistically significant improvement in the speaking skills of students in the experimental group compared to the control group (p < 0.05), particularly in fluency, pronunciation, vocabulary, and grammatical accuracy. These results indicate that IT-based applications can effectively support the development of English-speaking proficiency among students in rural Indonesian schools. The study recommends the integration of technology-enhanced learning tools in the English curriculum to foster more engaging and effective language learning experiences.
The Impact of AI Virtual Tutor ‘DeepSeek’ on Students’ Writing Proficiency
This study investigated the impact of the AI virtual tutor DeepSeek on students’ writing proficiency among tenth-grade students of a Madrasah Aliyah in Pamulang, Indonesia, using a quantitative pre-test–post-test design with a sample of 31 students. Students completed five essay-based writing tasks measuring content, organization, vocabulary, language use, and mechanics. Their scores were analyzed using the Wilcoxon Signed Rank Test to determine the significance of improvement after four weeks of DeepSeek-assisted practice. The results showed a statistically significant increase in overall writing performance, indicating that real-time feedback from DeepSeek supported students’ self-regulation, accuracy, and clarity in writing. The novelty of this study lies in examining DeepSeek an emerging AI tutor that has received very limited empirical investigation within an authentic classroom setting, offering new evidence of its pedagogical value compared to more commonly studied tools such as ChatGPT or Quillbot. The study concludes that DeepSeek is a valuable instructional aid and recommends its integration into English writing instruction to complement traditional teaching.
Perceptions of English Use and Cultural Identity in Non-Native Contexts
English plays an increasingly important role in shaping communication practices and identity negotiation in non-native contexts. This study aims to explore how English is used in daily life and how it relates to cultural identity among non-urban Indonesian university students. Employing a qualitative case study design, data were collected through semi-structured interviews with four English education students (N1–N4) from different universities in Samarinda, East Kalimantan. The data were analyzed using thematic analysis involving coding, categorization, and theme development. The findings show that English is regularly used in academic, social, and digital contexts, extending beyond formal classroom settings. Students generally expressed positive emotional attitudes toward English, describing it as enjoyable and useful, while also acknowledging challenges related to confidence and vocabulary. Importantly, English use was not perceived as threatening Indonesian cultural identity. Instead, participants demonstrated active negotiation between global communication and local cultural affiliation, viewing English as an additional communicative and identity resource rather than a replacement for local culture. This study contributes to English as a Lingua Franca and identity research by highlighting global–local identity balance in a non-urban Indonesian context, an area that remains underexplored in previous studies.
Public Mask Versus Inner Darkness: An Analysis of Persona and Shadow in “Taxi Driver” (1976) Movie
Travis Bickle in Taxi Driver (1976) exhibits increasingly unstable behavior marked by social withdrawal, moral obsession, and escalating violence, raising questions about the psychological forces behind his breakdown. This study examines the Persona and Shadow of Travis which influence his behavior and eventual breakdown. Although the film and Jungian theory have been widely discussed, Travis Bickle’s psychological development has not been systematically examined through the interaction of Carl Jung’s Persona and Shadow archetypes, resulting in a limited understanding of his inner conflict. This study employs a qualitative design using library research, with the film as primary data and scholarly works on Jungian psychology and film analysis as secondary sources. Data were collected through close and repeated viewing, focusing on key scenes, character behavior, and visual symbolism related to the Persona and Shadow, and analyzed descriptively through thematic categorization. The findings indicate that Travis’ Persona is reflected in his attempts to remain polite and socially functional, while his Shadow manifests as repressed anger and moral hostility. As social rejection and isolation intensify, the tension between these aspects leads to psychological instability and violence. This study demonstrates the usefulness of Jung’s archetypal theory in explaining psychological conflict and character development in film narratives.
Code Switching and Code Mixing in the Conversations of the Characters in the Film Uang Panai 2
This study aims to describe the forms of code switching and code mixing found in conversations between the characters. This research employs a qualitative descriptive approach, which is used to identify and describe particular events or phenomena. The data collection techniques applied in this study were repeated observation and note-taking of the findings, while the data analysis used the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The source of the data in this study was the film Uang Panai 2, which is available on the Netflix application. Based on the results of the study, 41 data items relevant to this research were identified. These data were divided into 23 items in the code-switching category, consisting of 7 instances of internal code switching, 5 instances of external code switching, 5 instances of situational code switching, and 5 instances of metaphorical code switching. Meanwhile, 19 data items were categorized as code mixing, consisting of 7 instances of internal code mixing, 6 instances of external code mixing, and 6 instances of hybrid code mixing. Based on these findings, it can be concluded that the use of code switching and code mixing in the film Uang Panai 2 demonstrates a strong ability to combine various languages in order to convey the message of the film, including the Bugis language, Makassarese, English, and Korean. The mixing of languages also becomes an interesting element in the film, allowing the characters to deliver messages according to the context of the conversation and to adapt to their interlocutors through the use of code switching and code mixing as a key to communication.
Integrating Wordwall to Increase Student’s Enthusiasm in Learning English Vocabulary Achievement: A Study of Eighth Grade Students at UPT SMP Negeri 4 Panca Rijang
This study aimed to investigate the effectiveness of integrating Wordwall in enhancing students’ enthusiasm and English vocabulary achievement among eighth-grade students at UPT SMP Negeri 4 Panca Rijang. Vocabulary plays a fundamental role in language learning; however, many students experience low motivation and limited engagement due to conventional teaching methods. Therefore, the use of interactive digital media is considered a potential solution to address this issue. This research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using Wordwall and a control group taught through conventional methods. The sample consisted of 45 students. Data were collected through a vocabulary achievement test (pre-test and post-test) and an observation rubric measuring students’ enthusiasm. The data were analyzed using descriptive and inferential statistics, including paired and independent sample t-tests. The findings revealed that students taught using Wordwall showed a significant improvement in both vocabulary achievement and learning enthusiasm compared to those taught using conventional methods. The experimental group demonstrated higher levels of active participation, motivation, and cognitive engagement during the learning process. The integration of Wordwall as a digital game-based learning medium is effective in improving students’ enthusiasm and vocabulary achievement. It is recommended that English teachers incorporate interactive digital tools such as Wordwall to create more engaging and meaningful learning experiences.
An Analysis of Emotional Classification in the Characters of “Hello, Goodbye, and Everything in Between” (2022): A Psychological Approach
This study explores the emotional experiences of the main characters in the film Hello Goodbye and Everything in Between (2022) by applying David Krech’s theory of emotion classification. The central question of this research is how Krech’s emotional categories appear in the characters and how these emotions shape the psychological dimension of the storyline. The aim is to identify the emotions expressed by the characters and to describe how these emotions influence their conflicts their decisions and the progression of their relationship. This research adopts a qualitative descriptive approach. The data were gathered through close observation of the film by examining key scenes and dialogues and by organizing the emotional expressions according to Krech’s framework. The findings indicate the seven emotional categories proposed by Krech namely guilt, suppressed guilt, self punishment, sadness, shame, hatred and love are present throughout the film. The study contributes to psychological and literary analysis by showing that Krech’s theory offers a useful lens for understanding the emotional depth of fictional characters and provides insight into the motivations and internal struggles that drive the narrative.
The Effectiveness of YouTube Video-Based Learning in Enhancing Vocabulary Development Among Vocational High School Students
This study aimed to investigate the effectiveness of YouTube videos in improving vocabulary acquisition among vocational EFL students. A mixed-methods within-subject design was employed involving 32 third-year vocational students in Indonesia. Quantitative data were collected through pre-test and post-test vocabulary assessments and analyzed using paired-samples t-tests, while qualitative data were obtained from semi-structured interviews to explore students’ learning experiences. The results showed a significant improvement in students’ vocabulary achievement, with the mean score increasing from 56.84 (SD = 8.21) in the pre-test to 78.12 (SD = 7.65) in the post-test (p < .001), indicating a large effect size (Cohen’s d = 1.32). These findings confirm a substantial gain in vocabulary mastery after the integration of YouTube videos in instruction. Qualitative analysis revealed that YouTube-based learning enhanced students’ motivation and engagement through audiovisual input, contextualized examples, and varied learning materials. Students reported that visual support, pronunciation models, and repeated exposure helped them understand and retain new vocabulary more effectively. Nevertheless, several challenges were identified, including fast speech rates, occasional subtitle inaccuracies, and the need to verify vocabulary correctness. Overall, the study concludes that YouTube video-based learning is an effective instructional tool for supporting vocabulary development in vocational EFL contexts when supported by structured instructional design and appropriate teacher guidance.
EFL Students’ Willingness to Communicate: A Survey of Verbal Participation in Speaking Classes
In English as a Foreign Language (EFL) course, students' verbal engagement is considered to be greatly influenced by their willingness to communicate (WTC). However, many students continue to hesitate during speaking practice because they are nervous, lack confidence, and fear making mistakes. The purpose of this study was to characterize the level of verbal participation and communication readiness of EFL students in speaking classes. A quantitative descriptive survey design was used in this study, which involved fifty EFL students who attended speaking classes. A 15-item Likert scale questionnaire measuring students' readiness to speak, respond, initiate communication, and participate in speaking exercises was used to collect data. Descriptive statistics, such as mean scores for each item, were used to analyze the data. With an overall average score of 3.73, the results of the study show that students' general readiness to communicate is classified as high, indicating a generally positive attitude toward speaking activities. Students' love of speaking activities received the highest score, while elements related to spontaneously initiating conversation received slightly lower scores. Additionally, this study provides empirical data on the average of students' communication willingness, which has practical consequences for EFL teachers creating instructional strategies that encourage increased verbal involvement.
Developing Technology-Based Learning Media to Improve Students’ Listening Skills in Rural Area
Listening comprehension continues to pose a significant challenge for vocational high school students in Indonesia, largely due to their limited exposure to authentic listening materials and the continued reliance on conventional, teacher-centred instructional practices. Addressing this issue, the present study aimed to develop and evaluate technology-based learning media designed to enhance students’ listening proficiency. This study employed a Research and Development (R&D) approach, adopting the ADDIE model, which encompasses five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 20 tenth-grade students from a vocational high school in Southeast Sulawesi. Data were collected through expert validation questionnaires, student response questionnaires, as well as pre-test and post-test assessments to measure students’ listening performance. The findings revealed that the developed learning media achieved high levels of validity and practicality, as indicated by expert evaluations. Furthermore, the implementation of the media led to a notable improvement in students’ listening comprehension, reflected in the significant increase between pre-test and post-test mean scores. Students also demonstrated highly positive responses, particularly in terms of the media’s attractiveness, ease of use, and perceived usefulness in supporting their learning process. In conclusion, the technology-based learning media developed in this study is both effective and feasible for enhancing listening comprehension among vocational high school students. These findings offer valuable pedagogical implications for English teachers, particularly in promoting the integration of technology-enhanced learning tools in vocational education settings.
Development of a Deep Learning-Based Short Story Listening Learning Model for Fifth-Grade Students at SD Negeri 2 Kulo
This study aims to develop a deep learning-based instructional model for teaching short story listening skills to be utilized by teachers in classroom learning. The type of research employed is Research and Development (R&D) using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The product developed is a Deep Learning Lesson Plan (Rencana Pembelajaran Mendalam/RPM) for a short story listening instructional model, which was systematically designed and validated by experts. The validation results indicate a high level of feasibility: content experts scored 96%, language experts 81%, and instructional experts 88%, all categorized as “highly feasible.” A limited trial involving 10 students resulted in an average gain score of 0.40, which, according to Hake, falls into the moderate effectiveness category. A wider trial involving 25 students showed that 6 students were in the low category (g ≤ 0.30), 19 in the moderate category (0.39 < g ≤ 0.70), and none in the high category (g > 0.70). This indicates that the majority of participants experienced significant improvement after the implementation of the instructional model. The results of teacher and student response questionnaires also indicate a high level of effectiveness, with both obtaining an average score of 4.65, categorized as “very good.” In conclusion, the developed deep learning-based instructional model for teaching short story listening skills is effective, valid, and engaging in improving students’ listening skills in an active, critical, and reflective manner, and contributes to the development of innovative and contextual Indonesian language learning in elementary schools.
Implementation of Project Based Learning ‎in Teaching Speaking for 7th Grade Students
This study aims to explore the implementation of Project-Based Learning (PBL) in teaching English speaking skills to seventh-grade students. A qualitative descriptive approach was employed, with data collected through classroom observations, teacher interviews, and documentation. The participants consisted of a class of seventh-grade students in an EFL context. The findings indicate that PBL was implemented through several stages, including preparation, planning, execution, monitoring, presentation, and reflection. The teacher played a significant role as a facilitator by providing scaffolding, guidance, and constructive feedback throughout the learning process. The use of technology, particularly video-based projects, helped reduce students’ speaking anxiety and encouraged active participation. However, several challenges were identified, such as time constraints, varying student abilities, and limited technological resources. Overall, the findings suggest that PBL can support student motivation, engagement, and speaking development when implemented with appropriate guidance and classroom management. This study offers practical insights for teachers and educators in applying PBL to enhance speaking instruction in EFL classrooms.
The Effect of Poster Media on Fourth-Grade Students’ Learning Interest in Indonesian Language at MIS Babul Ilmiy Rumbia
This study was conducted to examine the effect of poster media on fourth-grade students’ learning interest in Indonesian Language at MIS Babul Ilmiy Rumbia, Jeneponto Regency. This research employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The population and sample consisted of 13 fourth-grade students selected through saturated sampling. Data were collected using observation sheets and a learning interest questionnaire based on four indicators: attention, interest, enjoyment, and participation. The results of descriptive analysis showed that the implementation of poster media was categorized as good (87%), indicating that the learning process was carried out effectively. The average score of students’ learning interest increased from 66.62 (pretest) to 82.31 (posttest). Inferential analysis using a paired-sample t-test revealed a significant difference between pretest and posttest scores (t = 17.139; Sig. = 0.000 < 0.05). These findings indicate that the use of poster media has a significant positive effect on students’ learning interest. Therefore, poster media can be considered an effective instructional tool to enhance student engagement and create a more interactive learning environment in elementary education.
Students’ Perceptions of TikTok Content Creation as a Medium to Support Speaking and Pronunciation Skills
This study investigates the effectiveness of using TikTok as a learning medium to improve students’ pronunciation and speaking skills. The increasing popularity of TikTok among students offers opportunities to integrate short-form video content into English language learning; however, empirical evidence on its instructional impact remains limited. This study employed a quantitative pre-experimental design using a one-group pretest–posttest approach. The participants were undergraduate students from an English education program who were selected through purposive sampling. Data were collected using pronunciation and speaking performance tests administered before and after the treatment. The treatment was implemented through structured learning activities using selected TikTok videos that modeled authentic pronunciation, intonation, and spoken interaction. Students practiced imitating pronunciation, producing short spoken responses, and recording their performances. The data were analyzed using descriptive statistics and paired-sample statistical tests to examine differences between pretest and posttest scores. The results indicate a significant improvement in both pronunciation and speaking performance after the implementation of TikTok-based instruction. Students demonstrated clearer articulation, improved fluency, and increased confidence in oral production. The findings suggest that TikTok can serve as an engaging supplementary medium to support pronunciation practice and speaking development when guided by structured instructional activities. This study contributes practical insights for language teachers seeking to integrate digital media into speaking instruction and highlights the need for further research using larger samples and comparative designs.
Speaking Performance and Obstacles Encountered by University-Level English Major Students
This study investigates the speaking difficulties experienced by English major students, addressing the limited qualitative insights into how these learners perceive and manage such challenges in real communicative contexts. Employing a qualitative case study approach, data were collected from four university students through semi-structured interviews, recorded as mobile voice notes and transcribed verbatim to ensure accuracy. The findings reveal that linguistic obstacles, particularly difficulties in vocabulary retrieval and grammatical construction, contribute to frequent use of fillers such as “ee” and “hmmm,” indicating processing challenges during speech production. In addition, psychological factors, especially anxiety and fear of negative evaluation, significantly hinder students’ speaking performance by increasing their affective filter. Environmental factors, including an overemphasis on theoretical instruction, further limit opportunities for meaningful speaking practice. Despite these challenges, students demonstrate strategic competence by employing paraphrasing, simple expressions, and non-verbal cues to maintain communication. These findings suggest that effective language instruction should balance linguistic development with psychological support and provide more opportunities for communicative practice in supportive learning environments.
The Effect of Reading Habits at Home and the Availability of Reading Materials on the Reading Literacy Ability of Sixth-Grade Students at UPT SD Negeri 1 Kulo
This study investigated the influence of reading habits at home and the availability of reading materials on the reading literacy ability of sixth-grade students at UPT SD Negeri 1 Kulo. Employing a quantitative explanatory research design, the study utilized saturated sampling involving the entire population of 23 sixth-grade students. Data were collected using questionnaires to measure reading habits at home and the availability of reading materials, along with a standardized reading literacy test. Data were analyzed using descriptive statistics and multiple linear regression with SPSS software. The results revealed that: (1) reading habits at home had a positive and significant effect on reading literacy ability (t = 3.12, p = 0.005 < 0.05); (2) the availability of reading materials also exerted a positive and significant effect (t = 2.45, p = 0.021 < 0.05); and (3) both variables simultaneously had a significant influence (F = 18.76, p = 0.000 < 0.05). The coefficient of determination (R² = 0.652) indicated that 65.2% of the variance in students’ reading literacy ability could be explained by the two variables, while the remaining 34.8% was influenced by other factors. The findings underscore the critical role of home-based reading practices and resource availability in enhancing elementary students’ reading literacy. Collaboration among parents, teachers, and schools is essential to create a literacy-rich home environment that optimally supports students’ reading development.
Sorong Serah Aji Krame in the Novel Merpati Kembar di Lombok by Nuriadi
This study aims to analyze how the Sorong Serah Aji Krame tradition is represented in Nuriadi’s novel Merpati Kembar di Lombok and compare it with its actual implementation in South Montong Baan Village. The research findings indicate that in the MKL novel, the author narrates the Sorong Serah Aji Krame ceremony using the term "serah doe/ngadep," without providing detailed explanation of its procession. However, in several sections, such as the preparation of the pembayun and the depiction of the pembayun chanting process, brief descriptions are offered. Conversely, in actual practice in South Montong Baan Village, the ceremony exhibits genuine complexity comprising the delegation of pisolo (emissary), religious greetings, customary greetings, the main ceremony, the pronouncement of aji krame (dowry), the handover of aji krame, the cutting of the Jinnah rope, and the closing ceremony. Meanwhile, several cultural symbolic meanings are embedded within the tradition, encompassing values of politeness, spirituality, honesty, and transparency.
The Effect of Using Taylor Swift’s Songs on the Improvement of Students’ Listening Skills at SMA Negeri 1 Loa Janan
This study investigates the effect of using Taylor Swift’s songs on improving students’ selective listening skills at SMA Negeri 1 Loa Janan. Selective listening refers to learners’ ability to identify specific information, keywords, and main ideas from spoken texts. Songs were chosen as learning media because they provide authentic pronunciation, natural rhythm, and meaningful repetition that support focused listening practice. The study employed a pre-experimental one-group pretest–posttest design involving 32 tenth-grade students. Data were collected using a listening test consisting of ten fill-in-the-blank questions based on selected Taylor Swift songs. The test measured students’ ability to recognize keywords and accurately complete missing words and phrases from the song lyrics. The instrument was reviewed by English teachers to ensure content relevance and clarity. The treatment was conducted over four instructional sessions using structured listening activities, including lyric prediction, gap-filling, and comprehension checks. The results showed a significant improvement in students’ selective listening performance after the treatment. The mean posttest score was higher than the pretest score, and statistical analysis using a paired-sample t-test indicated a significant difference at the 0.05 level. These findings suggest that integrating English songs into listening instruction can effectively support students’ ability to focus on specific auditory information and improve listening accuracy. This study offers practical implications for English teachers to use music-based activities as supplementary listening materials to enhance learner engagement and selective listening development in secondary school contexts.
Students’ Perceptions Toward the Use of TikTok as a Digital Learning Tool in Learning English Vocabulary At SMAN 1 Loa Janan
This study aims to investigate students' perceptions toward the use of TikTok as a digital learning tool in learning English vocabulary at SMAN 1 Loa Janan. The background of this study is based on the challenges students face in mastering English vocabulary despite years of formal instruction. In the digital era, TikTok has emerged as a popular social media platform among students and shows potential as an educational tool. However, students' perceptions toward using TikTok for vocabulary learning have not been clearly identified, particularly in Indonesian senior high schools. This study uses a quantitative descriptive research design with a questionnaire as the primary data collection instrument. There were 32 students from class X-3 participating in the study. Data collection was conducted through a Likert-scale questionnaire consisting of 15 items measuring students' perceptions across four dimensions: perceived usefulness, perceived ease of use, learning interest, and learning engagement. The results showed that the questionnaire was valid (Corrected Item-Total Correlation values ranging from 0.756 to 0.867, all exceeding 0.30) and highly reliable (Cronbach's Alpha = 0.970). Descriptive statistical analysis revealed a mean perception score of 49.69 (SD = 14.16), which falls within the moderate perception category. The scores ranged from 19 to 75, indicating considerable variability in students' perceptions. Thus, students generally hold moderately positive perceptions toward TikTok as a digital learning tool for vocabulary learning, though significant individual differences exist. These findings provide valuable insights for educators seeking to integrate social media platforms into language teaching practices.
An Analysis of the Role of Quizizz Paper Mode in Enhancing Students' English Learning Engagement and Motivation At SDN 5 Arawa
This study examines the role of Quizizz Paper Mode an offline, printable adaptation of the gamified Quizizz platform in enhancing fifth-grade students’ engagement and motivation in English as a Foreign Language (EFL) learning at SDN 5 Arawa, a low-resource public elementary school in rural South Sulawesi, Indonesia. Amid persistent challenges of low participation and motivation in conventional paper-based EFL instruction, particularly in technology-limited settings, the research investigates whether this low-tech gamified tool can foster more interactive and motivating classroom experiences. Adopting a descriptive qualitative design, the study collected data through structured classroom observations and semi-structured interviews with five purposively selected fifth-grade students and their English teacher. Observations focused on three dimensions of engagement behavioral, emotional, and cognitive alongside indicators of intrinsic and extrinsic motivation. Interview responses provided in-depth insights into participants’ perceptions and experiences. Data were analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model, with triangulation ensuring credibility. Findings revealed that Quizizz Paper Mode significantly improved all aspects of student engagement. Students exhibited greater behavioral participation and persistence, heightened emotional enthusiasm, enjoyment, and confidence, and stronger cognitive focus, effortful thinking, and strategy use. Both intrinsic motivation (interest, curiosity, and enjoyment) and extrinsic motivation (competition, scoring, and achievement orientation) increased markedly due to the tool’s game-like elements such as time limits, immediate feedback, and ranking systems. Participants and the teacher perceived the activity as more enjoyable and less anxiety-inducing than traditional assessments. The tool proved highly practical and inclusive in low-resource classrooms, requiring no internet access or personal digital devices. This research concludes that Quizizz Paper Mode is an effective, accessible, and equitable strategy for boosting engagement and motivation in primary EFL learning within resource-constrained contexts. Practical implications for teachers and recommendations for future studies are discussed.
Gamification as a Strategy to Enhance Learning Motivation and Argumentative Writing Skills of Eleventh Grade Students at SMA Negeri 1 Sidrap.
The low level of learning motivation and inadequate skills in writing argumentative texts remain major challenges in Indonesian senior high school education. This study investigates the effectiveness of gamification as an innovative strategy to enhance both learning motivation and argumentative text writing skills among grade XI students at SMA Negeri 1 Sidrap. A quasi-experimental design with one-group pretest-posttest was employed. The sample consisted of 35 students from one intact class (out of nine classes/rooms in the relevant grade level). Gamification elements such as points, badges, leaderboards, levels, quests, and immediate feedback were integrated into argumentative writing lessons over eight meetings using a digital learning platform combined with classroom activities. Data were collected through a validated learning motivation questionnaire (based on the ARCS model) and an argumentative text writing test assessed using a holistic rubric covering content, organization, language use, and mechanics. Paired-sample t-test results revealed a statistically significant improvement in both variables. Students’ learning motivation scores increased substantially (p < 0.05), and their argumentative writing skills improved from an average pretest score of 64.57 to 82.86 in the posttest. Qualitative observations further indicated higher student engagement, collaboration, and persistence during gamified sessions. The findings demonstrate that gamification is an effective pedagogical strategy that simultaneously boosts affective (motivation) and cognitive (writing skills) outcomes. This approach offers practical implications for language teachers seeking to create more engaging and student-centered learning environments in senior high schools.
A Comparative Study on the Cause of a Curse in Chinua Achebe’s Things Fall Apart and in Horace Walpole’s The Castle of Otranto
This study conducts a comparison of two characters that bring the main characters into a terrible fate, the curse, in Chinua Achebe’s Things Fall Apart and Horace Walpole’s the Castle of Otranto. Using New Criticism theory, Miner’s comparative literature and close reading method, the study shows that though both characters in the novels are categorized as brutal leaders, however, Okonkwo is more brutal than Manfred shown in the diagram which has five kinds of crime than Manfred, only one crime. The former heartlessly takes the head of the enemy home and drinks the blood and kills the innocent kid and his family because they are weak people as well as regret for the society change instead of killing the kids and the family, whilst Manfred only kills somebody else and regret for his daughter as the off target. Accordingly, Okonkwo gets the curse more sorrowful by killing himself than Manfred who only mourns for his murdered daughter. The study then is worth a conduct as it has a novelty of the excluded theory in the previous studies and gives the researcher moral lesson that character can determine our future life.
Analysis of CSR Models in Improving English Recount Text Reading Skills in Karya Vocational High Schools
Reading comprehension is one of the essential skills in English language learning at the high school level at Pendidikan Karya Tangerang. Based on initial observations, it was found that reading comprehension skills, especially in recount texts, are still relatively low. This is characterized by difficulties in understanding the main ideas, detailed information, vocabulary, and the sequence of events in the text. This study aims to analyze the application of the Collaborative Strategic Reading (CSR) model in improving reading comprehension skills in English recount texts.This study used a pre-test and post-test control group design. The research sample consisted of 60 eleventh-grade students, divided into two groups: an experimental group (30 students) taught using the CSR model and a control group (30 students) taught using conventional learning methods. The results of the pre-test and post-test control showed a significant difference in reading comprehension ability between the experimental class (82,40) and the control class (72,10), indicating that the increase in scores in the experimental class was greater than in the control class. The N-Gain score for the experimental class was in the medium-high category (0,54), while the control class (0,28) was in the medium category.These findings indicate that the CSR model is effective in improving students' English recount text reading comprehension skills. This study is expected to serve as a reference for English teachers in implementing innovative and effective collaborative learning models
Improving Students’ Speaking Skills through Role-Play Technique at SMKN 1 Tenggarong
Speaking proficiency is essential for vocational school students because it supports effective communication in workplace contexts. However, students at SMKN 1 Tenggarong face difficulties in English speaking due to limited vocabulary, fear of making mistakes, low confidence, and classroom practices that emphasize repetition rather than interaction. This study aimed to examine the effectiveness of the role-play technique in improving students’ speaking skills. A quasi-experimental design was applied involving two groups, each consisting of 36 students. The experimental group received instruction through role-play activities, while the control group was taught using conventional methods. Both groups completed pre-tests and post-tests to measure improvement in speaking performance. The treatment was conducted over six instructional meetings using job-related role-play scenarios. The data were analyzed using the Wilcoxon Signed Rank Test with the assistance of SPSS. The results showed a significant improvement in the experimental group, with a post-test mean score of 85.33, compared to 66.83 in the control group. The p-value of 0.000 indicated a statistically significant difference between the two groups. These findings suggest that role-play effectively enhances students’ speaking ability by increasing confidence, providing meaningful interaction, and supporting practical language use in vocational English contexts
Schools’ Strategies in Enhancing Students’ Self-Efficacy Related to English Language Skills
This study investigates school strategies in enhancing students’ self-efficacy related to English language skills at SMP Negeri 2 Palangka Raya. The research problem arises from the observation that many junior high school students experience low self-efficacy and hesitation when learning English, which affects their participation and language performance. Therefore, this study aims to examine how school programs are implemented to enhance students’ self-efficacy, how these programs are carried out in the classroom, and what obstacles the school encounters in improving students’ self-efficacy. This research employed a qualitative approach using a case study method. Data were collected through interviews with the school principal, English teachers, and students, as well as through observation and documentation. The findings reveal that the school implements several strategic programs to enhance students’ self-efficacy, including the “Student Talent Showcase” program, which provides opportunities for public speaking and English storytelling, teacher participation in professional development forums, and specialized mentoring for English competitions. At the classroom level, teachers apply role-play activities, peer modeling, culturally responsive teaching, and supportive feedback to build students’ confidence in using English. However, several obstacles remain, particularly internal psychological barriers such as fear of making mistakes, lack of intrinsic motivation, and self-doubt among students with low self-efficacy. External factors, such as differences in learning support outside school, also influence students’ self-efficacy. The findings contribute to understanding how institutional programs and classroom strategies can support the development of students’ self-efficacy in English language learning.
The Effectiveness of Digital Platforms in Enhancing Students’ English Vocabulary Mastery in SMA AL Quran Wahdah Islamiyah Kendari
Vocabulary mastery is fundamental to English language proficiency, yet many Indonesian senior high school students continue to face challenges in acquiring adequate vocabulary due to conventional teaching methods. This study aimed to investigate the effectiveness of digital platforms in enhancing English vocabulary mastery among eleventh-grade students at SMA Al Quran Wahdah Islamiyah Kendari. A pre-experimental one-group pretest-posttest design was employed, involving 23 students from Class XI selected through purposive sampling. The intervention consisted of systematic vocabulary learning activities utilizing selected digital platforms over an eight-week period. Data were collected through a validated vocabulary achievement test administered before and after the treatment. Quantitative data were analyzed using descriptive statistics and paired-sample t-test. The findings revealed a statistically significant improvement in students’ vocabulary scores following the implementation of digital platforms (p < 0.05). Students also reported higher motivation and engagement during the learning process. This study concludes that digital platforms constitute an effective, accessible, and student-centered tool for improving vocabulary acquisition in EFL contexts. The results offer practical implications for English teachers and curriculum developers seeking to integrate technology in technology-limited or faith-based secondary schools in Indonesia.
Conversational Analysis of Politeness Strategies in Tom Lembong’s Political Podcast Interview
This study investigates how politeness strategies and conversational structures shape Tom Lembong’s political communication style in the What Is Up, Indonesia? podcast. Integrating Leech’s (2014) Politeness Principle and Yule’s (1996) Conversational Analysis (CA), the research aims to identify the types of politeness maxims employed and examine how conversational features contribute to constructing Tom’s political persona. Using a qualitative descriptive approach, the data were drawn from Tom Lembong’s utterances in a 40-minute YouTube interview. The analysis identified seven politeness maxims, with the Agreement Maxim occurring most frequently (22), followed by Approbation (11), Opinion Reticence (11), Tact (10), Modesty (10), Sympathy (5), and Feeling Reticence (4). Conversational features were also found throughout the interaction, dominated by Feedback (12), Turn-Taking (8), Repair (8), Sequence (6), and Action Formation (5). The findings reveal that Tom’s political persona is constructed through the synergy of politeness and conversational organization. His frequent use of agreement, praise, humility, and cautious opinion expression, combined with smooth turn-taking, responsive feedback, and effective repair, produces an image of a calm, respectful, and approachable political figure. This study contributes to digital political discourse research by demonstrating that politeness is not only reflected in lexical choices but also embedded in interactional structure. It further shows how political identities are strategically shaped in contemporary online media, suggesting opportunities for future comparative studies across different political actors and platforms.
Understanding Pre-Service Teachers’ Attitudes on Inclusive Education
This study examines pre-service teachers’ attitudes toward inclusive education at Universitas Muhammadiyah Kalimantan Timur. A quantitative descriptive approach was employed to explore how future teachers perceive inclusive practices and how these perceptions may influence classroom implementation. Data were collected from 40 pre-service teachers using a 30-item questionnaire adapted from the Teacher Attitude to Inclusion Scale (TAIS). The instrument demonstrated good validity and high reliability, ensuring the accuracy and consistency of the data. Descriptive statistics and inferential analyses were conducted using SPSS to identify overall attitude trends and possible differences based on demographic factors, particularly gender. The findings indicate that pre-service teachers generally demonstrate positive attitudes toward inclusive education, reflecting an openness to accommodating students with diverse learning needs in regular classrooms. Statistical analysis reveals no significant difference in attitudes based on gender, suggesting that inclusive perspectives are shaped more by professional preparation and educational experiences than by demographic characteristics. Despite these positive attitudes, the results also highlight the need for increased practical exposure and classroom-based training to support effective implementation of inclusive practices in real teaching contexts. This study emphasizes the important role of teacher education programs in fostering not only positive attitudes but also practical competence through reflective learning, supervised practicum, and continuous professional development. The findings contribute to the growing discussion on inclusive teacher preparation and provide empirical evidence to support curriculum improvement in teacher education institutions.
Manipulative Behaviour of the Main Character in “The Orphan” Movie (2009)
This study examines the manipulative behavior of the main character, Esther, in the film “The Orphan” (2009) through Sigmund Freud’s psychoanalytic perspective. Manipulation is understood not merely as intentional deception but as the manifestation of unconscious psychological conflicts shaped by trauma and unmet emotional needs. This research aims to identify the forms of manipulation exhibited by Esther and to analyze the psychological motivations underlying her behavior using Freud’s concepts of the Id, Ego, Superego, and defense mechanisms. Employing a descriptive qualitative method, the primary data of this study consist of scenes, dialogues, and visual expressions taken from “The Orphan “(2009). The data were collected through repeated observation and documentation of scenes that depict Esther’s manipulative actions, emotional responses, and interactions with other characters. The analysis was conducted by identifying instances of manipulation, classifying them based on psychoanalytic concepts, and interpreting their psychological meanings in relation to Freud’s theory. The findings are presented descriptively and analytically, supported by selected dialogues and scene descriptions to strengthen the interpretation. The analysis reveals that Esther’s manipulative behavior is driven by the dominance of the Id, weak Ego control, and an underdeveloped Superego, combined with unresolved childhood trauma and fear of abandonment. These internal conflicts lead her to employ deception, emotional manipulation, and aggression as strategies to gain control over others. This study demonstrates the relevance of Freud’s psychoanalytic theory in understanding deviant personality structures in film narratives and contributes to literary and film studies by highlighting the psychological depth of character construction.
Enhancing Students’ Speaking Fluency Through Roleplaying Segmented Scenes from Inside Out 2: A Descriptive Qualitative Study
Speaking fluency remains a persistent challenge for EFL learners in Indonesia, where students frequently exhibit limited oral proficiency due to insufficient practice opportunities, speaking anxiety, and traditional teaching methods. This descriptive qualitative study explores the implementation of role-playing segmented scenes from the Pixar animated film Inside Out 2 as an innovative strategy to enhance senior high school students’ English speaking fluency. The research was conducted with 20 students from class X-5 at SMAN 6 Sidrap, South Sulawesi, Indonesia. Ten students were purposively selected as key informants. Data were collected through pre- and post-intervention speaking fluency tests, semi-structured interviews, and classroom documentation. Fluency was assessed using the indicators of total words attempted (TWA), total speaking time (TST), filled speaking time (FST), and total words delivered (TWD). These quantitative indicators were converted into disfluency percentage, initial speaking rate (ISR), and effective speaking rate (ESR), while qualitative data were analyzed using the Miles and Huberman model. The findings demonstrate that role-playing segmented scenes from Inside Out 2 effectively improved students’ speaking fluency. Post-intervention results showed increased speaking rates, reduced pauses and hesitations, and greater confidence and active participation. Students expressed highly positive responses, highlighting increased motivation, reduced anxiety, and a more engaging learning atmosphere through this context-rich, media-based activity. The study underscores the pedagogical value of integrating popular animated films into role-play activities as a practical and motivating approach to developing oral communication skills in EFL classrooms.
Development of a Google Sites-Based Literacy Movement Program in Elementary Schools
This study developed and evaluated the effectiveness of a Google Sites-based School Literacy Movement (GLS) program to improve reading comprehension skills among fifth-grade students at UPT SD Negeri 1 Rijang Panua, Indonesia. The research was driven by the moderate literacy achievement of 55.33% reported in the 2024 Education Report, stemming from suboptimal GLS implementation that emphasized routine reading without structured comprehension assessment and relied on conventional, less engaging media. Employing a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study produced “SIBACA SITES” (Smart Reading System Based on Google Sites), an interactive web-based platform integrating contextual reading texts, multimedia resources, comprehension exercises, and interactive features. Expert validation by material, media, instructional design, and language specialists yielded very high feasibility scores (89%, 91%, 92%, and 91%, respectively), placing the product in the “very feasible” category. Limited trials (n=10) resulted in an average N-gain score of 0.60 (moderate effectiveness), while extensive trials (n=25) demonstrated more substantial gains: 16 students in the moderate category and 9 in the high category, with no students in the low category. Questionnaire responses from students and teachers indicated highly positive perceptions regarding attractiveness, usability, and learning benefits. The findings confirm that the Google Sites-based GLS program is valid, practical, and effective in enhancing reading comprehension. Theoretically, it strengthens digital literacy, multimodal literacy, and constructivist learning principles. Practically, it offers an innovative, technology-integrated model for implementing the School Literacy Movement in elementary schools, supporting 21st-century competencies.
Representation of Regret through Lexical Choices in Henry Moodie's Drunk Text: Fairclough's Critical Discourse Analysis Approach
This study analyzes the representation of the emotion regret in the lyrics of Henry Moodie’s song Drunk Text using Norman Fairclough’s Critical Discourse Analysis (CDA) framework. Employing a descriptive qualitative approach, the research examines eight selected lyric excerpts to highlight the dimensions of text, discourse practice, and social practice. The textual analysis focuses on how lexical choices, modality, pronouns, metaphors, and syntactic structures construct nuances of regret. The findings reveal eight recurring linguistic markers such as “nearly,” “forget it,” “wish,” and “afraid” which emphasize doubt, missed opportunities, and limited courage in communication. At the discourse practice level, the lyrics are produced as conscious linguistic constructions, distributed through digital platforms, and consumed by young audiences as reflections of their emotional experiences. At the social practice level, the lyrics illustrate the fragile communication culture of the digital generation, the ideology of fearful interpersonal relationships, and the role of pop music as a medium for articulating collective emotions.
The Effectiveness of Artificial Intelligence–Based Videos in Improving the English Speaking Skills of Sixth-Grade Elementary School Students
Since traditional teaching techniques frequently offer few opportunities for active oral practice, the purpose of this study was to investigate the efficacy of employing an artificial intelligence (AI) application to enhance students' English speaking abilities. Two groups—an experimental group of 18 students and a control group of 16 learners—were used in the study's quasi-experimental design. To measure the students' speaking abilities both before and after the intervention, speaking pre-tests and post-tests were distributed to both groups. While the control group was instructed using traditional techniques, the experimental group was taught utilizing an AI-based application that enabled interactive speaking practice, pronunciation modeling, and continuous oral engagement. With the mean score rising from 59.14 on the pre-test to 81.47 on the post-test and 83.33% of students meeting the Minimum Mastery Criteria (KKM), the experimental group's speaking ability was found to have significantly improved. The control group, on the other hand, only slightly improved, with 37.50% of students meeting the KKM and mean scores rising from 58.62 to 66.38. These results show that incorporating artificial intelligence into English training improves students' speech performance, confidence, and engagement.
Challenges and Strategies of Teachers in Teaching English to Hearing-Impaired Students: An Inclusive Education Perspective
Teaching English to hearing-impaired students poses a pedagogical challenge for teachers due to the dominant auditory learning orientation. Thus, this research aims to study the challenges faced by teacher when teaching English to hearing-impaired students at SLB Negeri 1 Makassar, and the strategies used to address these issues from the perspective of inclusive education. The objective of this research is achieved through the application of a qualitative approach designed as a case study. A teacher was selected purposively as the research subject, and her teaching data was collected thru classroom observations, interviews, and documentation. The research findings identified five challenges faced by the teacher, namely communication, student differences in ability, a lack of learning resources, student distractions, and the students' limited vocabulary. To address these issues, teacher used adaptive approaches, that is visual teaching materials, in-person instruction, sign language, mobile-phones as learning aids, and intensive material repetition. These strategies are examples of inclusive pedagogical practices that emphasize adaptation, responsiveness, and flexibility in learning for hearing-impaired students. This research concludes that the pedagogical skills and teaching adaptations of teachers are important components that enable deaf students to learn English effectively in the classroom.
Gamification in Technology-Based English Language Teaching: Enhancing Student Engagement at Baitul Qur’an Al Askar Kota Kendari
The integration of gamification into technology-based English language teaching (ELT) has emerged as a promising strategy to address low student engagement in EFL classrooms. This study investigated the effectiveness of gamification elements embedded in digital platforms to enhance student engagement among tenth-grade students at Baitul Qur’an Al Askar Madrasah Aliyah. Employing a quasi-experimental pre-test and post-test design, the research involved 36 students who participated in gamified English lessons utilizing platforms such as Kahoot! and Quizizz. Gamification elements, including points, badges, leaderboards, and instant feedback, were integrated into vocabulary, grammar, and speaking activities over a 12-week intervention period. Student engagement was measured using a validated 5-point Likert-scale questionnaire adapted from the Student Engagement Instrument, supplemented by classroom observations and semi-structured interviews. Quantitative analysis using paired-sample t-tests revealed a statistically significant increase in overall engagement scores from pre-test (M = 3.18, SD = 0.75) to post-test (M = 4.47, SD = 0.62), t(35) = -8.76, p < .001. Qualitative findings further indicated heightened motivation, active participation, and collaborative learning. The study concludes that gamification in technology-based ELT effectively boosts student engagement in Islamic senior high school settings. Practical implications for EFL teachers and suggestions for future research are discussed.
Analyzing Bloom’s Taxonomy Levels in Students’ Speaking Activities in Teaching Modules of Kurikulum Merdeka
Many senior high school students in Indonesia struggle with spoken English because their classroom curriculum lacks relevant and engaging speaking opportunities. This study aims to identify the cognitive levels represented in speaking activities and examine the extent to which they promote higher-order thinking skills (HOTS) in teaching modules based on the recent Kurikulum Merdeka. A qualitative directed content analysis by Hsieh & Shannon (2005) was employed, examining five teaching modules and Alur Tujuan Pembelajaran (ATP) from different senior high schools, obtained from the official Ministry of Education website. The findings showed that Applying (C3) occurred most frequently (63 occurrences; 44.68%), followed by Remembering (C1) with 24 occurrences (17.02%), and Understanding (C2) with 21 occurrences (14.89%). HOTS levels were less dominant, with Analyzing (C4) and Creating (C6) both appearing 15 times (10.64%), and Evaluating (C5) only 3 times (2.13%). This indicates a predominance of LOTS over HOTS in the modules. Analysis of speaking outputs revealed that high-output activities such as discussions and presentations (A4 and A5) occurred 49 times, while medium-output activities (A2 and A3) appeared 12 times, and low-output activities (A1) only once. These results suggest that although opportunities for communicative competence exist, speaking activities still lean toward tasks requiring lower cognitive engagement. It is concluded that while the Kurikulum Merdeka teaching modules integrate various Bloom’s Taxonomy levels, more emphasis is needed on HOTS to enhance critical thinking and creativity.
The Effectiveness of LingQ Application as Learning Media on the Student’s Reading Comprehension at Eight Grade of SMP Muhammadiyah Aimas
Reading comprehension ability is one of the most important basic skills in learning English. However, the reality is that many junior high school students still struggle to understand reading texts, which is caused by limited vocabulary, monotonous teaching methods, and low learning motivation. Therefore, innovative and engaging learning media are needed, one of which is through the use of the LingQ application. This research aims to determine the effectiveness of using the LingQ application as a learning medium on the reading comprehension ability of eighth-grade students at Muhammadiyah Aimas Junior High School. This research uses a quantitative method with a pre-experimental design in the form of a one-group pre-test and post-test design. The research sample consisted of 20 students from class VIII B. The instrument used was a multiple-choice reading comprehension test with 20 questions. Data analysis techniques include descriptive statistical analysis, normality tests, and N-Gain tests. The research results indicate an effective in students' reading comprehension after being treated using the LingQ application. The average pre-test score was 48.00, which increased to 65.20 on the post-test. The N-Gain test results showed a value of 0.33, which falls into the moderate category, meaning that using the LingQ application is quite effective in students' reading comprehension.
Host Control in Turn-Taking: A Conversation Analysis of Jimmy Fallon’s Interview with Jesse Eisenberg
This article investigates how host control is interactionally achieved through turn-taking mechanisms in a late-night talk show interview. The data are drawn from an interview between Jimmy Fallon and Jesse Eisenberg on The Tonight Show Starring Jimmy Fallon. Using Sacks, Schegloff, Jefferson, (1974) theory of turn-taking as the sole analytical framework, this study employs qualitative conversation analysis to examine how the host manages speaking rights, regulates turn transitions, and maintains conversational structure. The findings indicate that host control is realized through strategic turn allocation, timely interruptions, cooperative overlaps, and the manipulation of Transition Relevance Places (TRPs). These practices allow the host to sustain conversational flow while preserving an informal, humorous atmosphere. The study demonstrates that host control operates as an interactional accomplishment rather than an explicit exercise of authority.
An Analysis of Factors Affecting Speaking Confidence of Secondary School Students at UPT SMA Negeri 1 Sidrap
This study aims to identify and analyze the factors influencing the speaking confidence of secondary school students at UPT SMA Negeri 1 Sidrap. This research employed a descriptive qualitative approach focusing on students’ experiences and perceptions in the process of learning English. The participants of the study were eleventh-grade students selected through purposive sampling. The data were collected through questionnaires, semi-structured interviews, and documentation to obtain comprehensive information regarding the factors affecting students’ speaking confidence. The findings reveal that students’ speaking confidence is influenced by two main categories of factors, namely internal factors and external factors. Internal factors include language proficiency, previous speaking experience, and psychological aspects such as self-confidence, anxiety, and personality. Meanwhile, external factors include the teacher’s role, teaching methods, learning materials and media, peer support, and classroom atmosphere. The analysis demonstrates that students' speaking confidence is fundamentally influenced by the interplay of internal and external dimensions. Internally, the primary obstacles originate from linguistic deficiencies (specifically in vocabulary and grammar) alongside psychological barriers such as shyness and apprehension. Conversely, externally, the teacher's pedagogical approach and instructional methods emerge as the most impactful drivers. The integration of creative media and a supportive classroom climate significantly mitigate the fear of social judgment, thereby lowering students' internal anxiety. In conclusion, while internal readiness poses a challenge, a safe and encouraging external environment serves as the vital catalyst for improving students' confidence in oral English communication.
The Relation Between Students’ Frequently in Watching English Content in Social Media and Students’ Vocabulary Mastery
This study aims to examine the relation between students’ frequency of watching English content on social media and their vocabulary mastery in an English as a Foreign Language (EFL) context. Employing a qualitative descriptive design, this research involved 16 eleventh-grade students of SMA Negeri 2 Sidrap. Data were collected through a vocabulary test and structured interviews. The vocabulary test was used to provide a preliminary description of students’ vocabulary levels, while interviews explored students’ exposure to English content, viewing frequency, and learning experiences outside the classroom. The findings reveal that students who frequently engage with English content on social media platforms such as YouTube, TikTok, and Instagram demonstrate higher levels of vocabulary mastery compared to those with lower exposure. The frequency of engagement ranged from daily to occasional viewing, with content types including both educational and entertainment materials. Repeated exposure to authentic and contextualized language input was found to contribute significantly to vocabulary acquisition. Furthermore, the study indicates that social media serves as an effective informal learning environment that supports autonomous learning and enhances students’ vocabulary development. These findings suggest that integrating social media-based exposure into language learning strategies can be beneficial in improving students’ vocabulary mastery.